Previous research found a broad range of postnatal parental risk factors for the development of internalizing problems in children, but much remained unclear about the influence of prenatal...Show morePrevious research found a broad range of postnatal parental risk factors for the development of internalizing problems in children, but much remained unclear about the influence of prenatal parental characteristics on child internalizing problems. In the current study it is proposed that prenatal maternal (family) stress is associated with postnatal maternal characteristics (i.e. maternal depressive symptoms and maternal parenting stress), thereby posing a risk for the development of internalizing problem scores in young children. First, gender differences on child internalizing problem scores were tested. Furthermore, the moderating role of child gender in the association between prenatal maternal family stress and child internalizing problem scores was examined. Finally, the mediating roles of maternal depressive symptoms and maternal parenting stress in the association between prenatal maternal family stress and child internalizing problem scores were examined in a multiple mediation model. The current study was conducted within the Generation R Study, a population-based cohort from fetal life onwards. Mothers reported on prenatal family stress at 20 weeks of gestation, depressive symptoms at 6 months postpartum, parenting stress at 18 months postpartum, and child internalizing problem scores were measured when the child was 3 years of age. In the present study, 2,776 families participated. The proposed multiple mediation model was tested using bootstrapping analyses. No significant gender differences were found for child internalizing problem scores. In addition, results showed that child gender did not moderate the association between prenatal family stress and child internalizing problem scores. Furthermore, results supported the proposed multiple mediation model. The association between prenatal maternal family stress and child internalizing problem scores was partly mediated through maternal depressive symptoms and parenting stress. In conclusion, we found that lower levels of family functioning experienced by mothers prenatally placed children at risk of developing internalizing problem scores. In addition, we found that part of this association was explained by maternal postnatal depressive symptoms, and maternal postnatal parenting stress.Show less
This study has made a serious attempt to uncover in which domains of feedback misperceptions arise during the mentoring process of feedback by means of reciprocal communication between mentors and...Show moreThis study has made a serious attempt to uncover in which domains of feedback misperceptions arise during the mentoring process of feedback by means of reciprocal communication between mentors and their students, what possible causes are of these misperceptions, and which effect this miscommunication has on the actual usage of feedback. The domains have been examined regarding differences and possible mutual relations between and within the student populations, as well as between the student populations and their corresponding mentors. Feedback functions as a powerful instrument when it is actually brought into practice by the students to progress and develop themselves towards academic and social maturity during their self regulated study process. However, during the past few years the problem has gradually come to the surface that the received feedback is interpretated by the students in a different manner than apparently was meant by the teacher of mentor. This difference in perception of the given and received feedback has therefore been studied in detail by this study, because of its crucial importance in the student’s self regulated learning process. In line with this is studied which part four different mentoring styles play in this communication process, as well as which elements enhance the ultimate usage of the received feedback. The study comprised four third-year groups (two MBO groups and two HBO groups) with a total of 68 students (37 MBO Teaching Assistant students and 31 HBO Teacher Primary School students) and their four corresponding mentors of a secondary and a higher vocational school in the province of North Holland, The Netherlands. The educational settings of all groups studied were identical, namely based on the internships of the students. Of the four groups and their corresponding four mentors, three groups and their three mentors showed significant differences in perception concerning various feedback domains, while the perception of the mentoring styles were significantly different between all four groups and their four corresponding mentors. Clarity is marked by both student populations as the most important influencer of the usage of feedback. Both the MBO as the HBO students indicated the mentoring style Imperator to have a positive effect on Clarity. The two groups MBO students recognized in their mentors the mentoring style Imperator, and at the same time the MBO students indicated the mentoring style Imperator to have a significant influence on the actual usage of feedback. The two groups HBO students recognized in their mentors the mentoring style Initiator, and the way the mentoring styles are perceived by the HBO students is significantly affected by their fit with the education. During this study also the robustness of the three questionnaires was examined, with the question if the questionnaires are valid instruments to be utilized in MBO and HBO settings, and it can be stated that the validity and reliability of the questionnaires has been proven solid for usage in MBO and HBO populations.Show less
Deze scriptie komt voort uit het onderzoek van Werner et al. (in ontwikkeling), dat zich richt op de effectiviteit van een video-feedback interventie (de VIPP-CCC) in het verbeteren van de...Show moreDeze scriptie komt voort uit het onderzoek van Werner et al. (in ontwikkeling), dat zich richt op de effectiviteit van een video-feedback interventie (de VIPP-CCC) in het verbeteren van de sensitiviteit van pedagogisch medewerkers in kinderdagverblijven. Deze scriptie richt zich op de effectiviteit van de VIPP-CCC in het verbeteren van de globale kwaliteit van de kinderdagverblijven en de attitude van de pedagogisch medewerkers. Het belang van dit onderzoek is dat de verbetering van deze aspecten belangrijk kan zijn voor de ontwikkeling van kinderen. In totaal zijn 37 pedagogisch medewerkers van Nederlandse kinderdagverblijven aselect verdeeld over de interventie- en controlegroep. De attitude van de pedagogisch medewerkers tegenover een sensitieve opvoeding bleek na de VIPP-CCC in de interventiegroep significant hoger te zijn dan in de controlegroep. De globale kwaliteit van de kinderdagverblijven bleek niet te verbeteren door de VIPP-CCC. Een van de mogelijke oorzaken is dat de kleine steekproefgrootte het lastig maakt significante verbanden in de analyses terug te vinden. Een andere mogelijke oorzaak is de korte periode tussen de interventie en de posttest. Er was wel een trend waar te nemen, namelijk een sterkere stijging in globale kwaliteit in de interventiegroep ten opzichte van de controlegroep. Vervolgonderzoek kan de resultaten van deze scriptie en mogelijke andere uitkomsten van de VIPP-CCC in een breder perspectief plaatsen.Show less
In deze experimentele studie is het effect van een leidstervaardigheidstraining, VIPP-CCC, op probleemgedrag bij kinderen op het kinderdagverblijf onderzocht. Daarnaast is onderzocht in welke mate...Show moreIn deze experimentele studie is het effect van een leidstervaardigheidstraining, VIPP-CCC, op probleemgedrag bij kinderen op het kinderdagverblijf onderzocht. Daarnaast is onderzocht in welke mate de kwaliteit van het kinderdagverblijf en het aantal uren dat kinderen naar het kinderdagverblijf gaan (kwantiteit) moderatoren zijn in het effect van de interventie op probleemgedrag. De analyses zijn op groepsniveau gedaan, waarbij er sprake was van 18 kinderdagverblijven (9 in de interventiegroep, 9 in de controlegroep). Resultaten tonen aan dat er geen significant effect is gevonden op probleemgedrag. Zowel de kwantiteit als kwaliteit van het kinderdagverblijf bleken geen modererend effect te hebben op deze relatie. Wel zijn er een aantal trends gevonden. Zo is te zien dat er minder probleemgedrag in de posttest gerapporteerd is ten opzichte van de pretest. Daarnaast is er ook een trend te zien voor kwantiteit als moderator: hoe meer uren kinderen uit de interventiegroep op het kinderdagverblijf doorbrengen, hoe meer probleemgedrag gerapporteerd werd. Vervolgonderzoek met een grotere steekproef wordt aanbevolen.Show less
The Netherlands are an ethnically diverse society, but interethnic contact between immigrants and the native Dutch is scarce. With the increase of non-western immigrants since 2000, Islamophobia...Show moreThe Netherlands are an ethnically diverse society, but interethnic contact between immigrants and the native Dutch is scarce. With the increase of non-western immigrants since 2000, Islamophobia and discrimination against Muslims have increased. Avoidance of contact and increased Muslim prejudice are mutually related problems. A solution is suggested by Allport (1954) who hypothesized that intergroup contact could effectively reduce intergroup prejudice when certain conditions are met. Contact between different groups is likely to occur on different contact-levels, such as the classroom, the neighborhood and on the individual-level in case of intergroup friendship. However, research studying contact in different settings is scarce. The goal of this study is to test in a multilevel model on which level intergroup contact is most negatively related to Muslim prejudice. In contrast with our hypothesis this study found that ethnic diversity in the neighborhood and in the classroom has no significant effect on Muslim prejudice. Furthermore, the number of Muslim classmates is not related to the number of Muslim friends. Consistent with our hypothesis, adolescents with more Islamic friends had less feelings of Muslim prejudice. We therefore advise to alter the Dutch policy on integration and shift the focus to the level of the individual. Interventions can for instance be started at the level of the family or at the level of the classroom using the ‘jigsaw’ method.Show less
