Now showing 1 - 10 of 20
  • Publication
    Open Access
    An analysis of blinding success in a randomised controlled trial of fish oil omega-3 fatty acids
    (2015)
    Liu, Jean C. J.
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    Raine, Adrian
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    Fung, Daniel S. S.
    Introduction: Incidental reports collected in clinical trials suggest that amongst participants, omega-3 fatty acids derived from fi sh oil (‘omega-3’) may be difficult to blind. Materials and Methods: We conducted a systematic evaluation of blinding success in a 24-week trial of omega-3 versus an oil-based placebo. Within 1 week of supplement commencement (Week 1), a blinding questionnaire was completed by 131 children enrolled in a trial of omega-3 for the treatment of disruptive behaviour disorders. A version of the questionnaire was also completed by their parents at Week 1, and by the children at the end of supplement administration (Week 24). Results: Participants were unable to differentiate omega-3 from placebo, and accuracy did not improve as a function of: the confidence of guesses, reason for guesses, notice of any change, beliefs about what should change, or time. Child and parent guesses also showed high concordance. Conclusion: Taken together, these data provide strong evidence that the identity of omega-3 can be blinded to participants.
      163  138
  • Publication
    Restricted
    The roles of self-efficacy beliefs and teacher-student relationship (TSR) in student engagement: Perspective from Normal stream students
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ; ;
    Express stream students rank amongst the top in international benchmarking comparisons in TIMMS and PISA, but those from the Normal Academic and Normal Technical streams obtain lower-than-average scores comparable to students from developing countries. Although a differentiated program has been specially tailored to cater to their pace of learning, many still fail to perform because educators may not have adequately considered the circumstances under which they are willing to participate and learn. Substantial research indicates that besides academics, a range of social, psychological, interpersonal and emotional factors also contribute to educational performance and achievement. To gain perspective on the respective contribution of multiple factors and encapsulate the systemic influences at individual and contextual factors on the long-term academic and non-academic trajectories of these students, this study uses a student engagement framework to unravel the educational challenges facing Normal stream students. Student engagement refers to a student’s active involvement in a task or activity and it captures the gradual process by which they connect with or disconnect from school. This framework describes students’ feelings (affective), behaviours and thoughts (cognitive) about their school experiences, and is predominantly used to understand student problems associated with significant academic or discipline problems and eventual school dropout in research situated in western contexts.
      6  13
  • Publication
    Open Access
    How teacher-student relationship influenced student attitude towards teachers and school
    This study examines the influence of both student and teacher perception of the student-teacher relationship on student's attitude towards teachers and school. It also seeks to explore any gender differences in the perception of teacher-student relationship between male and female adolescents. A sample of 1,266 students (541 girls and 725 boys) from six different middle schools in Singapore participated in this study. Findings indicated that gender differences were observed for certain dimensions in the teacher-student relationship predicting their attitude towards teachers and school. Possible explanations for the obtained results were suggested and implications of the findings were also discussed.
      3735  11556
  • Publication
    Open Access
    Structure of dark triad dirty dozen across eight world regions
    (2020)
    Rogoza, Radoslaw
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    Żemojtel-Piotrowska, Magdalena
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    Jonason, Peter K.
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    Piotrowski, Jarosław
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    Campbell, Keith W.
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    Gebauer, Jochen E.
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    Maltby, John
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    Sedikides, Constantine
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    Adamovic, Mladen
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    Adams, Byron G.
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    Ardi, Rahkman
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    Atitsogbe, Kokou A.
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    Baltatescu, Sergiu
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    Bilić, Snežana
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    Bodroža, Bojana
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    Brulin, Joel Gruneau
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    Harshalini Yashita Bundhoo Poonoosamy
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    Chaleeraktrakoon, Trawin
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    Dominguez, Alejandra Del Carmen
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    Dragova-Koleva, Sonya
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    El-Astal, Sofián
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    Eldesoki, Walaa Labib M.
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    Gouveia, Valdiney V.
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    Gundolf, Katherine
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    Ilisko, Dzintra
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    Jukić, Tomislav
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    Kamble, Shanmukh V.
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    Khachatryan, Narine
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    Klicperova-Baker, Martina
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    Kovacs, Monika
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    Kozytska, Inna
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    Fernandez, Aitor Larzabal
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    Lehmann, Konrad
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    Lei, Xuejun
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    Liik, Kadi
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    McCain, Jessica
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    Milfont, Taciano L.
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    Nehrlich, Andreas
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    Osin, Evgeny
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    Özsoy, Emrah
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    Park, Joonha
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    Ramos-Diaz, Jano
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    Riđić, Ognjen
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    Abdul Qadir
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    Adil Samekin
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    Habib Tiliouine
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    Tomsik, Robert
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    Umeh, Charles S.
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    van den Bos, Kees
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    Van Hiel, Alain
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    Vauclair , Christin-Melanie
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    Włodarczyk, Anna
    The Dark Triad (i.e., narcissism, psychopathy, Machiavellianism) has garnered intense attention over the past 15 years. We examined the structure of these traits’ measure—the Dark Triad Dirty Dozen (DTDD)—in a sample of 11,488 participants from three W.E.I.R.D. (i.e., North America, Oceania, Western Europe) and five non-W.E.I.R.D. (i.e., Asia, Middle East, non-Western Europe, South America, sub-Saharan Africa) world regions. The results confirmed the measurement invariance of the DTDD across participants’ sex in all world regions, with men scoring higher than women on all traits (except for psychopathy in Asia, where the difference was not significant). We found evidence for metric (and partial scalar) measurement invariance within and between W.E.I.R.D. and non-W.E.I.R.D. world regions. The results generally support the structure of the DTDD.
    WOS© Citations 38Scopus© Citations 41  315  603
  • Publication
    Restricted
    Evaluation of the CARE PowerCharged program: Its impact on secondary 1 normal technical students of project
    (2006-03) ;
    Neubronner, Marion
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    Oh, Su-Ann
    "This report presents the findings of the evaluation of the CARE Powercharged Program delivered to Secondary 1 Normal Technical students in three schools in 2005. ... In Singapore, there are few evaluations conducted on school-based intervention programs. It is necessary to evaluate these programs to ascertain if there are any impacts and what they are. At the same time, there is limited research on students in the Normal Technical stream. Evaluation and research are particularly important as 1) we need to understand students' learning needs, and 2) there is strong interest in understanding, strengthening and improving the learning experience of students in Normal Technical classes in the current policy climate."-- [p. 1] of executive summary.
      143  24
  • Publication
    Metadata only
    Bullying among children and youth in the digital age
    Bullying among children and adolescents is no longer limited to the classroom or the basketball court; social media platforms have emerged as a new playground in which bullying occurs. Bullying behaviors are situated in a larger ecosystem, and this chapter examined the relationship between cyberbullying, traditional bullying, and associated outcomes. Cyberbullying and traditional bullying are not distinct phenomena, and cyberbullying should be viewed as an extension of traditional bullying. Critical child and parent variables related to cyberbullying were reviewed. Frequent and excessive Internet use alongside psychosocial difficulties were factors related to cyberbullying. Proactive aggression and endorsement of normative beliefs about aggression were also found to be risk factors. Additionally, different aspects of poor parent–child relationships have been shown to be closely related to cyberbullying as well. The chapter concludes with recommendations on prevention and intervention strategies. Empathy training and education, and targeting and modifying normative beliefs about aggression were highlighted and reviewed. The need to develop positive parent–child relationships as early as possible was also emphasized. For effective prevention and intervention efforts, these must be situated within a larger multilevel framework which targets different levels and addresses multiple contexts within which a child is embedded.
      56Scopus© Citations 1