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- 저자 : Yiran Cui (검색결과 2 건)
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Min Zhang(Min Zhang),YiRan Wu(YiRan Wu),ZhaoXu Lu(ZhaoXu Lu),MeiYan Song(MeiYan Song),XiaoLan Huang(XiaoLan Huang),LaLa Mi(LaLa Mi),Jian Yang(Jian Yang),Xiaodai Cui(Xiaodai Cui) 대한정신약물학회 2023 CLINICAL PSYCHOPHARMACOLOGY AND NEUROSCIENCE Vol.21 No.2
The effect of vitamin D supplementation on individuals with autism spectrum disorder (ASD) is inconclusive. We aimed to conduct a meta-analysis of the available randomized controlled trials (RCTs) to explore whether vitamin D supplementation can improve core symptoms and coexisting conditions in children with ASD. Data were obtained by searching the PubMed, Embase, Web of Science, CINAHL and Cochrane Library databases up to February 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Using a random-effects model, mean differences with 95% confidence intervals (CIs) were calculated through a meta-analysis. There were eight RCTs with 266 children with ASD in the present review, among which six RCTs were included in the meta-analysis. Children who received vitamin D supplementation showed a significant improvement in stereotypical behavior scores (pooled mean difference (MD): −1.39; 95% CI: −2.7, −0.07; p = 0.04) with low heterogeneity (I2 = 34%), and there was a trend toward decreased total scores on the Social Responsiveness Scale (SRS) and Childhood Autism Rating Scale (CARS, p = 0.05); however, there were no other significant differences in the core symptoms of ASD and coexisting conditions between groups as measured by the Aberrant Behavior Checklist (ABC). Vitamin D supplementation appears to improve stereotypical behaviors but does not improve other core symptoms and coexisting conditions. Further randomized controlled trials with large sample sizes and individualized doses are needed.
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Impact of instructional leadership on high school student academic achievement in China
Yanyan Hou,Yiran Cui,Danhui Zhang 서울대학교 교육연구소 2019 Asia Pacific Education Review Vol.20 No.4
The purpose of this study was to examine the impact of instructional leadership on high school students’ academic achievement in the Chinese context and to determine which specific instructional leadership dimensions have the most important role. The sample included 26 high schools with 26 principals and 4288 students in Shenyang, China. The principals rated their instructional leadership according to the Revised Instructional Leadership Questionnaire of China (ILQC-R). The hypotheses were tested using hierarchical linear models. The results indicated that, after controlling for student background, school context, and principal demographics, overall instructional leadership showed a significantly moderating influence on the relationship between high school entrance scores and college entrance scores for students. Regarding the four different dimensions, different influence trends were observed. The dimensions of managing instruction, defining the school mission and goals, and promoting teacher development were found to influence students’ college entrance scores in both direct and indirect ways; however, no significant impact on students from managing public relations was found.
KCI
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