Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates          下载免费PDF全文

Judith G. Smetana  Ikhlas Ahmad  Laura Wray‐Lake 《Child development》2015,86(6):2017-2033

This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M_age = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues.  相似文献   

A framework for analyzing cognitive demand and content‐practices integration: Task analysis guide in science     

Miray Tekkumru‐Kisa  Mary Kay Stein  Christian Schunn 《科学教学研究杂志》2015,52(5):659-685

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A structure‐agency perspective on young children's engagement in school science: Carlos's performance and narrative     

Maria Varelas  Eli Tucker‐Raymond  Kimberly Richards 《科学教学研究杂志》2015,52(4):516-529

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VI. MARITAL CONFLICT,VAGAL REGULATION,AND CHILDREN'S SLEEP: A LONGITUDINAL INVESTIGATION          下载免费PDF全文

Mona El‐Sheikh  J. Benjamin Hinnant  Stephen A. Erath 《Monographs of the Society for Research in Child Development》2015,80(1):89-106

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Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators     

Carrie Alexander‐Albritton  Nicole R. Hill 《Counselor Education & Supervision》2015,54(2):109-121

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.  相似文献   

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness          下载免费PDF全文

Jian‐Wei Lin  Hsieh‐Hong Huang  Yuh‐Shy Chuang 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):32-44

An e‐learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA‐related e‐learning environment. Additionally, self‐regulation behavior significantly influences online learning of students. However, exactly how network centrality and self‐regulation influence learning behavior and effectiveness in an e‐learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self‐regulation) impact student learning in an SNA‐related e‐learning environment. Analytical results indicate that the student group with high‐level centrality and low‐level self‐regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.  相似文献   

Effects of Mexican Immigrant Parents’ Daily Workplace Discrimination on Child Behavior and Family Functioning          下载免费PDF全文

Anna Gassman‐Pines 《Child development》2015,86(4):1175-1190

This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes.  相似文献   

Embracing Students as Equal Stakeholders in a Culture of Assessment          下载免费PDF全文

Anthony C. Marziliano  Gina M. LaPan‐Dennis  S. William Zito  Marc E. Gillespie 《Assessment Update》2015,27(1):6-13

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Understanding the Internet banking adoption: A unified theory of acceptance and use of technology and perceived risk application     

Carolina Martins  Tiago Oliveira  Aleš Popovič 《International Journal of Information Management》2014

Understanding the main determinants of Internet banking adoption is important for banks and users; our understanding of the role of users’ perceived risk in Internet banking adoption is limited. In response, we develop a conceptual model that combines unified theory of acceptance and use of technology (UTAUT) with perceived risk to explain behaviour intention and usage behaviour of Internet banking. To test the conceptual model we collected data from Portugal (249 valid cases). Our results support some relationships of UTAUT, such as performance expectancy, effort expectancy, and social influence, and also the role of risk as a stronger predictor of intention. To explain usage behaviour of Internet banking the most important factor is behavioural intention to use Internet banking.  相似文献   

Orthographic learning in Spanish children     

Paz Surez‐Coalla  Marta lvarez‐Caizo  Fernando Cuetos 《Journal of Research in Reading》2016,39(3):292-311

In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and short words for unknown words, differences that disappear when reading frequent words. Two lists of new words (half short and half long) were presented to 102 second‐grade to sixth‐grade Spanish children, to be read aloud six times. One of the lists was presented as part of a story and the other in isolation. Comparison of the length effect at the first and sixth exposure showed large differences between short and long words in the first presentation and small differences at the sixth presentation, indicating that Spanish children develop representations of words after just a few repetitions.  相似文献