Journals.uncc.edu (North Carolina's Urban Research University)
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The Effects of Self-Care on Undergraduate Stress
No full textPrevious research shows that excessive stress can have a significant, negative effect on one’s overall cognitive efficiency and that stress is negatively correlated with self-care routines. The present research builds upon this body of knowledge by gathering data from an undergraduate sample (N = 200) with 44 males and 156 females (MAge = 21.22). Participants’ stress and self-care practices were measured at weeks 3, 6, 9, 12, and 15 of their semester using the Depression Anxiety Stress Scale and the Mindful Self-Care Scale. We hypothesized that increased stress would result in decreased self-care practices and that predisposed self-care at time 1 could be used to predict stress levels at times 3 and 5. A cross-lagged panel analysis supported this hypothesis, indicating simultaneously that self-care was significantly correlated with stress and that the two factors were significantly predictive of one another at later time points
The Relationship Between Cognitive Reappraisal and Depression in Middle Childhood
No full textCognitive reappraisal is associated with fewer depressive symptoms in adult and adolescent populations. Few studies have investigated the relationship between cognitive reappraisal and depression during middle childhood. The current study seeks to fill this gap in the literature. 76 participants ages 9-13 participated in a longitudinal study on preschool-onset depression. Data was gathered on participants’ cognitive reappraisal use and number of core depressive symptoms at each age. Greater cognitive reappraisal use at ages 9-13 was associated with fewer concurrent depressive symptoms. Children who had never experienced a depressive episode were 1.278 times more likely to use cognitive reappraisal than children who were in a current depressive episode (OR = 1.278, p = .064). Cognitive reappraisal at ages 9-13 did not predict depressive symptoms from ages 14-19. Cognitive reappraisal could prove to be an effective strategy for alleviating depressive symptoms in middle childhood. However, further research is needed to parse out the short-term and long-term nuances of this relationship
Implementing I am Moving, I am Learning in a Head Start Program: Strengths and Challenges
No full textThe I am Moving, I am Learning (IMIL) curriculum enhancement program has been adopted by many Head Start (HS) programs as a way to incorporate physical activity and movement into the curriculum. This study evaluated the implementation of the IMIL strategies within one Head Start program through the use of caregiver and teacher surveys, along with classroom observations that were conducted by trained HS nutrition specialists. This study presents barriers and facilitators to one HS program’s IMIL implementation and provides valuable insight into areas of future research and potential strategies to ensure IMIL program integration sustainability
Preparing Candidates for edTPA Task 3: The Experience of One Educator Preparation Program
No full textAnalyzing classroom assessment data is a common practice for teachers; making it vital that preservice teachers learn this skill. Educator preparation programs (EPP), however, often lack formal opportunities for teacher candidates to become data and assessment literate (Mandinach & Gummer, 2016; Xu & Brown, 2016). This study examined how one EPP worked to close this skills gap for candidates by creating a culture around assessment literacy, requiring assessment coursework, and assigning projects aimed at preparing candidates for edTPA Task 3. Three distinct datasets were used to examine the research questions across time. Findings showed that the efforts of the EPP towards these goals garnered student success in improving assessment literacy through a required assessment course and high pass rates for edTPA Task 3: Assessment.
Predictors of Head Start Teachers\u27 Perceived Quality of Relationships with Families
No full textThe relationship between home and school is an important component of children’s early educational experiences. However, little research has examined the home-school relationship from the perspective of teachers. This study examines whether teacher characteristics predict how Head Start teachers rate the quality of their relationships with families using data from the Head Start Family and Child Experiences Survey (FACES), 2014 cohort. Results suggest that teacher characteristics, including job satisfaction, caregiving beliefs, and depressive symptoms, predict how they perceive their relationships with families. Supporting teachers’ psychological wellbeing may be one effective strategy for promoting positive relationships between teachers and families
Curriculum, Training and Coaching to Support the Development of Emergent Language and Literacy Skills
No full textThis article discusses the need for accessible, practical, and cost-effective professional development and teaching materials for Head Start teachers in developing their children’s emergent language and literacy skills. We describe the components of ABCDuet, a program designed to make training and coaching in language and literacy teaching practices more effective, accessible, user-friendly, and sustainable using innovative software and video assets. We summarize a study investigating the feasibility and efficacy of ABCDuet implementation on teacher and child outcomes from an evaluation of the program in 21 Head Start classrooms. Results indicated that the program can be implemented in authentic preschool settings by teachers with varied educational backgrounds and experience, serving children with a wide range of emergent language and literacy skills. We conclude with feedback from study teachers on their experiences using ABCDuet’s technology and its components.
 
Informational Social Influence Intensifies the Misinformation Effect when Applied to Immutable Item and Temporal Order Memory
No full textThe importance surrounding the fallibility of eyewitness testimony is evident from the literature (Loftus, 2005) and its unreliability is cited as a leading cause for wrongful convictions (The Innocence Project, 2017). The present study examined the misinformation effect linked to temporal order and immutable item memories from an episodic event. It also investigated whether informational social influence would intensify this effect. Fifty-two participants (33 women and 19 men) carried out the study using the misinformation paradigm’s three-stage standard suggestibility procedure. Supporting the first hypothesis, participants exposed to informational social influence did yield to higher levels of misinformation. Indeed, in terms of immutable item memory, informational social influence was shown to be a causal factor in increasing the misinformation effect threefold. Congruent with the second hypothesis, participant’s memory recognition accuracy did differ when information type was distorted. Participants demonstrated that temporal order memory was less susceptible to misinformation than that of immutable item memory. Findings are discussed in terms of their implications for real-life eyewitness testimonies and the accuracy of the criminal justice system’s factual determinations