Since 2009, Dutch primary school teachers have started to explicitly teach reading strategies to their students, basing themselves on findings that the use of reading strategies can benefit children’s reading comprehension. The aim of the current study was to examine how often Dutch 5th grade students (groep 7) apply reading strategies during reading, and to re-examine the relationship between reading strategies and reading comprehension. The results of this study indicate that children (N = 116) frequently paraphrase and activate background knowledge during reading. Activating background knowledge and monitoring were positively related to reading comprehension.
{"title":"The Relation between Reading Strategies and Reading Comprehension","authors":"E. Korthof","doi":"10.25609/sure.v2.1445","DOIUrl":"https://doi.org/10.25609/sure.v2.1445","url":null,"abstract":"Since 2009, Dutch primary school teachers have started to explicitly teach reading strategies to their students, basing themselves on findings that the use of reading strategies can benefit children’s reading comprehension. The aim of the current study was to examine how often Dutch 5th grade students (groep 7) apply reading strategies during reading, and to re-examine the relationship between reading strategies and reading comprehension. The results of this study indicate that children (N = 116) frequently paraphrase and activate background knowledge during reading. Activating background knowledge and monitoring were positively related to reading comprehension.","PeriodicalId":106615,"journal":{"name":"Student Undergraduate Research E-journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132508059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The attention for supporting students with Autism Spectrum Disorders (ASDs) at university has recently grown. However, no research to date has looked into the fit between ASD and a specific form of education, Problem-Based Learning (PBL). The current study uses a newly developed questionnaire that focuses on the four elements of PBL: constructive, self-directed, collaborative, and contextual learning. The questionnaire showed to be highly reliable. Although higher ASD symptomology predicted reported experience of more problems and fewer benefits of PBL, these experiences were not accompanied by lower grades. This indicates that ASD students benefit from working in PBL.
{"title":"The Relationship between ASD Symptomology, Performance, Experienced Problems and Benefits in Problem Based Learning (PBL) Curricula","authors":"K. Groot","doi":"10.25609/SURE.V1.1020","DOIUrl":"https://doi.org/10.25609/SURE.V1.1020","url":null,"abstract":"The attention for supporting students with Autism Spectrum Disorders (ASDs) at university has recently grown. However, no research to date has looked into the fit between ASD and a specific form of education, Problem-Based Learning (PBL). The current study uses a newly developed questionnaire that focuses on the four elements of PBL: constructive, self-directed, collaborative, and contextual learning. The questionnaire showed to be highly reliable. Although higher ASD symptomology predicted reported experience of more problems and fewer benefits of PBL, these experiences were not accompanied by lower grades. This indicates that ASD students benefit from working in PBL.","PeriodicalId":106615,"journal":{"name":"Student Undergraduate Research E-journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121990858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It was hypothesized that persons aged 57 and over who use more types of mass media, such as internet, television and newspapers, are more anxious and afraid. Also the effects of the different types of media as well as the different contents are explored. The sample originates from the Longitudinal Aging Study Amsterdam (LASA) and consists of 1536 respondents, who were assessed in 2005/2006. It was found that reading newspapers as well as internet use decreases anxiety and fear, whereas television viewing increases these. Mixed findings were found if the content of the programmes was taken into account.
{"title":"Exploration of the ‘Mean World Syndrome’ in Dutch Older Persons","authors":"Lisa Klinkenberg","doi":"10.25609/SURE.V1.1021","DOIUrl":"https://doi.org/10.25609/SURE.V1.1021","url":null,"abstract":"It was hypothesized that persons aged 57 and over who use more types of mass media, such as internet, television and newspapers, are more anxious and afraid. Also the effects of the different types of media as well as the different contents are explored. The sample originates from the Longitudinal Aging Study Amsterdam (LASA) and consists of 1536 respondents, who were assessed in 2005/2006. It was found that reading newspapers as well as internet use decreases anxiety and fear, whereas television viewing increases these. Mixed findings were found if the content of the programmes was taken into account.","PeriodicalId":106615,"journal":{"name":"Student Undergraduate Research E-journal","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133250575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-20DOI: 10.26481/marble.2015.v6.366
Guna Schwanen
Self-compassion stands for a kind, accepting, and therefore more adaptive attitude towards oneself. In the face of social failure, self-compassion might be particularly useful for people with social anxiety. The present study aimed to examine the relationship between self-compassion and social anxiety. A sample of 120 individuals completed online questionnaires. Results showed that social anxiety, fear of negative evaluation, and self-focused attention were strongly related to self-compassion. Thus, self-compassion might be a useful construct for people with social anxiety and explicit training in self-compassion may give rise to a more caring and kinder attitude towards oneself during social failure.
{"title":"Being kind to my socially anxious mind; A study of the relationship between self-compassion and social anxiety","authors":"Guna Schwanen","doi":"10.26481/marble.2015.v6.366","DOIUrl":"https://doi.org/10.26481/marble.2015.v6.366","url":null,"abstract":"Self-compassion stands for a kind, accepting, and therefore more adaptive attitude towards oneself. In the face of social failure, self-compassion might be particularly useful for people with social anxiety. The present study aimed to examine the relationship between self-compassion and social anxiety. A sample of 120 individuals completed online questionnaires. Results showed that social anxiety, fear of negative evaluation, and self-focused attention were strongly related to self-compassion. Thus, self-compassion might be a useful construct for people with social anxiety and explicit training in self-compassion may give rise to a more caring and kinder attitude towards oneself during social failure.","PeriodicalId":106615,"journal":{"name":"Student Undergraduate Research E-journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115719834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wegens de nieuwe technologieen en innovaties in de bouwsector is het verzamelen, waarborgen en ontwikkelen van kennis essentieel. Het waarborgen en delen van kennis kunnen leiden tot innovatieve oplossingen en houden een organisatie kennisrijk, ondanks uitstroom van mensen met kennis. Volgens het kernteam van de afdeling Natte Kunstwerken bij Rijkswaterstaat kan de mate waarin er kennis geborgd en gedeeld wordt beter en efficienter. Het doel van deze studie is om de knelpunten van kennisdeling betreffende Natte Kunstwerken te constateren en aanbevelingen te ontwikkelen ter verbetering, zodat geld en tijd bespaard kunnen worden en bruikbare kennis binnen de organisatie behouden blijft.
{"title":"Kennis is macht, kennis delen is kracht : een kwalitatief onderzoek naar de kennisdeling binnen het kennisveld Natte Kunstwerken bij Rijkswaterstaat.","authors":"Pamela Daccache","doi":"10.25609/sure.v4.2824","DOIUrl":"https://doi.org/10.25609/sure.v4.2824","url":null,"abstract":"Wegens de nieuwe technologieen en innovaties in de bouwsector is het verzamelen, waarborgen en ontwikkelen van kennis essentieel. Het waarborgen en delen van kennis kunnen leiden tot innovatieve oplossingen en houden een organisatie kennisrijk, ondanks uitstroom van mensen met kennis. Volgens het kernteam van de afdeling Natte Kunstwerken bij Rijkswaterstaat kan de mate waarin er kennis geborgd en gedeeld wordt beter en efficienter. Het doel van deze studie is om de knelpunten van kennisdeling betreffende Natte Kunstwerken te constateren en aanbevelingen te ontwikkelen ter verbetering, zodat geld en tijd bespaard kunnen worden en bruikbare kennis binnen de organisatie behouden blijft.","PeriodicalId":106615,"journal":{"name":"Student Undergraduate Research E-journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131734257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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