Sensitive parenting is important for promoting the parent-child relationship and children’s emotional, cognitive, and social development. Parental factors related to sensitive parenting are...Show moreSensitive parenting is important for promoting the parent-child relationship and children’s emotional, cognitive, and social development. Parental factors related to sensitive parenting are depression and parental self-efficacy. The aim of this study was to explore the relationship between depression and sensitive parenting, and whether parental self-efficacy mediates this association. Participants were 17 Dutch mothers and 4 Dutch fathers of children aged 3-5 years. Parents played 5-10 minutes with their child during two measurement moments, while the researcher was present through a Microsoft Teams connection. A video of the playing was recorded. In between the two measurement moments, parents completed the Center for Epidemiologic Studies Depression-questionnaire (CES-D) and the Me as a Parent-questionnaire (MaaP). Afterwards, the video recordings were encoded according to the Ainsworth sensitivity scale. Only the relation between depression and sensitivity was significant, where depression was positively related to sensitivity. There was no indication found for a mediational role of parental self-efficacy in the relation between depression and sensitivity. Explanatory theories, limitations and practical implications were discussed. Future research will have to show which other factors can explain these unexpected findings.Show less
Research shows that many students don’t have enough reading comprehension to understand texts. One way of improving students’ reading comprehension could be by providing feedback to students while...Show moreResearch shows that many students don’t have enough reading comprehension to understand texts. One way of improving students’ reading comprehension could be by providing feedback to students while they answer questions about a text. To use feedback efficiently in the future, it’s important to know how elaborate effective feedback should be. Considering this, the current study examined the relation between feedback and the use of reading strategies in general, and for the use of reading strategies while reading a text. Moreover, the relation between the amount of information provided in the feedback and the use of reading strategies was examined. Experimental data of 97 participants aged 10 and 11 years (52.6% boys, M = 10.45, SD = 0.52) was collected using questionnaires, namely the Metacognitive Awareness of Reading Strategies Inventory and the Task-Specific Strategy Self-Report. Participants were pre- and post-tested and had three intervention sessions. They were randomly assigned to a condition, namely no feedback, short feedback, or elaborate feedback. During the intervention sessions, participants had to read a text, and answer questions about the text. Depending on their condition, they either received feedback or not. If they did, the amount of information in the feedback differed. Every session ended with a questionnaire. Using SPSS, two repeated measures ANOVA were completed. According to the results, there was no relation between feedback and the use of reading strategies. Furthermore, no differences were found for the different amounts of information in feedback and the use of reading strategies. The biggest limitation of the current study was the lack of a motivational component in the used intervention. Therefore, future research should use motivation as part of the intervention to investigate if feedback could help in improving the use of reading strategies for youth aged 10 to 11.Show less
Mental health problems such as anxiety and depression among young people are a growing public health problem worldwide. To address this effectively, it’s important to understand to what extend...Show moreMental health problems such as anxiety and depression among young people are a growing public health problem worldwide. To address this effectively, it’s important to understand to what extend factors such as academic stress, parental expectations and family well-being influence the development of anxiety and mood disorders. Relatively little is known about the anxiety and worry experienced by early adolescent children and the extent to which this is culture dependent. The present study sought insight in the worries of children aged 10-12 years from Western and non-Western cultural backgrounds. In addition, the extent to which internalizing symptoms are related to achievement anxiety, parental expectations and family well-being was examined. This was done by interviewing 74 Indian children (M = 10.92 ; SD = 0.75) and 69 Dutch (M = 11.17 ; SD = 0.92) children using the Cultural Formulation Interview. In addition, the amount of internalizing complaints and family welfare were determined using RCADS and FASIII. Results showed that children from India more often experienced achievement-oriented anxiety than Dutch children, and that this was associated with a greater amount of internalizing symptoms. The parental expectations that Indian children experienced were often achievement-oriented expectations regarding school or future profession, whereas the parental expectations of Dutch children were more often focused on being able to show responsibility for tasks. This might be explained by the values transmitted from parent to child within individualistic and collectivistic culture. Evidence exists that cultural values remain present when families from collectivist cultures move to a country with a more individualistic culture. It is therefore extremely important to be aware of these cross-cultural differences within mental health care, as well as education, when dealing with adolescents with anxiety and mood problems.Show less
Despite the known effectiveness of digital storybooks for young children's language development, their use in classrooms remains limited. Digital storybooks can lead to a child being read to more...Show moreDespite the known effectiveness of digital storybooks for young children's language development, their use in classrooms remains limited. Digital storybooks can lead to a child being read to more often since they don’t rely on an available adult to read aloud. This study investigated whether the teacher’s attitudes toward printed and digital storybooks correlated with their class's frequency of logging into Bereslim, an interactive digital storybook platform for children aged 3 to 7 years old. The study also examined whether the number of children in a class at risk of developing language problems correlates with the frequency of logins to Bereslim. Additionally, it investigated whether teacher’s attitude toward printed storybooks could predict the amount of Bereslim logins. Lastly, the study explored whether the teacher's age impacted their attitude toward reading digital storybooks and the frequency of logins. In this research 8 teachers from 6 schools and 1 daycare participated, completing an online questionnaire about their attitudes toward reading aloud with print and digital storybooks. Log data was also utilized, containing information about the frequency of logins into Bereslim in each class. No significant results were found regarding teachers' attitudes toward print and digital storybooks and the frequency of logging into Bereslim in their class. There was no significant correlation between the number of children in the class who are at-risk of developing a language problem and the teachers' attitude toward print storybooks. Neither teachers' age nor their attitudes toward digital storybooks significantly predicted login frequency. It's possible that the sample was too small to produce significant effects. To increase the usage of Bereslim in class, providing teachers with more information about the platform and opportunities to gain experience with digital storybooks could be beneficial. A lack of experience with digital storybooks prevents teachers from using them.Show less
Bachelor thesis | Cultural Anthropology and Development Sociology (BSc)
closed access
Doven en slechthorenden worden door de maatschappij op een bepaalde manier geclassificeerd en dit heeft gevolgen voor de mogelijkheden die zij hebben in de maatschappij. Deze scriptie gaat in op de...Show moreDoven en slechthorenden worden door de maatschappij op een bepaalde manier geclassificeerd en dit heeft gevolgen voor de mogelijkheden die zij hebben in de maatschappij. Deze scriptie gaat in op de manier waarop doven en slechthorenden worden gezien. Hierbij zal vanuit verschillende perspectieven worden gekeken wat het inhoudt om doof te zijn. De perspectieven van de horende maatschappij zullen tegenover die van de doven en slechthorenden worden gezet. Het perspectief van de horende maatschappij is op dit moment dominant. Om te analyseren waarom dit het geval is zal worden gekeken hoe de horende maatschappij het zintuig horen waardeert. Vervolgens zal worden gekeken hoe doven en slechthorenden in het dagelijks leven functioneren zonder het zintuig horen. Zij bewijzen dat het zintuig horen niet nodig is om goed te kunnen functioneren in de maatschappij. Op dit moment leven doven en slechthorenden in een wereld die niet altijd toegankelijk is. Er worden wel veranderingen gedaan om de maatschappij toegankelijker te maken, maar zijn dit wel de veranderingen die doven en slechthorenden zelf graag zien? Er is sprake van een spanningsveld tussen doven en slechthorenden en de horende maatschappij en dit spanningsveld zal in deze scriptie worden geanalyseerd.Show less
Dutch law mandates that every secondary special education school develops post-secondary transition plans for their students. Currently, there are no established guidelines for creating these...Show moreDutch law mandates that every secondary special education school develops post-secondary transition plans for their students. Currently, there are no established guidelines for creating these transition plans. This study aimed to investigate two potential factors that could be considered, specifically for students with autism: IQ and social-emotional functioning. To examine the relationship between IQ, social-emotional functioning, and transition plans, this research assessed the correlation between IQ and transition plans, the correlation between social-emotional functioning and transition plans, and whether IQ or social-emotional functioning more strongly predicted transition plans. Recruitment resulted in a sample of n= 14 participants: with n= 13 boys and n= 1 girl. N= 7 was assigned the transition profile Labor and n= 7 was assigned the transition profile Post-Secondary Education, none of the participants were assigned the transition profile Daytime Occupation. This study utilized the developmental prospect plans of the students. Upon data analysis, it was found that there was no significant correlation between IQ and transition planning (p = .428), no significant correlation between social-emotional functioning and transition planning (p = .855), and neither IQ nor social-emotional functioning emerged as a stronger predictor for transition planning. The limitations of the current research were a small sample size, the variability of entries in the developmental prospect plans and the multidimensionality of the variables IQ and social-emotional functioning. Future research should be done to investigate the replicability of the current findings within a bigger sample and the potential of alternative variables that may be associated. Teachers working with students with autism may need additional training to understand the complexities of transition planning beyond the intellectual or social-emotional functioning. Considering these findings, it is concluded that neither IQ nor social-emotional functioning should be used as sole criteria for transition plans for autistic students in secondary special education.Show less
Onderzoek naar de classificatieaccuratesse van Alzheimer is belangrijk om de ziekte in de toekomst beter te kunnen behandelen. In deze scriptie werden twee structurele MRI-maten geëvalueerd: grijze...Show moreOnderzoek naar de classificatieaccuratesse van Alzheimer is belangrijk om de ziekte in de toekomst beter te kunnen behandelen. In deze scriptie werden twee structurele MRI-maten geëvalueerd: grijze stofdichtheid (48 predictoren) en subcorticale volumes (14 predictoren). Deze scriptie onderzocht wat de toegevoegde waarde van subcorticale volumes bovenop grijze stofdichtheid is. Hierbij werd verwacht dat I) grijze stofdichtheid accurater was voor de classificatie van Alzheimer dan subcorticale volumes, maar dat II) subcorticale volumes nog wel iets zouden toevoegen aan grijze stofdichtheid. Om dit te onderzoeken, is data gebruikt van 249 participanten afkomstig uit twee verschillende studies. 76 participanten hadden de diagnose Alzheimer en de overige 173 participanten waren cognitief gezonde ouderen. Er zijn drie modellen gebruikt: een model van grijze stofdichtheid (48 predictoren), een model van subcorticale volumes (14 predictoren) en een combinatiemodel van grijze stofdichtheid en subcorticale volumes (62 predictoren). Voor alle modellen is een logistische regressieanalyse met geneste kruisvalidatie uitgevoerd. Het model van grijze stofdichtheid had een AUC-waarde van 0.897 en een MGA-waarde van 0.822. Het model van subcorticale volumes had een AUC-waarde van 0.807 en een MGA-waarde van 0.769. Het gecombineerde model had een AUCwaarde van 0.897 en een MGA-waarde van 0.841. De eerste hypothese werd bevestigd, aangezien grijze stofdichtheid belangrijker was voor de classificatieaccuratesse dan subcorticale volumes. De tweede hypothese kon niet worden bevestigd, aangezien subcorticale volumes weinig tot niets lijken toe te voegen aan grijze stofdichtheid voor de classificatieaccuratesse van Alzheimer. Deze kennis kan gebruikt worden om toekomstige classificatiemodellen van Alzheimer te verbeteren.Show less
There are many instruments available to measure parental sensitivity, however each has its own limitations. In search of a more efficient instrument, an adapted mini-MBQS is proposed, in which...Show moreThere are many instruments available to measure parental sensitivity, however each has its own limitations. In search of a more efficient instrument, an adapted mini-MBQS is proposed, in which parents sort the cards instead of professionals. In this study, parent’s accuracy to report about their own parental sensitivity with this adapted Q-sort was explored. Additionally, it has been explored whether sex of the parent and parental reflective functioning influence parent’s accuracy on the Q-sort. To answer these questions, two online home visits were conducted with twenty parent-child pairs. During the home visits parent and child played together. Afterwards, the parent sorted the Q-sort about how sensitive s/he thought s/he was to the child during the play task. The play task was recorded and later coded on parental sensitivity with the Ainsworth Maternal Sensitivity Scale by a professional. Furthermore, parents filled in a questionnaire between the two online home visits, which contained questions about the family’s background and parental reflective functioning. The results from parent-reported and observed sensitivity were compared, which showed a positive, but weak and non-significant correlation of .22, suggesting a mismatch between parent’s own judgement and that of a professional about the level of sensitive parenting. Next, two ANCOVAs were conducted and showed that sex of the parent (F (1,16) < .01; p = .95) and parental reflective functioning (F (1,16) = .06; p = .81) did not moderate the relationship between observed and parent-reported sensitivity. From these results, it can be concluded that parents are not accurate when reporting about their parental sensitivity with the Q-sort. In addition, the results showed that gender or self-reported level of parental reflective functioning do not influence this accuracy. Therefore, it is not recommended to use the current form of the adapted MBQS as an instrument to measure parental sensitivity.Show less
Parental sensitivity refers to the degree to which parents are aware of their child’s signals, and respond quickly and appropriately to those signals. This parental sensitivity plays an important...Show moreParental sensitivity refers to the degree to which parents are aware of their child’s signals, and respond quickly and appropriately to those signals. This parental sensitivity plays an important role in raising children. In this study, correlations between sensitive parenting, parental self-confidence in raising children, child temperament and child age were investigated. Twenty-one parents participated in an online meeting in which they played for eight minutes with their 3-5 year-old child. Two to four weeks after the first meeting, parents participated in a second online meeting in which they also played for eight minutes with their child. After the first meeting, parents filled in a questionnaire about their sensitivity, their self-confidence in raising their child, and child temperament. The following questions were investigated: ‘are parental self-confidence in raising children and parental sensitivity correlated?’; ‘is child temperament or parental self-confidence in raising children more closely correlated with parental sensitivity?’; and ‘to what extent does child temperament affect the correlation between child age and parental sensitivity?’. Using a correlation, multiple regression and moderator analysis, no correlations were found. Parental sensitivity was not correlated to parental self-confidence in raising children, child temperament or child age. These results indicate that interventions for increasing parental sensitivity must not focus on parental self-confidence or child temperament, but for example on how parents can practice sensitive parenting or how parents can react sensitively when their child is angry.Show less
Teenagers spend a lot of time online, which may cause worry to their parents as the internet can bring a lot of risks. To protect their children from these dangers, parents might implement rules or...Show moreTeenagers spend a lot of time online, which may cause worry to their parents as the internet can bring a lot of risks. To protect their children from these dangers, parents might implement rules or restrictions of phone use for their teenagers. These restrictions can keep them away from risky apps or reduce their time online. However, it is unknown if these restrictions result in less encounters of dangerous situations. This study focusses specifically on exposure to sexual content online. The aim of this study is to find out if there is a relation between phone restrictions someone might have had while growing up and exposure to sexual online content. Participants were asked to anonymously fill in an online questionnaire about their online experiences and possible phone restrictions. Using this data, an ordinal regression analysis was used to examine the relation between the presence of phone restrictions and the exposure to sexual content online. In addition, this study looks if there is a relation between what type of restriction someone might have had and the type of online exposure to sexual content: unwanted exposure and wanted exposure for the participant. The results of this study have found no significant effect, implying there is no relationship between the presence of phone restrictions and exposure to online sexual content. Furthermore, no evidence was found to indicate a relationship between the type of restrictions and wanted exposure to online sexual content. Only a significant, positive relationship was found between a limited screen time and wanted exposure to online sexual content.Show less
During this study, the decision-making process of ‘de Jeugdbeschermingstafel’ in complex divorce was examined. ‘De Jeugdbeschermingstafel’ from the Netherlands is a multidisciplinary meeting there...Show moreDuring this study, the decision-making process of ‘de Jeugdbeschermingstafel’ in complex divorce was examined. ‘De Jeugdbeschermingstafel’ from the Netherlands is a multidisciplinary meeting there professionals from various fields and parents come together to assess and discuss the well-being and safety of a child or young person who may be at risk. At ‘de Jeugdbeschermingstafel’, an assessment is conducted to determine the necessity of conducting a counsil investigation (‘raadsonderzoek’). It was examined whether this decision-making differs between families with a high or low socioeconomic status who are going through a complex divorce. The main question of study was: ‘To what extent is a complex divorce related to a custody investigation, and is this relationship moderated by the socioeconomic status of parents?’ To investigate this question a correlational research design was used. For this study, various research requests from ‘de Jeugdbeschermingstafel’ across the Netherlands were investigated. These research requests had been anonymized, read and coded. Seventy-one requests of investigations have been utilized. The distribution between complex divorce and non-complex divorce cases, as well as between socio-economic disadvantage and no socio-economic disadvantage could be improved. It was expected that a counseling investigation would be chosen more often for families going through complex divorce than for families without complex divorces, particularly in cases of high socioeconomic status, as these divorces tend to be more prolonged. Results showed that ‘de Jeugdbeschermingstafel’ does not indicate custody investigation more often for families with complex divorces, than it does in families without complex divorces. Furthermore, this relationship is not moderated by the socioeconomic status of families. However, due to the use of a small sample, this conclusion may be challenging to generalize to the broader population.Show less
In 2021 is de wet voor burgerschapsonderwijs op basisscholen aangescherpt, met het doel de burgerschapscompetenties van leerlingen te verbeteren. Een factor die van invloed is op de prestaties van...Show moreIn 2021 is de wet voor burgerschapsonderwijs op basisscholen aangescherpt, met het doel de burgerschapscompetenties van leerlingen te verbeteren. Een factor die van invloed is op de prestaties van leerlingen is de self-efficacy van de leerkracht. De mate van self-efficacy van een leerkracht hangt samen met het sociaal welbevinden van leerkrachten. In dit onderzoek werd het verband tussen sociaal welbevinden in werkrelaties en de mate van self-efficacy van leerkrachten in burgerschapsonderwijs bestudeerd. Dit werd gedaan door middel van vragenlijstonderzoek onder 59 leerkrachten. Leerkrachten rapporteerden in hoeverre zij zich in staat voelden verschillende burgerschapsonderwerpen te onderwijzen en in hoeverre zij sociaal welbevinden in werkrelaties ervaarden. Uit de analyses van het verband kwamen geen significante resultaten. Daarom kon niet geconcludeerd worden dat er een verband bestaat tussen sociaal welbevinden in werkrelaties en de mate van self-efficacy die leerkrachten ervaren bij burgerschapsonderwijs. Voor de praktijk betekent deze conclusie dat wellicht andere factoren, zoals kennis of motivatie, bekeken moeten worden om de self-efficacy van leerkrachten op het gebied van burgerschapsonderwijs en de burgerschapscompetenties van leerlingen te stimuleren. Meer onderzoek naar factoren die de kwaliteit van burgerschapsonderwijs kunnen bevorderen is nodig.Show less
In dit onderzoek is voor PI de Brug, een cluster vier school uit Leiden, gekeken naar met welke elementen van effectief begrijpend lezen er rekening gehouden moet worden bij het kiezen van een...Show moreIn dit onderzoek is voor PI de Brug, een cluster vier school uit Leiden, gekeken naar met welke elementen van effectief begrijpend lezen er rekening gehouden moet worden bij het kiezen van een nieuwe methode voor hun doelgroep. Als eerst zijn er uit drie reviews van wetenschappelijk onderzoek naar begrijpend leesonderwijs zes elementen gehaald die van belang zijn bij het vormgeven van effectief begrijpend lezen binnen het basisonderwijs. Deze elementen zijn: woordenschat en achtergrondkennis, leesstrategieën, leesmotivatie, technisch lezen, rijke taalomgeving en interactie. Het doel van het onderzoek was om na te gaan hoe deze elementen vormgegeven konden voor PI de Brug. Na het opstellen van de elementen is er onder de werknemers van de school een vragenlijst uitgezet over hoe het begrijpend leesonderwijs binnen de school ervaren wordt. Op basis van de resultaten uit de vragenlijst en wat er bekend is in de literatuur zijn er specifieke adviezen opgezet voor de school. Uit de resultaten bleken woordenschat en achtergrondkennis, leesmotivatie en een rijke taalomgeving als meest belangrijk te worden gezien binnen de school. Technisch lezen en interactie kwamen als laagste uit de resultaten. Deze resultaten en de literatuur hebben geleid tot aanbevelingen voor het begrijpend leesonderwijs op PI de Brug. Aanbevelingen waren bijvoorbeeld om een methode met veel aandacht voor interactie te vermijden, en leesmotivatie en een rijke taalomgeving te stimuleren door veel verschillende tekstsoorten en -structuren aan te bieden.Show less
