scholarly journals Phonological awareness and reading in Northern Sotho – Understanding the contribution of phonemes and syllables in Grade 3 reading attainment

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Carien Wilsenach
Keyword(s):  
Phonological Awareness ◽  
Phoneme Awareness ◽  
Cross Sectional ◽  
Transparent Orthography ◽  
Northern Sotho ◽  
Different Dimensions ◽  
Grade 3 ◽  
The Relationship ◽  
Different Levels

Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language.Aim: This study assessed different levels of PA in Northern Sotho learners in order to determine the relationship between phoneme awareness, syllable awareness and reading.Setting: The research was conducted in Atteridgeville, a suburb in Tshwane. The participants were Grade 3 learners who spoke Northern Sotho as home language, and who received their literacy instruction in Northern Sotho in the foundation phase.Methods: The research was cross-sectional, with a correlational component. Phoneme awareness was assessed via a phoneme identification and elision task, whereas syllable awareness was assessed with a syllable elision task.Results: Statistical analyses revealed that Northern Sotho learners are significantly better at identifying syllables than phonemes, but that phoneme awareness predicts reading outcomes more accurately.Conclusion: This study suggests that phoneme awareness does not necessarily develop early or automatically in languages with a simple syllable structure and a transparent orthography and evaluates this finding against the predictions of the Psycholinguistic Grain Size Theory. The importance of explicitly teaching phoneme–grapheme correspondences to Northern Sotho learners is highlighted.

Why Do People Engage in Unlawful Political Protest? Examining the Role of Authoritarianism in Illegal Protest Behavior

2021 ◽  
pp. 1532673X2110532
Author(s):  
Isabel Inguanzo ◽  
Araceli Mateos ◽  
Homero Gil de Zúñiga
Keyword(s):  
Ordinary Least Squares ◽  
Political Protest ◽  
Panel Survey ◽  
Cross Sectional ◽  
Individual Level ◽  
The Us ◽  
Relevant Variables ◽  
The Relationship ◽  
Different Levels

Prior research on individual-level drivers of protest has primarily focused on legal protest. However, less is known about what makes people engage in unlawful protest activities. Building upon previous literature on the collective action dilemma, socialization on violent and high-risk social movements, and political psychology, we expect that illegal protest frequency varies at different levels of authoritarianism. We explore the relationship between authoritarian values and illegal protest by analyzing a two-wave panel survey data gathered in the US. The results of cross-sectional, lagged, and autoregressive ordinary least squares (OLS) regression models show that when controlling for legal protest and other relevant variables in protest behavior, authoritarianism predicts illegal protest following an inverted U-shaped relationship. In other words, average levels of authoritarianism predict more frequent engagement in illegal protest, while this frequency decreases as approaching the poles of the authoritarianism scale.

scholarly journals The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Min Hu
Keyword(s):  
College Students ◽  
Phonological Awareness ◽  
English Learners ◽  
Vital Role ◽  
Phoneme Awareness ◽  
Regression Analyses ◽  
Differential Effects ◽  
The Relationship ◽  
Chinese English Learners

This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.

Sleep Reactivity and Psychological Health in Normal Sleepers: the moderating role of stress

2018 ◽  
Author(s):  
Jason G. Ellis ◽  
Sarah Allen ◽  
Michael Perlis ◽  
Michael Grandner ◽  
Maria Gardani ◽  
...  
Keyword(s):  
Life Events ◽  
Psychological Health ◽  
Public Health Campaign ◽  
Health Campaign ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Dysfunctional Cognitions ◽  
The Relationship ◽  
Moderating Role

The aim of the present study was to determine whether normal sleepers with vulnerability to insomnia, via high sleep reactivity, demonstrate more sleep-related dysfunctional cognitions and behaviours and poorer psychological health compared to those who are not vulnerable. Further, the influence of stress on the relationship between sleep reactivity and psychological health was also examined. A cross-sectional survey of 737 young adult ‘normal’ sleepers from the general population was undertaken. Results indicated normal sleepers vulnerable to insomnia demonstrated more sleep-related dysfunctional cognitions and behaviours as well as poorer psychological health compared to those not vulnerable. Furthermore, the relationship between sleep reactivity and psychological health was moderated by perceived stress over the previous month and life events over the previous year. Therefore, identifying and supporting those who are vulnerable to insomnia may be a fruitful avenue for preventative public health campaign to mitigate both insomnia and poor psychological health.

scholarly journals Be Aware of Burnout! The Role of Changes in Academic Burnout in Problematic Facebook Usage among University Students

2021 ◽  
Vol 18 (15) ◽  
pp. 8055
Author(s):  
Katarzyna Tomaszek ◽  
Agnieszka Muchacka-Cymerman
Keyword(s):  
Regression Coefficient ◽  
Population Sample ◽  
Cross Sectional ◽  
Academic Burnout ◽  
Independent Variables ◽  
Social Motive ◽  
Explained Variance ◽  
The Impact ◽  
The Relationship

Most previous research has examined the relationship between FB addiction and burnout level by conducting cross-sectional studies. Little is known about the impact of changes in burnout on FB addiction in an educational context. Through a two-way longitudinal survey of a student population sample (N = 115), this study examined the influence of changes in academic burnout over time and FB motives and importance (measured at the beginning and the end of the semester) on FB intrusion measured at the end of the academic semester. The findings show that: (1) increases in cynicism and in FB motives and importance significantly predicted time2 FB intrusion; (2) FB importance enhanced the prediction power of changes in the academic burnout total score, exhaustion and personal inefficacy, and reduced the regression coefficient of changes in cynicism; (3) the interaction effects between FB social motive use and changes in academic burnout, as well as between FB importance and personal inefficacy and exhaustion, accounted for a significant change in the explained variance of time2 FB intrusion. About 20–30% of the variance in time2 FB intrusion was explained by all the examined variables and by the interactions between them. The results suggest that changes in academic burnout and FB motives and importance are suppressive variables, as including these variables in the regression model all together changed the significance of the relationship between independent variables and FB intrusion.

scholarly journals Emotional Regulation and Overeating Behaviors in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Francesca Favieri ◽  
Andrea Marini ◽  
Maria Casagrande
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Children And Adolescents ◽  
Longitudinal Studies ◽  
Emotional Regulation ◽  
Inadequate Response ◽  
Cross Sectional ◽  
The Relationship

The worldwide prevalence of obesity has dramatically increased, mostly in children and adolescents. The Emotional Eating theoretical model has proposed that the failure in emotional regulation could represent a risk factor for establishing maladaptive overeating behavior that represents an inadequate response to negative emotions and allows increasing body-weight. This systematic review investigates the relationship between overeating and both emotional regulation and emotional intelligence in childhood and adolescence, considering both cross-sectional and longitudinal studies. Moreover, another goal of the review is evaluating whether emotional regulation and emotional intelligence can cause overeating behaviors. The systematic search was conducted according to the PRISMA-statement in the databases Medline, PsychArtcles, PsychInfo, PubMed, Scopus, and Web of Sciences, and allows 484 records to be extracted. Twenty-six studies were selected according to inclusion (e.g., studies focused on children and adolescents without clinical conditions; groups of participants overweight or with obesity) and exclusion (e.g., studies that adopted qualitative assessment or cognitive-affective tasks to measure emotional variables; reviews, commentary, or brief reports) criteria detailed in the methods. Cross-sectional studies showed a negative association between emotional regulation and overeating behavior that was confirmed by longitudinal studies. These findings highlighted the role of maladaptive emotion regulation on overeating and being overweight. The relationship between these constructs in children and adolescents was consistent. The results indicated the complexity of this association, which would be influenced by many physiological, psychological, and social factors. These findings underline the need for further studies focused on emotion regulation in the development of overeating. They should analyze the mediation role of other variables (e.g., attachment style, peer pressure) and identify interventions to prevent and reduce worldwide overweight prevalence.

The Teacher Behavior Checklist: The Mediation Role of Teacher Behaviors in the Relationship Between the Students’ Importance of Teacher Behaviors and Students’ Effort

2020 ◽  
pp. 009862832097989
Author(s):  
Michael T. Geier
Keyword(s):  
Critical Thinking ◽  
Negative Relationship ◽  
Teacher Behavior ◽  
Teacher Behaviors ◽  
Stepwise Multiple Linear Regression ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Relationship ◽  
Teaching Implications

Background: Previous research suggests a relationship between teacher behaviors and students’ effort. However, it is not clear what role the students’ expectations (i.e., importance of teacher behaviors) play in this relationship. Objective: Utilizing the teacher behavior checklist, this study sought to investigate whether teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students’ effort. Further, the study explored which specific behaviors influence students’ effort. Method: Cross-sectional survey data were analyzed ( N = 159) using mediation analysis and stepwise multiple linear regression. Results: There was evidence that teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students’ effort. Four of the 28 teacher behaviors had a significant relationship to students’ effort: creative and interesting, enthusiastic about teaching, happy/positive/humorous, and promotes critical thinking. Conclusion: Knowing students’ expectations (i.e., the importance of teacher behaviors) is essential to increasing students’ effort. Teaching Implications: Happy/positive/humorous had a negative relationship with students’ effort, while creative and interesting, enthusiastic about teaching, and promotes critical thinking showed a positive relationship with students’ effort.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

Finding Brands and Not Losing Your Religion? Exploring the Relationship Between Brand Engagement in Self-Concept and Religious Commitment

2021 ◽  
Vol 18 (3) ◽  
pp. 201-217
Author(s):  
Wiktor Razmus ◽  
Beata Zarzycka
Keyword(s):  
Religious Commitment ◽  
Past Research ◽  
Cross Sectional Study ◽  
Self Concept ◽  
Sectional Study ◽  
Grandiose Narcissism ◽  
Cross Sectional ◽  
Brand Engagement ◽  
The Relationship

Past research links a decrease in religiosity with the development of marketing and, in particular, with the growing role of brands in consumers’ lives. Building on James's (1920) theory of the self, we propose that focusing on brands as a strategy for self-expression (brand engagement in self-concept; BESC) does not exclude religious commitment and may even be related with higher levels of religious commitment. We also suggest that this relationship is moderated by grandiose narcissism. The hypotheses were tested on a sample of 306 individuals in a cross-sectional study. The findings provide evidence that BESC is positively related to religious commitment and the higher an individual’s narcissism is, the stronger the positive relationship between BESC and religious commitment. These findings suggest that using brands as a strategy for self-expression is not a substitute for religious commitment.

The role of rash-impulsivity, emotional dysregulation and reward drive in comorbid disordered eating and substance use disorders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Natalie Merinuk ◽  
Stephanie C. Varcoe ◽  
Peter J. Kelly ◽  
Laura D. Robinson
Keyword(s):  
Substance Use ◽  
Disordered Eating ◽  
Psychological Factors ◽  
Emotional Dysregulation ◽  
Self Report ◽  
Eating Behaviours ◽  
Cross Sectional ◽  
Content Type ◽  
The Relationship

Purpose Substance use disorder (SUD) frequently co-occurs with other psychological conditions, such as eating disorders (EDs). Psychological factors such as emotional dysregulation, rash impulsivity (RI) and reward sensitivity (RS) play a role in the etiology of each disorder, yet little is known about the combined effects of these on comorbid SUDs and EDs or disordered eating behaviours (DEBs). This study aims to examine the role of these psychological factors in comorbid DEBs and SUDs among individuals in treatment for SUDs. The role of gender is tested as a moderator. Design/methodology/approach A cross-sectional self-report survey was completed by 131 participants attending Australian residential substance use treatment centres. A binomial logistic regression analysis was performed to examine the effects of emotional dysregulation, RI and RS on comorbid DEB and SUD. Further, moderation analyses were used to examine the moderating effect for gender on the relationship between these three personality variables and comorbidity. Findings The most commonly reported primary substance of use was alcohol (43.5%), followed by amphetamines (38.6%). Findings showed that emotional dysregulation and RI were significantly related to an increase in comorbidity likelihood; however, RS was not. Gender moderated the relationship between comorbidity and RI only. Originality/value The significant positive relationship found between RI and comorbidity for females only was a novel finding for the current study. Further research is needed to develop an understanding of the etiology of comorbidity.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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