Paternal Sensitivity and Children’s Cognitive and Socioemotional Outcomes: A Meta-Analytic Review     

Michelle Rodrigues  Nina Sokolovic  Sheri Madigan  Yiqi Luo  Victoria Silva  Shruti Misra  Jennifer Jenkins 《Child development》2021,92(2):554-577

In a series of meta-analyses, paternal sensitivity was associated with children’s (age range: 7 months–9 years) overall cognitive functioning (N = 3,193; k = 23; r = .19), including language skills (k = 9; r = .21), cognitive ability (k = 9; r = .18), and executive function (k = 8; r = .19). Paternal sensitivity was not associated with children’s overall socioemotional functioning (N = 2,924; k = 24; r = −.03) or internalizing problems, but it was associated with children’s emotion regulation (k = 7; r = .22) and externalizing problems (k = 19; r = −.08). In the broad cognitive functioning, executive function, broad socioemotional functioning, and externalizing problems meta-analyses, child age was a significant moderator.  相似文献   

The Impact of Advancement Via Individual Determination on the College Readiness of First-Generation Hispanic Students in an Urban South Texas High School     

Morley  William  Watt  Karen M.  Simonsson  Marie  Silva  Hilda 《The Urban Review》2021,53(1):145-163

The Urban Review - This study examined the phenomenon of college readiness in Hispanic first-generation college students. The purpose of this study was to determine if a relationship exists between...  相似文献   

Support services for higher degree research students: a survey of three Australian universities     

Pujitha Silva  Karen Woodman  Acram Taji  James Travelyan  Shamim Samani  Hema Sharda 《European Journal of Engineering Education》2016,41(5):469-481

A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services in terms of academic, administrative, social and settlement, language and miscellaneous (other) supports. All three universities showed similarities in the type of academic support services offered, while differing in social and settlement and language support services in terms of the location and the level of accessibility of these services. The study also examined the specific support services available for culturally and linguistically diverse (CALD) students. The three universities differed in their emphases in catering to CALD needs, with their allocation of resources reflecting these differences. The organisation of these services within the universities was further assessed to determine possible factors that may influence the effective delivery of these services, by considering HDR and CALD student specific issues. The findings and tools developed by this study may be useful to HDR supervisors and university administrators in identifying key support services to better improve outcomes for the HDR students and universities.  相似文献   

Student satisfaction in higher education: a meta-analytic study     

Fernando de Oliveira Santini  Wagner Junior Ladeira  Claudio Hoffmann Sampaio  Gustavo da Silva Costa 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):1-18

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.  相似文献   

The application of production functions to the higher education system — some examples from Portuguese universities     

M. Emília Da Silva Freire  J. J. R. Fraústo Da Silva 《Higher Education》1975,4(4):447-460

Production functions were established for the Arts and Law Faculties of Coimbra and Lisbon Universities and for the Higher Institute of Engineering of Lisbon, in which the number of enrolled students was related to the number of professors and assistants. It was possible to find in Coimbra and Lisbon Universities the existence of possibilities of substitution among those factors and economies of scale. In the case of the Higher Institute of Engineering there seems to exist a relation of complementarity between the number of professors and assistants. Also with regard to this Institute, a production function for graduates was estimated which relates them to the expenditures on academic staff and materials. It was found that in this case it was necessary to introduce time as a representative of technological progress, although it was found to be negative. These results are discussed, and the interest and the limitations of the use of production functions for educational management purposes are outlined.  相似文献   

Book reviews     

Mortimer  Kenneth P.  Hall  John  Rust  Chris  Reid  W. A.  Thomas  David  de Silva  Rufus  Durkin  Kevin M.  Hook  Sidney 《Higher Education》1989,18(6):743-760

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Computer crime at CEFORMA: a case study     

Gurpreet Dhillon  Leiser Silva  James Backhouse   《International Journal of Information Management》2004,24(6):551-561

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Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1     

Íris Susana Pires Pereira  Maria Cristina Cristo Parente  Cristina Vieira da Silva 《Teacher Development》2016,20(5):614-630

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.  相似文献   

Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds     

Belsky J  Jaffee SR  Sligo J  Woodward L  Silva PA 《Child development》2005,76(2):384-396

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.  相似文献   

The effect of authentic project-based learning on attitudes and career aspirations in STEM     

Margaret E. Beier  Michelle H. Kim  Ann Saterbak  Veronica Leautaud  Sandra Bishnoi  Jaqueline M. Gilberto 《科学教学研究杂志》2019,56(1):3-23

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.  相似文献