The Impact of Negative Valence on Responses and Response Times

Arthur, Ann M.; Koziol, Natalie A.; Hawley, Leslie R.; Smith, Michelle Howell; Stevens, Jared; Bovaird, James A.

doi:10.1037/e512212017-001

Cited by 1 publication

(1 citation statement)

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“…There were five sections reflecting the various interests of the partners: 1) About you and the people you live with (no personal identifying information was sought), 2) Reading and writing at home, 3) Libraries, 4) Book and game gifting, 5) Adults from home and school. Although children aged 11 and over are able to answer most question types (Arthur et al 2017), as many potential respondents were younger all but three of the 27 questions were closed, requiring yes/no/don't know responses, or selection from a short list. Complex structure and negative formulations were avoided (Borgers et al, 2000) and the questionnaire was designed to avoid looking like a test or school work (Omrani, Wakefield-Scurr, Smith and Brown 2018).…”

Section: Methodsmentioning

confidence: 99%

Older Children Negotiating Relationships Between Home and School

Macleod,

Cebula,

Renwick

et al. 2023

Scott. Educ. Rev.

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Most research into parental involvement and engagement examines the perspectives of teachers and parents, but often not pupils. Additionally, the focus is commonly on younger children. This study addresses these gaps. A questionnaire was distributed to pupils in Primaries 5, 6 and 7 (ages 9–12), which, after data cleaning, resulted in a sample of 842 responses. The questionnaire asked about frequency of and attitudes towards support with learning at home and pupils’ attitudes towards adults from home coming in to school. Findings show that changes in attitude towards home support previously reported in secondary pupils are also evident in this younger group. The oldest pupils in the study showed increased apathy, but no increased embarrassment, about adults from home coming in to school. Most children were happy with the support they received, with children at all stages wanting more help with writing than reading. Implications for practice are considered.

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Section: Methodsmentioning

confidence: 99%