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Descriptors:
Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Foreign Countries; Multiple Regression Analysis; Questionnaires; Moral Development; Affective Behavior; Cognitive Development; Measures (Individuals); Science Education; Academic Achievement; Grade 9; High School Students; Validity; Reliability; Teacher Student Relationship; Teacher Behavior

Abstract:
This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students' perceptions of their teachers' interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Computer Simulation; Children; Adolescents; Attention; Memory; Psychomotor Skills; Persistence; Affective Behavior; Social Cognition; Social Development

Abstract:
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Adolescents; Parent Child Relationship; Depression (Psychology); Juvenile Justice; Young Adults; Mothers; Fathers; Affective Behavior; At Risk Persons; Correlation; Symptoms (Individual Disorders); Longitudinal Studies; Developmental Stages; Skill Development; Gender Differences; Role

Abstract:
Objective: Current research has established that depression is a common outcome of child abuse. The current study extends previous research by examining the relationship between parental emotional and physical abuse and adolescents' depressive symptoms using a prospective longitudinal design. We anticipated that this relationship would be mediated through problems in affect regulation, consistent with the view that the presence of abuse in the parent-child relationship would derail the development of adaptive affect regulation. Finally, we further examined gender-linked transmission of risk by considering both the gender of the parent perpetrating abuse and the gender of the adolescent. Methods: A sample of high-risk youth (N = 179; 46% female) from juvenile justice and clinical settings completed assessments regarding maternal and paternal physical and emotional abuse, affect dysregulation and depressive symptoms during three time points over the course of five years. Results: The relationship between maternal abuse and depressive symptoms was partially mediated through affect dysregulation at Time 1 and fully mediated at Time 2. In addition, adolescents' reports of maternal abuse at Time 1 predicted their depressive symptoms in early adulthood even after accounting for the partial mediating role of affect dysregulation at each of the three timepoints of the study. It was also found that paternal abuse was related to depressive symptoms through an indirect relationship with affect dysregulation for males, but not females. Conclusion: These findings suggest that adolescence may be a sensitive developmental period wherein abuse experiences have profound direct and mediated influences on the risk for later depression. Adolescents or young adults who have experienced abuse may benefit from interventions designed to build affect regulation skills. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Documentaries; Immigration; Whites; Racial Differences; Social Attitudes; Rhetoric; Affective Behavior; Emotional Response; Civil Rights; Identification (Psychology); Social Bias

Abstract:
Political advocates on the ideological right have long taken seriously what their counterparts on the left have not: white racialized affect. As left activists and scholars have alternately lamented and raged over the steady creep of the "middle" to the "right," they have documented in detail the outcomes of whites' refusal to engage in "genuine" racial atonement. I argue in this essay that there is still much to be gained critically, theoretically, and politically by taking collective, rhetorical production of white affect, particularly the retrieval of immigrant pain, as seriously as those who manipulate it. Key to that construction in the past two decades has been the archival and circulation of "the immigrant experience" in popular documentary films featuring Ellis Island. The success of "white rights" rhetorics owes much to equating and substituting that story for the mythos of "the nation of immigrants" as a whole. (Contains 75 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Instruction; High Schools; Secondary School Science; Urban Schools; Cultural Centers; Science Curriculum; Student Attitudes; Environmental Education; Biology; Interviews; Scientific Concepts; Affective Behavior; Natural Resources; Geographic Location; Cultural Awareness

Abstract:
This study investigates how students' participation in a place-based science curriculum may influence their place attachment (dependence and identity). Participants attend an urban high school in Hawai'i and are members of different cultural institutions within the school. Students are either enrolled in an environmental science class within the Hawaiian Academy or in a general biology, non-academy affiliated science class. Interview transcripts, field notes, and student documents suggest place-based science had different impacts on student place attachment depending on cultural affiliation within the school. Namely, students in the Hawaiian Academy show greater depth of understanding of science concepts and content, while non-Hawaiian Academy students show interest in the affective aspects of the class. Members from both groups show an increase in the incorporation of the natural environment as an aspect of their place attachments. Results suggest a need for learning opportunities that promote cultures, identities, and literacies not typically recognized in school for all students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Attitudes; Qualitative Research; White Students; Undergraduate Students; Ethnic Diversity; Focus Groups; Racial Bias; Affective Behavior; Racial Relations; Familiarity; Psychological Patterns; Empathy; Fear; Social Bias; Social Justice

Abstract:
Prior quantitative research using the Psychosocial Costs of Racism to Whites scale (PCRW; Spanierman & Heppner, 2004) identified five racial affect types among White undergraduate students. To better understand the Antiracist type, the most racially aware and sensitive among the five types, the authors of the present study conducted two focus groups. One group comprised White students (n = 5) whose scores reflected the Antiracist racial affect type, whereas the other comprised White students (n = 6) who did not score as Antiracist. Using a modified version of the consensual qualitative research method (Hill et al., 2005; Hill, Thompson, & Williams, 1997), analysis revealed six topic domains: (a) manifestations of racial awareness, (b) experiences with diversity while growing up, (c) experiences with diversity at the university, (d) emotional responses to racial issues, (e) perceptions of the racialized mascot of the university, and (f) expressions of racism. Providing additional validation for the PCRW, findings indicated that White students in the Antiracist group differed in important ways on each of the six domains from those in the non-antiracist group. Moreover, the students classified in the Antiracist affect type demonstrated a number of similarities to how White antiracist activists have been described in the broader interdisciplinary literature. (Contains 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interpersonal Competence; Training; Preschool Education; Preschool Children; Disabilities; Intervention; Instructional Effectiveness; Educational Research; Social Development; Emotional Development; Social Behavior; Affective Behavior; Special Education

Abstract:
"Social skills training" is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. "Social skills training" can occur in both regular and special education classrooms. The What Works Clearinghouse (WWC) identified three studies of "social skills training" that both fall within the scope of the Early Childhood Education Interventions for Children with Disabilities topic area and meet WWC evidence standards. All three of these studies meet standards without reservations and together, they included 135 children with disabilities in early education settings in the United States. Although this report presents information about all three studies and their findings, the WWC's summary ratings of the evidence of effectiveness of the intervention are based on only two of the studies, that, together, included 103 children in their samples. The third study, which had a sample of 32 children, did not provide sufficient information to support calculation of effect sizes and statistical significance, which are used in determining the WWC's overall evidence ratings. The WWC considers the extent of evidence for "social skills training" on children with disabilities in early education settings to be small for two outcome domains--(a) cognition and (b) social-emotional development and behavior. "Social skills training" was found to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings. Appended are: (1) Research details for Ferentino (1991); (2) Research details for Guglielmo and Tryon (2001); (3) Research details for LeBlanc and Matson (1995); (4) Outcome measures for each domain; (5) Findings included in the rating for the cognition domain; (6) Findings included in the rating for the social-emotional development and behavior domain; (7) Summary of subscale findings for the social-emotional development and behavior domain; (8) Summary of alternate contrasts for the cognition domain; and (9) Summary of alternate contrasts for the social-emotional development and behavior domain. A glossary is included. (Contains 7 tables and 12 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Physical Education; Experimental Groups; Motivation Techniques; Researchers; Grade 9; Academic Achievement; Goal Orientation; Student Attitudes; Mastery Learning; Lesson Plans; Affective Behavior; Cognitive Processes; Scores

Abstract:
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Speech Communication; Grade 7; Power Structure; Science Instruction; Teacher Student Relationship; Classroom Research; Teacher Behavior; Student Behavior; Affective Behavior; Classroom Communication; Classroom Environment; Classroom Techniques; Discourse Analysis; Mixed Methods Research

Abstract:
This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others' participation to spectator roles. The teacher's endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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