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4. A Role for Educational Psychologists: Using Planning Alternative Tomorrows with Hope (PATH) and Participatory Action Research (PAR) to Develop a Relationships and Sex Education (RSE) Support Group with Staff in a Special School

Author

Carpenter, Natalie, Lee, Frances, and Male, Dawn

Abstract

Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP's knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process.

Published
2023
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7. Information Validates the Prior: A Theorem on Bayesian Updating and Applications

Author

Kartik, Navin, Lee, Frances, and Suen, Wing

Subjects
Economics - Theoretical Economics
Abstract

We develop a result on expected posteriors for Bayesians with heterogenous priors, dubbed information validates the prior (IVP). Under familiar ordering requirements, Anne expects a (Blackwell) more informative experiment to bring Bob's posterior mean closer to Anne's prior mean. We apply the result in two contexts of games of asymmetric information: voluntary testing or certification, and costly signaling or falsification. IVP can be used to determine how an agent's behavior responds to additional exogenous or endogenous information. We discuss economic implications., Comment: Corrections of typos and other minor expositional edits. The paper is now forthcoming in American Economic Review: Insights

Published
2020
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8. A Mixed-Methods Exploration of Ethnic Identity and Self-Esteem among Mixed-Race Adolescent Girls

Author

Austin, Sarah, Lee, Frances, and Palmer, Sally

Abstract

Background: The self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al., 2012). Aims: This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem. Sample: Quantitative questionnaires (Phase 1) sampled 109 girls (M[subscript age]=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (M[subscript age]=14.3 years). Methods: This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews. Results: Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls' self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls. Conclusions: This study provides insight into adolescent mixed-race girls' school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.

Published
2021

10. Exploring the Experiences of Recently Arrived Latin American Migrant Parents Regarding Their Children's Education

Author

Gilsenan, James and Lee, Frances

Abstract

This study explored the experiences of recently arrived Latin American parents to the UK related to their children's education, to highlight how these experiences can inform educational practice. A small-scale qualitative design employed semi-structured interviews to give voice to five parents who had each arrived in London after time spent living in Spain. Thematic analysis led to four key themes: ambition, sacrifice and the high value placed on education; language difficulties; feelings of powerlessness; and cultural adaptation. The implications emerging from this study centre on how educational psychologists (EPs) can act as a bridge between schools and a local migrant community by drawing on their knowledge of both second language development and the psychological experience of migration. There is also a role for EPs in advocating for the practical needs of recently arrived parents and responding to power imbalances to ensure their inclusion within the school community.

Published
2021
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13. Bereavement Support Provision in Primary Schools: An Exploratory Study

Author

Costelloe, Ailbhe, Mintz, Joseph, and Lee, Frances

Abstract

In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff.

Published
2020
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14. The Majority of SARS-CoV-2 Plasma Cells are Excluded from the Bone Marrow Long-Lived Compartment 33 Months after mRNA Vaccination

Author

Lee, Frances, primary, Nguyen, Doan, additional, Hentenaar, Ian, additional, Morrison-Porter, Andrea, additional, Solano, David, additional, Haddad, Natalie, additional, Castrillon, Carlos, additional, Lamothe, Pedro, additional, Andrews, Joel, additional, Roberts, Danielle, additional, Lonial, Sagar, additional, and Sanz, Ignacio, additional

Published
2024
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17. What Predicts Teachers' Acceptance of Students with Special Educational Needs in Kindergarten?

Author

Lee, Frances Lai Mui, Tracey, Danielle, Barker, Katrina, Fan, Jesmond C. M., and Yeung, Alexander Seeshing

Abstract

Despite attempts of educators and policy makers in promoting inclusive education through training and provision of extra resources, it remains unclear what is the most influential factor that may reduce teachers' resistance to and increase their advocacy of inclusive education. Teachers who have been trained in special education are usually expected to be more accepting of inclusive education. With training, kindergarten teachers would probably be more positive about placing students with special educational needs in regular settings with students without special educational needs. Trained kindergarten teachers in Hong Kong (N = 275, all female) were surveyed on three factors (their knowledge about policies regarding inclusive education, efficacy in teaching in inclusive settings, and government initiatives) that might influence two outcomes of advocacy (their resistance to inclusive education or endorsement of the inclusion of students with special educational needs). Confirmatory factor analysis defined the five distinct factors. Structural equation modelling found that of the three predictors, teachers' sense of efficacy was the strongest predictor of both advocacy outcomes. The findings imply that increasing teachers' knowledge through training or providing teachers with more resources may not be sufficient to increase teachers' advocacy of inclusive education. Instead, to better promote inclusive education, teacher education and governmental support should focus more on building teachers' efficacy in inclusive settings

Published
2014

25. The Re-Alignment of Educational Psychologists in Supporting Primary Schools to Enhance Provision for Children with Speech, Language and Communication Needs

Author

Vivash, Joanna, Dockrell, Julie, and Lee, Frances

Abstract

Aims: The role of educational psychologists (EPs) in relation to Speech, Language and Communication Needs (SLCN) has been relatively unexplored and when studies have targeted the role of EPs, their role has been at best peripheral. This paper aims to show how the re-alignment of EP practice could be made through exploring the different perspectives of how SLCN can be supported in schools, and to see where gaps and opportunities may exist between these perceptions and practice. Method: Three focus groups with professionals (EPs, Speech and Language Therapists (SLTs) and Specialist Teachers (STT)) were conducted and analysed using thematic analysis. 12 observations of Key Stage 1 classrooms using the Communication Supporting Classroom Observation Tool, and questionnaires with school staff (N = 40) were carried out and analysed using descriptive statistics. Findings: There was variability of perceptions and inconsistency of practice around strategies and approaches for supporting SLCN, such as the use of evidence-based interventions, adult talk and opportunities to develop emerging literacy skills. Conclusions: There are challenges in delivering provision for children with SLCN, confounded by an apparent discrepancy within and between professionals' and schools' views as to how such provision should be delivered. EPs are uniquely positioned to support schools in overcoming these challenges, particularly through joint problem solving and resolving tensions which may exist between services, and supporting schools to translate research into effective practice.

Published
2018
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26. Promoting the Achievement in Schools of Children and Young People in Care: Virtual School Case Studies. Promoting the Achievement of Looked after Children, PALAC

Author

University College London (UCL) (United Kingdom), Institute of Education (IOE), Carroll, Catherine, Brackenbury, Gill, Herbert, Elisabeth, Lee, Frances, Roberts, Amelia, Cameron, Claire, Freitag, Sara, Crombie, Kerry, Farley, Claire, Parrott, Suzanne, Pike, Jo, Prodohl, Fiona, Connolley, Kelley, MacCarthy, Barbara, Buchanan, Anne-Marie, Brian, Rachael, Lawford, Sarah, Walkey, Amy, Barnes, Kieran, Lane, Sarah, Bettencourt, Michael, Black, Emma, Bland, Michelle, Borrell, Vicky, Middleton, Serena, de Bossart, Jennie, and Stanbridge, Peter

Abstract

As of March 2017, there were 72,670 children and young people in care in England. The number of looked after children has continued to increase steadily over the last eight years. Sixty per cent of these children are in care because of abuse or neglect and three-quarters are placed in foster care arrangements. Children and young people who are in or have experienced care remain one of the lowest performing groups in terms of educational outcomes. However, research is emerging to show that children and young people in care can have very positive experiences of school if they are supported effectively to reach their full potential academically and socially. The purpose of this report is to share practice in local authorities (LA) from across England and Wales that is contributing to improved outcomes and school experiences for children and young people in care. The case studies were all undertaken as part of the Promoting the Achievement of Looked after Children (PALAC) programme between 2014 and 2017. PALAC is a knowledge exchange programme that aims to support the development of practice in schools and to expand the evidence base to ultimately improve outcomes for children in care. This report presents an account of the programme, including the activities undertaken by the participants and the outcomes of the programme to date for pupils in care and staff in the participating virtual schools (VS) and local authorities.

Published
2018

27. Promoting the Achievement of Looked after Children and Young People across the Central South Consortium in Wales: Case Studies of Education Provision for Children and Young People in Care in Cardiff, Merthyr Tydfil, Rhondda Cynon Taf, Vale of Glamorgan. Promoting the Achievement of Looked after Children, PALAC

Author

University College London (UCL) (United Kingdom), Institute of Education (IOE), Carroll, Catherine, Herbert, Elisabeth, Lee, Frances, Dean, Simon, Coles, Martine, James, Gillian, and Holder, Nicola

Abstract

As of March 2017, there were 5,955 children and young people in care in Wales. Across the Central South Consortium (Bridgend, Cardiff, Merthyr Tydfil, Rhondda Cynonn Taf and Vale of Glamorgan) there were 2,170 children and young people looked after. The majority of these children are in care as a result of birth families being unable to provide a level of care that meets their emotional and well-being needs. Children and young people who are in or have experienced care remain one of the lowest performing groups in terms of educational outcomes. The Social Services and Well-being (Wales) Act 2014 provides the legal framework for improving the well-being of people who need care and support. A national strategic approach to improving outcomes for children looked after is underway with a focus on promoting and improving collaborative working across agencies, identifying and sharing good practice and making improvements where they are needed. The purpose of this report is to share practice in selected in Central South Consortium (CSC) schools that is contributing to improved outcomes and school experiences for children and young people in care. In 2017, the CSC collaborated with UCL Institute of Education to deliver the Promoting the Achievement of Looked After Children (PALAC) programme with 11 schools and one Educational Psychology Service across four of the five the local authorities (LAs). This report presents an account of the programme, including the activities undertaken by the participants and the outcomes of the programme to date for pupils in care and staff in the participating schools. [A complete list of author names can be found on page 2 of the full text PDF.]

Published
2018

31. Contributors

Author

A-Kader, H. Hesham, primary, Abdulhai, Sophia, additional, Abu-Elmagd, Kareem, additional, Abu-El-Haija, Maisam, additional, Adler, Douglas G., additional, Albenberg, Lindsey, additional, Alonso, Estella M., additional, Amin, Ruchi, additional, Atay, Orhan, additional, Auricchio, Renata, additional, Baker, Robert D., additional, Baker, Susan S., additional, Baldwin, Katherine, additional, Barry, Jessica, additional, Baron, Todd H., additional, Barth, Bradley, additional, Bass, Dorsey M., additional, Bass, Lee M., additional, Belkind-Gerson, Jaime, additional, Benninga, Marc A., additional, Bhesania, Natalie, additional, Bischoff, Andrea, additional, Bitton, Samuel, additional, Blanchard, Samra S., additional, Bousvaros, Athos, additional, Boyle, Brendan, additional, Brewer, Jennifer, additional, Brownell, Jefferson N., additional, Bruch, Steven W., additional, Campbell, Brendan T., additional, Campbell, Jacob, additional, Caty, Michael Gerard, additional, Cerezo, Carolina S., additional, Chagpar, Ryaz, additional, Chatfield, Beth, additional, Cherry, Rebecca N., additional, Cohen, Gail, additional, Cohen, Mitchell B., additional, Coran, Arnold G., additional, Costa, Guilherme, additional, Cresci, Gail A.M., additional, Crowley, Eileen, additional, Cruise, Michael, additional, Czinn, Steven J., additional, Davidovics, Zev, additional, Torre, Luis De La, additional, DeRoss, Anthony L., additional, Devadason, David, additional, Venkatesh, Rajitha Devadoss, additional, Di Lorenzo, Carlo, additional, Dotson, Jennifer L., additional, Ediger, Tracy R., additional, Eghtesad, Bijan, additional, Eisses, John F., additional, El Yousif, Mounif, additional, McBride Emerick, Karan, additional, Erdman, Steven H., additional, Fawaz, Rima, additional, Feldstein, Ariel E., additional, Fernandes, Melissa, additional, Finn, Laura S., additional, Fiorino, Kristin Nicole, additional, Fishman, Douglas S., additional, Friedlander, Joel A., additional, Fujiki, Masato, additional, Fung, John, additional, Fuss, Ivan, additional, Galloway, David, additional, George, Donald E., additional, Ghishan, Fayez K., additional, Girlanda, Raffaelle, additional, Gitt, Donna, additional, Goldman, Deborah A., additional, Goodine, Sue, additional, Gourley, Glenn R., additional, Green, Nicole, additional, Grisotti, Gabrielle, additional, Gupta, Sandeep K., additional, Hadzic, Nedim, additional, Harpavat, Sanjiv, additional, Hashimoto, Koji, additional, Hassan, Maheen, additional, Heubi, James E., additional, Husain, Sohail Z., additional, Hussey, Séamus, additional, Hyams, Jeffrey S., additional, Hyer, Warren, additional, Hyman, Paul E., additional, Iben, Sabine, additional, Issac, Veronica E., additional, Jonas, Maureen M., additional, Kay, Marsha, additional, Kehar, Mohit, additional, Kelly, Deidre, additional, Kovacic, Karlo, additional, Kunisaki, Shaun Michael, additional, Kurowski, Jacob A., additional, Langer, Jacob C., additional, Lee, Frances C., additional, Lee, Rose, additional, LeLeiko, Neal S., additional, Liacouras, Chris A., additional, Lin, Henry, additional, Liu, Quin Y., additional, Loomes, Kathleen M., additional, Lu, Peter L., additional, Lusman, Sarah Shrager, additional, Mack, Cara, additional, Maheshwari, Anshu, additional, Mamula, Petar, additional, Manfredi, Michael A., additional, Markowitz, James F., additional, Markowitz, Jonathan E., additional, Mascarenhas, Maria R., additional, Mayer, Ryann, additional, McKiernan, Patrick, additional, Mezoff, Adam G., additional, Mezoff, Ethan A., additional, Mieli-Vergani, Giorgina, additional, Mohr, Franziska, additional, Mokha, Jasmeet, additional, Mousa, Hayat, additional, Moye, Lindsay, additional, Murch, Simon, additional, Murray, Karen F., additional, Naples, Robert, additional, Nathan, Jaimie D., additional, Lee Ng, Vicky, additional, Nguyen, Vi, additional, Nurko, Samuel, additional, Oauhed, Jodie, additional, Ogholikhan, Tina, additional, Oldham, Keith T., additional, Osman, Mohammed, additional, Ovchinsky, Nadia, additional, Panganiban, Jennifer, additional, Pena, Alberto, additional, Petras, Robert E., additional, Pfefferkorn, Marian D., additional, Piccoli, David, additional, Piester, Travis, additional, Pinkos, Beth, additional, Plesec, Thomas, additional, Polites, Stephanie, additional, Ponsky, Todd, additional, Rader, Christine, additional, Radhakrishnan, Kadakkal, additional, Reissis, Yannis, additional, Rodriguez, Leonel, additional, Rodriguez, Ricardo J., additional, Rojas, Isabel, additional, Rome, Ellen S., additional, Rosh, Joel R., additional, Ruiz, Rachel M., additional, Sahn, Benjamin, additional, Saleem, Atif, additional, Samela, Kate A., additional, Santucci, Neha R., additional, Saps, Miguel, additional, Sato, Eleanor H., additional, Sato, Thomas T., additional, Savage, Erica C., additional, Seifarth, Federico G., additional, Conjeevaram Selvakumar, Praveen Kumar, additional, Shapiro, Jason, additional, Siperstein, Allan E., additional, Skelton, Joseph, additional, Snapper, Scott, additional, Soldes, Oliver S., additional, Sood, Manu R., additional, Stahl, Marisa Gallant, additional, Sundaram, Shikha S., additional, Sylvester, Francisco A., additional, Teitelbaum, Jonathan E., additional, Terry, Natalie A., additional, Townsend, Peter, additional, Troncone, Riccardo, additional, Vance, Kate, additional, Vandenplas, Yvan, additional, Venick, Robert S., additional, Vitale, David S., additional, Vockley, Jerry, additional, Vortia, Eugene, additional, Vriesman, Mana H., additional, Wahbeh, Ghassan T., additional, Walsh, R. Matthew, additional, Warner, Suz, additional, Wyllie, Robert, additional, Yasuda, Jessica L., additional, Zeiter, Donna, additional, and Zheng, Hengqi (Betty), additional

Published
2021
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33. The Big-Fish-Little-Pond Effect in China

Author

Lee, Frances Lai-Mui, Wu, Jun, Dai, Jing, Wu, Huixian, Liu, Winnie Puiling, and Yeung, Alexander Seeshing

Abstract

Recent research has distinguished between the components of competency and affect in students' academic self-concept. The competency component operates on the basis of a comparison with peers. This comparison may lead to a big-fish-little-pond (BFLP) effect. To investigate the sustainability of the BFLP effect, a sample of 7th graders from 6 classes in a high school in China was surveyed on both the competency and affect components of school self-concept (N = 297) at the beginning, in the middle and by the end of grade 7 and compared across 4 groups categorised according to their high school entrance exam scores. Analysis of variance results showed that the highest scoring students had the highest self-concept of competency and the scores remained high throughout the year of 7th grade. In essence, the "big fish" remained big and the "small fish" remained small, and the pattern was consistent over time. The scores for the component of affect did not differ across groups, became slightly higher in mid-year, and remained high throughout the year. Instead of attempting to promote a positive affect in schooling, there seems to be a stronger need for enhancing a sense of competency in the "smaller fish". (Contains 4 tables.)

Published
2005

36. Patients on mepolizumab, benralizumab, or dupilumab have diminished post-vaccination antibody and B cell responses to SARS-CoV-2.

Author

Lamothe, Pedro, primary, Runnstrom, Martin, additional, Faliti, Katia, additional, Cheedrala, Narayanaiah, additional, Moreno, Alberto, additional, Suthar, Mehul, additional, Nahata, Rishika, additional, Ravindran, Mayuran, additional, Morrison-Porter, Andrea, additional, Ramonell, Richard, additional, Woodruff, Matthew, additional, Swerlick, Robert, additional, Swenson, Colin, additional, Polito, Carmen, additional, Neveu, Wendy, additional, Smirnova, Natalia, additional, Kim, Caroline, additional, Hentenaar, Ian, additional, Kyu, Shuya, additional, Guo, Zhenxing, additional, Wu, Hao, additional, Haddad, Natalie, additional, Park, Jiwon, additional, Daiss, John, additional, Cheedarla, Suneetha, additional, Neish, Andrew, additional, Roback, John, additional, Sharma, Sunita, additional, Holguin, Fernando, additional, Sanz, Ignacio, additional, and Lee, Frances Eun-Hyung, additional

Published
2023
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37. Single center outcomes from parenchymal-sparing resections and microwave ablations for neuroendocrine tumor liver metastases

Author

Lee, Frances T., primary, Williams, Jelani, additional, Nordgren, Rachel, additional, Schwarz, Jason L., additional, Setia, Namrata, additional, Roggin, Kevin, additional, Polite, Blase, additional, Rangrass, Govind, additional, Liao, Chih-Yi, additional, Millis, J. Michael, additional, and Keutgen, Xavier M., additional

Published
2023
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42. Contributors

Author

Abrams, Peter, primary, Adler, Joel T., additional, Alejandro, Rodolfo, additional, Alibashe-Ahmed, Mohamed, additional, Alvarez, Ana, additional, Anazawa, Takayuki, additional, Andres, Axel, additional, Antonioli, Barbara, additional, Apete, Alan, additional, Axelrod, David A., additional, Badet, Lionel, additional, Baidal, David, additional, Barrera, Kaylene, additional, Benhamou, Pierre-Yves, additional, Berney, Thierry, additional, Bertoni, Alain Gerald, additional, Bertuzzi, Federico, additional, Boggi, Ugo, additional, Bonner, Caroline, additional, Bozorgzadeh, Adel, additional, Branchereau, Julien, additional, Bromberg, Jonathan, additional, Burke, George W., additional, Buron, Fanny, additional, Caiazzo, Robert, additional, Caldara, Rossana, additional, Camhi, Stephanie S., additional, Cantarovich, Diego, additional, Cardillo, Massimo, additional, Castanares-Zapatero, D., additional, Cattan, Pierre, additional, Chandran, Suresh Rama, additional, Chang, Erin, additional, Chen, Linda, additional, Chetboun, Mikael, additional, Choudhary, Pratik, additional, Ciancio, Gaetano, additional, Cicalese, Maria Pia, additional, Citro, Antonio, additional, Collienne, C., additional, Conte, Caterina, additional, Counter, Claire, additional, Dajani, Khaled Z., additional, Darden, Carly M., additional, De Cobelli, Francesco, additional, de Koning, Eelco J.P., additional, De Leon, Hector, additional, Delalleau, Nathalie, additional, DiChiacchio, Laura, additional, Doppenberg, Jason B., additional, Drachenberg, Cinthia B., additional, Dugnani, Erica, additional, Dunn, Ty B., additional, Engelse, Marten A., additional, Farag, Ahmed, additional, Farney, Alan, additional, Farrow, Anne Elizabeth, additional, Fathi, Ibrahim, additional, Figueiro, Jose, additional, Flatt, Anneliese, additional, Fousteri, Georgia, additional, Fridell, Jonathan A., additional, Friend, Peter J., additional, Gastaldi, Giacomo, additional, Gmyr, Valery, additional, Gonzalez, Javier, additional, Gopal, Jeevan Prakash, additional, Gorus, Frans K., additional, Goto, Masafumi, additional, Gotoh, Mitsukazu, additional, Greget, Michel, additional, Grenet, Dominique, additional, Grossi, Paolo Antonio, additional, Gruessner, Rainer W.G., additional, Gruessner, Angelika C., additional, Harriman, David I., additional, Hawthorne, Wayne J., additional, Hellman, Jarl, additional, Holbert, Brenda Lee, additional, Hubert, Thomas, additional, Iacopi, Sara, additional, Infante, Marco, additional, Jacob, Peter, additional, Johnson, Paul, additional, Kandaswamy, Raja, additional, Karam, Georges, additional, Kaufman, Dixon B., additional, Kendall Jr, W.F., additional, Kensinger, Clark D., additional, Kenyon, Norma S., additional, Kerr-Conte, Julie, additional, Kervella, Delphine, additional, Kessler, Laurence, additional, Kessler, Romain, additional, Keymeulen, Bart, additional, Korsgren, Olle, additional, Lablanche, Sandrine, additional, Lakhani, Muhaib, additional, Lalwani, Neeraj, additional, Laterre, P.F., additional, Lawrence, Michael C., additional, Lee, Frances Tangherlini, additional, Lehmann, Roger, additional, Linetsky, Elina, additional, Ludwig, Barbara, additional, Lundgren, Torbjörn, additional, Luo, Xunrong, additional, Madiraju, SriGita, additional, Maffi, Paola, additional, Magistretti, Paola, additional, Mapihan, Kristell Le, additional, Markmann, James F., additional, Martens, Geert, additional, Martins, Paulo N., additional, Mazzotta, Francesco Antonio, additional, Mekala, Kavya Chitra, additional, Melzi, Raffaella, additional, Mercalli, Alessia, additional, Monti, Paolo, additional, Morsi, Mahmoud, additional, Mosca, Irene, additional, Mourad, M., additional, Muthusamy, Anand S. Rathnasamy, additional, Nano, Rita, additional, Naziruddin, Bashoo, additional, Noel, Christian, additional, O’Callaghan, John, additional, Odorico, Jon S., additional, Olland, Anne, additional, Opara, E.C., additional, Orlando, Giuseppe, additional, Padilla, Nathalia, additional, Papadimitriou, John C., additional, Papalois, Vassilios E., additional, Papas, Klearchos K., additional, Pasquetti, Gianni, additional, Pattou, François, additional, Pellegrini, Silvia, additional, Pernin, Nadine, additional, Perrone, Vittorio Grazio, additional, Piemonti, Lorenzo, additional, Ploeg, Rutger, additional, Powelson, John A., additional, Pugliese, Alberto, additional, Rajan, Shanthini K., additional, Ramanathan, Karthik V., additional, Raverdy, Violeta, additional, Redfield, Robert R., additional, Renz, John, additional, Rickels, Michael R., additional, Rickert, Charles G., additional, Ricordi, Camillo, additional, Rogers, Jeffrey, additional, Scalea, Joseph R., additional, Schold, Jesse D., additional, Scholz, Hanne, additional, Secchi, Antonio, additional, Serrano, Oscar K., additional, Shapiro, A.M. James, additional, Sharma, Sidharth, additional, Sharples, Edward, additional, Shaw, James A.M., additional, Sinha, Sanjay, additional, Socci, Carlo, additional, Squifflet, Jean-Paul G., additional, Stock, Peter G., additional, Stratta, Robert J., additional, Sutherland, David E.R., additional, Tesauro, Manfredi, additional, Thaunat, Olivier, additional, Thévenet, Julien, additional, Troppmann, Christoph, additional, Vantyghem, Marie-Christine, additional, Vendrame, Francesco, additional, Venturini, Massimo, additional, Vianna, Rodrigo, additional, Vistoli, Fabio, additional, von Zur-Mühlen, Bengt, additional, Wittebole, X., additional, Wojtusciszyn, Anne, additional, Zarinsefat, Arya, additional, and Zimmerman, Asha, additional

Published
2020
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49. A Chinese Translation of the Self Description Questionnaire.

Author

Yeung, Alexander Seeshing and Lee, Frances Laimui

Abstract

This study examined the factor structure of a Chinese version of the Verbal, Math, Academic, and General self-concept scales of the Self Description Questionnaire (SDQII) administered to high school students in China at two time points. Responses of 487 students were used. Item scale correlations and reliability coefficients were good. Confirmatory factor analysis showed that math and Chinese self-concepts were positively correlated with academic self-concept, and with general self-concept, but smaller in size. However, math and Chinese self-concepts were negatively correlated with each other. When Chinese and math achievement scores were included in the model, Chinese achievement correlated more highly with Chinese than with math self-concept and math achievement correlated highly with math self-concept but not with Chinese self-concept. Both achievement scores correlated more highly with academic than general self-concept. These patterns were replicated in a second collection of data 6 months later. The results support the validity of the Chinese version of the SDQII and also the multidimensionality of self-concept. (Contains 2 tables and 36 references.) (Author/SLD)

Published
1998

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