Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

2015 ◽  
Vol 6 ◽  
Author(s):  
Zoe Markopoulos ◽  
Michael E. Bernard
Keyword(s):  
Intervention Program ◽  
Self Report ◽  
Future Research ◽  
Control Group ◽  
Behaviour Therapy ◽  
Coping Responses ◽  
Emotional Coping ◽  
Self Report Data ◽  
Children's Coping ◽  
Experimental Group

This study evaluated the Bullying: The Power to Cope program (Bernard, 2012), which is designed to teach children the ideas espoused in the practice of rational emotive behaviour therapy (REBT) to employ in response to bullying. Self-report data were collected at pre- and post-test of children's cognitive, behavioural, and emotional coping responses to four written bullying vignettes. At pre-test, children's personal qualities of intrinsic resiliency were also measured. The sample consisted of 139 participants in Melbourne, Australia (n = 80 in the experimental group and n = 59 in the control group), aged from 10 to 14 years. Results indicated children in the experimental group improved in cognitive and emotional coping responses relative to children in the control group. Females showed greater improvement than males in coping responses to bullying as a consequence of the intervention. Entering levels of intrinsic resiliency did not moderate the effects of the intervention program on children's coping responses. The cognitive and emotional coping responses of females to bullying vignettes (pre-test) were significantly more negative and emotionally intense than males. The implications of these findings are discussed, as well as limitations and directions for future research.

Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language

2021 ◽  
pp. 002221942110038
Author(s):  
Liat Feder ◽  
Salim Abu-Rabia
Keyword(s):  
Foreign Language ◽  
Intervention Program ◽  
Language Skills ◽  
First Language ◽  
Post Treatment ◽  
Poor Readers ◽  
Future Research ◽  
Control Group ◽  
Linguistic Skills ◽  
Experimental Group

The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Fei Ha Chiew ◽  
Clotilda Petrus ◽  
Siti Zaidah Othman ◽  
Joe Davylyn Nyuin ◽  
Ung Hua Lau
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Solid Mechanics ◽  
Practical Significance ◽  
Control Group ◽  
Tutoring Program ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

scholarly journals Effect of a one-session-per-week physical education-based stretching program on hamstring extensibility in schoolchildren

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Francisco Javier Redondo-Martín
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Time Allocation ◽  
Intervention Program ◽  
Control Group ◽  
The Subject ◽  
Effective Development ◽  
Academic Year ◽  
Experimental Group

The purpose of this study was to examine the effects of a one-session-per-week stretching program on hamstring extensibility among schoolchildren in the physical education (PE) setting. Thirty seven 9-year-old schoolchildren from two classes were clustered and randomly assigned to an experimental group (n=19) or a control group (n=18). During PE classes, the experimental students performed a 3-minute stretching program once a week for the whole academic year (a total of 32 calendar weeks, but 28 weeks of intervention after excluding holidays). Hamstring extensibility (estimated by the classic sit-and-reach test) was assessed at the beginning (week 0), in the middle (week 18) and at the end (week 34) of the stretching intervention program. The results of the two-way analysis of variance showed that the PE-based stretching program improved statistically significantly the students’ sit-and-reach scores in the middle and at the end of the intervention (p<.01). Since in PE many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ hamstring extensibility by only a one-session-per-week stretching program. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other PE curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the PE setting.

scholarly journals Determining at What Age Children Provide Sound Self-Reports: An Illustration of the Validity-Index Approach

Assessment ◽  
2019 ◽  
Vol 27 (7) ◽  
pp. 1604-1618 ◽  
Author(s):  
Judith M. Conijn ◽  
Niels Smits ◽  
Esther E. Hartman
Keyword(s):  
Self Report ◽  
Future Research ◽  
Older Children ◽  
Person Fit ◽  
Validity Index ◽  
Index Approach ◽  
Validity Indices ◽  
Self Reports ◽  
Report Data ◽  
Self Report Data

In psychological assessment of children, it is pivotal to establish from what age on self-reports can complement or replace informant reports. We introduce a psychometric approach to estimate the minimum age for a child to produce self-report data that is of similar quality as informant data. The approach makes use of statistical validity indicators such as person-fit and long-string indices, and can be readily applied to data commonly collected in psychometric studies of child measures. We evaluate and illustrate the approach, using self-report and informant-report data of the PedsQL, a pediatric health-related quality of life measure, from 651 child–mother pairs. To evaluate the approach, we tested various hypotheses about the validity of the self-report data, using the [Formula: see text] person-fit index as the validity indicator and the mother informant-data as a benchmark for validity. Results showed that [Formula: see text] discriminated between self-reports of younger and older children, between self-reports of children that completed the PedsQL alone or with a parent, and between self-reports and informant reports. We conclude that the validity-index approach has good potential for future applications. Future research should further evaluate the approach for different types of questionnaires (e.g., personality inventories) and using different validity indices (e.g., response-bias indices).

In Search of Hopeful Glimpses: A Critique of Research Strategies in Current Boot Camp Evaluations

1998 ◽  
Vol 44 (2) ◽  
pp. 314-334 ◽  
Author(s):  
Sheldon X. Zhang
Keyword(s):  
Program Effectiveness ◽  
Community Setting ◽  
Boot Camp ◽  
Self Report ◽  
Future Research ◽  
Research Strategies ◽  
Report Data ◽  
Self Report Data ◽  
Staff Commitment ◽  
Matching Techniques

This article presents a comprehensive review of research strategies in recently published boot camp evaluations, points out areas where changes are needed, and suggests alternatives for future research efforts. In particular, it calls for wider use of self-report data and sample matching techniques to augment current measures of program effectiveness. It also emphasizes the inclusion of measures on offenders' community reintegration and the involvement of their social networks during and after treatment. More important, future studies should also examine how nonprogrammatic factors (i.e., staff commitment, staff/client interactions, and community setting) may affect the outcomes. An integrated evaluation paradigm in suggested.

The Learning Assessment Centre and Organisational Transformation

2005 ◽  
Vol 35 (4) ◽  
pp. 810-830
Author(s):  
Jonathan Cook ◽  
Michael Muller ◽  
Ian Cutler
Keyword(s):  
Peer Assessment ◽  
Substantial Improvement ◽  
Self Report ◽  
Learning Assessment ◽  
Control Group ◽  
Before And After ◽  
Post Test ◽  
Assessment Centre ◽  
The Difference ◽  
Experimental Group

The learning assessment centre helps managers define learning objectives based on feedback in a group of peers. This study tested the hypothesis that the centre empowers managers to cope with change. Statistical methodology for a pre-test, post-test design using ordinal (Likert) data is also reviewed. Middle managers from a bank undergoing major reorganisation were divided into two matched groups. The experimental group spent three days in a learning assessment centre designed to give them self-insight and an understanding of the bank's requirements during the transformation. The control group received no treatment. Both groups were measured before and after the centre on a self-report measure and completed a peer assessment questionnaire completed by subordinates. Fifty-eight managers completed both pre-test and post-test measures. Whilst the subordinates of the control group reported a drop in their managers' empowerment, the subordinates of the experimental group reported a substantial improvement in their managers' empowerment. The difference between the groups was significant for five of the six areas measured. The difference between the self-reported performance of the two groups of managers was significant for only one area. These findings suggest that the learning centre could provide a solution to companies faced with the potentially destructive impact of major transition on management effectiveness.

scholarly journals THE EFFECTS OF SIMULATION-BASED EMPATHY ENHANCEMENT PROGRAM FOR CARER OF THE ELDERLY ON COUNSELLING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S920-S921
Author(s):  
Sangmi Park ◽  
Tae Hui Kim ◽  
Tae Rim Um ◽  
Kyuwon Lee ◽  
Jisoo Jung ◽  
...  
Keyword(s):  
Positive Impact ◽  
The Elderly ◽  
Self Report ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Emotional Change ◽  
Simulation Based ◽  
Session Evaluation ◽  
Session Satisfaction ◽  
Experimental Group

Abstract Empathy of the caregiver can influence both the caregiver’s performance and the receiver’s enhanced life. The aim of this study is to examine whether Simulation-based Empathy Enhancement program for the Carer of the Elderly (SEE-C) is effective in increasing care receivers’ session satisfaction and positive emotional change. We developed SEE-C by modifying the Dementia Live(TM) program and adding with a brief mindfulness. The effect on counselling was assessed using the Session Evaluation Questionnaire (SEQ), which is self-report tool asking the client about their experience with the session just ended. A total of 100 older adults living alone were interviewed by caregivers who experienced SEE-C (n=12) and by non-experienced (n=12). Participants in this study were randomly assigned to each of the two caregiver groups, and were interviewed about demographics, health and emotional status, and lifestyle using the same protocols. Analysis of covariance was conducted, controlling variables of age of subjects and caregivers’ months of career, which were found to differ significantly between the two groups. Among the four subcategories of SEQ, the experimental group reported significantly higher scores than the control group in three subcategories of session-depth (F(1, 96)=9.647, P=.002), session-smoothness (F(1, 96)=13.699, p<.001), emotion-positive (F(1, 96)=18.056, p<.001), with the exception of emotion-alertness (F(1, 96)=0.366, p=.546). These results suggest that SEE-C could have a positive impact on interviewing the elderly in terms of improving the capacity of the interviewer and raising the satisfaction of the interviewee.

scholarly journals Efectos de una competición de fútbol basada en la Liga Brave sobre el fair play, las orientaciones de meta, el esfuerzo y la presión-tensión en escolares de educación primaria

2019 ◽  
Vol 8 (2) ◽  
pp. 65-72
Author(s):  
P. Lis-Velado ◽  
A. Carriedo
Keyword(s):  
Goal Orientation ◽  
Intervention Program ◽  
Control Group ◽  
Fair Play ◽  
Competitive System ◽  
Perceived Effort ◽  
The Subject ◽  
Educación Primaria ◽  
State Schools ◽  
Experimental Group

Se examinó la repercusión de la novedosa Liga Brave (2015) sobre las orientaciones de meta, el fair play, el esfuerzo, y la presión-tensión en 92 estudiantes de 2 colegios (grupo control: n = 45; grupo experimental: n = 47) con una media de edad de 10,38 años (DE =0,55). Durante 3 sesiones, el grupo control participó en una liga de fútbol sala tradicional, mientras que el grupo experimental participó en un sistema competitivo basado en el innovador formato de la Liga Brave (2015), donde las conductas de fair play determinan el orden en la clasificación. Se realizaron varias pruebas de contrastes de medias intra-sujetos, cuyos resultados reflejaron que el grupo experimental aumentó significativamente en la orientación a la tarea y en el esfuerzo percibido. Estos resultados sugieren que formatos competitivos como el que se propone podrían repercutir positivamente en la orientación a la tarea y en el esfuerzo durante las competiciones deportivas. This research analyzed the Brave League (2015) effects on the goal orientation, the fair play, the effort and the pressure-tension on 92 pupils from two state schools (control group: n = 45 and experimental group: n = 47) with an age average of 10.38 years (SD = 0.55). The Intervention program was applied to both groups in 3 sessions of one hour; the control group created an indoor football league, whereas the experimental group continued to elaborate a competitive system based on the Brave League (2015) format, where the conducts of fair play establish the order in the classification. Several contrast tests were taken of the subject average, which results showed that the trial group increased the orientation towards the task) and the perceived effort. These results infer that the competitive formats like the proposed could affect positively the orientation towards the task and the effort throughout the sports competitions.

scholarly journals Is the Relationship Between Marital Adjustment and Parenting Stress Mediated or Moderated by Parenting Alliance?

2014 ◽  
Vol 10 (2) ◽  
pp. 235-254 ◽  
Author(s):  
Elena Camisasca ◽  
Sarah Miragoli ◽  
Paola Di Blasio
Keyword(s):  
Parenting Stress ◽  
Marital Adjustment ◽  
Two Dimensions ◽  
Self Report ◽  
Future Research ◽  
Regression Analyses ◽  
Parenting Alliance ◽  
Self Report Data ◽  
Dyadic Satisfaction ◽  
The Relationship

The purpose of this study was to explore the mediating and moderating effects of parenting alliance on the relationship between marital adjustment, as represented by the dimensions dyadic consensus, dyadic satisfaction, dyadic cohesion, and affectional expression, and maternal and paternal stress. Self-report data were gathered from 236 Italian families (236 mothers:M= 40.9;SD= 4.4 and 236 fathers:M= 42.9;SD= 4.8) of children aged 6–11 years (M= 8.6;SD= 1.7). A set of regression analyses were conducted to examine whether parenting alliance mediates or moderates the relationship between marital adjustment and parenting stress. Regression analyses were consistent with a model of coparenting as a mediator but not as a moderator of the relationship between marital adjustment and parenting stress. In the case of mothers, parenting alliance mediates the relationships between two dimensions of marital adjustment (dyadic consensus and dyadic cohesion) on parenting stress; in the case of fathers, parenting alliance serves as a mediator of the relationship between the marital adjustment (in terms of dyadic satisfaction) and parenting stress. Implications for future research and interventions are discussed.

Business English Vocabulary Learning With Mobile Phone

2014 ◽  
Vol 4 (2) ◽  
pp. 46-63 ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Print Material ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

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