Although parental autonomy support has been linked to children's intrinsic motivation to learn and positive emotions in numerous studies, there has been
little research on interventions to promote parental autonomy support, especially in the realm of homework and school related learning.
Not exact matches
Abstract Interest in mindfulness - based
interventions for children and adolescents is growing, but despite substantial evidence that parental distress and psychopathology adversely affects children, there is
little research on how mindfulness - based parenting
interventions might benefit the child as well as the parent.
Despite this promise, very
little research or
intervention efforts have focused
on sports settings compared with
research in other settings such as school and after - school programs.
«Clearly there is
little consensus about the appropriate policy for treating infants born at low gestational ages, and yet hospital practices regarding the initiation of active
intervention have a dramatic influence
on rates of survival and survival without impairment,» wrote Neil Marlow, D.M., University College London, in an NEJM editorial that accompanied the
research paper.
Though most practitioners would argue that
little harm is done to the student who receives an
intervention that was not absolutely necessary, a recent meta - analysis of
research on reading
interventions for students in grades K — 3 indicates that moderate to large gains in reading achievement were achieved when teacher - to - student ratios were no more than 1:5, and most
interventions used groupings of 1:1 or 1:3 (Scammacca, Vaughn, Roberts, Wanzek & Torgesen, 2007).
With a focus
on anxiety, Cool
Little Kids is at the cutting edge of early
intervention research in the field.
Although some limited
research exists
on strategies to help support high - risk families with troubled adolescents, comparatively
little attention has been paid
on what might be called the fundamental generic components of family - worker interaction and service provision that are necessary for successful
interventions with high - risk adolescents and their families.
A decade from Steinberg's 2001 presidential address, effective evidence - based parenting
interventions and approaches exist in the
research literature; however, the dissemination from
research to practice has been relatively slow, and the difficulty in achieving this has been apparent.8 The literature includes
little research on how to support the general population of parents through their child's transition into adolescence, and a substantial
research — practice gap exists regarding the impact of a universal approach to parenting programmes for parents of adolescents.