72 research outputs found
The use of the observational learning in enhancing Hong Kong grade 5 students' Chinese argumentative structuring abilities
No full textArgumentative writing has a highly hierarchical structure, and structuring is one of the important abilities involved in the students’ argumentation process. While the learning of text structure is important, few researches have paid attention to text structure in the process and products of writing. Following the Western studies which have explored the use of observational learning in writing studies in text process and writing products, the present study explored if observational learning can be used to enhance the argumentative structuring abilities in Grade 5 Chinese students in Hong Kong. The study was guided by the theoretical framework of Learning Study, a ...abstrac
Socioeconomic gradients in early Chinese language and math skills: The role of executive functions
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Effectiveness of self-compassion related therapies:A systematic review and meta-analysis
No full textThis systematic review and meta-analysis investigated whether self-compassion related therapies, including Compassion-Focused Therapy, Mindfulness-Based Cognitive Therapy and Acceptance and Commitment Therapy, are effective in promoting self-compassion and reducing psychopathology in clinical and subclinical populations. A total of 22 randomised controlled trials met inclusion criteria, with data from up to 1172 individuals included in each quantitative analysis. Effect sizes were the standardized difference in change scores between intervention and control groups. Results indicated that self-compassion related therapies produced greater improvements in all three outcomes examined: self-compassion (g = 0.52, 95% CIs [0.32, 0.71]), anxiety (g = 0.46, 95% CIs [0.25, 0.66]), and depressive symptoms, (g = 0.40, 95% CIs [0.23, 0.57]). However, when analysis was restricted to studies that compared self-compassion related therapies to active control conditions, change scores were not significantly different between intervention and control groups for any of the outcomes. Patient status (clinical vs subclinical) and type of therapy (explicitly compassion-based vs. other compassion-related therapies, e.g. mindfulness) were not moderators of outcome. There was some evidence that self-compassion related therapies brought about greater improvements in the negative than the positive subscales of the Self-Compassion Scale, although a statistical comparison was not possible. The methodological quality of studies was generally good, although risk of performance bias due to a lack of blinding of participants and therapists was a concern. A narrative synthesis found that changes in self-compassion and psychopathology were correlated in several studies, but this relationship was observed in both intervention and control groups. Overall, this review presents evidence that third-wave therapies bring about improvements in self-compassion and psychopathology, although not over and beyond other interventions
Developmental Status of Young Children in China: Findings from Parent Report and Direct Assessment. Poster presented at the biennial meeting of the Society for Research in Child Development Conference, Salt Lake City, USA, March 23 - 25, 2023
No full textSustainable Development Goal (SDG) Target 4.2 (by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education) has been put forward to promote early childhood development. SDG Target Indicator 4.2.1, which measures the proportion of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being, by sex, is used to monitor progress toward SDG Target 4.2. A parent report measure, the Early Childhood Development Index (ECDI2030), which was developed by UNICEF, has been used to determine whether children between 24 and 59 months old are “developmentally on track.” This study used the ECDI2030 and a corresponding direct assessment measure, the Early Childhood Development Assessment Scale (ECDAS), to measure children’s on-track status. It addressed the following research questions: (1) What is the proportion of children who are “developmentally on track,” as measured by parent report and direct assessment?; (2) What is the relation between the two methods of measuring children’s developmental status?; and (3) Are the associations and differences between the two methods moderated by child age, gender, urbanicity, maternal education level, SES, and do they vary across assessment domains?Participants were 680 children (344 girls), aged from 36 to 72 months, who attended 17 kindergartens in Beijing and Heibei province in China. The sample was stratified by age, gender, and urbanicity. Children were assessed, in individual sessions, with the ECDAS (iPad) (α = .87). Parents or caregivers were asked to rate children’s behaviors on ECDI2030 items (α = .71). Parent questionnaires were completed on an online platform because of the COVID-19 pandemic.Results indicated that both parent reports and direct assessment results were positively associated with child age, socioeconomic status, maternal education, urban residence, and female gender. Parent report yielded a significantly higher proportion of children who were developmentally on track (93.56%) than direct assessment (52.18%). Examinations of associations between the two assessment methods showed caregivers were less sensitive and discriminating of the competencies of older children. Findings from linear regressions of score differences on moderators indicated that after controlling for child age, parents with lower levels of education, with lower SES, who lived in rural areas and who rated male children were more likely to give higher ratings to children than other parents. Furthermore, correlations between parent reports and direct assessment were the highest for the Learning domain suggesting parents were more accurate in reporting skills that could be easily observed. Both measures suggested that children showed different rates of development across the health, learning and psychosocial well-being domains. Findings highlight methodological issues in measuring SDG Target Indicator 4.2.1 in China. They point to the value of using multiple methods to evaluate child development given the differences in results between parent report and direct assessments.</p
Exploring the impact of the Covid-19 pandemic on Chinese preschoolers’ socioemotional development: comparing between two cohorts
No full textThe East Asia-Pacific Early Child Development Scales: A Longitudinal Validation Study in China. Poster presented at the 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece, August 20-26, 2023.
No full textDevelopment of young children in China: Comparing parent report and direct assessment longitudinally. Poster presented at the 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece, August 20 - 26, 2023
No full textDevelopment of Executive Functions, Language and Math Skills in Chinese Preschoolers. Poster presented at the biennial meeting of the Society for Research in Child Development Conference, Salt Lake City, USA, March 23 - 25, 2023
No full textWelsh and immigrant new firms and new firm founders : are they really different?
No full textSchool of Managemen
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