Immigrant Families' Perceptions of Fostering Their Preschoolers' Foundational Skills for Self-Determination

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 293-305 ◽  
Author(s):  
Shana J. Haines ◽  
Jean Ann Summers ◽  
Susan B. Palmer ◽  
Vera L. Stroup-Rentier ◽  
Szu-Yin Chu
Keyword(s):  
Self Regulation ◽  
Immigrant Families ◽  
Self Determination ◽  
Factors Affecting ◽  
Inclusive Practice ◽  
Choice Making ◽  
Ability To Act ◽  
Educational Environments ◽  
Qualitative Interview Study ◽  
Foundational Skills

Abstract Supporting the development of students' self-determination, or ability to act volitionally in order to be the primary causal agent in one's life, is one way to increase students' success in inclusive educational environments. The purpose of this study was to explore the attitudes of immigrant families toward the concepts of self-determination and, in particular, the skills that young children with disabilities may need as a foundation for future self-determination. In this qualitative interview study, we examined 10 immigrant families' perceptions of the importance of fostering their preschool children's development of foundational skills leading to later self-determination (i.e., choice-making, engagement, and self-regulation), their roles in doing so, and factors that affected their intentional fostering of these skills. Findings showed that participants valued fostering these skills in general but espoused a variety of perceptions of their roles in doing so. Factors affecting families' intentional fostering of these skills included stress related to finances, social isolation, parenting style, family systems, school and home incongruence, and a desire to protect children. Implications for inclusive practice and research are discussed.

Family Reflections on the Foundations of Self-Determination in Early Childhood

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 175-194 ◽  
Author(s):  
Jean Ann Summers ◽  
Mary Jane Brotherson ◽  
Elizabeth J. Erwin ◽  
Susan P. Maude ◽  
Susan B. Palmer ◽  
...  
Keyword(s):  
Online Survey ◽  
Service Providers ◽  
Self Regulation ◽  
Self Determination ◽  
Choice Making ◽  
Young Children With Disabilities ◽  
Foundational Skills ◽  
Home And School ◽  
Depth Interviews

Abstract This study investigated families' perspectives about and strategies used to develop foundational skills (i.e., choice-making, self-regulation, and engagement) leading to the development of the self-determination of their young children with disabilities. Two research questions guided the study: (1) What do families believe is important when working with practitioners in partnership to build foundational skills leading to self-determination at home and school? (2) What do families think about providing opportunities for developing these skills, and how do they provide such opportunities? Qualitative data were collected through in-depth interviews and an open-ended online survey. Families reported a variety of strategies used to develop choice-making, self-regulation, and engagement skills. Results can assist early education service providers to better understand how families conceptualize choice-making, self-regulation, and engagement for their children to successfully build partnerships and engage families.

Subjective factors affecting gun shooting accuracy among employees of internal affairs agencies in process of learning

2020 ◽  
Vol 2020 (4) ◽  
pp. 198-206
Author(s):  
Anton Rozhkov ◽  
Anton Popov ◽  
Vitaliy Balahonskiy
Keyword(s):  
Subjective Experience ◽  
Statistical Significance ◽  
Self Regulation ◽  
Sensorimotor Coordination ◽  
Factors Affecting ◽  
Intelligent Behavior ◽  
Experience Of Stress ◽  
Firing Line ◽  
High Level ◽  
In Fire

The article is devoted to the study of subjective factors affecting shooting accuracy of law enforcement officers. The empirical study identified some subjective factors reducing gun shooting accuracy and effectiveness among law enforcers. These characteristics include sensorimotor coordination and subjective experience of stress during the shooting process. Scientific analysis made it possible to determine statistical significance of the influence of these factors on the accuracy of shooting. To increase the effectiveness of shooting among officers with a low index of sensorimotor coordination, the authors suggest using exercises aimed at cultivating sensorimotor coordination in fire training classes. While working with employees being under a high level of subjectively experienced stress, more attention should be paid to training techniques to overcome stress and form intelligent behavior in extreme situations. The authors also draw readers’ attention to factors increasing the effectiveness of shooting: officers’ ability to determine the subjective level of stress, their knowledge of emotional self-regulation techniques, knowledge of the sequence of their actions in the firing line.

A STUDY OF SELF-ESTEEM, VITALITY AND LIFE SATISFACTION OF ELDERLY PEOPLE

2021 ◽  
Vol 66 (1) ◽  
pp. 110-120
Author(s):  
N. Auyelbekova ◽  
◽  
N. Akhtaeva ◽  
D. Klepikov ◽  
◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Elderly People ◽  
Social Services ◽  
Satisfaction With Life ◽  
Self Regulation ◽  
Self Esteem ◽  
Work Status ◽  
Female Age ◽  
Factors Affecting

The aim of the research was to study self-esteem as a component of self-regulation, determine the factors affecting the vitality and life satisfaction of elderly people. The study involved 80 respondents aged 60 to 89 years, a 3-day training was held in the center of social services. The influence of life position on self-esteem, vitality and life satisfaction has been proven. The level of vitality affects self-esteem and life satisfaction. Vitality and satisfaction with life are influenced by touchiness, sociability and how much a person understands his feelings. Life satisfaction among elderly people depends on how they express their emotions, beliefs, gender (male> female), age (60<75), income, and work status.

scholarly journals Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development

2021 ◽  
Vol 22 ◽  
Author(s):  
Hua Wu ◽  
Wichai Eungpinichpong ◽  
Hui Ruan ◽  
Xinding Zhang ◽  
Sansan Wang ◽  
...  
Keyword(s):  
Experimental Study ◽  
Motor Development ◽  
Self Regulation ◽  
Ecological Factors ◽  
Pilot Project ◽  
Background Information ◽  
Factors Affecting ◽  
Quasi Experimental ◽  
The Impact ◽  
Ball Skills

Abstract Background: Preschooler inactivity and insufficient motor development have serious long-term consequences. The Chinese Ministry of Education launched a nationwide football-focused pilot project aimed at kindergartens in 2019 and issued the policy “Notice on the Establishment of National Football Kindergartens” in 2020. However, the impact of fundamental movement skills (FMS) interventions on other aspects of child development is unclear. Aim: This study will evaluate the effects of ball skills physical education projects on the development of Chinese preschoolers’ physical, motor, cognitive, and social competencies and examine the influencing factors. Method: This is a quasi-experimental study evaluating how well the “Hello Sunshine” curriculum project promotes children’s development over 10 weeks. The trial will be conducted from September 2021 to November 2021 in 12 classes from 3 kindergartens with a total of 249 children aged 4 to 6 years in Haikou, China. Pre- and posttest analyses will include tests on participants’ physical fitness, FMS, cognitive self-regulation, and emotional competence. Participants’ background information will be collected through questionnaires answered by parents and teachers. The intervention will focus on game-based basic ball skills. Findings: If this intervention provides evidence that these skills improve children’s multidimensional development, it will support the promotion of similar programs in China. We will also outline the social-ecological factors affecting the intervention’s results, providing further information for improving pedagogical methods related to preschool ball skills.

scholarly journals Interactive Participatory Audit and Feedback (IPAF): Theory-based development and multi-site implementation outcomes with specialty clinic staff

2020 ◽  
Author(s):  
Edmond Ramly ◽  
Diane Lauver ◽  
Andrea Gilmore-Bykovskyi ◽  
Christie M Bartels
Keyword(s):  
Risk Reduction ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Audit And Feedback ◽  
Evidence Based ◽  
Cvd Risk ◽  
Frontline Staff ◽  
Target Behaviors ◽  
Implementation Outcomes

Abstract Background: Theory-based implementation strategies, such as audit and feedback (A&F), can improve adoption of evidence-based practices. However, few strategies have been developed and tested to meet the needs of specialty clinics. In particular, frontline staff can execute CVD risk-reduction protocols, but A&F strategies to support them have not been well examined. Our objective was to develop and evaluate a novel A&F strategy, Interactive Participatory A&F (IPAF). Methods: We developed IPAF by combining theories to inform staff goals (Self-Regulation Theory) and address their psychological needs for relatedness, autonomy, and confidence (Self-Determination Theory). We facilitated IPAF fidelity by developing a theory-based facilitation tool: a semi-structured worksheet to guide flexible discussion of target behaviors, perceived barriers, goals, and action plans. We evaluated IPAF in the context of eight quasi-experimental implementations in specialty clinics across two health systems. Following a Hybrid Type 2 effectiveness-implementation design, we reported intervention outcomes for CVD risk-reduction elsewhere. This paper reports implementation outcomes associated with IPAF, focusing on feasibility, acceptability, fidelity, and adoption. We evaluated implementation outcomes using mixed-methods data including Electronic Health Records (EHR) data, team records, IPAF worksheets, and staff questionnaire responses. Results: Eighteen staff participated in 99 monthly, individual, synchronous (face-to-face or by phone) IPAF sessions during the first six months of implementation. Subsequently, we provided over 375 monthly feedback emails. Feasibility data revealed high staff attendance (90-93%) and engagement in IPAF sessions. Staff rated questionnaire items about acceptability of IPAF highly. IPAF records and staff responses demonstrated fidelity of delivery and receipt of IPAF. Adoption of target behaviors increased significantly (all P-values < 0.05) and was maintained for over 24 months. Conclusions: We developed and evaluated an interactive participatory A&F strategy with frontline staff in specialty clinics to improve implementation of evidence-based interventions. The IPAF toolkit combines two complementary theories: Self-Regulation Theory and Self-Determination Theory. Findings support feasibility, acceptability, and fidelity of IPAF, and staff adoption and maintenance of target behaviors. By evaluating multi-site implementation outcomes, we have extended prior research on clinic protocols and A&F beyond primary care settings and providers.

scholarly journals Factors affecting the motivation of Chemistry university students

2013 ◽  
Vol 1 (1) ◽  
pp. 3-16
Author(s):  
Johanna Havia
Keyword(s):  
University Students ◽  
Group Formation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivation To Learn ◽  
Laboratory Practice ◽  
Factors Affecting ◽  
Research Results ◽  
Chemistry Students ◽  
The Common

As a part of this research, a survey and four student interviews were done on the motivation of chemistry students of University of Oulu. The aim was to find out the formation of motivation, and seek factors that affect the students’ motivation to study chemistry. The survey measured the inner motivation, outer motivation and lack of motivation based on self-determination theory. The most common aspect of motivation among the students was the inner motivation to learn more about chemistry. Among the common aspects were also the aspects of outer motivation: outside regulation and benefit. By interviewing four of the students, a deeper understanding of the factors behind motivation was sought. Among the positive factors were the parallel lectures and laboratory practices, and including recent research results into teaching. The significance of laboratory practice was the most evident factor. Among the factors reducing motivation were problems with group formation, unclear issues and lectures where everything was readily given. By paying attention to group formation, motivation to study could be increased relatively easily.

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