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131.
Lysanne W. te Brinke Suzanne van de Groep Renske van der Cruijsen Eveline A. Crone 《Journal of research on adolescence》2023,33(2):575-590
We examined variability and change in adolescents' prosocial behaviors directed to peers and friends across four time scales: two-years, one-year, two-monthly, and daily. Data from three longitudinal datasets with a total of 569 adolescents (55.7% girl, Mage = 15.23, SD = 3.90) were included. The overall time-related stability of prosocial behavior across time scales was moderate to excellent. Variability did not differ between early (age 10–15) and late (age 16–21) adolescence, but late adolescence was associated with higher mean levels of prosociality. Finally, results indicated that prosocial behaviors measured over longer periods (i.e., two-years and one-year) were positively associated with cognitive processes (perspective taking), whereas prosocial behaviors measured over shorter periods (i.e., two-monthly) were positively associated with affective processes (empathy). 相似文献
132.
Pendl Manfred Hussain Raja Imran Moser Dietmar Frank Thomas Drapela Thomas 《Urban Ecosystems》2022,25(2):477-486
Urban Ecosystems - Although urbanization is increasing worldwide, private gardens may help mitigate the impact of urbanization on butterfly diversity. We investigated how local and landscape... 相似文献
133.
Stefanie Plage Stephanie Cook Jenny Povey Emily Rudling Kitty te Riele Lisa McDaid Mark Western 《The Australian journal of social issues》2023,58(1):212-231
The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice. 相似文献