Search results for: Marlies Achenbach

Authors: Marlies Achenbach

Abstract:

System competencies play a key role to ensure an effective and efficient improvement of production systems. Thus, there can be observed an increasing demand for developing system competencies in industry as well as in engineering education. System competencies consist of the following two main abilities: Evaluating the current state of a production system and developing a target state. The innovative course ‘multi-perspective learning in a real production plant (multi real)’ is developed to create a learning setting that supports the development of these system competencies. Therefore, the setting combines two innovative aspects: First, the Learning takes place in heterogeneous groups formed by students as well as professionals and managers from industry. Second, the learning takes place in a real production plant. This paper presents the innovative didactic concept of ‘multi real’ in detail, which will initially be implemented in October/November 2016 in the industrial engineering, logistics and mechanical master’s program at TU Dortmund University.

Keywords: experiential learning, heterogeneous groups, improving production systems, system competencies

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Authors: Zhidong Zhang, Zhi-Chao Zhang

Abstract:

In this study, three Chinese versions of the Achenbach systems of empirically based assessment (ASEBA) scales were used to examine adolescent psychological and behavioral problems. These three scales are CBCL, TRF, and YSR. In order to further understand the robustness of these scales, their reliability and construct validity have been examined. Each scale consists of about 113 items plus relevant background variables. These 113 items were further classified into 8 psychological and behavioral problems: emotionally reactive, anxious/depressed, somatic complaints, withdrawn, attention problems, aggressive behavior, social problems, thought problems, and association problems. The study explored the item and construct correlation relations and the correlations between the corresponding constructs among three scales. The results indicated that the associations between item and constructs varied. The construct validities were very robust.

Keywords: ASEBA, construct validity, psychological and behavioral problems, reliability

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgianna Duarte

Abstract:

This study investigated the attention problems with the instrument of Achenbach System of Empirically Based Assessment (ASEBA). Two thousand eight hundred and ninety-four adolescents were surveyed by using a stratified sampling method. We examined the relationships between relevant background variables and attention problems. Multiple regression models were applied to analyze the data. Relevant variables such as sports activities, hobbies, age, grade and the number of close friends were included in this study as predictive variables. The analysis results indicated that educational environments and extracurricular activities are important factors which influence students’ attention problems.

Keywords: adolescents, ASEBA, attention problems, educational environments, stratified sampling

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgiana Duarte

Abstract:

The Chinese version of the Child Behavior Checklist (CBCL) is the one of the Achenbach systems of empirically based assessment (ASEBA) scales, by which behavioral and emotional problems of early adolescents were examined. In order to further understand the robustness of the scale, its reliability has been examined. CBCL consists of 8 problems to measure internalizing, externalizing and social problems. In internalizing problem, there are Anxious, Withdrawn and Somatic Complaints. In this study, as an example, we only examined the anxious aspect which consisted of 13 questions. Cronbach alpha and factor analysis methods were used to examine the reliability of the scale. The result indicated that Cronbach alpha value was above 0.80.

Keywords: anxious/depressed problems, ASEBA, CBCL, Cronbach Alpha, reliability

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Authors: Zhidong Zhang, Zhi-Chao Zhang

Abstract:

This study focuses on early adolescent externalizing behavioral problems which specifically concentrate on rule breaking behavior and aggressive behavior using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the externalizing behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 1975 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a hierarchical modeling method was used to explore the causal relations among background variables, breaking behavior variables and aggressive behavior variables.

Keywords: aggressive behavior, breaking behavior, early adolescence, externalizing problem

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Authors: Zhidong Zhang, Zhi-Chao Zhang

Abstract:

This study focused on early adolescent rule-breaking behavioral problems using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the rule-breaking behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 2532 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a path analysis method was used to explore the correlational and causal relationships among background variables and breaking behavior variables.

Keywords: ASEBA, rule-breaking, path analysis, early adolescent

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgianna Duarte

Abstract:

The social problems of early adolescents in Northeast China were examined with the instrument of Achenbach System of Empirically Based Assessment (ASEBA). In this study, the data consisted of 2532 early adolescents. The relevant variables such as sports activities, hobbies, chores and the number of close friends, as independent variables have been included in this study. The stratified sampling method was used to collect data from 2532 participants. The analysis results indicated that sports activities, hobbies, chores and the number of close friends, as predictors can be used in a predictive model, which significantly predict the social problem T-score.

Keywords: social problems, ASEBA, early adolescents, predictive Model

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgiana Duarte

Abstract:

This study explored early adolescents’ anxious and depressed syndromes in Northeast China. Specifically, the study examined anxious and depressed behaviors and the relationship to education environments. The purpose is to examine how the elements of educational environments and the early adolescents’ behaviors as independent variables influence and possibly predict the early adolescents’ anxious/depressed problems. Achenbach System of Empirically Based Assessment (ASEBA), was the instrument, used in collection of data. A stratified sampling method was utilized to collect data from 2532 participants in seven schools. The results indicated that several background variables influenced anxious/depressed problem. Specifically, age, grade, sports activities and hobbies had a relationship with the anxious/depressed variable.

Keywords: anxious/depressed problems, CBCL, empirically-based assessment, internalizing problems

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgiana Duarte

Abstract:

This study examined withdrawn syndromes of Chinese school children in northeast China in Northeast China. Specifically, the study examined withdrawn behaviors and the relationship to anxious syndromes and education environments. The purpose is to examine how the elements of educational environments and the early adolescents’ behaviors as independent variables influence and possibly predict the school children’s withdrawn problems. Achenbach System of Empirically Based Assessment (ASEBA), was the instrument, used in collection of data. A stratified sampling method was utilized to collect data from 2532 participants in seven schools. The results indicated that several background variables influenced withdrawn problem. Specifically, age, grade, sports activities and hobbies had a relationship with the anxious/depressed variable. Further withdrawn syndromes and anxious problem indicate a significant correlation.

Keywords: anxious/depressed problem, ASEBA, CBCL, withdrawn syndromes

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Authors: Zhidong Zhang, Zhi-Chao Zhang

Abstract:

This study examines adolescent psychological and behavioral problems. The Achenbach systems of empirically based assessment (ASEBA) were used as the instrument. The problem framework consists of internal, external and social behavioral problems which are theoretically developed based on about 113 items plus relevant background variables. In this study, the sample consist of 1,975 sixth and seventh grade students in Northeast China. Stratified random sampling method was used to collect the data, meaning that samples were from different school districts, schools, and classes. The researchers looked at both macro and micro effect. Therefore, multilevel analysis techniques were used in the data analysis. The parts of the research results indicated that the background variables such as extracurricular activities were directly related to students’ internal problems.

Keywords: behavioral problems, anxious/depressed problems, internalizing problems, mental health, under-represented groups, empirically-based assessment, hierarchical modeling, ASEBA, multilevel analysis

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Authors: Zhidong Zhang, Zhi-Chao Zhang

Abstract:

This study investigated the structural validity of externalizing issues of Achenbach System of Empirically Based Assessment (ASEBA) via a Chinese sample. The externalizing problems consist of two sub-problems: rule-breaking behavior and aggressive behavior. The rule-breaking behavior consists of 17 items, and aggressive behavior consists of 18 items. The factor analysis model was used to examine the structure validity. For the rule breaking behavior, at the first step, the most items weighted with component 2. After the rotation, there was a clear weight on both component 1 and 2. For the aggressive behavior, at the first step, there was no clear picture about the components. After the rotation, two clusters of items were closer to component 1 and 2 respectively. It seemed that both rule breaking behavior issue and aggressive behavior issue suggested two components. Further studies should be done to examine both samples and structures of externalizing problems.

Keywords: confirmatory analysis, externalizing issue, structural validity, varimax rotations

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Authors: Lian Tong, Yan Ye, Qiong Yan

Abstract:

Background: Children with attention-deficit/hyperactivity disorder (ADHD) often experience sleep problems, but the comorbidity mechanism has not been sufficiently studied. This study aimed to determine the comorbidity of ADHD and sleep problems as well as the moderating effects of bedtime activities and depression/anxiety symptoms on the relationship between ADHD and sleep problems. Methods: We recruited 934 primary students from third to fifth grade and their parents by stratified random sampling from three primary schools in Shanghai, China. This study used parent-reported versions of the ADHD Rating Scale-IV, Children’s Sleep Habits Questionnaire, and Achenbach Child Behavior Checklist. We used hierarchical linear regression analysis to clarify the moderating effects of bedtime activities and depression/anxiety symptoms. Results: We found that children with more ADHD symptoms had shorter sleep durations and more sleep problems on weekdays. Screen time before bedtime strengthened the relationship between ADHD and sleep-disordered breathing. Children with more screen time were more likely to have sleep onset delay, while those with less screen time had more sleep onset problems with increasing ADHD symptoms. The high bedtime eating group experienced more night waking with increasing ADHD symptoms compared with the low bedtime eating group. Anxiety/depression exacerbated total sleep problems and further interacted with ADHD symptoms to predict sleep length and sleep duration problems. Conclusions: Bedtime activities and emotional problems had important moderating effects on the relationship between ADHD and sleep problems. These findings indicate that appropriate bedtime management and emotional management may reduce sleep problems and improve sleep duration for children with ADHD symptoms.

Keywords: ADHD, sleep problems, anxiety/depression, bedtime activities, children

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