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
This study examined differences in prosocial giving behavior of gifted and nongifted young adolescents towards five targets (a friend, disliked person, a stranger, and the participant’s father and...Show moreThis study examined differences in prosocial giving behavior of gifted and nongifted young adolescents towards five targets (a friend, disliked person, a stranger, and the participant’s father and mother), and the effects of perspective taking. 93 Dutch students between the ages of 9 and 12 were assessed using the Perspective Taking scale of the Interpersonal Reactivity Index, and the Prosocial Donation task, a donation game in which participants divided ten coins between themselves and various targets. Findings showed that gifted young adolescents showed less prosocial giving towards their mother than nongifted young adolescents. No difference in prosocial giving behavior was found between gifted and nongifted young adolescents towards the other targets (a friend, a disliked person, a stranger, and the participant’s father). Gifted young adolescents overall donated an equal number of coins as their nongifted peers, despite differentiating differently across targets. Furthermore, participants showed more prosocial giving behavior towards friends than strangers, which supports previous findings involving prosocial giving behavior and ingroup-outgroup differentiation. Contrary to expectations, perspective taking did not have an effect on the level of prosocial giving in young adolescents – neither gifted nor nongifted, and no difference in perspective taking was found between gifted and nongifted young adolescents. These findings show that gifted young adolescents are not so dissimilar from their nongifted peers. Our results challenge false stereotypes of gifted youth as possessing characteristic social and emotional problems. This study expanded on previous research by including giftedness and examining prosocial giving behavior to parents. Future research into prosocial giving behavior of early adolescents could include even more detailed assessments of interpersonal relationships between participants and their parents.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
In dit scriptie-onderzoek wordt kwantitatief onderzoek gedaan naar of kiezers die een gebrek aan regionale vertegenwoordiging voelen in de nationale politiek in Nederland daardoor eerder op nieuwe...Show moreIn dit scriptie-onderzoek wordt kwantitatief onderzoek gedaan naar of kiezers die een gebrek aan regionale vertegenwoordiging voelen in de nationale politiek in Nederland daardoor eerder op nieuwe partijen zullen stemmen. De uitkomst in dit scriptie-onderzoek is dat met de verzamelde data (Nationaal Kiezersonderzoek van 2017 en 2021) geen conclusies hierover kunnen worden getrokken, maar de verwachting blijft staan dat het een eventueel invloed kan hebben op het ander.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
