Modeling the Pathways to Self-Confidence for Graduate School in Computing     

Wofford  Annie M. 《Research in higher education》2021,62(3):359-391

Research in Higher Education - Given the significant need to increase and diversify graduate enrollments within computing fields, it is vital to understand what shapes students’ pathways to...  相似文献   

Acculturation orientations of competing host communities toward valued and devalued immigrants     

Annie Montreuil  Richard Y. Bourhis   《Int J Intercult Relat》2004,28(6):507-532

This study explored how members of competing host communities may endorse different acculturation orientations towards valued and devalued immigrants settled in the bilingual city of Montreal. Francophone (N=422) and Anglophone (N=401) host community students from low-, medium- and high-ethnic diversity colleges completed the host community acculturation scale (HCAS) along with a questionnaire monitoring a range of social psychological correlates of acculturation orientations. Results showed that Anglophones were more integrationist and individualist and less assimilationist than Francophones. Both Francophones and Anglophones were more integrationist and individualist and less assimilationist, segregationist and exclusionist toward valued than devalued immigrants. Attending a multiethnic college had no influence on respondents’ acculturation orientations. The more welcoming acculturation orientations of Anglophones compared to Francophones was corroborated by results obtained with immigrants attending the French and the English colleges. Social psychological profiles of the respective acculturation orientations were similar across both host communities thus supporting the construct validity of the HCAS. Attitude toward co-national outgroup was a significant determinant of each acculturation orientations, suggesting that intergroup relations between rival host communities has an impact on acculturation orientations toward immigrants.  相似文献   

Sounding Situated Knowledges: Echo in Archaeoacoustics     

Annie Goh 《Parallax》2017,23(3):283-304

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Response Time Adjustment in the Stop Signal Task: Development in Children and Adolescents     

Annie Dupuis  Maheshan Indralingam  Andre Chevrier  Jennifer Crosbie  Paul Arnold  Christie L. Burton  Russell Schachar 《Child development》2019,90(2):e263-e272

Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments.  相似文献   

Culture-based development in the USA: culture as a factor for economic welfare and social well-being at a county level     

Annie Tubadji  Brian J. Osoba  Peter Nijkamp 《Journal of Cultural Economics》2015,39(3):277-303

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Motivational factors for youth recruitment in voluntary interventions: the case of a community sport program     

Catherine Plante  Annie Jaimes  Carole Turbide 《Sport, Education and Society》2016,21(7):1071-1090

Recruitment is known to be a challenge for intervention programs targeting youths, including sports programs. Following the popularity of the Alter-Action program of the Montreal-based organization DesÉquilibres, we wanted to understand the motivations and barriers to youths' recruitment in this voluntary sports community program. A qualitative methodology was favored. We conducted 27 semi-structured interviews (n = 27) with participants, 5 (n = 5) with the partners, and we carried out a focus group with 5 (n = 5) of the organization's service practitioners. We also conducted a participant observation with youth cohorts and during preparatory meetings. Five factors influencing recruitment emerged: (1) socialization/belonging; (2) training/physical aspects; (3) ‘extraordinary’ dimension; (4) practicality of the program; and (5) social influences. Four key elements thus appear important to consider when promoting the recruitment of youths in voluntary community programs: (1) favoring social interactions; (2) insisting on the specific and beneficial elements of the program; (3) allowing youths to experiment a trial period; and (4) including testimonies of former participants in the information session. Further recommendations for psychosocial intervention programs targeting youths are discussed in this article.  相似文献   

Psychological climates in action learning sets: a manager's perspective     

Annie Yeadon-Lee 《Action Learning: Research and Practice》2015,12(3):261-275

Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. “Action Learning and Leadership.” The Learning Organisation 7 (5): 233–240; Schein, E. H. 1979. “Personal Change Through Interpersonal Relationships.” In Essays in Interpersonal Dynamics, edited by W. Bennis, J. Van Maanen, E. H. Schein, and F. I. Steele, 129–162]. A psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes and the failures in their professional life, without any form of repercussion. However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with 11 managers, all of whom are former AL set (ALS) members, on their experiences of ALS membership. Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute to the creation of a positive psychological climate that is conducive for learning. The analysis points to the relative importance of such facets as trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in ALSs. This paper is useful for developing an understanding of the differing facets in ALSs that create a psychological climate conducive for learning. As such, it has utility for AL facilitators, set members, academics and educational consultants.  相似文献   

The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers     

George  Kari L.  Sax  Linda J.  Wofford  Annie M.  Sundar  Sarayu 《Research in higher education》2022,63(5):871-898

Research in Higher Education - Computing career opportunities are increasing across all sectors of the U.S. economy, yet there remains a serious shortage of college graduates to fill these jobs....  相似文献   

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review     

Miller  Andrew F.  Park  Younghee  Conway  Patrick  Cownie  Charles T.  Reyes  John  Reynoso  Myra  Smith  Annie 《The Urban Review》2022,54(3):481-508

The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and...  相似文献   

Getting children to do more academic work: Foot-in-the-Door versus Door-in-the-Face     

Annie Cheuk-ying Chan 《Teaching and Teacher Education》2011,27(6):982-985

In this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches - Foot-in-the-Door, Door-in-the-Face, and Single-Request - we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work.  相似文献