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OBJECTIVE: The authors characterized the output of MEDLINE papers by language and country of publication during a thirty-four-year time period. METHODS: We classified MEDLINE's journal articles by country of publication (Anglos/Non-Anglos) and language (English/Non-English) for the years 1966 and from 1970 to 2000 at five-year intervals. Eight English-speaking countries were considered Anglos. Linear regression analysis of number of papers versus time was performed. RESULTS: The global number of papers increased linearly at a rate of 8,142 papers per year. Anglo and English papers also increased linearly (6,740 and 9,199, respectively). Journals of Non-Anglo countries accounted for 25% of the English language increase (2,438 per year). Only Non-English papers decreased at a rate of 1,056 fewer papers per year. These trends have led to overwhelming shares of English and Anglo papers in MEDLINE. In 2000, 68% of all papers were published in the 8 Anglo countries and 90% were written in English. CONCLUSIONS: The Anglo and English preponderances appear to be a consequence of at least two phenomena: (1) editorial policy changes in MEDLINE and in some journals from Non-Anglo countries and (2) factors affecting Non-Anglo researchers in the third world (publication constraints, migration, and undersupport). These are tentative conclusions that need confirmation. 相似文献
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A sample of 488 male and female young adults completed an online survey in effort to explore whether social networking sites (SNSs) are a way in which sociocultural influences regarding body image are propagated. Negative body talk was predicted as an outcome to frequent exposure to friends’ fitness posts (e.g. pictures and status updates about working out, fitness inspiration quotations/images, etc.); we also explored whether this relationship was moderated by body surveillance and social comparison. Results revealed that friends’ fitness posts were positively associated with negative body talk, and this relationship was strongest for individuals who reported a higher tendency to compare themselves to others – even after controlling for body satisfaction, healthy eating and exercise behaviors, and frequency of SNS use. 相似文献
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José-Pablo Escobar Ricardo Rosas-Díaz Francisco Ceric Andrés Aparicio Paulina Arango Rodrigo Arroyo 《Cultura y Educación》2018,30(2):368-392
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we assessed 286 Chilean primary education students: 86 with a high SEL and 200 with a low level. The results show that the high-SEL group obtained consistently higher scores than their peers with low SEL levels in both reading and maths tasks as well as in EF measurements. This suggests that SEL could influence the development of these variables. The results also showed that EFs partially mediate the relation between SEL and reading and maths skills in primary school students through the specific function of inhibition. The results are discussed in light of the effect of SEL on the development of EFs and school learning. 相似文献
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Steve Alsop Patricia Ames Graciela Cordero Arroyo Don Dippo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,34(6):633-649
This article explores distinctive features of a 5-year international education development project set in rural northern Peru
(PROMEB, the Proyecto de Mejoramiento de la Educación Básica). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students
and their communities, we offer reflections on a teacher education initiative which sought to support action-orientated inquiries
as a mechanism for school/community development. Set against a background of poverty, hunger, isolation and an “educational
crisis”, we outline our pedagogy and describe two projects. We then reflect on the influences of our engagements and on associated
tensions and ambiguities in our methods. We hope that such discussions might offer insights for others involved in international
school/community development projects of this type. 相似文献
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This study explored dyadic effects of communication competence, assessed through self-perceptions and other-perceptions, on relationship quality in same-sex platonic friendships. Undergraduate students recruited a same-sex platonic friend to participate in this study along with them. Participants (N = 310; dyads = 155) completed an online questionnaire assessing their own and their partner's communication competence as well as their own relationship satisfaction and commitment. Results from actor-partner interdependence model analyses revealed both actor and partner effects for self-perceptions and other-perceptions of communication competence on relationship satisfaction and commitment. Additionally, partners’ other-perceptions of communication competence moderated the relationship between actors’ other-perceptions of communication competence and relationship commitment. 相似文献
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Representative studies on Internet pornography exposure and women's sexual behavior are needed. National data were utilized to explore the association between 1,077 U.S. women's exposure to Internet pornography and number of sexual partners. Internet pornography exposure and number of sexual partners were positively correlated. This association remained after controlling for age, marital status, ethnicity, education, and religiosity. However, the association was moderated in theoretically predictable ways by women's confidence in media and perceived life dullness. 相似文献
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Jose M. Castillo Javier Arroyo‐Plaza Sim Yin Tan Sujay Sabnis Amira Mattison 《Psychology in the schools》2017,54(2):152-168
This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full‐time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which they engaged in comprehensive and integrated services and the top facilitators of and barriers to those services using web‐based survey procedures. Results indicated that the majority of facilitators identified (Personal Attributes, Stakeholder Involvement, Resources and Support, School‐Specific Variables, Contextual Variables) predicted greater levels of comprehensive and integrated service delivery. Identified barriers—which often reflected the opposite condition of the facilitators—predicted lower levels of service delivery in some instances; however, they predicted services less often than did facilitators. Implications for research focused on better understanding factors that impact service delivery and on processes for facilitating increased comprehensive and integrated service delivery are discussed. Additionally, implications for practice include the assessment of facilitators and barriers, the use of data to plan for the delivery of comprehensive and integrated services, and advocacy for systems change. 相似文献
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