Teachers in kindergarten are confronted with many differences between emergent literacy skills children have developed before going to primary school. Since these skills are the foundation of the...Show moreTeachers in kindergarten are confronted with many differences between emergent literacy skills children have developed before going to primary school. Since these skills are the foundation of the development of reading skills, it is important to promote emergent literacy in kindergarten. E- Prent&ABC is a method to improve emergent literacy that combines animated e-books with print referencing and the 4-cycle-model for word development during classroom book reading. A previous study has demonstrated that e-Prent&ABC enhances vocabulary and phonological awareness of kindergartners. However, kindergartners with problematic learning behavior do not benefit from these positive effects. Therefore, the current study adds behavior regulating elements to e-Prent&ABC to improve the learning behavior of kindergartners with problematic learning behavior and to help them benefit more from classroom book reading. This quasi-experimental study explores how whole-class reading with the expanded method e-Prent&ABC+ can enhance learning behavior, vocabulary, and phonological awareness of kindergartners with problematic learning behavior. 60 kindergartners (30 with and 30 without problematic learning behavior) from nine kindergarten groups participated in three conditions (control condition, e-Prent&ABC, and e-Prent&ABC+). Ultimately, the results demonstrate that both kindergartners with and without problematic learning behavior showed the most positive learning behavior during the control condition instead of during reading with e-Prent&ABC+ or e-Prent&ABC . Furthermore, the results confirm previous findings by showing that e-Prent&ABC effectively promotes both vocabulary and phonological awareness of kindergartners. The added elements in e-Prent&ABC+ did not better improve learning behavior and emergent literacy than e- Prent&ABC does. Compared to e-Prent&ABC, the vocabulary of the kindergartners was even smaller after reading with e-Prent&ABC+ . In spite of several limitations, this research has shown that animated e-books can be used in combination with the 4-cycle-model during whole-class book reading to create a rich literacy environment in which emergent literacy skills can be promoted simultaneously.Show less
Deze studie onderzocht in welke mate aanwezige psychopathische trekken bij gedragsgestoorde (CD) delinquente jongeren in verband staan met sociale disfunctie en het empathisch vermogen, terwijl er...Show moreDeze studie onderzocht in welke mate aanwezige psychopathische trekken bij gedragsgestoorde (CD) delinquente jongeren in verband staan met sociale disfunctie en het empathisch vermogen, terwijl er rekening wordt gehouden met leeftijd en socio-economische status (SES). Een beperkte empathie wordt gezien als het waarmerk van psychopathie in de volwassenheid. In dit onderzoek werden 52 gedetineerde jeugdigen tussen de 15 en 19 jaar onderzocht op psychopathische kenmerken, het empathisch vermogen en sociale disfunctie. Aan de hand van drie vragenlijsten werden deze eigenschappen in kaart gebracht. Voor psychopathie kenmerken werd de Youth Psychopathic Inventory (YPI) gebruikt, voor de sociale disfunctie de Social Responsiveness Scale (SRS-A) en voor het empathisch vermogen de Basic Empathy Scale (BES). Van alle jongeren met een gedragsstoornis moest ten minste één symptoom van agressief gedrag aanwezig zijn. Hoewel het overkoepelende regressie model met daarin alle onafhankelijke variabelen in staat bleek om een deel van de variantie in psychopathische trekken te verklaren, konden de individuele onafhankelijke variabelen dit niet. Anders gezegd, er werd geen significant bewijs gevonden voor de vooraf verwachte link die psychopathische trekken met sociale disfunctie of empathisch vermogen zou hebben. Toekomstig onderzoek in grotere en meer diverse samples moeten deze onverwachte bevinding verder exploreren en valideren. Sleutelwoorden: Psychopathie, Antisociale persoonlijkheidsstoornis, Conduct Disorder, Oppositionele opstandige stoornis, Jeugdige delinquenten, Gedragsproblemen, Empathie, Sociale cognitie.Show less
Leisure time reading is often stimulated in primary and secondary school, because of its expected benefits in language and reading development. In this thesis, a meta-analysis was performed to...Show moreLeisure time reading is often stimulated in primary and secondary school, because of its expected benefits in language and reading development. In this thesis, a meta-analysis was performed to examine the relationship between reading behaviour and receptive vocabulary, expressive vocabulary, combined vocabulary and reading comprehension in primary and secondary school students. A total number of 30 studies (4.769 students) were included. As expected, a medium to large effect was found for all four outcome measures. This is in line with results from previous research. Since girls happen to read more and more often than boys, it was expected that gender would be a significant predictor of the effects. This hypothesis was not confirmed in this meta-analysis. This may be explained by the fact that the reported gender percentages in the respective studies were not similar to the actual gender distribution in the final analyses. Researchers sometimes reported that participants were excluded in the analysis of our variables of interest, without stating the exact number of boys and girls. Overall, this study confirms that reading plays a positive role in acquiring vocabulary and reading comprehension.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
Among 11-28% of children (0-6 years) in the Netherlands experience psychosocial problems, such as aggressive behavior and anxiety symptoms. These behavioral problems in childhood are a predictor...Show moreAmong 11-28% of children (0-6 years) in the Netherlands experience psychosocial problems, such as aggressive behavior and anxiety symptoms. These behavioral problems in childhood are a predictor for several problems in later adolescence and adulthood. Studies that examine the underlying mechanisms that play a role in the development of problem behavior can contribute to the development of adequate and effective (preventive) interventions, so that early intervention can be applied. The current study examined the role of physical discipline, ethnicity and attachment in the development of problem behavior in children aged 0-7 years in family residential clinics. The sample consisted of 50 parent-child dyads (Mage children = 3,28 years) recruited in four Dutch family residential clinics. The families had been referred to these clinics for an evaluation of their parenting capacities in the context of a decision regarding out-of-home placement or reunification with their child(ren). The pre-test consisted of a two-hour appointment in a lab setting at the clinic. During this appointment a number of questionnaires and tasks were administered to parent and child. In addition, the family’s therapist filled out a short questionnaire about the family. Physical discipline was observed during a “don’t touch” and “clean up” task and then scored on a 5-point Likert-scale. The preschool Child Behavior Checklist (CBCL) was used to assess child’s behavioral problems. Child’s attachment was measured using the Infant Coding System (ICS) and the MacArthur Preschool Attachment Classification System (PACS). The results showed that physical discipline is not related to child’s problem behavior and that ethnicity does not moderate this association. In addition, the results showed that child’s attachment does not play a mediating role in the association between physical discipline and child’s problem behavior. Future research will benefit from the use of multi-informant measures and should include more ethnicities.Show less
Neuromyths can be described as a misreading, misunderstanding, or a misquoting of scientific facts by brain research though which a misconception is generated. These misconceptions are used in...Show moreNeuromyths can be described as a misreading, misunderstanding, or a misquoting of scientific facts by brain research though which a misconception is generated. These misconceptions are used in education and other contexts. The believe in neuromyths by teachers has been extensively researched and concluded that many misconceptions about the brain still exist amongst educators. Yet, there is still a lack of research on the believe in neuromyths by students. The present study examined if Dutch students between 10 and 15 years old believe in neuromyths and if this depended on curiosity and selfestimated knowledge about the brain. 339 participants filled out an online survey in which data on background knowledge was collected as well as answers on the different statements that were either a brain fact or a neuromyth. Results show that on average, students believed about 48% of neuromyhts and about 77% of the brain facts were answered correctly. The neuromyths that were most believed were related to learning styles, brain dominance, the existence of a math or language gyrus (“wiskundeknobbel” or “taalknobbel” in Dutch), brain training games and multitasking. This study also found that when more general knowledge (brain facts) statements were answered correctly, less neuromyth statements were answered correctly. When students scored higher on curiosity, less statements on neuromyths were answered correctly. This suggests that students who are in general more curious find it more difficult to distinguish neuromyths from brain facts. Self-estimated brain knowledge did not predict the score on the neuromyths and brainfacts. Further research must be done on the believe in neuromyths for this target group as well as research on practical implications of believing in neuromyths.Show less
Professional caregivers and mothers of 28 infants, aged 2-6 months, participated in this study which aimed to investigate whether there is a relationship between a sensitive caregiving attitude of...Show moreProfessional caregivers and mothers of 28 infants, aged 2-6 months, participated in this study which aimed to investigate whether there is a relationship between a sensitive caregiving attitude of a professional primary caregiver, caregiver stability and the wellbeing of an infant in day care. Furthermore, we examined if this relationship is moderated by the temperament of the infant. The caregiving attitude of the professional caregivers was measured with the Parenting attitude Questionnaire (PAQ; Hembacher & Frank, 2016). The infant’s well-being was assessed with the Leiden Inventory for the Child’s Well-being in Day Care (WOL; De Schipper, et al., 2004). Stability was measured by a questionnaire designed by Leiden University to reflect on the stability of the caregiver. Temperament was measured by the Infant Behavior Questionnaire- Revised (IBQ-R; Garnstein & Rothbart, 2003). There was no significant association between sensitive caregiving attitude of a professional caregiver, caregiver stability and the wellbeing of an infant in day care. Also, we did not find evidence that temperament served as a moderator. Interestingly we did find that stability of a trusted caregiver mattered more than the sensitive attitude of the caregiver in explaining individual differences in infants’ wellbeing, although this association was not significant. Further research may explore the difference between caregiver stability and a sensitive caregiver attitude in predicting the well-being of an infant and as well as the moderation by temperament by using a larger sample than in the current study.Show less
Background. Children who exhibit externalizing problem behaviour are at high risk of becoming involved in the criminal justice system. Insights into factors that may influence the development of...Show moreBackground. Children who exhibit externalizing problem behaviour are at high risk of becoming involved in the criminal justice system. Insights into factors that may influence the development of externalizing problem behaviour in children can prevent negative consequences of this behaviour later in life. Significantly better performance intelligence than verbal intelligence (PIQ > VIQ discrepancies) and impairments in social cognition are hypothesized to underlie excessive externalizing problem behaviour. Methods. Participants were 5- to 16-year-old children at high risk of developing criminal behaviour (N = 97, 12.4% with a PIQ > VIQ discrepancy). Children were recruited through an early identification project and selected based on borderline and clinical scores on the Teacher’s Report Form (TRF). Data was collected using the TRF, Wechsler Intelligence Scale for Children and ‘Sociaal Cognitieve Vaardigheden Test’. Results. The results on the Independent Samples T-tests showed that children with a PIQ > VIQ discrepancy do not differ from children with a VIQ > PIQ discrepancy in the amount of externalizing problem behaviour and social cognition. Additionally, the regression analysis found that social cognition was not a significant predictor of externalizing problem behaviour, regardless of the type of discrepancy. Conclusion. In general, children with externalizing problem behaviour have a below average intelligence, regardless of their intelligence profile. Furthermore, VIQ-PIQ discrepancies are unrelated to externalizing problem behaviour and social cognition and therefore psychologists should be hesitant in assuming such a relationship in diagnostic practices. Moreover, no relationship was found between social cognition and externalizing problem behaviour in these children. It is recommended to leave the influence of discrepancies out of consideration in young children and to investigate whether or not specific aspects of both verbal comprehension abilities and visual-spatial information processing skills are associated with externalizing problem behaviour and social cognition in children at risk of developing criminal behaviour.Show less
Aggressive behavior among children is one of the biggest problems in the Netherlands, because of the possible long-term consequences for child and society. At the same time, raising children to...Show moreAggressive behavior among children is one of the biggest problems in the Netherlands, because of the possible long-term consequences for child and society. At the same time, raising children to successfully participate in society can be quite a challenge for future mothers. This is why the main focus of the current research was to examine the relationship of two parental factors: parental self-efficacy and social support, and the child factor: the degree of aggression in children. The participants of this study were 204 future mothers (M age= 22.54 years, SD= 2.25) and their children (M age= 20.25 months, SD= 1.67). The future mothers filled in two questionnaires about their perceived social support and their parental self-efficacy. Once their child was aged 20 months, the mother filled in a questionnaire about the degree of aggression observed in their children. The results show that parental self-efficacy, in contrary to social support, is an important predictor for aggression in children aged 20 months. The perceived social support is not, separate or combined with parental self-efficacy, a predictor for aggression. This concludes the importance of supporting future mothers in their route to parenthood. It will be of great importance to increase the parental self-efficacy and through that contribute to the well-being of mothers, children and society. Future research could help this goal by examining the effectiveness of a variety of intervention on the parental self-efficacy.Show less
The aim of this study was to investigate which socio-demographic, prenatal and perinatal factors predict the language development of adolescents with Coffin Siris Syndrome, which has been...Show moreThe aim of this study was to investigate which socio-demographic, prenatal and perinatal factors predict the language development of adolescents with Coffin Siris Syndrome, which has been associated with a language delay. Various specific factors were examined in relation to verbal ability (language), including gender, maternal substance use, parental educational level, birth complications and gestational age. A total of 34 participants took part in this study. 50% female and 50% male, with a mean age of 18.26 (SD = 11.80). The participants were part of a patient database at the Leiden University Medical Center. To measure the language level of the adolescents with the parents filled in a questionnaire with 7 questions about the developmental domain of language. In this questionnaire the gender, the mother's substance use, the education level of the parents, the birth complications and the gestational age were also assessed based on 16 questions. Independent t-tests were performed to find out the differences in language level between boys and girls, substance use and no substance use, highly and poorly educated parents and whether birth complications are involved. A single regression was performed to find out whether gestational age affected language level. Finally, a multiple regression was performed to determine which factor was the strongest predictor for language level. The independent t-tests show that there is no significant difference between the language level of the boys and the language level of the girls. Second, there is no significant difference between the language level of the adolescents of the mothers with substance use and adolescents of the mothers without substance use. There is also no significant difference between the language level of adolescents of low and highly educated parents. Furthermore, there is no significant difference between the language level of adolescents with birth complications and without birth complications. Finally, simple regression showed that gestational age is not a significant predictor for language level. Due to the absence of significant differences, the multiple regression was not performed. Overall, gender, maternal substance uses during pregnancy, parental education, birth complications, and gestational age do not affect language development in adolescents with CSS. The factors do not predict the language level of the adolescents with CSS. For follow-up research, the inclusion of a well-matched control group would improve the study. It is then examined whether the adolescents with CSS deviate in linguistic development. Furthermore, the addition of a standardized instrument, such as the Bayley Scales of Infant and Toddler Development, could provide predictive factors. Finally, the application of continuous variables or another classification in low-high can also make a positive contribution to the predictive value of the various factors.Show less
The Curriculum Based Measurement is a tracking system from the United States that can track student progress, allowing teachers to evaluate the effects of their instruction on this progress. The...Show moreThe Curriculum Based Measurement is a tracking system from the United States that can track student progress, allowing teachers to evaluate the effects of their instruction on this progress. The Maze task is part of CBM that can map the progress of students in reading. The CBM tracking system is not yet in use in the Netherlands, which is why it is important that research is carried out within Dutch education. It is therefore important that the scores of the CBM measurements are reliable and valid. The current study contributes to a large number of studies on the reliability and validity of the CBM-Maze scores. The aim of this study is to investigate to what extent the CBM-Maze can reflect children's reading comprehension at text level. The children in this study are examined using two digital Maze formats. These two Maze sizes are; the Standard-Maze and the Scrambled-Maze. The difference between boys and girls on the Standard-Maze scores is also examined. For this purpose, 68 pupils between 10 and 12 years old (M = 10.6, SD = 0.57) from group 7 of regular education participated in this study. The results of the study show that the Standard-Maze scores are higher than the Scrambled-Maze scores, meaning that text-level reading comprehension is an important element in completing a CBM-Maze task. In line with expectations, it also emerged that the Standard format of the Maze task can map both reading comprehension and technical reading. In addition, the results showed that gender has no effect on the Standard-Maze scores. The limitations and implications of the research are also discussed. Before the Maze task can be used as an indicator for reading comprehension in Dutch education, a follow-up study with a larger sample is urgently needed.Show less
Generative learning strategies (GLSs) are activities that enable learners to develop an understanding that goes beyond the information presented by the instructor, depending on how they try to make...Show moreGenerative learning strategies (GLSs) are activities that enable learners to develop an understanding that goes beyond the information presented by the instructor, depending on how they try to make sense of the information presented to them. GLSs have become more popular in recent years. Prediction-based learning is one of the most popular and widely used GLSs. Despite its widespread use, much knowledge still needs to be gained about the moderators by which generating a prediction may improve learning. The present study investigated the effects of gender and executive functioning on the effectiveness of prediction-based learning and the underlying mechanisms of prediction-based learning by combining behavioral assessments with neuroactivity measures (fMRI). 62 native Dutch-speaking young adolescents (38 girls), aged 11 to 13 years old, performed a numerical trivia fact learning task, measuring the test performances of generating predictions, following direct instructions, and learning. A questionnaire regarding executive functioning, critical thinking, and curiosity was also administered. Results indicate that making predictions shows beneficial outcomes in learning among young adolescents, especially among boys. This is likely due to their different approach to learning compared to that of girls. Among one pilot participant, neural activation of a frontoparietal network and frontal, temporal and occipital regions were observed. There are likely many other (external) factors that could potentially affect the effectiveness of prediction-based learning. Further research is recommended to determine these factors in order the gain more knowledge about the mechanisms by which generating a prediction may improve learning.Show less
Over the years various tests have been developed for measuring social cognition in children. The aim of this research was to measure social cognition by using a traditional test as well as a new...Show moreOver the years various tests have been developed for measuring social cognition in children. The aim of this research was to measure social cognition by using a traditional test as well as a new developed Virtual Reality test, in order to determine if children benefit from the use of Virtual Reality. Both tests are based on a subversion of the Social Cognitive Skills Test and the total scores of the tests are compared with each other. A sample of 60 children, between 9 and 12 years old, took part in this research in which they completed both tests. Results showed that there were no significant differences in test results for the overall score of social cognition. Further analyses of the results showed that 10 year old children perform better dan 9 year old children, but the results for children above the age of 10 are not significantly different. The difference between boys and girls has also been investigated. The results showed no significant differences for boys and girls on both tests. For future research it is recommended to create a Virtual Reality environment in which children are included and can participate. That way it would be more likely that children can benefit from the use of Virtual Reality for testing social cognition.Show less
Summary This exploratory qualitative study researched ten teachers’ practice and views on adapting education to student needs in primary education. Over the years the education has changed from a...Show moreSummary This exploratory qualitative study researched ten teachers’ practice and views on adapting education to student needs in primary education. Over the years the education has changed from a teacher-centered perspective to a more student-centered perspective. Education needs to be inclusive by adapting to the diverse needs of students. Education that takes students’ needs into practice leads to higher motivation and higher student outcomes. However, it remains unclear how teachers define student needs and use these to form student-centered education by adapting education to the needs of students. To gain more insight this study was conducted to examine the three following research questions: how do teachers define student needs? What data do teachers collect to describe student needs? How do teachers adapt education to student needs? The research questions were examined by conducting semi-structured interviews with ten teachers from a diverse range of primary schools in the Netherlands. Interviews were transcribed and coded based on existing literature. Codes were analyzed in two ways, cross-case and within-case. Results demonstrate teachers define student needs as ‘things the student needs’, teachers diagnose student needs through observation of student behavior and schoolwork, lastly teachers adapt education by convergent differentiation where the same learning goals apply to all students. Based on these results three main conclusions are found. Firstly, teachers lack a clear and explicit definition of student needs. Secondly, teachers describe student needs from their own perspective derived from personal interpretations of the conducted observations. Thirdly, teachers adapt education to student needs based on the belief of convergent differentiation. Finally, limitations and implications for further research as well as advice for the practice are discussed.Show less
In this study, the role of gender identity in self-esteem and substance use was examined. It was also studied whether the adolescents’ sex functioned as a moderator. The goal of this study was to...Show moreIn this study, the role of gender identity in self-esteem and substance use was examined. It was also studied whether the adolescents’ sex functioned as a moderator. The goal of this study was to give more insights on the role of gender identity, considering that previous research mainly focused on adolescents from the LGBTQIA+ community and not on all adolescents, regardless their sexual preference. Adolscents at the age of 17 (N = 100) filled out quesstionaires to research this topic. Gender identity was measured with the Multi-dimensional Gender Identity Measure and consisted of three different aspects, namely gender typicality (the extent to which someone’s interests and behaviors align with the ones of peers from their gender group), gender contentedness (the extent to which some is content with his or her gender identity) and felt pressure (regarding their gender identity, mainly from their parents). Self-esteem was measured with the Self-Perception Profile for Children – Global self-worth subscale and substance use was measured with five questions regarding the frequency to which they used different substances. Multiple regression analyses were performed to examine the effects of gender identity on the dependent factors self-esteem and substance use. The analyses showed that the aspect gender typicality was positively and significantly related to self- esteem and alcohol use. No moderating effects for gender were found for the relation between gender identity and the outcome variables. The current study showed that the aspect gender typicality of gender identity plays an important role in the degree of self-esteem and amount of alcohol use among adolescents. It is important to focus on how to decrease the impact of gender typicality and to increase the normalization and acceptation of diversity regarding adolescents’ gender identity.Show less
In the last decades, a body of research has explored effects of parental childhood sexual abuse (CSA) on child outcomes such as internalizing and externalizing behavior problems. Until now, little...Show moreIn the last decades, a body of research has explored effects of parental childhood sexual abuse (CSA) on child outcomes such as internalizing and externalizing behavior problems. Until now, little research has focused on juvenile delinquency as an outcome variable. Therefore, the current study examined associations between parental CSA history and delinquent behavior as reported by their children. Direct and indirect effects of parenting stress, and moderating effects of parental perceived social support were examined in relation to this hypothesized pathway. The data originated from a Dutch longitudinal self-report cohort-study of families reported at a domestic violence bureau. In total, the sample consisted of 191 parents: 164 mothers (85,9%) and 27 fathers (14,1%), and 191 children. The children’s gender was nearly evenly distributed with 47,1% girls (N = 90) and 52,9% boys (N = 101) whom had a mean age of 14,2 years (SD = 1,71). 28,3% of parents (N = 54) reported CSA histories. Various questionnaires (ACE; ISRD; NOSI; MANSA) examined 1) parental CSA, 2) juvenile delinquency 3) parenting stress and 4) parental perceived social support. Analyzations were conducted using a model for moderated mediation. Results from this model showed no evidence for associations between parental CSA, parenting stress, and juvenile delinquency. Moreover, no evidence for moderated mediation was found. Thus, parenting stress did not function as a mediator between parental CSA and juvenile delinquency, and effects of parental CSA on juvenile delinquency via parenting stress did not differ depending on levels of perceived social support. Although the present study cannot shed light on mechanisms that might influence juvenile delinquency in families where a parent has suffered CSA, this is one of the first studies which aimed to investigate this hypothetical pathway. Future research is necessary to gain more insight in the complex mechanisms that might influence juvenile delinquency.Show less
