Mental rotation performance in fourth graders: No effects of gender beliefs (yet?)     

Corinna Titze  Petra Jansen  Martin Heil 《Learning and individual differences》2010,20(5):459-463

The influence of gender beliefs on cognitive task performance has been demonstrated repeatedly for adults. For children, there is evidence that gender beliefs can substantially impede or boost math performance — a task where gender differences in favour of boys declined over past decades. Therefore, we examined this phenomenon using the Mental Rotations Test (MRT), a task where gender differences still occur reliably favouring males — for adults as well as for children. A sample of 252 fourth graders, whose beliefs about spatial ability were manipulated experimentally (instructions given: boys are better, girls are better or independent of gender) had to complete the MRT. In contrast to adult's literature, children's performance did not decrease or increase as a function of instruction: boys always outperformed girls; girls not even outperformed their same-sex counterparts given the “girls better” instruction. The transfer of the conceptual approach failed — possible reasons are discussed.  相似文献   

Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme          下载免费PDF全文

Corinna F. Grindle  Rina Cianfaglione  Liz Corbel  Emily V. Wormald  Freddy Jackson Brown  Richard P. Hastings  J. Carl Hughes 《Support for Learning》2017,32(4):313-336

Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.  相似文献   

Age Differences in Online Social Networking: Extending Socioemotional Selectivity Theory to Social Network Sites     

Pamara F. Chang  Yoon Hyung Choi  Natalya N. Bazarova  Corinna E. Löckenhoff 《广播与电子媒介杂志》2015,59(2):221-239

This article extends socioemotional selectivity theory to online social networking by examining age differences in the size and composition of Facebook networks across a wide age range of Facebook users (18 to 93 years old) in a nationally representative sample. Findings suggest increasing selectivity of Facebook social partners with age. Compared to younger adults, friend networks of older adults are smaller but contain a greater proportion of individuals who are considered to be actual friends. Moreover, a higher proportion of actual to total Facebook friends is associated with lower levels of social isolation and loneliness across the life span.  相似文献   

Persistence to graduate education     

Corinna A. Ethington  John C. Smart 《Research in higher education》1986,24(3):287-303

This paper examines the process by which students arrive in graduate school by estimating a causal model incorporating measures of socioeconomic background and undergraduate institutional characteristics and experiences. The student's background was found to influence strongly the initial choice of undergraduate institution, but the direct impact of background became nonsignificant as the student progressed through the educational process. However, background variables do affect decisions to enroll in graduate school, although indirectly, through intervening variables. Primary direct influences on graduate school attendance were found from variables associated with the undergraduate experience. Although both academic and social integration are significant for men and women, academic integration has greater influence for men, whereas for women, social integration has a slightly larger effect.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, Chicago, April, 1985.  相似文献   

Brain Processes in Mothers and Nulliparous Women in Response to Cry in Different Situational Contexts: A Default Mode Network Study     

Paola Rigo  Gianluca Esposito  Marc H. Bornstein  Nicola De Pisapia  Corinna Manzardo  Paola Venuti 《Parenting, science and practice》2019,19(1-2):69-85

SYNOPSIS

Objective: In everyday life, parents must respond to and interact with children while in different situational contexts. How situational contexts influence parents’ responses has not been systematically studied. Here we investigated mothers’ versus nonmothers’ neural responses to infant vocalizations in different situations with different task demands. Design: Using fMRI in 21 women (10 mothers), we explored the effects of being distracted by self-oriented (self-referential decisions about personality adjectives) versus goal-oriented (syllabic counting of personality adjectives) tasks while listening to infant cry in comparison with other emotional sounds (infant laughing, adult crying) on the activity of two medial nodes of the Default Mode Network (DMN): the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC). Results: In the self-oriented task while listening to infant cry, both mothers and nulliparas showed (weak) activation of the DMN; this response likely reflects a shift of attention from the task to the cry. In the goal-oriented task, mothers, not nulliparas, showed (weak) activation of the DMN; this result is compatible with interference of emotional sounds while attending to a goal-oriented task, an activity that deactivates the DMN. Conclusions: Mothers are prone to process infant cry and emotional sounds and are less distracted from doing so by situational contexts, demonstrating their greater sensitivity to emotional sounds such as cry. By contrast, situational context influenced brain responses to infant sounds in nulliparas.  相似文献   

Long-term persistence of two-year college students   总被引：2，自引：2，他引：2  

Ernest T. Pascarella  John C. Smart  Corinna A. Ethington 《Research in higher education》1986,24(1):47-71

This paper employs a theoretical model to explain the long-term persistence of students who began their postsecondary education in two-year institutions. The model was estimated on a national sample of 825 students who initially enrolled in 85 two-year institutions in the fall of 1971, and who were followed over a nine-year period. Although there were differences in the factors associated with persistence for men and women, the results tend to confirm the importance of person-environment fit as a salient influence on degree persistence and completion in postsecondary education. Measures of academic and social integration had the most consistent pattern of positive direct effects, and much of the influence of student precollege traits was indirect.  相似文献   

Influences on women's entry into male-dominated occupations   总被引：1，自引：0，他引：1  

Corinna A. Ethington  John C. Smart  Ernest T. Pascarella 《Higher Education》1988,17(5):545-562

This article focuses on women's entry into male-dominated occupations in the United States. It looks at the impact of Title IX and related legislation which opened access to colleges and universities to women and examines the effects of initial or pre-enrollment student characteristics, organizational attributes of the college of university, student performance and experiences in higher education and the attributes of employing organizations on women's entry into male-dominated occupations. The article concludes with a model for measuring the relative influence of each.  相似文献   

Institutional and departmental satisfaction of women faculty     

Dr. Corinna A. Ethington  John C. Smart  Mary L. Zeltmann 《Research in higher education》1989,30(3):261-271

Using the exploratory data analysis method of median polishing, this study examined the institutional and departmental satisfaction of women who relatively recently entered the academic profession. Results indicated that women's satisfaction with both department and institution differed by institutional type (Carnegie classifications) and discipline type (pure versus applied). Women in applied fields in Research II and Doctoral-Granting II institutions were much less satisfied with both their departments and their institutions than would be expected given their institutional and discipline types. Similarly, the institutional satisfaction of those women at Research I institutions and the departmental satisfaction of women in pure fields at Doctoral-Granting I's was lower than would be expected. Higher levels of departmental satisfaction were shown by women in pure fields at Liberal Arts I institutions.An earlier version of this paper was presented at the meeting of the Association for the Study of Higher Education, St. Louis, November 1988.  相似文献   

SELF-REPORTED BELIEFS OF COMMUNITY COLLEGE STUDENTS REGARDING THEIR GROWTH AND DEVELOPMENT: ETHNIC AND ENROLLMENT STATUS DIFFERENCES     

Robert A. Horn  Corinna A. Ethington 《Community College Journal of Research & Practice》2013,37(5):401-413

This study examined whether community college students of differing ethnic backgrounds and enrollment status differed in their perceptions of their growth and development gains as a function of their college experience. The sample consisted of four ethnic groups intending to transfer to four-year institutions. Four gain scales were created to operationalize the student's perceptions of gains. The multivariate test for the interaction of ethnic group and enrollment status was nonsignificant; differences in perceived growth among ethnic groups did not depend on their enrollment status. Significant main effects were found in differences among ethnic groups and between full-time and part-time students.  相似文献   

An Examination of Pace's Model of Student Development and College Impress     

Corinna A. Ethington  Robert A. Horn 《Community College Journal of Research & Practice》2013,37(3):183-198

ABSTRACT

For 8 years Washington State has operated a performance funding policy, the Student Achievement Initiative (SAI). The policy allocates appropriations to the state’s 34 community and technical colleges based on points earned through student achievement of college-readiness, retention, and completion milestones. Grounded in a conceptual framework of principal-agent theory, this study explored one community college case to examine knowledge of, perspectives on, and responses to the SAI. Through semi-structured interviews with seven faculty, administrators, and staff, combined with document analysis, five themes emerged: information transmission, initiating the initiative, the point of the point, consequences of imperfect data, and faculty skepticism. This study concludes with implications and recommendations for practice and policy.  相似文献