Objective. Maternal stress is a psychological response to the demands of motherhood. A high level of maternal stress is a risk factor for maternal mental health problems, including depression and anxiety, as well as adverse infant socioemotional and cognitive outcomes. Yet, levels of maternal stress (i.e., levels of stress related to parenting) among low-risk samples are rarely studied longitudinally, particularly in the first year after birth. Design. We measured maternal stress in an ethnically diverse sample of low-risk, healthy U.S. mothers of healthy infants (N = 143) living in South Florida across six time points between 2 weeks and 14 months postpartum using the Parenting Stress Index-Short Form, capturing stress related to the mother, mother-infant interactions, and the infant. Results. Maternal distress increased as infants aged for mothers with more than one child, but not for first-time mothers whose distress levels remained low and stable across this period. Stress related to mother-infant dysfunctional interactions lessened over the first 8 months. Mothers’ stress about their infants’ difficulties decreased from 2 weeks to 6 months, and subsequently increased from 6 to 14 months. Conclusions. Our findings suggest that maternal stress is dynamic across the first year after birth. The current study adds to our understanding of typical developmental patterns in early motherhood and identifies potential domains and time points as targets for future interventions.
more »
« less
Scoring with classroom observational rubrics: a longitudinal examination of raters’ responses and perspectives
This study examines the utilization of cognitive interviews longitudinally over a one-year period to collectively trace raters’ response processes as they interpreted and scored with observational rubrics designed to measure teaching practices that promote equity and access in elementary and middle school mathematics classrooms. We draw on four rounds of cognitive interviews (totaling 14 interviews) that involved four raters at purposeful time points spread over the year. Findings reported in this study focus on raters’ responses about one rubric, positioning students as competent. The findings point to the complexities of utilizing observational rubrics and the need to track response processes longitudinally at multiple time points during data collection in order to attend to rater calibration and the reliability and validity of resulting rubric scores.
more »
« less
- Award ID(s):
- 1908481
- PAR ID:
- 10424725
- Date Published:
- Journal Name:
- PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
In this study, we investigated the impact of the evaluation capacity building (ECB) efforts of an organization by examining the evaluation plans included in funding proposals over a 14-year period. Specifically, we sought to determine the degree to which and how evaluation plans in proposals to one National Science Foundation (NSF) program changed over time and the extent to which the organization dedicated to ECB in that program may have influenced those changes. Independent raters used rubrics to assess the presence of six essential evaluation plan elements. Statistically significant correlations indicate that proposal evaluation plans improved over time, with noticeable differences before and after ECB efforts were integrated into the program. The study adds to the limited literature on using artifacts of evaluation practice rather than self-reports to assess ECB impact.
-
Constructed responses can be used to assess the complexity of student thinking and can be evaluated using rubrics. The two most typical rubric types used are holistic and analytic. Holistic rubrics may be difficult to use with expert-level reasoning that has additive or overlapping language. In an attempt to unpack complexity in holistic rubrics at a large scale, we have developed a systematic approach called deconstruction. We define deconstruction as the process of converting a holistic rubric into defining individual conceptual components that can be used for analytic rubric development and application. These individual components can then be recombined into the holistic score which keeps true to the holistic rubric purpose, while maximizing the benefits and minimizing the shortcomings of each rubric type. This paper outlines the deconstruction process and presents a case study that shows defined concept definitions for a hierarchical holistic rubric developed for an undergraduate physiology-content reasoning context. These methods can be used as one way for assessment developers to unpack complex student reasoning, which may ultimately improve reliability and validation of assessments that are targeted at uncovering large-scale complex scientific reasoning.more » « less
-
Constructed responses can be used to assess the complexity of student thinking and can be evaluated using rubrics. The two most typical rubric types used are holistic and analytic. Holistic rubrics may be difficult to use with expert-level reasoning that has additive or overlapping language. In an attempt to unpack complexity in holistic rubrics at a large scale, we have developed a systematic approach called deconstruction. We define deconstruction as the process of converting a holistic rubric into defining individual conceptual components that can be used for analytic rubric development and application. These individual components can then be recombined into the holistic score which keeps true to the holistic rubric purpose, while maximizing the benefits and minimizing the shortcomings of each rubric type. This paper outlines the deconstruction process and presents a case study that shows defined concept definitions for a hierarchical holistic rubric developed for an undergraduate physiology-content reasoning context. These methods can be used as one way for assessment developers to unpack complex student reasoning, which may ultimately improve reliability and validation of assessments that are targeted at uncovering large-scale complex scientific reasoning.more » « less
-
Background: Studies of changes in engineering students’ perceptions of ethics and social responsibility over time have often resulted in mixed results or shown only small longitudinal shifts. Comparisons across different studies have been difficult due to the diverse frameworks that have been used for measurement and analysis in research on engineering ethics and have revealed major gaps between the measurement tools and instruments available to assess engineering ethics and the complexity of ethical and social responsibility constructs. Purpose/Hypothesis: The purpose of this study was to understand how engineering students’ views of ethics and social responsibility change over the four years of their undergraduate degrees and to explore the use of reflexive principlism as an organizing framework for analyzing these changes. Design/Method: We used qualitative interviews of engineering students to explore multiple facets of their understanding of ethics and social responsibility. We interviewed 33 students in their first and fourth years of their undergraduate studies. We then inductively analyzed the pairs of interviews, using the reflexive principlism framework to formulate our findings. Results: We found that engineering students in their fourth year of studies were better able to engage in balancing across multiple ethical principles and specification of said ethical principles than they could as first year students. They most frequently referenced nonmaleficence and, to a lesser degree, beneficence as relevant ethical principles at both time points, and were much less likely to reference justice and autonomy. Conclusions: This work shows the potential of using reflexive principlism as an analytical framework to illuminate the nuanced ways that engineering students’ views of ethics and social responsibility change and develop over time. Our findings suggest reflexive principlism may also be useful as a pedagogical approach to better equip students to specify and balance all four principles when ethical situations arise.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
