Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States          下载免费PDF全文

Adriana J. Umaña‐Taylor  Kimberly A. Updegraff  Laudan B. Jahromi  Katharine H. Zeiders 《Child development》2015,86(6):2034-2050

This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; M_age at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.  相似文献   

Conditional convergence of nonresident tuition rates at public research universities: a panel data analysis     

Marvin A. Titus  Adriana Vamosiu  Anubha Gupta 《Higher Education》2015,70(6):923-940

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Chinese and Indian higher education students go abroad: listening to them to determine what their needs are     

Perez-Encinas  Adriana  Rodriguez-Pomeda  Jesus 《Tertiary Education and Management》2021,27(4):313-330

Tertiary Education and Management - This paper voices the opinions of international students’ from China and India, and highlights the intentional process of integrating their perceptions of...  相似文献   

Book reviews     

Wesley Cragg  Adriana Hernandez  Benjamin Levin 《Interchange》1991,22(4):115-125

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The Rating and Matching Item-Objective Alignment Methods     

Jerome V. D'Agostino  Megan E. Welsh  Adriana D. Cimetta  Lia D. Falco  Shannon Smith  Waverely Hester VanWinkle 《教育实用测度》2013,26(1):1-21

Central to the standards-based assessment validation process is an examination of the alignment between state standards and test items. Several alignment analysis systems have emerged recently, but most rely on either traditional rating or matching techniques. Little, if any, analyses have been reported on the degree of consistency between the two methods and on the item and objective characteristics that influence judges' decisions. We randomly assigned judges to either rate item-objective links or match items to objectives while reviewing the 2004 Arizona high school mathematics standards and assessment. Across items we found moderate convergence between methods, and we detected apparent reasons for divergently scored items. We also found that judges relied on item and objective content and intellectual skill features to render decisions. Based on our evidence, we contend that a thorough alignment analysis would involve judges using both rating and matching, while focusing on both content and intellectual skill. The findings have important implications for states when examining the alignment between their standards and assessments.  相似文献   

Perceptions About Parental Engagement Among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds     

Samantha Berkule Johnson  Jenny Arevalo  Carolyn Brockmeyer Cates  Adriana Weisleder  Benard P. Dreyer  Alan L. Mendelsohn 《Early Childhood Education Journal》2016,44(5):445-452

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Endothelins -- clinical perspectives     

Unic A  Derek L  Hodak N  Marijancevic D  Ceprnja M  Serdar T  Krhac M  Romic Z 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(3):231-242

Endothelins (ET) are a group of endogenous peptides, which have a strong and long-lasting vasoconstrictive effect. Three isoforms of endothelins coded by three different genes have been identified to date. Endothelin-1 (ET-1) is the most potent vasoconstrictive agent currently identified, and it was originally isolated and characterized from the culture media of aortic endothelial cells. Two other isoforms, named endothelin-2 (ET-2) and endothelin-3 (ET-3), were subsequently identified, along with structural homologues isolated from the venom ofActractapis engaddensis known as the sarafotoxins. The biological effects of endothelin production are determined via activation of one or two G-protein coupled receptors, endothelin receptors A (ETRA) and B (ETRB1 and ETRB2). Recently endothelin receptor C (ETRC) was discovered, however, its functions and distribution still remain unclear. The effects mediated by ET-1 via ETRA are vasoconstriction, bronchoconstriction and secretion of aldosterone. Agonists related to the ETRB1 activation cause vasodilatation by stimulating NO, PGI2 and endothelium-derived hyperpolarizing factor (EDHF). In contrast, coupling to ETRB2 causes vasoconstriction. Involvement of ET has been demonstrated in the pathophysiology of certain disorders. In this review, we discuss the physiological and pathophysiological role of endothelium-derived ET-1, the pharmacology of its two receptors, focusing on the role of ET-1 in the development of some pathophysiological conditions.  相似文献   

Perceived Discrimination and Ethnic Affirmation: Anglo Culture Orientation as a Moderator Among Mexican‐Origin Adolescent Mothers     

Chelsea L. Derlan  Adriana J. Umaña‐Taylor  Russell B. Toomey  Kimberly A. Updegraff  Laudan B. Jahromi  Lluliana I. Flores 《Child development》2014,85(4):1357-1365

This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, M_age = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity.  相似文献   

De Genève à Belo Horizonte,une histoire croisée: circulation,réception et réinterprétation d’un modèle européen des classes spéciales au Brésil des années 1930     

Regina Helena de Freitas Campos  Adriana Araújo Pereira Borges 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):195-212

L’organisation des classes homogènes selon le niveau de développement mental des élèves et celle des classes spéciales pour les enfants en retard scolaire eut lieu dans les écoles élémentaires de Belo Horizonte, au Brésil, pendant les années de 1930, dans le cadre d’une réforme du système d’éducation, à laquelle participèrent des spécialistes étrangers, et en spécial la psychologue russe Helena Antipoff (1892–1974). Le projet des classes spéciales alors établies et leurs transformations dans le contexte brésilien sont étudiés à partir de données documentaires publiées entre 1930 et 1940. Née en Russie, Antipoff a fait des études supérieures en France (1910–1911), comme stagiaire dans le laboratoire Binet-Simon, et à Genève (1912–1914), à l’Institut Jean-Jacques Rousseau, où elle exerça ultérieurement les fonctions d’assistante d’Édouard Claparède (1926–1929). Notre hypothèse est que les classes spéciales créées à Belo Horizonte le furent sur le modèle genevois, et constituèrent un important exemple de circulation et diffusion de connaissances au niveau international, ainsi que de construction de repères dans le domaine de l’éducation spéciale au Brésil. Ainsi, la division des classes par niveau intellectuel mesuré par des tests d’intelligence, l’idée de “l’école sur mesure” proposée par Claparède, le dialogue avec les méthodes suggérées par Alice Descouedres démontrent les relations avec le modèle genevois. En même temps, l’interprétation des résultats des tests comme manifestation d’une forme d’ “intelligence civilisée” et les adaptations des exercices d’orthopédie mentale pour développer cette intelligence demandée par l’école montrent les transformations du modèle dans le contexte brésilien.  相似文献   

Latino Adolescents’ Ethnic Identity: Is There a Developmental Progression and Does Growth in Ethnic Identity Predict Growth in Self‐Esteem?     

Adriana J. Umaña-Taylor  Melinda A. Gonzales-Backen  Amy B. Guimond 《Child development》2009,80(2):391-405

The current longitudinal study of 323 Latino adolescents (50.5% male; M age = 15.31 years) examined whether ethnic identity exploration, resolution, and affirmation demonstrated significant growth over a 4-year period and whether growth in ethnic identity predicted growth in self-esteem. Findings from multiple-group latent growth curve models revealed that exploration, resolution, and affirmation all increased significantly from middle to late adolescence for Latina girls. For Latino boys, only affirmation increased significantly. Furthermore, only growth in exploration predicted growth in boys' and girls' self-esteem. This research indicates that patterns of growth in ethnic identity vary by adolescent sex. Furthermore, findings underscore the need to examine the unique contributions of each ethnic identity component, rather than using a composite ethnic identity score.  相似文献