The Relationship between Extrinsic Motivation, Home Literacy, Classroom Instructional Practices, and Reading Proficiency in Second-Grade Chinese Children

2008 ◽  
Vol 80 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Yin-Kum Law
Keyword(s):  
Instructional Practices ◽  
Extrinsic Motivation ◽  
Reading Proficiency ◽  
Home Literacy ◽  
Chinese Children ◽  
Second Grade ◽  
The Relationship

scholarly journals Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 68
Author(s):  
Stéphanie Bellocchi ◽  
Virginie Leclercq
Keyword(s):  
Reading Proficiency ◽  
Beginning Readers ◽  
Primary School Children ◽  
Moderation Effect ◽  
Magnocellular System ◽  
Reading Abilities ◽  
Developing Readers ◽  
System Functioning ◽  
Advanced Readers ◽  
The Relationship

Many studies have investigated the visual magnocellular system functioning in dyslexia. However, very little is known on the relationship between the visual magnocellular system functioning and reading abilities in typical developing readers. In this study, we aimed at studying this relationship and more specifically the moderation effect of educational stage on this link. We thus tested 82 French typical developing readers (40 beginning readers—Grade 1 and 42 advanced readers—Grade 5) with reading tests and a coherent dot motion task measuring the visual magnocellular functioning. Results indicate positive correlations between visual magnocellular functioning and reading for beginning readers but not for advanced readers. Moreover, moderation analyses confirm that reading proficiency moderates the relationship between magnocellular system functioning and reading outcomes. We concluded that the relationship between visual magnocellular pathway functioning and reading abilities in typical developing readers could depend on reading proficiency.

scholarly journals Relationship of Sodium Intake with Overweight/Obesity among Chinese Children and Adolescents: Data from the CNNHS 2010–2012

2021 ◽  
Vol 18 (9) ◽  
pp. 4551
Author(s):  
Kehong Fang ◽  
Yuna He ◽  
Yuehui Fang ◽  
Yiyao Lian
Keyword(s):  
Children And Adolescents ◽  
Abdominal Obesity ◽  
Sodium Intake ◽  
Saturated Fatty Acids ◽  
Positive Association ◽  
Chinese Children ◽  
Weighing Method ◽  
Relationship Of ◽  
The Relationship ◽  
Chinese Children And Adolescents

This study aims to examine association between sodium intake and overweight/obesity among Chinese children and adolescents. Data were obtained from China National Nutrition and Health Surveillance (CNNHS), 2010–2012. All participants recruited in this study aged 7–18 years old and provided complete dietary data on three-day consecutive 24 h dietary recalls combining with the household weighing method. Body Mass Index (BMI) was used to define overweight/obesity, and waist-to-height ratio (WHtR) was used to define abdominal obesity. Sodium intake showed association with risk of overweight/obesity assessed by BMI in the highest tertile group with OR of 1.48 (95%CI 1.13–1.94) and 1.89 (95%CI 1.33–2.67) for WHtR. After adjusted for gender, age, household income, area, energy, carbohydrates, protein, fat, saturated fatty acids, and fiber intake, the relationship between sodium intake and overweight/obesity and abdominal obesity are not changed. The same results were founded in subjects aged 10–18 years old. Our results reveal a positive association between sodium intake and overweight/obesity in Chinese children and adolescents, independent of energy consumption.

scholarly journals The Role of Extrinsic Motivation on the Relationship between Office Environment and Organisational Commitment

2016 ◽  
Vol 37 ◽  
pp. 164-169 ◽  
Author(s):  
Suhaiel Amdan ◽  
Ramlee Abdul Rahman ◽  
Siti Asiah Md. Shahid ◽  
Saridan Abu Bakar ◽  
Masrur Mohd Khir ◽  
...  
Keyword(s):  
Extrinsic Motivation ◽  
Organisational Commitment ◽  
Office Environment ◽  
The Relationship

scholarly journals Classroom Instructional Practices of Islamic Education Teachers in the Basic Stage at Al-Mafraq Governorate and Its Relation to Gender and Experience Variables

2015 ◽  
Vol 7 (3) ◽  
pp. 77
Author(s):  
Nosiba Ali Al-Mousa
Keyword(s):  
Standard Deviation ◽  
Instructional Practices ◽  
Reliability And Validity ◽  
T Test ◽  
Islamic Education ◽  
Test Results ◽  
Social Standard ◽  
Basic Stage ◽  
The Relationship

<p>This study aimed to identify Classroom Instructional Practices of Islamic education teachers<br />at basic stage in AL- Mafraq and to identify the relationship between these practices and<br />gender and experience variables as well as interaction between them. The researcher prepared<br />a scale which its reliability and validity were checked to measure the level of classroom<br />instructional practices. The sample of study which consisted of (64) teachers (male and<br />female) was chosen randomly.<br />Data were collected and analyzed statistically using means, standard deviation, t-test and<br />Tuky test. Results revealed that the classroom studying practices of Islamic education<br />teachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard<br />(80%), whereas the percentage of the classroom instructional practices was (81-89%). The<br />results also revealed lack of statistical significant differences in the classroom instructional<br />practices of Islamic education teachers in the basic stage in AL- Mafraq due to the gender<br />variable but there were statistical significant differences at (0,05=OC) in classroom<br />instructional practices due to experience variable in favor of respondents with experiences ( 4<br />years and less) and 10 years and more).Additionally, there were no statistical significant<br />differences in the classroom instructional practices of Islamic education teachers due to<br />interaction between gender and experience variable. The researcher recommended conducting<br />further studies with different variables.</p>

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

The relationship between dental and skeletal maturation in Chinese children

1965 ◽  
Vol 10 (6) ◽  
pp. 883-891 ◽  
Author(s):  
Marjorie M.C. Lee ◽  
S.T. Chan ◽  
W.D. Low ◽  
K.S.F. Chang
Keyword(s):  
Chinese Children ◽  
Skeletal Maturation ◽  
The Relationship
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