scholarly journals Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

2014 ◽  
Vol 86 (1) ◽  
pp. 159-175 ◽  
Author(s):  
Jamie M. Quinn ◽  
Richard K. Wagner ◽  
Yaacov Petscher ◽  
Danielle Lopez
Keyword(s):  
Reading Comprehension ◽  
Change Score ◽  
Vocabulary Knowledge ◽  
Latent Change Score ◽  
Latent Change Score Modeling ◽  
Modeling Study

scholarly journals The role of social media in shaping solidarity and compassion fade: How the death of a child turned apathy into action but distress took it away

2018 ◽  
Vol 20 (10) ◽  
pp. 3778-3798 ◽  
Author(s):  
Emma F Thomas ◽  
Nicola Cary ◽  
Laura GE Smith ◽  
Russell Spears ◽  
Craig McGarty
Keyword(s):  
Social Media ◽  
Change Score ◽  
Syrian Refugees ◽  
Group Consciousness ◽  
Online Engagement ◽  
Social Media Engagement ◽  
The Face ◽  
Latent Change Score ◽  
Latent Change Score Modeling

An image of drowned Syrian toddler, Aylan Kurdi, was popularly shared through social media and this promoted a surge of solidarity with Syrian refugees in September 2015. However, this response was not sustained. We explore the role of social media engagement in the emergence of solidarity and its decline (compassion fade). We collected data when sympathy for refugees was peaking (September 2015), and 1 year later. Latent change score modeling ( N = 237) showed that engagement with the image through social media allowed people to form a pro-refugee group consciousness that acted as the proximal predictor of solidarity. However, reductions in the same factors explain the reduced commitment 1 year later. Distress predicted the reductions in social media engagement. The results support the power of social media to ignite world-changing action, but caution that online engagement may dissipate in the face of ongoing challenges.

Developing and Testing a Dynamic Model of Workplace Incivility Change

2016 ◽  
Vol 43 (3) ◽  
pp. 645-670 ◽  
Author(s):  
Shannon G. Taylor ◽  
Arthur G. Bedeian ◽  
Michael S. Cole ◽  
Zhen Zhang
Keyword(s):  
Dynamic Model ◽  
Survey Data ◽  
Change Score ◽  
Workplace Incivility ◽  
Theory And Practice ◽  
Time Varying ◽  
Sequential Effects ◽  
Latent Change Score ◽  
Latent Change Score Modeling ◽  
Turnover Cognitions

Theory and practice suggest workplace incivility is progressive and dynamic. To date, however, workplace incivility has been assessed as a between-person phenomenon by asking employees to summarize their exposure to incivility over some specific period (e.g., 1 year or 5 years). Consequently, little is known about the time-varying and progressive aspects of workplace incivility as suggested by both the referent literature and experience. Within the context of employee burnout and withdrawal, we developed a novel, dynamic mediated model of workplace incivility change and tested specific predictions about its time-sequential effects. Latent change score modeling of weekly survey data from 131 employees indicates that incivility change uniquely affects subsequent changes in burnout, which, in turn, lead to subsequent changes in turnover cognitions. We also explore whether this dynamic mediated effect varies across time and individuals.

Stuck in the middle with you: Predictors of commitment in midlife

2019 ◽  
Vol 44 (3) ◽  
pp. 273-278
Author(s):  
Matthew D. Johnson ◽  
Sarah D. Somerville ◽  
Nancy L. Galambos ◽  
Harvey J. Krahn
Keyword(s):  
Change Score ◽  
Partner Support ◽  
Empty Nest ◽  
First Marriage ◽  
Latent Change Score ◽  
Latent Change Score Modeling ◽  
Using Data ◽  
Commitment Theory

Rooted in commitment theory, this study examines dedication, perceived investments, and felt constraint, three unique aspects of commitment, in midlife using data gathered from a sample of 224 adults surveyed at ages 43 and 50 years. Positive and negative dimensions of couple relations (partner supportiveness and the extent to which one’s partner is demanding and critical, referred to as strain) assessed longitudinally and midlife-specific circumstances, including being in a first marriage or remarriage and parental and empty nest status, were examined as predictors of commitment at age 50. Latent change score modeling revealed partner support and strain as robust predictors of commitment. Higher levels of partner support at age 43 and a more gradual intraindividual decrease in support between ages 43 and 50 predicted higher dedication and perceived investments and less felt constraint at age 50. Higher age 43 levels of partner strain predicted more perceived investments and felt constraint at age 50, while a more rapid increase in strain predicted less dedication and more felt constraint. Being in a first or remarriage, being a parent, or having an empty nest did not predict commitment. These results highlight the importance of initial levels and changes in couple relations for shaping midlife commitment.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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