Giving feedback is key to online collaborative discussion, but the impact of feedback on role-scripts in online discussion remains unclear. To address this research gap, a mixed factorial experiment was conducted to investigate the potential effects and interactions of feedback type (elaborated vs. motivational feedback) and scripted roles (yes…

This study aims to analyze anxiety, guilt and embarrassment changes of university students who do and who do not do sports depending on some socio-demographic factors. In the study conducted with university students, a total of 585 university students are included, 307 of students whom do sports and 278 of students whom don't do sports. "Beck…

Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness…

Home visitation has emerged as a key strategy for promoting child and family well-being in the current policy context. This article examines the effectiveness of the Early Head Start (EHS) home-based program for children and families at the end of the program and 2 years later, with a particular focus on the role of program implementation in the…

The purpose of this research was to examine 18- to 30-month-old children's use of scripts for representing common events. A script is defined as a model that specifies the roles and props appropriate to an event and identifies a sequence of acts for achieving the goal defined by the event. Two aspects of script knowledge were investigated: (1) the…

Study of Israeli adolescents participating in summer camps revealed that active exposure to and assumption of variegated roles in different settings on volunteer basis, while performing meaningful and quasi-responsible actions by means of trial-and-error behavior, enhanced role and interpersonal differentiation, and hence personal differentiation,…

When children learn categories, they do not learn isolated facts but rather systems of knowledge. These systems of knowledge are composed of property-property (e.g., things with wings tend to have feathers), property-role (e.g., things with eyes tend to eat), and role-role (e.g., things that eat tend to sleep) correlations. Research has shown that…

The development of role concepts, as revealed in the ways in which children of different ages conceptualize specific occupational roles, is presented. The conceptualization of roles was studied in groups of 10 boys and 10 girls each from the first, third, and sixth grades. The mean ges of the groups were 6.9, 8.9, and 11.9 years, respectively.…

Suggests a 5-stage sequence of development from a total lack of recognition of the need for secrecy and deceptiveness in the first stage to the fifth stage in which the child was competitive and attempted to outwit the opponent by utilizing an irregular shifting strategy. (Author/WY)

Discusses how differing cognitive style in adolescents relates to their adaptation to pubescent body change. (NH)