Contemplation in the Classroom: a New Direction for Improving Childhood Education     

Shauna L. Shapiro  Kristen E. Lyons  Richard C. Miller  Britta Butler  Cassandra Vieten  Philip David Zelazo 《Educational Psychology Review》2015,27(1):1-30

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What ensues from emotional distress? Implications for competence estimation   总被引：1，自引：0，他引：1  

Pomerantz EM  Rudolph KD 《Child development》2003,74(2):329-345

Although much is known about what precedes emotional distress, less is known about what follows such distress. The goal of this research was to examine the process by which emotional distress contributes to competence estimation. Children 9 to 13 years of age in fourth through sixth grade (N = 932) participated in a 3-wave longitudinal study spanning 12 months. Their emotional distress, views of themselves and their world, and competence estimation were assessed. Emotional distress predicted negative beliefs about the self and the world over time; these beliefs in turn predicted decrements in competence estimation over time. Negative views of the self and the world mediated the path from emotional distress to competence underestimation. The findings suggest that the experience of emotional distress has negative implications for children's development.  相似文献   

Parents' involvement in children's learning in the United States and China: implications for children's academic and emotional adjustment   总被引：2，自引：0，他引：2  

Cheung CS  Pomerantz EM 《Child development》2011,82(3):932-950

This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China.  相似文献   

‘Oh,she’s so smart’: girls’ complex engagements with post/feminist narratives of academic success     

Shauna Pomerantz  Rebecca Raby 《Gender and education》2011,23(5):549-564

This article explores how six teenage girls talk about being smart in the wake of celebratory discourses touting gender equality in education and beyond. Set against the neo-liberal backdrop of ‘What about the boys?’ and ‘girl power’, it is assumed that smart girls today ‘have it all’ and, therefore, no longer require feminist interventions in the school. Issuing a challenge to these post-feminist assumptions, we highlight complex narratives of girls’ academic success, including post-feminist narratives of individualisation and the ‘supergirl’, alongside feminist narratives of gender inequality in the school and the broader social world. We conclude by highlighting the impossible terms within which post-feminism frames girls, and the dangers that this pervasive discourse poses to girls’ educations.  相似文献   

Relativistic solar cosmic rays     

Martin A. Pomerantz 《Journal of The Franklin Institute》1974,298(4):363-383

Solar and galactic cosmic rays are of profound astrophysical interest. One facet of contemporary cosmic ray research utilizes these energetic particles as space probes for studying the characteristics of the solar-controlled interplanetary medium, the heliosphere, which is essentially the extension of the solar corona to a considerable distance beyond the orbit of earth. Solar cosmic ray observations in particular contribute to our understanding of the earth's environs, the interplanetary medium, and the sun itself. Appropriately deployed ground-based cosmic ray detectors utilize the earth as a spacedraft for carrying out experiments that are far beyond the capacity of artificial satellites. In interpreting the observations, however, the effects of the geomagnetic field and of the atmosphere must be taken into account by appropriate analytical procedures. Theoretical models account for many of the characteristics of the observed modulations and anisotropies, which manifest themselves as temporal or spatial intensity variations. Analysis of the measurements in terms of various models provides an understanding of the physical mechanisms, as well as the determination of the relevant parameters. Properties of solar cosmic rays that have been investigated include spectra, angular distributions, transport mechanisms and the acceleration to relativistic energies.  相似文献   

Youth's Conceptions of Adolescence Predict Longitudinal Changes in Prefrontal Cortex Activation and Risk Taking During Adolescence          下载免费PDF全文

Yang Qu  Eva M. Pomerantz  Ethan McCormick  Eva H. Telzer 《Child development》2018,89(3):773-783

The development of cognitive control during adolescence is paralleled by changes in the function of the lateral prefrontal cortex (PFC). Using a three‐wave longitudinal neuroimaging design (N = 22, M_age = 13.08 years at Wave 1), this study examined if youth's stereotypes about teens modulate changes in their neural activation during cognitive control. Participants holding stereotypes of teens as irresponsible in the family context (i.e., ignoring family obligations) in middle school showed increases in bilateral ventrolateral PFC activation during cognitive control over the transition to high school, which was associated with increases in risk taking. These findings provide preliminary evidence that youth's conceptions of adolescence play a role in neural plasticity over this phase of development.  相似文献   

Re-modeling ILS acquisitions data to financially transition from print to digital formats     

Sarah Pomerantz  Andrew White   《Library Collections, Acquisitions, and Technical Services》2009,33(1):42-49

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African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development     

Jessica T. DeCuir-Gunby  Pamela P. Martin  Shauna M. Cooper 《The Urban Review》2012,44(1):113-132

Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students’ education, many of these students experience social isolation from their peers. Using a qualitative methodology, the current study explores the experiences of African American students attending a private, independent school. Moreover, this investigation explores how schools as well as parental contexts contribute to racial identity development. Results indicated the importance of parents, schools and other significant institutions as racial socialization agents as well as their influence on specific identity-related processes. Educational implications for findings are also discussed.  相似文献   

Reputation Enhancement and Involvement in Delinquency Among High School Students     

Annemaree Carroll  Shauna Green  Stephen Houghton  Robert Wood 《International Journal of Disability, Development & Education》2003,50(3):253-273

The present research explored the relationship between high school students' self-reported delinquency and the importance of their social reputations. The prevalence of self-reported delinquency was investigated in a sample of 965 (467 males, 498 females) Years 8 to 12 students attending high schools in Brisbane and Perth, Australia. The results revealed that males are significantly more prone to all forms of delinquent behaviour than their female peers. Most forms of delinquency appeared to peak at Year 9, with the exception of drug use which increased with age. A cluster analysis was performed on the prevalence data and students were separated into two groups: students with high and low involvement in delinquency. The reputations of students with high and low delinquency involvement were investigated. Students identified as having low involvement in delinquency desired a more conforming reputation than those with high involvement. Females also desired a more conforming reputation than their male counterparts. In relation to year level, junior high school students were less conforming than senior high school students. Ways to address the powerful nature of adolescent reputations and the link between reputational status and involvement in delinquent activities are highlighted.  相似文献   

Book reviews     

Kathryn Pomerantz  Helen Mitton  Matthew Chuard  Sonya Hinton  Belinda Medhurst 《Educational Psychology in Practice》2008,24(1):79-89

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