The economic impact of television on the market for books     

Sabine Mengin 《Publishing Research Quarterly》1993,9(3):4-22

In France, book information disseminated on television reaches large numbers of potential purchasers and increases sales of the books featured, despite a ban on advertising. There is a clear relationship between television appearances and bestsellerdom. The ability of television to influence sales affects the behavior of book purchasers (who focus on a small number of rapidly changing titles), publishers (who devote advertising and production budgets to mediagenic titles), and book-sellers (who devote more shelf space to titles promoted on television). This article analyzes the impact of television on the book market and on trends in production and editorial decision making. Translated by Beth Luey.  相似文献   

Ethnic and Racial Identity in Adolescence: Implications for Psychosocial,Academic, and Health Outcomes     

Deborah Rivas‐Drake  Eleanor K. Seaton  Carol Markstrom  Stephen Quintana  Moin Syed  Richard M. Lee  Seth J. Schwartz  Adriana J. Uma?a‐Taylor  Sabine French  Tiffany Yip  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57

The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth.  相似文献   

Feeling Good,Happy, and Proud: A Meta‐Analysis of Positive Ethnic–Racial Affect and Adjustment     

Deborah Rivas‐Drake  Moin Syed  Adriana Uma?a‐Taylor  Carol Markstrom  Sabine French  Seth J. Schwartz  Richard Lee  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102

One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed.  相似文献   

Survival of occult practices and ideas in modern common sense     

Doering-Manteuffel S 《Public understanding of science (Bristol, England)》2011,20(3):292-302

For a long time rationalism and materialism were the most important ideological undercurrents of the Western world. Since the Enlightenment, in the eighteenth century, they have influenced the Age of Reason. During the past few decades, the so-called New Age originated strong counter-movements have produced a huge number of different new world-views. They are to be considered as part of the wide field of occultism, and run out in different directions. The belief in angels and in the power of fate, the communication with the dead, and the conviction of a life after death are all expressions of a desire to transcend and of a search for higher powers that watch over each person. Additionally, helpers and healers have created a marketplace to promote esoteric services. Media usage, the need to transcend and this new market interested in the magical signal a new era of consciousness in which reason and technology do not contradict mysticism and the transmission of wisdom: these go, instead, hand in hand.  相似文献   

Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds     

Johanna Schoppmann  Silvia Schneider  Sabine Seehagen 《Child development》2022,93(1):165-179

Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.  相似文献   

Consequences of players' dismissal in professional soccer: A crisis-related analysis of group-size effects     

Michael Bar-Eli  Gershon Tenenbaum  Sabine Geister 《Journal of sports sciences》2013,31(10):1083-1094

Abstract

This study documents the effect of players' dismissals on team performance in professional soccer. Our aim was to determine whether the punishment meted out for unacceptable player behaviour results in reduced team performance. The official web site of the German Soccer Association was used for coding data from games played in the first Bundesliga between the 1963 – 64 and 2003 – 04 (n = 41) seasons. A sample of 743 games where at least one red card was issued was used to test hypotheses derived from crisis theory (Bar-Eli & Tenenbaum, 1989a Bar-Eli, M. and Tenenbaum, G. 1989a. A theory of individual psychological crisis in competitive sport. Applied Psychology, 38: 107–120. [Crossref], [Web of Science ®] , [Google Scholar]). Players' dismissals weaken a sanctioned team in terms of the goals and final score following the punishment. The chances of a sanctioned team scoring or winning were substantially reduced following the sanction. Most cards were issued in the later stages of matches. The statistics pertaining to outcome results as a function of game standing, game location, and time phases – all strongly support the view that teams can be considered conceptually similar to individuals regarding the link between stress and performance. To further develop the concept of team and individual psychological performance crisis in competition, it is recommended that reversal theory (Apter, 1982 Apter, M. J. 1982. The experience of motivation: The theory of psychological reversals, London: Academic Press.  [Google Scholar]) and self-monitoring and distraction theories (Baumeister, 1984 Baumeister, R. F. and Steinhilber, A. 1984. Paradoxical effects of supportive audiences on performance under pressure: The home field disadvantage in sports championships. Journal of Personality and Social Psychology, 47: 85–93. [Crossref], [Web of Science ®] , [Google Scholar]) be included in the design of future investigations pertaining to choking under pressure.  相似文献   

Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles     

Kinshuk  Tzu-Chien Liu  Sabine Graf 《Educational technology research and development : ETR & D》2009,57(6):739-752

Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this paper, the interactions between students’ learning styles, their behaviour, and their performance in an online course that is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched courses, help in getting a better understanding about how students with good performance record and poor performance record learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties in learning based on their behaviour.  相似文献   

Qualitative Forschung und ihre Methoden in der Erziehungswissenschaft – auf Konsolidierungskurs?     

Univ.-Prof. Dr. Sabine Reh 《Zeitschrift für Erziehungswissenschaft》2009,12(3):579-584

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Der professionelle Blick von Sportlehrkräften     

Sabine Reuker 《Sportwissenschaft》2012,42(4):240-246

There is a current controversial discussion about the professionalization of teachers. In this respect the present article focuses on the professional vision as one important aspect of the professionalization of physical education teachers. As this aspect has not yet been a subject of discussion the article presents a first overview of the theoretical and empirical findings on the professional vision. For this purpose, findings of other educational subject areas and fields of sport science are presented. Furthermore, open questions relating to physical education will be pointed out to initiate further research projects.  相似文献   

Academic and social integration and study progress in problem based learning     

Sabine E. Severiens  Henk G. Schmidt 《Higher Education》2009,58(1):59-69

The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress.  相似文献