The Experts below are selected from a list of 4473 Experts worldwide ranked by ideXlab platform
Daryl Efron - One of the best experts on this subject based on the ideXlab platform.
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adhd and Emotional Engagement with school in the primary years investigating the role of student teacher relationships
British Journal of Educational Psychology, 2020Co-Authors: Sophie Rushton, Rebecca Giallo, Daryl EfronAbstract:Background Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school Engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school Engagement in children with ADHD. Aims To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and Emotional Engagement with school at age 10 and 12. Sample Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). Methods Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Results Path analysis revealed a significant, negative relationship between ADHD symptoms and Emotional Engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. Conclusions These findings highlight the negative impact of ADHD symptoms on children's Emotional Engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school Engagement for students with ADHD, with potential to improve longer-term outcomes.
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ADHD and Emotional Engagement with school in the primary years: Investigating the role of student-teacher relationships.
The British journal of educational psychology, 2019Co-Authors: Sophie Rushton, Rebecca Giallo, Daryl EfronAbstract:Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school Engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school Engagement in children with ADHD. To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and Emotional Engagement with school at age 10 and 12. Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Path analysis revealed a significant, negative relationship between ADHD symptoms and Emotional Engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. These findings highlight the negative impact of ADHD symptoms on children's Emotional Engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school Engagement for students with ADHD, with potential to improve longer-term outcomes. © 2019 The British Psychological Society.
Asli Arslan Esme - One of the best experts on this subject based on the ideXlab platform.
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semi supervised model personalization for improved detection of learner s Emotional Engagement
International Conference on Multimodal Interfaces, 2016Co-Authors: Nese Alyuz, Eda Okur, Ece Oktay, Utku Genc, Sinem Aslan, Sinem Emine Mete, Bert Arnrich, Asli Arslan EsmeAbstract:Affective states play a crucial role in learning. Existing Intelligent Tutoring Systems (ITSs) fail to track affective states of learners accurately. Without an accurate detection of such states, ITSs are limited in providing truly personalized learning experience. In our longitudinal research, we have been working towards developing an empathic autonomous 'tutor' closely monitoring students in real-time using multiple sources of data to understand their affective states corresponding to Emotional Engagement. We focus on detecting learning related states (i.e., 'Satisfied', 'Bored', and 'Confused'). We have collected 210 hours of data through authentic classroom pilots of 17 sessions. We collected information from two modalities: (1) appearance, which is collected from the camera, and (2) context-performance, that is derived from the content platform. The learning content of the content platform consists of two section types: (1) instructional where students watch instructional videos and (2) assessment where students solve exercise questions. Since there are individual differences in expressing affective states, the detection of Emotional Engagement needs to be customized for each individual. In this paper, we propose a hierarchical semi-supervised model adaptation method to achieve highly accurate Emotional Engagement detectors. In the initial calibration phase, a personalized context-performance classifier is obtained. In the online usage phase, the appearance classifier is automatically personalized using the labels generated by the context-performance model. The experimental results show that personalization enables performance improvement of our generic Emotional Engagement detectors. The proposed semi-supervised hierarchical personalization method result in 89.23% and 75.20% F1 measures for the instructional and assessment sections respectively.
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ICMI - Semi-supervised model personalization for improved detection of learner's Emotional Engagement
Proceedings of the 18th ACM International Conference on Multimodal Interaction - ICMI 2016, 2016Co-Authors: Nese Alyuz, Eda Okur, Ece Oktay, Utku Genc, Sinem Aslan, Sinem Emine Mete, Bert Arnrich, Asli Arslan EsmeAbstract:Affective states play a crucial role in learning. Existing Intelligent Tutoring Systems (ITSs) fail to track affective states of learners accurately. Without an accurate detection of such states, ITSs are limited in providing truly personalized learning experience. In our longitudinal research, we have been working towards developing an empathic autonomous 'tutor' closely monitoring students in real-time using multiple sources of data to understand their affective states corresponding to Emotional Engagement. We focus on detecting learning related states (i.e., 'Satisfied', 'Bored', and 'Confused'). We have collected 210 hours of data through authentic classroom pilots of 17 sessions. We collected information from two modalities: (1) appearance, which is collected from the camera, and (2) context-performance, that is derived from the content platform. The learning content of the content platform consists of two section types: (1) instructional where students watch instructional videos and (2) assessment where students solve exercise questions. Since there are individual differences in expressing affective states, the detection of Emotional Engagement needs to be customized for each individual. In this paper, we propose a hierarchical semi-supervised model adaptation method to achieve highly accurate Emotional Engagement detectors. In the initial calibration phase, a personalized context-performance classifier is obtained. In the online usage phase, the appearance classifier is automatically personalized using the labels generated by the context-performance model. The experimental results show that personalization enables performance improvement of our generic Emotional Engagement detectors. The proposed semi-supervised hierarchical personalization method result in 89.23% and 75.20% F1 measures for the instructional and assessment sections respectively.
Brad M. Farrant - One of the best experts on this subject based on the ideXlab platform.
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Fetal Testosterone, Socio-Emotional Engagement and Language Development
Infant and Child Development, 2012Co-Authors: Brad M. Farrant, Eugen Mattes, Jeffrey A. Keelan, Martha Hickey, Andrew J. O. WhitehouseAbstract:The present study investigated the relations among fetal testosterone, child socio-Emotional Engagement and language development in a sample of 467 children (235 boys) from the Western Australian Pregnancy Cohort (Raine) Study. Bioavailable testosterone concentration measured in umbilical cord blood taken at birth was found to be significantly negatively correlated with socio-Emotional Engagement and vocabulary development for boys but not for girls. Socio-Emotional Engagement mediated the effect of boys' fetal testosterone levels on their vocabulary development. However, the size of the effects was small, and fetal testosterone and socio-Emotional Engagement were no longer significant predictors of boys' vocabulary scores after accounting for the effects of other predictors including maternal age and education, parity, and parent–child book reading. It is concluded that further research into these associations is warranted in both typical and atypical development and that this research would profit from including a broader focus on the role that proximal processes such as socio-Emotional Engagement, joint attention and imitation have in mediating the developmental effects of prenatal factors such as fetal testosterone exposure. Copyright © 2012 John Wiley & Sons, Ltd.
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socio Emotional Engagement joint attention imitation and conversation skill analysis in typical development and specific language impairment
Language, 2011Co-Authors: Brad M. Farrant, Murray T Maybery, Janet FletcherAbstract:According to Racine and Carpendale’s constructivist theory, the acquisition of shared linguistic practice is grounded in the development of competence in shared forms of activity such as joint attention which are naturally embedded in socio-Emotional Engagement. The present study investigated the relationships among socio-Emotional Engagement, joint attention, imitation, and conversation skill by establishing a model of these relationships in 94 typically developing children (M age = 5;4) and further assessing this model in another group of 93 typically developing children (M age = 5;1) and 30 children with specific language impairment (M age = 5;3). Joint attention and imitation were found to mediate the relationship between socio-Emotional Engagement and conversation skill.
Janet Fletcher - One of the best experts on this subject based on the ideXlab platform.
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socio Emotional Engagement joint attention imitation and conversation skill analysis in typical development and specific language impairment
Language, 2011Co-Authors: Brad M. Farrant, Murray T Maybery, Janet FletcherAbstract:According to Racine and Carpendale’s constructivist theory, the acquisition of shared linguistic practice is grounded in the development of competence in shared forms of activity such as joint attention which are naturally embedded in socio-Emotional Engagement. The present study investigated the relationships among socio-Emotional Engagement, joint attention, imitation, and conversation skill by establishing a model of these relationships in 94 typically developing children (M age = 5;4) and further assessing this model in another group of 93 typically developing children (M age = 5;1) and 30 children with specific language impairment (M age = 5;3). Joint attention and imitation were found to mediate the relationship between socio-Emotional Engagement and conversation skill.
S Karsten - One of the best experts on this subject based on the ideXlab platform.
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making the connection the role of social and academic school experiences in students Emotional Engagement with school in post secondary vocational education
Learning and Individual Differences, 2012Co-Authors: L Elffers, Frans J Oort, S KarstenAbstract:Abstract This study examines the Emotional Engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' Emotional Engagement with school. At-risk students do not report lower levels of Emotional Engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the Emotional Engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.