This study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion....Show moreThis study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion. Data were collected from 65 pre-service teachers who completed measures of connectedness, perspective-taking difficulty, and emotional exhaustion. Correlation analysis revealed weak, non-significant relationships among the variables and regression analyses indicated that connectedness was not a significant predictor of perspective-taking efforts. Additionally, emotional exhaustion did not moderate the relationship between connectedness and perspective-taking. The findings highlight the need for professional development programs aimed at enhancing teacher-student relationships and equipping teachers with strategies to manage emotional exhaustion and strengthen perspective-taking, contributing to a more positive and effective educational environment.Show less
Primary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the...Show morePrimary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the teacher should be able to understand the student better and react more responsively. Through this the teacher experiences more positive interactions with the student which contribute to developing and maintaining a positive student-teacher relationship. It is suggested that teachers’ sense of self- efficacy could play a role in the relationship between student-perspective taking and the student- teacher relationship. Therefore, the current study researches the relationship that is described above, and the potential role the teacher’s self-efficacy plays within this. The sample consisted of 133 Dutch regular primary school teachers. Results showed a significant relationship between student-perspective taking and the student-teacher relationship when teachers take the student’s perspective on the level of articulation. The relationship with taking the student’s perspective on the level of positioning, is non-significant. Regarding the role of teachers’ self-efficacy within this relationship, the results show that there is no mediating role. Meanwhile, a significant, positive relationship has been found between the teacher’s self-efficacy and the student-teacher relationship. The findings of this study can be used in developing and shaping interventions for teachers for developing, improving and maintaining positive student-teacher relationships.Show less
Stichting Stunt in Delft ondersteunt mensen met een afstand tot de arbeidsmarkt, waaronder statushouders. Deze ondersteuning vindt plaats in verschillende leerwerkbedrijven. Voor de statushouders...Show moreStichting Stunt in Delft ondersteunt mensen met een afstand tot de arbeidsmarkt, waaronder statushouders. Deze ondersteuning vindt plaats in verschillende leerwerkbedrijven. Voor de statushouders worden ook taallessen aangeboden, maar ondanks deze lessen blijkt dat mannelijke statushouders achterblijven in hun taalontwikkeling. Dit belemmert hun integratie en zelfstandigheid. Op basis van een hulpvraag vanuit Stunt hebben studenten van Universiteit Leiden dit onderzoek uitgevoerd. Naar aanleiding hiervan is een onderzoeksvraag opgesteld die luidt: Hoe kan de ondersteuning voor mannelijke statushouders, met betrekking tot het verwerven van de Nederlandse taal, worden geoptimaliseerd door Stichting Stunt volgens professionals? In dit onderzoek is gebruik gemaakt van literatuuronderzoek en zes semigestructureerde interviews. De belangrijkste bevindingen wijzen op de rol van motivatie, culturele achtergrond, laaggeletterdheid, trauma en mentale gezondheid als de voornaamste obstakels bij taalverwerving. Ook werd een onderscheid in taal- en cultuurverschillen tussen Eritrese en overige statushouders duidelijk. Op basis van deze bevindingen zijn de volgende vier adviezen geformuleerd: optimalisering van de taalondersteuning, het gezin inzetten als hulpbron, en het implementeren van zowel een sleutelfiguur als een vertrouwenspersoon binnen Stunt.Show less
Dit onderzoek is uitgevoerd in opdracht van Stichting Stunt. De aanleiding hiervoor was het achterblijven van de taalontwikkeling van statushouders, ondanks de taalondersteuning die zij krijgen....Show moreDit onderzoek is uitgevoerd in opdracht van Stichting Stunt. De aanleiding hiervoor was het achterblijven van de taalontwikkeling van statushouders, ondanks de taalondersteuning die zij krijgen. Volgens de professionals bij Stichting Stunt is het hoofd van de statushouders vaak te vol om de Nederlandse taal aan te leren, naast de dagelijkse activiteiten die ze doen. Hieruit volgt de hoofdvraag: “In hoeverre spelen stress, motivatie en culturele aspecten een rol in het leren van de Nederlandse taal bij statushouders uit Afrika en het Midden-Oosten?” Binnen het onderzoek is een literatuurstudie en etnografie uitgevoerd. De etnografie is bij Stichting Stunt uitgevoerd door middel van een participerende observatie en gesprekken met de statushouders en werknemers van Stichting Stunt. Uit de resultaten is gebleken dat er mogelijk sprake is van een duidelijke wisselwerking tussen culturele aspecten, motivatie en stress. Het opleidingsniveau en de vaardigheden van de statushouders lijken een rol te spelen in het leren van een nieuwe taal. Religie als culturele factor wordt weinig verbonden met het leren van een nieuwe taal. Uitdagingen zoals culturele verschillen en gezondheidsproblemen hangen mogelijk samen met de motivatie en stress. Verder kan stress worden veroorzaakt door privéomstandigheden en de uitdagingen van het leerproces. Uit deze gegevens is gebleken dat het aanpassen van de taallessen naar de leefomgeving van de statushouders het meest efficiënt kan werken. Dit kan resulteren in meer betrokkenheid bij de lessen en zo kan de Nederlandse taal ook effectief gebruikt worden in de werkplaatsen.Show less
Previous studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many...Show morePrevious studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many teachers struggle to establish a positive teacher-student relationship, because they feel incompetent concerning disruptive student behaviour. One approach to manage feelings of incompetence is social perspective taking: the process of discerning the thoughts, feelings, and motivations of others. The role of teachers’ self-efficacy concerning the relationship between social perspective taking and the teacher-student relationship is still unknown. Therefore, this mixed methods correlational study used a questionnaire to examine whether teachers’ self-efficacy mediates social perspective taking and the teacher-student relationship. The sample consisted of 130 Dutch primary school teachers. Results showed a significant relationship for articulation between social perspective taking and the teacher-student relationship (β = 0.22; t(112) = 2.19; p < 0.001). The result for positioning was not significant (β = - 0.12; t(112) = 1.21; p = 0.23). Moreover, results showed a strong significant relationship between teachers’ self-efficacy and the student-teacher relationship (β = 0.42; t(112) = 5.01; p < 0.001). Finally, teachers’ self-efficacy did not mediate this association. These findings suggest no indirect relation between social perspective taking and the teacher-student relationship through teachers’ self-efficacy. However, these findings emphasize the importance of supportive relationships between teachers and their students.Show less
Previous studies have shown that partner violence is associated with the development of trauma symptoms in children, as children experience partner violence as a traumatic event. Additionally,...Show morePrevious studies have shown that partner violence is associated with the development of trauma symptoms in children, as children experience partner violence as a traumatic event. Additionally, previous research has shown that emotional safety can play a mediating role in this relationship. As there is increasing attention to the complexity of trauma, such as how it can vary based on factors such as frequency of events, and limited research on emotional safety as a moderator in the relationship between partner violence and trauma symptoms, this study investigated whether emotional safety plays a role in the relationship between the frequency of partner violence and trauma symptoms in children. The study included 226 mother-child pairs, with children aged 10 to 17 years. The mothers and children were referred to Veilig Thuis after a report of domestic violence. The findings of the study showed that there was no direct relationship between the frequency of partner violence and trauma symptoms in children. Additionally, no significant interaction effect was found. However, the results showed that there was an association between emotional safety and trauma symptoms in children. Therefore, emotional safety may not play a moderating but a mediating role in the relationship between the frequency of partner violence and trauma symptoms in children. Additionally, it is possible that mothers may rate the frequency of partner violence more positively than it is. Further research could focus on children's data related to partner violence, as data collected through children is considered reliable. To make well-founded statements, further research is needed to include emotional safety as a mediator and to focus on children's data related to partner violence.Show less
Recent research focuses on understanding the relationship between intelligence and psychopathy. However, many inconsistent results are found. On top of that, the information on how individuals with...Show moreRecent research focuses on understanding the relationship between intelligence and psychopathy. However, many inconsistent results are found. On top of that, the information on how individuals with psychopathy could be helped optimally, is still limited. The current study investigated the relationship between intelligence and the three domains of psychopathy: the affective, interpersonal, and behavioral dimension. A second topic of interest was the possible moderation effect of conduct disorder on the relationship between intelligence and the three dimensions of psychopathy. A sample of adolescents with and without conduct disorder was used to answer the question whether there is a relationship between intelligence and the three domains of psychopathy and whether conduct disorder moderates these three relationships (N = 89, Mage = 17.1, SDage = 1.33). The participants were asked to fill in the Youth Psychopathic Traits Inventory, the Kiddie Schedule for Affective Disorders and Schizophrenia to decide if the participants were meeting the criteria for the classification of conduct disorder or not, and to complete some tasks of the Wechsler Adult Intelligence Scale (third edition) or the Wechsler Intelligence Scale for Children (third edition) to estimate the general intelligence. To answer the research question six regression analyses were performed. Socioeconomic status was considered as a control variable within every regression analysis. After performing the regression analyses only one result was found to be significant: the moderation effect of intelligence X conduct disorder on the relationship between intelligence and the affective dimension of psychopathy. There appeared to be a crossover interaction in which the relationship between intelligence and the affective dimension of psychopathy is positive when someone has the classification of conduct disorder and in which the relationship between intelligence and the affective dimension of psychopathy is negative when someone doesn’t have conduct disorder.Show less
Previous research has shown that traumatic experiences of parents in their youth can have various negative effects on externalizing problem behavior in children. In addition, other studies have...Show morePrevious research has shown that traumatic experiences of parents in their youth can have various negative effects on externalizing problem behavior in children. In addition, other studies have found that these traumatic experiences of parents can lead to poor parenting skills and subsequently to parenting stress, making the parent less emotionally available to the child. The aim of this study is to investigate the role of parents’ childhood trauma and parenting stress on externalizing problem behavior, consisting of delinquent behavior and reduced school performance, in children aged 8-18 years. Besides the direct relations between childhood trauma of parents on externalizing problem behavior in children, this study aims to investigate whether there is a mediating or moderating role of parenting stress in the relationship between childhood trauma of parents and externalizing problem behavior in children. The sample of this study consists of families (N = 481) who are supervised by Veilig Thuis because of child abuse or partner violence. Two types of multiple regression analyses were performed, namely mediation and moderation analyses. Direct connections have been found between parenting stress and externalizing problem behavior in children. The analyses found no mediating or moderating role of parenting stress and no direct connections between childhood trauma of parents and externalizing problem behavior in adolescents. Based on this study, it can be concluded that parenting stress is a predictor of externalizing problem behavior in children. Results of this study can contribute to the development or adaptation of interventions aimed at parenting stress in order to prevent or reduce delinquent behavior and reduced school performance in children.Show less
Een veelvoorkomend probleem in de onderwijspraktijk: leerlingen rekenen opgaven uit zonder iets op te schrijven. Het niet-geschreven strategiegebruik neemt toe, terwijl dit in de rekenmethodes niet...Show moreEen veelvoorkomend probleem in de onderwijspraktijk: leerlingen rekenen opgaven uit zonder iets op te schrijven. Het niet-geschreven strategiegebruik neemt toe, terwijl dit in de rekenmethodes niet gestimuleerd wordt. In vergelijking met geschreven strategieën, zijn niet-geschreven strategieën minder accuraat en leiden deze tot meer fouten. Voor leerkrachten is het belangrijk om inzicht te hebben in patronen in strategiekeuze ten aanzien van bepaalde groepen, om zo optimale begeleiding te kunnen bieden. Het doel van dit onderzoek is om te achterhalen of de factoren rekenvaardigheid en zelfvertrouwen voorspellende effecten hebben op de strategiekeuze bij deelopgaven bij groep 8-leerlingen in het reguliere Nederlandse basisonderwijs. De data werden verkregen vanuit het Peilingsonderzoek Rekenen-Wiskunde bij schoolverlaters in het (speciaal) basisonderwijs 2019 (N = 2134). Via binaire logistische regressies is gekeken of de mate van rekenvaardigheid effect heeft op strategiekeuzes. Met een moderatie is gekeken of de factor zelfvertrouwen intervenieert in deze mogelijke effecten. Op basis van de resultaten lijken er aanwijzingen te zijn dat, gecontroleerd voor geslacht, sterkere rekenaars meer geschreven en zwakkere rekenaars meer niet-geschreven strategiegebruik toepassen. Ook kiezen jongens vaker voor niet-geschreven strategieën dan meisjes. In het onderzoek zijn geen (modererende) effecten van zelfvertrouwen gevonden. Ondanks het feit dat er weinig significante effecten gevonden zijn, laat dit onderzoek de tendens zien dat niet-geschreven strategiegebruik relatief vaker gekozen wordt door zwakkere rekenaars, jongens en sterkere rekenaars die veel hoofdrekenen. De aanbeveling is dan ook dat bij deze groepen leerlingen het geschreven strategiegebruik meer gestimuleerd wordt door leerkrachten. Eventueel vervolgonderzoek zou zich kunnen richten op losstaande effecten van rekenvaardigheid, invloeden van gebruikte rekenmethodes en strategiegebruik bij leerlingen in het speciaal basisonderwijs.Show less
More than 500,000 mothers in the Netherlands still experience the consequences of an ad verse childhood experience (ACE) and struggle with fear, parenting stress and mislearned co ping mechanisms...Show moreMore than 500,000 mothers in the Netherlands still experience the consequences of an ad verse childhood experience (ACE) and struggle with fear, parenting stress and mislearned co ping mechanisms, each of which can have an impact on the warmth and involvement they show towards their children. This research investigates to what extent ACEs of mothers in the Ne therlands relates to the warmth and involvement they show towards their children, and what the effect of parenting stress is on this relationship. It is examined whether there is a direct relationship between ACEs and the warmth and commitment that mothers show towards their children, and whether the possible influence of parenting stress on this relationship is of a medi ating or moderating nature. The VerweyJonker Institute is conducting a study into child abuse and domestic violence within families in the Netherlands. The respondents participating in this study were selected from applications under the heading domestic violence in four metropolitan regions of Veilig Thuis. The sample of this study consists of 600 mothers, of which 508 ulti mately met the inclusion criteria. This research has shown that there is no moderation effect, but a mediation effect is visible: ACEs have no direct influence on the warmth and involvement that mothers show towards their children, but they do experience more parenting stress, which can subsequently lead to less warmth and involvement. Knowing this could help in developing psychosocial interventions aimed at reducing ACEs.Show less
