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Edwin Ewart Aubrey 《Religious education (Chicago, Ill.)》2013,108(4):320-325
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This study examined whether the relationship between cumulative thin-ideal media and body image disturbance is mediated by (1) cognitive variables, including beliefs about normative thinness and thinness prevalence and (2) affective variables, including dejection and agitation. Also, this study tested whether mediating effects would be different across cultures. Results revealed that perception about normative thinness mediated the relationship between thin–ideal media use and body image disturbance among both US and Korean participants and the effect was stronger for Korean participants. Thinness prevalence estimation did not mediate thin-ideal media use and body image disturbance in either Korean or US participants. Dejection was a statistically significant mediator for the relationship between thin-ideal media use and body image disturbance for both Korean and US participants, but no cultural differences were found. Agitation was also a statistically significant mediator for thin-ideal media use and body image disturbance, but only for Korean participants. Cultural differences in mediating effects were explained based on individualism and collectivism. 相似文献
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Aubrey H. Wang 《Early Childhood Education Journal》2010,37(4):295-302
Both the National Council of Teachers of Mathematics and the National Association for the Education of Young Children recognize
that well-designed opportunity to learn mathematics can help improve mathematics achievement of students from low-income families
and from minority backgrounds. Using data from a nationally representative sample, the Early Childhood Longitudinal Study-Kindergarten
cohort, this study empirically examined a subset of children from low-income families to determine whether African American
and Caucasian students have differential opportunity to learn mathematics and the extent to which opportunities to learn predict
gains in mathematics achievement at kindergarten. Results indicated African American kindergartners have differential opportunity
to learn mathematics than their Caucasian peers from low-income families. African American students were found to have received,
on average, more reported instructional time spent on mathematics, higher use of math manipulatives, worksheets, textbooks
and chalkboard work than their Caucasian peers. Moreover, greater opportunity to learn mathematics predicted higher mathematics
achievement for both African American and Caucasian students from low-income families, specifically, opportunity to learn
skills such as telling time, using measurement tools accurately, estimating quantities, and knowing the value of coins and
cash. 相似文献