Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis

Research consistently shows that the learning environment plays an important role for early adolescents’ learning and outcomes and suggests that good teacher–student relationships can serve as a protective factor for maintaining young adolescents’ interest and active engagement in learning. However, less is known about the dynamic nature of teacher–student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher–student relationships in a cross-national context. The present study investigated changes in two components of teacher–student relationships (teachers’ involvement vs. rejection) and examined links with students’ academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers’ involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher’s involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher’s rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers’ involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher–student relationships (teachers’ involvement) play an essential role in early adolescents’ motivation regardless of the nations and should be a priority for schools.     

The Structure and Stability of Externalizing and Internalizing Problem Behavior During Early Adolescence

The first aim of this study was to examine the structure of externalizing and internalizing problem behavior during early adolescence. Our second aim was to determine the stability of these problems for boys and for girls over time. A total of 650, 13–14-year-olds filled out (an expanded version of) the Youth Self-Report [YSR; Manual for the Youth Self-Report and 1991 Profile. Department of Psychiatry, University of Vermont, Burlington] 2 times with a 1-year interval. By using confirmatory factor analyses (CFA) to test a series of competing models, a hierarchical model provided the best representation of the structure of problem behavior at both Time 1 and Time 2: externalizing and internalizing problem behavior represent distinct aspects but the model also demonstrates the existence of comorbidity at a higher level. This model appeared to be stable over time for both boys and girls. The relative stability of problem behavior was found to be high for boys and girls. Absolute stability for both externalizing and internalizing problems appeared to be higher for boys scoring in the lower range of problem behavior. Senior Researcher, Utrecht University, The Netherlands. Received PhD in social sciences, University of Amsterdam. Major research interests include problem behavior, family relations, and peer relations during adolescence. Full Professor, Utrecht University, The Netherlands. Received PhD in social sciences: child and family studies, from University of Nijmegen. Major research interests include adolescent social development, problem behavior, and family relations during adolescence. Assistant Professor, University of Amsterdam, The Netherlands. Received PhD in psychology, University of Amsterdam. Major research interests include family influence on childhood illness and problem behavior.     

Transparency and Public Value—Analyzing the Transparency Practices and Value Creation of Public Utilities

This article examines to what extent transparency is a condition for the creation of public value. Transparency is usually narrowly defined as a tool for external stakeholders to monitor the internal workings of an organization, but public value management positions transparency as a broader instrument for actively engaging stakeholders. We investigate empirically whether transparency is indeed necessary to create public value, distinguishing between transparency about operational capacity, authorizing environment, and value proposition. We find that more transparent public organizations achieved higher public value scores, especially if they disclosed information about the design and dynamics of their authorizing environment.     

The Contribution of the “Dutch School” in Public Finance to the Theory of Personal Income Taxation (1870–1920)

Hansen's dissertation (1996) is an impressive, highly valuable, and thorough study on the problems of income taxation in Germany. These problems were also extensively discussed in Dutch economic literature around 1900. Several authors took part in the discussion, and some were also involved as politicians. They are referred to as the Dutch School in public finance. The discussions in the Netherlands were of a distinctive character as far as the tax rate (progression) is concerned. With regard to the tax base (the concept of income) there is in the case of the reform of the income tax in 1915, via in particular Treub, close affinity to that thinking in Germany, that is so eminently analyzed by Hansen.     

Using DNA-barcoding to make the necrobiont beetle family Cholevidae accessible for forensic entomology

Although many cases of fatal hydrogen sulfide poisoning have been reported, in most of these cases, it resulted from the accidental inhalation of hydrogen sulfide gas. In recent years, we experienced 17 autopsy cases of fatal hydrogen sulfide poisoning due to the inhalation of intentionally generated hydrogen sulfide gas. In this study, the concentrations of sulfide and thiosulfate in blood, urine, cerebrospinal fluid and pleural effusion were examined using GC/MS. The sulfide concentrations were blood: 0.11-31.84, urine: 0.01-1.28, cerebrospinal fluid: 0.02-1.59 and pleural effusion: 2.00-8.59 (μg/ml), while the thiosulfate concentrations were blood: 0-0.648, urine: 0-2.669, cerebrospinal fluid: 0.004-0.314 and pleural effusion: 0.019-0.140 (μmol/ml). In previous reports, the blood concentration of thiosulfate was said to be higher than that of sulfide in hydrogen sulfide poisoning cases, although the latter was higher than the former in 8 of the 14 cases examined in this study. These results are believed to be strongly influenced by the atmospheric concentration of hydrogen sulfide the victims were exposed to and the time interval between exposure and death.     

SCAN is largely driven by 12 criteria: results from sexual abuse statements

Scientific Content Analysis (SCAN) is increasingly used by investigative authorities to evaluate the credibility of statements made by witnesses and suspects. SCAN, however, lacks a well-defined list of criteria, and does not involve a standardised scoring system. In the current study, we investigated which SCAN criteria are represented in actual statements. To this end, we analysed 82 sexual abuse cases of the Dutch police in which SCAN had been applied. Two independent coders scored the presence of various SCAN criteria in the: (1) written statements from victims, suspects, and witnesses; and also looked at the (2) recommendations for follow-up investigations that were derived from SCAN. Results showed that SCAN is primarily driven by 12 criteria. Results also indicated a low inter-rater agreement for most SCAN criteria, suggesting SCAN is insufficiently developed as a forensic tool. Still, the 12 criteria can be used as a starting point for future research on their psychometric properties.     

Networked Coproduction of Public Services in Virtual Communities: From a Government‐Centric to a Community Approach to Public Service Support

Research on and practical attention for the coproduction of public services is increasing. Coproduction is seen as a way to strengthen the quality and legitimacy of public service and reduce costs. Scholarship on coproduction of public services repeatedly ignores the role of the new media. This is surprising since many proponents highlight its potential for changing traditional, government‐centric approaches to delivering public services. This article shows that digital communities form an important addition to the government‐centric form of public service provision since they foster both an exchange of experiential information and social‐emotional support.