Maternal Parenting Stress,Child Exuberance,and Preschoolers’ Behavior Problems     

Stella Tsotsi  Birit F.P. Broekman  Lynette P. Shek  Kok Hian Tan  Yap Seng Chong  Helen Chen  Michael J. Meaney  Anne E. Rifkin-Graboi 《Child development》2019,90(1):136-146

This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Indeed, higher maternal parenting stress increased the risk for internalizing problems, and this association was more pronounced among children with high levels of exuberance. Existent emotion regulation difficulties in highly exuberant children may further heighten the risk conveyed by an unfavorable caregiving environment for developing internalizing problems.  相似文献   

Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses     

Susan Ganter  Stella Hofrenning  Carrie Diaz Eaton 《PRIMUS》2019,29(9):903-907

Abstract

The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom.  相似文献   

Postcards from the Borderlands: Building a Career from the Outside/Within     

Ella Edmondson Bell  Stella M. Nkomo 《Journal of Career Development》1999,26(1):69-84

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Too much too little: educating just in case?     

Achieng  Stella Anne 《Cultural Studies of Science Education》2020,15(4):875-884

Cultural Studies of Science Education - This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through...  相似文献   

GIS of landmarks management     

Dimitris Kaimaris  Stella Sylaiou  Olga Georgoula  Petros Patias 《Journal of Cultural Heritage》2011,12(1):65-73

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Identity Management and Relational Culture in Interfaith Marital Communication in a United States Context: A Qualitative Study     

Laura V. Martinez  Stella Ting-Toomey  Tenzin Dorjee 《Journal of Intercultural Communication Research》2016,45(6):503-525

This study explored the identity management processes in interfaith marital communication in a United States setting. Sixteen marital partners participated in this interview study. Interviews were transcribed verbatim, interpreted, and analyzed. Guided by identity management theory, the interview data analysis revealed three general themes: development of the interfaith relational identity via the co-creation of a superordinate spiritual and value system; implementation of relational boundaries to prioritize the relational identity; and identification of key milestone decisions (i.e. wedding plans and children socialization coordination) interfaith partners face in their intimate relationships. Contributions, limitations, and directions for future studies on interfaith marital communication are addressed.  相似文献   

Profiles of choice: Parents’ patterns of priority in child care decision-making     

Jinseok Kim  Maryah Stella Fram 《Early childhood research quarterly》2009

Responding adequately to parental priorities for child care is important for shaping children’s early experiences and development, and for facilitating parenting at the nexus of work and caregiving roles. Although much research on child care choice has relied on variable-centered approaches that treat parental priorities as distinct and isolated, this article aims to understand parents’ care choices from a person-centered, holistic perspective. Using data from the National Household Education Survey of Early Childhood Program Participation of 2005 (n = 4570), we conduct latent class and multinomial logistic regression analyses, identifying four empirically and substantively distinctive classes of parents based on their scores on seven indicators of child care priority. Class 1 parents (35%) rank all seven indicators as very important. Class 2 parents (18%) prioritize practicality factors. Class 3 parents (9%) do not, on average, rank any of the indicators as highly important. Class 4 parents (37%) emphasize learning and quality-focused factors. Class membership is associated with child’s age, race/ethnicity, and parent respondent’s gender, age, employment status, and socio-economic status. After controlling for socio-demographic factors, parents in the learning-focused class are more likely to choose center-based cares whereas practicality-focused parents prefer home-based relative or non-relative care arrangements.  相似文献   

The effect of carbohydrate and caffeine mouth rinsing on kicking performance in competitive Taekwondo athletes during Ramadan     

İbrahim Ethem Pak  Mutlu Cuğ  Stella L. Volpe 《Journal of sports sciences》2020,38(7):795-800

ABSTRACT

Mouth rinsing has been proposed as a strategy to minimize performance decrements during Ramadan. We investigated the effect of 4 weeks of Ramadan on kicking performance in 27 Taekwondo athletes performing weekly Taekwondo Anaerobic Intermittent Kick Tests (TAIKT). The effects of a placebo, 6.4% glucose and 6-mg/kg caffeine mouth rinses on TAIKT performance and perceived exertion were investigated before, during weekly training sessions, and after Ramadan in a counterbalanced, crossover design. Ramadan had a significant negative impact on the percentage of successful kicks in Week 1 of Ramadan (pre: 76.7±0.4%, Week 1: 69.9±3.2%). The percentage of successful kicks was significantly greater in the caffeine mouth rinse condition compared to the glucose and placebo conditions during the first 3 weeks of Ramadan (caffeine: 38.3±6.8%, glucose: 36.4±6.9%, placebo: 36.0±6.5%). Caffeine decreased perceived exertion during Ramadan (0.74-1.15 AU, p>0.05). Our results showed that Ramadan had a significant negative effect on repeated high-intensity kicking efforts that should be considered when training and competing. Additionally, there were significant positive effects of a caffeine mouth rinse in a sport-specific test. These data suggest that athletes can consider mouth rinsing as a strategy to enhance performance when undertaking training or competition during a period of privation.  相似文献   

Several Variations of Simple-Structure MIRT Equating     

Stella Y. Kim  Won-Chan Lee 《Journal of Educational Measurement》2023,60(1):76-105

The current study proposed several variants of simple-structure multidimensional item response theory equating procedures. Four distinct sets of data were used to demonstrate feasibility of proposed equating methods for two different equating designs: a random groups design and a common-item nonequivalent groups design. Findings indicated some notable differences between the multidimensional and unidimensional approaches when data exhibited evidence for multidimensionality. In addition, some of the proposed methods were successful in providing equating results for both section-level and composite-level scores, which has not been achieved by most of the existing methodologies. The traditional method of using a set of quadrature points and weights for equating turned out to be computationally intensive, particularly for the data with higher dimensions. The study suggested an alternative way of using the Monte-Carlo approach for such data. This study also proposed a simple-structure true-score equating procedure that does not rely on a multivariate observed-score distribution.  相似文献   

The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence     

Stella Gaon  & Stephen P. Norris 《Journal of Philosophy of Education》2001,35(2):187-201

Motivated by the work of Hardwig (1985, 1991) on epistemic dependence and trust in expertise, we enquire into the nature and extent of the critical assessment that non-scientists can make—and that they should be taught to make—with regard to science. Our thesis is that critical assessment of science is possible for non-experts because at the basis of science is a set of norms, beliefs and values that are contestable by non-scientists. These norms, beliefs and values are of critical importance to science education and valuable to explore from a pedagogical perspective.  相似文献