Article Review Flashcards
Title, Researcher, Aim, and Conclusions of all articles in the course
Problem 1
Bullying in Schools: The Power of Bullies and the Plight of Victims
Author, Year, Type, Aim, Conclusion
- Author: Juvonen et al
- Year: 2014
- Type: Monograph
- Aim: information on bullying, roles, interventions (schoolwide vs Targeted).
- Overview: prevalence, stability, forms, functions, age/gender differences, social dominance, self-image, social-cognitive biases, victims, risk factors, cyberbullying, school context, interventions.
- Conclusion: good results short term.
Problem 1
A Systematic Review of School-Based Interventions to Prevent Bullying
Author, Year, Type, Aim, Conclusion
- Author: Vreeman, Carroll
- Year: 2007
- Type: Systematic review (26 studies)
- Aim: Review school-based interventions.
- Sample: 2090 articles => 26 met criteria
- Overview: group interventions, curriculum interventions, targeted interventions, single-level interventions, whole-schole interventions.
- Conclusion: whole-school interventions show more promise to reducing bullying.
Problem 1
Effectiveness of anti-bullying school programs: A meta-analysis
Author, Year, Type, Aim, Conclusion
- Author: Jimenez-Barbero, Ruiz-Hernandez
- Year: 2016
- Type: Meta-analysis (14 studies)
- Aim: evaluate effectiveness
- Sample: 14 studies, 7 to 16 years, primary and secondary schools.
- Conclusion: good results from schoo-based programs + attitude towards violence benefit the most.
Problem 1
The support group approach in the Dutch KiVa anti-bullying programme: effects on victimisation, defending and well-being at school
Author, Year, Type, Aim, Conclusion
- Author: R. Van der Ploeg, Veenstra
- Year: 2015
- Type: Single study
- Aim: investigate effectiveness of support group approach
- Sample: data across 2 years, 56 victims in 28 schools (30 girls), 7 to 12 years old => final sample has 38 victims (44.7% boys).
- Overview: links bullies, victims and bystanders, 2 approaches (punitive and non-punitive)
- Conclusion: short-term improvements only + benefits on defending behaviour only, long-term had negative effects (no change or worsening of situation).
Problem 2
Seven Fears and the Science of how mobile technologies may be Influencing Adolescents in the Digital Age
Author, Year, Type, Aim, Conclusion
- Author: Goerge, Odgers
- Year: 2015
- Type: Monograph
- Aim: explore fears regarding technology
- Overview: online safety, cyberbullying, impact on offline socialisation, divide between parent/child, identity experimentation, cognitive performance impairment, sleep patterns.
- Conclusion: online behaviour mirrors offline behaviour + varied effects on adolescents development + need for causal inference and diverse methodologies.
Problem 2
A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the relations between Digital-screen Use and the Mental Well-Being of Adolescents
Author, Year, Type, Aim, Conclusion
- Author: Przybylski, Weinstein
- Year: 2017
- Type: Single study (cross sectional, correlational)
- Aim: find the correlation between screen time and mental health
- Sample: 120,000 english adolescents.
- Overview: displacement hypothesis, digital goldilocks hypothesis
- Conclusion: non-linear relationship, moderate use is not harmful, gender differences in usage (girls tv, boys games)
Problem 2
Do Social Network Sites Enhance or Undermine Subjective Well-Being? A critical Review
Author, Year, Type, Aim, Conclusion
- Author: Verduyn, Ybarra, Resibois
- Year: 2017
- Type: systematic literature Review
- Aim: Consequences of media on well-being.
- Sample: healthy participants.
- Overview: social platforms and subjective well-being.
- Conclusion: positive consequences of active use and negative consequences of passive use.
Problem 2
Social Media Use and Anxiety in emerging adults
Author, Year, Type, Aim, Conclusion
- Author: Vannucci, Flannery
- Year:
- Type: Single study (correlational)
- Aim: impact of social media on anxiety in adolescents
- Sample: 563 emerging adults in the US
- Conclusion: correlation found (more anxiety, more time spent => facets of social media, exposure, affirmation, communication free anxiety).
Problem 3
Effects of inclusion on students with and without special educational needs reviewed
Author, Year, Type, Aim, Conclusion
- Author: Nienke Ruijs, Peetsma
- Year: 2009
- Type: Partly a systematic review
- Aim: provides academic and socio-emotional effects of inclusive education
- Sample: literature since 1999, limited studies, limited sample sizes.
- Overview: achievement SEN, socio-emotional effect SEN, academic effects on non-SEN, social effects on non-SEN.
- Conclusion: neutral to positive outcomes for children with SEN.
Problem 3
Academic Achievement of Students Without Special Educational Needs in Inclusive Classrooms: A Meta-Analysis
Author, Year, Type, Aim, Conclusion
- Author: Szumski, Smogorzweska, Karwowski
- Year:
- Type: Meta-analysis
- Aim: academic achievement
- Sample: 47 studies, 5 million students, elementary, middle and highschool, western europe, US and Canada.
- Overview: factors that moderate achievement of non-SEN (country, mode of implementation, composition of team, students with SEN, inclusive classroom with or without emotional behavioural disorders, educational stage, proportion of SEN, preparation of teachers, co-teaching models).
- Conclusion: positive effect on academic achievement of both SEN and non SEN.
Problem 3
Facilitating the Social Participation of Pupils with Special Educational Needs in Mainstream Schools: A review of School-based Interventions
Author, Year, Type, Aim, Conclusion
- Author: Garrote, Sermier, Dessemontet
- Year: 2017
- Type: Systematic review
- Aim: what school based intervention can promote social participation of SEN students.
- Sample: 35 articles, preschool and primary schools, up until 2017.
- Overview: social participation of SEN (social acceptance, self-perception, interaction, friendships), interventions (teaching social skills, social interaction, group activities for academics, support groups, training and coaching of paraprofessionals).
- Conclusion: effectiveness was found, teaching social interaction strategies was most supported and social skills weakest.
Problem 3
Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables
Author, Year, Type, Aim, Conclusion
- Author: De Boer, Pijl, Post, Minnaert
- Year: 2012
- Type: Single study (correlational)
- Aim: variables related to peer acceptance and friendships in both genders.
- Sample: 1050 students (65 wiht SEN), 8 to 11 years old, primary schools, netherlands.
- Overview: child, peer, classroom related variables.
- Conclusion: girls driven by innate and personal factors, boys driven by others in the class.
Problem 4
Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science
Author, Year, Type, Aim, Conclusion
- Author: Subotnik
- Year: 2011
- Type: Monograph
- Aim: review information about giftedness.
- Overview: 5 perspectives, giftedness, educating gifted children (enrichment, acceleration, psychosocial coaching, selective institutions).
Problem 4
The Psychological Well-Being of Early Identified Gifted Children
Author, Year, Type, Aim, Conclusion
- Author: Kroesbergen, Hooijdonk
- Year: 2016
- Type: Single study
- Aim: compare wellbieng of gifted and non gifted children.
- Sample:
- Overview: domains, wellbeing, criteria (nomination, creativity, non-verbal reasoning skills).
- Conclusion: wellbeing does not differ from non-gifted, but some subgroups are at risk of lower well-being.
Problem 4
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis
Author, Year, Type, Aim, Conclusion
- Author: Steenbergen-Hu
- Year: 2010
- Type: Meta-analysis
- Aim: finding how the moderators are associated with the acceleration on gifted children
- Sample: 38 studies, 1984-2008
- Overview: content based acceleration vs grade based acceleration
- Conclusion: acceleration has positive impact on academic achievement, somewhat positive impact on social-emotional development, no difference found in content based and grade based acceleration, moderators (gender (achievement), effect size (socio), grade level, study form (socio) but they were not strong.
Problem 4
Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands
Author, Year, Type, Aim, Conclusion
- Author: Hoogeveen, Verhoeven
- Year: 2009
- Type: Single study, longitudinal
- Aim: to complement research on socio-emotional effect of acceleration through self-concept and social status.
- Sample: secondary schools, netherlands, 357 students (18 schools).
- Overview: self-concept, social status,
- Conclusion: social status is relatively low but their self-concept is higher (esp boys).
Problem 5
Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases
Author, Year, Type, Aim, Conclusion
- Author: Macarena Suarez-Pellicioni
- Year: 2015
- Type: Review/Monograph
- Overview: MA, numerical cognition, explanations (WM, low-level numerical representation deficit, dificit in inhibiion or attention control), origins, brain parts, what can be done (teachers, parents, psychologists).
- Conclusion: several processes of anxiety can be generalised to maths anxiety.
Problem 5
The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance
Author, Year, Type, Aim, Conclusion
- Author: Emma Carey
- Year: 2016
- Type: Review
- Aim: defining the relationship between maths anxiety and maths performance.
- Sample:
- Overview: deficit theory (MP => MA) and debilitating anxiety theory (MA => MP), reciprocal theory.
- Conclusion: the reciprocal theory is more appropriate (two-way relationship)
Problem 5
Reducing Math Anxiety in School Children: A Systematic Review of Intervention Research
Author, Year, Type, Aim, Conclusion
- Author: Balt, Orbach
- Year: 2022
- Type: Systematic review
- Aim: reviewing maths interventions and cognitive behavioural interventions
- Sample: 34 studies
- Overview: reasons for MA (deficit theory, avoidance behaviour, others), interventions (MI and CBI),
- Conclusion: combination of both is best (half the studies had a positive effect on either, and other had no effect).
Problem 5
The role of expressive writing in math anxiety.
Author, Year, Type, Aim, Conclusion
- Author: Park, beilock
- Year: 2014
- Type: single study
- Aim: investigate expressive writing in maths anxiety.
- Sample: 80pp (high MA and low MA)
- Overview: expressive writing with High MA and low MA.
- Conclusion: effective almost immediately, especially for those with high maths anxiety.
Problem 6
Emerging adulthood: A theory of development from the late teens through the twenties
Author, Year, Type, Aim, Conclusion
- Author: J.J Arnett
- Year: 2000
- Type: Review/Monograph
- Aim: overview of emerging adulthood
- Overview: theoretical background (demographics, maturity, identity, others), differences between emerging adhulthood, young adulthood and adolescence, culture differences.
- Conclusion: emerging adulthood is a distinct period of life but not everyone experiences it.
Problem 6
Are the Features of Emerging Adulthood Developmentally Distinctive? A Comparison of Ages 18–60 in the United States
Author, Year, Type, Aim, Conclusion
- Author: J.J Arnett, Mitra
- Year: 2018
- Type: Single study
- Aim: to identify the characteristics unique to emerging adulthood.
- Sample: 18-60y old, US.
- Conclusion: “feeling in between” is the unique characteristic to emerging adults (50%), they do meet the other characteristics.
Problem 6
Does a Quarterlife Crisis Exist?
Author, Year, Type, Aim, Conclusion
- Author: Rossi and Mebert
- Year: 2011
- Type: Single study
- Aim: define if the quarter life crisis is true.
- Sample: 272 emerging adults (high school to work, high school to college, college to work, college to graduate school).
- Overview: 4 groups of young adults
- Conclusion: no quarter life crisis found, females had higher anxiety (specifically those who completed highschool and were working).
Problem 6
Stagnant or Successful, Carefree or Anxious? Australian University Students’ Goals and Beliefs About Adulthood and Their Current Well‐being
Author, Year, Type, Aim, Conclusion
- Author: Weier and lee
- Year: 2016/2020
- Type: single study
- Aim: define if emerging adults want to grow up.
- Sample: 518 university students, 18 to 25y, australia compared to previus generations.
- Conclusion: high levels of anxiety and depression (31% and 55%), strong overlap with one’s aspirations and those of loved ones, 68% believed they were in between adult and emerging, emerging adults do want to become adults.
Problem 7
Development in midlife
Author, Year, Type, Aim, Conclusion
- Author: M.E. Lachman
- Year: 2004
- Type: monograph
- Aim: defining midlife.
- Overview: age, expectations, problems, crisis, classic models (Jun and Erikson), 8 stage model, selective optimisation with compensation model, patterns of change.
Problem 7
Midlife crisis: A debate.
Author, Year, Type, Aim, Conclusion
- Author: Freund and Ritter
- Year: 2009
- Type: Review/Comment
- Aim: defining midlife crisis, for and against
- Conclusion: leniant definition is best (consistent with life course development, and interplay between social expectations and personal goals).
Problem 7
Do humans suffer a psychological low in midlife? Two approaches (with and without controls) in seven data sets
Author, Year, Type, Aim, Conclusion
- Author: Blanchflower and Oswald
- Year: 2017
- Type: single study
- Aim: examine the pattern of psychological well-being between 20 and 90y.
- Sample: 51 countries, 1.3 million ppl.
- Overview: descriptive and analytical approach
- Conclusion: descriptive approach gave evidence for dip in wellbeing, analytical gave evidence for a dip in life satisfaction and happiness => U-shape was found but no explanation for it.
Problme 7
The U shape of happiness across the life course: Expanding the discussion.
Author, Year, Type, Aim, Conclusion
- Author: Galambos, Lachman
- Year: 2020
- Type: Position paper (review)
- Aim: define if life is indeed in a U-shape form.
- Conclusion: U-shape is not robust and generalisable. People vary too much.
