The Notion of Scientific Knowledge in Biology     

Silvia Morante  Giancarlo Rossi 《Science & Education》2016,25(1-2):165-197

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Physical discipline and children's adjustment: cultural normativeness as a moderator   总被引：2，自引：0，他引：2  

Lansford JE  Chang L  Dodge KA  Malone PS  Oburu P  Palmérus K  Bacchini D  Pastorelli C  Bombi AS  Zelli A  Tapanya S  Chaudhary N  Deater-Deckard K  Manke B  Quinn N 《Child development》2005,76(6):1234-1246

Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.  相似文献   

Guest editors’ preface     

Angelo Campodonico  Michel Croce  Maria Silvia Vaccarezza 《Journal of moral education》2019,48(3):275-279

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Centering the Educational and Social Significance of HBCUs: A Focus on the Educational Journeys and Thoughts of African American Scholars     

Silvia Cristina Bettez  Vickie L. Suggs 《The Urban Review》2012,44(3):303-310

In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes.  相似文献   

The Roots of Stereotype Threat: When Automatic Associations Disrupt Girls' Math Performance     

Silvia Galdi  Mara Cadinu  Carlo Tomasetto 《Child development》2014,85(1):250-263

Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math–gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six‐year‐old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math–gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype‐consistent, relative to a stereotype‐inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance.  相似文献   

Influences of developmental contexts and gender differences on school performance of children and adolescents     

Eva Diniz  Luciane da Rosa Piccolo  Maria Clara Pinheiro de Paula Couto  Jerusa Fumagalli Salles  Silvia Helena Koller 《教育心理学》2014,34(7):787-798

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.  相似文献   

Iain Robertson, Understanding International Art Markets and Management, Routledge, London and New York, 280 pp., 2005, ISBN 0:41533957X     

Silvia Bagdadli 《Journal of Cultural Economics》2006,30(3):237-238

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Gender Differences in Selective Media Use for Mood Management and Mood Adjustment     

Silvia Knobloch-Westerwick Ph.D. 《广播与电子媒介杂志》2013,57(1):73-92

Mood management theory has found empirical support but was challenged by gender-typed selections and exposure to negative content. These challenges are addressed with response style theory and the mood adjustment approach. A secondary data analysis and original experimental data serve to test hypotheses. As expected, after a mood-impacting experience, men tend to distract themselves with absorbing messages, whereas women tend to ruminate the experience and thus prefer messages with low absorption potential. When anticipating a mood-impacting activity, men tend to distract themselves right before it by selecting absorbing content, whereas women focus on it and prefer less absorbing messages.  相似文献   

Book reviews     

Czesŀaw Kupisiewicz  J. A. Majasan  Silvia Mercedes Guruni  Abdul Quadir Yousuf 《Prospects》1975,5(4):533-545

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“Why post more pictures if no one is looking at them?” Parents’ perception of the Facebook Like in sharenting     

Davide Cino  Silvia Demozzi  Kaveri Subrahmanyam 《The Communication Review》2020,23(2):122-144

ABSTRACT

This paper reports on findings from an exploratory investigation about parents’ perceived role of the Facebook Like in sharenting (i.e., sharing about their children on social media) by drawing on the qualitative results of an online survey. Findings show that the majority of participants think that getting a Like on a picture of one’s child can encourage a parent to share more about him/her because of two main understandings of this paralinguistic cue: the Like as a received validation of one’s parenting, or as a metric of connection with important people, causing emotional reactions in the receivers. Several parents, though, judge the Like as more commonly being important for others, explaining this difference in terms of internal characteristics. This study aims to extend our understanding of the motivations behind sharenting by taking into account the role of the Like in this practice and highlighting how parents position themselves in such an exchange of digital photo-sharing and feedback. As communication does not happen in a vacuum, we advance that research on parents’ photo-sharing behavior online may benefit from considering whether and how social media liking can foster and shape interpersonal communication between posters and recipients.  相似文献