Domesticating Computers and the Internet   总被引：1，自引：0，他引：1  

Jonathon N. Cummings  Robert Kraut 《The Information Society》2002,18(3):221-231

The people who use computers and the ways they use them have changed substantially over the past 25 years. In the beginning highly educated people, mostly men, in technical professions used computers for work, but over time a much broader range of people are using computers for personal and domestic purposes. This trend is still continuing, and over a shorter time scale has been replicated with the use of the Internet. This paper uses data from four national surveys to document how personal computers and the Internet have become increasingly domesticated since 1995 and to explore the mechanisms for this shift. Now people log on more often from home than from places of employment and do so for pleasure and for personal purposes rather than for their jobs. Analyses comparing veteran Internet users to novices in 1998 and 2000 and analyses comparing the change in use within a single sample between 1995 and 1996 support two complementary explanations for how these technologies have become domesticated. Women, children, and less well-educated individuals are increasingly using computers and the Internet and have a more personal set of motives than well-educated men. In addition, the widespread diffusion of the PC and the Internet and the response of the computing industry to the diversity in consumers has led to a rich set of personal and domestic services.  相似文献   

亚洲在基础研究上的崛起:对国际趋势的反思     

威廉K.库明斯  钟周 《清华大学教育研究》2008,29(1):10-21

政治、经济和社会发展战略及现实,文化传统以及独特的教育体系尤其是高等教育体系,使得亚太地区确立了不同于西方的科研模式,这为亚太地区的科研研究发展奠定了基础.从数据中,我们已经能够看到亚太地区在科学研究领域在世界范围内呈现的崛起之势.虽然还存在影响亚太国家科研进一步发展的不利因素,但亚太地区在全球知识生产舞台上的实力扩展是毋庸置疑的.  相似文献   

The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict     

Patrick T. Davies  Morgan J. Thompson  Meredith J. Martin  E. Mark Cummings 《Child development》2021,92(3):1154-1172

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.  相似文献   

An examination of the relationship between Facebook groups attached to university courses and student engagement     

Nicola Sheeran  Daniel J. Cummings 《Higher Education》2018,76(6):937-955

Educators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups.  相似文献   

III. Study 2: Relations Between Interparental Conflict, Child Emotional Security, and Adjustment in the Context of Cognitive Appraisals     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):41-62

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The service university in comparative perspective     

William K. Cummings 《Higher Education》1998,35(1):1-8

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At risk: Children of female psychiatric inpatients     

Rhoda Oppenheimer 《Child abuse & neglect》1981,5(2):117-122

The need is examined for an adult psychiatric inpatient screening programme to identify, assess and treat emotional and physical trauma to the young children of female psychiatric patients. In a previous study [14] it was found that 28% of adult admissions to a large urban psychiatric hospital were parents of dependent children. Of admissions, 19.6% were mothers and 13% were mothers of preschool children. This paper considers the service implication of these previous findings. Two case examples are given of preschool children, known to psychiatric services, who died. In each case there was lack of assessment, prior to discharge, of mother-child relationship and lack of communication between Health and Social Services and the Primary Care Team. It is suggested that there should be routine training of psychiatrists, mental nurses, social workers and other disciplines in collaborative assessment and treatment of the adult psychiatric patient's role as mother. The lack of this training appears hazardous and detrimental to the needs of the patient. Examples are given of assessment and intervention methods applicable to an adult psychiatric ward setting.  相似文献   

Beyond Warmth and Conflict: The Developmental Utility of a Boundary Conceptualization of Sibling Relationship Processes     

Sonnette M. Bascoe  Patrick T. Davies  E. Mark Cummings 《Child development》2012,83(6):2121-2138

Translating relationship boundaries conceptualizations to the study of sibling relationships, this study examined the utility of sibling enmeshment and disengagement in predicting child adjustment difficulties in a sample of 282 mothers and adolescents (mean age = 12.7 years). Mothers completed a semistructured interview at the first measurement occasion to assess sibling interaction patterns. Adolescents, mothers, and teachers reported on children’s adjustment problems across 2 annual waves of assessment. Supporting the incremental utility of a boundary conceptualization of sibling relationships, results of latent difference score analyses indicated that coder ratings of sibling enmeshment and disengagement uniquely predicted greater adolescent adjustment difficulties even after taking into account standard indices of sibling relationship quality (i.e., warmth and conflict) and sibling structural characteristics (e.g., sex).  相似文献   

Preschool children's math-related behaviors mediate curriculum effects on math achievement gains     

Kerry G. Hofer  Dale C. Farran  Tracy Payne Cummings 《Early childhood research quarterly》2013

This study used a mediational model to examine the effect of curriculum condition on student behaviors and how those behaviors related to math achievement gains. The student behaviors examined were children's participation in learning-related activities, talking during learning activities, and level of engagement with the materials. Conducted as part of a larger project involving the implementation and evaluation of a preschool mathematics curriculum, this study involved twenty urban prekindergarten sites with 57 classrooms randomly assigned to the new curriculum or a practice-as-usual condition. The final analytic sample included 675 children, predominately from low-income homes. Results showed that the greater gains made by children in curriculum classrooms were mediated by the number of times children were observed focused on mathematics and the number of times they were observed talking during mathematics. Findings from this study demonstrate the importance of focusing on children's actual responses to a new curriculum in determining its effects.  相似文献   

The Constructivist Roots of Moral Education     

Rhoda Cummings  Steve Harlow 《The Educational forum》2013,77(4):300-307

The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial.  相似文献