The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform

Christoph Von Rhoneck - One of the best experts on this subject based on the ideXlab platform.

  • an investigation of the influence of Emotional Factors on learning in physics instruction
    International Journal of Science Education, 2003
    Co-Authors: Matthius Laukenmann, Michael Bleicher, Stefan Fuss, Michaela Glaserzikuda, Philipp Mayring, Christoph Von Rhoneck
    Abstract:

    In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-Emotional variables (self-concept, interest), as well as Emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and Emotional Factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and...

Jose A Bauermeister - One of the best experts on this subject based on the ideXlab platform.

  • cognitive and Emotional Factors associated with sexual risk taking behaviors among young men who have sex with men
    Archives of Sexual Behavior, 2019
    Co-Authors: Tamar Goldenberg, Rob Stephenson, Jose A Bauermeister
    Abstract:

    Young men who have sex with men (YMSM) between the ages of 13 and 24 account for a disproportionate number of new HIV infections in the U.S. Recognizing the unique developmental circumstances that YMSM face and building on the dual-process model, it is important to consider the role of cognitive and Emotional Factors as well as self-efficacy to negotiate safer sex when understanding experiences of sexual risk-taking among YMSM. This article used structural equation modeling to examine how the decisional balance to use condoms (a cognitive factor) and limerence (an Emotional factor) are both directly and indirectly associated with sexual risk-taking behaviors (the number of insertive and receptive condomless anal intercourse partners), with indirect effects occurring via limited self-efficacy to negotiate safer sex. Data were from a cross-sectional online survey of YMSM (aged 18–24) in the U.S. who did not report being in a romantic relationship. Analysis included a sample of 1084 single YMSM who had never tested positive for HIV and who had engaged in anal intercourse in the previous 2 months. Results indicated that the decisional balance to use condoms was both directly and indirectly associated with reduced sexual risk-taking behaviors. Limerence was not directly associated with sexual risk-taking behaviors; however, it was indirectly associated with sexual risk-taking behavior through limited self-efficacy to negotiate safer sex. These findings highlight the importance of considering both cognitive and Emotional Factors, as well as self-efficacy to use condoms, in the development and implementation of HIV prevention interventions for YMSM.

Suniya S Luthar - One of the best experts on this subject based on the ideXlab platform.

  • social Emotional Factors affecting achievement outcomes among disadvantaged students closing the achievement gap
    Educational Psychologist, 2002
    Co-Authors: Bronwyn E Becker, Suniya S Luthar
    Abstract:

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-Emotional Factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-Emotional Factors that act as both risk and protective Factors for disadvantaged students' learning and opportunities for academic success. Four critical social-Emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Matthius Laukenmann - One of the best experts on this subject based on the ideXlab platform.

  • an investigation of the influence of Emotional Factors on learning in physics instruction
    International Journal of Science Education, 2003
    Co-Authors: Matthius Laukenmann, Michael Bleicher, Stefan Fuss, Michaela Glaserzikuda, Philipp Mayring, Christoph Von Rhoneck
    Abstract:

    In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-Emotional variables (self-concept, interest), as well as Emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and Emotional Factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and...

R F Drewett - One of the best experts on this subject based on the ideXlab platform.

  • the influence of maternal socioeconomic and Emotional Factors on infant weight gain and weight faltering failure to thrive data from a prospective birth cohort
    Archives of Disease in Childhood, 2006
    Co-Authors: Charlotte M Wright, Kathryn Parkinson, R F Drewett
    Abstract:

    Aims: To study the influence of maternal socioeconomic and Emotional Factors on infant weight gain and weight faltering (failure to thrive) in the first year of life. Methods: The Gateshead Millennium Baby Study is a population birth cohort in northeast England studied prospectively from birth, via parental questionnaires and a health check aged 13 months. Data were collected on maternal education, deprivation, eating attitudes, and depression, using the Edinburgh Post Natal Depression Scale (EPDS) at 3 months. Weight gain was assessed using change in weight SD score, conditional on birth weight (Thrive Index); weight faltering was defined as conditional weight gain below the 5th centile. Results: Of 923 eligible infants born at term, 774 (84%) had both weight and questionnaire data. Replicating a previous finding, both the highest and the lowest levels of deprivation were associated with weight faltering; this was independent of the type of milk feeding. No relation was found with maternal educational status. Maternal eating restraint was unrelated to weight gain. Infants of mothers with high depression symptom scores (EPDS >12) had significantly slower weight gain and increased rates of weight faltering up to 4 months (relative risk 2.5), especially if they came from deprived families, but by 12 months they were no different from the remainder of the cohort. Conclusions: In this setting, social and maternal characteristics had little influence on infants’ weight gain, apart from a strong, but transient effect of postnatal depression.