ORCID Profile
0000-0002-8352-2351
Current Organisation
The University of Auckland
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Publisher: Informa UK Limited
Date: 17-01-2017
Publisher: Informa UK Limited
Date: 18-06-2014
Publisher: Wiley
Date: 03-02-2021
DOI: 10.1111/APA.15763
Abstract: To examine the contributions of specific neurocognitive skills to behaviour problems in children born very preterm. We assessed children born weeks’ gestation or g at age 7 years using subtests of the Wechsler Intelligence Scale for Children Fourth Edition, performance and questionnaire‐based measures of executive function, and Child Behavior Checklist and Teacher Rating Form. We evaluated the contributions of IQ and executive function to behaviour problems and the moderating effect of sex using multiple regression. The 129 children (mean age = 7.2 years) had lower IQ, inferior executive function and increased internalising problems compared with normative s les. Verbal comprehension skills and working memory were associated with total, internalising and externalising problems at school. Performance‐based and questionnaire‐based executive function were associated with total and externalising behaviour problems both at home and school. Sex moderated the relationships between information processing and parent‐reported total problems, and between teacher‐rated executive function and total problems. Both IQ and executive function are related to behaviour problems in children born very preterm, but the relationships are different in boys and girls. Executive function may be a useful target for intervention.
Publisher: Informa UK Limited
Date: 18-09-2016
Publisher: Elsevier BV
Date: 04-2019
Publisher: Elsevier BV
Date: 03-2021
Publisher: Springer Science and Business Media LLC
Date: 13-02-2018
Publisher: Informa UK Limited
Date: 22-02-2019
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Informa UK Limited
Date: 13-09-2016
Publisher: Routledge
Date: 29-11-2010
Publisher: Informa UK Limited
Date: 22-11-2016
Publisher: SAGE Publications
Date: 23-03-2017
Abstract: Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.
Publisher: Informa UK Limited
Date: 07-10-2019
No related grants have been discovered for Gavin Thomas Lumsden Brown.