FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Bohan, C
   Smyth, S
AF Bohan, Clare
   Smyth, Sinead
TI The Effect of Schedule Thinning on Student Behavior During the Caught
   Being Good Game
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE academic engagement; Caught Being Good Game; classroom management;
   disruptive behavior; positive behavior intervention
ID GROUP CONTINGENCY INTERVENTIONS; CLASS-WIDE; CW-FIT
AB The Caught Being Good Game (CBGG) is a classroom management intervention which is described as a variation of the classic Good Behavior Game (GBG). It is based on the principle of positive reinforcement, such that teams of students can earn points for following the class rules during the game. Points are awarded by the teacher at different intervals during the game and these intervals were the focus of the current study. We aimed to determine if the CBGG is effective with an initially dense schedule of reinforcement which is progressively thinned. The efficacy of the CBGG in targeting academic engagement and disruptive behavior was demonstrated for one primary school class and for two target students in that class. The game remained effective when the reinforcement schedule was thinned from 2 minutes, up to 5 minutes. This has potential implications for teacher time saving while playing the game.
C1 [Bohan, Clare] Dublin City Univ, Sch Psychol, Dublin, Ireland.
   [Bohan, Clare] Dublin City Univ, Sch Psychol, Dublin, Ireland.
C3 Dublin City University; Dublin City University
RP Bohan, C (corresponding author), Dublin City Univ, Sch Psychol, Dublin, Ireland.
EM clare.bohan22@mail.dcu.ie
OI Smyth, Sinead/0000-0002-8736-0505; Bohan, Clare/0000-0003-2783-5633
FU Career Enhancement grant; School of Psychology in Dublin City University
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was conducted as part of the first author's PhD thesis submitted at
   Dublin City University, under the supervision of the second
   (coordinating) author. The research was partially funded by a Career
   Enhancement grant awarded to the second author. The first author
   received funding in the form of tuition fees from the School of
   Psychology in Dublin City University. The authors have no other funding
   source or conflicts of interest to declare. This study was conducted in
   accordance with full ethical approval granted by Dublin City
   University's research ethics committee
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NR 37
TC 2
Z9 3
U1 1
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-4455
EI 1552-4167
J9 BEHAV MODIF
JI Behav. Modificat.
PD MAY
PY 2023
VL 47
IS 3
BP 644
EP 669
DI 10.1177/01454455221129993
EA NOV 2022
PG 26
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA E8JM3
UT WOS:000885606800001
PM 36373436
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Kesting, T
   Gerstlberger, W
   Baaken, T
AF Kesting, Tobias
   Gerstlberger, Wolfgang
   Baaken, Thomas
TI A benefit segmentation approach for innovation-oriented
   university-business collaboration
SO INTERNATIONAL JOURNAL OF TECHNOLOGY MANAGEMENT
LA English
DT Article
DE university-business collaboration; UBC; academic engagement;
   universities; industrial enterprises; textile industries; market
   segmentation; benefit segmentation; innovation collaboration; R&D; small
   and medium-sized enterprises; SMEs; inter-organisational collaboration
ID TECHNOLOGY-TRANSFER; ACADEMIC ENTREPRENEURSHIP; INDUSTRY; KNOWLEDGE;
   COMMERCIALIZATION; COOPERATION; SCIENTISTS; FIRM; UK
AB Increasing competition in the light of globalisation imposes challenges on both academia and businesses. Universities have to compete for additional financial means, while companies, particularly in high technology business environments, are facing a stronger pressure to innovate. Universities seek to deal with this situation by academic engagement, hereby providing external research support for businesses. Relying on the market segmentation approach, promoting beneficial exchange relations between academia and businesses enables the integration of both perspectives and may contribute to solving current challenges. Transferring the segmentation approach and the customer benefit perspective to university-business collaboration (UBC), this paper develops a multi-step segmentation framework aimed at identifying research customer segments in technical textile industries in Western Europe. This novel view helps to promote UBC and benefits both actors and society.
C1 [Kesting, Tobias; Baaken, Thomas] Munster Univ Appl Sci, Sci Business Mkt Res Ctr, Johann Krane Weg 27, D-48149 Munster, Germany.
   [Gerstlberger, Wolfgang] Univ Southern Denmark, Dept Mkt & Management, Fac Business & Social Sci, Ctr Integrat Innovat Management, Campusvej 55, DK-5230 Odense M, Denmark.
C3 University of Applied Sciences, Muenster; University of Southern Denmark
RP Kesting, T (corresponding author), Munster Univ Appl Sci, Sci Business Mkt Res Ctr, Johann Krane Weg 27, D-48149 Munster, Germany.
EM kesting@fh-muenster.de; woge@sam.sdu.dk; baaken@fh-muenster.de
RI Gerstlberger, Wolfgang/Y-9166-2019; Kesting, Tobias/JJE-0529-2023
OI Gerstlberger, Wolfgang/0000-0001-6200-5737; Kesting,
   Tobias/0009-0000-7659-3381
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NR 76
TC 6
Z9 6
U1 4
U2 59
PU INDERSCIENCE ENTERPRISES LTD
PI GENEVA
PA WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND
SN 0267-5730
EI 1741-5276
J9 INT J TECHNOL MANAGE
JI Int. J. Technol. Manage.
PY 2018
VL 76
IS 1-2
SI SI
BP 58
EP 80
DI 10.1504/IJTM.2018.088702
PG 23
WC Engineering, Multidisciplinary; Management; Operations Research &
   Management Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Engineering; Business & Economics; Operations Research & Management
   Science
GA FT6WZ
UT WOS:000423295900004
OA Green Submitted, Bronze
DA 2024-07-15
ER

PT J
AU Assor, A
   Kaplan, H
   Kanat-Maymon, Y
   Roth, G
AF Assor, A
   Kaplan, H
   Kanat-Maymon, Y
   Roth, G
TI Directly controlling teacher behaviors as predictors of poor motivation
   and engagement in girls and boys: The role of anger and anxiety
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE autonomy support; control; emotion; motivation; gender differences;
   teachers' behavior; engagement
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; AUTONOMY
AB We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing critical and independent opinions. We hypothesized that children's perceptions of their teachers as directly controlling would arouse anger and anxiety in children, and these emotions would enhance a-motivation and extrinsic motivation, which, respectively, would undermine intensive academic engagement and promote restricted engagement. Three hundred and nineteen Israeli 4th-5th graders completed questionnaires assessing the variables of interest. The extent to which children showed intensive academic engagement was assessed by their primary teachers. Path analyses supported the expected relations. DCTB appear particularly harmful because they lead to a-motivation that is intertwined with anger and anxiety. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
C3 Ben Gurion University
RP Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
EM assor@bgumail.bgu.ac.il
RI Roth, Guy/F-1496-2012
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NR 31
TC 285
Z9 366
U1 2
U2 80
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD OCT
PY 2005
VL 15
IS 5
BP 397
EP 413
DI 10.1016/j.learninstruc.2005.07.008
PG 17
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 970LE
UT WOS:000232310700003
DA 2024-07-15
ER

PT J
AU Volpe, RJ
   Briesch, AM
AF Volpe, Robert J.
   Briesch, Amy M.
TI Generalizability and Dependability of Single-Item and Multiple-Item
   Direct Behavior Rating Scales for Engagement and Disruptive Behavior
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID DEFICIT HYPERACTIVITY DISORDER; ACADEMIC ENGAGEMENT; SOCIAL-BEHAVIOR;
   CHILDREN; ACCURACY; DBR; RELIABILITY; VALIDITY; MODEL
AB Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the over-whelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the dependability of the two DBR methods for two behaviors (Academic Engagement/Motivation and Disruptive Behavior). Two graduate students used both methods to rate 10-min video clips of the classroom behavior of 8 middle school students on three occasions. Generalizability of ratings was examined across raters and occasions, and decision studies were conducted to determine the minimal number of ratings necessary to obtain an acceptable level of dependability. Results favor the DBR-MIS method over the DBR-SIS method for making timely decisions across decision-making contexts. Results are discussed in terms of their implications for research and practice.
C1 [Volpe, Robert J.; Briesch, Amy M.] Northeastern Univ, Bouve Coll Hlth Sci, Boston, MA 02115 USA.
C3 Northeastern University
RP Volpe, RJ (corresponding author), Northeastern Univ, Bouve Coll Hlth Sci, 404 Int Village, Boston, MA 02115 USA.
EM r.volpe@neu.edu
RI Volpe, Robert J/JCE-1208-2023
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NR 30
TC 34
Z9 52
U1 0
U2 8
PU NATL ASSOC SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD SEP
PY 2012
VL 41
IS 3
BP 246
EP 261
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 020HA
UT WOS:000309798400002
DA 2024-07-15
ER

PT J
AU Edwards, L
   Chard, DJ
AF Edwards, L
   Chard, DJ
TI Curriculum reform in a residential treatment program: Establishing high
   academic expectations for students with emotional and behavioral
   disorders
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID WRITING INSTRUCTION
AB The importance of high-quality academic instruction and high academic expectations for students with emotional and behavioral disorders (E/BD) is discussed. A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom at a residential treatment program. Twenty-two students ranging in age from 11 to 16 participated in a 4-week pilot study designed to examine the effects of systematic instruction in story elements and narrative summary writing on student writing skills and academic engagement. Results suggest that students with E/BD who participated in the study's language arts/history curriculum showed improvements in both summary writing skills and academic engagement. Though data analysis and specifics of results are not the focus of this report, results highlight the importance of thoughtful, thorough instructional planning and the need for high levels of teacher instructional engagement when working with students with E/BD.
C1 Univ Oregon, Coll Educ, Inst Dev Educ Achievement, Eugene, OR 97403 USA.
   Univ Texas, Coll Educ, Dept Special Educ, Austin, TX 78712 USA.
C3 University of Oregon; University of Texas System; University of Texas
   Austin
RP Edwards, L (corresponding author), Univ Oregon, Coll Educ, Inst Dev Educ Achievement, Eugene, OR 97403 USA.
CR Campbell D, 1963, EXPT QUASIEXPERIMENT
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NR 18
TC 5
Z9 8
U1 0
U2 1
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI RESTON
PA 1920 ASSOCIATION DR, RESTON, VA 20191-1589 USA
SN 0198-7429
J9 BEHAV DISORDERS
JI Behav. Disord.
PD MAY
PY 2000
VL 25
IS 3
BP 259
EP 263
PG 5
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 708YZ
UT WOS:000184599100008
DA 2024-07-15
ER

PT J
AU Iadarola, S
   Shih, W
   Dean, M
   Blanch, E
   Harwood, R
   Hetherington, S
   Mandell, D
   Kasari, C
   Smith, T
AF Iadarola, Suzannah
   Shih, Wendy
   Dean, Michelle
   Blanch, Erica
   Harwood, Robin
   Hetherington, Susan
   Mandell, David
   Kasari, Connie
   Smith, Tristram
TI Implementing a Manualized, Classroom Transition Intervention for
   Students With ASD in Underresourced Schools
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE autism spectrum disorder; problem behavior; student transitions; school
   intervention
ID ACADEMIC ENGAGEMENT; CHALLENGING BEHAVIOR; AUTISM; CHILDREN
AB Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs (n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.
C1 [Iadarola, Suzannah] Univ Rochester, Med Ctr, Pediat, Rochester, NY 14642 USA.
   [Hetherington, Susan] Univ Rochester, Strong Ctr Dev Disabil, Rochester, NY USA.
   [Hetherington, Susan] Univ Rochester, Pediat & Educ, Rochester, NY USA.
   [Smith, Tristram] Univ Rochester, Dev Behav Pediat Res, Med Ctr, Rochester, NY 14642 USA.
   [Shih, Wendy] Univ Calif Los Angeles, Kasari Lab, Los Angeles, CA USA.
   [Kasari, Connie] Univ Calif Los Angeles, Psychol Studies Educ & Psychiat, Los Angeles, CA USA.
   [Dean, Michelle] Calif State Univ Channel Isl, Special Educ, Camarillo, CA USA.
   [Blanch, Erica] Univ Penn, Ctr Mental Hlth Policy & Serv Res, Philadelphia, PA 19104 USA.
   [Mandell, David] Univ Penn, Psychiat, Perelman Sch Med, Philadelphia, PA 19104 USA.
   [Mandell, David] Univ Penn, Ctr Mental Hlth Policy & Serv Res, Perelman Sch Med, Philadelphia, PA 19104 USA.
   [Harwood, Robin] Hlth Resources & Serv Adm, Maternal & Child Hlth Bur, Rockville, MD USA.
C3 University of Rochester; University of Rochester; University of
   Rochester; University of Rochester; University of California System;
   University of California Los Angeles; University of California System;
   University of California Los Angeles; California State University
   System; California State University Channel Islands; University of
   Pennsylvania; University of Pennsylvania; University of Pennsylvania;
   United States Health Resources & Service Administration (HRSA)
RP Iadarola, S (corresponding author), Univ Rochester, 601 Elmwood Ave,Box 671, Rochester, NY 14642 USA.
EM Suzannah_Iadarola@URMC.Rochester.edu
RI Dean, Michelle/AAA-4528-2022; Mandell, David S/H-2730-2012
OI Iadarola, Suzannah/0000-0001-6828-8379
CR Altepeter TS., 1989, J PSYCHOEDUC ASSESS, V7, P312, DOI DOI 10.1177/073428298900700404
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NR 45
TC 21
Z9 22
U1 3
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-4455
EI 1552-4167
J9 BEHAV MODIF
JI Behav. Modificat.
PD JAN
PY 2018
VL 42
IS 1
SI SI
BP 126
EP 147
DI 10.1177/0145445517711437
PG 22
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA FO7CI
UT WOS:000417028100007
PM 28675941
OA Bronze
DA 2024-07-15
ER

PT J
AU Tartari, V
   Salter, A
AF Tartari, Valentina
   Salter, Ammon
TI The engagement gap: Exploring gender differences in University -
   Industry collaboration activities
SO RESEARCH POLICY
LA English
DT Article
DE Gender; Academic-engagement with industry; University-industry
   collaboration; Marginality; Women in science; Semi-parametric matching
ID RESEARCH PRODUCTIVITY; AFFIRMATIVE-ACTION; LIFE; SCIENCE; SCIENTISTS;
   ENTREPRENEURS; FACULTY; WOMEN; SEX; PERFORMANCE
AB In recent years, the debate about the marginality of women in academic science has been extended to academics' engagement with industry and their commercial efforts. Analyzing multi-source data for a large sample of UK physical and engineering scientists and employing a matching technique, this study suggests women academics to engage less and in different ways than their male colleagues of similar status in collaboration activities with industry. We then argue - and empirical assess - these differences can be mitigated by the social context in which women scientists operate, including the presence of women in the local work setting and their wider discipline, and the institutional support for women's careers in their organization. We explore the implications of these findings for policies to support women's scientific and technical careers and engagement with industry. (C) 2015 The Authors. Published by Elsevier B.V.
C1 [Tartari, Valentina] Copenhagen Business Sch, Dept Innovat, Org Econ, Copenhagen, Denmark.
   [Salter, Ammon] Univ Bath, Sch Management, Bath BA2 7AY, Avon, England.
C3 Copenhagen Business School; University of Bath
RP Salter, A (corresponding author), Univ Bath, Sch Management, Bath BA2 7AY, Avon, England.
EM a.j.salter@bath.ac.uk
RI Tartari, Valentina/ABB-4882-2021; Salter, Ammon/A-9217-2010
OI Tartari, Valentina/0000-0001-7332-8590; Salter,
   Ammon/0000-0003-2065-1268
FU UK's Engineering and Physical Sciences Research Council [EP/F036930/1];
   Economic and Social Research Council (ESRC) [ES/K001159/1]; UK
   Innovation Research Centre - ESRC [RES/G028591/1]; National Endowment
   for Science, Technology and the Arts; Department for Business,
   Innovation and Skills; Technology Strategy Board; EPSRC [EP/F036930/1]
   Funding Source: UKRI; ESRC [ES/G042993/1, ES/K001159/1] Funding Source:
   UKRI
FX Ammon Salter and Valentina Tartari would like to acknowledge the support
   of the UK's Engineering and Physical Sciences Research Council
   (EP/F036930/1), Economic and Social Research Council
   (ESRC)(ES/K001159/1) and the UK Innovation Research Centre
   (RES/G028591/1), which was sponsored by the ESRC; the National Endowment
   for Science, Technology and the Arts; the Department for Business,
   Innovation and Skills; and the Technology Strategy Board. The authors
   benefited from comments from the editor, two anonymous referees, Paola
   Criscuolo and Maryann Feldman, and from participants at the Academy of
   Management, DRUID and EEMAE conferences as well as seminars at the
   University of Turin and Cambridge. All errors and omissions are the
   responsibility of the authors.
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NR 84
TC 73
Z9 82
U1 4
U2 87
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD JUL
PY 2015
VL 44
IS 6
BP 1176
EP 1191
DI 10.1016/j.respol.2015.01.014
PG 16
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA CK3PI
UT WOS:000356127600003
OA hybrid
DA 2024-07-15
ER

PT J
AU Kim, MS
   Blair, KSC
   Lim, KW
AF Kim, Mi-seon
   Blair, Kwang-Sun Cho
   Lim, Kyoung-won
TI Using tablet assisted Social Stories™ to improve classroom behavior for
   adolescents with intellectual disabilities
SO RESEARCH IN DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE Tablet; Multimedia; Social Stories (TM); Intellectual disabilities;
   Problem behavior; Academic engagement
ID AUTISM SPECTRUM DISORDERS; SPEECH-GENERATING DEVICE; CHALLENGING
   BEHAVIOR; 2 STUDENTS; CHILDREN; SKILLS; IPAD; INSTRUCTION; ENGAGEMENT;
   IPOD
AB The present study examined the use of tablet assisted Social Stories (TM) intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Kim, Mi-seon; Lim, Kyoung-won] Kongju Natl Univ, Gongju, South Korea.
   [Blair, Kwang-Sun Cho] Univ S Florida, Tampa, FL 33612 USA.
C3 Kongju National University; State University System of Florida;
   University of South Florida
RP Blair, KSC (corresponding author), Univ S Florida, 13301 Bruce B Downs Blvd,MHC 2336, Tampa, FL 33612 USA.
EM kwangsun@usf.edu
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NR 75
TC 29
Z9 30
U1 3
U2 133
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0891-4222
J9 RES DEV DISABIL
JI Res. Dev. Disabil.
PD SEP
PY 2014
VL 35
IS 9
BP 2241
EP 2251
DI 10.1016/j.ridd.2014.05.011
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA AK1MM
UT WOS:000338179200034
PM 24927518
DA 2024-07-15
ER

PT J
AU Beasley, ST
AF Beasley, Samuel T.
TI Student-Faculty Interactions and Psychosociocultural Influences as
   Predictors of Engagement Among Black College Students
SO JOURNAL OF DIVERSITY IN HIGHER EDUCATION
LA English
DT Article
DE academic engagement; social engagement; student-faculty relationships;
   psychosociocultural influences
ID ACADEMIC SELF-CONCEPT; AFRICAN-AMERICAN; CULTURAL CONGRUITY; RACIAL
   IDENTITY; PSYCHOSOCIAL EXPERIENCES; UNIVERSITY ENVIRONMENT; SOCIAL
   SUPPORT; PERCEPTIONS; ESTEEM; POWER
AB While engagement has been identified as a key component to enhancing the academic outcomes of college students, less work has focused on specific predictors of engagement for Black college students attending predominately White postsecondary institutions (PWIs). The current study examined the influence of 2 dimensions of student-faculty interactions (caring attitudes and respectful interactions) and psychosociocultural factors (racial identity, perceptions of the university environment, and cultural congruity) on the academic and social engagement of 209 Black undergraduates attending a Southwestern research-intensive PWI. Hierarchical regression analyses revealed that these factors accounted for 34% of the variance in academic engagement and 32% of the variance in social engagement. Specifically, caring student-faculty relationships, cultural congruity, and racial centrality were significant predictors for both types of engagement. Implications of these findings for research and practice with Black college students are discussed.
C1 [Beasley, Samuel T.] Western Michigan Univ, Kalamazoo, MI 49008 USA.
C3 Western Michigan University
RP Beasley, ST (corresponding author), Western Michigan Univ, Dept Counselor Educ & Counseling Psychol, 1903 West Michigan Ave, Kalamazoo, MI 49008 USA.
EM samuel.beasley@wmich.edu
RI Beasley, Samuel/AAY-8945-2020
OI Beasley, Samuel/0000-0002-0229-591X
CR [Anonymous], 2017, ASS STUDY HIGHER ED
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NR 70
TC 12
Z9 37
U1 1
U2 21
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1938-8926
EI 1938-8934
J9 J DIVERS HIGH EDUC
JI J. Divers. High. Educ.
PD JUN
PY 2021
VL 14
IS 2
BP 240
EP 251
DI 10.1037/dhe0000169
PG 12
WC Education & Educational Research; Psychology, Educational; Psychology,
   Social
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA SM0IP
UT WOS:000657296800007
DA 2024-07-15
ER

PT J
AU Collins, TA
   Hawkins, RO
   Flowers, EM
   Kalra, HD
   Richard, J
   Haas, LE
AF Collins, Tai A.
   Hawkins, Renee O.
   Flowers, Emily M.
   Kalra, Hilary D.
   Richard, Jessie
   Haas, Lauren E.
TI Behavior Bingo: The effects of a culturally relevant group contingency
   intervention for students with EBD
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE Behavior Bingo; culturally relevant intervention; group contingency
ID INTERDEPENDENT GROUP CONTINGENCY; DISRUPTIVE BEHAVIOR; MYSTERY
   MOTIVATOR; SERVING STUDENTS; CLASSROOM; DISORDERS; GAME; RANDOMIZATION;
   REINFORCERS; COMPONENTS
AB Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with EBD during independent seatwork in an urban alternative high school setting. During the intervention, the class collaborated to fill in a posted Bingo board contingent on demonstrating appropriate behavior. Using an ABAB withdrawal design in two classrooms, the Behavior Bingo intervention showed promise as a feasible and effective classroom management intervention. Given the urban setting and diverse sample of participants, implications for culturally relevant and responsive intervention are discussed, including the role of peers in culturally responsive intervention, the use of randomization and uncertainty, preference assessment, and engaging intervention components.
C1 [Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E.] Univ Cincinnati, Cincinnati, OH USA.
C3 University System of Ohio; University of Cincinnati
RP Collins, TA (corresponding author), Univ Cincinnati, Sch Human Serv, Sch Psychol Program, Coll Educ Criminal Justice & Human Serv, POB 210068, Cincinnati, OH 45221 USA.
EM tai.collins@uc.edu
RI Kalra, Hilary/AAN-3051-2021; Kalra, D/H-6661-2019
OI Kalra, D/0000-0001-5254-4067
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NR 34
TC 14
Z9 27
U1 0
U2 3
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JAN
PY 2018
VL 55
IS 1
SI SI
BP 63
EP 75
DI 10.1002/pits.22091
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FQ1EH
UT WOS:000418098600006
DA 2024-07-15
ER

PT J
AU Vogelgesang, KL
   Bruhn, AL
   Coghill-Behrends, WL
   Kern, AM
   Troughton, LCW
AF Vogelgesang, Kari L.
   Bruhn, Allison L.
   Coghill-Behrends, William L.
   Kern, Amanda M.
   Troughton, Leonard C. W.
TI A Single-Subject Study of a Technology-Based Self-Monitoring
   Intervention
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Technology-based interventions; Self-regulation; ADHD; Teacher
   perceptions
ID BEHAVIOR PROBLEMS; STUDENTS; ACCEPTABILITY; PERFORMANCE; ADOLESCENTS;
   ATTENTION
AB Students with ADHD often struggle with self-regulation skills. One strategy demonstrating considerable success in helping these students regulate their behavior is self-monitoring. Although there is an abundance of research on self-monitoring, research on the use of technology for self-monitoring is only beginning to emerge. The primary goal of this single-subject study was to examine the effects of an iPad application (SCORE IT) for self-monitoring on the behavior of three fifth-grade students with or at risk for ADHD who were exhibiting low rates of academic engagement in a general education environment. A secondary goal was to gain an in-depth understanding of the teacher's perceptions of the feasibility and value of the intervention. Overall, the SCORE IT intervention resulted in substantial improvements in academic engagement, and teacher perceptions of the feasibility and worth of the intervention were reported as highly favorable. Limitations and future directions for research are discussed.
C1 [Vogelgesang, Kari L.; Bruhn, Allison L.; Kern, Amanda M.; Troughton, Leonard C. W.] Univ Iowa, Dept Teaching & Learning, Iowa City, IA 52242 USA.
   [Vogelgesang, Kari L.; Coghill-Behrends, William L.] Univ Iowa, Teacher Leader Ctr, Iowa City, IA 52242 USA.
   [Kern, Amanda M.] Univ Massachusetts, Dept Student Dev, Amherst, MA 01003 USA.
C3 University of Iowa; University of Iowa; University of Massachusetts
   System; University of Massachusetts Amherst
RP Vogelgesang, KL (corresponding author), Univ Iowa, Dept Teaching & Learning, Iowa City, IA 52242 USA.
EM kari-vogelgesang@uiowa.edu
RI Vogelgesang, Kari/K-9274-2019
CR [Anonymous], HDB SELF IDENTITY
   [Anonymous], SCH PSYCHOL Q
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NR 44
TC 19
Z9 35
U1 2
U2 22
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD DEC
PY 2016
VL 25
IS 4
BP 478
EP 497
DI 10.1007/s10864-016-9253-4
PG 20
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EG4OD
UT WOS:000391022700005
DA 2024-07-15
ER

PT J
AU Carter, EW
   Sisco, LG
   Melekoglu, MA
   Kurkowski, C
AF Carter, Erik W.
   Sisco, Lynn G.
   Melekoglu, Macid A.
   Kurkowski, Colleen
TI Peer supports as an alternative to individually assigned
   paraprofessionals in inclusive high school classrooms
SO RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
LA English
DT Article
DE inclusion; general curriculum; social interaction; academic engagement;
   transition; peer supports
ID SIGNIFICANT COGNITIVE DISABILITIES; GENERAL-EDUCATION CLASSROOMS;
   INTELLECTUAL DISABILITIES; SOCIAL INTERACTIONS; MENTAL-RETARDATION;
   PROMOTING ACCESS; STUDENTS; CURRICULUM; INTERVENTION; STRATEGIES
AB Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify-effective strategies for supporting students with disabilities to access the numerous social and learning opportunities within general education. We examined peer support interventions as an alternative to one-to-one, adult-delivered support in high school science and art classrooms. All four participants with severe disabilities engaged in substantially more peer interactions when working with a peer support relative to when receiving direct support from a paraprofessional or special educator Students' levels of academic engagement were not diminished because of participation in peer support arrangements. We discuss the contributions of these strategies to promoting peer interaction within inclusive classrooms, as well as offer recommendations for further refinement of this intervention approach.
C1 [Carter, Erik W.; Sisco, Lynn G.; Melekoglu, Macid A.; Kurkowski, Colleen] Univ Wisconsin, Dept Rehabil Psychol & Special Educ, Madison, WI 53706 USA.
C3 University of Wisconsin System; University of Wisconsin Madison
RP Carter, EW (corresponding author), Univ Wisconsin, Dept Rehabil Psychol & Special Educ, 432 E Campus Mall, Madison, WI 53706 USA.
EM ewcarter@wisc.edu
RI Carter, Erik/AAX-3043-2020; Melekoglu, Macid/AAK-1798-2020
OI Carter, Erik/0000-0001-7153-2782; Melekoglu, Macid/0000-0002-9933-5331
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NR 52
TC 49
Z9 98
U1 3
U2 31
PU TASH
PI BALTIMORE
PA 29 W SUSQUEHANNA AVE, STE 210, BALTIMORE, MD 21204-5201 USA
SN 0274-9483
J9 RES PRACT PERS SEV D
JI Res. Pract. Pers. Sev. Disabil.
PD WIN
PY 2007
VL 32
IS 4
BP 213
EP 227
DI 10.2511/rpsd.32.4.213
PG 15
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 351XV
UT WOS:000259460200002
DA 2024-07-15
ER

PT J
AU Filippello, P
   Buzzai, C
   Sorrenti, L
   Costa, S
   Abramo, A
   Wang, KT
AF Filippello, Pina
   Buzzai, Caterina
   Sorrenti, Luana
   Costa, Sebastiano
   Abramo, Annarita
   Wang, Kennet T.
TI Italian version of the Family Almost Perfect Scale: Psychometric
   characteristics and relationships with academic engagement, self-esteem,
   and personal perfectionism
SO APPLIED DEVELOPMENTAL SCIENCE
LA English
DT Article
ID PARENTAL PSYCHOLOGICAL CONTROL; MALADAPTIVE PERFECTIONISM; STUDENTS
   RELATIONSHIPS; WORK ENGAGEMENT; MEDIATING ROLE; SATISFACTION;
   ASSOCIATION; DEPRESSION; BURNOUT; ACHIEVEMENT
AB The aim of this manuscript is to examine the perceived parental perfectionism in undergraduate Italian students. Study 1 aimed at exploring the factorial structure, reliability, and construct validity of the Italian version of the Family Almost Perfect Scale (FAPS). The aim of Study 2 was to cross-validate the FAPS structure with a different sample and to examine the relationship of family perfectionism with personal perfectionism, self-esteem, and academic engagement. In Study 2, we compared different profiles of perceived perfectionistic families on these stated psychological indicators. Results provided evidence for the applicability of the FAPS in an Italian sample. Participants of Study 2 were classified by latent profile analyses into four different profiles of perceived perfectionistic families and compared on psychological indicators. The results confirm that family discrepancy is the most detrimental aspect of perceived parental perfectionism, which warrants attention through psychological counseling.
C1 [Filippello, Pina; Buzzai, Caterina; Costa, Sebastiano; Abramo, Annarita] Univ Messina, Messina, Italy.
   [Sorrenti, Luana] Univ Campania Luigi Vanvitelli, Caserta, Italy.
   [Wang, Kennet T.] Fuller Theol Seminary, Pasadena, CA 91101 USA.
C3 University of Messina; Universita della Campania Vanvitelli
RP Sorrenti, L (corresponding author), Univ Messina, Dept Clin & Expt Med, Policlin G Martino, Via C Valeria, I-98125 Messina, Italy.
EM sorrentil@unime.it
RI Costa, Sebastiano/E-8826-2014; buzzai, caterina/AAB-2406-2021;
   Filippello, Pina/G-3483-2015; Sorrenti, Luana/G-1040-2015
OI Costa, Sebastiano/0000-0002-2392-6039; buzzai,
   caterina/0000-0001-8126-6668; Filippello, Pina/0000-0002-9327-0119;
   Sorrenti, Luana/0000-0002-5616-0498
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NR 73
TC 10
Z9 10
U1 1
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1088-8691
EI 1532-480X
J9 APPL DEV SCI
JI Appl. Dev. Sci.
PD OCT 2
PY 2021
VL 25
IS 4
BP 351
EP 363
DI 10.1080/10888691.2019.1647106
EA AUG 2019
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA WL9MH
UT WOS:000480457300001
DA 2024-07-15
ER

PT J
AU Dart, EH
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AF Dart, Evan H.
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   Dadakhodjaeva, Komila
   Bates, Kayla E.
   Wright, Sarah J.
TI THE CLASSROOM PASSWORD: A CLASS-WIDE INTERVENTION TO INCREASE ACADEMIC
   ENGAGEMENT
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID MIDDLE SCHOOL STUDENTS; GROUP CONTINGENCY; PROBLEM BEHAVIOR;
   IMPLEMENTATION; PERFORMANCE; PATTERNS
AB The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh-and eighth-grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students' academic engagement, or on-task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off-task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class-wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time. (C) 2016 Wiley Periodicals, Inc.
C1 [Dart, Evan H.; Radley, Keith C.; Battaglia, Allison A.; Dadakhodjaeva, Komila; Bates, Kayla E.; Wright, Sarah J.] Univ So Mississippi, Hattiesburg, MS 39406 USA.
C3 University of Southern Mississippi
RP Dart, EH (corresponding author), Univ So Mississippi, Dept Psychol, 118 Coll Dr 5025, Hattiesburg, MS 39406 USA.
EM evan.dart@usm.edu
RI Bates-Brantley, Kayla/AAA-4285-2022
OI Bates-Brantley, Kayla/0000-0001-9841-839X
CR [Anonymous], 2010, TOUGH KID BOOK PRACT
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NR 34
TC 10
Z9 19
U1 3
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD APR
PY 2016
VL 53
IS 4
BP 416
EP 431
DI 10.1002/pits.21911
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DH1DD
UT WOS:000372523700006
DA 2024-07-15
ER

PT J
AU Milot, AS
   Ludden, AB
AF Milot, Alyssa S.
   Ludden, Alison Bryant
TI The Effects of Religion and Gender on Well-Being, Substance Use, and
   Academic Engagement Among Rural Adolescents
SO YOUTH & SOCIETY
LA English
DT Article
DE religion; gender differences; substance use; achievement motivation;
   adolescent mental health; rural youth
ID LIFE-COURSE; SCHOOL; YOUTH; INVOLVEMENT; FAMILY; RISK; SOCIALIZATION;
   ACHIEVEMENT; BEHAVIORS; ATTITUDES
AB The effects of religious attendance, religious importance, and gender on well-being, substance use, and academic engagement were examined among early adolescents (N = 683) from rural schools. Results indicated that females viewed religion as more important than males, although the frequency of religious attendance did not differ for males and females. Hierarchical regression results revealed that religious importance was a more prominent protective factor than attendance against substance use even after accounting for parental support; however, no links were found between religiosity and depression or self-esteem. Adolescents who reported that religion was important in their lives reported lower school misbehavior and higher motivation, although those with high religious attendance had higher grades. Interaction effects indicated that religious importance was particularly salient for males compared to females in terms of enhanced school bonding and self-efficacy.
C1 [Ludden, Alison Bryant] Coll Holy Cross, Dept Psychol, Worcester, MA 01610 USA.
   [Milot, Alyssa S.] Boston Coll, Lynch Sch Educ, Counseling Psychol Program, Chestnut Hill, MA 02167 USA.
C3 College of the Holy Cross; Boston College
RP Ludden, AB (corresponding author), Coll Holy Cross, Dept Psychol, 1 Coll St, Worcester, MA 01610 USA.
EM aludden@holycross.edu; milot@bc.edu
OI Ludden, Alison/0000-0001-6592-398X
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NR 52
TC 46
Z9 74
U1 2
U2 35
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0044-118X
EI 1552-8499
J9 YOUTH SOC
JI Youth Soc.
PD MAR
PY 2009
VL 40
IS 3
BP 403
EP 425
DI 10.1177/0044118X08316668
PG 23
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA 396SW
UT WOS:000262612400005
DA 2024-07-15
ER

PT J
AU Okwuduba, EN
   Rauf, RAA
   Zulnaidi, H
   Nwosu, KC
AF Okwuduba, Emmanuel Nkemakolam
   Rauf, Rose Amnah Abd
   Zulnaidi, Hutkemri
   Nwosu, Kingsley Chinaza
TI Contribution of perceived faculty caring (FC) and student engagement
   (SE) to lifelong learning (LLL) of post-secondary remediated (PSR)
   science students
SO HELIYON
LA English
DT Article
DE Faculty caring; Lifelong learning; Post -secondary education; Remediated
   science student; Student engagement
ID EMOTIONAL INTELLIGENCE; ADULT-EDUCATION; UNIVERSITY; SUPPORT; IMPACT;
   PERCEPTIONS; PERFORMANCE; STRATEGIES; MOTIVATION; RETENTION
AB Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students' academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested.
C1 [Okwuduba, Emmanuel Nkemakolam; Rauf, Rose Amnah Abd; Zulnaidi, Hutkemri] Univ Malaya, Fac Educ, Dept Math & Sci Educ, Kuala Lumpur 50603, Malaysia.
   [Nwosu, Kingsley Chinaza] Univ Free State, Div Student Affairs, Bloemfontein, South Africa.
C3 Universiti Malaya; University of the Free State
RP Rauf, RAA (corresponding author), Univ Malaya, Fac Educ, Dept Math & Sci Educ, Kuala Lumpur 50603, Malaysia.
EM rose_amnah@um.edu.my
RI Nwosu, Kingsley Chinaza/ABD-4803-2021; Zulnaidi, Assoc. Prof. Dr.
   Hutkemri/H-4009-2016; ABD RAUF, ROSE/F-7497-2011
OI Nwosu, Kingsley Chinaza/0000-0002-8856-7938; Zulnaidi, Assoc. Prof. Dr.
   Hutkemri/0000-0002-7799-1223; ABD RAUF, ROSE/0000-0001-7777-378X
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NR 88
TC 1
Z9 1
U1 0
U2 7
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD SEP
PY 2022
VL 8
IS 9
AR e10546
DI 10.1016/j.heliyon.2022.e10546
EA SEP 2022
PG 11
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 5B0XJ
UT WOS:000863299900004
PM 36110229
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Vollmann, M
   Scheepers, RA
   Hilverda, F
AF Vollmann, Manja
   Scheepers, Renee A.
   Hilverda, Femke
TI Study delay during emergency remote teaching among students at Dutch
   universities: the role of students' education satisfaction and academic
   wellbeing
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Emergency remote teaching (ERT); Education satisfaction; Academic
   burnout; Academic engagement; Study delay
ID PERCEIVED LEARNING OUTCOMES; WORK ENGAGEMENT; PERFORMANCE; BURNOUT;
   DETERMINANTS; MEDIATION
AB This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students' academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students' education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students' education satisfaction gets preserved.
C1 [Vollmann, Manja; Scheepers, Renee A.; Hilverda, Femke] Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Sociomed Sci, Rotterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus University Rotterdam - Excl
   Erasmus MC
RP Vollmann, M (corresponding author), Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Sociomed Sci, Rotterdam, Netherlands.
EM vollmann@eshpm.eur.nl
OI Hilverda, Femke/0000-0002-7542-4508; Vollmann, Manja/0000-0001-6464-775X
FU Netherlands Organisation for Health Research and Development (ZonMw)
   [10430 03201 0023]
FX This research was supported by a grant provided by the Netherlands
   Organisation for Health Research and Development (ZonMw), Grant No:
   10430 03201 0023.
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NR 76
TC 1
Z9 1
U1 7
U2 7
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0256-2928
EI 1878-5174
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD 2024 JAN 6
PY 2024
DI 10.1007/s10212-023-00779-1
EA JAN 2024
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EE2S4
UT WOS:001137183300001
OA hybrid
DA 2024-07-15
ER

PT J
AU Zeiders, KH
   Umaña-Taylor, AJ
   Carbajal, S
   Pech, A
AF Zeiders, Katharine H.
   Umana-Taylor, Adriana J.
   Carbajal, Selena
   Pech, Alexandria
TI Police discrimination among Black, Latina/x/o, and White adolescents:
   Examining frequency and relations to academic functioning
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Police discrimination; academic engagement; academic grades
ID RACIAL-DISCRIMINATION; RACE; PERCEPTIONS; YOUTH; SOCIALIZATION;
   ENGAGEMENT; ATTITUDES; ADULTS; HEALTH
AB Introduction: Concerns regarding police brutality and violence against people of color in the U.S. remain high in the current sociohistorical moment in which the recent murder of George Floyd by a police officer is highly salient. Although the prevalence and consequences of such experiences for Black and Latina/x/o adults have been documented in the literature, there is a limited understanding of youths' negative experiences with police. Methods: Utilizing a sample of 1378 adolescents (Mage = 16.16 years, SD = 1.12), the current study examined Black, Latina/x/o, and White youths' self-reports of ethnic-racial police discrimination and linked these experiences to youths' academic engagement and academic grades. Results: Black and Latina/x/o youth reported significantly greater experiences of ethnic-racial police discrimination than their White counterparts; nearly 24% of Black youth and 20% of Latina/x/o youth experienced at least one instance of ethnic-racial police discrimination in the last year, compared to only 2.9% of White youth. Differences by gender emerged among Latina/ x/o youth. Police discrimination was associated with lower academic engagement and lower academic grades among all youth. Conclusions: Findings demonstrate that the greater prevalence of ethnic-racial police discrimination in the lives of youth of color, relative to their White counterparts, mirroring the experiences of adults. Furthermore, coupled with the significant links with academic adjustment, the current findings demonstrate an additional factor that is likely implicated in the Black and Latina/ x/o vs. White academic achievement gap.
C1 [Zeiders, Katharine H.; Carbajal, Selena; Pech, Alexandria] Univ Arizona, Norton Sch Family & Consumer Sci, Tucson, AZ 85721 USA.
   [Umana-Taylor, Adriana J.] Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA.
C3 University of Arizona; Harvard University
RP Zeiders, KH (corresponding author), Univ Arizona, Norton Sch Family & Consumer Sci, Tucson, AZ 85721 USA.
EM zeidersk@email.arizona.edu
RI Carbajal, Selena/JBS-4716-2023
OI Pech, Alexandria/0000-0002-2755-4973; Carbajal,
   Selena/0000-0003-4563-8764
FU Latino Resilience Enterprise at Arizona State University
FX The first author identifies as White European American and uses
   she/her/hers gender pronouns. The second author identifies as a
   U.S.-born Latina raised by immigrant parents and uses she/her/ella
   gender pronouns. The third author identifies as Mexican American and
   uses she/her/hers gender pronouns. The fourth author identifies as
   Latina and uses she/her/hers gender pronouns. The authors thank the
   participating students, the school administrators who facilitated data
   collection, and all research assistants and staff who contributed to the
   research process. Funding for this work was provided by the Latino
   Resilience Enterprise at Arizona State University.
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NR 47
TC 16
Z9 22
U1 0
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD JUL
PY 2021
VL 90
BP 91
EP 99
DI 10.1016/j.adolescence.2021.06.001
EA JUN 2021
PG 9
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA TH0MN
UT WOS:000671789100009
PM 34182198
DA 2024-07-15
ER

PT J
AU Gao, YP
   Yu, Q
   Schuch, FB
   Herold, F
   Hossain, MM
   Ludyga, S
   Gerber, M
   Mullen, SP
   Yeung, AS
   Kramer, AF
   Taylor, A
   Schinke, R
   Cheval, B
   Paoli, AGD
   Ng, JL
   Van Damme, T
   Block, M
   Cunha, PM
   Olds, T
   Haegele, JA
   Zou, LY
AF Gao, Yanping
   Yu, Qian
   Schuch, Felipe B.
   Herold, Fabian
   Hossain, M. Mahbub
   Ludyga, Sebastian
   Gerber, Markus
   Mullen, Sean P.
   Yeung, Albert S.
   Kramer, Arthur F.
   Taylor, Alyx
   Schinke, Robert
   Cheval, Boris
   Paoli, Anthony G. Delli
   Ng, Jonathan Leo
   Van Damme, Tine
   Block, Martin
   Cunha, Paolo M.
   Olds, Timothy
   Haegele, Justin A.
   Zou, Liye
TI Meeting 24-h movement behavior guidelines is linked to academic
   engagement, psychological functioning, and cognitive difficulties in
   youth with internalizing problems
SO JOURNAL OF AFFECTIVE DISORDERS
LA English
DT Article
DE Physical activity; Sleep; Screen time; Anxiety; Depression
ID QUALITY-OF-LIFE; PHYSICAL-ACTIVITY; ANXIETY DISORDERS; SEDENTARY
   BEHAVIOR; DEPRESSIVE-DISORDERS; MENTAL-DISORDERS; YOUNG-PEOPLE; SCREEN
   TIME; CHILDREN; ADOLESCENTS
AB Background: This study aimed to investigate associations of meeting 24-h movement behavior (24-HMB: physical activity [PA], screen time [ST] in the school-aged youth, and sleep) guidelines with indicators of academic engagement, psychological functioning, and cognitive function in a national representative sample of U.S. youth. Methods: In this cross-sectional study, 1794 participants aged 6 to 17 years old were included for multivariable logistic regression to determine the above-mentioned associations, while adjusting for sociodemographic and health covariates. Results: The proportion of participants who met 24-HMB guideline(s) varied greatly (PA+ ST+ sleep = 34 [weighted 1.17 %], PA + ST = 23 [weighted 1.72 %], PA + sleep = 52 [weighted 2.15 %], PA = 34 [weighted 2.88 %], ST = 142 [weighted 7.5 %], ST+ sleep = 209 [weighted 11.86 %], sleep = 725 [weighted 35.5 %], none = 575 [weighted 37.22 %]). Participants who met ST guideline alone and integrated (ST + Sleep and ST + sleep + PA) guidelines demonstrated the consistently beneficial associations with learning interest/curiosity, caring for school performance, completing required homework, resilience, cognitive difficulties, self -regulation (ps < 0.05). Conclusion: Meeting 24-HMB guidelines in an isolated or integrative manner was associated with improved academic engagement, psychological functioning, and reduced cognitive difficulties. These findings highlight the importance of the promotion of 24-HMB guidelines in youth with internalizing problems. Future longitudinal studies are needed to investigate whether changes or modifications of meeting specific 24-HMB guidelines (especially ST) is beneficial for youth with internalizing problems.
C1 [Gao, Yanping; Yu, Qian; Herold, Fabian; Zou, Liye] Shenzhen Univ, Sch Psychol, Body Brain Mind Lab, Shenzhen 518060, Peoples R China.
   [Yu, Qian] Univ Macau, Fac Educ, Taipa 999078, Macau, Peoples R China.
   [Schuch, Felipe B.] Univ Fed Santa Maria, Dept Sports Methods & Tech, Santa Maria, Brazil.
   [Schuch, Felipe B.] Univ Autonoma Chile, Fac Hlth Sci, Providencia, Chile.
   [Herold, Fabian] Univ Potsdam, Fac Hlth Sci Brandenburg, Res Grp Degenerat & Chron Dis Movement, D-14476 Potsdam, Germany.
   [Hossain, M. Mahbub] Univ Houston, Dept Decis & Informat Sci, CT Bauer Coll Business, Houston, TX USA.
   [Ludyga, Sebastian; Gerber, Markus] Univ Basel, Dept Sport Exercise & Hlth, Basel, Switzerland.
   [Mullen, Sean P.] Univ Illinois, Dept Kinesiol & Community Hlth, Coll Appl Hlth Sci, Champaign, IL USA.
   [Yeung, Albert S.] Massachusetts Gen Hosp, Depress Clin & Res Program, Boston, MA USA.
   [Kramer, Arthur F.] Northeastern Univ, Ctr Cognit & Brain Hlth, Boston, MA 02115 USA.
   [Kramer, Arthur F.] Univ Illinois, Beckman Inst, Champaign, IL 61820 USA.
   [Taylor, Alyx] AECC Univ Coll, Sch Psychol Sport & Phys Act, Bournemouth BH5 2DF, England.
   [Schinke, Robert] Laurentian Univ, Sch Kinesiol & Hlth Sci, Sudbury, ON P3E 2C6, Canada.
   [Cheval, Boris] Ecole Normale Suprieure Rennes, Dept Sport Sci & Phys Educ, Bruz, France.
   [Cheval, Boris] Univ Rennes, Lab VIPS2, Rennes, France.
   [Paoli, Anthony G. Delli] Rutgers State Univ, Dept Kinesiol & Hlth, New Brunswick, NJ USA.
   [Ng, Jonathan Leo] RMIT Univ, Coll Design & Social Context, Sch Educ, Dept Hlth Phys Educ & Sport, Melbourne, Vic, Australia.
   [Van Damme, Tine] Katholieke Univ Leuven, Dept Rehabil Sci, Res Grp Adapted Phys Act & Psychomotor Rehabil, O&N 4Herestr 49,Mailbox 1510, B-3000 Leuven, Belgium.
   [Van Damme, Tine] UPC KU Leuven, Leuven, Belgium.
   [Van Damme, Tine] Katholieke Univ Leuven, Leuven Autism Res LAuRes, Leuven, Belgium.
   [Block, Martin] Univ Virginia, Dept Kinesiol, Charlottesville, VA 22904 USA.
   [Cunha, Paolo M.] Univ Estadual Londrina, Metab Nutr & Exercise Lab, Londrina, Brazil.
   [Olds, Timothy] Univ South Australia, Alliance Res Exercise Nutr & Act ARENA, Allied Hlth & Human Performance, Adelaide, Australia.
   [Haegele, Justin A.] Old Dominion Univ, Dept Human Movement Sci, Norfolk, VA USA.
C3 Shenzhen University; University of Macau; Universidade Federal de Santa
   Maria (UFSM); Universidad Autonoma de Chile; University of Potsdam;
   University of Houston System; University of Houston; University of
   Basel; University of Illinois System; University of Illinois
   Urbana-Champaign; Harvard University; Massachusetts General Hospital;
   Northeastern University; University of Illinois System; University of
   Illinois Urbana-Champaign; Laurentian University; Universite de Rennes;
   Rutgers University System; Rutgers University New Brunswick; Royal
   Melbourne Institute of Technology (RMIT); KU Leuven; KU Leuven; KU
   Leuven; University of Virginia; Universidade Estadual de Londrina;
   University of South Australia; Old Dominion University
RP Zou, LY (corresponding author), Shenzhen Univ, Sch Psychol, Body Brain Mind Lab, Shenzhen 518060, Peoples R China.
EM liyezou123@gmail.com
RI Cunha, Paolo/F-7648-2019; Gerber, Markus/H-8654-2014; Schuch, Felipe
   Barreto/AAF-5028-2019; Taylor, Alyx/AAA-3105-2020; Delli Paoli, Anthony
   G/GPX-3053-2022; Herold, Fabian/J-6226-2019; Gao, Yanping/AAF-3294-2019;
   Olds, Tim/A-1223-2008
OI Cunha, Paolo/0000-0002-0495-1415; Gerber, Markus/0000-0001-6140-8948;
   Schuch, Felipe Barreto/0000-0002-5190-4515; Delli Paoli, Anthony
   G/0000-0003-0224-9435; Herold, Fabian/0000-0003-3453-090X; Van Damme,
   Tine/0000-0002-8197-6704; Olds, Tim/0000-0001-6894-5519
FU Shenzhen Educational Research Funding [zdzb2014]; Shenzhen Science and
   Technology Innovation Commission [202307313000096]; Social Science
   Foundation from the China's Ministry of Education [23YJA880093]; The
   Post-Doctoral Fellowship [Z014, 2022M711174]; The National Center for
   Mental Health [Z014]
FX This study is supported by Shenzhen Educational Research Funding
   (zdzb2014) , Shenzhen Science and Technology Innovation Commission
   (202307313000096) , Social Science Foundation from the China's Ministry
   of Education (23YJA880093) , The Post-Doctoral Fellowship (2022M711174)
   , The National Center for Mental Health (Z014) . We thank all the
   co-authors and other team members who contributed to this research.
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NR 94
TC 2
Z9 2
U1 25
U2 25
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0165-0327
EI 1573-2517
J9 J AFFECT DISORDERS
JI J. Affect. Disord.
PD MAR 15
PY 2024
VL 349
BP 176
EP 186
DI 10.1016/j.jad.2024.01.017
EA JAN 2024
PG 11
WC Clinical Neurology; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Psychiatry
GA GY0C9
UT WOS:001156107200001
PM 38190861
DA 2024-07-15
ER

PT J
AU Greenberg, MT
   Bierman, KL
   Coie, JD
   Dodge, KA
   Lochman, JE
   McMahon, RJ
   Pinderhughes, E
AF Greenberg, Mark T.
   Bierman, Karen L.
   Coie, John D.
   Dodge, Kenneth A.
   Lochman, John E.
   McMahon, Robert J.
   Pinderhughes, Ellen
CA Conduct Problems Prevention Res Gr
TI The Effects of a Multiyear Universal Social-Emotional Learning Program:
   The Role of Student and School Characteristics
SO JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY
LA English
DT Article
DE prevention; school; aggression; social competence; academic engagement
ID ANTISOCIAL-BEHAVIOR; CLASSROOM ENVIRONMENT; AGGRESSIVE-BEHAVIOR;
   1ST-GRADE CLASSROOM; PREVENTION PROGRAMS; ELEMENTARY-SCHOOL; CHILDREN;
   COMPETENCE; INTERVENTION; OUTCOMES
AB Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms. Results: The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression. Conclusions: A major implication of the findings is that well-implemented multiyear social emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years.
C1 [Greenberg, Mark T.] Penn State Univ, Prevent Res Ctr, Dept Human Dev & Family Studies, University Pk, PA 16802 USA.
   [Bierman, Karen L.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA.
   [Coie, John D.] Duke Univ, Dept Psychol, Durham, NC 27706 USA.
   [Dodge, Kenneth A.] Duke Univ, Ctr Child & Family Policy, Durham, NC 27706 USA.
   [Lochman, John E.] Univ Alabama, Dept Psychol, Tuscaloosa, AL 35487 USA.
   [McMahon, Robert J.] Univ Washington, Dept Psychol, Seattle, WA 98195 USA.
   [Pinderhughes, Ellen] Tufts Univ, Dept Child Dev, Medford, MA 02155 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); Pennsylvania State University; Pennsylvania State University -
   University Park; Duke University; Duke University; University of Alabama
   System; University of Alabama Tuscaloosa; University of Washington;
   University of Washington Seattle; Tufts University
RP Greenberg, MT (corresponding author), Penn State Univ, Prevent Res Ctr, Dept Human Dev & Family Studies, Henderson S-112, University Pk, PA 16802 USA.
EM mxg47@psu.edu
OI McMahon, Robert/0000-0002-4034-5818
FU NIDA NIH HHS [K05 DA015226, K05DA15226] Funding Source: Medline; NIMH
   NIH HHS [R01 MH62988, R18 MH050953, R18 MH50951, K05MH00797, R18
   MH050952, R01 MH062988, R18 MH50952, R18 MH50953, R01 MH050953, K05
   MH000797, R18 MH48403, R18 MH050951] Funding Source: Medline
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NR 58
TC 239
Z9 389
U1 3
U2 129
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-006X
EI 1939-2117
J9 J CONSULT CLIN PSYCH
JI J. Consult. Clin. Psychol.
PD APR
PY 2010
VL 78
IS 2
BP 156
EP 168
DI 10.1037/a0018607
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 582CK
UT WOS:000276572800003
PM 20350027
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Lee, J
   Lee, Y
   Kim, MH
AF Lee, June
   Lee, Yunoug
   Kim, Mi Hwa
TI Effects of Empathy-based Learning in Elementary Social Studies
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Empathy-based learning; Elementary school students; Social studies
   education; Empathy at school
ID EMOTIONAL INTELLIGENCE; MORAL DISENGAGEMENT; AGGRESSION
AB Schools in South Korea are experiencing problems such as bullying and school violence, so solutions are needed. Developing students' empathy could reduce or prevent these problems. Thus, the purpose of this study was to apply an empathy-based learning model to elementary social studies classes and document its effects on students' empathy at school and academic engagement. The participants were 54 fifth-grade students from two classes in Korea (27 in the experimental group and 27 in the control group). The experimental group was placed in a social studies class using the empathy-based learning model, while the control group was placed in a different class taught in a traditional way. Quantitative data measuring students' empathy at school and academic engagement were analyzed using independent sample t tests and covariance analysis. A teacher and students from the experimental group also participated in written interviews to provide more in-depth perspectives about the model. Qualitative data were analyzed by referring to Creswell's (A concise introduction to mixed methods research, Sage Publications, Thousands Oaks, 2014) data analysis spiral methodology. The analysis was conducted through data collection, data transcription, data reading, classification, and interpretation based on this method. The results showed that empathy-based instruction had stronger positive effects on students' empathy and academic engagement than traditional lecture-oriented instruction. Interviews with experimental group students and the teacher indicated that they were satisfied with the empathy-based class and acknowledged the importance of empathy. This suggests a positive influence of the empathy-based learning model on students in social studies. Implications and future directions are discussed.
C1 [Lee, June; Lee, Yunoug] Hankuk Univ Foreign Studies, Grad Sch Educ, 107 Imun Ro, Seoul, South Korea.
   [Kim, Mi Hwa] Hanyang Cyber Univ, Dept Educ Technol, Wangsimni Ro 220, Seoul, South Korea.
C3 Hankuk University Foreign Studies
RP Kim, MH (corresponding author), Hanyang Cyber Univ, Dept Educ Technol, Wangsimni Ro 220, Seoul, South Korea.
EM junelee@hufs.ac.kr; lyuno@hanmail.net; mhkim@hycu.ac.kr
FU Hankuk University of Foreign Studies
FX This work was supported by Hankuk University of Foreign Studies Research
   Fund of 2018.
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NR 36
TC 6
Z9 8
U1 0
U2 55
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 0119-5646
EI 2243-7908
J9 ASIA-PAC EDUC RES
JI Asia-Pac. Educ. Res.
PD DEC
PY 2018
VL 27
IS 6
BP 509
EP 521
DI 10.1007/s40299-018-0413-2
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GZ9DQ
UT WOS:000449797200008
DA 2024-07-15
ER

PT J
AU García-Martínez, I
   Landa, JMA
   León, SP
AF Garcia-Martinez, Inmaculada
   Augusto Landa, Jose Maria
   Leon, Samuel P.
TI The Mediating Role of Engagement on the Achievement and Quality of Life
   of University Students
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE academic engagement; emotional intelligence; resilience; quality of
   life; university students
ID EMOTIONAL INTELLIGENCE; SELF-EFFICACY; ACADEMIC-ACHIEVEMENT;
   HIGH-SCHOOL; PSYCHOLOGICAL RESILIENCE; WORK ENGAGEMENT; SATISFACTION;
   ADOLESCENTS; PERFORMANCE; VALIDATION
AB (1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students' performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaen undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students' life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.
C1 [Garcia-Martinez, Inmaculada] Univ Granada, Dept Didact & Sch Org, E-18071 Granada, Spain.
   [Augusto Landa, Jose Maria] Univ Jaen, Dept Psychol, Jaen 23071, Spain.
   [Leon, Samuel P.] Univ Jaen, Dept Pedag, Jaen 23071, Spain.
C3 University of Granada; Universidad de Jaen; Universidad de Jaen
RP Landa, JMA (corresponding author), Univ Jaen, Dept Psychol, Jaen 23071, Spain.; León, SP (corresponding author), Univ Jaen, Dept Pedag, Jaen 23071, Spain.
EM igmartinez@ugr.es; jaugusto@ujaen.es; sparra@ujaen.es
RI Garcia-Martinez, Inmaculada/I-9915-2017
OI Garcia-Martinez, Inmaculada/0000-0003-2620-5779; Parra Leon,
   Samuel/0000-0002-6980-2680
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NR 86
TC 21
Z9 22
U1 3
U2 22
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JUN
PY 2021
VL 18
IS 12
AR 6586
DI 10.3390/ijerph18126586
PG 12
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA SZ3IG
UT WOS:000666462600001
PM 34207337
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Lakin, JM
   Wai, J
AF Lakin, Joni M.
   Wai, Jonathan
TI Spatially gifted, academically inconvenienced: Spatially talented
   students experience less academic engagement and more behavioural issues
   than other talented students
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE underachievement; spatial reasoning; gifted education; academic
   engagement; behavioural issues
ID SEX-DIFFERENCES; ABILITY; PERSONALITY; MALLEABILITY; STEM
AB Background Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement.
   Aims The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the 'spatially talented' population and their patterns of behavioural and academic struggles in high school. We also looked at long-term outcomes, including degree completion.
   Samples This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes.
   Methods This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set.
   Results and Conclusions From our analyses, we estimate that 4-6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes. These students had greater academic challenges, including reading difficulties, poor study habits, and behavioural troubles. We also found that spatially talented students were less likely to complete college degrees compared to other talented students. Our findings support the need for greater services to these talented students.
C1 [Lakin, Joni M.] Auburn Univ, Auburn, AL 36849 USA.
   [Wai, Jonathan] Univ Arkansas, Fayetteville, AR 72701 USA.
C3 Auburn University System; Auburn University; University of Arkansas
   System; University of Arkansas Fayetteville
RP Lakin, JM (corresponding author), Auburn Univ, Dept Educ Foundat Leadership & Technol, 4036 Haley Ctr, Auburn, AL 36849 USA.
EM jml0035@auburn.edu
OI Lakin, Joni/0000-0002-0546-0554; Wai, Jonathan/0000-0002-7686-1312
FU American Psychological Foundation
FX This research was supported by a grant from the American Psychological
   Foundation.
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NR 52
TC 26
Z9 30
U1 1
U2 24
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD DEC
PY 2020
VL 90
IS 4
BP 1015
EP 1038
DI 10.1111/bjep.12343
EA FEB 2020
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA OR0OK
UT WOS:000513687300001
PM 32065397
DA 2024-07-15
ER

PT J
AU Navarro, RL
   Flores, LY
   Legerski, JP
   Brionez, J
   May, SF
   Suh, HN
   Slivensky, DR
   Tapio, F
   Lee, HS
   Garriott, PO
   Hunt, HK
   Desjarlais, CD
   Lee, BH
   Diaz, D
   Zhu, JJ
   Jung, AK
AF Navarro, Rachel L.
   Flores, Lisa Y.
   Legerski, John-Paul
   Brionez, Julio
   May, Sarah F.
   Suh, Han Na
   Slivensky, Diana R.
   Tapio, Feather
   Lee, Hang-Shim
   Garriott, Patton O.
   Hunt, Heather K.
   Desjarlais, Cerynn D.
   Lee, Bo-Hyun
   Diaz, David
   Zhu, Jiajia
   Jung, Ae-Kyung
TI Social Cognitive Predictors of Engineering Students' Academic
   Persistence Intentions, Satisfaction, and Engagement
SO JOURNAL OF COUNSELING PSYCHOLOGY
LA English
DT Article
DE SCCT; engineering; persistence; satisfaction; engagement
ID CAREER-DEVELOPMENT; CONTEXTUAL SUPPORTS; SCHOOL ENGAGEMENT;
   SELF-EFFICACY; GENDER; CHOICE; MODEL; ACHIEVEMENT; MAJORS; GOALS
AB The demand for high quality engineers is of particular importance as engineering jobs are projected to grow in the next 10 years (United States Bureau of Labor Statistics, 2018). More work is needed to understand factors related to academic engagement, satisfaction, and persistence intentions of Latino/as and women in engineering: 2 underrepresented groups in the engineering pipeline. We present findings that explored the role of social-cognitive, environmental, and personality variables in engineering persistence intentions, engagement and satisfaction of a diverse sample of 1,335 engineering students using an extension of the integrative social cognitive career theory model (SCCT; Lent et al., 2013). Results indicated that (a) the hypothesized model fit the data well for the full sample and across 8 subsamples based on gender-ethnicity (i.e., Latinas, Latinos, White women, and White men) and ethnicity-school type (i.e., Latina/os at Hispanic-serving institutions [HSIs], Latina/os at predominantly White institutions [PWIs], Whites at HSIs, and Whites at PWIs), (b) all but 5 model parameters were significant and positive for the full sample, (c) a subset of model parameters differed by the interactions of race/ethnicity-gender and race/ethnicity-school type groups, and (d) the relations within the model explained a significant amount of variance in engineering academic engagement, satisfaction, and persistence intentions for the full sample and 8 subsamples. Implications of the findings for educational and career interventions aimed at retaining Latina/os and women in engineering are discussed in relation to building on social cognitions in engineering academic engagement, satisfaction, and persistence intentions.
C1 [Navarro, Rachel L.; Brionez, Julio; Slivensky, Diana R.; Desjarlais, Cerynn D.] Univ North Dakota, Counseling Psychol Program, Dept Educ Hlth & Behav Studies, 231 Centennial Dr,Stop 8255, Grand Forks, ND 58202 USA.
   [Flores, Lisa Y.; Suh, Han Na; Lee, Bo-Hyun; Diaz, David] Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA.
   [Legerski, John-Paul; Tapio, Feather] Univ North Dakota, Dept Psychol, Grand Forks, ND 58202 USA.
   [May, Sarah F.] Univ Kansas, Med Ctr, Counseling Serv, Lawrence, KS 66045 USA.
   [May, Sarah F.] Univ Kansas, Med Ctr, Educ Support Serv, Lawrence, KS 66045 USA.
   [Lee, Hang-Shim] KonKuk Univ, Dept Educ, Seoul, South Korea.
   [Garriott, Patton O.] Univ Denver, Dept Counseling Psychol, Denver, CO 80208 USA.
   [Hunt, Heather K.] Univ Missouri, Dept Bioengn, Columbia, MO 65211 USA.
   [Zhu, Jiajia] Beijing Normal Univ, Dept Psychol, Beijing, Peoples R China.
   [Jung, Ae-Kyung] Gyeongin Natl Univ Educ, Dept Educ, Incheon, South Korea.
C3 University of North Dakota Grand Forks; University of Missouri System;
   University of Missouri Columbia; University of North Dakota Grand Forks;
   University of Kansas; University of Kansas Medical Center; University of
   Kansas; University of Kansas Medical Center; Konkuk University;
   University of Denver; University of Missouri System; University of
   Missouri Columbia; Beijing Normal University
RP Navarro, RL (corresponding author), Univ North Dakota, Counseling Psychol Program, Dept Educ Hlth & Behav Studies, 231 Centennial Dr,Stop 8255, Grand Forks, ND 58202 USA.
EM rachel.navarro@und.edu
RI Jung, Ae-Kyung/GYD-7928-2022; Zandonade, Viviane/JKI-1817-2023
OI Flores, Lisa/0000-0002-4585-0952; Legerski,
   John-Paul/0000-0002-3084-4752; Lee, Bo Hyun/0000-0002-2633-9948
FU National Science Foundation [DUE-1430614/1430640]
FX A preliminary draft of this paper was presented at the annual meeting of
   the American Psychological Association in Denver, Colorado in August
   2016. This study was based on work supported by the National Science
   Foundation (Grant DUE-1430614/1430640).
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NR 56
TC 27
Z9 49
U1 3
U2 45
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0167
EI 1939-2168
J9 J COUNS PSYCHOL
JI J. Couns. Psychol.
PD MAR
PY 2019
VL 66
IS 2
BP 170
EP 183
DI 10.1037/cou0000319
PG 14
WC Psychology, Educational; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN1FF
UT WOS:000459931800004
PM 30589282
OA hybrid
DA 2024-07-15
ER

PT J
AU Xiong, YK
   Qin, XN
   Wang, QQ
   Ren, P
AF Xiong, Yuke
   Qin, Xingna
   Wang, Quanquan
   Ren, Ping
TI Parental Involvement in Adolescents' Learning and Academic Achievement:
   Cross-lagged Effect and Mediation of Academic Engagement
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Parental involvement; Academic achievement; Academic engagement; Gender
   differences
ID GENDER-DIFFERENCES; SCHOOL ENGAGEMENT; UNITED-STATES; SELF; GRADES;
   PERFORMANCE; PREDICTORS; STRATEGIES; EDUCATION; EMOTION
AB Parental involvement in adolescents' learning has been linked to high academic achievement, yet few studies have examined its reverse relationship at the same time and the potential mechanisms that underly these associations. To address this research gap, this study investigated the reciprocal relationship between parental involvement and academic achievement as well as the mediating role of adolescents' academic engagement among Chinese adolescents. In addition, the current study explored whether these relationships varied by gender. Using a longitudinal design, a total of 2381 secondary school students (48.8% girls, Mage = 13.38 +/- 0.59) participated in the study. The results found significant positive directional effects from academic achievement to parental involvement among total sample, but not vice versa. The cross-lagged effect from academic achievement to parental involvement only existed among adolescent girls. Bootstrap analyses in the total sample revealed that parental involvement was related to academic achievement through the indirect effects of adolescents' behavioral engagement. In terms of gender differences, behavioral engagement totally mediated the path from academic achievement to parental involvement for boys, while no significant mediation effect was found for girls. These results have provided empirical evidence of the evocative role of adolescents' academic characteristics on parenting behaviors and the double-edged effect of parental involvement on adolescents' academic performance, they also suggest that further research is needed to explore effective and appropriate ways for parents to get involved in adolescents' learning in order to promote their children's academic achievement.
C1 [Xiong, Yuke; Wang, Quanquan; Ren, Ping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
   [Qin, Xingna] Univ Groningen, Dept Sociol, Grote Rozenstr 31, NL-9712 TG Groningen, Netherlands.
C3 Beijing Normal University; University of Groningen
RP Ren, P (corresponding author), Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM renping@bnu.edu.cn
OI Qin, Xingna/0000-0002-3662-8348
FU National Social Science Foundation of China [20BSH067]
FX This work was supported by the National Social Science Foundation of
   China [Grant number: 20BSH067].
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NR 63
TC 24
Z9 28
U1 28
U2 155
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2021
VL 50
IS 9
BP 1811
EP 1823
DI 10.1007/s10964-021-01460-w
EA JUN 2021
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA TX8NH
UT WOS:000660330600002
PM 34117608
DA 2024-07-15
ER

PT J
AU Landau, MJ
   Oyserman, D
   Keefer, LA
   Smith, GC
AF Landau, Mark J.
   Oyserman, Daphna
   Keefer, Lucas A.
   Smith, George C.
TI The College Journey and Academic Engagement: How Metaphor Use Enhances
   Identity-Based Motivation
SO JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY
LA English
DT Article
DE academic achievement; conceptual metaphor theory; goals; identity-based
   motivation; possible selves
ID POSSIBLE SELVES INTERVENTION; INDIVIDUAL-DIFFERENCES; SELF-REGULATION;
   STUDENTS; GOAL; REPRESENTATIONS; EXPECTATIONS; PERFORMANCE; EXPERIENCES;
   PSYCHOLOGY
AB People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).
C1 [Landau, Mark J.; Keefer, Lucas A.] Univ Kansas, Dept Psychol, Lawrence, KS 66045 USA.
   [Oyserman, Daphna] Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA.
   [Smith, George C.] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA.
C3 University of Kansas; University of Southern California; University of
   Michigan System; University of Michigan
RP Landau, MJ (corresponding author), Univ Kansas, Dept Psychol, 1415 Jayhawk Blvd,Fraser Hall,Room 426, Lawrence, KS 66045 USA.
EM mjlandau@ku.edu
RI Oyserman, Daphna/U-3207-2019
OI Oyserman, Daphna/0000-0002-2727-2167
FU Direct For Social, Behav & Economic Scie; Division Of Behavioral and
   Cognitive Sci [1222047] Funding Source: National Science Foundation
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NR 89
TC 78
Z9 102
U1 5
U2 76
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-3514
EI 1939-1315
J9 J PERS SOC PSYCHOL
JI J. Pers. Soc. Psychol.
PD MAY
PY 2014
VL 106
IS 5
BP 679
EP 698
DI 10.1037/a0036414
PG 20
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA AF4NF
UT WOS:000334689200002
PM 24749818
DA 2024-07-15
ER

PT J
AU Schrick, BH
   Sharp, EA
   Zvonkovic, A
   Reifman, A
AF Schrick, Brittney H.
   Sharp, Elizabeth A.
   Zvonkovic, Anisa
   Reifman, Alan
TI Never Let Them See You Sweat: Silencing and Striving to Appear Perfect
   among U.S. College Women
SO SEX ROLES
LA English
DT Article
DE Silencing; Perfection; Women; College; Body image; Distress; Image
   management
ID BODY-IMAGE; SELF-OBJECTIFICATION; ROMANTIC RELATIONSHIPS; DEPRESSION;
   GENDER; ATTITUDES; STUDENTS; SCALE; IDEAL; VALIDATION
AB Drawing on Goffman's (1959) impression management, the present study examined how silencing the self (Jack & Dill, 1992) related to psychological distress in US college women. A sample of 149 women aged 18 to 25 enrolled at a large southwestern U.S. university completed a series of survey instruments aimed at gaining knowledge of how several potentially pressure-filled domains of women's college environment (i.e., Body Image, Romance, Peers, Academics) may factor into a relationship between Silencing and Distress. Path analysis revealed that Silencing was directly, positively related to each source of pressure with the exception of Academic Engagement (where a negative relationship existed). Furthermore, Silencing was directly, positively related to Anxiety and Depression. Additionally, internalization of the thin ideal and competitiveness were predictive of distress among women who Present Perfection, or strive to appear perfect to others. Cluster analyses revealed 4 interpretable clusters of factors related to distress: Middle-of-the-Road, Moderately Appearance Focused, Other-Focused, and Reject Appearance Norms. The Other-Focused women showed the highest levels of distress and lowest academic engagement while those who Reject Appearance Norms showed the lowest distress and highest academic engagement. These relationships indicated that higher levels of attempting to appear perfect to others were related to higher levels of distress among US college women in our sample. This study points to a factor "Presenting Perfection" that may be instrumental in understanding self-silencing behaviors in college women, as well as further understanding the relation between body image, orientation toward others' judgments, and distress.
C1 [Schrick, Brittney H.] So Arkansas Univ, Dept Behav & Social Sci, Magnolia, AR 71753 USA.
   [Sharp, Elizabeth A.; Reifman, Alan] Texas Tech Univ, Human Dev & Family Studies Dept, Lubbock, TX 79409 USA.
   [Zvonkovic, Anisa] Virginia Tech, Blacksburg, VA USA.
C3 Texas Tech University System; Texas Tech University; Virginia
   Polytechnic Institute & State University
RP Schrick, BH (corresponding author), So Arkansas Univ, Dept Behav & Social Sci, 100 E Univ, Magnolia, AR 71753 USA.
EM bhschrick@saumag.edu
RI Reifman, Alan/ABG-8102-2020
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NR 62
TC 12
Z9 21
U1 0
U2 41
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
J9 SEX ROLES
JI Sex Roles
PD DEC
PY 2012
VL 67
IS 11-12
BP 591
EP 604
DI 10.1007/s11199-012-0223-6
PG 14
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA 043JG
UT WOS:000311538700001
DA 2024-07-15
ER

PT J
AU Briesch, AM
   Chafouleas, SM
   Riley-Tillman, TC
AF Briesch, Amy M.
   Chafouleas, Sandra M.
   Riley-Tillman, T. Chris
TI Generalizability and Dependability of Behavior Assessment Methods to
   Estimate Academic Engagement: A Comparison of Systematic Direct
   Observation and Direct Behavior Rating
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID TIME; PSYCHOMETRICS; VALIDATION; OBSERVERS; HALO
AB Although substantial attention has been directed toward building the psychometric evidence base for academic assessment methods (e.g., state mastery tests, curriculum-based measurement), similar examination of behavior assessment methods has been comparatively limited, particularly with regard to assessment purposes most desirable within problem-solving models. Therefore, an informed weighing of the psychometric benefits of two behavior assessment options, systematic direct observation and direct behavior rating, was conducted to better inform decisions regarding method selection, use, and interpretation related to initial identification and monitoring of behavior concerns. Results of generalizability theory analyses revealed that both methods were equally sensitive to intraindividual differences in academic engagement; however, differences were noted with regard to the influences of both rater and time. That is, a large proportion of systematic direct observation rating variance was explained by changes in student behavior across days and rating occasions, whereas rater-related effects accounted for the greatest proportion of direct behavior rating variance. Both limitations of the current study, as well as recommendations for research and practice, are discussed.
C1 [Briesch, Amy M.] Northeastern Univ, Dept Counseling & Appl Educ Psychol, Bouve Coll Hlth Sci, Boston, MA 02115 USA.
   [Chafouleas, Sandra M.] Univ Connecticut, Neag Sch Educ, Storrs, CT 06269 USA.
   [Chafouleas, Sandra M.] Univ Connecticut, Ctr Behav Educ & Res, Storrs, CT 06269 USA.
   [Riley-Tillman, T. Chris] E Carolina Univ, Greenville, NC 27858 USA.
C3 Northeastern University; University of Connecticut; University of
   Connecticut; University of North Carolina; East Carolina University
RP Briesch, AM (corresponding author), Northeastern Univ, Dept Counseling & Appl Educ Psychol, Bouve Coll Hlth Sci, 360 Huntington Ave, Boston, MA 02115 USA.
EM a.briesch@neu.edu
OI Riley-Tillman, Timothy/0000-0001-7057-0429
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NR 27
TC 69
Z9 106
U1 0
U2 25
PU NATL ASSOC SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD SEP
PY 2010
VL 39
IS 3
BP 408
EP 421
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 671DG
UT WOS:000283479600006
DA 2024-07-15
ER

PT J
AU Sun, YS
   Luo, DFJ
   Guan, KQ
   Luo, X
AF Sun, Yongsheng
   Luo, Danfangjun
   Guan, Kaiqi
   Luo, Xun
TI Meeting 24-h movement behavior guidelines is associated with academic
   engagement, social-emotional functioning in obese/overweight youth
SO COMPLEMENTARY THERAPIES IN CLINICAL PRACTICE
LA English
DT Article
DE Lifestyle behavior; Student performance; Quality of life; Adiposity
ID QUALITY-OF-LIFE; PHYSICAL-ACTIVITY; OBESITY PREVALENCE; SEDENTARY
   BEHAVIOR; HEALTH INDICATORS; CHILDHOOD OBESITY; OVERWEIGHT; CHILDREN;
   ADOLESCENTS; SLEEP
AB Background: The 24-h movement behavior (24-HMB) guidelines suggest that the integration of adequate sleep (SL), increased physical activity (PA), and limited screen time (ST) has general health benefits. However, associations of meeting integrated guidelines with academic engagement and social-emotional functioning among obese/overweight youth have yet to be fully examined. Thus, we aimed to investigate the associations between meeting 24-HMB guidelines and the above-presented outcome measures among this unique group. Methods: In this cross-sectional study, 2800 children and adolescents (youth aged 6-17 years old) that were retrieved from the National Survey of Children's Health (NSCH) were included for data analysis. Exposure of interests included adherence to 24-HMB guideline(s), while indicators of academic engagement and socialemotional functioning were operationalized. Furthermore, multiple logistic regression was conducted while adjusting for social-demographic variables including age, sex, ethnicity, household income, parental education level and mental health status. Results: The percentages of meeting 24-HMB guidelines varied greatly across different combinations: 1399 participants (49.96 %) met 1 of the 3 guidelines, 580 participants (20.91 %) met 2 guidelines, while only 91 participants (2.94 %) met all 3 guidelines. Meeting integrated guidelines was selectively associated with higher odds of indicators (showing interest/curiosity in learning, caring about school performance, and completing all required homework) of academic engagement. Additionally, Meeting SL + ST guideline (OR = 0.52, 95%CI: 0.29-0.93, p < 00.05) was associated with lower odds of serious difficulty in concentrating, remembering, and making decisions, while meeting ST + SL guideline (OR = 1.67, 95%CI: 1.03-2.69, p < 00.05) was more likely to be good at making and keeping friendships. Furthermore, meeting all 3 guidelines was associated with less argumentative behaviors (OR = 0.58, 95%CI: 0.33-0.99, p < 00.05) and a higher level of resilience (OR = 3.51, 95%CI: 1.88-6.54, p < 00.01), while meeting any two integrated guidelines was associated with a higher level of resilience (OR = 1.72, 95%CI: 1.09-2.71, p < 00.05). Conclusion: Findings have indicated the role of meeting 24-HMB guidelines, especially integrated guidelines in the healthy development of obese/overweight youth. Policymakers should implement a long-term plan for this unique group to engage in physical activity, achieve enough sleep, and limit screen time.
C1 [Sun, Yongsheng; Luo, Danfangjun] Capital Univ Phys Educ & Sports, Inst Phys Educ & Training, Beijing 100191, Peoples R China.
   [Guan, Kaiqi; Luo, Xun] Shenzhen Univ, Sch Psychol, Body Brain Mind Lab, Shenzhen 518060, Guangdong, Peoples R China.
C3 CAPITAL UNIVERSITY OF PHYSICAL EDUCATION AND SPORTS; Shenzhen University
RP Luo, X (corresponding author), Shenzhen Univ, Sch Psychol, Body Brain Mind Lab, Shenzhen 518060, Guangdong, Peoples R China.
EM sunyongsheng@cupes.edu.cn; 1315033550@qq.com; kwaaan22@gmail.com;
   xunluo27924@163.com
OI luo, xun/0000-0002-1700-9381
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NR 78
TC 0
Z9 0
U1 4
U2 4
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1744-3881
EI 1873-6947
J9 COMPLEMENT THER CLIN
JI Complement. Ther. Clin. Pract.
PD AUG
PY 2024
VL 56
AR 101863
DI 10.1016/j.ctcp.2024.101863
PG 10
WC Integrative & Complementary Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Integrative & Complementary Medicine
GA UQ1F5
UT WOS:001249425700001
PM 38820658
DA 2024-07-15
ER

PT J
AU Granero-Gallegos, A
   Escaravajal, JC
   López-García, GD
   Baños, R
AF Granero-Gallegos, Antonio
   Carlos Escaravajal, Juan
   David Lopez-Garcia, Gines
   Banos, Raul
TI Influence of Teaching Styles on the Learning Academic Confidence of
   Teachers in Training
SO JOURNAL OF INTELLIGENCE
LA English
DT Article
DE self-determination; autonomous support; controlling style; higher
   education
ID SELF-CONFIDENCE; UNIVERSITY-STUDENTS; HIGHER-EDUCATION; FIT INDEXES;
   ENGAGEMENT; COMPETENCE; AUTONOMY; ANTECEDENTS; ACHIEVEMENT; VALIDATION
AB The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (M-age = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.
C1 [Granero-Gallegos, Antonio; Carlos Escaravajal, Juan; David Lopez-Garcia, Gines] Univ Almeria, Dept Educ, Almeria 04120, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria 04120, Spain.
   [Banos, Raul] Univ Zaragoza, Fac Social & Human Sci, Dept Mus Plast & Corporal Express, Campus Teruel, Zaragoza 44003, Spain.
   [Banos, Raul] Univ Baja California, Fac Sport Autonomous, Tijuana 22390, Mexico.
C3 Universidad de Almeria; Universidad de Almeria; University of Zaragoza;
   Universidad Autonoma de Baja California
RP Baños, R (corresponding author), Univ Zaragoza, Fac Social & Human Sci, Dept Mus Plast & Corporal Express, Campus Teruel, Zaragoza 44003, Spain.; Baños, R (corresponding author), Univ Baja California, Fac Sport Autonomous, Tijuana 22390, Mexico.
EM banos@unizar.es
RI Granero-Gallegos, Antonio/P-4888-2015; Escaravajal-Rodriguez, Juan
   Carlos/A-3315-2017; Banos, Raul/W-5381-2018
OI Granero-Gallegos, Antonio/0000-0002-1385-8386; Escaravajal-Rodriguez,
   Juan Carlos/0000-0003-0813-3011; LOPEZ GARCIA, GINES
   DAVID/0000-0002-7761-0865; Banos, Raul/0000-0003-4261-4919
FU Andalusian Plan for Research, Development, and INNOVATION (PAIDI) of the
   Junta de Andalucia [P20_00148]
FX This research was funded by the Andalusian Plan for Research,
   Development, and INNOVATION (PAIDI 2020) of the Junta de Andalucia,
   grant number P20_00148 (I+D+i research project).
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NR 74
TC 6
Z9 7
U1 1
U2 4
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2079-3200
J9 J INTELL-BASEL
JI J. Intell.
PD SEP
PY 2022
VL 10
IS 3
AR 71
DI 10.3390/jintelligence10030071
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 4R0AW
UT WOS:000856436400001
PM 36135612
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Johnson, AH
   Chafouleas, SM
   Briesch, AM
AF Johnson, Austin H.
   Chafouleas, Sandra M.
   Briesch, Amy M.
TI Dependability of Data Derived From Time Sampling Methods With Multiple
   Observation Targets
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE systematic direct observation; time sampling; generalizability theory
ID ACADEMIC ENGAGEMENT; GENERALIZABILITY; RELIABILITY; PSYCHOMETRICS;
   VALIDITY; STUDENTS
AB In this study, generalizability theory was used to examine the extent to which (a) time-sampling methodology, (b) number of simultaneous behavior targets, and (c) individual raters influenced variance in ratings of academic engagement for an elementary-aged student. Ten graduate-student raters, with an average of 7.20 hr of previous training in systematic direct observation and 58.20 hr of previous direct observation experience, scored 6 videos of student behavior using 12 different timesampling protocols. Five videos were submitted for analysis, and results for observations using momentary time-sampling and whole-interval recording suggested that the majority of variance was attributable to the rating occasion, although results for partial-interval recording generally demonstrated large residual components comparable with those seen in prior research. Dependability coefficients were above.80 when averaging across 1 to 2 raters using momentary time-sampling, and 2 to 3 raters using whole-interval recording. Ratings derived from partial-interval recording needed to be averaged over 3 to 7 raters to demonstrate dependability coefficients above.80.
C1 [Johnson, Austin H.; Chafouleas, Sandra M.] Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
   [Briesch, Amy M.] Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
   [Johnson, Austin H.] Univ Calif Riverside, Grad Sch Educ, Riverside, CA 92521 USA.
C3 University of Connecticut; Northeastern University; University of
   California System; University of California Riverside
RP Johnson, AH (corresponding author), Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.; Johnson, AH (corresponding author), Univ Calif Riverside, Grad Sch Educ, Riverside, CA 92521 USA.
EM austin.johnson@ucr.edu
OI Johnson, Austin/0000-0002-6349-0049
FU Institute for Education Sciences, U.S. Department of Education
   [R324A110017]
FX Preparation of this article was supported by funding provided by the
   Institute for Education Sciences, U.S. Department of Education
   (R324A110017). Opinions expressed herein do not necessarily reflect the
   position of the U.S. Department of Education, and such endorsements
   should not be inferred. This research was conducted by the first author
   for his doctoral dissertation.
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NR 31
TC 9
Z9 14
U1 0
U2 10
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD MAR
PY 2017
VL 32
IS 1
BP 22
EP 34
DI 10.1037/spq0000159
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EO9VQ
UT WOS:000397036600003
PM 27280360
OA Bronze
DA 2024-07-15
ER

PT J
AU Kiefer, SM
   Wang, JH
AF Kiefer, Sarah M.
   Wang, Joy Huanhuan
TI Associations of coolness and social goals with aggression and engagement
   during adolescence
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Coolness; Social goals; Aggression; Academic engagement; Middle school
ID MIDDLE SCHOOL; RELATIONAL AGGRESSION; ACHIEVEMENT GOALS; DEVELOPMENTAL
   DIFFERENCES; ANTISOCIAL-BEHAVIOR; PHYSICAL AGGRESSION; RESOURCE CONTROL;
   PEER STATUS; POPULARITY; ADJUSTMENT
AB This study examined associations of coolness and social goals with aggression and academic engagement, and whether social goals and gender moderated associations across the fall and spring of sixth grade (first year of middle school). Students (N = 347; 49% females) self-reported social goals (popularity, dominance, intimacy) and engagement (involved, disruptive behavior) and peer-reported coolness and aggression (overt, relational). Results indicated relations of coolness and social goals with subsequent aggression and engagement, and goals and gender moderated associations. Cool youth who endorsed intimacy goals had higher overt aggression; cool boys with low popularity goals or high dominance goals had higher overt aggression. Cool youth endorsing dominance goals and cool girls endorsing popularity goals had higher relational aggression. Cool youth and boys endorsing dominance goals reported lower involved behavior. Youth endorsing popularity goals and cool youth endorsing dominance goals reported higher disruptive behavior. Implications for examining adolescent coolness and social motivation are discussed. (c) 2016 Elsevier Inc. All rights reserved.
C1 [Kiefer, Sarah M.; Wang, Joy Huanhuan] Univ S Florida, 4202 East Fowler Ave,EDU 105, Tampa, FL 33620 USA.
C3 State University System of Florida; University of South Florida
RP Kiefer, SM (corresponding author), Univ S Florida, 4202 East Fowler Ave,EDU 105, Tampa, FL 33620 USA.
EM kiefer@usf.edu
OI Wang, Joy Huanhuan/0000-0003-1088-3348
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NR 74
TC 34
Z9 40
U1 2
U2 35
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD MAY-JUN
PY 2016
VL 44
BP 52
EP 62
DI 10.1016/j.appdev.2016.02.007
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DP4HI
UT WOS:000378456600006
DA 2024-07-15
ER

PT J
AU Chukwuedo, SO
   Mbagwu, FO
   Ogbuanya, TC
AF Chukwuedo, Samson Onyeluka
   Mbagwu, Felicia O.
   Ogbuanya, Theresa Chinyere
TI Motivating academic engagement and lifelong learning among vocational
   and adult education students via self-direction in learning
SO LEARNING AND MOTIVATION
LA English
DT Article
DE Lifelong learning tendency; Self-directed learning; Study engagement;
   Vocational and adult education students
ID PARTICIPATION; INTERVENTION; BURNOUT; WORK
AB Fostering students' academic engagement in the present-day knowledge-seeking environment and dwindling economy has become very imperative. Supported by the premise of constructivism learning theory, this study investigates the relative influence of self-directed learning intervention on study engagement and lifelong learning tendency. The non-equivalent control group quasiexperimental design was employed, with pretest and posttest surveys that involved an intervention group (n = 127) and a control group (n = 116) who were postgraduate students of Vocational and Adult Education. The results revealed a significantly higher study engagement (vigor, dedication, and absorption) in the intervention group than the control group. Similarly, a comparison between the intervention and control group showed a significantly higher tendency for lifelong learning (motivation, perseverance, self-regulation, and curiosity) in the intervention group than the control group. Thus, the implication of the findings is that an educational intervention that is geared towards enhancing self-direction in learning promotes academic well-being among students.
C1 [Chukwuedo, Samson Onyeluka] Nnamdi Azikiwe Univ, Dept Technol & Vocat Educ, Awka, Nigeria.
   [Mbagwu, Felicia O.] Univ Nigeria, Dept Adult Educ & Extra Mural Studies, Nsukka, Nigeria.
   [Ogbuanya, Theresa Chinyere] Univ Nigeria, Dept Ind Tech Educ, Nsukka, Nigeria.
C3 University of Nigeria; University of Nigeria
RP Chukwuedo, SO (corresponding author), Nnamdi Azikiwe Univ, Dept Technol & Vocat Educ, Awka, Nigeria.
EM so.chukwuedo@unizik.edu.ng; felicia.mbagwu@unn.edu.ng;
   togbuanya@yahoo.com
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NR 70
TC 15
Z9 22
U1 6
U2 42
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0023-9690
EI 1095-9122
J9 LEARN MOTIV
JI Learn. Motiv.
PD MAY
PY 2021
VL 74
AR 101729
DI 10.1016/j.lmot.2021.101729
EA MAY 2021
PG 12
WC Psychology, Biological; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA SO2RF
UT WOS:000658823700005
DA 2024-07-15
ER

PT J
AU Opdenakker, MCJL
AF Opdenakker, M. C. J. L.
TI Teacher-student relationships from a motivational perspective: The
   importance of involved and supportive teachers
SO PEDAGOGISCHE STUDIEN
LA Dutch
DT Article
ID SELF-DETERMINATION THEORY; OF-THE-ART; ADOLESCENTS PERCEPTIONS; AUTONOMY
   SUPPORT; ENGAGEMENT; SCHOOL; CLASSROOM; STATE; NEED; RELATEDNESS
AB In this article, teacher-student relationships are approached from a motivational perspective. Theoretical underpinnings come from Self-determination theory. Basic assumptions and central concepts of this theory are discussed. The meaning of this theory to the educational context, here teacher-student relationships, is focused on and examples of empirical evidence are given. Four studies conducted in the Netherlands (in primary and secondary education), which reveal relevance for the main concepts of Self-determination theory, are discussed. Attention is paid to basic need satisfaction in teacher-student relationships, the development of teacher-student relationships across the school year and connections between characteristics of teacher-student relationships and affective student outcomes (motivation, academic engagement). Multilevel (growth curve) analyses were used to explore developments of and connections between teacher-student relationships and affective student outcomes. Finally, the relevance of Selfdetermination theory for the optimization of teacher-student relationships in relation to students' motivation and academic engagement is discussed.
C1 Univ Groningen, Gronings Inst Onderwijsonderzoek GION, NL-9700 AB Groningen, Netherlands.
C3 University of Groningen
RP Opdenakker, MCJL (corresponding author), Univ Groningen, Gronings Inst Onderwijsonderzoek GION, NL-9700 AB Groningen, Netherlands.
EM m.c.j.l.opdenakker@rug.nl
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NR 54
TC 3
Z9 3
U1 3
U2 45
PU VOR-VFO
PI EINDHOVEN
PA P/A EINDHOVEN SCH EDUC, DR P DEN BROK, POSTBUS 513, EINDHOVEN, 5600 MB,
   NETHERLANDS
SN 0165-0645
J9 PEDAGOG STUD
JI Pedagog. Stud.
PY 2014
VL 91
IS 5
BP 332
EP 351
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AR5NR
UT WOS:000343631700006
DA 2024-07-15
ER

PT J
AU Mullender-Wijnsma, MJ
   Hartman, E
   de Greeff, JW
   Bosker, RJ
   Doolaard, S
   Visscher, C
AF Mullender-Wijnsma, Marijke J.
   Hartman, Esther
   de Greeff, Johannes W.
   Bosker, Roel J.
   Doolaard, Simone
   Visscher, Chris
TI Moderate-to-vigorous physically active academic lessons and academic
   engagement in children with and without a social disadvantage: a within
   subject experimental design
SO BMC PUBLIC HEALTH
LA English
DT Article
ID PREADOLESCENT CHILDREN; INDIVIDUAL-DIFFERENCES; CLASSROOM-BEHAVIOR;
   ENERGY-EXPENDITURE; ON-TASK; ACHIEVEMENT; EXERCISE; PERFORMANCE;
   COGNITION; PROGRAM
AB Background: Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined.
   Methods: From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations.
   Results: Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but there were significant differences at the midway (ES = 0.60) and end (ES = 0.59) observation. On average, the children were exercising in moderate to vigorous physical activity during 60% of de lesson time (14 minutes of an average lesson of 23 minutes). No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons.
   Conclusions: Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term.
C1 [Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Visscher, Chris] Univ Groningen, Univ Med Ctr Groningen, Ctr Human Movement Sci, NL-9713 AV Groningen, Netherlands.
   [Bosker, Roel J.; Doolaard, Simone] Univ Groningen, Groningen Inst Educ Res, NL-9712 TG Groningen, Netherlands.
   [Bosker, Roel J.; Doolaard, Simone] Univ Groningen, Fac Behav & Social Sci, Dept Educ Sci, NL-9712 TG Groningen, Netherlands.
C3 University of Groningen; University of Groningen; University of
   Groningen
RP Mullender-Wijnsma, MJ (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Ctr Human Movement Sci, Antonius Deusinglaan 1, NL-9713 AV Groningen, Netherlands.
EM m.j.mullender-wijnsma@umcg.nl
OI Bosker, Roel/0000-0002-1495-7298; Doolaard, Simone/0000-0001-6977-2904
FU Ministry of Education, Culture and Science [ODB10015]
FX This work was supported by the Ministry of Education, Culture and
   Science [ODB10015]. The authors wish to acknowledge Rik Poelarends for
   his help in the completion of this manuscript and the intervention
   teachers and children at the participating schools for their cooperation
   in this study.
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NR 37
TC 41
Z9 50
U1 0
U2 24
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD APR 19
PY 2015
VL 15
AR 404
DI 10.1186/s12889-015-1745-y
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA CG8JK
UT WOS:000353553300001
PM 25927371
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Kittelman, A
   Lissman, DC
   Strickland-Cohen, MK
   Kato, MM
   Flannery, KB
   Horner, RH
   Izzard, S
   St Joseph, S
   Mowery, A
AF Kittelman, Angus
   Lissman, Dana Cohen
   Strickland-Cohen, M. Kathleen
   Kato, Mimi McGrath
   Flannery, K. Brigid
   Horner, Robert H.
   Izzard, Sara
   St Joseph, Stephanie
   Mowery, Aaron
TI CICO-Secondary: A Single-Case Experimental Study in High School
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE check-in/check-out; CICO; Tier 2; high school; positive behavioral
   interventions and supports; PBIS; single-case design
ID CHECK-IN; SELF-REGULATION; MIDDLE SCHOOL; INTERVENTION; STUDENTS
AB Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with individualized education programs) in one public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.
C1 [Kittelman, Angus; Lissman, Dana Cohen; Kato, Mimi McGrath; Flannery, K. Brigid; Horner, Robert H.; Izzard, Sara; Mowery, Aaron] Univ Oregon, Eugene, OR USA.
   [Strickland-Cohen, M. Kathleen] Univ Utah, Salt Lake City, UT USA.
   [St Joseph, Stephanie] May Inst, Randolph, MA USA.
   [Kittelman, Angus] Univ Missouri, 311J Townsend Hall, Columbia, MO 65211 USA.
C3 University of Oregon; Utah System of Higher Education; University of
   Utah; University of Missouri System; University of Missouri Columbia
RP Kittelman, A (corresponding author), Univ Missouri, 311J Townsend Hall, Columbia, MO 65211 USA.
EM anguskittelman@missouri.edu
OI Kittelman, Angus/0000-0001-5904-3951
FU Institute of Education Sciences, U.S. Department of Education
   [R305A180015]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R305A180015 to
   University of Oregon. The opinions expressed are those of the authors
   and do not represent views of the Institute or the U.S. Department of
   Education.
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NR 34
TC 1
Z9 1
U1 3
U2 3
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2024
VL 26
IS 2
BP 89
EP 100
DI 10.1177/10983007231200542
EA OCT 2023
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA KV0F5
UT WOS:001091045400001
DA 2024-07-15
ER

PT J
AU Lucio, R
   Hunt, E
   Bornovalova, M
AF Lucio, Robert
   Hunt, Elizabeth
   Bornovalova, Marina
TI Identifying the Necessary and Sufficient Number of Risk Factors for
   Predicting Academic Failure
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE academic achievement; ROC curve; risk of academic failure; school
   related risk factors; adolescence
ID COMPETENCE
AB Identifying the point at which individuals become at risk for academic failure (grade point average [GPA] < 2.0) involves an understanding of which and how many factors contribute to poor outcomes. School-related factors appear to be among the many factors that significantly impact academic success or failure. This study focused on 12 school-related factors. Using a thorough 5-step process, we identified which unique risk factors place one at risk for academic failure. Academic engagement, academic expectations, academic self-efficacy, homework completion, school relevance, school safety, teacher relationships (positive relationship), grade retention, school mobility, and school misbehaviors (negative relationship) were uniquely related to GPA even after controlling for all relevant covariates. Next, a receiver operating characteristic curve was used to determine a cutoff point for determining how many risk factors predict academic failure (GPA < 2.0). Results yielded a cutoff point of 2 risk factors for predicting academic failure, which provides a way for early identification of individuals who are at risk. Further implications of these findings are discussed.
C1 [Lucio, Robert] Univ S Florida, Louis de la Parte Florida Mental Hlth Inst, Coll Behav & Community Sci, Dept Child & Family Studies, Tampa, FL 33612 USA.
   [Lucio, Robert] Univ S Florida, Harrell Ctr, Dept Community & Family Hlth, Coll Publ Hlth, Tampa, FL 33612 USA.
   [Hunt, Elizabeth; Bornovalova, Marina] Univ S Florida, Dept Psychol, Tampa, FL 33612 USA.
C3 State University System of Florida; University of South Florida; State
   University System of Florida; University of South Florida; State
   University System of Florida; University of South Florida
RP Lucio, R (corresponding author), Univ S Florida, Louis de la Parte Florida Mental Hlth Inst, Coll Behav & Community Sci, Dept Child & Family Studies, 13301 Bruce B Downs Blvd,MHC 2205, Tampa, FL 33612 USA.
EM rlucio@usf.edu
RI Bornovalova, Marina/J-9711-2019
OI Bornovalova, Marina/0000-0002-2140-2493
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NR 20
TC 47
Z9 93
U1 3
U2 38
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD MAR
PY 2012
VL 48
IS 2
BP 422
EP 428
DI 10.1037/a0025939
PG 7
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 901IU
UT WOS:000300961400013
PM 22182300
DA 2024-07-15
ER

PT J
AU Wildhagen, T
AF Wildhagen, Tina
TI WHAT'S OPPOSITIONAL CULTURE GOT TO DO WITH IT? MOVING BEYOND THE STRONG
   VERSION OF THE ACTING WHITE HYPOTHESIS
SO SOCIOLOGICAL PERSPECTIVES
LA English
DT Article
DE education; race; inequality; acting white; oppositional culture
ID SCHOOL PERFORMANCE; BLACK-STUDENTS; ACADEMIC-ACHIEVEMENT; PEER GROUPS;
   EXPLANATION; ATTITUDES; MINORITY; BURDEN; PERSPECTIVE; OPPORTUNITY
AB Is the acting white hypothesis empirically viable? The strong version of this hypothesis-that African American students are negatively sanctioned by peers for academic success, while their similar white peers are not sanctioned-misses the possibility that some students preemptively pull back academic effort without having received sanctions. This article tests a weak version of the hypothesis-that some academically engaged African American students perceive the costs of peer sanctions to be sufficiently high to scale back overt academic engagement before receiving peer sanctions. The weak version predicts sufficiently high costs of sanctions in schools with racialized social norms about academic engagement. The author uses multilevel modeling to test strong and weak versions of the hypothesis on a nationally representative sample of African American and white students. While the results do not support the strong version of the acting white hypothesis, they point to a mild form of the weak version of the hypothesis.
C1 Smith Coll, Northampton, MA 01063 USA.
C3 Smith College
RP Wildhagen, T (corresponding author), Smith Coll, 215 Wright Hall, Northampton, MA 01063 USA.
EM twildhag@smith.edu
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NR 63
TC 9
Z9 20
U1 1
U2 11
PU UNIV CALIFORNIA PRESS
PI BERKELEY
PA C/O JOURNALS & DIGITAL PUBLISHING DIVISION, 2000 CENTER ST, STE 303,
   BERKELEY, CA 94704-1223 USA
SN 0731-1214
J9 SOCIOL PERSPECT
JI Sociol. Perspect.
PD FAL
PY 2011
VL 54
IS 3
BP 403
EP 430
DI 10.1525/sop.2011.54.3.403
PG 28
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA 942MN
UT WOS:000304048300007
DA 2024-07-15
ER

PT J
AU Oseguera, L
   Conchas, GQ
   Mosqueda, E
AF Oseguera, Leticia
   Conchas, Gilberto Q.
   Mosqueda, Eduardo
TI Beyond Family and Ethnic Culture: Understanding the Preconditions for
   the Potential Realization of Social Capital
SO YOUTH & SOCIETY
LA English
DT Article
DE academic engagement and achievement; school context; social capital
ID MEXICAN-ORIGIN; SCHOOL
AB This article extends our conceptual understanding of social capital and school achievement through a comparative race and ethnic approach. Using the National Educational Longitudinal Study (NELS) 1988-1990 panel, this article develops a more comprehensive understanding of school achievement by exploring circumstances, which the authors call "preconditions," leading to the potential for the realization of social capital. These "preconditions" are used to explain academic engagement disparities between Southeast Asian, Black, Mexican, and White high school youth. Whereas previous research on social capital leaves the mechanism through which social capital influences school outcomes unspecified, this study focuses on a behavior associated with positive educational outcomes-time per week spent on homework outside of school. Although preconditions for parental capital appear to have some influence on students' study behavior, so too do preconditions between and within schools, such as peers and teachers. This research shows that relationships outside the family-that is, within and between school opportunities for social capital-play a significant role in explaining variation between the four ethnic groups.
C1 [Oseguera, Leticia] Penn State Dept Educ Policy Studies, University Pk, PA USA.
   [Conchas, Gilberto Q.] UCI Dept Educ, Irvine, CA USA.
   [Mosqueda, Eduardo] UCSC Dept Educ, Santa Cruz, CA USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Oseguera, L (corresponding author), Penn State Univ, Dept Educ Policy Studies, 400 Rackley Bldg, University Pk, PA 16802 USA.
EM oseguera@psu.edu
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NR 61
TC 12
Z9 33
U1 0
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0044-118X
EI 1552-8499
J9 YOUTH SOC
JI Youth Soc.
PD SEP
PY 2011
VL 43
IS 3
BP 1136
EP 1166
DI 10.1177/0044118X10382030
PG 31
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA 804GF
UT WOS:000293641600013
DA 2024-07-15
ER

PT J
AU Valeski, TN
   Stipek, DJ
AF Valeski, TN
   Stipek, DJ
TI Young children's feelings about school
SO CHILD DEVELOPMENT
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; ELEMENTARY-SCHOOL; GENDER-DIFFERENCES;
   ACHIEVEMENT; COMPETENCE; KINDERGARTEN; PERCEPTIONS; ATTAINMENT;
   ENGAGEMENT; ADJUSTMENT
AB This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kinder-gartners', perceptions of competence were significantly associated with academic engagement.
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NR 45
TC 147
Z9 247
U1 1
U2 20
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2001
VL 72
IS 4
BP 1198
EP 1213
DI 10.1111/1467-8624.00342
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 452FM
UT WOS:000169846900016
PM 11480942
DA 2024-07-15
ER

PT J
AU Lapan, C
   Rimm-Kaufman, SE
   Merritt, EG
AF Lapan, Candace
   Rimm-Kaufman, Sara E.
   Merritt, Eileen G.
TI Promoting fourth-grade students' autonomy, competence, and relatedness
   through service-learning
SO APPLIED DEVELOPMENTAL SCIENCE
LA English
DT Article
ID TEACHER-CHILD RELATIONSHIPS; POSITIVE YOUTH DEVELOPMENT;
   SELF-DETERMINATION THEORY; ELEMENTARY-SCHOOL; ACADEMIC ENGAGEMENT;
   COMMUNITY-SERVICE; EMOTIONAL SUPPORT; SOCIAL-CONTEXT; CLASSROOM;
   METAANALYSIS
AB The current study examined Connect Science, a service-learning program that incorporates social and emotional learning lessons and science lessons developed around Next Generation Science Standards. Guided by Self-Determination Theory, focus groups with 8 Connect Science classrooms and 8 control classrooms investigated fourth graders' experience of autonomy, competence, relatedness, and academic engagement in science. Results of a content analysis indicated that Connect Science students reported more frequent cognitive autonomy and more positive emotional science engagement than students in control classrooms. However, Connect Science students reported more mixed feelings about relatedness to their peers. Students from both Connect Science and control classrooms reported similar experiences of competence and teacher relatedness. The findings demonstrate that service-learning is a promising practice for facilitating student autonomy, choice, and emotional engagement in science while also highlighting the relational challenges of such approaches. We discuss future research directions and recommendations for mitigating such challenges in elementary classrooms.
C1 [Lapan, Candace] Wingate Univ, Wingate, NC USA.
   [Rimm-Kaufman, Sara E.] Univ Virginia, Charlottesville, VA USA.
   [Merritt, Eileen G.] State Univ, Virginia Polytech Inst, Blacksburg, VA USA.
   [Lapan, Candace] Wingate Univ, Psychol, 120 W Wilson St, Wingate, NC 28174 USA.
C3 Wingate University; University of Virginia; Virginia Polytechnic
   Institute & State University; Wingate University
RP Lapan, C (corresponding author), Wingate Univ, Psychol, 120 W Wilson St, Wingate, NC 28174 USA.
EM c.lapan@wingate.edu
FU Institute of Education Sciences (IES), U.S. Department of Education
   [R305A150272, R305B140026]
FX The research reported here was supported by the Institute of Education
   Sciences (IES), U.S. Department of Education, through grants R305A150272
   and R305B140026 to the University of Virginia. The opinions expressed
   are those of the authors and do not represent views of the IES or the US
   Department of Education.
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NR 108
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PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1088-8691
EI 1532-480X
J9 APPL DEV SCI
JI Appl. Dev. Sci.
PD JAN 2
PY 2024
VL 28
IS 1
BP 58
EP 81
DI 10.1080/10888691.2022.2149522
EA NOV 2022
PG 24
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DJ4S0
UT WOS:000899492300001
DA 2024-07-15
ER

PT J
AU Smith, HJ
   Jaurique, A
   Ryan, D
AF Smith, Heather J.
   Jaurique, Alexandria
   Ryan, Desiree
TI The Mistreatment of Others: Discrimination Can Undermine University
   Identification, Student Health, and Engagement
SO SOCIAL JUSTICE RESEARCH
LA English
DT Article
DE Relational justice; University students; Discrimination; Morality;
   Academic engagement; Mental health; Physical health
ID SOCIAL IDENTITY; PERCEIVED DISCRIMINATION; EMOTIONAL-REACTIONS;
   PROCEDURAL JUSTICE; VICARIOUS SHAME; MODEL; CONSEQUENCES; SENSITIVITY;
   EXPERIENCES; PSYCHOLOGY
AB Past research documents the extent that discrimination experiences and observations can undermine people's health and performance. In addition to discrimination's direct consequence for targets, discrimination implicates the morality of the larger community where it occurs. Perceptions of community morality could predict community identification that, in turn, could predict health and performance. To test this serial mediation hypothesis, 615 second- and third-year university undergraduates reported the frequency of discrimination observations and experiences. Students' perceptions of the university community's morality mediated the relationship between discrimination and the extent that they identified with the university. In turn, university identification mediated the relationship between university morality and students' academic engagement and mental health. However, only university morality reliably mediated the relationship between discrimination and physical health. Discrimination can affect the health and engagement of all community members, even observers who are not part of the targeted group.
C1 [Smith, Heather J.] Sonoma State Univ, Dept Psychol, 1801 East Cotati Ave, Rohnert Pk, CA 94928 USA.
   [Jaurique, Alexandria; Ryan, Desiree] Humboldt State Univ, Dept Psychol, 1 Harpst St, Arcata, CA 95521 USA.
C3 California State University System; Sonoma State University; California
   State University System; California State Polytechnic University,
   Humboldt
RP Smith, HJ (corresponding author), Sonoma State Univ, Dept Psychol, 1801 East Cotati Ave, Rohnert Pk, CA 94928 USA.
EM Heather.Smith@sonoma.edu
OI Jaurique, Alexandria/0000-0001-7886-2995
FU CSU Academic and Student Success Programs; School of Social Sciences
FX We would like to thank Stephanie McKee, Christopher Aberson, Michelle
   Jolly, Alvin Nguyen, John Kornfeld, Cyndie Morozumi, Sean Johnson, and
   Jean Wasp for their help. This survey was supported by a generous
   assessment grant from the CSU Academic and Student Success Programs and
   a summer stipend from the School of Social Sciences.
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NR 66
TC 9
Z9 11
U1 0
U2 30
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0885-7466
EI 1573-6725
J9 SOC JUSTICE RES
JI Soc. Justice Res.
PD DEC
PY 2016
VL 29
IS 4
BP 355
EP 374
DI 10.1007/s11211-016-0274-x
PG 20
WC Psychology, Social; Sociology
WE Social Science Citation Index (SSCI)
SC Psychology; Sociology
GA EE1JC
UT WOS:000389336300001
DA 2024-07-15
ER

PT J
AU Barghaus, K
   Fantuzzo, J
   LeBoeuf, W
   Henderson, C
   Li, FF
   McDermott, P
AF Barghaus, Katherine
   Fantuzzo, John
   LeBoeuf, Whitney
   Henderson, Cassandra
   Li, Feifei
   McDermott, Paul
TI Problems in Classroom Engagement: Validation of an Assessment for
   District-Wide Use in the Early Primary Grades
SO EARLY EDUCATION AND DEVELOPMENT
LA English
DT Article
ID ACADEMIC TRAJECTORIES; FIT INDEXES
AB Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students' early difficulties with behavioral, social, and academic engagement.
C1 [Barghaus, Katherine; Fantuzzo, John; LeBoeuf, Whitney; Henderson, Cassandra; Li, Feifei; McDermott, Paul] Univ Penn, Grad Sch Educ, 3700 Walnut St, Philadelphia, PA 19104 USA.
C3 University of Pennsylvania
RP Barghaus, K (corresponding author), Univ Penn, Grad Sch Educ, 3700 Walnut St, Philadelphia, PA 19104 USA.
EM barghaus@gse.upenn.edu
RI Li, Feifei/JTT-8011-2023
CR American Educational Research Association American Psychological Association & National Council on Measurement in Education, 2014, American psychological association, & national council on measurement in education. Standards for educational and psychological testing
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NR 49
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Z9 6
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1040-9289
EI 1556-6935
J9 EARLY EDUC DEV
JI Early Educ. Dev.
PD FEB-MAR
PY 2017
VL 28
IS 2
BP 154
EP 166
DI 10.1080/10409289.2016.1197012
PG 13
WC Education & Educational Research; Psychology, Educational; Psychology,
   Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA EK5KQ
UT WOS:000393965700002
OA Green Submitted
DA 2024-07-15
ER

PT J
AU O'Donnell, KE
   Shen, LL
   Stratford, DC
   Candelaria, PY
   Clemens, NH
AF O'Donnell, Katherine E.
   Shen, Linling
   Stratford, Dianne C.
   Candelaria, Patricia Y.
   Clemens, Nathan H.
TI Integrating a Self-Regulation Intervention Within a Tier-2 Academic
   Intervention
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article; Early Access
DE multitiered systems of support; Tier 2; academic intervention; behavior
   intervention; self-regulation; self-monitoring; academic engagement
ID DEFICIT HYPERACTIVITY DISORDER; MANAGEMENT INTERVENTIONS;
   READING-DISABILITY; MYSTERY MOTIVATOR; BEHAVIOR PROBLEMS; PEER
   REJECTION; STUDENTS; ATTENTION; CHILDREN; SCHOOL
AB Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements-teaching expectations, self-monitoring, self-evaluation, and mystery match-was embedded within academic intervention lessons to target students' academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system.
C1 [O'Donnell, Katherine E.] Univ Utah, 1721 Campus Ctr Dr SAEC 3248, Salt Lake City, UT 84112 USA.
   [Shen, Linling; Stratford, Dianne C.; Candelaria, Patricia Y.; Clemens, Nathan H.] Univ Texas Austin, Austin, TX USA.
C3 Utah System of Higher Education; University of Utah; University of Texas
   System; University of Texas Austin
RP O'Donnell, KE (corresponding author), Univ Utah, 1721 Campus Ctr Dr SAEC 3248, Salt Lake City, UT 84112 USA.
EM katherine.odonnell@utah.edu
OI O'Donnell, Katherine/0000-0001-5271-0133
FU U.S. Department of Education, Institute for Education Sciences
   [R324N180018]
FX Authorship of this article was supported by a grant from the U.S.
   Department of Education, Institute for Education Sciences, grant no.
   R324N180018. The opinions expressed in this article are those of the
   authors and do not represent the views of the Institute of Education
   Sciences or the U.S. Department of Education.
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NR 52
TC 0
Z9 0
U1 1
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
EI 1538-4810
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD 2024 JUN 2
PY 2024
DI 10.1177/10534512241253828
EA JUN 2024
PG 11
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SW3D5
UT WOS:001237437600001
DA 2024-07-15
ER

PT J
AU Wang, JH
   Kiefer, SM
AF Wang, Joy Huanhuan
   Kiefer, Sarah M.
TI Joint implications of teachers and classroom peers for adolescents'
   aggression and engagement
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Teacher support; Classroom peer norms; Aggression; Academic engagement;
   Middle school
ID SCHOOL ENGAGEMENT; STUDENT ENGAGEMENT; BEHAVIOR; MIDDLE; ACHIEVEMENT;
   CONTEXT; ELEMENTARY; SUPPORT; NORMS; ENVIRONMENT
AB This study investigated the mediation and moderation roles of classroom peer norms (CPNs) on the associations of teacher support with student aggression and academic engagement across the first year of middle school (fall and spring of sixth grade). Students (N = 312; 49% females) were from 32 classrooms in three schools. Data included peer-nominated aggression (overt, relational) and self-reported engagement (involved, disruptive behavior) and teacher support. Multilevel modeling analyses indicated a mediation model for disruptive behavior and trends of mediation for aggression, as the negative associations of fall classroom level teacher support with spring disruptive behavior and aggression were mediated by the corresponding CPN. Findings indicated a moderation model for involved behavior; students reported higher levels of involved behavior in the spring if they perceived more teacher support than their classmates and if the involved behavior CPN was high in the fall. Implications for research and practice are discussed.
C1 [Wang, Joy Huanhuan] Texas Tech Univ, Coll Educ, 3002 18th St, Lubbock, TX 79409 USA.
   [Kiefer, Sarah M.] Univ S Florida, Coll Educ, Tampa, FL 33620 USA.
C3 Texas Tech University System; Texas Tech University; State University
   System of Florida; University of South Florida
RP Wang, JH (corresponding author), Texas Tech Univ, Coll Educ, 3002 18th St, Lubbock, TX 79409 USA.
EM joy.wang@ttu.edu
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NR 67
TC 5
Z9 6
U1 2
U2 10
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD NOV-DEC
PY 2020
VL 71
AR 101199
DI 10.1016/j.appdev.2020.101199
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA PI3FO
UT WOS:000600980500009
DA 2024-07-15
ER

PT J
AU Bardin, JA
   Lewis, S
AF Bardin, Julie A.
   Lewis, Sandra
TI A survey of the academic engagement of students with visual impairments
   in general education classes
SO JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS
LA English
DT Article
ID INSTRUCTIONAL CONTEXTS; LIFE-STYLES; RATES; OPPORTUNITIES; ACHIEVEMENT;
   CLASSROOMS; REQUESTS; BEHAVIOR; CHILDREN; TEACHER
AB General educators (n = 79) answered a questionnaire regarding the engagement of students with visual impairments who were enrolled in their classes. These students were identified as being only moderately engaged. No difference in the perceived engagement of students who read print and students who read braille was demonstrated.
C1 [Bardin, Julie A.] N Carolina Cent Univ, Visual Impairment Training Program, Durham, NC 27707 USA.
   [Lewis, Sandra] Florida State Univ, Program Visual Impairment, Tallahassee, FL 32306 USA.
C3 University of North Carolina; North Carolina Central University; State
   University System of Florida; Florida State University
RP Bardin, JA (corresponding author), N Carolina Cent Univ, Visual Impairment Training Program, 712 Cecil St, Durham, NC 27707 USA.
EM jbardin@nccu.edu; lewis@mail.coe.fsu.edu
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NR 53
TC 25
Z9 37
U1 0
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-482X
EI 1559-1476
J9 J VISUAL IMPAIR BLIN
JI J. Vis. Impair. Blind.
PD AUG
PY 2008
VL 102
IS 8
BP 472
EP 483
DI 10.1177/0145482X0810200804
PG 12
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 345CS
UT WOS:000258974200004
DA 2024-07-15
ER

PT J
AU Lau, LHS
   Moore, DW
   Anderson, A
AF Lau, Lily H. S.
   Moore, Dennis W.
   Anderson, Angelika
TI Behavior Support Strategies in Singapore Preschools: Practices and
   Outcomes
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE Program assessment; positive behavior support; classroom intervention;
   challenging behavior; preschool
ID TEACHERS USE; CHALLENGING BEHAVIOR; PRAISE STATEMENTS; YOUNG-CHILDREN;
   IMPLEMENTATION; EDUCATORS; SYSTEM; SCHOOL; MODEL; INTERVENTION
AB This study evaluated teachers' use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings indicated that while the majority of the teachers taught rules and expectations to children several times throughout the year, used effective error corrections, and allocated more than 70% of class time to academic instructions, none of them had a system for documenting and rewarding appropriate child behavior, or a documented system to address specific behavioral violations. Very few teachers used a continuum of consequences to manage rule violations, and the use of general and behavior-specific praise was low. Furthermore, rates of disruptive behavior were relatively high, which were associated with high rates of reprimands, and one third of the classrooms had low academic engagement levels. Methods of enhancing teacher training in universal practices are discussed.
C1 [Lau, Lily H. S.] KK Womens & Childrens Hosp, Dept Child Dev, Level 5,Womens Tower,100 Bukit Timah Rd, Singapore 229899, Singapore.
   [Lau, Lily H. S.; Moore, Dennis W.] Monash Univ, Fac Educ, Melbourne, Vic, Australia.
   [Anderson, Angelika] Univ Waikato, Sch Psychol, Hamilton, New Zealand.
C3 KK Women's & Children's Hospital; Monash University; University of
   Waikato
RP Lau, LHS (corresponding author), KK Womens & Childrens Hosp, Dept Child Dev, Level 5,Womens Tower,100 Bukit Timah Rd, Singapore 229899, Singapore.
EM lily.lau.hs@kkh.com.sg
RI Anderson, Angelika/AAU-2419-2021
OI Anderson, Angelika/0000-0003-1156-4066
CR Benedict EA, 2007, TOP EARLY CHILD SPEC, V27, P174, DOI 10.1177/02711214070270030801
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NR 41
TC 0
Z9 0
U1 1
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD OCT
PY 2019
VL 21
IS 4
BP 249
EP 258
DI 10.1177/1098300719855349
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA IW8RY
UT WOS:000485262500005
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Lee, T
   Lee, S
   Ko, H
   Lee, SM
AF Lee, Taerim
   Lee, Sangeun
   Ko, Hyeyun
   Lee, Sang M.
TI Self-compassion among university students as a personal resource in the
   job demand-resources model
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Self-compassion; social support; academic burnout; job demand-resource
   model; conservation of resource theory; academic engagement
ID PERCEIVED SOCIAL SUPPORT; WORK ENGAGEMENT; MEDIATING ROLE; FIT INDEXES;
   BURNOUT; SCHOOL; TRANSITION; STRESS; CONSERVATION; COLLEGE
AB Based on Job Demand Resource Model (JD-R), and Conservation of Resources Theory (COR Theory), self-compassion was set as a personal resource, and how it affected academic burnout, and academic engagement had been investigated. This study was conducted on a sample of 599 university students in South Korea who were expected to have overwhelming study demands during their transition from school to work. A structural equation model was applied to estimate the mediation effect. We found that self-compassion partially mediated the relationship between academic demands and burnout, and fully mediated the relationship between academic demands and engagement. Furthermore, social support was reciprocally related to self-compassion, and both had a positive effect on engagement. Since self-compassion triggered engagement and managed to decrease the effect of academic demands on burnout, we discussed self-compassion's function as a personal resource.
C1 [Lee, Taerim; Lee, Sangeun; Ko, Hyeyun; Lee, Sang M.] Korea Univ, Dept Educ, Seoul, South Korea.
   [Lee, Sangeun] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA.
C3 Korea University; University System of Ohio; Ohio State University
RP Lee, SM (corresponding author), Korea Univ, Dept Educ, Seoul, South Korea.
EM leesang@korea.ac.kr
RI Lee, Sang Min/JTD-2543-2023
OI Lee, Sang Min/0000-0001-6148-772X
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2020S1A5A2A01043871]
FX This work was supported by Ministry of Education of the Republic of
   Korea and the National Research Foundation of Korea
   [NRF-2020S1A5A2A01043871].
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NR 82
TC 4
Z9 4
U1 17
U2 66
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD OCT 21
PY 2022
VL 42
IS 9
BP 1160
EP 1179
DI 10.1080/01443410.2022.2120600
EA SEP 2022
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 6M4OS
UT WOS:000852159800001
DA 2024-07-15
ER

PT J
AU Gong, Z
   Jiao, XN
   Xia, XL
   Yu, HX
   Lv, CX
AF Gong, Zhun
   Jiao, Xinian
   Xia, Xinlei
   Yu, Haixin
   Lv, Cixian
TI The Relationship Between Academic Encouragement and Academic
   Self-Efficacy: A Moderated Mediation Model
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE encouragement; academic self-efficacy; campus connectedness; hope;
   academic engagement
ID SOCIAL CONNECTEDNESS; VALIDATION; STUDENTS; SUPPORT
AB To explore the influence mechanism and boundary conditions of academic encouragement on college students' academic self-efficacy, this study did a questionnaire survey and used the four scales, namely, Academic Encouragement Scale (AES), Course Subscale of the College Self-Efficacy Inventory (CCSI), Adult Hope Scale (AHS), and Campus Connectedness Scale (CCS). The questionnaires were distributed both online and offline. A total of 355 questionnaires were distributed, with 267 valid returns. Among them, 139 were women (52.1%) and 128 were men (47.9%), and the age range is 18-24 years old. As for the grade level, 123 were first-year college students (46.1%), 58 were second-year college students (21.7%), and 86 were third-year college students (32.2%). The results of this study showed the following. (1) Campus connectedness or hope mediated the relations between (challenge-focused or potential-focused) encouragement and academic self-efficacy. (2) Academic engagement could not moderate the above mediation models.
C1 [Gong, Zhun; Jiao, Xinian; Xia, Xinlei; Yu, Haixin; Lv, Cixian] Qingdao Univ, Normal Coll, Qingdao, Peoples R China.
C3 Qingdao University
RP Lv, CX (corresponding author), Qingdao Univ, Normal Coll, Qingdao, Peoples R China.
EM 499752787@qq.com
RI Gong, Zhun/JBI-8614-2023; Jiao, Xinian/HOC-4247-2023
OI Jiao, Xinian/0000-0001-9016-8955
FU China National Social Science Major Project Fund [20ZD130]; National
   Social Science Foundation of China [18BZZ099]; 2019 Shandong Provincial
   Education Reform Special Project [D2019S06]; Ministry of Education
   Industry-University Cooperation Education Project [202002172007]
FX This work was supported by the China National Social Science Major
   Project Fund (No. 20&ZD130), the National Social Science Foundation of
   China (18BZZ099), the 2019 Shandong Provincial Education Reform Special
   Project (D2019S06), and Ministry of Education Industry-University
   Cooperation Education Project (No. 202002172007).
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NR 28
TC 1
Z9 1
U1 8
U2 37
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 7
PY 2022
VL 13
AR 644243
DI 10.3389/fpsyg.2022.644243
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3E1XC
UT WOS:000829781900001
PM 35874360
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU King, RB
   Datu, JAD
AF King, Ronnel B.
   Datu, Jesus Alfonso D.
TI Materialism does not pay: Materialistic students have lower motivation,
   engagement, and achievement
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Materialism; Self-determination theory; Motivation; Academic engagement
ID SELF-DETERMINATION THEORY; GOAL CONTENTS; INTRINSIC MOTIVATION;
   GENDER-DIFFERENCES; SCHOOL ENGAGEMENT; AUTONOMY SUPPORT; AMERICAN-DREAM;
   MEDIATING ROLE; PERSONALITY; CLASSROOM
AB The aim of this study was to examine how materialism, or the focus on acquiring money and material possessions, is associated with students' academic engagement and achievement via their motivational regulation (amotivation, controlled motivation, and autonomous motivation). Study 1 (n = 606 secondary students) was a cross-sectional study which found that materialism was negatively associated with engagement. This association was partially mediated by amotivation. Study 2 (n = 404 secondary students) was a longitudinal study which found that Time 1 materialism was negatively associated with Time 2 engagement and Time 3 academic achievement via amotivation. Results of the two studies provide converging lines of evidence that materialism is negatively associated with key indicators of learning. Students with high levels of materialism have lower levels of engagement and achievement, and these associations are partially mediated by amotivation. Theoretical and practical implications are discussed. (C) 2017 Elsevier Inc. All rights reserved.
C1 [King, Ronnel B.] Educ Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); University of Hong Kong
RP King, RB (corresponding author), Educ Univ Hong Kong, Dept Curriculum & Instruct, 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM ronnel@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; Datu, Jesus
   Alfonso/0000-0002-8790-1113; KING, Ronnel Bornasal/0000-0002-0648-8508
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NR 92
TC 23
Z9 28
U1 1
U2 38
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD APR
PY 2017
VL 49
BP 289
EP 301
DI 10.1016/j.cedpsych.2017.03.003
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX2BK
UT WOS:000403030300024
DA 2024-07-15
ER

PT J
AU Sadoughi, M
   Hejazi, SY
AF Sadoughi, Majid
   Hejazi, S. Yahya
TI The effect of teacher support on academic engagement: The serial
   mediation of learning experience and motivated learning behavior
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Teacher support; Learning experience; Motivated
   learning behaviour; English as a Foreign Language (EFL)
ID STUDENT ENGAGEMENT; SELF-EFFICACY; UNIVERSITY LEARNERS; LANGUAGE
   ENGAGEMENT; SCHOOL; ACHIEVEMENT; ENGLISH; SYSTEM; MATHEMATICS;
   PERCEPTIONS
AB Given the crucial importance of engagement in learning English as a Foreign Language (EFL) and the increasing interest in its psychological dimensions, this study was an attempt to examine the effect of teacher support on engagement by considering the serial mediating roles of learning experience and motivated learning behaviour. Participants were 384 EFL learners chosen through multi-stage cluster sampling. The SEM results demonstrated that teacher support directly and positively predicted engagement. Additionally, teacher support affected engagement through the serial mediating roles of learning experience and motivated learning behaviour. Teachers can provide learners with substantial support and encouragement to enhance their learning experience, which could in turn considerably affect their motivated learning behaviour. Consequently, EFL learners who are motivated and willing to exert effort in learning and classroom activities would be more engaged in their learning process. Finally, important implications and suggestions for future research are presented.
C1 [Sadoughi, Majid] Univ Kashan, Psychol Dept, Fac Humanities, Kashan, Iran.
   [Hejazi, S. Yahya] Univ Tehran, Fac Foreign Languages & Literature, English Dept, Tehran, Iran.
C3 University Kashan; University of Tehran
RP Hejazi, SY (corresponding author), Univ Tehran, Fac Foreign Languages & Literature, English Dept, Tehran, Iran.
EM sadoughi@kashanu.ac.ir; s.yahya.hejazi@gmail.com
RI Hejazi, S. Yahya/AAX-4927-2020; Sadoughi, Majid/T-3986-2017; Hejazi, S.
   Yahya/IZD-4792-2023
OI Hejazi, S. Yahya/0000-0002-4213-3659; Sadoughi,
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NR 105
TC 27
Z9 27
U1 14
U2 115
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD AUG
PY 2023
VL 42
IS 22
BP 18858
EP 18869
DI 10.1007/s12144-022-03045-7
EA APR 2022
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA Q8YC8
UT WOS:000779244800003
DA 2024-07-15
ER

PT J
AU Nkhoma, M
   Sriratanaviriyakul, N
   Quang, HL
AF Nkhoma, Mathews
   Sriratanaviriyakul, Narumon
   Huy Le Quang
TI Using case method to enrich students' learning outcomes
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article
DE case method; collaborative learning; interactivity; learning outcomes;
   student engagement; time; case studies; discussion cases
ID ACADEMIC ENGAGEMENT; TIME; EXPERIENCES; UNIVERSITY; INTERACTIVITY;
   FACULTY; MATTER
AB There is a need to examine the effect of using discussion cases to enrich students' learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students' time devotion and students' engagement in order to find which factors could improve learning outcomes, including positive group interaction and individual learning performance. The findings from three cohorts of undergraduate students of the same course indicated that interactivity with peers and with the lecturers during the case discussion in classes improved emotional engagement, which in turn positively influenced positive group interaction and individual learning performance. The study also found that students' emotional engagement was a significant factor in enriching outcomes. Although there was a lack of direct impact of interactivity on learning outcomes, there were many reasons attributed to it. The time that students devoted to the task, as a result of interactivity with the lecturer, was a significant predictor of emotional academic engagement, but it did not predict desirable learning outcomes.
C1 [Nkhoma, Mathews; Sriratanaviriyakul, Narumon] RMIT Univ Vietnam, Dept Business IT & Logist, 702 Nguyen Van Linh,Dist 7, Ho Chi Minh City 70000, Vietnam.
   [Huy Le Quang] RMIT Univ Vietnam, Asia Grad Ctr, 702 Nguyen Van Linh,Dist 7, Ho Chi Minh City, Vietnam.
C3 Royal Melbourne Institute of Technology (RMIT); Royal Melbourne
   Institute of Technology (RMIT)
RP Nkhoma, M (corresponding author), RMIT Univ Vietnam, Dept Business IT & Logist, 702 Nguyen Van Linh,Dist 7, Ho Chi Minh City 70000, Vietnam.
EM mathews.nkhoma@rmit.edu.vn; narumon@rmit.edu.vn; huy.lequang@rmit.edu.vn
RI Sriratanaviriyakul, Cherry Narumon/D-4259-2018
OI Sriratanaviriyakul, Cherry Narumon/0000-0002-9458-1883
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U2 41
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD MAR
PY 2017
VL 18
IS 1
BP 37
EP 50
DI 10.1177/1469787417693501
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ET1XT
UT WOS:000400063100004
DA 2024-07-15
ER

PT J
AU Kim, HY
   LaRusso, MD
   Hsin, LB
   Harbaugh, AG
   Selman, RL
   Snow, CE
AF Kim, Ha Yeon
   LaRusso, Maria D.
   Hsin, Lisa B.
   Harbaugh, Allen G.
   Selman, Robert L.
   Snow, Catherine E.
TI Social perspective-taking performance: Construct, measurement, and
   relations with academic performance and engagement
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Social perspective taking; Social emotional competence; Academic
   engagement; Academic performance; Categorical confirmatory factor
   analysis
ID ENGLISH-LANGUAGE LEARNERS; INDIVIDUAL-DIFFERENCES;
   READING-COMPREHENSION; SCHOOL; MIND; COMPETENCE; BEHAVIOR; SUCCESS;
   SKILLS; METAANALYSIS
AB Social perspective-taking (SPT), the social-cognitive skill of inferring, considering, and evaluating others' perspectives, is critical in allowing students to engage not only with others in social interactions, but also with many academic materials and activities. However, due to complex conceptualizations of SPT, as well as challenges to its measurement, little research has examined the role of SPT in student learning. Using a new measure, the Assessment of Social Perspective-taking Performance (ASPP), this article presents evidence that SPT can be conceptualized as a set of measurable developmental performative skills relevant to classroom leaming in early adolescence: articulation of actors' beliefs/intentions and positioning of actors in their social contexts. Examination of its psychometric properties provides evidence that ASPP can precisely assess students' SPT performance across varying levels of those skills. Lastly, we find positive associations of SPT with academic engagement and standardized test scores.
C1 [Kim, Ha Yeon; LaRusso, Maria D.; Hsin, Lisa B.; Selman, Robert L.; Snow, Catherine E.] Harvard Univ, Cambridge, MA 02138 USA.
   [LaRusso, Maria D.; Snow, Catherine E.] SERP, Washington, DC USA.
   [Harbaugh, Allen G.] Boston Univ, Boston, MA 02215 USA.
C3 Harvard University; Boston University
RP Kim, HY (corresponding author), NYU, Steinhardt Sch Culture Educ & Human Dev, Global TIES Children, 246 Greene St, New York, NY 10003 USA.
EM hayeon@nyu.edu
RI Hsin, Lisa/R-4319-2019
OI Hsin, Lisa/0000-0003-0414-9964; Snow, Catherine E./0000-0002-6292-1126;
   Kim, Ha Yeon/0000-0001-7468-1310
FU Institute of Education Sciences, U.S. Department of Education
   [R305F100026]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R305F100026 to the
   Strategic Educational Research Partnership Institute as part of the
   Reading for Understanding Research Initiative. We would like to thank
   the administrators, teachers, and students who made this important work
   possible. We would also like to thank Dr. Andrew Ho for his comments on
   this paper, Silvia Diazgranados and Michelle Dionne for their work
   conceptualizing perspective-taking performance, and our dedicated and
   skilled research staff who worked tirelessly, over several years, on
   this project.
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NR 78
TC 28
Z9 37
U1 2
U2 29
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD JUL-AUG
PY 2018
VL 57
BP 24
EP 41
DI 10.1016/j.appdev.2018.05.005
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GR5TG
UT WOS:000442704200003
DA 2024-07-15
ER

PT J
AU Hong, W
   Zhen, R
   Liu, RD
   Wang, MT
   Ding, Y
   Wang, J
AF Hong, Wei
   Zhen, Rui
   Liu, Ru-De
   Wang, Ming-Te
   Ding, Yi
   Wang, Jia
TI The longitudinal linkages among Chinese children's behavioural,
   cognitive, and emotional engagement within a mathematics context
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Behavioural engagement; cognitive engagement; emotional engagement;
   mathematics; primary school students
ID SCHOOL ENGAGEMENT; SELF-EFFICACY; PSYCHOLOGICAL ENGAGEMENT; STUDENT
   ENGAGEMENT; POSITIVE EMOTIONS; ACHIEVEMENT GOALS; MEDIATING ROLE;
   MOTIVATION; YOUTH; KINDERGARTEN
AB Student engagement, consisting of behavioural, cognitive, and emotional components, has been proven to influence both academic success and psychological well-being. To examine the linkages among the three aspects of academic engagement, a sample of 789 Chinese primary school students (47% girls; 39% 3rd graders, 31% 4th graders, 30% 5th graders) completed the Mathematics Engagement Scale at three 6-month intervals over the course of 1.5 years. Results indicated that the effects of behavioural, cognitive, and emotional engagement amplified and influenced one another over time. Specifically, behavioural engagement stably predicted cognitive and emotional engagement over time, but the prediction of cognitive engagement on emotional engagement was not consistent from T1 to T2 and from T2 to T3. In addition, emotional engagement significantly predicted behavioural and cognitive engagement only from T2 to T3. These findings support academic engagement as multidimensional construct and advance the understanding of its internal dynamical and continuous developmental interrelations.
C1 [Hong, Wei; Liu, Ru-De] Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
   [Zhen, Rui] Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Peoples R China.
   [Wang, Ming-Te] Univ Pittsburgh, Sch Educ, Dept Psychol, Pittsburgh, PA 15260 USA.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, Armonk, NY USA.
   [Wang, Jia] Beijing Union Univ, Teachers Coll, Beijing, Peoples R China.
C3 Beijing Normal University; Hangzhou Normal University; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh; Fordham University; Beijing Union University
RP Liu, RD (corresponding author), Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM liurude@126.com
RI D, Y/JJC-2699-2023; Wang, Ming-Te/HCH-2285-2022
OI Hong, Wei/0000-0002-5976-8159
FU Project of Humanities and Social Sciences Key Research Base in Ministry
   of Education of the People's Republic of China [15JJD190001]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in Ministry of Education of the People's
   Republic of China [15JJD190001].
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NR 50
TC 15
Z9 17
U1 20
U2 127
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD JUL 2
PY 2020
VL 40
IS 6
BP 666
EP 680
DI 10.1080/01443410.2020.1719981
EA JAN 2020
PG 15
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA MI0WB
UT WOS:000512516200001
DA 2024-07-15
ER

PT J
AU Allen, JP
   Narr, RK
   Nagel, AG
   Costello, MA
   Guskin, K
AF Allen, Joseph P.
   Narr, Rachel K.
   Nagel, Alison G.
   Costello, Meghan A.
   Guskin, Karen
TI The Connection Project: Changing the peer environment to improve
   outcomes for marginalized adolescents
SO DEVELOPMENT AND PSYCHOPATHOLOGY
LA English
DT Article
DE academic engagement; adolescent peer relationships; depressive symptoms;
   school-based intervention; social&#8211; emotional learning
ID STUDENT ENGAGEMENT; URBAN ADOLESCENTS; PERCEIVED CONTROL; SCHOOL;
   HEALTH; DEPRESSION; CLASSROOM; CHILDREN; PROGRAMS; RISK
AB This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler's seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Adolescents (N = 610) primarily from economically or racially/ethnically marginalized groups were assessed preintervention, postintervention, and at 4-month follow-up in a randomized controlled trial. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. These latter effects appear to have potentially been mediated via participants' increased use of social support. The potential of the Connection Project intervention specifically, and of broader efforts to activate adolescent peer relationships as potent sources of social support and growth more generally within the secondary school context, is discussed.
C1 [Allen, Joseph P.; Narr, Rachel K.; Nagel, Alison G.; Costello, Meghan A.] Univ Virginia, Dept Psychol, Gilmer Hall, Charlottesville, VA 22903 USA.
   [Guskin, Karen] Wyman Ctr, St Louis, MO USA.
C3 University of Virginia
RP Allen, JP (corresponding author), POB 400400, Charlottesville, VA 22904 USA.
EM allen@virginia.edu
FU William T. Grant Foundation; National Institute of Child Health and
   Human Development [R37HD058305, R01HD058305]
FX This study was supported by grants from the William T. Grant Foundation
   and the National Institute of Child Health and Human Development
   (R37HD058305 and R01HD058305).
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NR 65
TC 13
Z9 14
U1 4
U2 26
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0954-5794
EI 1469-2198
J9 DEV PSYCHOPATHOL
JI Dev. Psychopathol.
PD MAY
PY 2021
VL 33
IS 2
SI SI
BP 647
EP 657
AR PII S0954579419001731
DI 10.1017/S0954579419001731
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA RY0EC
UT WOS:000647586800022
PM 32124707
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Bouchey, HA
   Shoulberg, EK
   Jodl, KA
   Eccles, JS
AF Bouchey, Heather A.
   Shoulberg, Erin K.
   Jodl, Kathleen A.
   Eccles, Jacquelynne S.
TI Longitudinal Links Between Older Sibling Features and Younger Siblings'
   Academic Adjustment During Early Adolescence
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE achievement motivation; sibling relations; adolescence
ID MIDDLE CHILDHOOD; FRIENDSHIP EXPERIENCES; CHILDRENS PERCEPTIONS;
   ACHIEVEMENT VALUES; GENDER DEVELOPMENT; AFRICAN-AMERICAN;
   SOCIAL-INFLUENCE; SELF-ESTEEM; BELIEFS; MOTHERS
AB This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment front 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender constellation (same sex vs. mixed sex) of sibling dyads moderated prospective associations. Findings revealed that, in mixed-sex dyads only, younger siblings' perceptions of support received from the older sibling and their positive image of the older sibling predicted declines in the younger siblings' academic self-perceptions and performance over time, even after controlling for younger siblings' background characteristics and support from parents. Older siblings' reported support to younger siblings also predicted declines in younger siblings' academic adjustment, whereas the older siblings' own level of academic engagement predicted an increase in younger siblings' academic adjustment over time. Overall, findings did not differ substantially for African and European American adolescents.
C1 [Bouchey, Heather A.; Shoulberg, Erin K.] Univ Vermont, Dept Psychol, Burlington, VT 05405 USA.
   [Jodl, Kathleen A.; Eccles, Jacquelynne S.] Univ Michigan, Inst Social Res, Gender & Achievement Res Program, Ann Arbor, MI 48109 USA.
C3 University of Vermont; University of Michigan System; University of
   Michigan
RP Bouchey, HA (corresponding author), Univ Vermont, Dept Psychol, 2 Colchester Ave, Burlington, VT 05405 USA.
EM hbouchey@gmail.com
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NR 74
TC 26
Z9 51
U1 3
U2 38
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2010
VL 102
IS 1
BP 197
EP 211
DI 10.1037/a0017487
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 551OF
UT WOS:000274218200015
PM 20376283
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Singh, NN
   Lancioni, GE
   Karazsia, BT
   Felver, JC
   Myers, RE
   Nugent, K
AF Singh, Nirbhay N.
   Lancioni, Giulio E.
   Karazsia, Bryan T.
   Felver, Joshua C.
   Myers, Rachel E.
   Nugent, Kristen
TI Effects of Samatha Meditation on Active Academic Engagement and Math
   Performance of Students with Attention Deficit/Hyperactivity Disorder
SO MINDFULNESS
LA English
DT Article
DE Attention deficit/hyperactivity disorder; Samatha meditation; Active
   academic engagement; Math; Executive function; Students; Schools;
   Mindfulness
ID MINDFULNESS; ADHD; CHILDREN; ADOLESCENTS; MEDICATION; BEHAVIOR; IMPACT;
   YOUTH; STATE
AB Students with attention deficit/hyperactivity disorder (ADHD) often do not actively engage in academic instruction because they have difficulty in attending to task demands in the classroom. Without adequate intervention, this may result in poor academic outcomes for these students. In a multiple baseline design study, we taught four 5th-grade students Samatha meditation and assessed active engagement in math instruction and the percentage of math problems correctly solved during baseline, meditation training, and meditation practice phases. Results showed the students had varying but low percentages of intervals of active engagement in math instruction during baseline, but evidenced statistically significant increases from baseline to the meditation practice phase. Similarly, their low but varying percentages of math problems solved correctly during baseline showed statistically significant increases from baseline to the meditation practice phase. These results suggest that Samatha meditation may enhance cognitive processes in students with ADHD at a level to benefit them academically.
C1 [Singh, Nirbhay N.] Georgia Regents Univ, Med Coll Georgia, Dept Psychiat & Hlth Behav, 997 St Sebastian Way, Augusta, GA 30912 USA.
   [Lancioni, Giulio E.] Univ Bari, Dept Neurosci & Sense Organs, Bari, Italy.
   [Karazsia, Bryan T.] Coll Wooster, Dept Psychol, Wooster, OH 44691 USA.
   [Felver, Joshua C.] Brown Univ, Dept Psychiat & Human Behav, Alpert Med Sch, Providence, RI 02912 USA.
   [Myers, Rachel E.] Kennesaw State Univ, WellStar Sch Nursing, Kennesaw, GA USA.
   [Nugent, Kristen] Longwood Univ, lonuni, Farmville, VA USA.
C3 University System of Georgia; Augusta University; Universita degli Studi
   di Bari Aldo Moro; University System of Ohio; College of Wooster; Brown
   University; University System of Georgia; Kennesaw State University;
   Longwood University
RP Singh, NN (corresponding author), Georgia Regents Univ, Med Coll Georgia, Dept Psychiat & Hlth Behav, 997 St Sebastian Way, Augusta, GA 30912 USA.
EM nirbsingh52@aol.com
RI Singh, Nouratan/N-9377-2017
OI Singh, Nouratan/0000-0002-8063-8375; Felver, Joshua/0000-0002-4847-1667
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
   [Anonymous], VITAL HLTH STAT
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NR 42
TC 20
Z9 24
U1 3
U2 76
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1868-8527
EI 1868-8535
J9 MINDFULNESS
JI Mindfulness
PD FEB
PY 2016
VL 7
IS 1
BP 68
EP 75
DI 10.1007/s12671-015-0424-5
PG 8
WC Psychology, Clinical; Psychiatry
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA DB7JG
UT WOS:000368690400006
DA 2024-07-15
ER

PT J
AU Galván, A
   Spatzier, A
   Juvonen, J
AF Galvan, Adriana
   Spatzier, Agnieszka
   Juvonen, Jaana
TI Perceived norms and social values to capture school culture in
   elementary and middle school
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Peers; Social status; Norms; School culture; Middle school
ID ANTISOCIAL-BEHAVIOR; ACHIEVEMENT VALUES; ADOLESCENTS; POPULARITY;
   ADJUSTMENT; PEERS; BOYS; PERCEPTIONS; AGGRESSION; MOTIVATION
AB The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social values, peer nominations were used to assess "coolness" associated with these behaviors. Perceived norms became gradually more negative from fall to spring and across grades four to eight. Whereas academic engagement was socially valued in elementary school, negative social and academic behaviors were valued in middle school. Additionally, improved social status was associated with increased academic engagement in fifth grade, disengagement in seventh and eighth grades, and antisocial behavior in sixth grade. The findings suggest that differences between elementary and middle school cultural norms and values may shed light on negative behavior changes associated with the transition to middle school. Published by Elsevier Inc.
C1 [Galvan, Adriana] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Galván, A (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall,Box 951563, Los Angeles, CA 90095 USA.
EM agalvan@ucla.edu
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NR 48
TC 78
Z9 108
U1 1
U2 37
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD NOV-DEC
PY 2011
VL 32
IS 6
BP 346
EP 353
DI 10.1016/j.appdev.2011.08.005
PG 8
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 867KU
UT WOS:000298454100004
DA 2024-07-15
ER

PT J
AU Lien-Thorne, S
   Kamps, D
AF Lien-Thorne, Stephanie
   Kamps, Debra
TI Replication study of the first step to success early intervention
   program
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID ANTISOCIAL-BEHAVIOR; SOCIAL-SKILLS; 1ST STEP; CHILDREN; PREVENTION;
   PARENTS; AGGRESSION; SETTINGS; PATTERNS; SCHOOLS
AB This article describes a replication of the First Step to Success program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the First Step to Success program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the First Step to Success early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across students indicated that intensive behavioral interventions increased positive outcomes for students who are at risk for emotional and behavioral disorders (EBD).
C1 Univ Kansas, Juniper Gardens Childrens Project, Kansas City, KS 66101 USA.
C3 University of Kansas
RP Kamps, D (corresponding author), Univ Kansas, Juniper Gardens Childrens Project, 650 Minnesota Ave, Kansas City, KS 66101 USA.
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NR 29
TC 17
Z9 29
U1 1
U2 6
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI ARLINGTON
PA COUNCIL EXCEPTIONAL CHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, VA
   22201-5704 USA
SN 0198-7429
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 2005
VL 31
IS 1
BP 18
EP 32
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 107BV
UT WOS:000242146600002
DA 2024-07-15
ER

PT J
AU Kotera, Y
   Ting, SH
AF Kotera, Yasuhiro
   Ting, Su-Hie
TI Positive Psychology of Malaysian University Students: Impacts of
   Engagement, Motivation, Self-Compassion, and Well-being on Mental Health
SO INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION
LA English
DT Article
DE Malaysian students; Positive psychology; Mental health; Self-compassion;
   Academic engagement
ID ACADEMIC-ACHIEVEMENT; COLLEGE-STUDENTS; RESILIENCE; INTERVENTION;
   DEPRESSION; CRITICISM; ATTITUDES; SYMPTOMS; ANXIETY; RECOMMENDATIONS
AB Malaysia plays a key role in education of the Asia Pacific, expanding its scholarly output rapidly. However, mental health of Malaysian students is challenging, and their help-seeking is low because of stigma. This study explored the relationships between mental health and positive psychological constructs (academic engagement, motivation, self-compassion, and well-being), and evaluated the relative contribution of each positive psychological construct to mental health in Malaysian students. An opportunity sample of 153 students completed the measures regarding these constructs. Correlation, regression, and mediation analyses were conducted. Engagement, amotivation, self-compassion, and well-being were associated with, and predicted large variance in mental health. Self-compassion was the strongest independent predictor of mental health among all the positive psychological constructs. Findings can imply the strong links between mental health and positive psychology, especially self-compassion. Moreover, intervention studies to examine the effects of self-compassion training on mental health of Malaysian students appear to be warranted.
C1 [Kotera, Yasuhiro] Univ Derby, Human Sci Res Ctr, Kedleston Rd, Derby DE22 1GB, England.
   [Ting, Su-Hie] Univ Malaysia Sarawak, Ctr Language Studies, Jalan Datuk Mohammad Musa, Sarawak 94300, Malaysia.
C3 University of Derby; University of Malaysia Sarawak
RP Kotera, Y (corresponding author), Univ Derby, Human Sci Res Ctr, Kedleston Rd, Derby DE22 1GB, England.
EM Y.Kotera@derby.ac.uk
RI ; Kotera, Yasuhiro/A-9823-2017
OI Ting, Su-Hie/0000-0002-2479-6395; Kotera, Yasuhiro/0000-0002-0251-0085
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NR 83
TC 38
Z9 38
U1 12
U2 56
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1557-1874
EI 1557-1882
J9 INT J MENT HEALTH AD
JI Int. J. Mental Health Addict.
PD FEB
PY 2021
VL 19
IS 1
BP 227
EP 239
DI 10.1007/s11469-019-00169-z
EA DEC 2019
PG 13
WC Psychology, Clinical; Substance Abuse; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Substance Abuse; Psychiatry
GA QF6RM
UT WOS:000574457800002
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Gonzalez, R
AF Gonzalez, Rosemary
TI Beyond Affirmation How the School Context Facilitates Racial/Ethnic
   Identity Among Mexican American Adolescents
SO HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
LA English
DT Article
DE achievement motivation; ethnic identity; high school
ID AFRICAN-AMERICAN; ETHNIC-IDENTITY; ACADEMIC-PERFORMANCE; LATINO
   ADOLESCENTS; RACIAL IDENTITY; ACCULTURATION; STUDENTS; IDENTIFICATION;
   RESILIENCE; IMMIGRANT
AB Identity development is a dynamic process which involves reconciling multiple messages. While ethnic minority adolescents' development is affected profoundly by discrimination, positive racial/ethnic encounters can also transform one's identity. Questionnaire data were gathered from 122 tenth-grade Mexican Americans in a low-performing school that had over 60% "Hispanic" students. Based on the data, 12 second-generation youth were selected for interviews based on their level of academic engagement and experiences with negative racial/ethnic encounters in school. Interviewees' descriptions of positive encounter experiences revealed ways in which schools can reinforce equal status and integrate Mexican American youth. Youth felt a renewed commitment to their ethnic selves when they participated in events that they perceived as dispelling stereotypes and when they had concrete experiences in which their bilingual competence was perceived as an asset. This qualitative study identifies avenues for future research on positive racial/ethnic encounters and academic engagement.
C1 Calif State Univ Northridge, Dept Child & Adolescent Dev, Northridge, CA 91330 USA.
C3 California State University System; California State University
   Northridge
RP Gonzalez, R (corresponding author), Calif State Univ Northridge, Dept Child & Adolescent Dev, 18111 Nordhoff St, Northridge, CA 91330 USA.
EM rosemary.gonzalez@csun.edu
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NR 45
TC 20
Z9 56
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0739-9863
J9 HISPANIC J BEHAV SCI
JI Hisp. J. Behav. Sci.
PD FEB
PY 2009
VL 31
IS 1
BP 5
EP 31
DI 10.1177/0739986308328387
PG 27
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 390CV
UT WOS:000262142800001
DA 2024-07-15
ER

PT J
AU Clauss, T
   Spieth, P
   Klusmann, C
   Issah, WB
   Kesting, T
AF Clauss, Thomas
   Spieth, Patrick
   Klusmann, Christian
   Issah, Wunnam Basit
   Kesting, Tobias
TI How industry projects can stimulate academic engagement: an experimental
   study among US engineering professors
SO INDUSTRY AND INNOVATION
LA English
DT Article
DE University-industry interactions; extrinsic motivation; intrinsic
   motivation; academic engagement; self-determination theory
ID UNIVERSITY TECHNOLOGY-TRANSFER; KNOWLEDGE TRANSFER; CONJOINT-ANALYSIS;
   PUBLIC RESEARCH; IMPACT; ENTREPRENEURSHIP; COLLABORATION; SCIENTISTS;
   COOPERATION; PERSPECTIVE
AB Technology transfer remains one of the key functions of universities, seen with the growing importance attached to interactions between them and industry partners. Relying on self-determination theory (SDT), we develop a framework comprising the core motivational factors inherent in the design of industry projects and individual determinants which influence a professor's willingness to engage in industry interaction activities. Based on a conjoint experiment among 250 U.S. professors in engineering sciences, our findings suggest that motivational incentives shape a professor's disposition towards industry interaction. We additionally provide further insight into how intrinsic motivational structures towards industry engagement are moderated by individual characteristics, including the short-term orientation of professors towards industry activities. Our results contribute to research on university-industry interactions by developing deeper insights into the motivational structures of individual researchers. We also provide practical insights for university administrators and industry managers.
C1 [Clauss, Thomas] Univ Witten Herdecke, Corp Entrepreneurship & Digital Transformat, Witten, Germany.
   [Spieth, Patrick; Klusmann, Christian] Univ Kassel, Technol Innovat Management & Entrepreneurship, Kleine Rosenstr 3, D-34117 Kassel, Germany.
   [Issah, Wunnam Basit] Univ Witten Herdecke, Chair Corp Entrepreneurship & Digital Transformat, Witten, Germany.
   [Kesting, Tobias] Apollon Univ Appl Sci, Mkt, Bremen, Germany.
C3 Witten Herdecke University; Universitat Kassel; Witten Herdecke
   University
RP Spieth, P (corresponding author), Univ Kassel, Technol Innovat Management & Entrepreneurship, Kleine Rosenstr 3, D-34117 Kassel, Germany.
EM spieth@uni-kassel.de
RI ISSAH, Wunnam Basit/HTN-9581-2023; Clauß, Thomas/O-7380-2019; Kesting,
   Tobias/JJE-0529-2023
OI ISSAH, Wunnam Basit/0000-0002-0942-8228; Clauß,
   Thomas/0000-0001-7799-6369; Kesting, Tobias/0009-0000-7659-3381
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TC 5
Z9 5
U1 3
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1366-2716
EI 1469-8390
J9 IND INNOV
JI Ind. Innov.
PD JAN 2
PY 2022
VL 29
IS 1
BP 74
EP 101
DI 10.1080/13662716.2021.1976626
EA SEP 2021
PG 28
WC Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA YH7JW
UT WOS:000701199500001
DA 2024-07-15
ER

PT J
AU Musti-Rao, S
   Lo, YY
   Plati, E
AF Musti-Rao, Shobana
   Lo, Ya-yu
   Plati, Erin
TI Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk
   First Graders
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE sight word fluency; iPad (R) instruction; computer-assisted instruction;
   academic engagement
ID STUDENTS; SKILLS; TIME; INSTRUCTION; TECHNOLOGY; ENGAGEMENT
AB We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad (R) app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in teacher-directed iPad (R) instruction to learn sight words. In Study 2, three other students participated in self-mediated iPad (R) instruction. We measured sight word fluency and oral reading fluency in both studies; In addition, we measured academic engagement in Study 2. Results showed increases in sight word fluency during the iPad (R) instruction, but limited gains were seen in oral reading fluency. The three participants in Study 2 consistently achieved high levels of engagement during the iPad (R) instruction compared with engagement during independent reading time. The benefits of using technology in the classroom and directions for future research are discussed.
C1 [Musti-Rao, Shobana; Plati, Erin] Pace Univ, Pleasantville, NY 10570 USA.
   [Lo, Ya-yu] Univ N Carolina, Charlotte, NC 28223 USA.
C3 Pace University; University of North Carolina; University of North
   Carolina Charlotte
RP Musti-Rao, S (corresponding author), Pace Univ, Sch Educ, 861 Bedford Rd, Pleasantville, NY 10570 USA.
EM smusti@pace.edu
OI Lo, Ya-yu/0000-0001-5574-2368
FU Dean's Research Grant from the School of Education, Pace University, NY
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Dean's Research Grant from the School of Education,
   Pace University, NY.
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NR 29
TC 38
Z9 58
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
EI 1538-4756
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD MAY-JUN
PY 2015
VL 36
IS 3
BP 154
EP 166
DI 10.1177/0741932514541485
PG 13
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CJ7PV
UT WOS:000355690300003
DA 2024-07-15
ER

PT J
AU Johnson, SR
   Stage, FK
AF Johnson, Sarah Randall
   Stage, Frances King
TI Academic Engagement and Student Success: Do High-Impact Practices Mean
   Higher Graduation Rates?
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
DE Academic engagement; college completion; high-impact practices
ID ACHIEVEMENT; EDUCATION; DROPOUTS; BENEFITS
AB This study examined the relationship between 10 high-impact practices and graduation rates at four-year public colleges and universities in the United States. The Association of American Colleges and Universities defined high-impact practices as especially effective for student learning, engagement, and career preparation in the 21st century. While advocacy for these practices and their inclusion in undergraduate curricula is growing, little research has examined their relationship to institutional outcomes. Based on data from 101 participating institutions, this study used both primary and secondary data to investigate whether offering high-impact practices as required for all students, required for some students, or optional was related to an institution's four or six-year graduation rate. The findings suggest that high-impact practices are in widespread use across different institutional types but have limited relationships with graduation rates. This study contributes to the body of literature on college completion. Findings suggest that offering high-impact practices may not lead to increased graduation rates at public institutions.
C1 [Johnson, Sarah Randall] Harvard Sch Business, Inst Res, Boston, MA 02163 USA.
   [Stage, Frances King] NYU, Higher & Postsecondary Educ, New York, NY USA.
C3 Harvard University; New York University
RP Johnson, SR (corresponding author), Harvard Sch Business, Inst Res, Boston, MA 02163 USA.
EM srjohnson@hbs.edu
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NR 70
TC 49
Z9 144
U1 6
U2 53
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1546
EI 1538-4640
J9 J HIGH EDUC-UK
JI J. High. Educ.
PY 2018
VL 89
IS 5
BP 753
EP 781
DI 10.1080/00221546.2018.1441107
PG 29
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GN9BY
UT WOS:000439476600006
DA 2024-07-15
ER

PT J
AU Buenconsejo, JU
   Datu, JAD
AF Buenconsejo, Jet U.
   Datu, Jesus Alfonso D.
TI Growth and fixed mindsets about talent matter for career development
   self-efficacy in selected Filipino adolescents
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Academic engagement; Career exploration self-efficacy; Filipino
   students; Implicit theories of talent
ID IMPLICIT THEORIES; MIDDLE-SCHOOL; ATTRIBUTIONS; INTELLIGENCE;
   TRANSITION; STUDENTS; MODEL
AB Studies have shown that implicit theories of intelligence can shape many educational and work-related outcomes. Espousing a belief that intelligence can change over time has been found to be associated with achievement, adjustment, and well-being in various contexts. Nevertheless, little attention has been paid to the role of implicit theories in other abilities in youth's career-related functioning. This study examines the associations of implicit theories of talent (i.e., entity and incremental beliefs about talent) with career exploration self-efficacy, and talent development self-efficacy, in a sample of 700 Filipino undergraduate students. Results of hierarchical regression analyses demonstrated that even after controlling for age, gender, academic engagement, and academic self-efficacy, both entity and incremental theories of talent were linked to increased career exploration and talent development self-efficacy. Findings indicate that whereas incremental theory was more strongly linked to career exploration self-efficacy, entity theory was more strongly related to talent development self-efficacy.
C1 [Buenconsejo, Jet U.; Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing I WELL, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Buenconsejo, Jet U.] Colegio San Juan Letran, Letran Res Ctr, Manila, Philippines.
C3 Education University of Hong Kong (EdUHK); Colegio de San Juan de Letran
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Tai Po, Rm D2-2F-28,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Buenconsejo, Jet Uy/KHU-2321-2024
OI Buenconsejo, Jet Uy/0000-0003-3777-8601; Datu, Jesus
   Alfonso/0000-0002-8790-1113
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NR 31
TC 9
Z9 11
U1 5
U2 34
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD NOV
PY 2020
VL 118
AR 105470
DI 10.1016/j.childyouth.2020.105470
PG 6
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA OD7TK
UT WOS:000580051200140
DA 2024-07-15
ER

PT J
AU Quin, D
   Heerde, JA
   Toumbourou, JW
AF Quin, Daniel
   Heerde, Jessica A.
   Toumbourou, John W.
TI Teacher support within an ecological model of adolescent development:
   Predictors of school engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Adolescents; Student engagement; Teacher support; High school
ID POSITIVE YOUTH DEVELOPMENT; STAGE-ENVIRONMENT FIT; STUDENT ENGAGEMENT;
   WASHINGTON-STATE; SUBSTANCE USE; MULTILEVEL ANALYSIS;
   ANTISOCIAL-BEHAVIOR; PROTECTIVE FACTORS; UNITED-STATES; AUSTRALIA
AB There is a need to further understand the development of student engagement. Ecological models of adolescent development state that proximal factors, such as teacher support, should strongly influence student engagement. Theoretical models also explain concurrent influences from the individual, family, peer, and community contexts. The current study applied an ecological model to the development of five indicators of students' engagement in school. Six hundred and sixty-five full-time Grade 11 students and an additional 54 students who had dropped out of school from Victoria, Australia, completed a Communities That Care survey in term 3 of Grade 10 and term 3 of Grade 11. Grade 10 risk and protective factors from the school (e.g., teacher support), individual (e.g., academic grades, prior engagement), family (e.g., family management practices), peer (e.g., antisocial peer affiliation), and community contexts (e.g., community disorganization) were modeled as predictors of five indicators of Grade 11 engagement (academic engagement, emotional engagement, school discipline, absences from school, and school dropout). Teacher support at Grade 10 had bivariate associations with Grade 11 academic engagement (r = 0.37), emotional engagement (r = 0.35), absences from school (r = - 0.14), and school discipline responses (OR = 0.64). The full ecological models explained between 22 and 34% of the variance in engagement; however, teacher support did not predict engagement. Prior engagement and academic grades explained the greatest proportion of variance in students' engagement. Factors from the family, peer, and community contexts made unique contributions to some indicators of engagement. The findings suggest that there is a need to consider student engagement as a long-term process. Implications for improving students' engagement are discussed within an individualized stage-environment fit model of adolescent development.
C1 [Quin, Daniel; Heerde, Jessica A.] Australian Catholic Univ, Sch Psychol, Locked Bag 4115, Mdc, Vic 3065, Australia.
   [Heerde, Jessica A.] Univ Melbourne, Fac Med Dent & Hlth Sci, Dept Pediat, Melbourne, Vic, Australia.
   [Toumbourou, John W.] Deakin Univ, Sch Psychol, Geelong, Vic, Australia.
   [Heerde, Jessica A.] Murdoch Childrens Res Inst, Parkville, Vic, Australia.
C3 Australian Catholic University; University of Melbourne; Deakin
   University; Murdoch Children's Research Institute
RP Quin, D (corresponding author), Australian Catholic Univ, Sch Psychol, Locked Bag 4115, Mdc, Vic 3065, Australia.
EM daniel.quin@myacu.edu.au; jessica.heerde@unimelb.edu.au;
   john.toumbourou@deakin.edu.au
RI Quin, Daniel/U-3721-2019; Heerde, Jessica A/E-2390-2019; Toumbourou,
   John W/W-8632-2018
OI Heerde, Jessica A/0000-0002-5597-019X; Toumbourou, John
   W/0000-0002-8431-3762; Quin, Daniel/0000-0001-6393-1732
FU United States National Institute on Drug Abuse [DA-012140-05];
   Australian National Health and Medical Research Council [594793,
   1047902]; Australian Research Council [DP0663371, DP0877359, DP109574];
   Westpac Bicentennial Foundation Research Fellowship; Murdoch Childrens
   Research Institute Population Health Theme Funding Grant; Australian
   Research Council [DP0877359, DP0663371] Funding Source: Australian
   Research Council
FX Data collection for this research was supported through grants from the
   United States National Institute on Drug Abuse (DA-012140-05), the
   Australian National Health and Medical Research Council (Projects 594793
   & 1047902) and the Australian Research Council (DP0663371, DP0877359 &
   DP109574). The funding sources did not have any involvement in the
   collection, analysis and interpretation of data; in the writing of the
   report; and in the decision to submit the article for publication. The
   work of Dr Heerde is supported by a Westpac Bicentennial Foundation
   Research Fellowship (2017-2020) and a Murdoch Childrens Research
   Institute Population Health Theme Funding Grant (2016). The authors wish
   to express their appreciation and thanks to project staff and
   participants for their valuable contribution to the project. Each of
   Professor Sheryl Hemphill, Professor Peter Wilson, and Associate
   Professor Ken Smith, from the Australian Catholic University, has
   contributed to the preparation of this manuscript. This article builds
   on a conference paper presented at the annual Australian Association for
   Research in Education Conference in Fremantle, Australia, December 2015.
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NR 83
TC 36
Z9 46
U1 5
U2 48
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2018
VL 69
BP 1
EP 15
DI 10.1016/j.jsp.2018.04.003
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO1CR
UT WOS:000439683500001
PM 30558745
DA 2024-07-15
ER

PT J
AU Reddy, LA
   Glover, TA
   Dudek, CM
   Alperin, A
   Wiggs, NB
   Bronstein, B
AF Reddy, Linda A.
   Glover, Todd A.
   Dudek, Christopher M.
   Alperin, Alexander
   Wiggs, Nicole B.
   Bronstein, Briana
TI A randomized trial examining the effects of paraprofessional behavior
   support coaching for elementary students with disruptive behavior
   disorders: Paraprofessional and student outcomes
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Paraprofessionals; Coaching; Professional development; Behavior
   interventions; Externalizing behaviors
ID YOUNG-CHILDREN; MEDIATING ROLE; BASE-LINE; INTERVENTION; CONSULTATION;
   PERFORMANCE; COMMUNICATION; PARAEDUCATORS; DISABILITIES; INCLUSION
AB There is limited research on job-embedded professional development designed to promote paraprofessionals' use of research-based strategies to support students with disruptive behaviors. This study serves as the first clustered randomized controlled trial to investigate the efficacy of the Behavior Support Coaching for Paraprofessional Model (BSC-P), which is a job-embedded training intervention for elementary schools. BSC-P is a data-driven coaching model designed to enhance paraprofessionals' implementation of behavior interventions for elementary school students with or at risk for disruptive behavior disorders. Within the present study, primary dependent measures included paraprofessionals' behavioral strategy implementation and perceived supports, the paraprofessional-teacher relationship, and work-related stress, as well as observed and rated student behaviors, academic engagement, academic achievement, and social skills. The sample included 259 students, 101 paraprofessionals, and 36 elementary schools randomly assigned to the BSC-P coaching condition or the waitlist control condition. Multilevel models revealed that, relative to those in the waitlist control condition, BSC-P paraprofessionals demonstrated improvements in behavior management practices (antecedent strategies d = 0.91, reward appropriate behavior d = 1.51) and emotional and instrumental support (ds = 0.60 and 0.63, respectively). No between-condition effects were found for perceived teacher paraprofessional relationships or work-related stress. Relative to students in the waitlist control condition, students supported by BSC-P paraprofessionals exhibited improvements in observed verbal and physical aggression (ds =-0.68) and academic engagement (d = 0.87), as well as teacher-rated school problems (d =-0.43), adaptive skills (d = 0.44), and social skills (d = 0.42). Paraprofessionals reported that BSC-P was an acceptable and useful professional development model.
C1 [Reddy, Linda A.; Glover, Todd A.; Dudek, Christopher M.; Alperin, Alexander; Wiggs, Nicole B.; Bronstein, Briana] Rutgers Univ State Univ New Jersey, Piscataway, NJ USA.
C3 Rutgers University System; Rutgers University New Brunswick
RP Reddy, LA (corresponding author), Rutgers State Univ, Grad Sch Appl & Profess Psychol, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
EM LReddy@rutgers.edu
RI Reddy, Linda/IAO-9714-2023
FU US Department of Education - Institute of Education Sciences NCSER
   efficacy project [R324A170069]
FX The current study was implemented as part of a US Department of
   Education - Institute of Education Sciences NCSER efficacy project
   (awarded to Rutgers, The State University of New Jersey, #R324A170069) .
   The positions and opinions expressed in this article are solely those of
   authors.
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NR 107
TC 7
Z9 9
U1 5
U2 9
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2022
VL 92
BP 227
EP 245
DI 10.1016/j.jsp.2022.04.002
EA APR 2022
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1D4HP
UT WOS:000793763300011
PM 35618372
DA 2024-07-15
ER

PT J
AU Song, J
   Kim, SI
   Bong, M
AF Song, Juyeon
   Kim, Sung-il
   Bong, Mimi
TI The More Interest, the Less Effort Cost Perception and Effort Avoidance
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE interest; effort cost; academic engagement; mathematics; gender
   difference
ID OF-FIT INDEXES; SELF-EFFICACY; TASK VALUES; GENDER-DIFFERENCES;
   ACHIEVEMENT; MOTIVATION; MATHEMATICS; BELIEFS; COMPETENCE; PREDICTORS
AB The present study aims to investigate what factors determine students' engagement in mathematics. We examined the predictive relationships between interest, effort cost (i.e., the cost of making the effort), and three forms of academic engagement: persistence, cognitive engagement, and effort avoidance. In addition, we examined gender differences in these relationships. We recruited 546 8th and 9th graders for this study. Consistent with previous research, interest worked as a strong positive predictor of persistence and cognitive engagement, and it predicted effort avoidance negatively. Moreover, interest negatively predicted the perception of effort cost, which in turn positively predicted effort avoidance. Gender differences were found in the mean values of effort avoidance and in the prediction by interest of the perception of effort cost. Male students reported higher effort avoidance than female students, and the prediction by interest of the perception of effort cost was stronger among female students than among male students. These findings provide new insights into students' engagement in mathematics and the role of interest and effort cost in it.
C1 [Song, Juyeon] Korea Natl Univ Educ, Dept Educ, Cheongju, South Korea.
   [Kim, Sung-il; Bong, Mimi] Korea Univ, bMRI, Dept Educ, Seoul, South Korea.
C3 Korea National University of Education; Korea University
RP Kim, SI (corresponding author), Korea Univ, bMRI, Dept Educ, Seoul, South Korea.
EM sungkim@korea.ac.kr
RI Bong, Mimi/I-9831-2017
OI Kim, Sung-il/0000-0002-3861-7036
FU National Research Foundation of Korea Grant - Korean Government
   [NRF-2017S1A5A2A03068451]
FX The current research was supported by the National Research Foundation
   of Korea Grant funded by the Korean Government
   (NRF-2017S1A5A2A03068451).
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NR 71
TC 18
Z9 20
U1 8
U2 29
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 24
PY 2019
VL 10
AR 2146
DI 10.3389/fpsyg.2019.02146
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA JA1RD
UT WOS:000487593700001
PM 31607985
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU León, SP
   García-Martínez, I
AF Leon, Samuel P.
   Garcia-Martinez, Inmaculada
TI Impact of the provision of PowerPoint slides on learning
SO COMPUTERS & EDUCATION
LA English
DT Article
DE PowerPoint; Access to learning; Engagement; Instructor-provided slides
ID LECTURE NOTE-TAKING; ACADEMIC-ACHIEVEMENT; SCHOOL ENGAGEMENT; GUIDED
   NOTES; STRATEGIES; PERFORMANCE; ATTENDANCE; COLLEGE; MOTIVATION; CONTEXT
AB PowerPoint is a basic tool for university teaching. Teachers use it extensively for presenting material. At times, it is used as a guide for organizing lessons, at other times it is used with the intention of summarizing essential curricular content. The way in which PowerPoint is used and the form it takes differs between faculties. The present article aims to evaluate the impact of the provision of slides on student academic performance and attendance (regardless of test scores). For this purpose, a quasi-experimental study was carried out with two intrasubject manipulated learning situations in which copies of slides created by teachers were, or were not, made available to students prior to class sessions. Additionally, student academic engagement and study strategies were assessed using two scales in order to analyse whether these variables modified the relationship between access to slides and academic performance. Outcomes revealed that access to slides developed by teachers had a negative impact on student performance and attendance to classes. Student academic engagement and study strategies were found to modify the relationship between academic performance and access to slides.
C1 [Leon, Samuel P.] Univ Jaen, Dept Educ, Jaen, Spain.
   [Garcia-Martinez, Inmaculada] Univ Granada, Dept Didact & Sch Org, Granada, Spain.
C3 Universidad de Jaen; University of Granada
RP García-Martínez, I (corresponding author), Fac Educ, Dept Didact & Sch Org, Campus Cartuja S-N, Granada 18071, Spain.
EM igmartinez@ugr.es
RI Garcia-Martinez, Inmaculada/I-9915-2017
OI Garcia-Martinez, Inmaculada/0000-0003-2620-5779
FU Junta de Andalucia [HUM642]
FX This work was supported by Junta de Andalucia under Grant HUM642.
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NR 56
TC 6
Z9 7
U1 6
U2 45
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2021
VL 173
AR 104283
DI 10.1016/j.compedu.2021.104283
EA JUL 2021
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA TZ5UF
UT WOS:000684536600010
DA 2024-07-15
ER

PT J
AU Serrano, C
   Murgui, S
   Andreu, Y
AF Serrano, Cristina
   Murgui, Sergio
   Andreu, Yolanda
TI Improving the prediction and understanding of academic success: The role
   of personality facets and academic engagement
SO REVISTA DE PSICODIDACTICA
LA English
DT Article
DE Five-factor model; Academic achievement; Adolescents; Non-cognitive
   predictors
ID EMOTIONAL INTELLIGENCE; ACHIEVEMENT; TRAITS; STUDENTS; SCHOOL;
   MOTIVATION; MODEL; ADOLESCENCE; PERFORMANCE; UNIVERSITY
AB In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement. Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it. (C) 2021 Published by Elsevier Espana, S.L.U. on behalf of Universidad de Pais Vasco.
C1 [Serrano, Cristina; Murgui, Sergio; Andreu, Yolanda] Univ Valencia, Valencia, Spain.
C3 University of Valencia
RP Serrano, C (corresponding author), Univ Valencia, Valencia, Spain.
EM sescris@alumni.uv.es
RI Murgui, Sergio/KFR-5499-2024
OI Murgui, Sergio/0000-0002-6324-5801
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NR 70
TC 8
Z9 8
U1 3
U2 21
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JAN-JUN
PY 2022
VL 27
IS 1
BP 21
EP 28
DI 10.1016/j.psicod.2021.11.002
EA JAN 2022
PG 8
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA YF9RL
UT WOS:000742136700003
DA 2024-07-15
ER

PT J
AU Fantuzzo, J
   LeBoeuf, W
   Rouse, H
   Chen, CC
AF Fantuzzo, John
   LeBoeuf, Whitney
   Rouse, Heather
   Chen, Chin-Chih
TI Academic achievement of African American boys: A city-wide,
   community-based investigation of risk and resilience
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE African American; Boys; Achievement gap; Risk; Resilience; Urban
ID LOW-BIRTH-WEIGHT; TEST SCORE GAP; CHILD MALTREATMENT; LEARNING-BEHAVIOR;
   SCHOOL; URBAN; CLASSROOM; GRADE; TRAJECTORIES; INTELLIGENCE
AB In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations between risks and low achievement. Findings indicated that the Black-White achievement gap for boys was matched by a comparable difference in risk experiences. Multilevel linear regression models controlling for poverty found that both the type and accumulation of risk experiences explained a significant amount of variation in reading and mathematics achievement for the subpopulation of African American boys. Socio-familial risks were related to the poorest academic outcomes. Academic engagement indicators significantly mediated relations between risks and achievement. Implications of this research for collective school and community actions to make race, gender, and place matter in educational public policy were discussed. (C) 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Fantuzzo, John; LeBoeuf, Whitney] Univ Penn, Grad Sch Educ, Philadelphia, PA 19104 USA.
   [Rouse, Heather] Univ Arkansas Med Sci, Little Rock, AR 72205 USA.
   [Chen, Chin-Chih] Virginia Commonwealth Univ, Sch Educ, Richmond, VA USA.
C3 University of Pennsylvania; University of Arkansas System; University of
   Arkansas Medical Sciences; Virginia Commonwealth University
RP Fantuzzo, J (corresponding author), Univ Penn, Grad Sch Educ, 3700 Walnut St, Philadelphia, PA 19104 USA.
EM johnf@gse.upenn.edu
RI Chen, Chin-Chih/AAI-3139-2021
OI Chen, Chin-Chih/0000-0002-9503-8145; Rouse, Heather/0000-0002-0305-6259
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NR 84
TC 41
Z9 122
U1 1
U2 44
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD OCT
PY 2012
VL 50
IS 5
BP 559
EP 579
DI 10.1016/j.jsp.2012.04.004
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 033RL
UT WOS:000310818400002
PM 23040755
DA 2024-07-15
ER

PT J
AU Oriel, KN
   George, CL
   Peckus, R
   Semon, A
AF Oriel, Kathryn N.
   George, Cheryl L.
   Peckus, Rebecca
   Semon, Amanda
TI The Effects of Aerobic Exercise on Academic Engagement in Young Children
   With Autism Spectrum Disorder
SO PEDIATRIC PHYSICAL THERAPY
LA English
DT Article
DE aerobic exercise; attention; autism spectrum disorder; child;
   educational activities; physical therapy/methods; special education;
   stereotypic movement disorder/therapy
ID SELF-STIMULATORY BEHAVIOR; STEREOTYPIC BEHAVIORS; PHYSICAL EXERCISE;
   CLASSROOMS; STUDENTS
AB Purpose: To determine whether participation in aerobic exercise before classroom activities improves academic engagement and reduces stereotypic behaviors in young children with autism spectrum disorder. Methods: This study employed a within-subjects crossover design, using a treatment condition (aerobic exercise) and a control condition, across 4 classrooms. The treatment condition included 15 minutes of running/jogging followed by a classroom task. The control condition included a classroom task not preceded by exercise. The number of stereotypic behaviors, percentage of on-task behavior, and correct/incorrect responses were measured. The Wilcoxon signed rank test was used to compare differences between conditions. Results: Statistically significant improvements were found in correct responding following exercise (P < .05). No significant differences were found for on-task behavior or stereotypic behaviors. Conclusions: Consistent with findings in older children, these results indicate that aerobic exercise prior to classroom activities may improve academic responding in young children with autism spectrum disorder. (Pediatr Phys Ther 2011;23:187-193)
C1 [Oriel, Kathryn N.; George, Cheryl L.; Peckus, Rebecca; Semon, Amanda] Lebanon Valley Coll, Dept Phys Therapy, Annville, PA 17003 USA.
RP Oriel, KN (corresponding author), Lebanon Valley Coll, Dept Phys Therapy, 101 N Coll Ave, Annville, PA 17003 USA.
EM oriel@lvc.edu
FU PLEET through Lebanon Valley College
FX Grant Support: This study was funded by the PLEET Grant through Lebanon
   Valley College.
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NR 24
TC 77
Z9 109
U1 4
U2 89
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0898-5669
EI 1538-005X
J9 PEDIATR PHYS THER
JI Pediatr. Phys. Ther.
PD SUM
PY 2011
VL 23
IS 2
BP 187
EP 193
DI 10.1097/PEP.0b013e318218f149
PG 7
WC Pediatrics; Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics; Rehabilitation
GA 896HD
UT WOS:000300555400014
PM 21552085
OA Bronze
DA 2024-07-15
ER

PT J
AU Fallon, LM
   Marcotte, AM
   Ferron, JM
AF Fallon, Lindsay M.
   Marcotte, Amanda M.
   Ferron, John M.
TI Measuring Academic Output During the Good Behavior Game: A Single Case
   Design Study
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE classroom intervention; elementary age; academic support
ID VISUAL ANALYSIS
AB The impact of the Good Behavior Game (GBG) on students' classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students' academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students' writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students' academic engagement, disruptive behavior, as well as target students' writing output using WE-CBM. Results indicated large increases in all students' academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.
C1 [Fallon, Lindsay M.] Univ Massachusetts, Boston, MA 02125 USA.
   [Marcotte, Amanda M.] Univ Massachusetts, Amherst, MA 01003 USA.
   [Ferron, John M.] Univ S Florida, Tampa, FL USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Massachusetts System; University of Massachusetts Amherst;
   State University System of Florida; University of South Florida
RP Fallon, LM (corresponding author), Univ Massachusetts Boston, Dept Counseling, 2-174 Wheatley Hall,100 William T Morrissey Blvd, Boston, MA 02125 USA.; Fallon, LM (corresponding author), Univ Massachusetts Boston, Sch Psychol, 2-174 Wheatley Hall,100 William T Morrissey Blvd, Boston, MA 02125 USA.
EM lindsay.fallon@umb.edu
RI Fallon, Lindsay M./HPF-4534-2023; Ferron, John/GVR-7729-2022
OI Fallon, Lindsay M./0000-0003-0813-3337; 
FU Society for the Study of School Psychology (SSSP) through the Early
   Career Research Award
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Support
   for this research was provided by the Society for the Study of School
   Psychology (SSSP) through the Early Career Research Award.
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NR 29
TC 10
Z9 11
U1 0
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD OCT
PY 2020
VL 22
IS 4
BP 246
EP 258
AR 1098300719872778
DI 10.1177/1098300719872778
EA SEP 2019
PG 13
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA NC6SX
UT WOS:000488648200001
DA 2024-07-15
ER

PT J
AU Buhs, ES
   Rudasill, KM
   Kalutskaya, IN
   Griese, ER
AF Buhs, Eric S.
   Rudasill, Kathleen Moritz
   Kalutskaya, Irina N.
   Griese, Emily R.
TI Shyness and engagement: Contributions of peer rejection and teacher
   sensitivity
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Shyness; Social withdrawal; Teacher sensitivity; Academic engagement;
   Peer rejection
ID CHILD RELATIONSHIP QUALITY; X ENVIRONMENT MODEL; KINDERGARTEN CLASSROOM;
   ACADEMIC-ACHIEVEMENT; ELEMENTARY-SCHOOL; BEHAVIORAL-ADJUSTMENT;
   EMOTIONAL ADJUSTMENT; ANXIOUS SOLITUDE; TEMPERAMENT; PREDICTORS
AB This study tested a longitudinal model of mediated moderation for the role of temperament and shyness in the development of young children's (n = 960, aged 54 mos. to 1st grade [SD = 1.08 at 54 mos.]) peer relationships at school and linkages to subsequent academic engagement. Teacher sensitivity was examined as a parallel predictor of peer relationship effects and subsequent engagement, and we examined whether or not adverse effects of shyness on peer relationships and adjustment were stronger in classrooms where teachers displayed lower sensitivity. Findings indicated that peer rejection mediated the association between children's shyness at preschool age and engagement in first grade and that teacher sensitivity, although not directly related to peer rejection, was positively related to engagement. Finally, teacher sensitivity moderated the association between shyness, peer rejection, and classroom engagement. Results suggested that teacher sensitivity plays a role in linkages between shyness and peer rejection. Teacher sensitivity may moderate effects on engagement and function as an important aspect of supportive contexts for shy children. (C) 2014 Elsevier Inc. All rights reserved.
C1 [Buhs, Eric S.; Rudasill, Kathleen Moritz; Kalutskaya, Irina N.; Griese, Emily R.] Univ Nebraska, Dept Educ Psychol, Lincoln, NE 68588 USA.
C3 University of Nebraska System; University of Nebraska Lincoln
RP Buhs, ES (corresponding author), Univ Nebraska, Dept Educ Psychol, Lincoln, NE 68588 USA.
EM ebuhs2@unl.edu
RI Rudasill, Kathleen/AAE-8030-2021
OI Moritz Rudasill, Kathleen/0000-0002-9415-8575
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NR 69
TC 24
Z9 32
U1 3
U2 71
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2015
VL 30
BP 12
EP 19
DI 10.1016/j.ecresq.2014.07.010
PN A
PG 8
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA AY0BW
UT WOS:000347263900002
OA Green Published
DA 2024-07-15
ER

PT J
AU Strati, AD
   Schmidt, JA
   Maier, KS
AF Strati, Anna D.
   Schmidt, Jennifer A.
   Maier, Kimberly S.
TI Perceived Challenge, Teacher Support, and Teacher Obstruction as
   Predictors of Student Engagement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE teacher support; teacher obstruction; academic challenge; student
   engagement; science education
ID HIGH-SCHOOL SCIENCE; CLASSROOM SOCIAL-ENVIRONMENT; ACADEMIC ENGAGEMENT;
   CHILD RELATIONSHIPS; GENDER-DIFFERENCES; YOUNG ADOLESCENTS; MOTIVATION;
   ACHIEVEMENT; MIDDLE; PERCEPTIONS
AB This study explored associations between students' perceptions of challenge, teacher-provided support and obstruction, and students' momentary academic engagement in high school science classrooms. Instrumental and emotional dimensions of support and obstruction were examined separately, and analyses tested whether the relationship between challenge and engagement was moderated by teacher support, teacher obstruction, and individual characteristics like gender and grade level. Students' perceptions of challenge were positively related to their momentary reports of engagement in science learning activities, while teachers' instrumental support was positively associated with engagement across all levels of perceived challenge. Even though teachers' provision of emotional support was not predictive of student engagement, teachers' emotional obstruction was negatively associated with student engagement. Teachers' instrumental obstruction had less consistent associations with student engagement, and was only associated with declines in engagement during those moments when students perceived greater challenge in class. Both gender and grade level emerged as moderators of the relationship between challenge and engagement. Results are discussed in terms of implications for future research and instructional practice.
C1 [Strati, Anna D.] Aurora Univ, Sch Educ, 347 South Gladstone Ave, Aurora, IL 60506 USA.
   [Schmidt, Jennifer A.; Maier, Kimberly S.] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA.
C3 Aurora University; Michigan State University
RP Strati, AD (corresponding author), Aurora Univ, Sch Educ, 347 South Gladstone Ave, Aurora, IL 60506 USA.
EM astrati@aurora.edu
FU National Science Foundation [HRD-0827526]
FX This material is based upon work supported by the National Science
   Foundation Grant HRD-0827526. Any opinions, findings, conclusions, or
   recommendations expressed in this material are those of the authors and
   do not reflect the views of the National Science Foundation. We thank
   Lynley Anderman and Helen Patrick for helpful comments on earlier
   versions of this article as well as the valuable suggestions made by the
   anonymous reviewers.
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NR 110
TC 94
Z9 137
U1 31
U2 179
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD JAN
PY 2017
VL 109
IS 1
BP 131
EP U152
DI 10.1037/edu0000108
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EK1HG
UT WOS:000393675800009
OA Bronze
DA 2024-07-15
ER

PT J
AU Kessels, U
   Van Houtte, M
AF Kessels, Ursula
   Van Houtte, Mieke
TI Side effects of academic engagement? How boys' and girls' well-being is
   related to their engagement and motivational regulation
SO GENDER AND EDUCATION
LA English
DT Article
DE Subjective well-being; academic engagement; motivational regulation;
   gender differences; self-determination theory
ID SELF-DETERMINATION THEORY; GENDER-DIFFERENCES; HIGH-SCHOOL; STUDENT
   ENGAGEMENT; AUTONOMY SUPPORT; SEX-DIFFERENCES; ACHIEVEMENT; BURNOUT;
   ADOLESCENTS; PERFORMANCE
AB While female students are more successful and show more behavioural engagement at school than male students, they also report lower levels of subjective well-being. This study examines how motivational regulation interacts with school engagement in predicting subjective well-being of male and female students. In questionnaire data from a representative sample of Flemish students in the academic track (N = 3452, age 13-14) female students reported lower subjective well-being, more engagement, and more autonomous than controlled motivation compared to male students. Multilevel-analyses, carried out separately for female and male students, revealed that for both genders, subjective well-being was positively associated with engagement and negatively associated with a more controlled than autonomous motivation. For female students only, motivational regulation significantly interacted with engagement in predicting their well-being. The negative association between having more controlled than autonomous motivation and subjective well-being was less strong for female students showing higher school engagement.
C1 [Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
   [Van Houtte, Mieke] Univ Ghent, Dept Sociol, Ghent, Belgium.
C3 Free University of Berlin; Ghent University
RP Kessels, U (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM ursula.kessels@fu-berlin.de
OI Kessels, Ursula/0000-0002-1764-9442; Van Houtte,
   Mieke/0000-0002-5425-6138
FU Agency for Innovation by Science and Technology [SBO 110020]
FX The project `Teaching in the bed of Procrustes', which provided the data
   for the present study, was financed by the Agency for Innovation by
   Science and Technology (Project Number: SBO 110020).
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   VERKUYTEN M, 1986, J SOC PSYCHOL, V126, P259
   Voyer D, 2014, PSYCHOL BULL, V140, P1174, DOI 10.1037/a0036620
NR 68
TC 5
Z9 5
U1 3
U2 36
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0954-0253
EI 1360-0516
J9 GENDER EDUC
JI Gend. Educ.
PD AUG 18
PY 2022
VL 34
IS 6
BP 627
EP 642
DI 10.1080/09540253.2021.2011840
EA DEC 2021
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 3E0CO
UT WOS:000728755100001
OA Green Published
DA 2024-07-15
ER

PT J
AU Sawka, KD
   McCurdy, BL
   Mannella, MC
AF Sawka, KD
   McCurdy, BL
   Mannella, MC
TI Strengthening emotional support services: An empirically based model for
   training teachers of students with behavior disorders
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
ID PREVENTING ANTISOCIAL-BEHAVIOR; ON-TASK BEHAVIOR; CHILDREN;
   DISABILITIES; OUTCOMES; SKILLS; EBD
AB A significant need exists to help educators more effectively meet the academic and behavioral needs of students with, and at risk for developing, emotional and behavioral disorders. However, training alone is insufficient to change the practices of teachers. Strengthening Emotional Support Services (SESS) is a combined active training and consultation project designed to build capacity for serving students with behavior disorders in special education classrooms. With a focus on ecological and individual support, curriculum based assessment and empirically supported instructional practice, teachers are prepared to maximize academic engagement, minimize disruption, and help students gain greater access to inclusive environments. This article describes the implementation of the SESS project pilot with 64 school staff members in a large urban school district. Participation in the project was broadly associated with increased staff knowledge of effective behavior management and instructional strategies, successful implementation of skills at the classroom level when follow-up consultative support was provided, increased student academic engagement, and a high level of teacher satisfaction with the project. Outcomes are discussed in light of lessons learned from this applied research project.
C1 Devereaux Inst Clin Training & Res, Villanova, PA 19085 USA.
RP Devereaux Inst Clin Training & Res, 444 Devereaux Dr, Villanova, PA 19085 USA.
EM ksawka@devereux.org
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NR 53
TC 36
Z9 73
U1 1
U2 24
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD WIN
PY 2002
VL 10
IS 4
BP 223
EP 232
DI 10.1177/10634266020100040401
PG 10
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 617PM
UT WOS:000179370100004
DA 2024-07-15
ER

PT J
AU Gan, Y
   Peng, J
AF Gan, Yan
   Peng, Juan
TI Effects of teacher support on math engagement among Chinese college
   students: A mediated moderation model of math self-efficacy and
   intrinsic value
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Teacher support; Math self-efficacy; Intrinsic value; Math engagement
ID SCHOOL ENGAGEMENT; MATHEMATICS ACHIEVEMENT; ACADEMIC ENGAGEMENT; SOCIAL
   SUPPORT; MOTIVATIONAL BELIEFS; ELEMENTARY; AUTONOMY; PERCEPTIONS;
   EDUCATION; INTERNET
AB Given the established correlation between teacher support and academic engagement, this study aimed to explore the psychological mechanisms underlying teacher support and college students' math engagement using a two-wave survey. Participants were 647 first-year students from two Chinese colleges who self-reported their perceived teacher support, math self-efficacy, and math intrinsic value. Six months later, they self-reported their math engagement. After controlling for gender and age, the structural equation model demonstrates that intrinsic value plays a mediating role in the relationship between teacher support and math engagement. Additionally, math self-efficacy moderated the relationships between teacher support and math engagement, and between teacher support and intrinsic value. These results indicate that active teacher support and math self-efficacy should be prioritized to increase intrinsic value and math engagement. This study thus contributes to a better understanding of the antecedents of math engagement, as well as the association between teacher support and math engagement.
C1 [Gan, Yan] Capital Normal Univ, Sch Math Sci, 105 West Third Ring Rd North, Beijing 100048, Peoples R China.
   [Gan, Yan; Peng, Juan] Beijing Univ Technol, Fac Sci, 100 Pingleyuan, Beijing 100124, Peoples R China.
C3 Capital Normal University; Beijing University of Technology
RP Peng, J (corresponding author), Beijing Univ Technol, Fac Sci, 100 Pingleyuan, Beijing 100124, Peoples R China.
EM ganyan@bjut.edu.cn; pengjuan@bjut.edu.cn
OI Gan, Yan/0000-0002-3785-3125
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NR 81
TC 0
Z9 0
U1 31
U2 31
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD JAN
PY 2024
VL 156
AR 107369
DI 10.1016/j.childyouth.2023.107369
EA DEC 2023
PG 8
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA DD8J9
UT WOS:001130182000001
DA 2024-07-15
ER

PT J
AU Schoeman, S
AF Schoeman, Sonja
TI Towards a whole-school approach to the pastoral care module in a
   Postgraduate Certificate of Education programme: a South African
   experience
SO EUROPEAN JOURNAL OF TEACHER EDUCATION
LA English
DT Article
DE academic engagement and performance; integrated academic and pastoral
   roles; pastoral care; pre-service teachers; whole-school approach
ID ENGAGEMENT
AB This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research design involving quantitative data was used. A group-administered questionnaire was used to collect the sampled student teachers' (n = 59) opinion on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third. For the student teachers to perform their academic and pastoral roles constructively together in a challenged education system, it is recommended that, in the short term, a learning unit, which is grounded in Best's needs-focused model of pastoral care, be included in the module; and, in the long term, given the context of the South African schooling system, the nurturer professional model of teacher education be implemented. This article reports the outcomes of a follow-up study of an earlier preliminary study.
C1 Univ S Africa, Dept Curriculum & Instruct Studies, ZA-0001 Pretoria, South Africa.
C3 University of South Africa
RP Schoeman, S (corresponding author), Univ S Africa, Dept Curriculum & Instruct Studies, ZA-0001 Pretoria, South Africa.
EM schoes@unisa.ac.za
OI Schoeman, Sonja/0000-0002-2082-2680
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NR 38
TC 3
Z9 6
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0261-9768
EI 1469-5928
J9 EUR J TEACH EDUC
JI Eur. J. Teach. Educ.
PD JAN 2
PY 2015
VL 38
IS 1
BP 119
EP 134
DI 10.1080/02619768.2014.892576
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AU1ET
UT WOS:000345364600009
DA 2024-07-15
ER

PT J
AU Chan, HS
   Chiu, CY
   Lee, SL
   Tong, YY
   Leung, ITC
   Chan, AHT
AF Chan, Hiu-Sze
   Chiu, Chi-Yue
   Lee, Sau-Lai
   Tong, Yuk-Yue
   Leung, Iris Tsz-Ching
   Chan, Angel Hiu-Tung
TI Improving the predictor-criterion consistency of mindset measures:
   Application of the correspondence principle
SO JOURNAL OF PACIFIC RIM PSYCHOLOGY
LA English
DT Article
DE growth mindset; measurement; correspondence principle; academic
   engagement; peer relationship; difficult behavior
ID IMPLICIT THEORIES; CULTURE; BEHAVIOR; CONSENSUS; BELIEFS; STRESS;
   SCHOOL; NORMS
AB Increasing the level of correspondence between measures of growth mindset and their related outcomes could afford more precise prediction of the relationships between growth mindset and social-emotional outcomes. To illustrate the value of measurement correspondence, two studies were conducted in Hong Kong. Study 1 showed that an agent-correspondent growth mindset measure (parents' perception of the malleability of their children's personal qualities), compared to an agent-non-correspondent one (parents' belief in the malleability of personal qualities of a generalized other), had stronger predictive relationship with children's likelihood of displaying difficult behaviors. Study 2 found that children's self-theories about the malleability of their intelligence (an intrapersonal construct) had stronger predictive relationship with academic engagement (an intrapersonal outcome) than did their perception of growth mindset norm (a normative construct). However, perceived growth mindset norm regarding personal qualities had stronger predictive relationship with peer relationship quality (an interpersonal outcome). Together these results demonstrated that when corresponding measures of growth mindset were used to predict an outcome, more reliable growth mindset effects would emerge.
C1 [Chan, Hiu-Sze] Chinese Univ Hong Kong, Dept Sociol, Hong Kong, Peoples R China.
   [Chiu, Chi-Yue; Lee, Sau-Lai; Tong, Yuk-Yue] Chinese Univ Hong Kong, Fac Social Sci, Hong Kong, Peoples R China.
   [Leung, Iris Tsz-Ching] Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China.
   [Chan, Angel Hiu-Tung] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 Chinese University of Hong Kong; Chinese University of Hong Kong;
   Chinese University of Hong Kong; Chinese University of Hong Kong
RP Chan, HS (corresponding author), Chinese Univ Hong Kong, Dept Sociol, Hong Kong, Peoples R China.
EM vinchan@link.cuhk.edu.hk
RI Tong, Yuk Yue/JMB-5829-2023
OI Tong, Yuk Yue/0000-0002-0858-9070; Chan, Hiu Sze/0000-0003-4661-8722;
   Chiu, Chi Yue/0000-0002-3810-6666
FU Hong Kong Jockey Club Charities Trust
FX The author(s) disclosed receipt of the followingfinancial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Hong Kong Jockey Club Charities Trust.
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NR 47
TC 1
Z9 1
U1 4
U2 16
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1834-4909
J9 J PAC RIM PSYCHOL
JI J. Pac. Rim Psychol.
PY 2023
VL 17
AR 18344909231166964
DI 10.1177/18344909231166964
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA C4WK2
UT WOS:000961933600001
OA gold
DA 2024-07-15
ER

PT J
AU Li, B
   Miao, GX
AF Li, Bo
   Miao, Guoxin
TI On the Role of Chinese English as a Foreign Language: Teachers'
   Well-Being and Loving Pedagogy in Their Academic Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; Chinese EFL teachers; teachers' well-being; loving
   pedagogy; English as a foreign language
ID WORK ENGAGEMENT; POSITIVE PSYCHOLOGY; SELF-EFFICACY; STUDENT
   RELATIONSHIPS; LOVE; PERSONALITY; PERFORMANCE; ENVIRONMENT; EMOTIONS;
   MODEL
AB Positive emotions are regarded as vital issues in English as a foreign language (EFL) instruction. This study attempted to consider the relationships between Chinese EFL teachers' psychological well-being, loving Pedagogy, and work engagement as the constructs of positive psychology in academic contexts. It also tried to examine the contribution of psychological well-being and loving pedagogy in work engagement. To this end, 414 Chinese EFL teachers including participated in this study. The three questionnaires called Dispositions toward Loving Pedagogy Scale, Index of Psychological Well-Being at Work, and Self-report Engagement Questionnaire were distributed among learners. The findings showed significant relationships between well-being, loving pedagogy, and work engagement. Moreover, the results indicated that teachers' psychological well-being significantly predicted their work engagement. This study provided some implications for teachers, teacher educators, and educational policy-makers to raise their awareness of adopting loving pedagogy and boosting teacher well-being for the enhancement of teacher involvement in academic contexts.
C1 [Li, Bo; Miao, Guoxin] Jilin Univ Finance & Econ, Publ Foreign Language Teaching & Res Dept, Changchun, Peoples R China.
   [Miao, Guoxin] Jilin Univ, Coll Humanities, Changchun, Peoples R China.
C3 Jilin University of Finance & Economics; Jilin University
RP Miao, GX (corresponding author), Jilin Univ Finance & Econ, Publ Foreign Language Teaching & Res Dept, Changchun, Peoples R China.; Miao, GX (corresponding author), Jilin Univ, Coll Humanities, Changchun, Peoples R China.
EM miaoguoxin2002@163.com
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NR 68
TC 4
Z9 4
U1 9
U2 43
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 8
PY 2022
VL 13
AR 941226
DI 10.3389/fpsyg.2022.941226
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3F3NZ
UT WOS:000830578800001
PM 35880189
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Thomas, K
   Serpell, Z
AF Thomas, Krystal
   Serpell, Zewelanji
TI Ethnic-Racial Identity, Social Transactions in the Classroom and
   Academic-Related Outcomes: Gender Matters
SO JOURNAL OF GENETIC PSYCHOLOGY
LA English
DT Article
DE Public regard; relationship quality; academic engagement
ID AFRICAN-AMERICAN; FRIENDSHIP QUALITY; SCHOOL; ACHIEVEMENT; ENGAGEMENT;
   MIDDLE; DISCRIMINATION; CONTEXT; ADOLESCENTS; LINKS
AB Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic-related outcomes. Participants were 101 fifth graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness in their student-teacher relationships. Relationships in the expected direction were evident; positive associations were observed among public regard dimensions of ethnic-racial identity and cognitive engagement in the classroom. Correlational analyses demonstrated higher friendship quality was associated with cognitive engagement, indicating more self-regulated and strategic approaches to learning for both boys and girls. Further, path analyses revealed that the relationship between public regard and cognitive engagement was mediated by student-teacher closeness for the whole sample. Gender differences were evident; for boys, public regard was related indirectly to language arts and math grades through cognitive engagement whereas for girls this indirect effect was not present. Findings highlight the varied contribution of ethnic-racial identity and classroom relationships on achievement-related outcomes, particularly for boys.
C1 [Thomas, Krystal] SRI Int, Ctr Educ Res & Innovat, Arlington, VA 22209 USA.
   [Serpell, Zewelanji] Virginia Commonwealth Univ, Dept Psychol, Coll Humanities & Sci, Box 2018, Richmond, VA 23284 USA.
C3 SRI International; Virginia Commonwealth University
RP Thomas, K (corresponding author), SRI Int, Ctr Educ Res & Innovat, Arlington, VA 22209 USA.
EM krystal.thomas@sri.com
FU Kenneth B. and Mamie P. Clark Grant from the American Psychological
   Foundation; Institute of Education Sciences, U.S. Department of
   Education [R305B170002]
FX The research described in this paper was supported by the Kenneth B. and
   Mamie P. Clark Grant to the corresponding author from the American
   Psychological Foundation. In addition, the research reported here was
   also supported by the Institute of Education Sciences, U.S. Department
   of Education, through Grant R305B170002 to the University of Virginia.
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   Zucchetti G, 2015, J APPL SCH PSYCHOL, V31, P297, DOI 10.1080/15377903.2015.1084963
NR 59
TC 1
Z9 2
U1 2
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1325
EI 1940-0896
J9 J GENET PSYCHOL
JI J. Genet. Psychol.
PD AUG 19
PY 2022
VL 183
IS 5
SI SI
BP 413
EP 428
DI 10.1080/00221325.2022.2095249
EA JUN 2022
PG 16
WC Psychology, Developmental; Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA 3W8ZO
UT WOS:000824859700001
PM 35796696
DA 2024-07-15
ER

PT J
AU Desrochers, JE
   Peetz, J
   Harpaul, C
   Okigbo, C
   Perry, K
AF Desrochers, Jessica E.
   Peetz, Johanna
   Harpaul, Cecilia
   Okigbo, Christine
   Perry, Katia
TI The Role of Nature Cues and Nature Relatedness in Academic Motivation
   and Engagement
SO COLLABRA-PSYCHOLOGY
LA English
DT Article
ID NATURE EXPERIENCE; INDOOR PLANTS; STRESS; INDIVIDUALS; PERFORMANCE;
   BENEFITS; STUDENTS; CONNECTEDNESS; RESTORATION; ACHIEVEMENT
AB Nature exposure in the form of immersion in natural environments can benefit students in multiple ways. Across four studies, we examined whether nature exposure in the form of visual nature cues on instructional materials might increase academic motivation and engagement among university students. Visual nature cues were presented via PowerPoint backgrounds (Study 1), online Zoom lecture backgrounds (Study 2), and on the background of calendars people used to plan for an upcoming assignment or exam (Studies 3 and 4). In each study and an internal meta-analysis, we found no evidence that nature cues increased academic engagement or motivation compared to other background images. However, participants' self-reported nature relatedness was linked to greater academic engagement and motivation in each study and the internal meta-analysis. The interaction between nature relatedness and nature exposure was not significant. We conclude that embedding visual nature cues in educational material is not sufficiently impactful to have an effect on academic motivation and that immersion and interaction with nature in a fuller sense may be necessary to reap motivational benefits.
C1 [Desrochers, Jessica E.; Peetz, Johanna; Harpaul, Cecilia; Okigbo, Christine; Perry, Katia] Carleton Univ, Psychol, Ottawa, ON, Canada.
C3 Carleton University
RP Desrochers, JE (corresponding author), Carleton Univ, Psychol, Ottawa, ON, Canada.
EM Jessica.desrochers@carleton.ca
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NR 71
TC 0
Z9 0
U1 1
U2 1
PU UNIV CALIFORNIA PRESS
PI OAKLAND
PA 155 GRAND AVE, SUITE 400, OAKLAND, CA 94612-3758 USA
SN 2474-7394
J9 COLLABRA-PSYCHOL
JI Collabra-Psychol.
PD APR 29
PY 2024
VL 10
IS 1
AR 115301
DI 10.1525/collabra.115301
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA PV3N8
UT WOS:001216820300001
OA gold
DA 2024-07-15
ER

PT J
AU Mérida-López, S
   Roberto, MS
   Carvalho, VS
   Guerrero-Barona, E
   Extremera, N
   Chambel, MJ
AF Merida-Lopez, Sergio
   Roberto, Magda Sofia
   Carvalho, Vania Sofia
   Guerrero-Barona, Eloisa
   Extremera, Natalio
   Chambel, Maria Jose
TI Daily exhaustion and engagement in Portuguese health science students:
   exploring the contributions of negative events and emotional
   intelligence facets
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Daily negative events; emotional intelligence facets; exhaustion;
   academic engagement; diary study; university students
ID UNIVERSITY-STUDENTS; MEDIATING ROLE; PSYCHOLOGICAL DISTRESS; WEEKLY
   DIARY; BURNOUT; PERFORMANCE; EDUCATION; STRESS; LIFE; MODEL
AB In this study, a quantitative diary design was used to examine within-person relationships among daily negative events, emotional intelligence facets, and levels of academic exhaustion and engagement. The research was conducted with a sample of 63 Portuguese health science students (48 females and Mage = 22.3 years) from medicine (n = 33) and psychology (n = 30) degrees who completed a daily survey for 2 weeks (550 diary entries). The results showed a positive association between daily negative events and exhaustion, whereas daily negative events were not associated with academic engagement. Furthermore, the use of emotions emerged as a key emotional intelligence facet associated with reduced exhaustion and enhanced engagement over and above negative events. Taken together, these data highlight the use of emotions as a salient emotional intelligence facet in the context of daily academic exhaustion and engagement. Although preliminary, these findings have the potential to inform emotional intelligence facets that could be improved through training intervention as a means to enhance positive functioning within the higher education environment.
C1 [Merida-Lopez, Sergio; Extremera, Natalio] Univ Malaga, Fac Psychol, Malaga, Spain.
   [Roberto, Magda Sofia; Carvalho, Vania Sofia; Chambel, Maria Jose] Univ Lisbon, Alameda Univ, Fac Psicol, CICPSI, Lisbon, Portugal.
   [Guerrero-Barona, Eloisa] Univ Extremadura, Dept Psychol & Anthropol, Badajoz, Spain.
   [Merida-Lopez, Sergio] Univ Malaga, Fac Psychol, Campus Teatinos, Malaga 29071, Spain.
C3 Universidad de Malaga; Universidade de Lisboa; Universidad de
   Extremadura; Universidad de Malaga
RP Mérida-López, S (corresponding author), Univ Malaga, Fac Psychol, Campus Teatinos, Malaga 29071, Spain.
EM sergioml@uma.es
RI Pacheco, Natalio Extremera/AAA-7123-2021; Mérida-López,
   Sergio/O-7193-2017; Carvalho, Vânia Sofia/AFK-4229-2022; Extremera,
   Natalio/K-5882-2015; Guerrero Barona, Eloisa/G-8631-2011; Chambel, Maria
   Jose/F-3366-2016; Roberto, Magda Sofia/Y-3294-2018
OI Pacheco, Natalio Extremera/0000-0002-8874-7912; Mérida-López,
   Sergio/0000-0003-2262-4546; Carvalho, Vânia Sofia/0000-0002-1414-8773;
   Extremera, Natalio/0000-0002-8874-7912; Guerrero Barona,
   Eloisa/0000-0003-3907-7796; Chambel, Maria Jose/0000-0001-6588-7034;
   Roberto, Magda Sofia/0000-0003-4127-561X
FU All authors have made substantial contributions to the conception and
   design of the work as they have conceived and designed the research,
   analyzed the data, contributed reagents/materials/analysis tools, wrote
   the paper, reviewed drafts of the paper and r
FX All authors have made substantial contributions to the conception and
   design of the work as they have conceived and designed the research,
   analyzed the data, contributed reagents/materials/analysis tools, wrote
   the paper, reviewed drafts of the paper and revised it critically for
   important intellectual content. All authors read and approved the
   version to be published.
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NR 66
TC 0
Z9 0
U1 5
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD 2023 SEP 21
PY 2023
DI 10.1080/03075079.2023.2259950
EA SEP 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA R9GV7
UT WOS:001067373100001
DA 2024-07-15
ER

PT J
AU Schwartz, D
   Kelly, BM
   Mali, LV
   Duong, MT
AF Schwartz, David
   Kelly, Brynn M.
   Mali, Luiza V.
   Duong, Mylien T.
TI Exposure to Violence in the Community Predicts Friendships with
   Academically Disengaged Peers During Middle Adolescence
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Adolescence; Violence exposure; Academic achievement; friendship
ID SCHOOL ENGAGEMENT; ACHIEVEMENT; VICTIMIZATION; ASSOCIATION; PERFORMANCE;
   ADJUSTMENT; AFFILIATIONS; AGGRESSION; SYMPTOMS; CHINESE
AB Adolescents who have been exposed to violence in the community often experience subsequent difficulties with academic achievement. Because competence in the classroom is a salient developmental task during the adolescent years, outcomes in this critical context can then have broader implications for social and psychological functioning. In the current study, we tested a hypothesized progression in which the association between violence exposure and deficient achievement is presumed to potentiate friendships with academically disengaged peers. We followed 415 urban adolescents (53 % girls; average age of 14.6 years) for a one-year period, with two annual assessment of psychosocial functioning. Exposure to violence in the community and academic engagement were assessed with a self-report inventory; reciprocated friendships were assessed with a peer interview; and achievement was indexed based on a review of school records. Consistent with our hypotheses, neighborhood violence was associated with deficient classroom achievement. Poor achievement, in turn, mediated associations between community violence exposure and low academic engagement among friends. Our findings highlight pathways though which exposure to community violence potentially predicts later dysfunction.
C1 [Schwartz, David; Mali, Luiza V.] Univ Southern Calif, Clin Psychol, Los Angeles, CA 90089 USA.
   [Kelly, Brynn M.] IWK Hlth Ctr, Halifax, NS, Canada.
   [Duong, Mylien T.] Univ Washington, Med Ctr, Seattle, WA 98195 USA.
C3 University of Southern California; Dalhousie University; University of
   Washington; University of Washington Seattle
RP Schwartz, D (corresponding author), Univ Southern Calif, Clin Psychol, Los Angeles, CA 90089 USA.
EM davschw@usc.edu
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NR 56
TC 8
Z9 12
U1 1
U2 12
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2016
VL 45
IS 9
SI SI
BP 1786
EP 1799
DI 10.1007/s10964-016-0485-3
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DX7KO
UT WOS:000384566100005
PM 27138174
DA 2024-07-15
ER

PT J
AU Greenwood, CR
   Beecher, C
   Atwater, J
   Petersen, S
   Schiefelbusch, J
   Irvin, D
AF Greenwood, Charles R.
   Beecher, Constance
   Atwater, Jane
   Petersen, Sarah
   Schiefelbusch, Jean
   Irvin, Dwight
TI An Ecobehavioral Analysis of Child Academic Engagement: Implications for
   Preschool Children Not Responding to Instructional Intervention
SO TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
LA English
DT Article
DE Multi-Tiered System of Supports (MTSS); language; literacy; child
   academic engagement; opportunity to learn
ID LITERACY INSTRUCTION; FUNCTIONAL-ANALYSIS; PRE-K; CLASSROOMS; LANGUAGE;
   PROGRAMS; VALIDITY; BEHAVIOR; QUALITY
AB A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. Multi-Tiered System of Supports/Response to Intervention (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the Code for Interactive Recording of Children's Learning Environments [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of Get Ready to Read (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed.
C1 [Greenwood, Charles R.; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight] Univ Kansas, Kansas City, KS USA.
   [Beecher, Constance] Iowa State Univ, Ames, IA USA.
C3 University of Kansas; Iowa State University
RP Greenwood, CR (corresponding author), Univ Kansas, Juniper Gardens Childrens Project, 444 Minnesota Ave,Suite 300, Kansas City, KS 66101 USA.
EM greenwood@ku.edu
RI Beecher, Constance/ABA-1104-2021
OI Beecher, Constance/0000-0002-8507-3465; Irvin,
   Dwight/0000-0002-2324-7124
FU Office of Special Education Programs, U.S. Department of Education
   [H327A110052]; National Center for Special Education Research, Institute
   for Educational Science [R324A170048]; Kansas Intellectual and
   Developmental Disabilities Research Center [HD002528]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Funds were
   provided by a grant to the University of Kansas (H327A110052) by the
   Office of Special Education Programs, U.S. Department of Education, for
   a Phase 2 Steppingstones of Technology Innovation Effectiveness Project.
   Preparation of this article was supported by grant R324A170048 from the
   National Center for Special Education Research, Institute for
   Educational Science, and the Kansas Intellectual and Developmental
   Disabilities Research Center (HD002528). The opinions expressed in this
   article reflect only those of the authors and are not those of the
   funding agencies.
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NR 42
TC 5
Z9 10
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0271-1214
EI 1538-4845
J9 TOP EARLY CHILD SPEC
JI Top. Early Child. Spec. Educ.
PD FEB
PY 2018
VL 37
IS 4
BP 219
EP 233
DI 10.1177/0271121417741968
PG 15
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FX3VH
UT WOS:000426000000003
DA 2024-07-15
ER

PT J
AU Astin, AW
   Keup, JR
   Lindholm, JA
AF Astin, AW
   Keup, JR
   Lindholm, JA
TI A decade of changes in undergraduate education: A national study of
   system "transformation"
SO REVIEW OF HIGHER EDUCATION
LA English
DT Article
AB Evidence from two longitudinal student databases collected nearly a decade apart suggests that undergraduate education in the United States has been "transformed" in many ways that are consistent with national reform efforts that emerged during the 1980s. Institutions have strengthened their capacity to foster faculty-student interaction, student-student interaction, and student engagement in community service. Institutions show diminished capacity, however, to foster academic engagement and social activism among students.
C1 Univ Calif Los Angeles, Higher Educ Res Inst, Cooperat Inst Res Program, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Univ Calif Los Angeles, Higher Educ Res Inst, Cooperat Inst Res Program, 3005 Moore Hall, Los Angeles, CA 90095 USA.
EM heristaf@ucla.edu
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NR 43
TC 23
Z9 65
U1 0
U2 9
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0162-5748
EI 1090-7009
J9 REV HIGH EDUC
JI Rev. High. Educ.
PD WIN
PY 2002
VL 25
IS 2
BP 141
EP +
DI 10.1353/rhe.2002.0001
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 510GH
UT WOS:000173200000002
DA 2024-07-15
ER

PT J
AU McDaniel, SC
   Houchins, DE
   Robinson, C
AF McDaniel, Sara C.
   Houchins, David E.
   Robinson, Cecil
TI The Effects of Check, Connect, and Expect on Behavioral and Academic
   Growth
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE academic achievement/failure; alternative settings; behavior(s);
   elementary; education; severe; emotional disturbance;
   disorders/disabilities
ID STUDENTS; EDUCATION; INTERVENTION; PROFILES; RISK
AB Check, Connect, and Expect (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated "coach" for check-in and check-out procedures, and social skills instruction. Elementary students (n = 22) in an alternative education school setting received CCE for 13 weeks following 4 weeks of baseline data collection. Measures included (a) daily progress reports (DPR), (b) direct observation of academic engagement, and (c) curriculum-based measures of academic growth (math calculation and oral reading fluency). These measures were used to examine the relationship between CCE and student outcomes using an interrupted time series design and multilevel growth curve modeling. This quasi-experimental within-subjects design compared the slopes and intercepts of baseline student data with intervention student data. Results demonstrate that students displayed statistically significant improvement on DPRs at the onset of CCE and demonstrated positive behavioral growth during CCE. There was also a statistically significant improvement of academic engagement at the onset of CCE. There was no statistically significant change in academic performance. A description of potential moderating variables, future research directions, and practical significance is presented.
C1 [McDaniel, Sara C.; Robinson, Cecil] Univ Alabama, Tuscaloosa, AL 35487 USA.
   [Houchins, David E.] Georgia State Univ, Atlanta, GA 30303 USA.
C3 University of Alabama System; University of Alabama Tuscaloosa;
   University System of Georgia; Georgia State University
RP McDaniel, SC (corresponding author), Univ Alabama, Special Educ & Multiple Abil, Box 870232, Tuscaloosa, AL 35487 USA.
EM smcdaniel@bamaed.ua.edu
RI McDaniel, Sara/AAJ-7555-2020; McDaniel, Sara/AHE-5978-2022
OI McDaniel, Sara/0000-0001-5387-3452
CR [Anonymous], STRUCTURAL EQUATIONS
   [Anonymous], CHECK CONNECT EXPECT
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NR 34
TC 17
Z9 28
U1 0
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD MAR
PY 2016
VL 24
IS 1
BP 42
EP 53
DI 10.1177/1063426615573262
PG 12
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA DK0CH
UT WOS:000374579500004
DA 2024-07-15
ER

PT J
AU Adams, CA
   Mueller, F
AF Adams, Carol A.
   Mueller, Frank
TI Academics and policymakers at odds: the case of the IFRS Foundation
   Trustees' consultation paper on sustainability reporting
SO SUSTAINABILITY ACCOUNTING MANAGEMENT AND POLICY JOURNAL
LA English
DT Article
DE Academic engagement; IFRS Foundation; Sustainability reporting; Global
   Reporting Initiative (GRI); International Sustainability Standards Board
   (ISSB)
ID ENGAGEMENT; POLITICS
AB Purpose This paper aims to examine the nature of academic engagement with policy and the (lack of) responsiveness by policymakers to the scientific community through the development of the International Financial Reporting Standards (IFRS) Foundation Trustees' Consultation Paper on Sustainability Reporting (IFRS Foundation, 2020). Design/methodology/approach The 577 submissions to the IFRS Foundation consultation were reviewed, and 39 were identified as being submitted by academics. These 39 included collectively 104 academic signatories from 74 organisations or networks and 20 countries. They were analysed using NVivo. Drawing on the literature on techniques used to discredit or credit arguments, we examine the academic responses to the consultation questions, particularly those concerning: the role of the IFRS Foundation; perceptions of the "investor perspective"; the audience for reporting; the definition of materiality; and a climate first approach. Findings The majority (72%) of academic submissions were opposed to the IFRS Foundation Trustees' proposals on key issues. This dissenting majority collectively have substantial research records in sustainability reporting and its outcomes. Those supportive were significantly less likely to reference research or state their credentials and, despite being supportive, nevertheless raised concerns with the proposals. Practical implications Senior academics undertaking research in the field have engaged, in unusually high numbers, with a policy development they believe will not work and maybe counter to achieving sustainable development. The findings underscore the importance of highlighting the discrediting strategies and tactics used in this discursive "battle". The findings have implications for the legitimacy of policymakers on sustainability-related initiatives which are not engaging with the relevant scientific community. Social implications Policy initiatives that are judged as potentially harmful to sustainable development attract more intense, activist and sustained engagement supported by research evidence. Originality/value The paper identifies the importance of evidence-based academic engagement and highlights strategies that engaging academics need to persist over. It highlights the collective view of academics in the field on the IFRS Foundation consultation paper.
C1 [Adams, Carol A.; Mueller, Frank] Univ Durham, Sch Business, Durham, England.
C3 Durham University
RP Adams, CA (corresponding author), Univ Durham, Sch Business, Durham, England.
EM carol.adams@durham.ac.uk; frank.u.mueller@durham.ac.uk
RI Adams, Carol Alison/X-7287-2019; Adams, Carol/HHS-0623-2022
OI Adams, Carol Alison/0000-0001-7894-0471; Mueller,
   Frank/0000-0003-0891-3261
CR Abhayawansa S, 2022, MEDITARI ACCOUNT RES, V30, P710, DOI 10.1108/MEDAR-11-2020-1097
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NR 51
TC 38
Z9 38
U1 8
U2 24
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2040-8021
EI 2040-803X
J9 SUSTAIN ACCOUNT MANA
JI Sustain. Account. Manag. Policy J.
PD OCT 13
PY 2022
VL 13
IS 6
SI SI
BP 1310
EP 1333
DI 10.1108/SAMPJ-10-2021-0436
EA MAY 2022
PG 24
WC Business, Finance; Green & Sustainable Science & Technology;
   Environmental Studies; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Science & Technology - Other Topics; Environmental
   Sciences & Ecology
GA 5E7TX
UT WOS:000797112800001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Hustus, CL
   Owens, JS
   Volpe, RJ
   Briesch, AM
   Daniels, B
AF Hustus, Chelsea L.
   Owens, Julie Sarno
   Volpe, Robert J.
   Briesch, Amy M.
   Daniels, Brian
TI Treatment Sensitivity of Direct Behavior Rating-Multi-Item Scales in the
   Context of a Daily Report Card Intervention
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE progress monitoring; Direct Behavior Rating; treatment sensitivity
ID DEFICIT HYPERACTIVITY DISORDER; SINGLE-ITEM; SCHOLASTIC ACHIEVEMENT;
   GENERALIZABILITY; DEPENDABILITY; MODEL; YOUTH
AB The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating-Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.
C1 [Hustus, Chelsea L.; Owens, Julie Sarno] Ohio Univ, Porter Hall 200, Athens, OH 45701 USA.
   [Volpe, Robert J.; Briesch, Amy M.] Northeastern Univ, Boston, MA 02115 USA.
   [Daniels, Brian] Univ Massachusetts, Boston, MA 02125 USA.
C3 University System of Ohio; Ohio University; Northeastern University;
   University of Massachusetts System; University of Massachusetts Boston
RP Hustus, CL (corresponding author), Ohio Univ, Porter Hall 200, Athens, OH 45701 USA.
EM ch051414@ohio.edu
RI Volpe, Robert J/JCE-1208-2023
FU Institute of Education Sciences, U.S. Department of Education
   [R324A150071]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: The research
   reported here was supported by the Institute of Education Sciences, U.S.
   Department of Education, through Grant (R324A150071). The opinions
   expressed are those of the authors and do not represent views of the
   Institute or the U.S. Department of Education.
CR [Anonymous], 2013, NCES 2013-314
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NR 43
TC 9
Z9 10
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD MAR
PY 2020
VL 28
IS 1
BP 29
EP 42
DI 10.1177/1063426618806281
PG 14
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA KH9VG
UT WOS:000510995500003
OA Bronze
DA 2024-07-15
ER

PT J
AU Conner, JO
   Pope, DC
AF Conner, Jerusha O.
   Pope, Denise C.
TI Not Just Robo-Students: Why Full Engagement Matters and How Schools Can
   Promote It
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Engagement; Achievement; Academic integrity; Mental health; Stress;
   Physical health; Teacher care
ID TEACHER SUPPORT; CLASSROOM; ACHIEVEMENT; MOTIVATION; MIDDLE
AB Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.
C1 [Conner, Jerusha O.] Villanova Univ, St Augustine Ctr 302, Villanova, PA 19085 USA.
   [Pope, Denise C.] Stanford Grad Sch Educ, Stanford, CA 94305 USA.
C3 Villanova University
RP Conner, JO (corresponding author), Villanova Univ, St Augustine Ctr 302, 800 Lancaster Ave, Villanova, PA 19085 USA.
EM jerusha.conner@villanova.edu; dpope@stanford.edu
OI Conner, Jerusha/0000-0001-5371-7476
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NR 71
TC 46
Z9 125
U1 0
U2 30
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2013
VL 42
IS 9
SI SI
BP 1426
EP 1442
DI 10.1007/s10964-013-9948-y
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 202WU
UT WOS:000323252100008
PM 23592282
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Jolivette, K
   Terry, NP
   Fredrick, LD
   Alberto, PA
AF Ennis, Robin Parks
   Jolivette, Kristine
   Terry, Nicole Patton
   Fredrick, Laura D.
   Alberto, Paul A.
TI Classwide Teacher Implementation of Self-Regulated Strategy Development
   for Writing with Students with E/BD in a Residential Facility
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Emotional and behavioral disorders; E/BD; Self-regulated strategy
   development; SRSD; Writing
ID POSITIVE BEHAVIOR SUPPORT; HIGH-SCHOOL-STUDENTS; EMOTIONAL DISTURBANCES;
   DISORDERS; CHILDREN; DISABILITIES; INSTRUCTION; EDUCATION; PROGRAMS;
   RISK
AB One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the STOP and DARE mnemonic for persuasive writing on the writing performance (Correct Word Sequences, Essay Elements, and Essay Quality), and academic engagement of secondary students. In addition, this study extended this line of inquiry by looking at implementation of the intervention only 2 days per week, a lower treatment intensity than previous research has used to find statistically significant gains in writing. Results of a piecewise hierarchical linear model suggest statistically significant gains were made over the course of the intervention in writing and academic engagement when compared to baseline. In addition, student variables such as writing achievement, externalizing/internalizing behavior patterns, age, and attendance predicted writing and engagement. Results of generalization, fidelity, and social validity also are reported.
C1 [Ennis, Robin Parks] Clemson Univ, Dept Teacher Educ, Special Educ Program, 228 Holtzendorff Hall, Clemson, SC 29634 USA.
   [Jolivette, Kristine; Terry, Nicole Patton; Fredrick, Laura D.; Alberto, Paul A.] Georgia State Univ, Atlanta, GA 30303 USA.
C3 Clemson University; University System of Georgia; Georgia State
   University
RP Ennis, RP (corresponding author), Clemson Univ, Dept Teacher Educ, Special Educ Program, 228 Holtzendorff Hall, Clemson, SC 29634 USA.
EM ennis2@clemson.edu
OI Ennis, Robin/0000-0002-8620-4199
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NR 34
TC 20
Z9 31
U1 0
U2 14
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD MAR
PY 2015
VL 24
IS 1
BP 88
EP 111
DI 10.1007/s10864-014-9207-7
PG 24
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CK2NY
UT WOS:000356048700006
DA 2024-07-15
ER

PT J
AU Alharbi, WMH
AF Alharbi, Wael Matar Hasan
TI Actions speak louder than words: modifications of the applied academic
   books and their reflections on students' academic success, academic
   enjoyment, and academic resilience
SO BMC PSYCHOLOGY
LA English
DT Article
DE Modifications of the applied academic books; Academic success; Academic
   enjoyment; Academic resilience; EFL learners
ID ACHIEVEMENT; EMOTIONS; LANGUAGE; ENGAGEMENT; ENGLISH; IMPACT
AB Innovation is the process of renewing and updating a domain, a product, or a service by introducing new methods, introducing new techniques, or generating effective concepts to produce new value. Considering universal as well as local books, a teacher may find some sections that need modifications and supportive sections. These changes may have an impact on language learners' emotional and/or cognitive development. The purpose of this research was to shed light on the use of creative activities and their consequences on academic enjoyment, academic resilience, and academic performance. To that purpose, two groups of EFL (English as a foreign language) learners from Saudi Arabia (public schools) participated in this research and were requested to take pre-and post-tests to assess their level of academic engagement, academic resilience, and academic performance in language skills. According to the data analysis via the Multivariate Analysis of Variance (MANOVA), the experimental group outperformed their counterparts in the control group in terms of academic enjoyment, resilience, and academic performance due to considered modifications in the applied academic books. The study's pedagogical ramifications are highlighted in the conclusion.
C1 [Alharbi, Wael Matar Hasan] Prince Sattam Bin Abdulaziz Univ, Coll Educ Al kharj, Dept Arab Language, Al Kharj, Saudi Arabia.
C3 Prince Sattam Bin Abdulaziz University
RP Alharbi, WMH (corresponding author), Prince Sattam Bin Abdulaziz Univ, Coll Educ Al kharj, Dept Arab Language, Al Kharj, Saudi Arabia.
EM hasanalharbiwaelmatar@gmail.com
FU Prince Sattam Bin Abdulaziz University
FX Not applicable.
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NR 51
TC 0
Z9 0
U1 9
U2 9
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD MAR 15
PY 2024
VL 12
IS 1
AR 151
DI 10.1186/s40359-024-01650-8
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA LH4K8
UT WOS:001185883600006
PM 38491370
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU García-Aracil, A
   Monteiro, S
   Almeida, LS
AF Garcia-Aracil, Adela
   Monteiro, Silvia
   Almeida, Leandro S.
TI Students' perceptions of their preparedness for transition to work after
   graduation
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article
DE competencies; higher education; learning experiences; students&#8217;
   perceptions; work transition
ID HIGHER-EDUCATION; SELF-EFFICACY; PERCEIVED EMPLOYABILITY; PERFORMANCE;
   ENGAGEMENT; EMPLOYMENT; ACHIEVEMENT; COMPETENCES; EXPERIENCE; OUTCOMES
AB This study explores the factors that contribute to students' perceptions of their preparedness for transition from university to work, taking a multidimensional perspective on their academic experience. To that end, a questionnaire was designed and administered to students enrolled in the final year of their master's degree programme. Students were asked to self-assess their preparedness for the transition to the world of work and also self-assess their academic experience by exploring their academic engagement and the knowledge and competencies they developed during their study. Regarding academic engagement, we find that they consider that participation in lectures and the quality in developing collective work have a positive influence on their preparedness for work, while regular attendance at lectures appears to be negatively associated with their perceptions of their preparedness. The results also show that the practical and theoretical content, together with methodological and employability competencies, have a positive impact on students' perceptions of their preparedness for transition to work. Thus, the promotion of learning experiences fostering methodological and practical competencies, together with more collective career-related experience and employability skills, may better help prepare graduates for the transition to work.
C1 [Garcia-Aracil, Adela] Univ Politecn Valencia, Valencia 46022, Spain.
   [Monteiro, Silvia; Almeida, Leandro S.] Univ Minho, Res Ctr Educ, Campus Gualtar, P-4710057 Braga, Portugal.
C3 Universitat Politecnica de Valencia; Universidade do Minho
RP García-Aracil, A (corresponding author), Univ Politecn Valencia, Valencia 46022, Spain.; García-Aracil, A (corresponding author), Spanish Natl Res Council, INGENIO CSIC UPV, Valencia 46022, Spain.
EM agarcia@ingenio.upv.es; silviamonteiro@ie.uminho.pt;
   leandro@ie.uminho.pt
RI Monteiro, Sílvia/AAC-8290-2020; García-Aracil, Adela/F-8510-2016
OI Monteiro, Sílvia/0000-0002-5236-2711; 
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NR 60
TC 28
Z9 33
U1 12
U2 36
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD MAR
PY 2021
VL 22
IS 1
BP 49
EP 62
DI 10.1177/1469787418791026
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QI2GI
UT WOS:000618790800005
DA 2024-07-15
ER

PT J
AU Garcia-Torea, N
   Larrinaga, C
   Luque-Vílchez, M
AF Garcia-Torea, Nicolas
   Larrinaga, Carlos
   Luque-Vilchez, Mercedes
TI Academic engagement in policy-making and social and environmental
   reporting
SO SUSTAINABILITY ACCOUNTING MANAGEMENT AND POLICY JOURNAL
LA English
DT Article
DE Accounting regulation; Policy-making; Academic engagement; Social and
   environmental accounting and reporting
ID ACCOUNTING RESEARCH
AB Purpose
   This paper aims to document and discuss the involvement of a group of Spanish academics in the process of social and environmental reporting regulation to reflect on the role of accounting academics in regulatory processes.
   Design/methodology/approach
   The paper describes the long-standing engagement of a group of Spanish scholars in social and environmental reporting regulation, with a particular focus on the transposition of the EU Directive 2014/95/EU on non-financial information to the Spanish legislation.
   Findings
   Despite failures and mistakes in the engagement history of those scholars with different regulatory processes, academics problematized social and environmental reporting regulation, bridged the gap between regulation and practice, and facilitated the debate about social and environmental reporting. This long-term and collective engagement generated the intellectual capital that allowed researchers to provide their perspectives when the Spanish political process was ripe to move such regulation in a progressive direction.
   Social implications
   Academics have a responsibility to intervene in regulatory processes to increase corporate transparency.
   Originality/value
   The experience reported is unique and the authors have first-hand information. It spans through two decades and extracts some conclusions that could feed further discussions about engagement and, hopefully, encourage scholars to develop significant research projects.
C1 [Garcia-Torea, Nicolas; Larrinaga, Carlos] Univ Burgos, Dept Econ & Business Adm, Burgos, Spain.
   [Luque-Vilchez, Mercedes] Univ Cordoba, Dept Econ & Business Adm, Cordoba, Spain.
C3 Universidad de Burgos; Universidad de Cordoba
RP Larrinaga, C (corresponding author), Univ Burgos, Dept Econ & Business Adm, Burgos, Spain.
EM carlos.larrinaga@ubu.es; carlos.larrinaga@ubu.es; mercedes.luque@uco.es
RI Larrinaga, Carlos/A-7649-2008
OI Larrinaga, Carlos/0000-0002-7000-4619; Luque-Vilchez,
   Mercedes/0000-0001-8392-8573
FU Ministerio de Economia y Competitividad; FEDER; Consejeria de Educacion,
   Junta de Castilla y Leon [ECO2015-65782-P, BU058P17]
FX The authors would like to thank the reviewers and Carol Adams for their
   helpful comments to an earlier version of this paper. We are also
   grateful for the financial assistance provided by Ministerio de Economia
   y Competitividad, FEDER and Consejeria de Educacion, Junta de Castilla y
   Leon (Grants ECO2015-65782-P and BU058P17).
CR Adams C., 2018, WHAT DOES PROFESSOR
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   Picard CF, 2019, EUR ACCOUNT REV, V28, P737, DOI 10.1080/09638180.2018.1535323
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NR 19
TC 19
Z9 19
U1 0
U2 8
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2040-8021
EI 2040-803X
J9 SUSTAIN ACCOUNT MANA
JI Sustain. Account. Manag. Policy J.
PY 2020
VL 11
IS 2
BP 281
EP 290
DI 10.1108/SAMPJ-03-2019-0123
PG 10
WC Business, Finance; Green & Sustainable Science & Technology;
   Environmental Studies; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Science & Technology - Other Topics; Environmental
   Sciences & Ecology
GA KN9NP
UT WOS:000515174800001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Moller, S
   Stearns, E
   Mickelson, RA
   Bottia, MC
   Banerjee, N
AF Moller, Stephanie
   Stearns, Elizabeth
   Mickelson, Roslyn Arlin
   Bottia, Martha Cecilia
   Banerjee, Neena
TI Is Academic Engagement the Panacea for Achievement in Mathematics across
   Racial/Ethnic Groups? Assessing the Role of Teacher Culture
SO SOCIAL FORCES
LA English
DT Article
ID EXPLORATORY FACTOR-ANALYSIS; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT;
   RACIAL MISMATCH; COLLEGIAL FOCUS; CLASSROOM; RACE; MOTIVATION; AMERICAN;
   MIDDLE
AB Student engagement with school symbolizes efforts toward learning and is one of the strongest predictors of academic success. However, returns to engagement vary across racial and ethnic groups. Scholars have established that human agency is constrained by organizational environments, but they have not adequately assessed whether the advantages associated with engagement and the disadvantages associated with disengagement accrue evenly to groups of students depending on the educational environment. Using ECLS-K data, we examine how one aspect of schools' organizational culture-Collective Pedagogical Teacher Culture-moderates the relationship between engagement and mathematics achievement for students of different racial/ethnic groups in elementary school. Our study suggests that exhibiting the attributes that are valued in American society, i.e., academic engagement or, more abstractly, a strong ethic toward working academically, is not sufficient for the mathematics achievement of many students-especially minority youth. Students must study in environments that nourish and capitalize upon those attributes so that diverse students can enhance their academic trajectories. Teachers are critical for student learning, and when teachers perceive the presence of Collective Pedagogical Teacher Cultures, returns to student engagement are higher.
C1 [Moller, Stephanie; Stearns, Elizabeth; Mickelson, Roslyn Arlin; Bottia, Martha Cecilia] Univ N Carolina, Charlotte, NC 28223 USA.
   [Banerjee, Neena] Valdosta State Univ, Valdosta, GA USA.
C3 University of North Carolina; University of North Carolina Charlotte;
   University System of Georgia; Valdosta State University
RP Moller, S (corresponding author), Univ N Carolina, Charlotte, NC 28223 USA.
RI Banerjee, Neena/K-5049-2019; Bottia, Martha/AAT-2047-2020
OI Banerjee, Neena/0000-0002-6740-630X; Moller,
   Stephanie/0000-0002-8239-719X
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NR 83
TC 9
Z9 32
U1 0
U2 28
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 0037-7732
EI 1534-7605
J9 SOC FORCES
JI Soc. Forces
PD JUN
PY 2014
VL 92
IS 4
DI 10.1093/sf/sou018
PG 32
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA AH8TT
UT WOS:000336411800011
DA 2024-07-15
ER

PT J
AU Jiang, JM
   Tanaka, A
AF Jiang, Juming
   Tanaka, Ayumi
TI Autonomy support from support staff in higher education and students'
   academic engagement and psychological well-being
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Autonomy support; need satisfaction; support staff; engagement;
   well-being
ID SELF-DETERMINATION THEORY; UNIVERSITY-STUDENTS; PARENTAL AUTONOMY; NEED
   SATISFACTION; FIT INDEXES; TEACHERS; DEPRESSION; MOTIVATION;
   PROCRASTINATION; INTERNALIZATION
AB The present research has examined the role of autonomy support provided by support staff in higher education, specifically teaching assistants (TAs), at a university in Japan in Study 1 and political instructors (PIs), at universities in China in Study 2. Self-determination theory was used to derive a model in which autonomy support related to the satisfaction of three core psychological needs, which in turn led to academic engagement and well-being. In Study 1, university students in Japan completed measures of autonomy support, need satisfactions, timely engagement, satisfaction with campus life, and depressive symptoms on two occasions. Results show that autonomy support provided by TAs was positively related to students' timely engagement and satisfaction with campus life, and negatively related to students' depressive symptoms. These relationships were mediated by need satisfactions, except for satisfaction with campus life. Results of Study 2 show that autonomy support from PIs was positively related to students' satisfaction with campus life but not mediated by need satisfaction. Implications of autonomy support from non-significant others in educational settings are discussed.
C1 [Jiang, Juming] Doshisha Univ, Grad Sch Psychol, Kyotanabe, Japan.
   [Tanaka, Ayumi] Doshisha Univ, Fac Psychol, 1-3 Tatara Miyakodani, Kyotanabe, Kyoto 6100394, Japan.
C3 Doshisha University; Doshisha University
RP Jiang, JM (corresponding author), Doshisha Univ, Fac Psychol, 1-3 Tatara Miyakodani, Kyotanabe, Kyoto 6100394, Japan.
EM jiangjuming@live.cn
RI Jiang, Juming/HZR-2224-2023
OI Jiang, Juming/0000-0003-0799-5357
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NR 64
TC 8
Z9 8
U1 4
U2 46
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD JAN 2
PY 2022
VL 42
IS 1
BP 42
EP 63
DI 10.1080/01443410.2021.1982866
EA OCT 2021
PG 22
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA YO7PP
UT WOS:000712744200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Smalls, C
   Cooper, SM
AF Smalls, Ciara
   Cooper, Shauna M.
TI Racial group regard, barrier socialization, and African American
   adolescents' engagement: Patterns and processes by gender
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Academic engagement; African American; Adolescence; Gender; Racial
   identity; Racial socialization
ID ETHNIC-IDENTITY; MULTIDIMENSIONAL INVENTORY; ACADEMIC-ACHIEVEMENT;
   SCHOOL ENGAGEMENT; BLACK IDENTITY; DISCRIMINATION; EXPERIENCES; YOUTHS;
   PREDICTORS; MESSAGES
AB The current study examined gendered processes via 1) profiles of racial barrier socialization, regard for one's racial group (private regard), and behavioral engagement and grades and, 2) gender and private regard as a moderator in the link between barrier messages and academic engagement outcomes. One-hundred and twenty-five African American adolescents (ages 10-14, M = 12.39, SD = 1.07) completed measures of socialization, private regard, grades and behavioral engagement. Latent Profile Analysis revealed a 2-cluster solution fit the data best - 1) High Engagement-Race Salient (HERS) cluster and 2) Low Engagement-Non-Salient cluster (LENS). Girls had higher representation in the HERS cluster. When private regard was examined as a moderator, girls' grades were unrelated to barrier socialization and private regard. In contrast, barrier socialization was associated with lower grades for low private regard boys. Findings are discussed in the context of gendered racial school contexts that African American youth must navigate to be academically successful. (C) 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
C1 [Smalls, Ciara] Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA.
   [Cooper, Shauna M.] Univ S Carolina, Dept Psychol, Columbia, SC 29208 USA.
C3 University System of Georgia; Georgia State University; University of
   South Carolina System; University of South Carolina Columbia
RP Smalls, C (corresponding author), Georgia State Univ, Dept Psychol, Box 5010, Atlanta, GA 30302 USA.
EM csmalls@gsu.edu; smcooper@sc.edu
RI Cooper, Shauna/ABB-9317-2021; Glover, Ciara/ADA-9151-2022
OI Cooper, Shauna/0000-0001-7607-1276; 
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NR 64
TC 24
Z9 37
U1 1
U2 12
PU ACADEMIC PRESS LTD- ELSEVIER SCIENCE LTD
PI LONDON
PA 24-28 OVAL RD, LONDON NW1 7DX, ENGLAND
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD AUG
PY 2012
VL 35
IS 4
BP 887
EP 897
DI 10.1016/j.adolescence.2011.12.007
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 994BW
UT WOS:000307906900011
PM 22248921
DA 2024-07-15
ER

PT J
AU Narozanick, T
   Blair, KSC
AF Narozanick, Taylor
   Blair, Kwang-Sun Cho
TI Evaluation of the Class Pass Intervention: An Application to Improve
   Classroom Behavior in Children With Disabilities
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE challenging behavior; classroom intervention; positive behavior support
ID CHECK-IN/CHECK-OUT; SUPPORT; ENGAGEMENT; STUDENTS; GAME
AB The Class Pass Intervention (CPI) is designed to be implemented within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) to decrease disruptive behavior and teach replacement behavior for students needing Tier 2 intervention. The CPI has two components: (a) providing negative reinforcement for requesting a break by using a class pass, and (b) providing positive reinforcement for continued engagement in activities without breaks by exchanging unused passes. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on mild to moderate disruptive behavior, hypothesized to be maintained by social negative reinforcement, and academic engagement of three elementary school students with disabilities. A multiple baseline across participants design was used to demonstrate the impact of the CPI on student behavior during a problematic academic time period. The results indicated that the use of CPI was functionally related to a decrease in disruptive behavior and increase in academic engagement for all participating students whose problem behavior was hypothesized to be maintained by social reinforcement. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.
C1 [Narozanick, Taylor; Blair, Kwang-Sun Cho] Univ S Florida, Tampa, FL USA.
C3 State University System of Florida; University of South Florida
RP Blair, KSC (corresponding author), Univ S Florida, Coll Educ, Dept Child & Family Studies, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA.
EM kwangsun@usf.edu
FU Project ABA; U.S. Department of Education, Office of Special Education
   Programs [H325K140309]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported in part by Project ABA, a grant funded by the
   U.S. Department of Education, Office of Special Education Programs
   (H325K140309).
CR Andreu M., 2018, USING CLASS PA UNPUB
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NR 32
TC 5
Z9 13
U1 1
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JUL
PY 2019
VL 21
IS 3
BP 159
EP 170
DI 10.1177/1098300718806650
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA IA9EC
UT WOS:000469859400003
DA 2024-07-15
ER

PT J
AU McDonough, K
   Trofimovich, P
   Tekin, O
   Sato, M
AF McDonough, Kim
   Trofimovich, Pavel
   Tekin, Oguzhan
   Sato, Masatoshi
TI Exploring linguistic stereotyping of international students at a
   Canadian university
SO JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
LA English
DT Article; Early Access
DE Linguistic stereotyping; discrimination; international students;
   comprehensibility; reverse linguistic stereotyping
ID US UNDERGRADUATES PERCEPTIONS; FOREIGN ACCENT; LANGUAGE; ENGLISH; SPEECH
AB Although international students often report satisfaction with their studies and view Canada as being tolerant and multicultural, increasing anti-Asian sentiment triggered by the global pandemic has highlighted the importance of exploring whether international students, especially from South and East Asia, experience discrimination. This study examines how university students perceive the speech characteristics (accentedness, comprehensibility), status attributes (e.g. competent, intelligent), and solidarity traits (e.g. pleasant, attractive) of international students from Europe, China, and South Asia along with their interest in participating in academic activities with international students. Eighty university students in Canada evaluated short speech samples from six fellow students from Mandarin Chinese, European (Romanian, German), and South Asian (Urdu) backgrounds, with the voices presented with an image matching or mismatching the speaker's ethnic features. Results showed that the Chinese and South Asian students were rated as more accented and less comprehensible than the European students. They were also viewed less favorably in status and solidarity and received lower academic engagement ratings. Students whose speech was easier to understand received higher status, solidarity, and academic engagement ratings. The findings are discussed in relation to various ways in which universities can reduce prejudicial and discriminatory behaviors toward international students.
C1 [McDonough, Kim; Trofimovich, Pavel; Tekin, Oguzhan] Concordia Univ, Montreal, PQ, Canada.
   [Sato, Masatoshi] Univ Andres Bello, Santiago, Chile.
C3 Concordia University - Canada; Universidad Andres Bello
RP McDonough, K (corresponding author), Concordia Univ, Montreal, PQ, Canada.
EM kim.mcdonough@concordia.ca
OI Trofimovich, Pavel/0000-0001-6696-2411; Sato,
   Masatoshi/0000-0001-7111-3406
FU Social Sciences and Humanities Research Council of Canada [435-20190754]
FX This work was supported by Social Sciences and Humanities Research
   Council of Canada: [Grant Number 435-20190754].
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NR 61
TC 2
Z9 3
U1 2
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0143-4632
EI 1747-7557
J9 J MULTILING MULTICUL
JI J. Multiling. Multicult. Develop.
PD 2022 AUG 25
PY 2022
DI 10.1080/01434632.2022.2115049
EA AUG 2022
PG 16
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA 4E3ZP
UT WOS:000847767400001
DA 2024-07-15
ER

PT J
AU Jabbari, J
   Bessaha, M
   Malik, S
   Ferris, D
   Brickman, S
   Schiff, M
   Pat-Horenczyk, R
   Grinstein-Weiss, M
   Frank, T
AF Jabbari, Jason
   Bessaha, Melissa
   Malik, Sana
   Ferris, Dan
   Brickman, Sophie
   Schiff, Miriam
   Pat-Horenczyk, Ruth
   Grinstein-Weiss, Michal
   Frank, Tyler
TI How does social support relate to emotional availability for learning
   during COVID-19? A multi-group structural equation model of university
   students from the US and Israel
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE COVID-19; Higher education; Social support; Academic engagement
ID ACADEMIC-PERFORMANCE; COPING STRATEGIES; MENTAL-HEALTH; STRESS;
   ADJUSTMENT; ADULTS; IMPACT; SELF
AB Given the social and emotional tolls of the COVID-19 pandemic on college and university students, many students have become academically disengaged during the pandemic. Although some colleges and universities have the capacity to promote social support for their students, research has yet to comprehensively demonstrate the relationship between social support and academic engagement. To fill this gap, we leverage survey results from four universities across the United States and Israel. Through multi-group structural equation modelling, we explore (a) how perceived social support relates to being emotionally unavailable for learning, (b) how this relationship is partially explained through coping and COVID-19 concerns, and (c) how these relationships can differ across countries. We find that students who perceived higher levels of social support had lower rates of being emotionally unavailable for learning. Part of this relationship occurred through greater rates of coping and, subsequently, fewer concerns about the pandemic. We also noticed significant differences in these relationships between countries. We conclude with a discussion of study implications for higher education policies and practices.
C1 [Jabbari, Jason; Ferris, Dan; Grinstein-Weiss, Michal] Washington Univ, Social Policy Inst, Brown Sch, St Louis, MO 63130 USA.
   [Bessaha, Melissa; Malik, Sana] SUNY Stony Brook, Sch Social Welf, Stony Brook, NY USA.
   [Brickman, Sophie] Univ Colorado, Psychol Dept, Colorado Springs, CO USA.
   [Schiff, Miriam; Pat-Horenczyk, Ruth] Hebrew Univ Jerusalem, Paul Baerwald Sch Social Work & Social Welf, Jerusalem, Israel.
   [Frank, Tyler] Washington Univ, Publ Hlth Sci, Brown Sch, St Louis, MO USA.
C3 Washington University (WUSTL); State University of New York (SUNY)
   System; State University of New York (SUNY) Stony Brook; University of
   Colorado System; University of Colorado at Colorado Springs; Hebrew
   University of Jerusalem; Washington University (WUSTL)
RP Jabbari, J (corresponding author), Washington Univ, Social Policy Inst, Brown Sch, St Louis, MO 63130 USA.
EM jabbari.jason@wustl.edu
RI Pat-Horenczyk, Ruth/H-1886-2017; Schiff, Manuel/G-3596-2017
OI Pat-Horenczyk, Ruth/0000-0002-5589-8837; Jabbari,
   Jason/0000-0002-0196-4966
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NR 77
TC 1
Z9 1
U1 3
U2 6
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD AUG
PY 2023
VL 26
IS 4
BP 1037
EP 1061
DI 10.1007/s11218-023-09783-1
EA APR 2023
PG 25
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA K8LL4
UT WOS:000963141300001
PM 37362045
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Faur, S
   Laursen, B
   Juvonen, J
AF Faur, Sharon
   Laursen, Brett
   Juvonen, Jaana
TI Adolescents with Few Friend Alternatives are Particularly Susceptible to
   Influence from Friends
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Friendship; Susceptibility to influence; Friend influence; Adolescence
ID RELATIVE PEER ACCEPTANCE; BEHAVIOR; SOCIALIZATION; RELIABILITY;
   MODERATORS; SIMILARITY; STABILITY; SELECTION; ROLES; SCALE
AB Friend influence in adolescence is well-documented, but the characteristics that contribute to individual differences in susceptibility to influence are not well understood. The present study tests the novel hypothesis that within a friend dyad, having fewer friends than one's partner (i.e., relative lack of alternatives) increases susceptibility to influence as it reduces dissimilarity and thereby promotes compatibility. Drawn from diverse California (USA) public middle schools, participants were 678 adolescents (58% girls) in reciprocated friendships that were stable from the fall to the spring of sixth grade (M = 11.53 years old). Longitudinal Actor-Partner Interdependence Models assessed peer influence, operationalized as individual change in the direction of increased friend similarity. Consistent with the hypothesis, partners with fewer friends were influenced by partners with relatively more friends in self-reported social anxiety and somatic complaints, as well as teacher-reported academic engagement and prosocial behavior. Academic engagement was the only domain wherein partners with more friends were also influenced by partners with relatively fewer friends. For those with few friends, conformity (i.e., becoming more similar to a partner) can be an important strategy to promote compatibility for strengthening existing friendships.
C1 [Faur, Sharon; Laursen, Brett] Florida Atlantic Univ, 3200 Coll Ave, Ft Lauderdale, FL 33314 USA.
   [Juvonen, Jaana] Univ Calif Los Angeles, Los Angeles, CA USA.
C3 State University System of Florida; Florida Atlantic University;
   University of California System; University of California Los Angeles
RP Faur, S; Laursen, B (corresponding author), Florida Atlantic Univ, 3200 Coll Ave, Ft Lauderdale, FL 33314 USA.
EM sfaur2019@fau.edu; laursen@fau.edu
RI Laursen, Brett/HCH-3428-2022
OI Laursen, Brett/0000-0002-1642-1980; Faur, Sharon/0000-0002-0019-4787
FU National Institutes of Health; National Science Foundation; US National
   Institute of Child Health and Human Development;  [1R01HD059882-01A2]; 
   [0921306];  [HD096457]
FX AcknowledgementsWe are grateful to Sandra Graham (PI of the Project) and
   the members of the UCLA Middle School Diversity team for their
   contributions to collection of the data, and all school personnel and
   participants for their cooperation. This research was supported by
   grants from the National Institutes of Health (Grant 1R01HD059882-01A2)
   and the National Science Foundation (No. 0921306). Brett Laursen and
   Sharon Faur received support for the preparation of this manuscript from
   the US National Institute of Child Health and Human Development
   (HD096457).
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NR 50
TC 3
Z9 5
U1 9
U2 23
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAR
PY 2023
VL 52
IS 3
BP 637
EP 650
DI 10.1007/s10964-022-01718-x
EA DEC 2022
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8H6NY
UT WOS:000896359100002
PM 36484895
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Yuen, M
   Chen, GW
AF Datu, Jesus Alfonso D.
   Yuen, Mantak
   Chen, Gaowei
TI The Triarchic Model of Grit Is Linked to Academic Success and Well-Being
   Among Filipino High School Students
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE academic engagement; motivation; grit; well-being
ID SELF; SCALE; ACHIEVEMENT; VALIDATION; MOTIVATION; PERSEVERANCE;
   PERSONALITY; ENGAGEMENT; CULTURE; EMOTION
AB Previous investigations mostly relied on the two-factor model of grit (with perseverance of effort and consistency of interests as major dimensions) which received a number criticisms in the extant literature. Recent studies have provided promising lines of evidence regarding the triarchic model of grit (TMG) which posits three dimensions of grit in a collectivist setting: perseverance of effort, consistency of interests, and adaptability to situations. However, little is known about how this model of grit may be linked to various indicators of positive educational and psychological functioning. The present research filled this gap through examining the association of the TMG with academic (Study 1) and well-being outcomes (Study 2) among Filipino high school students. Results demonstrated that grit positively predicted academic agentic, behavioral, cognitive, and emotional engagement. Findings of multiple mediation analyses showed that grit had indirect effects on academic engagement via the intermediate variable autonomous motivation even after controlling for age, gender, and conscientiousness. Study 2 showed grit positively predicted life satisfaction, positive affect, and interdependent happiness even after controlling for demographic covariates and neuroticism. Grit negatively predicted psychological distress. Theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Ctr Adv Inclus & Special Educ, Div Learning Dev & Divers, Hong Kong, Hong Kong, Peoples R China.
   [Yuen, Mantak] Univ Hong Kong, Ctr Adv Inclus & Special Educ, Hong Kong, Hong Kong, Peoples R China.
   [Chen, Gaowei] Univ Hong Kong, Div Learning Dev & Divers, Hong Kong, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Dept Special Educ & Counselling, 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China.
C3 University of Hong Kong; University of Hong Kong; University of Hong
   Kong; Education University of Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Univ Hong Kong, Ctr Adv Inclus & Special Educ, Div Learning Dev & Divers, Hong Kong, Hong Kong, Peoples R China.; Datu, JAD (corresponding author), Educ Univ Hong Kong, Dept Special Educ & Counselling, 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Yuen, Man Tak/A-3203-2010
OI Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 45
TC 72
Z9 82
U1 3
U2 75
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD SEP
PY 2018
VL 33
IS 3
BP 428
EP 438
DI 10.1037/spq0000234
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GU2KF
UT WOS:000445097600012
PM 29927277
DA 2024-07-15
ER

PT J
AU Bote-Lorenzo, ML
   Gómez-Sánchez, E
AF Bote-Lorenzo, Miguel L.
   Gomez-Sanchez, Eduardo
TI An Approach to Build <i>in situ</i> Models for the Prediction of the
   Decrease of Academic Engagement Indicators in Massive Open Online
   Courses
SO JOURNAL OF UNIVERSAL COMPUTER SCIENCE
LA English
DT Article; Proceedings Paper
CT International Conference on Massive Open Online Courses (MOOCs-Maker)
CY NOV, 2017
CL Antigua, GUATEMALA
DE MOOC; engagement; supervised machine learning
AB The early detection of learners who are expected to disengage with typical MOOC tasks such as watching lecture videos or submitting assignments is necessary to enable timely interventions aimed at preventing it. This can be done by predicting the decrease of academic engagement indicators that can be derived for different MOOC tasks and computed for each learner. A posteriori prediction models can yield a good performance but cannot be built using the information that is available in an ongoing course at the moment the predictions are required. This paper proposes an approach to build in situ prediction models using such information. Models were derived following both approaches and employed to predict the decrease of three indicators that quantify the engagement of learners with the main tasks typically proposed in a MOOC: watching lectures, solving finger exercises, and submitting assignments. The results show that in situ models yielded a good performance for the prediction of all engagement indicators, thus showing the feasibility of the proposed approach. This performance was very similar to that of a posteriori models, which have the clear disadvantage that they cannot be used to make predictions in an ongoing course based on its data.
C1 [Bote-Lorenzo, Miguel L.; Gomez-Sanchez, Eduardo] Univ Valladolid, Valladolid, Spain.
C3 Universidad de Valladolid
RP Bote-Lorenzo, ML (corresponding author), Univ Valladolid, Valladolid, Spain.
EM migbot@tel.uva.es; edugom@tel.uva.es
RI Gómez-Sánchez, Eduardo/C-4274-2013; Bote-Lorenzo, Miguel L./D-5925-2012
OI Gómez-Sánchez, Eduardo/0000-0003-0062-916X; Bote-Lorenzo, Miguel
   L./0000-0002-8825-0412
FU AEI, FEDER [TIN2014-53199-C3-2-R, TIN2017-85179-C3-2-R]; Junta de
   Castilla y Leon, FEDER [VA277U14]; European Commission
   [588438-EPP-1-2017-1-EL-EPPKA2-KA]
FX Access to the data employed in this paper was kindly granted by MIT's
   Institutional Research Office. This work has been partially funded by
   projects TIN2014-53199-C3-2-R (AEI, FEDER), TIN2017-85179-C3-2-R (AEI,
   FEDER), VA277U14 (Junta de Castilla y Leon, FEDER), and
   588438-EPP-1-2017-1-EL-EPPKA2-KA (European Commission).
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NR 34
TC 8
Z9 8
U1 0
U2 7
PU GRAZ UNIV TECHNOLGOY, INST INFORMATION SYSTEMS COMPUTER MEDIA-IICM
PI GRAZ
PA INFFELDGASSE 16C, GRAZ, A-8010, AUSTRIA
SN 0948-695X
J9 J UNIVERS COMPUT SCI
JI J. Univers. Comput. Sci.
PY 2018
VL 24
IS 8
BP 1052
EP 1071
PG 20
WC Computer Science, Software Engineering; Computer Science, Theory &
   Methods
WE Science Citation Index Expanded (SCI-EXPANDED); Conference Proceedings Citation Index - Science (CPCI-S)
SC Computer Science
GA GU7WI
UT WOS:000445540100004
DA 2024-07-15
ER

PT J
AU Tirado-Morueta, R
   Berlanga-Fernández, I
   Vales-Villamarín, H
   Guzmán-Franco, MD
   Duarte-Hueros, A
   Aguaded-Gómez, JI
AF Tirado-Morueta, Ramon
   Berlanga-Fernandez, Inmaculada
   Vales-Villamarin, Helena
   Dolores Guzman-Franco, Ma
   Duarte-Hueros, Ana
   Ignacio Aguaded-Gomez, Jose
TI Understanding the engagement of elementary school students in one-to-one
   iPad programs using an adaptation of self-system model of motivational
   development
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Collaborative learning; Elementary education; Mobile devices; Authentic
   learning; Engagement; One-to-one mobile programs
ID AUTONOMY SUPPORT; MIDDLE SCHOOL; CLASSROOM; INTERVENTION; TECHNOLOGIES;
   INITIATIVES; TEACHERS
AB The number of one-to-one mobile programs in elementary schools as a resource that substitutes the textbook has become popular in worldwide. However, studies that seek to understand how the daily use of these mobile devices is associated with teaching/learning practices and student's engagement in the classroom are lacking. The authors utilized and adapted a self-system model of motivational development in order to better understand the mechanisms behind the promotion of academic engagement through the use of iPads. For this, an analysis using structural equations was conducted on the data collected from a network of 20 elementary schools and 1977 K-5/6 students in Spain, who used iPads daily in their Language, Mathematics, Science and Second Language subjects. The data showed that the pedagogic method acted as a mediator between iPad use in the classroom and academic engagement, as it satisfied the psychological needs of the students. The study contributes with a comprehensive approach that results in an increase of knowledge on the reasons behind the success of failure of these types of programs on learner engagement.
C1 [Tirado-Morueta, Ramon; Dolores Guzman-Franco, Ma; Duarte-Hueros, Ana; Ignacio Aguaded-Gomez, Jose] Univ Huelva, Dept Pedag, Campus El Carmen, Huelva 21007, Spain.
   [Berlanga-Fernandez, Inmaculada] Univ Int la Rioja, Dept Audiovisual Commun, C La Paz 137, Logrono 26006, Spain.
   [Vales-Villamarin, Helena] Attendis, C Periodista Ramon Resa 10, Seville 41012, Spain.
C3 Universidad de Huelva; Universidad Internacional de La Rioja (UNIR)
RP Tirado-Morueta, R (corresponding author), Univ Huelva, Dept Pedag, Campus El Carmen, Huelva 21007, Spain.
EM rtirado@uhu.es; inmaculada.berlanga@unir.net.es;
   helenavalesvillamarin@attendis.com; maria.guzman@dedu.uhu.es;
   duarte@dedu.uhu.es; aguaded@dedu.uhu.es
RI Duarte-Hueros, Ana/AAH-1543-2019; TIRADO MORUETA, RAMÓN/ABE-3766-2021;
   Aguaded, Ignacio/R-4281-2016; Tirado-Morueta, Ramón/C-6778-2013; Franco,
   Guzmán MD/Q-6801-2018; Berlanga, Inmaculada/F-5046-2019
OI Duarte-Hueros, Ana/0000-0002-3819-5857; TIRADO MORUETA,
   RAMÓN/0000-0002-3965-3063; Aguaded, Ignacio/0000-0002-0229-1118;
   Tirado-Morueta, Ramón/0000-0002-3965-3063; Berlanga,
   Inmaculada/0000-0002-0135-624X
FU Coordinated I + D + i Project called "Citizens' Media Competences in
   emerging digital media (smartphones and tablets): innovative practices
   and educommunication strategies in multiple contexts"
   [EDU2015-64015-C3-1-R]; "Media Education Network" of the State Program
   for the Promotion of Excellence in Scientific-Technical Research; State
   Subprogram for Knowledge Generation - European Regional Development Fund
   (ERDF) [EDU2016-81772-REDT]; Spain's Ministry of Economy and
   Competitiveness; State Research Agency of the Spanish Ministry of
   Science, Innovation and Universities [RT12018-093303-B-I00]; ERDF
   [RT12018-093303-B-I00]
FX This study was funded by the Coordinated I + D + i Project called
   "Citizens' Media Competences in emerging digital media (smartphones and
   tablets): innovative practices and educommunication strategies in
   multiple contexts" (EDU2015-64015-C3-1-R), and of the "Media Education
   Network" of the State Program for the Promotion of Excellence in
   Scientific-Technical Research, the State Subprogram for Knowledge
   Generation (EDU2016-81772-REDT), financed by European Regional
   Development Fund (ERDF) and Spain's Ministry of Economy and
   Competitiveness. I + D + i Project "YouTubers and Instagrammers: media
   competence in emerging prosumers" (RT12018-093303-B-I00), financed by
   the State Research Agency of the Spanish Ministry of Science, Innovation
   and Universities and the ERDF.
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NR 58
TC 6
Z9 6
U1 3
U2 51
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
EI 1873-7692
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD APR
PY 2020
VL 105
AR 106224
DI 10.1016/j.chb.2019.106224
PG 11
WC Psychology, Multidisciplinary; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA KH3CK
UT WOS:000510523800025
DA 2024-07-15
ER

PT J
AU Godfrey, EB
   Burson, EL
   Yanisch, TM
   Hughes, D
   Way, N
AF Godfrey, Erin B.
   Burson, Esther L.
   Yanisch, Tess M.
   Hughes, Diane
   Way, Niobe
TI A Bitter Pill to Swallow? Patterns of Critical Consciousness and
   Socioemotional and Academic Well-Being in Early Adolescence
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE critical consciousness; system justification; latent class analysis;
   mental health; academic outcomes
ID AFRICAN-AMERICAN; SOCIOPOLITICAL DEVELOPMENT; RACIAL/ETHNIC MINORITY;
   SYSTEM-JUSTIFICATION; CIVIC ENGAGEMENT; YOUTH; SCHOOL; POOR;
   ATTRIBUTIONS; RESILIENCE
AB An increasing body of research on critical consciousness explores how youth understand and react to inequality in their social contexts. The operationalization of critical consciousness remains inchoate, however. Developmental psychology traditionally conceptualizes critical consciousness as three components (critical reflection, political efficacy, and critical action), but how levels of these components combine for different youth or relate to outcomes remains unclear. This article uses latent class analysis to examine how components of critical consciousness pattern together in a sample 448 of marginalized (racial/ethnic minority) youth, and relate to demographic characteristics, socioemotional outcomes, and academic well-being. We identify four classes of critical consciousness components differentiated by their level of critical reflection, beliefs about the fairness of the United States, and external and internal political efficacy. Ethnicity was related to class membership, but gender and socioeconomic status were not. Controlling for race/ethnicity, we find differences in cross-sectional measures of depression, academic engagement, academic competence, and grades of youth across these classes and identify sociopolitical efficacy as a key predictor of positive youth development. Our findings provide theoretical clarity and practical insight into the complexity of critical consciousness and the combination of components that is most beneficial for positive youth development.
C1 [Godfrey, Erin B.; Burson, Esther L.; Yanisch, Tess M.; Hughes, Diane; Way, Niobe] NYU, Dept Appl Psychol, Steinhardt Sch Culture Educ & Human Dev, 246 Greene St,804 West, New York, NY 10003 USA.
C3 New York University
RP Godfrey, EB (corresponding author), NYU, Dept Appl Psychol, Steinhardt Sch Culture Educ & Human Dev, 246 Greene St,804 West, New York, NY 10003 USA.
EM erin.godfrey@nyu.edu
RI Burson, Esther/HKF-2668-2023; Burson, Esther/AAV-3935-2021
OI Burson, Esther/0000-0001-9682-6349; 
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NR 60
TC 68
Z9 96
U1 0
U2 25
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD MAR
PY 2019
VL 55
IS 3
BP 525
EP 537
DI 10.1037/dev0000558
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HM4TD
UT WOS:000459466600008
PM 30802104
DA 2024-07-15
ER

PT J
AU Roksa, J
   Trolian, TL
   Blaich, C
   Wise, K
AF Roksa, Josipa
   Trolian, Teniell L.
   Blaich, Charles
   Wise, Kathleen
TI Facilitating academic performance in college: understanding the role of
   clear and organized instruction
SO HIGHER EDUCATION
LA English
DT Article
DE Good practices in undergraduate education; Clear and organized
   instruction; Academic performance; Academic motivation; Academic
   engagement
ID STUDENT-FACULTY INTERACTION; LIBERAL-ARTS COLLEGES; LEARNING
   ORIENTATIONS; ENGAGEMENT; PERSISTENCE; MOTIVATION; UNIVERSITY;
   EDUCATION; OUTCOMES; SKILL
AB Extensive research on college impact has identified a range of practices that enhance students' academic outcomes. One practice-clear and organized instruction-has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined-faculty interest in teaching and student development, academic motivation, and academic engagement-explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction.
C1 [Roksa, Josipa] Univ Virginia, Dept Sociol, POB 400766, Charlottesville, VA 22904 USA.
   [Trolian, Teniell L.] SUNY Albany, Educ Adm & Policy Studies, 1400 Washington Ave, Albany, NY 12222 USA.
   [Blaich, Charles; Wise, Kathleen] Wabash Coll, Ctr Inquiry, Crawfordsville, IN 47933 USA.
C3 University of Virginia; State University of New York (SUNY) System;
   State University of New York (SUNY) Albany
RP Roksa, J (corresponding author), Univ Virginia, Dept Sociol, POB 400766, Charlottesville, VA 22904 USA.
EM jroksa@virginia.edu; ttrolian@albany.edu; blaich.cila.heds@icloud.com;
   kathyswise@gmail.com
OI Roksa, Josipa/0000-0003-2757-5982; Trolian, Teniell/0000-0001-5268-6081
FU Spencer Foundation
FX The authors thank the Spencer Foundation for the support of this
   project.
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NR 58
TC 10
Z9 30
U1 0
U2 26
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD AUG
PY 2017
VL 74
IS 2
BP 283
EP 300
DI 10.1007/s10734-016-0048-2
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EZ3JC
UT WOS:000404606200005
DA 2024-07-15
ER

PT J
AU Volpe, RJ
   Matta, M
   Briesch, AM
   Owens, JS
AF Volpe, Robert J.
   Matta, Michael
   Briesch, Amy M.
   Owens, Julie S.
TI Formative behavioral assessment across eight constructs: Dependability
   of direct behavior ratings and formative behavior rating measures
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Behavioral assessment; Direct behavior rating; Formative assessment;
   Generalizability theory; Teacher ratings
ID MULTIPLE IMPUTATION; ACADEMIC ENGAGEMENT; CHAINED EQUATIONS;
   SINGLE-ITEM; GENERALIZABILITY; SCALES; DBR; IMPLEMENTATION; SENSITIVITY;
   FRAMEWORK
AB Due to their promise as a feasible tool for evaluating the effects of school-based interventions, Direct Behavior Ratings (DBR) have received much research attention over the past 2 decades. Although DBR methodology has demonstrated much promise, favorable psychometric characteristics only have been demonstrated for tools measuring a small number of constructs. Likewise, although a variety of methods of DBR have been proposed, most extant studies have focused on the use of single-item methods. The present study examined the dependability of four methods of formative behavioral assessment (i.e., single-item and multi-item ratings administered either daily [DBR] or weekly [formative behavior rating measures or FBRM]) across eight psychological constructs (i.e., interpersonal skills, academic engagement, organizational skills, disruptive behavior, oppositional behavior, interpersonal conflict, anxious depressed, and social withdrawal). School-based professionals (N = 91; i.e., teachers, paraprofessionals, and intervention specialists) each rated one student across all eight constructs after being assigned to one of the four assessment conditions. Dependability estimates varied substantially across methods and constructs (range = 0.75-0.96), although findings of the present study support the use of the broad set of formative assessment tools evaluated.
C1 [Volpe, Robert J.; Briesch, Amy M.] Northeastern Univ, Dept Appl Psychol, 360 Huntington Ave, Boston, MA 02115 USA.
   [Matta, Michael] Univ Houston, Dept Psychol Hlth & Learning Sci, Farish Hall 429,3657 Cullen Blvd, Houston, TX 77204 USA.
   [Owens, Julie S.] Ohio Univ, Dept Psychol, Porter Hall 200, Athens, OH 45701 USA.
C3 Northeastern University; University of Houston System; University of
   Houston; University System of Ohio; Ohio University
RP Volpe, RJ (corresponding author), Northeastern Univ, Dept Appl Psychol, 360 Huntington Ave, Boston, MA 02115 USA.
EM r.volpe@neu.edu
OI MATTA, MICHAEL/0000-0003-4266-0130
FU Institute of Education Sciences National Center for Special Education
   Research [R324A150071]
FX * This research was supported by a grant from the Institute of Education
   Sciences National Center for Special Education Research (R324A150071) .
   * Corresponding author. E-mail address: r.volpe@neu.edu (R.J. Volpe) .
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NR 50
TC 0
Z9 0
U1 2
U2 5
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD DEC
PY 2023
VL 101
AR 101251
DI 10.1016/j.jsp.2023.101251
EA OCT 2023
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA W2SI7
UT WOS:001090175800001
PM 37951664
DA 2024-07-15
ER

PT J
AU Fernández-garcía, CM
   Rodríguez-Alvarez, M
   Viñuela-Hernández, MP
AF Fernandez-garcia, Carmen-Maria
   Rodriguez-Alvarez, Marcos
   Vinuela-Hernandez, Maria-Paulina
TI University students and their perception of teaching effectiveness.
   Effects on students' engagement
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE teaching effectiveness; behavioral engagement; emotional engagement;
   university studies; students' perception; teaching
ID EVALUATION INSTRUMENT; CLASSROOM; TEACHERS; CONCEPTUALIZATION;
   MOTIVATION; QUALITY
AB This paper is based on a teacher effectiveness model with six teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation and teaching - learning strategies). The main purpose has been to examine university student perceptions of teaching effectiveness and its influence on students' academic engagement. The sample is composed by 782 students from 16 universities. Data have been collected with a transversal design by using the instruments My Teacher Questionnaire and the Academic Engagement Scale, both with a likert format and adapted in the study population. Findings suggest differences concerning teachers' gender and type of studies: male teachers are perceived by their students as better, and teachers belonging to studies of Arts and Humanities, Social and Legal Sciences and Health Sciences are also perceived more positively. Regarding students' engagement results confirm the predictive power of classroom management, activating teaching and differentiation domains. The percentage of explained variance is bigger for emotional engagement than for behavioural one. This kind of investigations give us very interesting information in order to identify which aspects of higher education need to be reinforced and which ones, on the contrary, are already positively perceived by students. (C) 2020 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Fernandez-garcia, Carmen-Maria; Rodriguez-Alvarez, Marcos; Vinuela-Hernandez, Maria-Paulina] Univ Oviedo, Oviedo, Spain.
C3 University of Oviedo
RP Fernández-garcía, CM (corresponding author), Univ Oviedo, Oviedo, Spain.
EM fernandezcarmen@uniovi.es
RI Fernández-García, Carmen - María/K-9863-2014; Extremera,
   Natalio/K-5882-2015; Viñuela Hernandez, María Paulina/ABF-9545-2021;
   Quintana-Orts, Cirenia/O-7194-2017
OI Fernández-García, Carmen - María/0000-0001-6314-355X; Extremera,
   Natalio/0000-0002-8874-7912; Viñuela Hernandez, María
   Paulina/0000-0002-9413-432X; Quintana-Orts, Cirenia/0000-0001-7470-2345
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NR 43
TC 10
Z9 13
U1 7
U2 46
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JAN-JUN
PY 2021
VL 26
IS 1
BP 62
EP 69
DI 10.1016/j.psicod.2020.11.005
EA JAN 2021
PG 8
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA RI9AR
UT WOS:000637198300008
DA 2024-07-15
ER

PT J
AU Shen, JY
   Jia, JC
   Wang, LX
   Fang, XY
AF Shen, Jingyi
   Jia, Jichao
   Wang, Linxin
   Fang, Xiaoyi
TI Autonomy-relatedness Patterns and their Association with Academic and
   Psychological Adjustment among Chinese Adolescents
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Volition; Functional independence; Relatedness; Adjustment; Latent
   profile analysis; Chinese adolescents
ID SELF-DETERMINATION THEORY; SUPPORTING PERSONALITY; MENTAL-HEALTH;
   SOCIAL-CHANGE; SINGLE-CHILD; PARENTS; SCHOOL; ATTACHMENT; BEHAVIORS;
   EMPERORS
AB Establishing autonomy and maintaining relatedness with parents are two of the most crucial goals for adolescents and meeting these goals can be critical for academic and psychological adjustment. A two-dimensional framework was proposed for exploring the integrative synthesis of autonomy and relatedness, but its cultural applicability was limited. To better account for the situations associated with non-Western cultural context, this study extended the prior framework to three dimensions (volition, functional independence, and relatedness) and utilized latent profile analysis to explore the configurations and their concurrent and longitudinal (one year later) associations with adjustment (academic engagement, academic buoyancy, depressive symptoms, and externalizing problems). The study collected data from 3992 Chinese adolescents (51.33% girls, M-age = 15.41, SD = 0.55). Latent profile analyses identified five profiles: High, High Functional Independence, Moderate, Low Functional Independence, and Extremely Low Functional Independence. The High profile was the robust optimal pattern for academic and psychological adjustment, while the Low Functional Independence and Extremely Low Functional Independence were risk patterns over time. The High Functional Independence profile was only conducive to academic areas but not to psychological areas. Findings demonstrated the necessity of the three-dimensional framework in this field.
C1 [Shen, Jingyi; Jia, Jichao; Wang, Linxin; Fang, Xiaoyi] Beijing Normal Univ, Inst Dev Psychol, Beijing, Peoples R China.
C3 Beijing Normal University
RP Fang, XY (corresponding author), Beijing Normal Univ, Inst Dev Psychol, Beijing, Peoples R China.
EM fangxy@bnu.edu.cn
RI Wang, Lin-Xin/AAZ-9939-2021
OI Shen, Jingyi/0000-0002-9197-661X
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NR 87
TC 1
Z9 1
U1 11
U2 41
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2023
VL 52
IS 6
BP 1272
EP 1286
DI 10.1007/s10964-023-01745-2
EA FEB 2023
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AG9J2
UT WOS:000930277400001
PM 36773189
DA 2024-07-15
ER

PT J
AU Galand, B
   Raucent, B
   Frenay, M
AF Galand, Benoit
   Raucent, Benoit
   Frenay, Mariane
TI Engineering Students' Self-regulation, Study Strategies, and
   Motivational Believes in Traditional and Problem-based Curricula
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE higher education; problem-based learning; project-based learning;
   self-regulation; motivation; learning strategies
ID CRITICAL THINKING; SCHOOL; PERCEPTIONS; METAANALYSIS; PERFORMANCE;
   ENVIRONMENT; VALIDATION; CLASSROOM; EDUCATION; OUTCOMES
AB Is problem-based learning (PBL) really effective? Evidence focusing on achievement provides mixed results, but a growing body of research indicates that PBL fosters students' academic engagement. However these studies are limited to the education of health professionals and do not include measures of implementation. The aim of the present study is to compare perceptions of the learning environment, motivational beliefs (self-efficacy and goal orientations), self-regulation strategies, study strategies, and satisfaction among engineering students before and after the shift from a lecture-based to a problem- and project-based (PBL) curriculum. The last cohort of students who attended the traditional curriculum and the first cohort of students who attended the new PBL curriculum participated to a questionnaire survey. Results of multivariate analyses show that PBL students perceived stronger academic support and weaker organizational structure. They also report more frequent use of adaptive self-regulation and deep processing strategies, less frequent use of surface processing strategies, lower satisfaction, higher attendance and longer study time. No differences were found for motivational beliefs and collaboration between students. Moreover, perceived learning environment mediates most of the observed differences between cohorts. Implications for attempts to improve student academic engagement are discussed.
C1 [Galand, Benoit; Raucent, Benoit; Frenay, Mariane] Catholic Univ Louvain, B-1348 Louvain, Belgium.
C3 Universite Catholique Louvain
RP Galand, B (corresponding author), Catholic Univ Louvain, Pl Cardinal Mercier 10, B-1348 Louvain, Belgium.
EM benoit.galand@uclouvain.be
RI FRENAY, Mariane/I-4017-2017
OI FRENAY, Mariane/0000-0001-9201-2604; Galand, Benoit/0000-0003-3387-4305
FU Louvain Foundation
FX This research was supported by a grant from the Louvain Foundation. The
   authors thank Etienne Bourgeois, Marie Bronchart, Fabienne de Voghel,
   Auguste Laloux, Elie Milgrom, Cecile Vander Borght and Pascale Wouters
   for their support in this project. They also thank all the students who
   participated to this study and the three reviewers as well as Christelle
   Devos for their helpful comments.
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NR 65
TC 34
Z9 41
U1 1
U2 33
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2010
VL 26
IS 3
SI SI
BP 523
EP 534
PG 12
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA 610UT
UT WOS:000278764400004
DA 2024-07-15
ER

PT J
AU Merrill, BM
   Monopoli, WJ
   Rejman, E
   Fabiano, GA
AF Merrill, Brittany M.
   Monopoli, W. John
   Rejman, Emilea
   Fabiano, Gregory A.
TI Supporting Parents of Children with ADHD During COVID-19 School
   Closures: A Multiple-Baseline Trial of Behavioral Parent Training for
   Home Learning
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Attention-deficit; hyperactivity disorder; Behavioral parent training;
   Multiple baseline; Home learning; COVID-19
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY
   DISORDER; RATING DBR; PSYCHOSOCIAL TREATMENTS; ADOLESCENTS; SYMPTOMS;
   GENERALIZABILITY; DEPENDABILITY; INTERVENTION; DESIGN
AB During the COVID-19 pandemic, schools rapidly changed from in-class instruction to remote learning. Parent involvement and management of the home learning situation was greatly emphasized, and this presented challenges and opportunities for parents of children with attention-deficit/hyperactivity disorder (ADHD). There was an urgent need for effective parent support in the home learning situation, particularly for parents of youth with ADHD. The current study implemented a behavioral parent training (BPT) program, an evidence-based intervention for childhood ADHD, modified to target home learning and be delivered via telehealth. The intervention was evaluated in a multiple baseline trial across families of youth with ADHD (n = 3). The primary outcome was daily, parent-reported academic engagement during home learning. Parents also completed daily ratings of their child's respectful and disruptive behavior, and remote, home observations of academic tasks were recorded at baseline and post-treatment. Based on visual analysis of baseline, treatment and post-treatment daily ratings, two of the three participants had a positive response to treatment indicated by improved academic engagement. These findings provide preliminary support for the home-learning, telehealth-delivered BPT program in supporting families during the COVID pandemic.
C1 [Merrill, Brittany M.; Rejman, Emilea; Fabiano, Gregory A.] Florida Int Univ, Ctr Children & Families, 4600 Main St,Suite 101, Buffalo, NY 14226 USA.
   [Monopoli, W. John] Susquehanna Univ, Dept Psychol, Selinsgrove, PA 17837 USA.
   [Fabiano, Gregory A.] Florida Int Univ, Dept Psychol, Miami, FL 33199 USA.
C3 State University System of Florida; Florida International University;
   Susquehanna University; State University System of Florida; Florida
   International University
RP Merrill, BM (corresponding author), Florida Int Univ, Ctr Children & Families, 4600 Main St,Suite 101, Buffalo, NY 14226 USA.
EM brmerril@fiu.edu
OI Fabiano, Gregory/0000-0001-9029-8493
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NR 62
TC 3
Z9 4
U1 2
U2 9
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD JUN
PY 2023
VL 15
IS 2
BP 370
EP 383
DI 10.1007/s12310-023-09569-y
EA FEB 2023
PG 14
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA J6QF5
UT WOS:000926092600001
PM 36777457
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Parra-Pérez, LG
   Valdés-Cuervo, AA
   Urías-Murrieta, M
   Addo, R
   Cota-Valenzuela, LV
   García-Vázquez, FI
AF Parra-Perez, Lizeth Guadalupe
   Valdes-Cuervo, Angel Alberto
   Urias-Murrieta, Maricela
   Addo, Reuben
   Cota-Valenzuela, Laura Violeta
   Garcia-Vazquez, Fernanda Inez
TI Development and psychometric evidence of the Academic Engagement Scale
   (USAES) in Mexican college students
SO PLOS ONE
LA English
DT Article
ID CONFIRMATORY FACTOR-ANALYSIS; STRUCTURAL EQUATION MODELS; MEASUREMENT
   INVARIANCE; SCHOOL ENGAGEMENT; WORK ENGAGEMENT; GENDER; DIMENSIONALITY;
   PERFORMANCE; ALPHA; OMEGA
AB School engagement is considered an effective college dropout antidote; therefore, understanding the construct, its underpinnings, and its effects remains critical for scholars. Although several scholars have offered multiple scales to measure engagement, their use has been hindered by significant limitations. This study sought to develop a scale to measure academic engagement by unifying and improving existing work and theories that resulted in a three-dimensional measurement model (behavioral, emotional, and cognitive). The items included were validated by a group of experts who ensured that the wording of the items captured the uniqueness of the college experience. A sample of 992 Mexican college students was used to test the fit of a second-order three-dimensional factor model of school engagement. The sample was randomly split in two for model cross-validation. Confirmatory factor analyses confirmed that student engagement is a three-dimensional construct, with evidence that supports the hypothesized second-order engagement factor structure (behavioral, emotional, and cognitive). The stability of these models was confirmed by using an independent sample. Measurement invariance by gender was found in this model. Then, differences in latent factor means were analyzed. Finally, the scale showed discriminant and concurrent validity. These results indicate that the scale is theoretically and psychometrically grounded for measuring college students' school engagement.
C1 [Parra-Perez, Lizeth Guadalupe; Valdes-Cuervo, Angel Alberto; Urias-Murrieta, Maricela; Cota-Valenzuela, Laura Violeta; Garcia-Vazquez, Fernanda Inez] Technol Inst Sonora, Dept Educ, Obregon, Sonora, Mexico.
   [Addo, Reuben] Fresno State Univ, Dept Social Work, Fresno, CA USA.
C3 California State University System; California State University Fresno
RP Parra-Pérez, LG (corresponding author), Technol Inst Sonora, Dept Educ, Obregon, Sonora, Mexico.
EM lizeth.parra13804@potros.itson.edu.mx
OI Addo, Reuben/0000-0002-3058-1008; Parra-Perez, Lizeth
   Guadalupe/0000-0002-3243-3180
FU Instituto Tecnolgico de Sonora; Department of Education of the
   Technologic Institute of Sonora; Department of Social Work of the
   University of California Fresno
FX We would like to express our deep gratitude to the Department of
   Education of the Technologic Institute of Sonora and the Department of
   Social Work of the University of California Fresno for their significant
   support throughout the research process.
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NR 84
TC 1
Z9 2
U1 5
U2 5
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD DEC 20
PY 2023
VL 18
IS 12
AR e0288012
DI 10.1371/journal.pone.0288012
PG 18
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA DD1L3
UT WOS:001130001300029
PM 38117794
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Cook, CR
   Grady, EA
   Long, AC
   Renshaw, T
   Codding, RS
   Fiat, A
   Larson, M
AF Cook, Clayton R.
   Grady, Erin A.
   Long, Anna C.
   Renshaw, Tyler
   Codding, Robin S.
   Fiat, Aria
   Larson, Madeline
TI Evaluating the Impact of Increasing General Education Teachers' Ratio of
   Positive-to-Negative Interactions on Students' Classroom Behavior
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE classroom management; schoolwide positive behavior support; academic
   engagement; disruptive behavior
ID SCHOOL; SUPPORT; RATES; DISAPPROVAL; APPROVAL; STRESS; PRAISE; MODEL
AB The aim of this study was to isolate and evaluate the impact of increasing teachers' ratios of positive-to-negative interactions with their students. Training teachers on the 5:1 ratio was evaluated using a randomized-block pre-post control design with general education classroom teachers (N = 6) that were characterized by a higher ratio of negative-to-positive interactions between students, as well as low academic engagement and high disruptive behaviors. Teachers in the intervention group were trained on the 5:1 ratio, instructed to wear a device that prompted them on a VI 5-min schedule to deliver specific praise, approval statements, and positive non-verbal gestures to specific students exhibiting expected behaviors or the entire class as a whole, and completing a self-monitoring chart to increase their awareness of their ratios. Results revealed that students in the intervention group displayed significantly fewer disruptive behavior problems and higher academic engaged time when compared with students in control classrooms. Social validity results also revealed that teachers found the strategy feasible, acceptable, and effective. Limitations of this research, including the small-scale nature of this study, and future directions for teacher training, retention, and schoolwide universal prevention are discussed.
C1 [Cook, Clayton R.; Codding, Robin S.; Fiat, Aria; Larson, Madeline] Univ Minnesota, Minneapolis, MN USA.
   [Grady, Erin A.] Lewis & Clark Coll, Portland, OR 97219 USA.
   [Long, Anna C.; Renshaw, Tyler] Louisiana State Univ, Baton Rouge, LA 70803 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   Louisiana State University System; Louisiana State University
RP Cook, CR (corresponding author), Univ Minnesota, Child & Adolescent Wellbeing, Minneapolis, MN 55455 USA.; Cook, CR (corresponding author), Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA.
EM crcook@umn.edu
RI Codding, Robin/AAC-9157-2020; Renshaw, Tyler/W-2075-2017
OI Codding, Robin/0000-0001-6717-0790; Renshaw, Tyler/0000-0003-3087-5126
CR [Anonymous], 2007307 NCES US DEP
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NR 53
TC 46
Z9 89
U1 1
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2017
VL 19
IS 2
BP 67
EP 77
DI 10.1177/1098300716679137
PG 11
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA ET2XJ
UT WOS:000400138800001
DA 2024-07-15
ER

PT J
AU Smith-Doerr, L
   Vardi, I
AF Smith-Doerr, Laurel
   Vardi, Itai
TI Mind the Gap: Formal Ethics Policies and Chemical Scientists' Everyday
   Practices in Academia and Industry
SO SCIENCE TECHNOLOGY & HUMAN VALUES
LA English
DT Article
DE ethics; politics; power; governance; labor
ID LIFE SCIENTISTS; SCIENCE; EDUCATION; FIELDS; US
AB Asymmetrical convergence is the increasing overlap between academic and industrial sectors, but with academia moving closer toward for-profit industrial norms than vice versa. Although this concept, developed by Kleinman and Vallas, is useful, processes of asymmetrical convergence in daily laboratory life are largely unexplored. Here, observations of three lab groups of chemical scientists in academic and industry contexts illustrate variation in interactions with ethics-related policies (as defined by the respondents). Findings show more tension for academic science with business-based practices, such as the move toward greater accountability, than for industrial science with academic practices. This asymmetry is evident in the process of purposive decoupling: for example, where academic scientists use humor to distance themselves from the performance of compliance in required reporting and top-down ethics training requirements. This distancing from meaningless requirements (formalism) contrasts with mentoring around practices of professional behavior that are thought to matter (engagement). Convergence is evident in how safety policies seem more engaging than other kinds of policies. Yet, power structures shape engagement. Academic engagement often means rule following, and flows vertically from professor's authority to student apprenticeship. Industry engagement includes collaborative problem solving and flows along a more horizontal peer structure where informal power is less visible.
C1 [Smith-Doerr, Laurel] Univ Massachusetts, Dept Sociol, Amherst, MA 01003 USA.
   [Vardi, Itai] Boston Univ, Dept Sociol, Boston, MA 02215 USA.
C3 University of Massachusetts System; University of Massachusetts Amherst;
   Boston University
RP Smith-Doerr, L (corresponding author), Univ Massachusetts, Dept Sociol, Thompson Hall, Amherst, MA 01003 USA.
EM lsmithdoerr@soc.umass.edu
FU Direct For Social, Behav & Economic Scie; SBE Off Of Multidisciplinary
   Activities [1413898] Funding Source: National Science Foundation
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NR 36
TC 18
Z9 21
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-2439
EI 1552-8251
J9 SCI TECHNOL HUM VAL
JI Sci. Technol. Hum. Values
PD MAR
PY 2015
VL 40
IS 2
SI SI
BP 176
EP 198
DI 10.1177/0162243914557950
PG 23
WC Social Issues
WE Social Science Citation Index (SSCI)
SC Social Issues
GA CB4LK
UT WOS:000349599000002
DA 2024-07-15
ER

PT J
AU Roemer, L
   Stoll, G
   Rounds, J
   Ziegler, M
AF Roemer, Lena
   Stoll, Gundula
   Rounds, James
   Ziegler, Matthias
TI State investigative interest varies across daily life and predicts
   academic engagement: Replication and extension of the nomological
   network
SO EUROPEAN JOURNAL OF PERSONALITY
LA English
DT Article
DE Vocational Interests; state interest; investigative interest; situation
   characteristics; experience sampling
ID PERSONALITY SCALE SCORES; SITUATIONAL 8 DIAMONDS; VOCATIONAL INTERESTS;
   SELF-EFFICACY; INDIVIDUAL-DIFFERENCES; WORK ENGAGEMENT; PERFORMANCE;
   DIMENSIONS; MOTIVATION; EXPERIENCE
AB Recent contributions propose to integrate a state perspective into the conceptualization of vocational interests. Such integration addresses in-the-moment expressions of interests and allows to track relations to distal outcomes of vocational interests more closely. To further the trait-state integration of vocational interests, insights into the nomological network of state vocational interests are necessary. In this preregistered experience sampling study of 217 university students, we studied state investigative interest in daily life and the relations with theory-derived person- and situation-related constructs. Results from 5631 observations across 3.5 weeks showed that specific situation characteristics, openness, happiness, and current social student role were associated with state investigative interest. Furthermore, person-aggregated state investigative interest and the reactivity of investigative interest in situations related with their academic studies predicted individuals' overall academic engagement in some cases. Generally, the relations in the nomological network were stronger when state investigative interest and hypothesized constructs were more closely aligned. Overall, the results underline the systematic nature and psychological relevance of state vocational interests. We discuss how integrating a state perspective into research on vocational interests implies novel approaches for capitalizing on the power of vocational interests.
C1 [Roemer, Lena] GESIS Leibniz Inst Social Sci, Dept Survey Design & Methodol, Mannheim, Germany.
   [Stoll, Gundula] Univ Tubingen, Hector Res Inst Educ Sci & Psychol, Tubingen, Germany.
   [Rounds, James] Univ Illinois, Dept Psychol & Educ Psychol, Urbana, IL USA.
   [Ziegler, Matthias] Humboldt Univ, Dept Psychol, Berlin, Germany.
   [Roemer, Lena] GESIS Leibniz Inst Social Sci, Dept Survey Design & Methodol, B6, 4-5, D-68072 Mannheim, Germany.
C3 Leibniz Institut fur Sozialwissenschaften (GESIS); Eberhard Karls
   University of Tubingen; University of Illinois System; University of
   Illinois Urbana-Champaign; Humboldt University of Berlin; Leibniz
   Institut fur Sozialwissenschaften (GESIS)
RP Roemer, L (corresponding author), GESIS Leibniz Inst Social Sci, Dept Survey Design & Methodol, B6, 4-5, D-68072 Mannheim, Germany.
EM lenaroemer1@gmail.com
OI Ziegler, Matthias/0000-0003-4994-9519
FU Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)
   [491156185]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Open
   access publication was enabled by the Deutsche Forschungsgemeinschaft
   (DFG, German Research Foundation) -Project number 491156185.
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NR 95
TC 1
Z9 1
U1 2
U2 3
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0890-2070
EI 1099-0984
J9 EUR J PERSONALITY
JI Eur. J. Personal.
PD MAY
PY 2024
VL 38
IS 3
BP 441
EP 456
DI 10.1177/08902070231205040
EA OCT 2023
PG 16
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA NQ8J7
UT WOS:001087673200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Volpe, RJ
   Chaffee, RK
   Yeung, TS
   Briesch, AM
AF Volpe, Robert J.
   Chaffee, Ruth K.
   Yeung, Tat Shing
   Briesch, Amy M.
TI Initial Development of Multi-item Direct Behavior Rating Measures of
   Academic Enablers
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Behavioral assessment; Direct behavior rating; Academic enablers;
   Progress monitoring; Factor analysis; Scale development; Formative
   assessment; Classroom behavior; Student behavior
ID DEFICIT HYPERACTIVITY DISORDER; SYSTEMATIC DIRECT OBSERVATION; SINGLE
   ITEM SCALES; SOCIAL-BEHAVIOR; MATHEMATICS ACHIEVEMENT; ON-TASK;
   DEPENDABILITY; GENERALIZABILITY; COMPETENCE; ENGAGEMENT
AB Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to expand upon prior DBR research to assess three constructs representing behaviors that are widely considered to support student academic achievement (academic engagement, interpersonal skills, and study skills), only one of which (academic engagement) has been the target of DBR assessment methods. Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings of students completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale.
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C3 Northeastern University
RP Volpe, RJ (corresponding author), NE Univ, Dept Appl Psychol, 404 Int Village, Boston, MA 02115 USA.
EM r.volpe@northeastern.edu
RI Volpe, Robert J/JCE-1208-2023
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NR 70
TC 7
Z9 10
U1 0
U2 5
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD MAR
PY 2020
VL 12
IS 1
BP 77
EP 87
DI 10.1007/s12310-019-09338-w
PG 11
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA KL3TR
UT WOS:000513350200006
DA 2024-07-15
ER

PT J
AU Fallon, LM
   Veiga, MB
   Susilo, A
   Kilgus, SP
AF Fallon, Lindsay M.
   Veiga, Margarida B.
   Susilo, Annisha
   Kilgus, Stephen P.
TI Do Teachers' Perceptions of High Cultural Responsiveness Predict Better
   Behavioral Outcomes for Students?
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE cultural responsiveness; behavior; observation; universal screening;
   teacher training
ID OFFICE DISCIPLINE REFERRALS; AFRICAN-AMERICAN; SPECIAL-EDUCATION;
   DISPROPORTIONALITY
AB Teachers' perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students' observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between teachers' (n = 30) ratings on the Double Check Self-Refection Tool and ratings of 622 students' risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students' social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers' perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers' cultural responsiveness.
C1 [Fallon, Lindsay M.; Veiga, Margarida B.; Susilo, Annisha] Univ Massachusetts, Boston, MA 02125 USA.
   [Kilgus, Stephen P.] Univ Wisconsin, Madison, WI USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Wisconsin System; University of Wisconsin Madison
RP Fallon, LM (corresponding author), Univ Massachusetts, Dept Counseling, 100 Morrissey Blvd, Boston, MA 02125 USA.; Fallon, LM (corresponding author), Univ Massachusetts, Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA.
EM lindsay.fallon@umb.edu
RI Fallon, Lindsay M./HPF-4534-2023
OI Fallon, Lindsay M./0000-0003-0813-3337
FU U.S. Department of Education's Institute of Education Sciences
   [R324B170010]; IES; NCSER [1085985, 1101856, R324B170010] Funding
   Source: Federal RePORTER
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The U.S.
   Department of Education's Institute of Education Sciences supported this
   research through Grant R324B170010 to the University of Massachusetts
   Boston. The opinions expressed are those of the authors and do not
   represent views of the Institute or the U.S. Department of Education.
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NR 23
TC 1
Z9 5
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD FEB
PY 2023
VL 48
IS 2
BP 97
EP 105
AR 01987429211067217
DI 10.1177/01987429211067217
EA JAN 2022
PG 9
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 8J7VU
UT WOS:000748932300001
DA 2024-07-15
ER

PT J
AU Scott, D
   Langhorne, A
AF Scott, Deborah
   Langhorne, Aleisha
TI BELIEVING IN NATIVE GIRLS: CHARACTERISTICS FROM A BASELINE ASSESSMENT
SO AMERICAN INDIAN AND ALASKA NATIVE MENTAL HEALTH RESEARCH
LA English
DT Article
ID ASSOCIATION; AGGRESSION; INTENTIONS; SCALE; YOUTH
AB BeLieving In Native Girls (BLING) is a juvenile delinquency and HIV intervention at a residential boarding school for American Indian/Alaska Native adolescent girls ages 12-20 years. In 2010, 115 participants completed baseline surveys to identify risk and protective factors. Initial findings are discussed regarding a variety of topics, including demographics and general characteristics, academic engagement, home neighborhood characteristics and safety, experience with and perceptions of gang involvement, problem-solving skills, self-esteem, depression, sexual experiences and risk-taking behaviors, substance abuse, and dating violence.
C1 [Scott, Deborah] Sage Associates Inc, Houston, TX 77007 USA.
RP Scott, D (corresponding author), Sage Associates Inc, 4407 Rose St, Houston, TX 77007 USA.
EM dsscott@sageways.com
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NR 35
TC 8
Z9 9
U1 0
U2 9
PU UNIV PRESS COLORADO
PI NIWOT
PA PO BOX 849, NIWOT, CO 80544 USA
SN 1533-7731
J9 AM INDIAN ALASKA NAT
JI Am. Indian Alsk. Nativ. Ment. Health Res.
PY 2012
VL 19
IS 1
SI SI
BP 15
EP 36
PG 22
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 942PB
UT WOS:000304056500003
PM 22569723
OA gold
DA 2024-07-15
ER

PT J
AU Barkoukis, V
   Taylor, I
   Chanal, J
   Ntoumanis, N
AF Barkoukis, V.
   Taylor, I.
   Chanal, J.
   Ntoumanis, N.
TI The relation between student motivation and student grades in physical
   education: A 3-year investigation
SO SCANDINAVIAN JOURNAL OF MEDICINE & SCIENCE IN SPORTS
LA English
DT Article
DE Motivational regulations; achievement; grades; physical education;
   longitudinal; multilevel modeling
ID SELF-DETERMINATION THEORY; HIGH-SCHOOL-STUDENTS; ACADEMIC MOTIVATION;
   DETERMINATION PERSPECTIVE; ACHIEVEMENT GOALS; TASK-VALUE; MODEL;
   AMOTIVATION; CONTEXTS; PARTICIPATION
AB Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE.
C1 [Barkoukis, V.] Aristotle Univ Thessaloniki, Dept Phys Educ & Sport Sci, Thessaloniki 54124, Greece.
   [Taylor, I.] Univ Loughborough, Sch Sport Exercise & Hlth Sci, Loughborough, Leics, England.
   [Chanal, J.] Univ Geneva, Sch Psychol, Geneva, Switzerland.
   [Ntoumanis, N.] Univ Birmingham, Sch Sport & Exercise Sci, Birmingham, W Midlands, England.
C3 Aristotle University of Thessaloniki; Loughborough University;
   University of Geneva; University of Birmingham
RP Barkoukis, V (corresponding author), Aristotle Univ Thessaloniki, Dept Phys Educ & Sport Sci, Thessaloniki 54124, Greece.
EM bark@phed.auth.gr
RI Ntoumanis, Nikos/R-1039-2017
OI Ntoumanis, Nikos/0000-0001-7122-3795; Chanal, Julien/0000-0002-9670-1340
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NR 45
TC 26
Z9 31
U1 0
U2 37
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0905-7188
EI 1600-0838
J9 SCAND J MED SCI SPOR
JI Scand. J. Med. Sci. Sports
PD OCT
PY 2014
VL 24
IS 5
BP E406
EP E414
DI 10.1111/sms.12174
PG 9
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Sport Sciences
GA AQ4DT
UT WOS:000342743300010
PM 24433528
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Wu, YJ
   Kang, X
AF Wu, Yajun
   Kang, Xia
TI Conceptualisation, measurement, and prediction of foreign language
   learning psychological capital among Chinese EFL students
SO JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
LA English
DT Article; Early Access
DE EFL psychological capital; validation; behavioural engagement;
   achievement emotions; EFL achievement
ID BEHAVIORAL ENGAGEMENT; SCHOOL ENGAGEMENT; ACADEMIC-ACHIEVEMENT;
   ADOLESCENTS; RESILIENCE; STRATEGIES; EMOTIONS; SUPPORT; PEERS
AB Psychological capital (PsyCap), the resource that responds to developing an individual's positive psychological capacities, is positively related to academic behaviours, achievement emotions, and academic resource. However, the domain-specificity of the PsyCap scale and the prediction of PsyCap resources have not been examined in an English as a Foreign Language (EFL) context, especially in China. This study aims to conceptualise EFL PsyCap, develops its corresponding measurement, and explore how EFL PsyCap resources were associated with EFL-related achievement emotions, academic engagement, and EFL performance. Item-level analyses, internal consistency analyses, and confirmatory factor analyses were conducted to assess the reliability and validity of the EFL PsyCap scale in a sample of 1,396 Chinese EFL learners. Furthermore, structural equation modelling analyses were conducted to examine the relationship between EFL PsyCap resources, achievement emotions, academic engagement, and EFL performance after controlling for gender and age. Results showed that the 16-item EFL PsyCap scale retains excellent psychometric properties and EFL PsyCap is a hierarchical construct underpinned by its four first-order components of optimism, hope, resilience, and self-efficacy. Additionally, EFL PsyCap resources positively predicted academic enjoyment, behavioural engagement, and EFL performance and negatively predicted academic boredom and anxiety.
C1 [Wu, Yajun] Foshan Univ, Sch Humanities & Educ, 18 Jiangwan Rd, Foshan 528000, Peoples R China.
   [Kang, Xia] Foshan Univ, Sch Math & Big Data, Foshan, Peoples R China.
   [Kang, Xia] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 Foshan University; Foshan University; University of Hong Kong
RP Wu, YJ (corresponding author), Foshan Univ, Sch Humanities & Educ, 18 Jiangwan Rd, Foshan 528000, Peoples R China.
EM wuyajun1225@163.com
OI Kang, Xia/0000-0002-5226-3801; Wu, Yajun/0000-0002-3174-7575
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NR 57
TC 0
Z9 0
U1 27
U2 62
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0143-4632
EI 1747-7557
J9 J MULTILING MULTICUL
JI J. Multiling. Multicult. Develop.
PD 2023 APR 4
PY 2023
DI 10.1080/01434632.2023.2193601
EA APR 2023
PG 14
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA C5YJ1
UT WOS:000962665000001
DA 2024-07-15
ER

PT J
AU Murji, K
AF Murji, Karim
TI Race policy and politics: two case studies from Britain
SO POLICY STUDIES
LA English
DT Article
DE racism; institutional racism; police; Macpherson; impact; employment
   tribunal
ID INSTITUTIONAL RACISM; PUBLIC SOCIOLOGY; ACADEMIA
AB This article considers academic engagements with policy and politics and, in particular, race and racism through two case studies. Contextualising such engagements within wide ranging debates about the relationship between academics, research, and policy and politics, two dimensions are utilised to analyse the examples presented. These are, firstly, the inside/outside (the location and extent of academic engagement) and, secondly, the link between knowledge and politics. These are applied to two examples or cases from the UK, both of which concern racism and the police. The first was a public inquiry in which the idea of institutional racism was powerfully resurrected; the second was an employment tribunal alleging racial discrimination - so the same idea may have been expected to be raised but was not. In part the abstract is concerned with this striking difference between the cases. In the two cases the author has been equivalent to an 'observer' and a 'participant', and the article sets out some dilemmas for academics when acting in public roles or arenas. The main argument is that in spite of the tenuousness of the dichotomies between theory/practice and observation/participation, as well as the ones between insider/outsider roles and instrumental and critical knowledge, they can all be significant in terms of how politics plays out and policy is fashioned.
C1 Open Univ, Fac Social Sci, Milton Keynes MK7 6AA, Bucks, England.
C3 Open University - UK
RP Murji, K (corresponding author), Open Univ, Fac Social Sci, Milton Keynes MK7 6AA, Bucks, England.
EM k.murji@open.ac.uk
OI Murji, Karim/0000-0001-7490-7906
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NR 32
TC 1
Z9 1
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0144-2872
EI 1470-1006
J9 POLICY STUD-UK
JI Policy Stud.
PY 2011
VL 32
IS 6
BP 585
EP 598
DI 10.1080/01442872.2011.601210
PG 14
WC Public Administration
WE Social Science Citation Index (SSCI)
SC Public Administration
GA 883IM
UT WOS:000299627500002
DA 2024-07-15
ER

PT J
AU Allard, EC
AF Allard, Elaine C.
TI Latecomers: The Sources and Impacts of Late Arrival Among Adolescent
   Immigrant Students
SO ANTHROPOLOGY & EDUCATION QUARTERLY
LA English
DT Article
DE emergent bilingual; immigrant students; transnationalism; student
   mobility; labor migration
ID ACADEMIC ENGAGEMENT; PUPIL MOBILITY; HIGH-SCHOOL; ACHIEVEMENT;
   ATTAINMENT; PROGRESS; MEXICO
AB In this ethnographic study, the author describes and analyzes the experiences of latecomers, adolescent immigrant students who arrive late in the school year. She shines a light on the multifaceted challenges posed by these students' transnationalism, undocumented status, and labor migration, which contribute to their late arrival and threaten their school persistence. This article adds to the developing body of research on heterogeneity among adolescent emergent bilinguals, a growing and underserved population.
C1 [Allard, Elaine C.] Swarthmore Coll, Dept Educ Studies, Swarthmore, PA 19081 USA.
C3 Swarthmore College
RP Allard, EC (corresponding author), Swarthmore Coll, Dept Educ Studies, Swarthmore, PA 19081 USA.
EM eallard1@swarthmore.edu
FU National Academy of Education/Spencer Foundation
FX I sincerely thank everyone at MHS who shared their experiences with me
   and especially the remarkable students I met in the course of this work.
   I am very grateful to Christian Faltis, Nancy Hornberger, Cheryl
   Jones-Walker, the AEQ editorial team, and anonymous reviewers for their
   help in improving earlier drafts of this paper. This study was supported
   by the National Academy of Education/Spencer Foundation's Predoctoral
   Fellowship in Adolescent Literacy.
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NR 70
TC 7
Z9 14
U1 1
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0161-7761
EI 1548-1492
J9 ANTHROPOL EDUC QUART
JI Anthropol. Educ. Q.
PD DEC
PY 2016
VL 47
IS 4
BP 366
EP 384
DI 10.1111/aeq.12166
PG 19
WC Anthropology; Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Anthropology; Education & Educational Research
GA EE5DR
UT WOS:000389625800002
DA 2024-07-15
ER

PT J
AU Xie, YX
   He, J
AF Xie, Yongxiang
   He, Jun
TI Bring the outcome expectations back in: Chinese adolescent perceived
   value of effort and academic achievement
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic achievement; academic engagement; educational expectations;
   outcome expectations; perceived value of effort
ID SELF-EFFICACY; COLLEGE-STUDENTS; INEQUALITY; BELIEFS; MATH; PERFORMANCE;
   PREDICTORS; ENGAGEMENT; SCIENCE; GENDER
AB The existing literature mainly examines the impact of academic self-efficacy on academic achievement in educational psychology. Much less is known about the relationship between outcome expectations and adolescent academic achievement. This article applies the random intercept model to investigate the association between Chinese adolescent perceived value of effort as outcome expectations and academic achievement and employs the Karlson, Holm, and Breen (KHB) method to examine the underlying mechanisms. Additionally, this paper uses the random coefficient model to explore the heterogeneous association between the perceived value of effort and adolescent academic achievement across families and schools. Based on the Programme for International Students Assessment 2018 (N = 11751; 48.07% females), we found that the adolescent perceived value of effort was significantly and positively correlated with academic achievement. Adolescent educational expectations and academic engagement partially mediated the relationship between the perceived value of effort and academic achievement. Adolescents from disadvantaged families and schools benefited more from the perceived value of effort. These findings enhance existing literature by revealing how the adolescent outcome expectations contribute to academic achievement and provide a scientific basis for bridging the gap in academic achievement between families and schools to promote equity in education.
C1 [Xie, Yongxiang] Fudan Univ, Dept Sociol, Shanghai, Peoples R China.
   [He, Jun] East China Normal Univ, Sch Publ Adm, Shanghai, Peoples R China.
C3 Fudan University; East China Normal University
RP He, J (corresponding author), East China Normal Univ, Sch Publ Adm, Shanghai, Peoples R China.
EM jhe_2000@126.com
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   Zhang W., 2022, FUTURE COMMUNICATION, V29, P26, DOI [10.13628/j.cnki.zjcmxb.2022.04.011, DOI 10.13628/J.CNKI.ZJCMXB.2022.04.011]
NR 62
TC 0
Z9 0
U1 5
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD SEP
PY 2023
VL 60
IS 9
BP 3469
EP 3485
DI 10.1002/pits.22941
EA APR 2023
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA N6FI6
UT WOS:000976350300001
DA 2024-07-15
ER

PT J
AU Kilgus, SP
   Chafouleas, SM
   Riley-Tillman, TC
   Welsh, ME
AF Kilgus, Stephen P.
   Chafouleas, Sandra M.
   Riley-Tillman, T. Chris
   Welsh, Megan E.
TI Direct Behavior Rating Scales as Screeners: A Preliminary Investigation
   of Diagnostic Accuracy in Elementary School
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE direct behavior rating; behavior assessment; screening; rating scales
ID ACADEMIC ENGAGEMENT; GENERALIZABILITY; DEPENDABILITY; CHILDREN
AB This study presents an evaluation of the diagnostic accuracy and concurrent validity of Direct Behavior Rating Single Item Scales for use in school-based behavior screening of second-grade students. Results indicated that each behavior target was a moderately to highly accurate predictor of behavioral risk. Optimal universal screening cut scores were also identified for each scale, with results supporting reduced false positive rates through the simultaneous use of multiple scales.
C1 [Kilgus, Stephen P.] E Carolina Univ, Dept Psychol, Greenville, NC 27858 USA.
   [Chafouleas, Sandra M.; Welsh, Megan E.] Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
   [Riley-Tillman, T. Chris] Univ Missouri Columbia, Dept Educ Sch & Counseling Psychol, Columbia, MO USA.
C3 University of North Carolina; East Carolina University; University of
   Connecticut; University of Missouri System; University of Missouri
   Columbia
RP Kilgus, SP (corresponding author), E Carolina Univ, Dept Psychol, 104 Rawl Bldg, Greenville, NC 27858 USA.
EM kilguss@ecu.edu
OI Riley-Tillman, Timothy/0000-0001-7057-0429; Kilgus,
   Stephen/0000-0003-0218-1004
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   Kamphaus RW., 2007, BEHAV EMOTIONAL SCRE
   Lane KL, 2009, J EMOT BEHAV DISORD, V17, P93, DOI 10.1177/1063426608326203
   Levitt JM, 2007, J SCHOOL PSYCHOL, V45, P163, DOI 10.1016/j.jsp.2006.11.005
   Reynolds C.R., 2004, Behavior assessment system for children, V2nd
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   Walker HM, 1996, J EMOT BEHAV DISORD, V4, P194, DOI 10.1177/106342669600400401
NR 22
TC 24
Z9 39
U1 1
U2 6
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD MAR
PY 2012
VL 27
IS 1
BP 41
EP 50
DI 10.1037/a0027150
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 944EZ
UT WOS:000304183400004
PM 22582935
DA 2024-07-15
ER

PT J
AU Kolluri, S
AF Kolluri, Suneal
TI "Chill Dudes" and "Academic-Type Students": Relational Masculinity and
   Straddling Culture at an Urban High School
SO AMERICAN JOURNAL OF EDUCATION
LA English
DT Article; Early Access
ID HEGEMONIC MASCULINITY; GENDER; RESISTANCE; RACE
AB Purpose: Much scholarly hand-wringing has concerned the academic engagement of Black and Latino boys. At the center of these conversations are questions of culture. Cultural disconnects between home and school are profound for students from marginalized communities, particularly so for young men. Prudence Carter asserts that young men in urban settings are more reluctant than their female peers to become "cultural straddlers"-students who adeptly navigate the cultural distance between school and urban communities. However, many Black and Latino boys succeed in school. This article will interrogate why some young men acquiesce to the cultural expectations of schooling, whereas others do not. Research Methods/Approach: Leveraging relational ethnographic methods, this article details the relationships, experiences, and masculine identities of two groups of young men-the Alpha Gentlemen fraternity and the Serpents of Steel Robotics team. Findings: This article argues that whether cultures of masculine play and toughness fit in academic settings depends on how masculinity is molded in relational contexts. Although dominant ideologies of masculinity-including play and competition-were significant in both groups, how the young men played and competed within their relational networks shaped identities that were more or less capable of straddling the cultures of home and school. Implications: The findings here elaborate Carter's framing of boys' cultural straddling, with implications for enhancing academic engagement among young Black and Latino men.
C1 [Kolluri, Suneal] Univ Calif Riverside, Riverside, CA 92521 USA.
C3 University of California System; University of California Riverside
RP Kolluri, S (corresponding author), Univ Calif Riverside, Riverside, CA 92521 USA.
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NR 63
TC 0
Z9 0
U1 0
U2 1
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0195-6744
EI 1549-6511
J9 AM J EDUC
JI Am. J. Educ.
PD 2023 MAY 1
PY 2023
DI 10.1086/724361
EA MAY 2023
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA A4XW3
UT WOS:000955180600001
DA 2024-07-15
ER

PT J
AU King, RB
   Frondozo, CE
AF King, Ronnel B.
   Frondozo, Cherry Eron
TI Variety is the spice of life: How emotional diversity is associated with
   better student engagement and achievement
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE academic engagement; broaden-and-build theory; emodiversity; emotional
   diversity; positive emotions
ID POSITIVE AFFECT; PHYSICAL HEALTH; SCHOOL; HAPPINESS; PERSPECTIVES;
   EMODIVERSITY; PSYCHOLOGY; SCIENCE; ANXIETY
AB Background Past studies on emotions have mostly focused on mean levels of positive and negative emotions. In recent years, the concept of emotional diversity (emodiversity) which refers to the variety and relative abundance of emotions was introduced and was found to have important implications for mental and physical health. However, its role in the educational context is unexplored. Aims The current study aimed to examine how emodiversity is associated with indicators of optimal school functioning including engagement and achievement. Sample(s) Four hundred four Filipino high school students (M = 14.34, SD = 1.47; 55% female) and 10 class teachers participated in the study. Methods Students completed surveys measuring their emotions, emodiversity, and engagement, while class teachers rated their students' engagement. Finally, grades from the school were obtained at the end of the semester. Results Positive emodiversity-diversity of positive emotional experiences-was an independent predictor of academic engagement and school achievement over and above mean levels of positive and negative emotions. These results were found to generalize to self-reported and teacher-reported outcomes as well as more objective measures of achievement. Moreover, findings remained robust after controlling for demographic variables such as gender and year level. Conclusions Positive emodiversity is associated with higher engagement and achievement suggesting the importance of emodiversity in the educational context.
C1 [King, Ronnel B.] Univ Hong Kong, Fac Educ, Ctr Enhancement Teaching & Learning, Hong Kong, Peoples R China.
   [Frondozo, Cherry Eron] Educ Univ Hong Kong, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK)
RP Frondozo, CE (corresponding author), Educ Univ Hong Kong, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM frondozo.cherry@gmail.com
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; Frondozo, Cherry/0000-0002-2001-1159
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NR 60
TC 2
Z9 2
U1 3
U2 24
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2022
VL 92
IS 1
AR e12436
DI 10.1111/bjep.12436
EA JUL 2021
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA YV9XL
UT WOS:000670449400001
PM 34235723
DA 2024-07-15
ER

PT J
AU Hicks, BM
   Johnson, W
   Durbin, CE
   Blonigen, DM
   Iacono, WG
   McGue, M
AF Hicks, Brian M.
   Johnson, Wendy
   Durbin, C. Emily
   Blonigen, Daniel M.
   Iacono, William G.
   McGue, Matt
TI Delineating Selection and Mediation Effects Among Childhood Personality
   and Environmental Risk Factors in the Development of Adolescent
   Substance Abuse
SO JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
LA English
DT Article
DE Substance abuse; Personality; Environmental risk; Longitudinal
ID BEHAVIORAL DISINHIBITION; GENETIC INFLUENCE; EARLY ADULTHOOD;
   ALCOHOL-USE; ONSET; TWIN; PSYCHOPATHY; DEPENDENCE; CHILDREN; TRAITS
AB Utilizing the large, longitudinal Minnesota Twin Family Study (N = 2510; 96 % European American ancestry), we examined the influence of several person-environment transactions on adolescent substance abuse. We focused on the two childhood personality traits found to be most predictive of substance abuse in this sample-socialization (willingness to follow rules and endorse conventional values) and boldness (social engagement and assurance, stress resilience, thrill seeking)-and the environmental variables of antisocial and prosocial peers, academic engagement, parent-child relationship quality, and stressful life events. Path analysis revealed that low socialization had a selection effect for each environmental risk factor, that is, socialization at age 11 predicted environmental risk at age 14, after controlling for the stability of the environmental variables from ages 11 to 14. Antisocial peers and academic engagement at age 14 then mediated some of the risk of low socialization on substance abuse at age 17, but the majority of risk for substance abuse was accounted for by the stability of socialization from age 11 to 14. Boldness at age 11 also increased risk for substance abuse, but did so primarily via a direct effect. The findings help to parse the nature of person-environment transactions across multiple personality traits and contextual risk factors that contribute to adolescent substance abuse.
C1 [Hicks, Brian M.] Univ Michigan, Dept Psychiat, Ann Arbor, MI 48109 USA.
   [Johnson, Wendy] Univ Edinburgh, Dept Psychol, Edinburgh, Midlothian, Scotland.
   [Durbin, C. Emily] Michigan State Univ, Dept Psychol, E Lansing, MI 48824 USA.
   [Blonigen, Daniel M.] Palo Alto Hlth Care Syst, Dept Vet Affairs, Palo Alto, CA USA.
   [Iacono, William G.; McGue, Matt] Univ Minnesota, Dept Psychol, Minneapolis, MN 55455 USA.
C3 University of Michigan System; University of Michigan; University of
   Edinburgh; Michigan State University; US Department of Veterans Affairs;
   Veterans Health Administration (VHA); VA Palo Alto Health Care System;
   University of Minnesota System; University of Minnesota Twin Cities
RP Hicks, BM (corresponding author), Univ Michigan, Dept Psychiat, 4250 Plymouth Rd, Ann Arbor, MI 48109 USA.
EM brianhic@umich.edu
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NR 49
TC 14
Z9 16
U1 2
U2 39
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0091-0627
EI 1573-2835
J9 J ABNORM CHILD PSYCH
JI J. Abnorm. Child Psychol.
PD JUL
PY 2014
VL 42
IS 5
BP 845
EP 859
DI 10.1007/s10802-013-9831-z
PG 15
WC Psychology, Clinical; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AJ5TW
UT WOS:000337752600015
PM 24337735
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Derricks, V
   Sekaquaptewa, D
AF Derricks, Veronica
   Sekaquaptewa, Denise
TI They're Comparing Me to Her: Social Comparison Perceptions Reduce
   Belonging and STEM Engagement Among Women With Token Status
SO PSYCHOLOGY OF WOMEN QUARTERLY
LA English
DT Article
DE belonging; identity threat; social comparison perceptions; social
   identity; stereotype threat concerns; tokenism
ID PROBLEM-SOLVING DEFICITS; STEREOTYPE THREAT; TEST-PERFORMANCE; SOLO
   STATUS; ACADEMIC-PERFORMANCE; GENDER-DIFFERENCES; INGROUP MEMBERS; MATH;
   MOTIVATION; SENSE
AB Belonging and academic engagement are important predictors of women's retention in STEM. To better understand the processes influencing these outcomes, we investigate how numerical underrepresentation (i.e., token status) triggers social comparison perceptions-concerns that others are comparing oneself to another person-that can undermine women's STEM outcomes. Across four experiments, female college students recruited via subject pool (Study 1a) and MTurk (Studies 1b-3) read a hypothetical scenario in which another female (Studies 1a-3) or male (Study 2) student performed well or poorly in an engineering course. Findings showed that having token (vs. non-token) status in the course increased social comparison perceptions (i.e., perceptions about being compared to an ingroup peer), which subsequently reduced course belonging (Studies 1a and 1b). Study 2 found that (a) token status increased social comparison perceptions in response to the ingroup (vs. outgroup) peer and (b) social comparison perceptions decreased belonging through stereotype threat concerns, particularly when the peer performed poorly. Study 3 directly manipulated social comparison perceptions to further establish their causal role on negative outcomes and demonstrated that these perceived direct comparisons predicted additional consequences signaling STEM disengagement. Collectively, findings identify a novel process that can diminish belonging and academic engagement for women in STEM.
C1 [Derricks, Veronica] Indiana Univ Purdue Univ Indianapolis, Dept Psychol, 402 N Blackford St, Indianapolis, IN 46202 USA.
   [Derricks, Veronica; Sekaquaptewa, Denise] Univ Michigan, Dept Psychol, Ann Arbor, MI USA.
C3 Indiana University System; Indiana University Indianapolis; University
   of Michigan System; University of Michigan
RP Derricks, V (corresponding author), Indiana Univ Purdue Univ Indianapolis, Dept Psychol, 402 N Blackford St, Indianapolis, IN 46202 USA.
EM vderrick@iu.edu
FU Indiana University-Purdue University Indianapolis; University of
   Michigan
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Indiana
   University-Purdue University Indianapolis and University of Michigan.
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NR 93
TC 4
Z9 6
U1 7
U2 32
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0361-6843
EI 1471-6402
J9 PSYCHOL WOMEN QUART
JI Psychol. Women Q.
PD SEP
PY 2021
VL 45
IS 3
BP 325
EP 350
AR 03616843211005447
DI 10.1177/03616843211005447
EA APR 2021
PG 26
WC Psychology, Multidisciplinary; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA TY5ON
UT WOS:000644038800001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Garcia, JM
   Hahs-Vaughn, D
   Shurack, R
AF Garcia, Jeanette M.
   Hahs-Vaughn, Debbie
   Shurack, Riley
TI Health behaviors, psychosocial factors, and academic engagement in youth
   with autism spectrum disorder: A latent class analysis
SO AUTISM RESEARCH
LA English
DT Article
DE autism spectrum disorder; children; health behaviors; latent class
   analysis
ID PHYSICAL-ACTIVITY; SEDENTARY BEHAVIORS; CHILDREN; ADOLESCENTS; OBESITY;
   SLEEP
AB The purpose of this study was to identify behavioral and health-related profiles of children with autism spectrum disorder (ASD), based on the 2016 National Survey of Children's Health. A sample of 894 children with ASD (weighted sample N = 768,181) were included in the analysis. All data were parent-reported and included measures on current diagnosis of ASD, general child health, weight status, physical activity (PA), screen time (ST), sleep duration, academic engagement, and social engagement. Latent class analysis, estimated with Mplus v. 8.4, was used to identify latent profiles of children with ASD. A three-profile solution was the best fitting model, per model fit criteria. Children in profile 1 had overall more positive attributes (better health and weight, PA, more engaged in school, little difficulty in making friends, and modest ST) relative to children in either profiles 2 or 3. Children in profile 2 had distinctly increased ST and more difficulty in making friends when compared with children in either other profile. A greater proportion of children in profiles 2 and 3 were receiving behavioral treatment compared to profile 1; however, no differences were observed among profiles according to ASD severity, medication status, or additional health conditions. Studies should examine causal mechanisms among health behaviors, academic achievement, and social engagement in youth with ASD.
C1 [Garcia, Jeanette M.; Shurack, Riley] Univ Cent Florida, Dept Hlth Sci, 12805 Pegasus Dr, Orlando, FL 32816 USA.
   [Hahs-Vaughn, Debbie] Univ Cent Florida, Coll Community Innovat & Educ, Orlando, FL 32816 USA.
C3 State University System of Florida; University of Central Florida; State
   University System of Florida; University of Central Florida
RP Garcia, JM (corresponding author), Univ Cent Florida, Dept Hlth Sci, 12805 Pegasus Dr, Orlando, FL 32816 USA.
EM jeanette.garcia@ucf.edu
OI Shurack, Riley/0000-0003-4383-5991
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NR 31
TC 0
Z9 0
U1 3
U2 14
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1939-3792
EI 1939-3806
J9 AUTISM RES
JI Autism Res.
PD JAN
PY 2023
VL 16
IS 1
BP 143
EP 153
DI 10.1002/aur.2843
EA NOV 2022
PG 11
WC Behavioral Sciences; Psychology, Developmental
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Behavioral Sciences; Psychology
GA 7V0XE
UT WOS:000879080900001
PM 36334019
DA 2024-07-15
ER

PT J
AU Taylor, ZE
   Ruiz, Y
   Nair, N
AF Taylor, Zoe E.
   Ruiz, Yumary
   Nair, Nayantara
TI A mixed-method examination of ego-resiliency, adjustment problems, and
   academic engagement in children of Latino migrant farmworkers
SO SOCIAL DEVELOPMENT
LA English
DT Article
DE academic mastery/efficacy; ego-resiliency; externalizing problems;
   internalizing problems; Latino farmworker families
ID SOCIOECONOMIC-STATUS; STUDENTS; HEALTH; ADOLESCENTS; PERSONALITY;
   DEPRESSION; CHILDHOOD; SCHOOL; 1ST-GRADE; EXPOSURE
AB Children from Latino migrant farmworker (LMFW) families are one of the most educationally disenfranchised and marginalized populations of students in the United States. These children face similar disadvantages to other low-income immigrant families, but often experience unique contextual stressors due to high mobility that places them at high risk for mental health problems, risk-taking behaviors, and poor academic engagement. Despite these high vulnerabilities few researchers have focused their efforts on LMFW children specifically, or addressed resilience factors in particular. Ego-resiliency is an enduring psychological construct reflecting how individuals overcome day-to-day challenges. We used a convergent mixed method cross-sectional design to examine the effects of LMFW children's (N = 66, ages 6-18, Mage = 12.79) depressive and conduct problems on their academic efficacy/mastery, and whether ego-resiliency counteracted these relations. Ego-resiliency was negatively associated with depression and conduct problems, and positively related to academic efficacy/mastery. Conduct problems were negatively related to academic efficacy/mastery, but depression was not. Ego-resiliency also moderated the relation of depression to academic efficacy/mastery. Qualitative results provided a deeper explanation of contributing factors to LMFW children's adjustment, how adjustment problems affected their academic success, and the coping mechanisms and resilience factors used by LMFW children to overcome difficult experiences.
C1 [Taylor, Zoe E.; Nair, Nayantara] Purdue Univ, Dept Human Dev & Family Studies, 1202 W State St, W Lafayette, IN 47907 USA.
   [Ruiz, Yumary] Purdue Univ, Dept Hlth & Kinesiol, W Lafayette, IN 47907 USA.
C3 Purdue University System; Purdue University; Purdue University System;
   Purdue University
RP Taylor, ZE (corresponding author), Purdue Univ, Dept Human Dev & Family Studies, 1202 W State St, W Lafayette, IN 47907 USA.
EM zetaylor@purdue.edu
RI Ruiz, Yumary/HKW-3812-2023
OI Nair, Nayantara/0000-0001-9560-3397
FU Spencer Foundation [201700032]; Purdue University
FX Spencer Foundation, Grant/Award Number: 201700032; Purdue University
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NR 54
TC 14
Z9 19
U1 2
U2 29
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0961-205X
EI 1467-9507
J9 SOC DEV
JI Soc. Dev.
PD FEB
PY 2019
VL 28
IS 1
BP 200
EP 217
DI 10.1111/sode.12328
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HJ2OZ
UT WOS:000457010500013
OA Bronze
DA 2024-07-15
ER

PT J
AU Tomas, JM
   Gutierrez, M
   Alberola, S
   Georgieva, S
AF Manuel Tomas, Jose
   Gutierrez, Melchor
   Alberola, Salvador
   Georgieva, Sylvia
TI Psychometric properties of two major approaches to measure school
   engagement in university students
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Education; School; Student engagement; Academic achievement; Academic
   success
ID CONFIRMATORY FACTOR-ANALYSIS; PERCEIVED AUTONOMY SUPPORT; WORK
   ENGAGEMENT; LEARNING-EXPERIENCES; ACADEMIC ENGAGEMENT; SELF-EFFICACY;
   SATISFACTION; VALIDATION; EDUCATION; QUESTIONNAIRE
AB Students' engagement could be described as the holy grail of learning, due to its relationship with positive educational outcomes both inside and outside of school. Academic engagement is widely conceived as a multidimensional construct, however, there are many discrepancies regarding the number and nature of the dimensions which compose it. The aim of this research was to establish if two of the most widely adopted traditions of engagement (the American and the European model) converge, or differ, in their results and structure. To test this, nine structural equation models were estimated and tested in a sample composed by 870 university students from Santo Domingo (Dominican Republic). Fit indexes pointed out at model eight as the best fitting model, a Bifactor ESEM model in which items explained variance was divided between a general underlying factor and the dimensions to which they correspond. Factor structure of both scales was congruent with previous literature, as well as convergent and discriminant validity, and reliability. We can conclude that although dimensions of engagement are empirically distinguishable, there is a big portion of common variance, thus, regardless the variety of conceptualizations of school engagement, there is strong empirical evidence that, although manifestations of engagement are different, the underlying mechanism of feeling engaged is the same.
C1 [Manuel Tomas, Jose; Gutierrez, Melchor; Alberola, Salvador; Georgieva, Sylvia] Univ Valencia, Av Blasco Ibanez 21, Valencia 46010, Spain.
C3 University of Valencia
RP Georgieva, S (corresponding author), Univ Valencia, Av Blasco Ibanez 21, Valencia 46010, Spain.
EM sylvia.georgieva@uv.es
RI Georgieva, Sylvia/IVH-3156-2023; Alberola, Salvador/AAU-6275-2020;
   Gutierrez, Melchor/O-8289-2015
OI Alberola, Salvador/0000-0002-9015-5190; Gutierrez,
   Melchor/0000-0002-1878-8751
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NR 80
TC 2
Z9 2
U1 4
U2 17
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAY
PY 2022
VL 41
IS 5
BP 2654
EP 2667
DI 10.1007/s12144-020-00769-2
EA MAY 2020
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0Y3AF
UT WOS:000532142100001
DA 2024-07-15
ER

PT J
AU Ladd, GW
   Ettekal, I
   Kochenderfer-Ladd, B
AF Ladd, Gary W.
   Ettekal, Idean
   Kochenderfer-Ladd, Becky
TI Peer Victimization Trajectories From Kindergarten Through High School:
   Differential Pathways for Children's School Engagement and Achievement?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE peer victimization; trajectories of peer victimization; peer relations;
   school engagement; achievement
ID FIT INDEXES; DEVELOPMENTAL TRAJECTORIES; CLASSROOM PARTICIPATION;
   ACADEMIC-ACHIEVEMENT; PREVALENCE; ADJUSTMENT; GROWTH; ASSOCIATION;
   EXPERIENCES; PREDICTORS
AB This investigation's aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K-12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children's academic performance. A sample of 383 children (193 girls) was followed from kindergarten (M-age = 5.50) through Grade 12 (M-age = 17.89), and measures of peer victimization, school engagement, academic self-perceptions, and achievement were repeatedly administered across this epoch. Although it was the norm for victimization prevalence and frequency to decline across formal schooling, 5 trajectory subtypes were identified, capturing differences in victimization frequency and continuity (i.e., highchronic, moderate-emerging, early victims, low victims, and nonvictims). Consistent with a chronic stress hypothesis, high-chronic victimization consistently was related to lower-and often prolongeddisparities in school engagement, academic self-perceptions, and academic achievement. For other victimization subtypes, movement into victimization (i.e., moderate-emerging) was associated with lower or declining scores on academic indicators, and movement out of victimization (i.e., early victims) with higher or increasing scores on these indicators (i.e., "recovery"). Findings provide a more complete account of the overall prevalence, stability, and developmental course of school-based peer victimization than has been reported to date.
C1 [Ladd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USA.
   [Ladd, Gary W.] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe; Arizona State
   University; Arizona State University-Tempe
RP Ladd, GW (corresponding author), Arizona State Univ, Dept Psychol, T Denny Sanford Sch Social & Family Dynam, POB 873701, Tempe, AZ 85287 USA.
EM Gary.Ladd@asu.edu
OI Ladd, Becky/0000-0002-7796-6474
FU National Institutes of Health [1 RO1MH-49223, 2-RO1MH-49223,
   R01HD-045906]
FX This investigation was conducted as part of the Pathways Project, a
   larger longitudinal investigation of children's social, psychological,
   and scholastic adjustment in school contexts that is supported by the
   National Institutes of Health (1 RO1MH-49223, 2-RO1MH-49223,
   R01HD-045906 to Gary W. Ladd). Special appreciation is expressed to all
   the children and parents who made this study possible, and to members of
   the Pathways Project for assistance with data collection.
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NR 56
TC 170
Z9 210
U1 4
U2 59
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2017
VL 109
IS 6
BP 826
EP 841
DI 10.1037/edu0000177
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FC1QC
UT WOS:000406611400006
DA 2024-07-15
ER

PT J
AU Wilkins, J
   Bost, LW
AF Wilkins, Julia
   Bost, Loujeania Williams
TI Dropout Prevention in Middle and High Schools: From Research to Practice
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
DE dropout prevention; students with disabilities; school-based
   interventions; graduation rates
ID STUDENTS; DISABILITIES; ENGAGEMENT; SUPPORT; WORKING
AB Based on work with state and local education agencies in dropout prevention for students with disabilities, successful research-based interventions are described along with details of how these interventions have been implemented in middle and high schools across the country. The interventions that have helped students with disabilities graduate from school include early warning systems, mentoring programs, student engagement, family engagement, academic remediation and enrichment, career-focused curricula, interpersonal skills instruction, a focus on the transition to high school, and class/school restructuring initiatives.
C1 [Wilkins, Julia; Bost, Loujeania Williams] Clemson Univ, Natl Dropout Prevent Ctr Students Disabil, 209 Martin St, Clemson, SC 29631 USA.
C3 Clemson University
RP Wilkins, J (corresponding author), Clemson Univ, Natl Dropout Prevent Ctr Students Disabil, 209 Martin St, Clemson, SC 29631 USA.
EM wilkin6@clemson.edu
FU U.S. Department of Education's Office of Special Education Programs'
   [H326W080003]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   National Dropout Prevention Center for Students with Disabilities is
   funded by the U.S. Department of Education's Office of Special Education
   Programs' Cooperative Agreement No. H326W080003. The content herein does
   not necessarily reflect views or policies of the U.S. Department of
   Education, nor does mention of other organizations imply endorsement by
   those organizations or the U.S. government.
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NR 55
TC 7
Z9 56
U1 2
U2 44
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
EI 1538-4810
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD MAY
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IS 5
BP 267
EP 275
DI 10.1177/1053451215606697
PG 9
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DJ2PT
UT WOS:000374047900001
DA 2024-07-15
ER

PT J
AU Mortweet, SL
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AF Mortweet, SL
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SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID GENERAL-EDUCATION; IMPROVE
AB This study investigated the academic effects of classwide peer tutoring (CWPT) for students with mild mental retardation (MMR) non their typical peers in inclusive classroom settings. Four students with MMR were integrated in two, general education elementary classrooms during spelling instruction. Dependent measures included performance on weekly tests and direct observations of academic engagement. The results demonstrated increased spelling accuracy and increased levels of engagement for students with MMR and their typical peers during CWPT when compared to traditional teacher-led instruction, suggesting that CWPT is an effective instructional strategy for improving their spelling performance.
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C3 Children's Mercy Hospital
RP Utley, CA (corresponding author), Juniper Gardens Childrens Project, 650 Minnesota Ave, Kansas City, KS 66101 USA.
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NR 39
TC 33
Z9 46
U1 0
U2 6
PU COUNCIL EXCEPTIONAL CHILDREN
PI RESTON
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PD SUM
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VL 65
IS 4
BP 524
EP 536
DI 10.1177/001440299906500407
PG 13
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SC Education & Educational Research; Rehabilitation
GA 210KJ
UT WOS:000081103800007
DA 2024-07-15
ER

PT J
AU Jin, YM
AF Jin, Yaming
TI Motivating students to actively engage in EFL classrooms: Exploring the
   role of L2 grit and foreign language enjoyment
SO LEARNING AND MOTIVATION
LA English
DT Article
DE Self-determination theory (SDT); Classroom engagement; Foreign language
   enjoyment (FLE); L2 grit; EFL students
ID SELF-DETERMINATION-THEORY; HIGH-SCHOOL; LEARNING ENGAGEMENT; POSITIVE
   EMOTIONS; ANXIETY; ACHIEVEMENT; PERSONALITY; VALIDATION; BROADEN;
   TEACHER
AB As self-determination theory (SDT) suggests, students' motivational and emotional resources play a significant role in improving their classroom engagement. In fact, motivational and emotional resources energize students and direct them toward active involvement in classroom contexts. Considering this, several L2 scholars have inspected the role of motivational and emotional resources in predicting students' academic engagement. Yet, no investigation to date has simultaneously studied the role of L2 grit and foreign language enjoyment (FLE) in EFL students' academic engagement. To bridge this gap, this study examined the role of L2 grit and FLE in improving Chinese EFL students' classroom engagement. In doing this, 564 Chinese EFL learners, selected through available sampling, were invited to complete an online survey containing the scales of the three constructs in question. Structural equation modelling (SEM) was used for data analysis. After confirming the construct validity of the scales by conducting confirmatory factor analysis, SEM results showed that both FLE and L2 grit significantly affected EFL student engagement although the former had a stronger effect in the structural model. Furthermore, it was found that FLE had a small impact on the L2 grit of the participants. The discussion of the findings as well as the implications is finally presented.
C1 [Jin, Yaming] Henan Univ Technol, Sch Foreign Languages, Zhengzhou 450001, Peoples R China.
C3 Henan University of Technology
RP Jin, YM (corresponding author), Henan Univ Technol, Sch Foreign Languages, Zhengzhou 450001, Peoples R China.
EM jinyaming2009@126.com
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NR 105
TC 3
Z9 3
U1 46
U2 46
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0023-9690
EI 1095-9122
J9 LEARN MOTIV
JI Learn. Motiv.
PD FEB
PY 2024
VL 85
AR 101960
DI 10.1016/j.lmot.2024.101960
EA JAN 2024
PG 10
WC Psychology, Biological; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HJ7E3
UT WOS:001159190500001
DA 2024-07-15
ER

PT J
AU Thune, T
   Reymert, I
   Gulbrandsen, M
   Aamodt, PO
AF Thune, Taran
   Reymert, Ingvild
   Gulbrandsen, Magnus
   Aamodt, Per Olaf
TI Universities and external engagement activities: Particular profiles for
   particular universities?
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
DE Academic engagement; external partnerships; explanatory factors;
   university differences
ID INDUSTRY; UK; ENTREPRENEURSHIP; LINKAGES
AB We use a multilevel regression approach on a complex combined dataset including a survey of 4,400 Norwegian academics and detailed data on the 31 higher education institutions in which they are employed. The aim is to test whether university-level characteristics matter for participation in different kinds of external engagement, when we also control for the influence of individual-and discipline-level factors. We find that university-level variables explain few of the differences in external engagement among academic staff in general.
C1 [Thune, Taran; Gulbrandsen, Magnus] Univ Oslo, Ctr Technol Innovat & Culture Boks, Boks 1072 Blindern, N-0316 Oslo, Norway.
   [Reymert, Ingvild; Aamodt, Per Olaf] NIFU, Nord Inst Studies Innovat Res & Educ, Okernveien 9, N-0653 Oslo, Norway.
C3 University of Oslo
RP Thune, T (corresponding author), Univ Oslo, Ctr Technol Innovat & Culture Boks, Boks 1072 Blindern, N-0316 Oslo, Norway.
EM taranmt@tik.uio.no
RI Gulbrandsen, Magnus/ABA-7438-2020
FU Ministry of Research and Education in Norway
FX The empirical study reported here was funded by a research grant
   provided by the Ministry of Research and Education in Norway to the
   Norwegian Institute for Innovation, Research and Education (NIFU). Their
   support is gratefully acknowledged, as is the support of Nicoline
   Frolich, Head of Research at NIFU. The authors would also like to thank
   the editors of this special section of Science and Public Policy who
   provided valuable comments on the manuscript and also the two anonymous
   reviewers.
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PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0302-3427
EI 1471-5430
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JI Sci. Public Policy
PD DEC
PY 2016
VL 43
IS 6
BP 774
EP 786
DI 10.1093/scipol/scw019
PG 13
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA EM1OH
UT WOS:000395086400005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Nasirov, S
   Joshi, AM
AF Nasirov, Shukhrat
   Joshi, Amol M.
TI Minding the communications gap: How can universities signal the
   availability and value of their scientific knowledge to commercial
   organizations?
SO RESEARCH POLICY
LA English
DT Article
DE University-industry interaction; Scientific impact; Economic impact;
   Social impact; Signaling theory; Collaborative research; Contract
   research; Academic consulting
ID RESEARCH-AND-DEVELOPMENT; 3RD STREAM ACTIVITIES; EMPIRICAL-ANALYSIS;
   SCIENCE COMMERCIALIZATION; INSTITUTIONAL STRATEGIES; ACADEMIC
   ENGAGEMENT; TECHNOLOGY-TRANSFER; COGNITIVE DISTANCE; COERCIVE CITATION;
   HIGHER-EDUCATION
AB We posit that a communications gap exists between universities and commercial organizations, attributed to their idiosyncratic goals, interests, and incentives. To bridge this gap, universities need to recognize and leverage observable differences in the strength of signals and the width of channels used to disseminate their scientific knowledge externally. We explore these ideas by analyzing knowledge dissemination and academic engagement activities in 133 UK universities in the period 2011-2019. Our analysis shows that universities with a lower scientific impact have a higher intensity of collaborative research, contract research, and consultancy activities if they communicate that impact through more prominent scientific outlets. In turn, universities with a higher scientific impact have a lower intensity of interaction with commercial organizations if they communicate their scientific impact through less prominent scientific outlets. We further reveal that universities with a higher economic impact show a higher intensity of collaborative research. At the same time, we find no evidence that the social impact generated by universities is linked to the intensity of university-industry interaction, no matter the channels through which that impact is communicated. Using these findings, we draw implications for practice and policy.
C1 [Nasirov, Shukhrat] Univ Manchester, Alliance Manchester Business Sch, Manchester, England.
   [Joshi, Amol M.] Wake Forest Univ, Sch Med Ctr Healthcare Innovat, Sch Business, Winston salem, NC 27109 USA.
   [Nasirov, Shukhrat] Univ Manchester, Booth St West, Manchester M15 6PB, England.
C3 University of Manchester; Alliance Manchester Business School; Wake
   Forest University; University of Manchester
RP Nasirov, S (corresponding author), Univ Manchester, Booth St West, Manchester M15 6PB, England.
EM shukhrat.nasirov@manchester.ac.uk
RI Nasirov, Shukhrat/GNH-5509-2022; Joshi, Amol M/C-8433-2013
OI Nasirov, Shukhrat/0000-0003-1715-7832; Joshi, Amol M/0000-0002-3023-6749
FU Kauffman Foundation Junior Faculty Fellowship grant; Wake Forest
   University from the School of Business; Wake Forest University from the
   School of Medicine Center for Healthcare Innovation
FX This research was partially funded by a Kauffman Foundation Junior
   Faculty Fellowship grant, as well as Wake Forest University grants from
   the School of Business and the School of Medicine Center for Healthcare
   Innovation. These funding sources had no involvement in the research
   itself. We would like to thank Gary Chapman, Iman Hemmatian, Todd A.
   Ponzio, Bruce Tether, and the participants of the workshop on Research
   uses of HE-BCI survey data and future development of the HE-BCI at
   Birkbeck, University of London, for their valuable comments on earlier
   drafts of the paper. We also express our gratitude to Editor Maryann
   Feldman and the two anonymous reviewers for their valuable feedback and
   guidance throughout the review process.
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NR 187
TC 0
Z9 0
U1 17
U2 55
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD NOV
PY 2023
VL 52
IS 9
AR 104870
DI 10.1016/j.respol.2023.104870
EA AUG 2023
PG 19
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA R8KB5
UT WOS:001066779700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Leng, L
AF Leng, Lu
TI The Role of Philosophical Inquiry in Helping Students Engage in Learning
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE learning engagement; Philosophy for Children Hawaii; adolescent academic
   achievement; philosophical inquiry; motivation
ID EDUCATION; CHILDREN
AB Studies have characterized high school students as bored, alienated, and disconnected with their class and the learning process. In order to address this problem to improve student learning engagement, this study explores the impact of philosophical inquiry (PI) on the development of adolescents' academic engagement and adds to the scholarly research on Philosophy for Children (P4C). In determining an appropriate and holistic approach to investigating students' learning engagement and motivation from the perspective of psychology, this study involves multiple forms of data collection, specifically including surveys, student work, focus group interviews, classroom discussions, and reflective notes. Applying a qualitative method, this multiple case study developed a deeper understanding of the classroom contexts, conditions, discourses, tools, and practices that promote positive adolescent learning experiences. The study developed a conceptual framework of student academic engagement in a PI class and summarized reasons why the participants engaged in learning. First, students believed that maintaining a safe and positive classroom environment is a fundamental condition for learning. Second, they reported that asking questions, sharing ideas, listening attentively, thinking deeply, and making connections are the manifestations of an engaging classroom. Third, students reported that they transcended their learning experiences by living a new philosophy that was acquired in the process of the community of inquiry. The study found that PI enhanced social inclusion and active participation of the participant in the learning process.
C1 [Leng, Lu] Jinan Univ, Coll Foreign Studies, Guangzhou, Peoples R China.
C3 Jinan University
RP Leng, L (corresponding author), Jinan Univ, Coll Foreign Studies, Guangzhou, Peoples R China.
EM lusophialeng@hotmail.com
RI Leng, Lu/AAX-5660-2021; Leng, Lu/GYA-3628-2022
OI Leng, Lu/0000-0001-8649-8732
FU National Social Science Foundation of China [19CZX049]
FX This work was supported by the National Social Science Foundation of
   China under Grant No. 19CZX049.
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NR 77
TC 5
Z9 11
U1 3
U2 6
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAR 24
PY 2020
VL 11
AR 449
DI 10.3389/fpsyg.2020.00449
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA LR7ZI
UT WOS:000535915300001
PM 32265782
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Peña-Vázquez, R
   Morales, OG
   Alvarez-Pérez, PR
   López-Aguilar, D
AF Pena-Vazquez, Rocio
   Gonzalez Morales, Olga
   Ricardo Alvarez-Perez, Pedro
   Lopez-Aguilar, David
TI Building the profile of students with the intention of dropping out of
   university studies
SO REVISTA ESPANOLA DE PEDAGOGIA
LA English
DT Article
DE university education; academic dropout; university students;
   adaptability; engagement; satisfaction
ID COGNITIVE CAREER THEORY; HIGHER-EDUCATION; ACADEMIC-PERFORMANCE;
   DROPOUT; MODEL; ADAPTABILITY; SATISFACTION; PROBABILITY; PERSISTENCE;
   COLLEGE
AB The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the repercussions it has, not only in the economic and social sphere, but also at a personal, family, institutional level, etc. The objective of this article is to define a profile for a student who intends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifically, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the student's academic engagement. The analysis was conducted on students at the Universidad de La Laguna ( ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.
C1 [Pena-Vazquez, Rocio; Gonzalez Morales, Olga; Ricardo Alvarez-Perez, Pedro; Lopez-Aguilar, David] Univ La Laguna, San Cristobal la Laguna, Spain.
C3 Universidad de la Laguna
RP Peña-Vázquez, R (corresponding author), Univ La Laguna, San Cristobal la Laguna, Spain.
EM ropeva@ull.edu.es; olgonzal@ull.edu.es; palvarez@ull.edu.es;
   dlopez@ull.edu.es
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Z9 0
U1 6
U2 6
PU UNIV INT RIOJA-UNIR
PI LOGRONO
PA RECTORADO, AVENIDA DE LA PAZ, 137, LOGRONO, 26006, SPAIN
SN 0034-9461
EI 2174-0909
J9 REV ESP PEDAGOG
JI Rev. Esp. Pedagog.
PD MAY-AUG
PY 2023
VL 81
IS 285
BP 291
EP 315
DI 10.22550/REP81-2-2023-03
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HX2V5
UT WOS:001162752300005
OA Bronze
DA 2024-07-15
ER

PT J
AU Chafouleas, SM
   Briesch, AM
   Riley-Tillman, TC
   Christ, TJ
   Black, AC
   Kilgus, SP
AF Chafouleas, Sandra M.
   Briesch, Amy M.
   Riley-Tillman, T. Chris
   Christ, Theodore J.
   Black, Anne C.
   Kilgus, Stephen P.
TI An investigation of the generalizability and dependability of Direct
   Behavior Rating Single Item Scales (DBR-SIS) to measure academic
   engagement and disruptive behavior of middle school students
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Direct Behavior Rating; DBR; Generalizability; Dependability; Behavior
   assessment
ID SYSTEMATIC DIRECT OBSERVATION; OFFICE DISCIPLINE REFERRALS; REPORT
   CARDS; MULTIPLE IMPUTATION; SOCIAL-BEHAVIOR; ACCURACY; VALIDITY; IMPACT;
   TASK
AB A total of 4 raters, including 2 teachers and 2 research assistants, used Direct Behavior Rating Single Item Scales (DBR-SIS) to measure the academic engagement and disruptive behavior of 7 middle school students across multiple occasions. Generalizability study results for the full model revealed modest to large magnitudes of variance associated with persons (students), occasions of measurement (day), and associated interactions. However, an unexpectedly low proportion of the variance in DBR data was attributable to the facet of rater, as well as a negligible variance component for the facet of rating occasion nested within day (10-min interval within a class period). Results of a reduced model and subsequent decision studies specific to individual rater and rater type (research assistant and teacher) suggested degree of reliability-like estimates differed substantially depending on rater. Overall, findings supported previous recommendations that in the absence of estimates of rater reliability and firm recommendations regarding rater training, ratings obtained from DBR-SIS, and subsequent analyses, be conducted within rater. Additionally, results suggested that when selecting a teacher rater, the person most likely to substantially interact with target students during the specified observation period may be the best choice. (C) 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Chafouleas, Sandra M.] Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
   [Briesch, Amy M.] Northeastern Univ, Boston, MA 02115 USA.
   [Riley-Tillman, T. Chris] E Carolina Univ, Greenville, NC 27858 USA.
   [Christ, Theodore J.] Univ Minnesota, Minneapolis, MN 55455 USA.
   [Black, Anne C.] Yale Univ, New Haven, CT 06520 USA.
C3 University of Connecticut; Northeastern University; University of North
   Carolina; East Carolina University; University of Minnesota System;
   University of Minnesota Twin Cities; Yale University
RP Chafouleas, SM (corresponding author), Univ Connecticut, Dept Educ Psychol, U-2064, Storrs, CT 06269 USA.
EM sandra.chafouleas@uconn.edu
OI Christ, Theodore/0000-0002-5397-0364; Riley-Tillman,
   Timothy/0000-0001-7057-0429; Kilgus, Stephen/0000-0003-0218-1004
CR Brennan R.L., 2001, GENERALIZABILITY THE
   Chafouleas S., 2007, School-based behavioral assessment: Informing intervention and instruction
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   CHAFOULEAS SM, 2009, CRITICAL COMPO UNPUB
   Christ T. J., 2009, DIRECT BEHAV R UNPUB
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   CONE JD, 1978, BEHAV THER, V9, P882, DOI 10.1016/S0005-7894(78)80020-3
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NR 56
TC 57
Z9 78
U1 0
U2 10
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2010
VL 48
IS 3
BP 219
EP 246
DI 10.1016/j.jsp.2010.02.001
PG 28
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 602YV
UT WOS:000278175900002
PM 20380948
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Buenconsejo, JU
   Shek, CYC
   Choy, YLE
   Sou, KLE
AF Datu, Jesus Alfonso D.
   Buenconsejo, Jet U.
   Shek, Cheuk Ying Cherry
   Choy, Yat Ling Elaine
   Sou, Kuai Long Elvo
TI Grit, academic engagement in math and science, and well-being outcomes
   in children during the COVID-19 pandemic: A study in Hong Kong and Macau
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE Chinese children; flourishing; grit; math and science engagement;
   well-being
ID ACHIEVEMENT GOALS; TRIARCHIC-MODEL; PERSEVERANCE; SCALE; VALIDATION
AB There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (M-age = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.
C1 [Datu, Jesus Alfonso D.; Buenconsejo, Jet U.; Shek, Cheuk Ying Cherry] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Choy, Yat Ling Elaine] Educ Univ Hong Kong, Dept Literature & Cultural Studies, Hong Kong, Peoples R China.
   [Sou, Kuai Long Elvo] Univ Macau, Dept Psychol, Taipa, Macau, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Rm D2-2F-28,10 Lo Ping Rd, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); University of Macau; Education University of Hong Kong
   (EdUHK)
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Rm D2-2F-28,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Buenconsejo, Jet Uy/KHU-2321-2024
OI Buenconsejo, Jet Uy/0000-0003-3777-8601; Datu, Jesus
   Alfonso/0000-0002-8790-1113; , Choy Yat Ling cai yi
   ning/0000-0002-2049-3231
FU Education University of Hong Kong [RG 26/2021-2022R]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was funded by the Education University of Hong Kong (Project
   No. RG 26/2021-2022R) awarded to the first author.
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NR 53
TC 4
Z9 4
U1 12
U2 24
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD AUG
PY 2023
VL 44
IS 4
BP 489
EP 512
DI 10.1177/01430343221147273
EA JAN 2023
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA L5UZ2
UT WOS:000922440100001
PM 38603326
OA Green Published
DA 2024-07-15
ER

PT J
AU Mollica, G
   Caruso, R
   Conte, G
   Ambrogi, F
   Boveri, S
AF Mollica, Giulia
   Caruso, Rosario
   Conte, Gianluca
   Ambrogi, Federico
   Boveri, Sara
TI Analysing Researchers' Engagement in Research Hospitals: A Pilot Study
   in IRCCS-Italian Research Hospitals
SO HEALTHCARE
LA English
DT Article
DE surveys; qualitative methods; organisation science; research engagement;
   research hospitals
ID ACADEMIC ENGAGEMENT; UNIVERSITY; COMMERCIALIZATION
AB Despite universities in the UK, USA and Australia having developed tools and strategies to enhance academic engagement, there is a paucity of information from universities and research hospitals where conceptual and theoretical research still appears more heterogeneous. In Italy, there is a growing recognition that more needs to be done to define strategies to improve research engagement. Italian research hospitals are represented by the Scientific Institute for Research, Hospitalization and Healthcare (named IRCCS from the Italian acronym of these organisations), representing the best of Italian research and the National Health Service System. This article provided a pilot description of research engagement in a representative Italian IRCCS hospital for the first time. A pilot study was developed, and a brief questionnaire was validated to explore research engagement. The identified clusters of researchers' engagement were provided to describe an initial theory-grounded framework. Based on the perspective of research administrators and the Ministry of Health during round tables, the developed questionnaire identified two clusters of researchers' engagement and measured "Project-oriented" and "Organisation-oriented" engagement. Among the responders, IRCCS senior researchers tended to have higher project-oriented engagement, while young researchers had slightly higher organisation-oriented engagement. The contribution of this article is a hypothesised two-level theory-grounded framework to study and improve research engagement activities and strategies in a research hospital, with the potential for an overlap with other European research institutions.
C1 [Mollica, Giulia] IRCCS Policlin San Donato, Sci Directorate, Grant Off, I-20097 Milan, Italy.
   [Caruso, Rosario] Univ Milan, Dept Biomed Sci Hlth, I-20100 Milan, Italy.
   [Caruso, Rosario; Conte, Gianluca] IRCCS Policlin San Donato MI, Hlth Profess Res & Dev Unit, I-20097 Milan, Italy.
   [Ambrogi, Federico] Univ Milan, Dept Clin Sci & Community Hlth, I-20100 Milan, Italy.
   [Ambrogi, Federico; Boveri, Sara] IRCCS Policlin San Donato, Lab Biostat & Data Management, Sci Directorate, I-200097 Milan, Italy.
C3 IRCCS Policlinico San Donato; University of Milan; University of Milan;
   IRCCS Policlinico San Donato
RP Mollica, G (corresponding author), IRCCS Policlin San Donato, Sci Directorate, Grant Off, I-20097 Milan, Italy.
EM giulia.mollica@yahoo.it
RI Mollica, Giulia/K-7038-2019; Ambrogi, Federico/D-4294-2015; Conte,
   Gianluca/J-7298-2018
OI Mollica, Giulia/0000-0001-9257-5132; Boveri, Sara/0000-0003-3144-9364;
   Ambrogi, Federico/0000-0001-9358-011X; Caruso,
   Rosario/0000-0002-7736-6209; Conte, Gianluca/0000-0002-8171-8203
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NR 31
TC 1
Z9 1
U1 1
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-9032
J9 HEALTHCARE-BASEL
JI Healthcare
PD DEC
PY 2022
VL 10
IS 12
AR 2458
DI 10.3390/healthcare10122458
PG 10
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA 7E2NS
UT WOS:000901012200001
PM 36553982
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Junça-Silva, A
   Silva, D
   Caetano, O
AF Junca-Silva, Ana
   Silva, Daniel
   Caetano, Onio
TI How daily positive affect increases students' mental health, in
   mandatory quarantine, through daily engagement: the moderating role of
   self-leadership
SO HELIYON
LA English
DT Article
DE Positive affect; Mental health; Academic engagement; Self-leadership;
   Multilevel modeling
ID RESOURCES; CONSERVATION; EMOTIONS; BURNOUT
AB The COVID-19 crisis has had significant impacts on mental health. Students are dealing with an uncertain context, not only due to COVID-19 but also because most of them have never been involved with the challenges of online school. The COVID-19 situation presents daily challenges that require students to respond adaptively. However, little is known about how students handle their daily emotions, in such challenging settings. Drawing on the broaden-and-built theory, we developed a multilevel model arguing that daily-positive affect would enhance daily engagement, and this would be positively related to students' end-of-the-day mental health. We also predict that the mediating path would be stronger for students with higher levels of self-leadership. To achieve the goals, we conducted a 5-day diary study (n = 64*5 = 320). Results from multilevel modeling showed that positive emotions trigger academic engagement which, in turn, increases mental health, both at the within and between-person level. Results also demonstrated that self-leadership strengthened the positive mediating path, for students with higher levels of self-leadership. Positive affect appears to be a significant predictor of mental health in higher education settings. Moreover, developing self-leadership is an added value, that may be conceived as a personal resource, and may protect students from the uncertainty triggered by the COVID-19 crisis.
C1 [Junca-Silva, Ana; Caetano, Onio] Inst Univ Lisboa ISCTE IUL, Lisbon, Portugal.
   [Junca-Silva, Ana; Caetano, Onio] UNIDE IUL, Business Res Unit BRU, Lisbon, Portugal.
   [Junca-Silva, Ana; Silva, Daniel] Inst Politecn Tomar IPT, Tomar, Portugal.
   [Junca-Silva, Ana; Caetano, Onio] Ave Forcas Armadas, P-1649026 Lisbon, Portugal.
   [Silva, Daniel] Univ Beira Interior, Covilha, Portugal.
C3 Instituto Universitario de Lisboa; Instituto Universitario de Lisboa;
   Instituto Politecnico de Tomar; Universidade da Beira Interior
RP Junça-Silva, A (corresponding author), Inst Univ Lisboa ISCTE IUL, Lisbon, Portugal.; Junça-Silva, A (corresponding author), UNIDE IUL, Business Res Unit BRU, Lisbon, Portugal.; Junça-Silva, A (corresponding author), Inst Politecn Tomar IPT, Tomar, Portugal.; Junça-Silva, A (corresponding author), Ave Forcas Armadas, P-1649026 Lisbon, Portugal.
EM ana_luisa_silva@iscte-iul.pt
RI Junça-Silva, Ana/E-6831-2016; Caetano, Antonio/M-5273-2013
OI Junça-Silva, Ana/0000-0001-6341-9771; Caetano,
   Antonio/0000-0002-5505-8256
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NR 31
TC 2
Z9 2
U1 3
U2 5
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD DEC
PY 2022
VL 8
IS 12
AR e12477
DI 10.1016/j.heliyon.2022.e12477
PG 7
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA W7KN1
UT WOS:001093377400115
PM 36573080
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Martínez, IM
   Meneghel, I
   Peñalver, J
AF Martinez, Isabel M.
   Meneghel, Isabella
   Penalver, Jonathan
TI Does Gender Affect Coping Strategies Leading to Well-Being and Improved
   Academic Performance?
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Academic engagement; Academic performance; Coping; Gender; Satisfaction;
   University students
ID SCHOOL ENGAGEMENT; SELF-EFFICACY; STRESS; WORK; SATISFACTION; STUDENTS;
   SUCCESS; BURNOUT; TRAJECTORIES; INTELLIGENCE
AB The interest in developing a high-quality educational system requires constant research on different aspects of diversity (e.g., gender). The aim of this study is twofold: (1) to analyze the use of different coping strategies from a gender perspective in university students; and (2) to investigate the effect of university students' coping strategies on their psychological well-being (i.e., academic engagement) and academic success (i.e., performance and satisfaction) depending on their gender. A sample of 767 students (59.7% female) was drawn from a Spanish University. ANOVA analyses showed that the use of some coping strategies differs depending on the gender: females showed a higher level of Support-seeking coping whereas males showed a higher level of Meaning-focused coping. Results of multi-group structural equation analysis showed a good model fit, revealing that only Problem focused and Avoidance coping are related with performance and satisfaction through engagement. For females, engagement fully mediates the relationship between Problem focused coping with Satisfaction and performance, as well as between Avoidance coping with Satisfaction and performance. For males, engagement fully mediates the relationship between Problem focused coping with Satisfaction partially mediates the relationship between Problem-focused coping with performance. Implications for research and practice are discussed, as well as future research directions. (C) 2019 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Martinez, Isabel M.; Meneghel, Isabella; Penalver, Jonathan] Univ Jaume 1, Equipo Invest WANT, Castellon De La Plana, Spain.
C3 Universitat Jaume I
RP Peñalver, J (corresponding author), Univ Jaume 1, Equipo Invest WANT, Castellon De La Plana, Spain.
EM jpenalve@uji.es
RI González, Jonathan Peñalver/AAU-7994-2021; Meneghel,
   Isabella/K-5982-2014; Martinez Martinez, Isabel Maria/G-4237-2011
OI Meneghel, Isabella/0000-0001-9455-7317; Martinez Martinez, Isabel
   Maria/0000-0003-3583-8498; Penalver Gonzalez,
   Jonathan/0000-0003-1339-7484
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NR 64
TC 9
Z9 11
U1 2
U2 19
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JUL-DEC
PY 2019
VL 24
IS 2
BP 111
EP 119
DI 10.1016/j.psicod.2019.01.003
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IF2NF
UT WOS:000472913300005
DA 2024-07-15
ER

PT J
AU Villacís, JL
   de la Fuente, J
   Naval, C
AF Villacis, Jorge L.
   de la Fuente, Jesus
   Naval, Concepcion
TI Good Character at College: The Combined Role of Second-Order Character
   Strength Factors and <i>Phronesis</i> Motivation in Undergraduate
   Academic Outcomes
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE positive psychology; moral development; practical wisdom; school-work
   transition
ID CAREER INDECISION; EMOTIONAL INTELLIGENCE; INDIVIDUAL-DIFFERENCES;
   PERSONALITY-TRAITS; SELF-CONTROL; FIT INDEXES; ENGAGEMENT; ATTACHMENT;
   IDENTITY; CONTINGENCIES
AB A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18-30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.
C1 [Villacis, Jorge L.; de la Fuente, Jesus; Naval, Concepcion] Univ Navarra, Sch Educ & Psychol, Dept Res Theory & Methods Educ & Psychol, Pamplona 31008, Spain.
   [de la Fuente, Jesus] Univ Almeria, Sch Psychol, Dept Psychol, Almeria 04120, Spain.
C3 University of Navarra; Universidad de Almeria
RP Villacís, JL (corresponding author), Univ Navarra, Sch Educ & Psychol, Dept Res Theory & Methods Educ & Psychol, Pamplona 31008, Spain.
EM jvillacis.1@unav.es; jdlfuente@unav.es; cnaval@unav.es
RI Naval, Concepción/J-6297-2017; de la Fuente, Jesús/AAT-2390-2020; de la
   Fuente, Jesus/H-3781-2014
OI Naval, Concepción/0000-0002-5927-9398; Villacis, Jorge
   Luis/0000-0002-0871-250X; de la Fuente, Jesus/0000-0002-1829-9202
FU University of Navarra (Ministry of Science and Education, Spain)
   [PGC2018-094672-B-I00]; University of Almeria (European Social Fund)
   [AL18-SEJ-DO31-A-FEDER]; Character, Education and Citizenship Research
   Group (GIECC) of the University of Navarra
FX This research was funded by R&D Project PGC2018-094672-B-I00, University
   of Navarra (Ministry of Science and Education, Spain); R&D Project
   AL18-SEJ-DO31-A-FEDER, University of Almeria (European Social Fund); and
   the Character, Education and Citizenship Research Group (GIECC) of the
   University of Navarra.
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NR 100
TC 7
Z9 7
U1 1
U2 18
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD AUG
PY 2021
VL 18
IS 16
AR 8263
DI 10.3390/ijerph18168263
PG 20
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA UG4MQ
UT WOS:000689229100001
PM 34444010
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Maynard, BR
   Vaughn, MG
   Nelson, EJ
   Salas-Wrigh, CP
   Heyne, DA
   Kremer, KP
AF Maynard, Brandy R.
   Vaughn, Michael G.
   Nelson, Erik J.
   Salas-Wrigh, Christopher P.
   Heyne, David A.
   Kremer, Kristen P.
TI Truancy in the United States: Examining temporal trends and correlates
   by race, age, and gender
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Truancy; Delinquency; Substance use; School attendance problems; School
   engagement
ID SKIPPING SCHOOL; SUBSTANCE USE; DRUG-USE; BEHAVIOR; YOUTH; DELINQUENCY;
   ABSENTEEISM; ADOLESCENCE; PREVALENCE; STUDENTS
AB Background: Truancy has long been regarded a common problem in urgent need of effective intervention. Knowledge about factors associated with truancy can guide the development and implementation of interventions.
   Method: This paper examined trends in truancy rates between 2002 and 2014 and correlates of truancy across racial/ethnic groups. Variables of interest included sociodemographic factors (e.g., age, gender, socio-economic background), behavioral factors (e.g., substance use, violence), and psychosocial factors (e.g., academic engagement, grades, parental control). Using data from a large sample of adolescents (n = 209,393; 12-17 years) we estimated truancy prevalence rates and examined trends and correlates via regression analyses.
   Results: Truancy rates remained constant between 2002 (10.8%) and 2014 (11.1%). Rates were highest among older youth, females, and Hispanic youth. For all racial/ethnic groups, truancy was significantly correlated with alcohol and marijuana use, fighting, the propensity to take risks, and lower academic engagement and school grades. Other factors were differentially associated with racial/ethnic groups. This divergence in risk patterns for different racial/ethnic groups points to some heterogeneity among truant youth.
   Discussion Despite truancy reduction efforts, truancy rates have remained stable. Efforts to prevent truancy and to intervene with truant youth may need to target risk factors more prevalent in specific racial/ethnic groups.
C1 [Maynard, Brandy R.; Vaughn, Michael G.; Kremer, Kristen P.] St Louis Univ, Coll Publ Hlth & Social Justice, Sch Social Work, Tegeler Hall,3550 Lindell Blvd, St Louis, MO 63103 USA.
   [Nelson, Erik J.] Indiana Univ, Dept Epidemiol & Biostat, Sch Publ Hlth Bloomington, 1025 E 7th St, Bloomington, IN 47405 USA.
   [Salas-Wrigh, Christopher P.] Boston Univ, Sch Social Work, Boston, MA 02215 USA.
   [Heyne, David A.] Leiden Univ, Inst Psychol, Wassenaarseweg 52, NL-2333 AK Leiden, Netherlands.
C3 Saint Louis University; Indiana University System; Indiana University
   Bloomington; Boston University; Leiden University - Excl LUMC; Leiden
   University
RP Maynard, BR (corresponding author), St Louis Univ, Coll Publ Hlth & Social Justice, Sch Social Work, Tegeler Hall,3550 Lindell Blvd, St Louis, MO 63103 USA.
EM bmaynar1@slu.edu; eriknels@indiana.edu; cpsw@bu.edu;
   heyne@fsw.leidenuniv.nl
RI Nelson, Erik/R-7239-2019; Heyne, David/AGK-0530-2022; Vaughn,
   Michael/W-2694-2019
OI Nelson, Erik/0000-0003-1658-8294; Maynard, Brandy/0000-0002-9356-7318
FU NIDA NIH HHS [R25 DA030310, K05 DA015799] Funding Source: Medline
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NR 45
TC 62
Z9 93
U1 1
U2 40
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD OCT
PY 2017
VL 81
BP 188
EP 196
DI 10.1016/j.childyouth.2017.08.008
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA FJ3FR
UT WOS:000412616400021
PM 29269965
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Graybill, JK
AF Graybill, Jessica K.
TI Teaching energy geographies via videography
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Production of knowledge; videography; digital storytelling; energy
   geography
ID PHOTOGRAPHY
AB In our digital age of information acquisition, multimedia information streams are constant, constantly changing and often contain multiple messages about topics important to everyday life, such as energy geographies. Recognizing that college students are prime consumers of digital information, it seems that crafting of academic engagement for and with students that is in touch with the knowledge networks they utilize and will continue to be part of today and into the future is important. Engaging students in the production of videos about important topics, such as energy geographies, aids them in becoming critical producers of knowledge.
C1 [Graybill, Jessica K.] Colgate Univ, Dept Geog, Hamilton, NY 13346 USA.
C3 Colgate University
RP Graybill, JK (corresponding author), Colgate Univ, Dept Geog, Hamilton, NY 13346 USA.
EM jgraybill@colgate.edu
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NR 25
TC 10
Z9 13
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD JAN 2
PY 2016
VL 40
IS 1
BP 55
EP 66
DI 10.1080/03098265.2015.1089474
PG 12
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA DG2SU
UT WOS:000371918900006
DA 2024-07-15
ER

PT J
AU Kempa, M
AF Kempa, Michael
TI Academic Engagement of International Policing-Reform Assistance: Putting
   Foucauldian Genealogy to Practical Use
SO CANADIAN JOURNAL OF CRIMINOLOGY AND CRIMINAL JUSTICE
LA English
DT Article
DE international policing reform; political economy; policing studies;
   Canada; Royal Canadian Mounted Police
AB In this paper, I develop an approach for normative engagement by academic criminologists through the test case of international policing-reform assistance. By examining some of the known controversies and difficulties associated with international policing-reform assistance, I illustrate the practical policy utility of Foucauldian genealogical analytic inquiry. I argue that the insights and capacities for lateral thinking opened up through this approach are usefully "brought to bear" by taking a page from Jurgen Habermas to institutionalize discursive space and thereby democratic experimentalism.
C1 Univ Ottawa, Dept Criminol, Ottawa, ON K1N 6N5, Canada.
C3 University of Ottawa
RP Kempa, M (corresponding author), Univ Ottawa, Dept Criminol, Ottawa, ON K1N 6N5, Canada.
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NR 23
TC 2
Z9 4
U1 0
U2 0
PU UNIV TORONTO PRESS INC
PI TORONTO
PA JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA
SN 1707-7753
EI 1911-0219
J9 CAN J CRIMINOL CRIM
JI Can. J. Criminol. Crim. Justice
PD JUN
PY 2010
VL 52
IS 3
SI SI
BP 271
EP 283
DI 10.3138/cjccj.52.3.271
PG 13
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA 611GK
UT WOS:000278800200004
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Luis, D
AF Luis, Diego
TI Rethinking the battle of Otumba: entangled narrations and the
   digitization of colonial violence
SO RETHINKING HISTORY
LA English
DT Article
DE History; conquest; digital; colonialism; media; videogames
AB Sustained academic engagement with the colonial and imperial implications of videogames is a relatively recent phenomenon. This article employs the case study of Medieval II: Total War's 2006 simulation of the battle of Otumba to interpret player interactivity with grand narrative formations dating back to the sixteenth century. The steady revitalization of imperial apologism, colonial violence, and commemorations of heroic action suggest the complexity of player reception of gamified history and the importance of games to not only popular culture, but also historical memory and constructions of identity.
C1 [Luis, Diego] Brown Univ, Hist Dept, Providence, RI 02912 USA.
C3 Brown University
RP Luis, D (corresponding author), Brown Univ, 2600 Milscott Dr,Apt 1406, Decatur, GA 30033 USA.
EM diego_luis@brown.edu
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NR 43
TC 0
Z9 0
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1364-2529
EI 1470-1154
J9 RETHINK HIST
JI Rethink. Hist.
PD JUL 3
PY 2019
VL 23
IS 3
BP 362
EP 378
DI 10.1080/13642529.2019.1604475
EA MAY 2019
PG 17
WC History
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC History
GA IO0RD
UT WOS:000471575200001
DA 2024-07-15
ER

PT J
AU Merriman, P
AF Merriman, Peter
TI Mobilities I: Departures
SO PROGRESS IN HUMAN GEOGRAPHY
LA English
DT Article
DE creativity; exclusion; mobility; politics; underground
ID GEOGRAPHIES; POLITICS; ART
AB This first report identifies key trends in mobilities research during late 2012 and 2013. Using the 150th anniversary of the London Underground as its launching point, the article explores a number of academic engagements with its history, as well as identifying the lack of research on underground or underwater mobilities. It then examines recent work which might be considered to provide creative or experimental engagements with and meditations on movement, including urban exploration, poetry, art and film. The final section examines recent work on mobility, politics, exclusion, marginalization and privilege, including work on forced, elite and family mobilities.
C1 [Merriman, Peter] Aberystwyth Univ, Aberystwyth SY23 3DB, Dyfed, Wales.
C3 Aberystwyth University
RP Merriman, P (corresponding author), Aberystwyth Univ, Dept Geog & Earth Sci, Aberystwyth SY23 3DB, Dyfed, Wales.
EM prm@aber.ac.uk
RI Merriman, Peter/H-1633-2012
OI Merriman, Peter/0000-0001-8118-6684
CR Adey Peter., 2014, ROUTLEDGE HDB MOBILI
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   Yea S, 2013, ENVIRON PLANN D, V31, P988, DOI 10.1068/d15411
NR 69
TC 50
Z9 53
U1 1
U2 21
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0309-1325
EI 1477-0288
J9 PROG HUM GEOG
JI Prog. Hum. Geogr.
PD FEB
PY 2015
VL 39
IS 1
BP 87
EP 95
DI 10.1177/0309132514527030
PG 9
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA CB1FC
UT WOS:000349371400005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Porter, SR
   Pryor, J
AF Porter, Stephen R.
   Pryor, John
TI The effects of heavy episodic alcohol use on student engagement,
   academic performance, and time use
SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT
LA English
DT Article
ID COLLEGE-STUDENTS; BINGE DRINKING; AGES 18-24; MAGNITUDE; MORBIDITY;
   MORTALITY
AB Alcohol use literature has linked heavy episodic alcohol use and academic consequences, but has not examined the influence of such use on student engagement. This study uses survey data from over 40,000 students at 28 selective private colleges and universities to examine the connection between heavy episodic alcohol use and engagement. The strongest negative effects of heavy episodic drinking are on student-faculty interaction, with these effects most common at research universities an less common at coed colleges and women colleges.
C1 Iowa State Univ, Dept Educ Leadership & Policy Studies, Ames, IA 50011 USA.
   Univ Calif Los Angeles, Higher Educ Res Inst, Los Angeles, CA 90024 USA.
C3 Iowa State University; University of California System; University of
   California Los Angeles
RP Porter, SR (corresponding author), Iowa State Univ, Dept Educ Leadership & Policy Studies, Lagomarcino Hall, Ames, IA 50011 USA.
EM srporter@iastate.edu
RI Porter, Stephen/AAE-4086-2020
OI Porter, Stephen/0000-0002-5474-5126
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NR 26
TC 33
Z9 69
U1 0
U2 18
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0897-5264
J9 J COLL STUDENT DEV
JI J. Coll. Stud. Dev.
PD JUL-AUG
PY 2007
VL 48
IS 4
BP 455
EP 467
DI 10.1353/csd.2007.0042
PG 13
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 191MP
UT WOS:000248135600006
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Birman, D
   Tran, N
AF Birman, Dina
   Tran, Nellie
TI When worlds collide: Academic adjustment of Somali Bantu students with
   limited formal education in a US elementary school
SO INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS
LA English
DT Article
DE Refugee; Somali Bantu; Assimilation; Acculturation; Multicultural
   education; Academic adjustment; Immigration; Trauma; Teacher
   expectations
ID MINORITY-STUDENTS; TEACHERS; ACCULTURATION; PERSPECTIVES; LITERACY;
   PARENTS; NEEDS
AB This paper reports on the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago. These data paint a detailed picture of students' behavioral and academic adjustment to school, and the drivers behind "behavioral incidents" (instances when children's behavior presented a problem for school staff) and their academic engagement or disengagement. Bantu students required a degree of flexibility and accommodation from their teachers, whose attitudes toward acculturation could generally be characterized as "assimilationist" (requiring students to conform to U.S. culture and school rules) or "multicultural" (respecting and accepting the students expressing their heritage culture at the school). This study illustrates the difficulties faced by refugee students with limited or interrupted formal education (SLIFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Strategies used by teachers in working with SLIFE are described. These findings also extend the literature on the academic engagement of immigrants to this group of SLIFE. In this study, SLIFE were disengaged not because of disinterest or resisting adult expectations at school but because they were unfamiliar with the culture of schooling and did not have the academic background necessary to complete school tasks. The study also illustrates the need to provide schools with adequate support to accommodate the needs of SLIFE.
C1 [Birman, Dina] Univ Miami, Sch Educ & Human Dev, Dept Educ & Psychol Studies, 5202 Univ Dr, Coral Gables, FL 33146 USA.
   [Birman, Dina] Kazan Volga Reg Fed Univ, 18 Kremlevskaya Str, Kazan 420021, Russia.
   [Tran, Nellie] San Diego State Univ, Dept Counseling, 5500 Campanile Dr, San Diego, CA 92182 USA.
   [Tran, Nellie] San Diego State Univ, Sch Psychol, 5500 Campanile Dr, San Diego, CA 92182 USA.
C3 University of Miami; Kazan Federal University; California State
   University System; San Diego State University; California State
   University System; San Diego State University
RP Birman, D (corresponding author), Univ Miami, Sch Educ & Human Dev, Dept Educ & Psychol Studies, 5202 Univ Dr, Coral Gables, FL 33146 USA.; Birman, D (corresponding author), Kazan Volga Reg Fed Univ, 18 Kremlevskaya Str, Kazan 420021, Russia.; Tran, N (corresponding author), San Diego State Univ, Dept Counseling, 5500 Campanile Dr, San Diego, CA 92182 USA.; Tran, N (corresponding author), San Diego State Univ, Sch Psychol, 5500 Campanile Dr, San Diego, CA 92182 USA.
EM d.birman@miami.edu; ntran@mail.sdsu.edu
RI Birman, Dina/E-4628-2015; Tran, Nellie/AAG-1935-2021
OI Birman, Dina/0000-0003-2513-3048; Tran, Nellie/0000-0002-3751-4879
FU National Institute for Mental Health [K01MH067690]
FX The research study described in this article was supported with funding
   from the National Institute for Mental Health, K01MH067690.
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NR 47
TC 33
Z9 42
U1 0
U2 13
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0147-1767
EI 1873-7552
J9 INT J INTERCULT REL
JI Int. J. Intercult. Relat.
PD SEP
PY 2017
VL 60
BP 132
EP 144
DI 10.1016/j.ijintrel.2017.06.008
PG 13
WC Psychology, Social; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics; Sociology
GA FK3JU
UT WOS:000413382200013
DA 2024-07-15
ER

PT J
AU Konold, TR
   Edwards, KD
   Cornell, DG
AF Konold, Tim R.
   Edwards, Kelly D.
   Cornell, Dewey G.
TI Longitudinal Measurement Invariance of the Authoritative School Climate
   Survey
SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
LA English
DT Article
DE school climate; longitudinal; measurement invariance; multilevel
   confirmatory factor analyses
ID OF-FIT INDEXES; ACADEMIC ENGAGEMENT; MIDDLE; MODEL; CONSTRUCT; BEHAVIOR;
   ISSUES
AB This study evaluated the longitudinal psychometric properties of the Authoritative School Climate Survey (ASCS) using a statewide sample of middle and high schools across 8 years. Multilevel confirmatory factor analyses were conducted to test the longitudinal measurement invariance of three scales on the ASCS: disciplinary structure, teacher respect for students, and students' willingness to seek help. These scales demonstrated strong factorial invariance across all time points for both middle and high schools. Results support the use of these scales in evaluating longitudinal change in school climate.
C1 [Konold, Tim R.; Edwards, Kelly D.; Cornell, Dewey G.] Univ Virginia, Charlottesville, VA USA.
C3 University of Virginia
RP Konold, TR (corresponding author), Univ Virginia, Sch Educ & Human Dev, 417 Emmet St South,POB 400265, Charlottesville, VA 22904 USA.
EM Konold@Virginia.edu
RI Edwards, Kelly D./AAG-9283-2021
OI Edwards, Kelly D./0000-0001-5697-1699; Konold,
   Timothy/0000-0003-0092-9234
FU Virginia Department of Criminal Justice Services; National Institute of
   Justice, U.S. Department of Justice [2017-CK-BX-0007]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: We thank
   the Virginia Department of Criminal Justice Services for their support
   of the Virginia Secondary School Climate Study. This project was
   supported by Grant #2017-CK-BX-0007 awarded by the National Institute of
   Justice, U.S. Department of Justice. The opinions, findings, and
   conclusions or recommendations expressed in this publication are those
   of the authors and do not necessarily reflect those of the Department of
   Justice or the Virginia Department of Criminal Justice Services.
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NR 56
TC 4
Z9 5
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0734-2829
EI 1557-5144
J9 J PSYCHOEDUC ASSESS
JI J. Psychoeduc. Assess.
PD SEP
PY 2021
VL 39
IS 6
BP 651
EP 664
AR 07342829211011332
DI 10.1177/07342829211011332
EA APR 2021
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA TY5LK
UT WOS:000644032500001
DA 2024-07-15
ER

PT J
AU MacSuga-Gage, AS
   Gage, NA
AF MacSuga-Gage, Ashley S.
   Gage, Nicholas A.
TI Student-Level Effects of Increased Teacher-Directed Opportunities to
   Respond
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Opportunities to respond; Professional development; Classroom management
ID ACADEMIC REQUESTS; BEHAVIOR; STRATEGIES
AB Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted.
C1 [MacSuga-Gage, Ashley S.; Gage, Nicholas A.] Univ Florida, Coll Educ, Sch Special Educ Sch Psychol & Early Childhood St, Gainesville, FL 32611 USA.
C3 State University System of Florida; University of Florida
RP Gage, NA (corresponding author), Univ Florida, Coll Educ, Sch Special Educ Sch Psychol & Early Childhood St, 1403 Norman Hall,POB 117050, Gainesville, FL 32611 USA.
EM gagenicholas@coe.ufl.edu
RI tavukcu, demet/HLW-6935-2023
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NR 36
TC 13
Z9 17
U1 3
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD SEP
PY 2015
VL 24
IS 3
BP 273
EP 288
DI 10.1007/s10864-015-9223-2
PG 16
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CP3MS
UT WOS:000359784300001
DA 2024-07-15
ER

PT J
AU Johnson, AM
AF Johnson, Anthony M.
TI ''I Can Turn It on When I Need To'': Pre-college Integration, Culture,
   and Peer Academic Engagement among Black and Latino/a Engineering
   Students
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
DE class inequality; college life; cultural capital; higher education;
   qualitative research on education; race; social capital; peer networks;
   STEM; academic engagement
ID INTERRACIAL FRIENDSHIPS; PREDOMINANTLY WHITE; AFRICAN-AMERICANS;
   DIVERSITY; COLLEGE; RACE; TRANSITION; IDENTITY; SCIENCE; GENDER
AB Drawing on interviews with 38 black and Latino/a engineering students at a predominantly white, elite university, I use a cultural analytic framework to explicate the role of pre-college integration in the heterogeneous psychosocial and academic experiences of students of color on predominantly white campuses. I identify three cultural strategies students of color adopt to navigate the university's ethnoracially segregated peer network landscape and more specifically, engage majority-white academic peer networks: integration, marginalized segregation, and social adaptation. Integrators, who hail from predominantly white high schools, engage majority-white academic networks with ease, do not experience ethnoracial marginalization, and form predominantly white networks in college. Marginalized segregators, who come from predominantly black, Latino/a, or mixed high schools, exhibit discomfort engaging majority-white academic networks, experience ethnoracial marginalization, and form predominantly same-race or co-ethnic networks in college. Finally, social adapters, who come from high schools with varying ethnoracial compositions, manage their experiences with ethnoracial marginalization to engage majority-white academic networks with ease, and the ethnoracial composition of their college networks varies. The findings extend previous scholarship on the experiences of black and Latino/a students on predominantly white campuses and uncover the cultural processes that contribute to the reproduction of inequality among students of color.
C1 [Johnson, Anthony M.] Harvard Univ, Cambridge, MA 02138 USA.
C3 Harvard University
RP Johnson, AM (corresponding author), Harvard Univ, Div Social Sci, Fac Arts & Sci, CGIS South Bldg,1730 Cambridge St,Room S410, Cambridge, MA 02138 USA.
EM anthonyjohnson@fas.harvard.edu
FU National Academy of Education; National Academy of Education/Spencer
   Dissertation Fellowship Program
FX I thank Celeste Watkins-Hayes, Simone Ispa-Landa, Mary Pattillo, Mario
   Small, the Culture Workshop at Northwestern University, audiences at the
   National Academy of Education/Spencer Foundation and the American
   Education Research Association, and the anonymous reviewers for their
   insightful comments on previous drafts. This research was supported by
   the National Academy of Education and the National Academy of
   Education/Spencer Dissertation Fellowship Program.
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NR 67
TC 26
Z9 42
U1 0
U2 25
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD JAN
PY 2019
VL 92
IS 1
BP 1
EP 20
DI 10.1177/0038040718817064
PG 20
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA HH0IE
UT WOS:000455398100001
OA Bronze
DA 2024-07-15
ER

PT J
AU Choi, J
   Park, Y
   Kim, HE
   Song, J
   Lee, D
   Lee, E
   Kang, H
   Lee, J
   Park, J
   Lee, JW
   Ye, S
   Lee, S
   Ryu, S
   Kim, Y
   Kim, YR
   Kim, YJ
   Lee, Y
AF Choi, Jihye
   Park, Youjeong
   Kim, Hye-Eun
   Song, Jihyeok
   Lee, Daeun
   Lee, Eunhye
   Kang, Hyeonjin
   Lee, Jeeho
   Park, Jihyeon
   Lee, Ji-Woo
   Ye, Seongeun
   Lee, Seul
   Ryu, Sohee
   Kim, Yeojeong
   Kim, Ye-Ri
   Kim, Yu-Jin
   Lee, Yuseon
TI Daily Life Changes and Life Satisfaction among Korean School-Aged
   Children in the COVID-19 Pandemic
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE COVID-19 pandemic; life satisfaction; parent-child relationship;
   psychological well-being; school-aged children
ID SMARTPHONE ADDICTION; ACADEMIC ENGAGEMENT; STUDENT ENGAGEMENT; EARLY
   ADOLESCENTS; MENTAL-HEALTH; IMPACT; COMMUNICATION; LOCKDOWN; CLOSURE;
   FAMILY
AB The recent COVID-19 pandemic has been disrupting the daily lives of people across the world, causing a major concern for psychological well-being in children. This study aimed to examine (1) how life satisfaction and its potential predictors have been affected by the pandemic among school-aged children in Korea, and (2) which factors would predict their life satisfaction during the pandemic. We surveyed 166 fourth-graders in the Seoul metropolitan area to assess their psychological well-being and potentially related variables during the pandemic. The data were compared with those available from two pre-COVID-19 surveys, the 2018 Korean Children and Youth Panel Survey (n = 1236) and the 2019 Korean Children and Youth Well-being Index Survey (n = 334). Higher levels of stress were observed in children during the COVID-19 pandemic; however, the level of their life satisfaction remained unchanged when compared with data from the pre-COVID-19 surveys. The pandemic also affected peer relationship quality and susceptibility to smartphone addiction, but not perceived parenting style nor academic engagement. Interestingly, peer relationship quality no longer predicted life satisfaction during the pandemic; perceived parenting styles and parent-child conversation time predicted life satisfaction. The results suggest a central role of parent-child relationship in supporting the psychological well-being of school-aged children during the pandemic.
C1 [Choi, Jihye; Park, Youjeong; Kim, Hye-Eun; Song, Jihyeok; Lee, Daeun; Lee, Eunhye; Kang, Hyeonjin; Lee, Jeeho; Park, Jihyeon; Lee, Ji-Woo; Ye, Seongeun; Lee, Seul; Ryu, Sohee; Kim, Yeojeong; Kim, Ye-Ri; Kim, Yu-Jin; Lee, Yuseon] Seoul Natl Univ, Coll Human Ecol, Dept Child Dev & Family Studies, Seoul 08826, South Korea.
   [Park, Youjeong] Seoul Natl Univ, Res Inst Human Ecol, Seoul 08826, South Korea.
C3 Seoul National University (SNU); Seoul National University (SNU)
RP Park, Y (corresponding author), Seoul Natl Univ, Coll Human Ecol, Dept Child Dev & Family Studies, Seoul 08826, South Korea.; Park, Y (corresponding author), Seoul Natl Univ, Res Inst Human Ecol, Seoul 08826, South Korea.
EM cjh14@snu.ac.kr; youjeongpark@snu.ac.kr; hyeeun1996@snu.ac.kr;
   wkdrn1117@snu.ac.kr; dlekdms2018@snu.ac.kr; leh1288@snu.ac.kr;
   huenjin2373@snu.ac.kr; ckck0817@snu.ac.kr; pjh1189@snu.ac.kr;
   wooyou07@snu.ac.kr; yeseongeun97@snu.ac.kr; as50603@snu.ac.kr;
   shryu916@snu.ac.kr; yeoj0218@snu.ac.kr; yallavie21@snu.ac.kr;
   you8972@snu.ac.kr; cosmos1219@snu.ac.kr
RI Kim, Yu Jin/L-8480-2017; Park, Youjeong/HDN-3436-2022
OI Park, Youjeong/0000-0001-8989-3818
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NR 78
TC 33
Z9 34
U1 0
U2 33
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD MAR
PY 2021
VL 18
IS 6
AR 3324
DI 10.3390/ijerph18063324
PG 17
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA RL7VY
UT WOS:000639177000001
PM 33807042
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Van Camp, AM
   Wehby, JH
   Copeland, BA
   Bruhn, AL
AF Van Camp, Alyssa M.
   Wehby, Joseph H.
   Copeland, Bailey A.
   Bruhn, Allison L.
TI Building From the Bottom Up: The Importance of Tier 1 Supports in the
   Context of Tier 2 Interventions
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE classroom; intervention(s) for children with or at risk for EBD;
   self-management; positive behavior support(s)
ID TEAMS CW-FIT; CLASSROOM-MANAGEMENT; TEACHER-OUTCOMES; BEHAVIOR; STUDENT;
   IMPLEMENTATION; SYSTEM
AB School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student's academic engagement showed an increase in level and stability.
C1 [Van Camp, Alyssa M.; Wehby, Joseph H.; Copeland, Bailey A.] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
   [Bruhn, Allison L.] Univ Iowa, Iowa City, IA USA.
C3 Vanderbilt University; University of Iowa
RP Van Camp, AM (corresponding author), Vanderbilt Univ, Dept Special Educ, 110 Magnolia Circle,318 OMC, Nashville, TN 37203 USA.
EM alyssa.m.van.camp@vanderbilt.edu
FU IES research grant [R324A160076]; IES; NCSER [R324A160076] Funding
   Source: Federal RePORTER; NCSER; IES [1085932, 1101772, 916619] Funding
   Source: Federal RePORTER
FX The author(s) disclosed receipt of the following financial support for
   the research and/or authorship of this article: This study was supported
   by IES research grant #R324A160076.
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NR 26
TC 3
Z9 11
U1 1
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2021
VL 23
IS 1
BP 53
EP 64
AR 1098300720916716
DI 10.1177/1098300720916716
EA MAY 2020
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA OZ1ND
UT WOS:000532400400001
DA 2024-07-15
ER

PT J
AU Allendoerfer, C
   Wilson, D
   Bates, R
   Crawford, J
   Jones, D
   Floyd-Smith, T
   Plett, M
   Scott, E
   Veilleux, N
AF Allendoerfer, Cheryl
   Wilson, Denise
   Bates, Rebecca
   Crawford, Joy
   Jones, Diane
   Floyd-Smith, Tamara
   Plett, Melani
   Scott, Elaine
   Veilleux, Nanette
TI Strategic Pathways for Success: The Influence of Outside Community on
   Academic Engagement
SO JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE belonging; community; engagement
ID SELF-EFFICACY; ENGINEERING STUDENTS; PSYCHOLOGICAL SENSE; NEED; GENDER
AB BACKGROUND
   Engineering students participate in a variety of communities outside of their academic endeavors ranging from family to professional societies. While the degree to which they participate and immediate benefits of participation have been explored, pathways by which participation in non-academic "outside" communities leads to academic engagement are not as well understood.
   PURPOSE (HYPOTHESIS)
   This study seeks to identify outside communities to which students feel most connected and pathways by which these important communities influence students' academic endeavors.
   DESIGN/METHOD
   This study uses mixed methods, combining surveys and focus groups. A survey emphasizing measurement of belonging, engagement, and connection to community was collected from over 750 student participants at four different institutions. Focus groups were then used to explore how students' most important communities influence their academic life. Focus group data analysis revealed which needs were met for students through participation in outside communities.
   RESULTS
   Across all institutions, family is the community to which students feel most connected, with friends being a distant second. Students spoke of communities strategically, identifying needs that they meet through participation in communities and linking their participation with increased ability to engage in their academic endeavors. Most frequently, students' belonging needs were met through participation in outside communities, although safety and esteem needs were also affected.
   CONCLUSIONS
   Our results strongly suggest that, among the many types of needs studied, providing students with opportunities to belong will provide the most return on investment for engagement in academic endeavors.
C1 [Allendoerfer, Cheryl] Univ Washington, Coll Engn, Seattle, WA 98195 USA.
   [Bates, Rebecca] Minnesota State Univ, Mankato, MN 56001 USA.
   [Floyd-Smith, Tamara] Tuskegee Univ, Tuskegee, AL 36088 USA.
   [Plett, Melani] Seattle Pacific Univ, Seattle, WA 98119 USA.
   [Veilleux, Nanette] Simmons Coll, Boston, MA USA.
C3 University of Washington; University of Washington Seattle; Minnesota
   State Colleges & Universities; Minnesota State University Mankato;
   Tuskegee University; Seattle Pacific University; Simmons University
RP Allendoerfer, C (corresponding author), Univ Washington, Coll Engn, Box 352180, Seattle, WA 98195 USA.
EM callendo@u.washington.edu; denisew@u.washington.edu; bates@mnsu.edu;
   joyk@uw.edu; jonesd@u.washington.edu; tfloyd@mytu.tuskegee.edu;
   mplett@spu.edu; scotte@spu.edu; nanette.veilleux@simmons.edu
OI Wilson, Denise/0000-0002-2367-8602; Veilleux,
   Nanette/0000-0001-9025-8969
FU National Science Foundation under the REESE program [DRL-0909817,
   0910143, 0909659, 0909900, 0909850]; Direct For Education and Human
   Resources; Division Of Research On Learning [0909659, 0909850] Funding
   Source: National Science Foundation; Division Of Research On Learning;
   Direct For Education and Human Resources [0909900, 0910143, 0909817]
   Funding Source: National Science Foundation
FX The authors would like to gratefully acknowledge the National Science
   Foundation for their support of this work under the REESE program (grant
   numbers DRL-0909817, 0910143, 0909659, 0909900, and 0909850). Any
   opinions, findings, and conclusions or recommendations expressed in this
   material are those of the author(s) and do not necessarily reflect the
   views of the National Science Foundation. The authors would also like to
   acknowledge valuable input from our external advisory board (Robin
   Adams, Purdue University and Shannon Gilmartin, Stanford University),
   helpful discussions with project member Don Peter at Seattle Pacific
   University and data collection efforts from Ryan Campbell, Jeff Chen,
   Leah Freed, Xingyi Shi and Michael Weiller at the University of
   Washington; M. Gabriela Garcia, Jeremy Pincosy, Teresa McNamee, Sarah
   Painter and Rachel Sear from Minnesota State University, Mankato;
   Kathleen Maguire, Lynn Passanisi and Courtney Paull from Simmons
   College; Caitlin Hawkinson, Whitney Giaimo, Nicole Myr, Kara Pegram, and
   Yolanda Winberg from Seattle Pacific University; and Nicole Walker and
   Kala Bean from Tuskegee University The authors also acknowledge the
   helpful feedback from anonymous reviewers.
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NR 62
TC 22
Z9 37
U1 1
U2 27
PU AMER SOC ENGINEERING EDUCATION
PI WASHINGTON
PA 1818 N ST, N W, STE 600, WASHINGTON, DC 20036 USA
SN 1069-4730
EI 2168-9830
J9 J ENG EDUC
JI J. Eng. Educ.
PD JUL
PY 2012
VL 101
IS 3
BP 512
EP 538
DI 10.1002/j.2168-9830.2012.tb00060.x
PG 27
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA 966OW
UT WOS:000305848300006
DA 2024-07-15
ER

PT J
AU Pinquart, M
   Ebeling, M
AF Pinquart, Martin
   Ebeling, Markus
TI Parental Educational Expectations and Academic Achievement in Children
   and Adolescents-a Meta-analysis
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Article
DE Academic achievement; Expectation; Expectancy; Parents; Meta-analysis
ID ELEMENTARY-SCHOOL; PUBLICATION BIAS; UNITED-STATES; INVOLVEMENT;
   ADJUSTMENT
AB The present meta-analysis assessed concurrent and longitudinal associations between parental educational expectations and child achievement, and factors that mediate the effect of expectations on achievement. A systematic search in electronic databases identified 169 studies that were included in a random-effects meta-analysis. We found small to moderate bivariate cross-sectional (r = .30) and longitudinal associations (r = .28) between parental expectation and achievement which persisted after statistically controlling for socioeconomic status. Associations varied, in part, by children's age, socioeconomic status, ethnicity, matching of type of expectations and achievement, type of expectation assessed, publication status, and informant. The analysis of cross-lagged effects indicated that parental expectations predicted change in child achievement, thus indicating that expectations had an effect over and above the effect of prior achievement. Effects of expectations on change in achievement were even stronger (r = .15) than the effects of achievement on change in expectation (r = .09). Parental expectations tended to be higher than the child achievement. Associations between expectations and achievement were partially mediated by educational expectations in the offspring, child academic engagement, and academic self-concept, and to a lesser extent, by parental achievement-supportive behaviors. We conclude that parents are recommended to communicate positive educational expectations to their children. The transmission of positive expectations to the offspring and the encouragement of academic engagement seem to be more effective in realizing parental expectations than parental behavioral academic involvement such as checking homework and staying in contact with teachers.
C1 [Pinquart, Martin; Ebeling, Markus] Philipps Univ, Dept Psychol, Gutenbergstr 18, D-35032 Marburg, Germany.
C3 Philipps University Marburg
RP Pinquart, M (corresponding author), Philipps Univ, Dept Psychol, Gutenbergstr 18, D-35032 Marburg, Germany.
EM pinquart@staff.uni-marburg.de
FU German Research Foundation (Deutsche Forschungsgemeinschaft, DFG) [GRK
   2271]
FX This study was conducted in the context of the Research Training Group
   "Expectation Maintenance vs. Change in the Context of Expectation
   Violations: Connecting Different Approaches" funded by the German
   Research Foundation (Deutsche Forschungsgemeinschaft, DFG Ref. no.: GRK
   2271).
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NR 45
TC 99
Z9 121
U1 24
U2 132
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
EI 1573-336X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD JUN
PY 2020
VL 32
IS 2
BP 463
EP 480
DI 10.1007/s10648-019-09506-z
EA OCT 2019
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LS8MQ
UT WOS:000492333300001
DA 2024-07-15
ER

PT J
AU Jiang, SY
   Liu, RD
   Ding, Y
   Fu, XC
   Sun, Y
   Jiang, RH
   Hong, W
AF Jiang, Shuyang
   Liu, Ru-De
   Ding, Yi
   Fu, Xinchen
   Sun, Yan
   Jiang, Ronghuan
   Hong, Wei
TI Implicit Theories and Engagement in Math Among Chinese Adolescent
   Students: A Moderated Mediation Model of Intrinsic Value and Academic
   Self-Efficacy
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE implicit theories; math engagement; intrinsic value; self-efficacy;
   adolescents
ID ACHIEVEMENT GOALS; PROBING INTERACTIONS; SCHOOL-ACHIEVEMENT; STEREOTYPE
   THREAT; INTELLIGENCE; ABILITY; MATHEMATICS; PERFORMANCE; MOTIVATION;
   BELIEFS
AB Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students' implicit theories and academic engagement, and that students' academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students' implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students' academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students' mathematics engagement. Limitations and implications for instructional practices are discussed.
C1 [Jiang, Shuyang; Liu, Ru-De; Fu, Xinchen; Sun, Yan; Jiang, Ronghuan; Hong, Wei] Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Beijing Normal University; Fordham University
RP Liu, RD (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing, Peoples R China.
EM rdliu@bnu.edu.cn
RI D, Y/JJC-2699-2023; Jiang, Shuyang/GXV-0429-2022
FU Project of Humanities and Social Sciences Key Research Base in the
   Ministry of Education of the People's Republic of China [15JJD190001]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in the Ministry of Education of the People's
   Republic of China (Grant No. 15JJD190001).
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NR 67
TC 4
Z9 4
U1 4
U2 47
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 26
PY 2020
VL 11
AR 1325
DI 10.3389/fpsyg.2020.01325
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA MP1BH
UT WOS:000551946400001
PM 32676046
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Reddy, LA
   Shernoff, E
   Lekwa, A
   Matthews, C
   Davis, W
   Dudek, CM
AF Reddy, Linda A.
   Shernoff, Elisa
   Lekwa, Adam
   Matthews, Christian
   Davis, William
   Dudek, Christopher M.
TI Coaching to Improve Teacher Instruction and Behavior Management in a
   High Poverty School: A Case Study
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE coaching; formative assessment; classroom practices; student outcomes
ID CLASSROOM STRATEGIES SCALE; CONSTRUCT-VALIDITY; FRAMEWORK
AB This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, .56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., Sigma recommended frequency - observed frequency]; effect sizes of -1.21, -1.77). Improvements in student academic engagement (effect size of 2.55) and teacher reported instructional support were also found.
   Impact and Implications
   This article presents the Classroom Strategies Coaching model that integrates unique scores (i.e., frequency and quality of strategy use) from multiple observations to identify teacher practice needs and goals, design support plans, and evaluate progress toward goals. Coaches model and practice the implementation of evidence-based instructional and behavior management practices and provide visual performance feedback to teachers via coaching. The application of the model is described in a case of a third-grade teacher employed in a high poverty elementary school. Independent observers rated improvements in teacher use of behavior praise, concept summaries, and academic performance feedback, as well as student academic engagement at postintervention.
C1 [Reddy, Linda A.; Shernoff, Elisa; Lekwa, Adam; Matthews, Christian; Davis, William; Dudek, Christopher M.] Rutgers State Univ, Grad Sch Appl & Profess Psychol, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
C3 Rutgers University System; Rutgers University New Brunswick
RP Reddy, LA (corresponding author), Rutgers State Univ, Grad Sch Appl & Profess Psychol, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
EM LReddy@Rutgers.edu
RI Reddy, Linda/IAO-9714-2023; Shernoff, Elisa/H-3235-2018
OI Davis, William/0000-0002-7803-8311; Shernoff, Elisa/0000-0002-7649-118X;
   Lekwa, Adam/0000-0002-6870-7948
FU Brady Education Foundation
FX The research reported here was supported by the Brady Education
   Foundation to Rutgers University (PI Linda A. Reddy & Elisa Shernoff).
   The opinions expressed are those of the authors and do not represent
   views of the Foundation.
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NR 37
TC 9
Z9 32
U1 1
U2 10
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JAN
PY 2019
VL 34
IS 1
BP 14
EP 21
DI 10.1037/spq0000302
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN8JM
UT WOS:000460441100002
PM 30556728
DA 2024-07-15
ER

PT J
AU Lau, SMC
AF Lau, Sunny Man Chu
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SO READING TEACHER
LA English
DT Article
AB An instructional focus on critical literacy (CL) encourages students to become active readers and writers of cultural texts so that they can create their own meanings in order to shape and transform their social conditions (Lankshear & McLaren, 1993; Shor, 1992). It is, however, seldom pursued with English learners (ELs) because teachers assume that students limitations in English will preclude academic engagement with complex social and moral issues. The participatory action research described in this article challenges this assumption (Lau, 2010). Working with an ESL teacher in the Greater Toronto Area, I documented the progress of Grades 7 and 8 ELs engaged in CL work despite their limited English proficiency
C1 Bishops Univ, Sherbrooke, PQ, Canada.
C3 Bishops University
RP Lau, SMC (corresponding author), Bishops Univ, Sherbrooke, PQ, Canada.
EM sunny.lau@ubishops.ca
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NR 12
TC 17
Z9 28
U1 0
U2 13
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0034-0561
J9 READ TEACH
JI Read. Teach.
PD FEB
PY 2012
VL 65
IS 5
BP 325
EP 329
DI 10.1002/TRTR.01050
PG 5
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 883FG
UT WOS:000299619000005
DA 2024-07-15
ER

PT J
AU Athens, ES
   Vollmer, TR
   Pipkin, CCSP
AF Athens, Elizabeth S.
   Vollmer, Timothy R.
   Pipkin, Claire C. St. Peter
TI Shaping academic task engagement with percentile schedules
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE shaping; academic engagement; percentile schedules
ID REINFORCEMENT-SCHEDULE; BEHAVIOR; ADOLESCENTS; SMOKING
AB The purpose of this study was to examine the use of percentile schedules as a method of quantifying the shaping procedure in an educational setting. We compared duration of task engagement during baseline measurements for 4 students to duration of task engagement during a percentile schedule. As a secondary purpose, we examined the influence on shaping of manipulations of the number of observations used to determine the criterion for reinforcement (the m parameter of the percentile formula). Results showed that the percentile formula was most effective when a relatively large m value (20 observations) was used.
C1 Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
   W Virginia Univ, Morgantown, WV 26506 USA.
C3 State University System of Florida; University of Florida; West Virginia
   University
RP Vollmer, TR (corresponding author), Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
EM vollmera@ufl.edu
OI St. Peter, Claire/0000-0003-0725-3169
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NR 21
TC 26
Z9 48
U1 0
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-8855
EI 1938-3703
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD FAL
PY 2007
VL 40
IS 3
BP 475
EP 488
DI 10.1901/jaba.2007.40-475
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 216QX
UT WOS:000249895200006
PM 17970261
OA Green Published
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Yang, WP
AF Datu, Jesus Alfonso D.
   Yang, Weipeng
TI Psychometric Validity and Gender Invariance of the Academic Buoyancy
   Scale in the Philippines: A Construct Validation Approach
SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
LA English
DT Article
DE academic buoyancy; academic engagement; Filipino students
ID ENGAGEMENT; ACHIEVEMENT; MOTIVATION
AB The current study examined the psychometric validity and gender invariance of the Academic Buoyancy Scale in the Philippines through a construct validation approach. In terms of within-network construct validity, our results demonstrated that the unidimensional model of academic buoyancy significantly fit the current sample and was invariant across gender. Male students scored significantly higher than female students on academic buoyancy. Regarding between-network construct validity, our results revealed that academic buoyancy was positively associated with behavioral and emotional engagement. Implications of the findings of the study are discussed.
C1 [Datu, Jesus Alfonso D.; Yang, Weipeng] Univ Hong Kong, Room 525,Meng Wah Complex, Hong Kong, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Datu, JAD (corresponding author), Univ Hong Kong, Room 525,Meng Wah Complex, Hong Kong, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI Yang, Weipeng/M-8894-2019
OI Yang, Weipeng/0000-0002-8057-2863; Datu, Jesus
   Alfonso/0000-0002-8790-1113
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NR 15
TC 19
Z9 24
U1 6
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0734-2829
EI 1557-5144
J9 J PSYCHOEDUC ASSESS
JI J. Psychoeduc. Assess.
PD JUN
PY 2018
VL 36
IS 3
BP 278
EP 283
DI 10.1177/0734282916674423
PG 6
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GF8QT
UT WOS:000432238100007
DA 2024-07-15
ER

PT J
AU Orenstein, DE
AF Orenstein, DE
TI Population growth and environmental impact: Ideology and academic
   discourse in Israel
SO POPULATION AND ENVIRONMENT
LA English
DT Article
DE Israel; population growth; sanctioned discourse; ideology
ID LAND-USE; FERTILITY
AB This article addresses the discourse of Israeli academics, policy makers, and environmental activists regarding the environmental implications of population growth in Israel. While there are compelling reasons that population growth should be a prominent topic for local environmental research and discussion, it is rarely considered in environmental campaigns or in the academic literature. I attribute this to the embeddedness of the Israeli environmental community within wider Israeli society. National ideologies and religiosity, coupled with immediate security and social concerns, bound what is considered "sanctioned" discourse regarding population growth, prescribing the rules of academic engagement for this controversial topic.
C1 Brown Univ, Ctr Environm Studies, Providence, RI 02906 USA.
C3 Brown University
RP Orenstein, DE (corresponding author), Brown Univ, Ctr Environm Studies, Providence, RI 02906 USA.
EM Daniel_Orenstein@brown.edu
RI Orenstein, Daniel Eli/T-5707-2019
OI Orenstein, Daniel Eli/0000-0003-2598-3704
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   [No title captured]
NR 62
TC 27
Z9 30
U1 0
U2 12
PU KLUWER ACADEMIC-HUMAN SCIENCES PRESS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013-1578 USA
SN 0199-0039
J9 POPUL ENVIRON
JI Popul. Env.
PD SEP
PY 2004
VL 26
IS 1
BP 41
EP 60
DI 10.1023/B:POEN.0000039952.74913.53
PG 20
WC Demography; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Demography; Environmental Sciences & Ecology
GA 857ZK
UT WOS:000224159400003
DA 2024-07-15
ER

PT J
AU Kuh, GD
   Cruce, TM
   Shoup, R
   Kinzie, J
   Gonyea, RM
AF Kuh, George D.
   Cruce, Ty M.
   Shoup, Rick
   Kinzie, Jillian
   Gonyea, Robert M.
TI Unmasking the effects of student engagement on first-year college grades
   and persistence
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
ID INVOLVEMENT; PERCEPTIONS; MODEL
AB This study examines the relationships between student engagement, college GPA, and persistence for 6,000 students attending 18 baccalaureate-granting institutions. Data sources included student-level information from the National Survey of Student Engagement, academic transcripts, merit aid, and ACT/SAT score reports. Engagement had positive, statistically significant effects on grades and persistence between the first and second year of study for students from different racial and ethnic backgrounds. Equally important, engagement had compensatory effects for historically underserved students in that they benefited more from participating in educationally purposeful activities in terms of earning higher grades and being more likely to persist.
C1 [Kuh, George D.] Indiana Univ, Ctr Postsecondary Res, Bloomington, IN 47405 USA.
   [Cruce, Ty M.] Indiana Univ, Off Univ Planning Inst Res & Accountabil, Bloomington, IN 47405 USA.
   [Shoup, Rick; Kinzie, Jillian; Gonyea, Robert M.] Indiana Univ Bloomington, Ctr Postsecondary Res, Bloomington, IN USA.
   [Kinzie, Jillian] Indiana Univ Bloomington, NSSE Inst, Bloomington, IN USA.
C3 Indiana University System; Indiana University Bloomington; Indiana
   University System; Indiana University Bloomington; Indiana University
   System; Indiana University Bloomington; Indiana University System;
   Indiana University Bloomington
RP Kuh, GD (corresponding author), Indiana Univ, Ctr Postsecondary Res, Bloomington, IN 47405 USA.
RI Kinzie, Jillian/AAW-7413-2020; GAMBOA, THOMAS/A-4646-2011; Soto, Lupita
   LS/N-1097-2017
OI Kinzie, Jillian/0000-0003-2595-9069
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NR 53
TC 781
Z9 2037
U1 13
U2 190
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1546
EI 1538-4640
J9 J HIGH EDUC-UK
JI J. High. Educ.
PD SEP-OCT
PY 2008
VL 79
IS 5
BP 540
EP +
DI 10.1353/jhe.0.0019
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 349FX
UT WOS:000259267800003
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Roulston, K
AF Roulston, Kathryn
TI Critical Relational Community Building in Neoliberal Times
SO CULTURAL STUDIES-CRITICAL METHODOLOGIES
LA English
DT Article
DE qualitative research; critical community; coalition-building; academic
   work; neoliberalism
ID EDUCATION
AB Scholars face a paradox: How to engage in critical community building when the nature of academic engagement in neoliberal times encourages academic entrepreneurship? Competition is encouraged among scholars as they vie for citations, resources, and recognition. This article considers how qualitative researchers might build and sustain critical community through engaging in research, teaching, and service in ways that inculcate humility and a spirit of generosity toward others' work to build coalitions among scholars who may not agree. This work is imperative for qualitative scholars as they engage in collective action to address the inequities brought about by global crises.
C1 [Roulston, Kathryn] Univ Georgia, Coll Educ, Qualitat Res Program, Athens, GA 30602 USA.
C3 University System of Georgia; University of Georgia
RP Roulston, K (corresponding author), Univ Georgia, Dept Lifelong Educ Adm & Policy, 308 Rivers Crossing,850 Coll Stn Rd, Athens, GA 30602 USA.
EM roulston@uga.edu
RI Roulston, Kathryn/B-4944-2015
OI Roulston, Kathryn/0000-0002-9429-2694
CR [Anonymous], 2015, INT HIGHER ED, DOI DOI 10.6017/IHE.2015.81.8740
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NR 28
TC 2
Z9 3
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1532-7086
EI 1552-356X
J9 CULT STUD-CRIT METHO
JI Cult. Stud.-Crit. Methodologies
PD JUN
PY 2021
VL 21
IS 3
BP 207
EP 213
AR 1532708620970661
DI 10.1177/1532708620970661
EA NOV 2020
PG 7
WC Cultural Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Cultural Studies
GA SC8RH
UT WOS:000598875200001
DA 2024-07-15
ER

PT J
AU Lundberg, CA
   Kim, YK
   Andrade, LM
   Bahner, DT
AF Lundberg, Carol A.
   Kim, Young K.
   Andrade, Luis M.
   Bahner, Daniel T.
TI High Expectations, Strong Support: Faculty Behaviors Predicting Latina/o
   Community College Student Learning
SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT
LA English
DT Article
ID CAMPUS RACIAL CLIMATE; INSTITUTIONAL AGENTS; ACADEMIC ENGAGEMENT;
   MISSING DATA; PERSISTENCE; GENDER; ACHIEVEMENT; PERCEPTIONS;
   PERSPECTIVE; EXPERIENCES
AB In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community College Survey of Student Engagement. Findings were disaggregated for men and women, but results were quite similar between the 2 groups. Frequent high-quality interaction with faculty contributed strongly to student learning, with the strongest predictors being students working hard in response to faculty expectations and faculty being available to students.
C1 [Lundberg, Carol A.] Calif State Univ Fullerton, Educ Leadership, Fullerton, CA 92834 USA.
   [Kim, Young K.] Azusa Pacific Univ, Higher Educ, Azusa, CA USA.
   [Andrade, Luis M.] Santa Monica Coll, Commun Studies, Santa Monica, CA USA.
   [Bahner, Daniel T.] Crafton Hills Coll, English, Yucaipa, CA USA.
C3 California State University System; California State University
   Fullerton; Azusa Pacific University; Santa Monica College
RP Lundberg, CA (corresponding author), Calif State Univ Fullerton, POB 6868, Fullerton, CA 92834 USA.
EM clundberg@fullerton.edu
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NR 57
TC 11
Z9 50
U1 0
U2 7
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0897-5264
EI 1543-3382
J9 J COLL STUDENT DEV
JI J. Coll. Stud. Dev.
PD JAN-FEB
PY 2018
VL 59
IS 1
BP 55
EP 70
DI 10.1353/csd.2018.0004
PG 16
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FT0TN
UT WOS:000422840900005
DA 2024-07-15
ER

PT J
AU Fragale, C
   Rojeski, L
   O'Reilly, M
   Gevarter, C
AF Fragale, Christina
   Rojeski, Laura
   O'Reilly, Mark
   Gevarter, Cindy
TI Evaluation of functional communication training as a satiation procedure
   to reduce challenging behavior in instructional environments for
   children with autism
SO INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE Motivating operation; Abolishing operation; Functional communication
   training; Autism spectrum disorder; Schools; Intervention
ID MOTIVATING OPERATIONS; INTELLECTUAL DISABILITIES; INTERVENTION;
   STEREOTYPY; STIMULI; PEOPLE
AB Objectives: For individuals with challenging behavior, antecedent interventions such as modifying the motivation for the behavior have shown to be effective. In this study, we examined the effects of giving the participants the opportunity to continuously request tangible items (e.g. toys and activities) prior to instruction to determine if allowing them to satiate on the item would serve as an effective intervention to reduce challenging behavior maintained by access to the items.
   Method: Functional analyses identified that access to tangible items maintained the challenging behavior of four children with autism spectrum disorder. The children were then trained using Functional Communication Training (FCT) to request the items. Prior to 15 mins academic and/or functional skill instructional sessions, participants were exposed to either an FCT session and allowed to request the tangible items or did not receive an FCT session. The no FCT condition consisted of the child's typically scheduled activities, without access to the preferred items maintaining challenging behavior for at least one hour prior to instruction. Following the FCT or no FCT conditions, we measured challenging behavior and academic engagement during 15-mins sessions of one-on-one instruction.
   Results: When instruction was preceded with FCT as a satiation intervention, we observed lower levels of challenging behavior and higher levels of academic engagement compared to no FCT conditions for two of four participants.
   Conclusion: Overall, the results of this study appear to support the use of FCT as a viable satiation procedure to reduce challenging behavior in instructional settings.
C1 [Fragale, Christina; Rojeski, Laura; O'Reilly, Mark; Gevarter, Cindy] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA.
   [Gevarter, Cindy] Manhattanville Coll, Sch Educ, Purchase, NY USA.
C3 University of Texas System; University of Texas Austin; Manhattanville
   College
RP O'Reilly, M (corresponding author), Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA.
EM markoreilly@austin.utexas.edu
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NR 22
TC 2
Z9 5
U1 4
U2 21
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 2047-3869
EI 2047-3877
J9 INT J DEV DISABIL
JI Int. J. Dev. Disabil.
PY 2016
VL 62
IS 3
SI SI
BP 139
EP 146
DI 10.1080/20473869.2016.1183957
PG 8
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA DQ5DC
UT WOS:000379223600002
DA 2024-07-15
ER

PT J
AU Spring, KJ
   Graham, CR
   Hanny, CN
   Tuiloma, S
   Badar, K
AF Spring, Kristian J. J.
   Graham, Charles R. R.
   Hanny, Courtney N. N.
   Tuiloma, Sara
   Badar, Kamal
TI Academic Communities of Engagement: exploring the impact of online and
   in-person support communities on the academic engagement of online
   learners
SO JOURNAL OF COMPUTING IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Learner engagement; Online community; Blended learning; Online learning;
   Social network analysis
ID INSTRUCTOR SOCIAL PRESENCE; ASYNCHRONOUS VIDEO; STUDENT ENGAGEMENT;
   TEACHER; ACHIEVEMENT; PERCEPTIONS; CLASSROOM; PATTERNS
AB Institutions of higher education are interested in supporting the academic success of their students in the most effective ways possible. Increasingly, this means engaging students in a blend of both online and in-person learning activities as well as connecting students with supportive communities in both modalities. This research explores the efforts of an institution that is trying to create positive post-secondary learning experiences for thousands of adults who have experienced significant barriers to accessing higher education through traditional routes. Students around the world are supported through both online and local, in-person communities created to support their academic engagement. In this study we used social network analysis to examine and compare the influence of both in-person and online support communities on student affective and cognitive engagement. We also compared the strength of engagement support from peers, teachers, and personal family/friend networks. We found significant differences in the strength, frequency, and type of support offered by the online and in-person aspects of the program as well as in the students' self-reported engagement and enjoyment between the two modalities. While in-person communities in this context had the greatest impact on both blended and in-person student engagement, the online community also had a significant effect on student engagement. This research adds to the blended learning literature by illustrating that course communities are not only distinguished based on time and actors, but also by modality. Support communities that occur in blended and online contexts affect student engagement in different, and often complementary, ways.
C1 [Spring, Kristian J. J.; Graham, Charles R. R.; Hanny, Courtney N. N.; Tuiloma, Sara] Brigham Young Univ, Instruct Psychol & Technol, MCKB 150, Provo, UT 84602 USA.
   [Badar, Kamal] Victoria Univ Wellington, Sch Management, Wellington, New Zealand.
C3 Brigham Young University; Victoria University Wellington
RP Graham, CR (corresponding author), Brigham Young Univ, Instruct Psychol & Technol, MCKB 150, Provo, UT 84602 USA.
EM kristian.spring@gmail.com; charles.graham@byu.edu;
   courtney.n.hanny@gmail.com; hirscsar@gmail.com; kamal.badar@vuw.ac.nz
OI Graham, Charles R./0000-0001-8598-2602; Hanny,
   Courtney/0000-0002-0065-0105; Tuiloma, Sara H./0000-0001-9918-1451
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NR 85
TC 0
Z9 0
U1 10
U2 20
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1042-1726
EI 1867-1233
J9 J COMPUT HIGH EDUC
JI J. Comput. High. Educ.
PD 2023 JUL 12
PY 2023
DI 10.1007/s12528-023-09373-2
EA JUL 2023
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA L9VO2
UT WOS:001026679500001
DA 2024-07-15
ER

PT J
AU Di Maria, E
   De Marchi, V
   Spraul, K
AF Di Maria, Eleonora
   De Marchi, Valentina
   Spraul, Katharina
TI Who benefits from university-industry collaboration for environmental
   sustainability?
SO INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION
LA English
DT Article
DE Knowledge transfer; Social network analysis; Sustainability;
   Performance; University-industry collaboration; Academic engagement
ID INNOVATION; PERFORMANCE; FIRM; SCIENTISTS; ENGAGEMENT; EDUCATION;
   NETWORKS; FUTURE; GREEN
AB Purpose This paper aims to analyze the characteristics and performance of university-industry (U-I) collaboration for knowledge transfer in relation to environmental sustainability, considering for both parties of the collaborations. Design/methodology/approach The study is explorative in nature, based on an original data set of more than 350 U-I research and consultancy contracts signed by more than 70 professors specializing in environmental sustainability-related academic disciplines at the University of Padova (Italy) for the period 2008-2012. A mixed-method approach is adopted. Social network analysis and regressions are used to explore the impact of U-I on performance considering for characteristics of the firms, the professors and the collaboration. Interviews with key informants at University of Padova is used to complement and validate the emerging evidence. Findings Results suggest that U-I positively impacts the performance of firms, but not of professors. Indeed, the hypothesis that professors' performance (measures in terms of academic publications) is positively associated with academic engagement is not supported. On the contrary, firms' financial performance is positively associated with U-I collaboration focused on knowledge transfer for environmental innovation; the higher the contracts activated the better the economic performance. Originality/value While most previous research has focused either on the university or the firm side of U-I, this study looks at both sides and focuses specifically on engagement in green contracts. The analysis of the geographical scope of U-I collaborations contributes to the growing body of literature by outlining geography's role in U-I collaborations related to sustainability.
C1 [Di Maria, Eleonora] Univ Padua, Dept Econ & Management Marco Fanno, Business Management, Padua, Italy.
   [De Marchi, Valentina] Univ Padua, Dept Econ & Management Marco Fanno, Padua, Italy.
   [Spraul, Katharina] Tech Univ Kaiserslautern, Fac Business Studies & Econ, Sustainabil Management, Kaiserslautern, Germany.
C3 University of Padua; University of Padua; University of Kaiserslautern
RP De Marchi, V (corresponding author), Univ Padua, Dept Econ & Management Marco Fanno, Padua, Italy.
EM valentina.demarchi@unipd.it
RI Spraul, Katharina/AAZ-6058-2020; De Marchi, Valentina/J-8024-2019
OI Spraul, Katharina/0000-0002-5648-0125; De Marchi,
   Valentina/0000-0002-9571-8407; Di Maria, Eleonora/0000-0003-4595-2155
FU German Research Foundation DFG [SP 1161/2-1]; University of Padova
   [CPDA142857/14]
FX This research project was supported by the German Research Foundation
   DFG (Initiation of International Collaboration, SP 1161/2-1) and by the
   University of Padova project PRAT 2014: "Moving knowledge into action:
   exploring the micro-foundation of an innovation ecosystem" -
   CPDA142857/14.
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NR 59
TC 23
Z9 23
U1 2
U2 37
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1467-6370
EI 1758-6739
J9 INT J SUST HIGHER ED
JI Int. J. Sustain. High. Educ.
PD OCT 4
PY 2019
VL 20
IS 6
BP 1022
EP 1041
DI 10.1108/IJSHE-10-2018-0172
PG 20
WC Green & Sustainable Science & Technology; Education & Educational
   Research
WE Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Education & Educational Research
GA JC1EX
UT WOS:000489022400004
DA 2024-07-15
ER

PT J
AU Thomas, T
   Wallace, J
   Allen, P
   Clark, J
   Jones, A
   Lawrence, J
   Cole, B
   Burns, LS
AF Thomas, Theda
   Wallace, Joy
   Allen, Pamela
   Clark, Jennifer
   Jones, Adrian
   Lawrence, Jill
   Cole, Bronwyn
   Burns, Lynette Sheridan
TI Strategies for leading academics to rethink humanities and social
   sciences curricula in the context of discipline standards
SO INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT
LA English
DT Article
DE Change management; first-year curriculum; discipline threshold concepts;
   decoding the disciplines
ID THRESHOLD CONCEPTS; DEVELOPERS; TRANSITION
AB The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports discipline-focussed professional development that integrates consideration of discipline threshold learning outcomes, first-year pedagogy principles, and discipline threshold concepts. The model is demonstrated using strategies that were applied, tested, and shown to be effective in workshops across five disciplines in the humanities and social sciences.
C1 [Thomas, Theda] Australian Catholic Univ, Sch Arts, Melbourne, Vic, Australia.
   [Wallace, Joy] Charles Sturt Univ, Fac Arts & Educ, Bathurst, NSW, Australia.
   [Allen, Pamela] Univ Tasmania, Fac Arts, Learning & Teaching, Hobart, Tas, Australia.
   [Clark, Jennifer] Univ Adelaide, Sch Humanities, Adelaide, SA, Australia.
   [Jones, Adrian] La Trobe Univ, Dept Hist & Archaeol, Melbourne, Vic, Australia.
   [Lawrence, Jill] Univ Southern Queensland, Sch Arts & Commun, Toowoomba, Qld, Australia.
   [Cole, Bronwyn] Western Sydney Univ, Off Provice Chancellor Educ, Sydney, NSW, Australia.
   [Burns, Lynette Sheridan] Western Sydney Univ, Sch Humanities & Commun Arts, Sydney, NSW, Australia.
C3 Australian Catholic University; Charles Sturt University; University of
   Tasmania; University of Adelaide; La Trobe University; University of
   Southern Queensland; Western Sydney University; Western Sydney
   University
RP Thomas, T (corresponding author), Australian Catholic Univ, Sch Arts, Melbourne, Vic, Australia.
EM theda.thomas@acu.edu.au
RI Thomas, Theda/S-6987-2019
OI Thomas, Theda/0000-0002-3655-8052
FU Australian Government Office for Learning and Teaching [ID12-2470]
FX This work was supported by the Australian Government Office for Learning
   and Teaching [grant number ID12-2470]. The views in this article do not
   necessarily reflect the views of the Australian Government Office for
   Learning and Teaching.
CR [Anonymous], 2003, ISL10 Improving Student Learning: Theory and Practice Ten Years On, DOI DOI 10.1007/978-3-8348-9837-1
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NR 37
TC 2
Z9 2
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-144X
EI 1470-1324
J9 INT J ACAD DEV
JI Int. J. Acad. Dev.
PY 2017
VL 22
IS 2
BP 120
EP 133
DI 10.1080/1360144X.2017.1285239
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FG2CE
UT WOS:000409883600004
DA 2024-07-15
ER

PT J
AU Shady, AA
AF Shady, Ashraf A.
TI Negotiating Differences in Small Urban Schools: Using Cogenerative
   Dialogue to Enhance Inclusivity
SO URBAN EDUCATION
LA English
DT Article
DE cultural responsiveness; social; diversity; urban; culture; subjects;
   urban education; small schools; school reform
ID SCIENCE-EDUCATION; COMMUNITY; STUDENTS
AB This study investigates the effects of widely advocated organizational reform for secondary schools, namely the small school model, on the collective efficacy of teachers and students who did not share the school's common vision. Themes that emerged during the study linked the students' academic engagement to faculty dispositions, the physical facilities of the school, and the socioeconomic context of the student body. Cogenerative dialogue (cogen) was used as a pathway to ameliorate such exclusionary policy. The results of the study indicate that the conversations during cogen meetings became resources to draw on in changing oppressive structural features.
C1 [Shady, Ashraf A.] CUNY Queens Coll, Sci Educ, Flushing, NY 11367 USA.
C3 City University of New York (CUNY) System; Queens College NY (CUNY)
RP Shady, AA (corresponding author), CUNY Queens Coll, 65-30 Kissena Blvd, Flushing, NY 11367 USA.
EM ashraf.shady@qc.cuny.edu
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NR 53
TC 1
Z9 4
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0042-0859
EI 1552-8340
J9 URBAN EDUC
JI Urban Educ.
PD DEC
PY 2015
VL 50
IS 8
BP 1019
EP 1044
DI 10.1177/0042085914539771
PG 26
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA CW4NB
UT WOS:000364967200005
DA 2024-07-15
ER

PT J
AU Reddy, LA
   Shernoff, E
   Lekwa, A
AF Reddy, Linda A.
   Shernoff, Elisa
   Lekwa, Adam
TI A randomized controlled trial of instructional coaching in high-poverty
   urban schools: Examining teacher practices and student outcomes*
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher classroom practices; Coaching; Teacher formative assessment;
   Behavior management; Instruction
ID CLASSROOM STRATEGIES SCALE; EARLY CAREER TEACHERS; BEHAVIOR MANAGEMENT;
   CHILDREN; EDUCATION; VALIDITY; STRESS; INTERVENTION; ASSOCIATIONS;
   SATISFACTION
AB Job-embedded professional development is needed to effectively and efficiently enhance teachers' use of evidence-based practices in high-poverty urban communities. This study employed a three-cohort, waitlist controlled, randomized block design to investigate the effectiveness of the Classroom Strategies Coaching Model (CSC) in 14 high-poverty urban elementary schools. The CSC Model is guided by observations of teachers' instructional and behavioral management practices as measured by the Classroom Strategies Assessment System. Primary dependent measures included teacher use of evidence-based practices, student academic engagement, and teacher ratings of class wide student academic and behavior functioning along with perceived instrumental support, emotional support, and stress. The sample included 2195 students and 106 teachers randomly assigned to CSC coaching or waitlist control. Multilevel negative binomial modeling revealed that teachers in the CSC coaching condition had significant improvements in the frequency of academic praise (used 1.74 times more frequently) and behavior praise (used 2.10 times more frequently) as compared to teachers in the waitlist control condition. Multilevel linear models revealed that, relative to the waitlist control condition, teachers in the CSC coaching condition demonstrated significant improvements in quality of instruction (d = 0.52), behavior management (d = 0.60), and class wide student academic engagement (d = 0.41). Teachers reported significant improvements in class wide student academic (d = 0.96) and behavioral functioning (d = 1.24), instrumental support (d = 0.90) and emotional support (d = 1.04). No change was found for teacher stress. Implications for research and practice are reviewed.
C1 [Reddy, Linda A.; Shernoff, Elisa; Lekwa, Adam] Rutgers State Univ, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
C3 Rutgers University System; Rutgers University New Brunswick
RP Reddy, LA (corresponding author), Rutgers State Univ, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
EM LReddy@Rutgers.edu
RI Reddy, Linda/IAO-9714-2023; Shernoff, Elisa/H-3235-2018
OI Shernoff, Elisa/0000-0002-7649-118X
FU Brady Education Foundation
FX The research reported here was supported by the Brady Education
   Foundation to Rutgers University. The opinions expressed are those of
   the authors and do not represent views of the Foundation.
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NR 106
TC 15
Z9 28
U1 3
U2 10
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2021
VL 86
BP 151
EP 168
DI 10.1016/j.jsp.2021.04.001
EA MAY 2021
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA SJ1GT
UT WOS:000655278200010
PM 34051911
DA 2024-07-15
ER

PT J
AU Skinner, E
   Graham, JP
   Brule, H
   Rickert, N
   Kindermann, T
AF Skinner, Ellen
   Graham, Jennifer Pitzer
   Brule, Heather
   Rickert, Nicolette
   Kindermann, Thomas
TI "I get knocked down but I get up again": Integrative frameworks for
   studying the development of motivational resilience in school
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE Academic resilience; academic coping; everyday resilience;
   self-regulated learning; adaptive help seeking; academic engagement;
   academic buoyancy; persistence; tenacity; academic development
ID ACADEMIC RESILIENCE; CONSTRUCT-VALIDITY; ENGAGEMENT; BUOYANCY;
   TRAJECTORIES; ACHIEVEMENT; SEEKING; ISSUES; HELP
AB Many subareas share a common interest in students' motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students' actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward "field building" on this crucial topic.
C1 [Skinner, Ellen; Brule, Heather; Rickert, Nicolette; Kindermann, Thomas] Portland State Univ, Portland, OR 97207 USA.
   [Graham, Jennifer Pitzer] Inst Res & Reform Educ, Cincinnati, OH USA.
C3 Portland State University
RP Skinner, E (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM skinnere@pdx.edu
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NR 67
TC 15
Z9 24
U1 8
U2 50
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0165-0254
EI 1464-0651
J9 INT J BEHAV DEV
JI Int. J. Behav. Dev.
PD JUL
PY 2020
VL 44
IS 4
BP 290
EP 300
AR 0165025420924122
DI 10.1177/0165025420924122
EA MAY 2020
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA MB0FF
UT WOS:000534923700001
OA Green Published
DA 2024-07-15
ER

PT J
AU Al-Nasa'h, M
   Al-Tarawneh, L
   Abu Awwad, FM
   Ahmad, I
AF Al-Nasa'h, Mais
   Al-Tarawneh, Luae'
   Abu Awwad, Ferial M.
   Ahmad, Ikhlas
TI Estimating students' online learning satisfaction during COVID-19: A
   discriminant analysis
SO HELIYON
LA English
DT Article
DE COVID-19; Online learning satisfaction; Anxiety; Fear; Discriminant;
   Analysis
ID OUTBREAK
AB This study aims to examine online learning effects regarding self-efficacy, generalized anxiety, and fear of COVID19 on three distinct online learning satisfaction levels (low, moderate, and high) among university students. A cross-sectional survey was utilized for data collection between June 2020 and August 2020 to assess students' online self-efficacy, general anxiety, fear of COVID-19, and online learning satisfaction. The descriptive data analysis demonstrated a fundamental understanding of the gathered data results. Meanwhile, discriminant data analysis was employed to explore different online learning satisfaction levels following various study factors. The correlational analysis implied online learning self-efficacy to be significantly and positively associated with online learning satisfaction while general anxiety and fear of COVID-19 were significantly and negatively related to online learning satisfaction. The discriminant analysis revealed the emergence of three online learning satisfaction levels from online self-efficacy, general anxiety, and fear of COVID-19. This study theoretically justified the essentiality of online learning self-efficacy towards online learning satisfaction. High online learning satisfaction levels occurred with high online self-efficacy, moderate general anxiety, and low fear of COVID-19. Two discriminant functions (academic engagement and fear) were subsequently evolved. Academic engagement corresponded to online self-efficacy and general anxiety while fear was associated with COVID-19. In this vein, online learning self-efficacy and moderate general anxiety led to high online learning satisfaction. The fear of COVID-19 also required alleviation towards online learning satisfaction. For example, academicians and policymakers needed to focus on developing online self-efficacy and reducing the fear of COVID-19 for high online learning satisfaction.
C1 [Al-Nasa'h, Mais] Univ Jordan, Sch Educ Sci, Dept Counseling & Special Educ, Amman, Jordan.
   [Al-Tarawneh, Luae'] Princess Sumaya Univ Technol, King Abdullah II Sch Engn, Commun Engn Dept, Amman, Jordan.
   [Abu Awwad, Ferial M.; Ahmad, Ikhlas] Univ Jordan, Sch Educ Sci, Dept Educ Psychol, Amman, Jordan.
C3 University of Jordan; Princess Sumaya University for Technology;
   University of Jordan
RP Al-Nasa'h, M (corresponding author), Univ Jordan, Sch Educ Sci, Dept Counseling & Special Educ, Amman, Jordan.
EM m.alnasah@ju.edu.jo
RI Ahmad, Ikhlas M./ABK-0004-2022
OI Ahmad, Ikhlas M./0000-0002-7966-6758; Al-Nasa'h,
   Mais/0000-0002-7967-888X; Abu Awwad, Ferial/0000-0002-0975-7208
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NR 21
TC 24
Z9 26
U1 16
U2 184
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD DEC
PY 2021
VL 7
IS 12
AR e08544
DI 10.1016/j.heliyon.2021.e08544
EA DEC 2021
PG 7
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA YD9SF
UT WOS:000740772600002
PM 34909480
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Dunbar, M
   Mirpuri, S
   Yip, T
AF Dunbar, Margaret
   Mirpuri, Sheena
   Yip, Tiffany
TI Ethnic/Racial Discrimination Moderates the Effect of Sleep Quality on
   School Engagement Across High School
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE sleep; ethnic/racial discrimination; school engagement
ID AFRICAN-AMERICAN ADOLESCENTS; DIURNAL CORTISOL RHYTHMS;
   RACIAL-DISCRIMINATION; PERCEIVED DISCRIMINATION; ACADEMIC ENGAGEMENT;
   MORNINGNESS-EVENINGNESS; ETHNIC DISCRIMINATION; DEPRESSIVE SYMPTOMS;
   ALLOSTATIC LOAD; CES-D
AB Objective: Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Method: Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Results: Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. Conclusion: The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents.
C1 [Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany] Fordham Univ, Appl Dev Psychol Program, Bronx, NY 10458 USA.
C3 Fordham University
RP Dunbar, M (corresponding author), 63 Hamilton Terrace,Unit 37, New York, NY 10031 USA.
EM margaretdunbar13@gmail.com
FU NICHD NIH HHS [R01 HD055436] Funding Source: Medline
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NR 114
TC 19
Z9 28
U1 0
U2 21
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD OCT
PY 2017
VL 23
IS 4
BP 527
EP 540
DI 10.1037/cdp0000146
PG 14
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA FJ0GW
UT WOS:000412387800008
PM 28394166
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Chen, AX
   Liu, HY
   Li, KC
   Jia, JY
AF Chen, Angxuan
   Liu, Huaiya
   Li, Kam-Cheong
   Jia, Jiyou
TI For Educational Inclusiveness: Design and Implementation of an
   Intelligent Tutoring System for Student-Athletes Based on
   Self-Determination Theory
SO SUSTAINABILITY
LA English
DT Article
DE student-athletes; intelligent tutoring system; self-determination
   theory; academic learning; educational inclusiveness
ID IDENTITY FORMATION; SPORTS; STEREOTYPE; PARTICIPATION; ACHIEVEMENT;
   PERSPECTIVE; PERFORMANCE; ENGAGEMENT; LEARNERS; EFFICACY
AB Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes.
C1 [Chen, Angxuan; Liu, Huaiya; Jia, Jiyou] Peking Univ, Grad Sch Educ, Dept Educ Technol, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.
   [Li, Kam-Cheong] Hong Kong Metropolitan Univ, Sch Open Learning, Kowloon, 30 Good Shepherd St, Hong Kong, Peoples R China.
C3 Peking University; Hong Kong Metropolitan University
RP Jia, JY (corresponding author), Peking Univ, Grad Sch Educ, Dept Educ Technol, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.
EM jjy@pku.edu.cn
FU The authors thank Lexue 100 Educational Technology Co., Ltd. (Beijing,
   China) for providing the tutoring data and all the students and teachers
   who have participated in the online tutoring, as well as the anonymous
   reviewers' valuable comments and suggesti
FX The authors thank Lexue 100 Educational Technology Co., Ltd. (Beijing,
   China) for providing the tutoring data and all the students and teachers
   who have participated in the online tutoring, as well as the anonymous
   reviewers' valuable comments and suggestions.
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NR 57
TC 1
Z9 1
U1 9
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD OCT
PY 2023
VL 15
IS 20
AR 14709
DI 10.3390/su152014709
PG 12
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA W7XK6
UT WOS:001093717400001
OA gold
DA 2024-07-15
ER

PT J
AU Bradshaw, CP
   Shukla, KD
   Pas, ET
   Berg, JK
   Ialongo, NS
AF Bradshaw, Catherine P.
   Shukla, Kathan D.
   Pas, Elise T.
   Berg, Juliette K.
   Ialongo, Nicholas S.
TI Using Complier Average Causal Effect Estimation to Examine Student
   Outcomes of the PAX Good Behavior Game When Integrated with the PATHS
   Curriculum
SO ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES
   RESEARCH
LA English
DT Article
DE Prevention; Schools; Implementation; Causal inference; Randomized
   controlled trial
ID CLUSTER RANDOMIZED-TRIALS; PREVENTIVE INTERVENTIONS; PRINCIPAL
   STRATIFICATION; AGGRESSIVE-BEHAVIOR; 1ST-GRADE CLASSROOM; TEACHER
   OBSERVATION; SCHOOL CHOICE; IMPACT; IMPLEMENTATION; MANAGEMENT
AB A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo in J Educ Behav Stat 27:385-409, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a randomized controlled trial (RCT) testing the impacts of the universal PAX Good Behavior Game (PAX GBG) integrated with Promoting Alternative Thinking Strategies (i.e., PATHS to PAX) and PAX GBG only compared to a control. This study used ratings by 318 K-5 teachers of 1526 at-risk children who, at baseline, were rated as displaying the top 33rd percentile of aggressive-disruptive behavior. Leveraging a prior study on these data (Berg et al. in Admin Policy Ment Health Ment Health Serv Res 44:558-571, 10.1007/s10488-016-0738-1, 2017), CACE was defined as the effect of intervention assignment for compliers, using two compliance cut points (50th and 75th percentile), on posttest ratings of student academic engagement, social competence, peer relations, emotion regulation, hyperactivity, and aggressive-disruptive behavior. The ITT analyses indicated improvements for students in the integrated condition on ratings of social competence compared to the control condition. The CACE analyses also indicated significant effects of the integrated intervention on social competence, as well as academic engagement and emotion regulation for students in high compliance classrooms. These findings illustrate the importance of considering variation in implementation within the context of RCTs.
C1 [Bradshaw, Catherine P.] Univ Virginia, Curry Sch Educ & Human Dev, Charlottesville, VA 22904 USA.
   [Shukla, Kathan D.] Indian Inst Management, Ahmadabad, Gujarat, India.
   [Pas, Elise T.; Ialongo, Nicholas S.] Johns Hopkins Univ, Bloomberg Sch Publ Hlth, Baltimore, MD USA.
   [Berg, Juliette K.] Amer Inst Res, Washington, DC USA.
C3 University of Virginia; Indian Institute of Management (IIM System);
   Indian Institute of Management Ahmedabad; Johns Hopkins University;
   Johns Hopkins Bloomberg School of Public Health; American Institutes for
   Research
RP Bradshaw, CP (corresponding author), Univ Virginia, Curry Sch Educ & Human Dev, Charlottesville, VA 22904 USA.
EM cpb8g@virginia.edu; kathans@iima.ac.in; epas@jhu.edu; jberg@air.org;
   nialong1@jhu.edu
RI Shukla, Kathan/ABA-9178-2020
OI Shukla, Kathan Dushyant/0000-0002-9236-9707
FU Institute of Education [R305A080326, R305A130060]; National Institute of
   Mental Health [P30 MH08643]
FX This research was supported in part by grants from the Institute of
   Education [R305A080326; R305A130060] and the National Institute of
   Mental Health [P30 MH08643]. The authors would like to thank Celene
   Domitrovich for her contributions to the project and Booil Jo for
   consultation on the analyses.
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NR 45
TC 5
Z9 5
U1 0
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0894-587X
EI 1573-3289
J9 ADM POLICY MENT HLTH
JI Adm. Policy. Ment. Health
PD NOV
PY 2020
VL 47
IS 6
SI SI
BP 972
EP 986
DI 10.1007/s10488-020-01034-1
EA APR 2020
PG 15
WC Health Policy & Services; Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
GA NY7NG
UT WOS:000526214600001
PM 32297095
DA 2024-07-15
ER

PT J
AU Spricigo, CB
   Camilotti, BM
   Graham, CR
   Baptista, R
AF Spricigo, Cinthia Bittencourt
   Camilotti, Barbara Maria
   Graham, Charles R.
   Baptista, Ruth
TI An exploration of institutional and personal barriers to online academic
   engagement at a Brazilian university
SO EDUCACION XX1
LA English
DT Article
DE online learning; student engagement; facilitators and barriers to
   engagement; higher education
ID SELF-REGULATION; PROCRASTINATION
AB The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework). Engagement is also enabled or limited by facilitators/barriers. Three important categories of facilitators/barriers are learner characteristics, personal environment, and course environment. Elements in each of these three areas enable or are barriers to students fully engaging in a course. This research explored what the barriers are to students fully engaging in their online courses at a Brazilian university to determine which areas will be most productive for the university program administrators and designers to focus on increase student academic engagement. A survey was applied to students from the Brazilian university under graduation online programs. It included items related to engagement facilitators barriers in the three areas described in the ACE framework and received 429 valid responses. The affective and behavioral dimensions were perceived by students as the lower engagement indicators in the ACE framework. Among facilitators or barriers for engagement, the ones under the course environment category were predominantly perceived as barriers, while learner characteristics and student environment were perceived as facilitators. However, all three categories were more barrier than facilitator for over 40% of the students. Although course environment is the barrier most under control of the institutions, understanding students ' personal environment and characteristics of learning can help them to provide support and facilitate full engagement in online courses.
C1 [Spricigo, Cinthia Bittencourt; Camilotti, Barbara Maria] Pontificia Univ Catolica Parana, Curitiba, Parana, Brazil.
   [Graham, Charles R.; Baptista, Ruth] Brigham Young Univ, Provo, UT 84602 USA.
C3 Pontificia Universidade Catolica do Parana; Brigham Young University
RP Spricigo, CB (corresponding author), Pontificia Univ Catolica Parana, Curitiba, Parana, Brazil.
EM c.spricigo@pucpr.br
OI BITTENCOURT SPRICIGO, CINTHIA/0000-0002-9086-7032; Graham, Charles
   R./0000-0001-8598-2602
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NR 40
TC 2
Z9 2
U1 2
U2 2
PU UNIV NACIONAL EDUCACION DISTANCIA
PI MADRID
PA PO SENDA REY,BRAVO MURILLO 38, MADRID, 7-28040, SPAIN
SN 1139-613X
EI 2174-5374
J9 EDUC XX1
JI Educ. XX1
PY 2023
VL 26
IS 2
BP 17
EP 49
DI 10.5944/educxx1.35847
PG 33
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CS0M5
UT WOS:001127113300001
OA gold
DA 2024-07-15
ER

PT J
AU Caleon, IS
   Wui, MGL
   Tan, JPL
   Chiam, CL
   Soon, TC
   King, RB
AF Caleon, Imelda S.
   Wui, Ma. Glenda L.
   Tan, Jennifer Pei-Ling
   Chiam, Ching Leen
   Soon, Tan Chee
   King, Ronnel B.
TI Cross-Cultural Validation of the Academic Motivation Scale: A Singapore
   Investigation
SO CHILD INDICATORS RESEARCH
LA English
DT Article
DE Motivation; Engagement; Autonomy support; Gender difference; Singapore;
   Construct validation; Academic Motivation Scale; Academic well-being
ID SELF-DETERMINATION THEORY; STUDENT MOTIVATION; SOCIAL GOALS; ENGAGEMENT;
   ACHIEVEMENT; VALIDITY; AMOTIVATION; SCHOOL; INTERNALIZATION;
   ORIENTATIONS
AB Motivation, which refers to the force that drives a person to act, has been recognized as a crucial factor in promoting general well-being, along with a multitude of cognitive and psychological outcomes essential to thrive in varied domains and socio-cultural contexts. Motivation researchers have applied the Academic Motivation Scale (AMS), which emerged out of the work of self-determination theorists, in numerous studies that were set in Western contexts. It includes seven dimensions of motivation: amotivation, extrinsic motivation (external regulation, introjection and identification), and intrinsic motivation (to know, to experience stimulation and to accomplish). The purpose of the present study was to examine the cross-cultural applicability of the AMS among Singapore secondary students using both within-network and between-network approaches to construct validation. To examine the within-network aspect of validity, we used confirmatory factor analyses. We also examined the invariance of the AMS across students of different genders and academic abilities. To assess the between-network aspect of validity, we correlated AMS scores with two constructs that are entwined with academic well-being: teacher autonomy support and academic engagement. Our results supported the proposed sevenaEurofactor structure of AMS and this structure was found to be invariant across gender and ability groups. We failed to find empirical support for the simplex structure of ordered AMS subscales. Extrinsic and intrinsic motivation scores were highly positively correlated, while amotivation negatively correlated with academic engagement and teacher autonomy support. Cross-cultural implications are discussed.
C1 [Caleon, Imelda S.; Wui, Ma. Glenda L.; Tan, Jennifer Pei-Ling; Chiam, Ching Leen; Soon, Tan Chee] Nanyang Technol Univ, Natl Inst Educ, Ctr Res Pedag & Practice, Singapore 639798, Singapore.
   [King, Ronnel B.] Hong Kong Inst Educ, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
C3 Nanyang Technological University; National Institute of Education (NIE)
   Singapore; Education University of Hong Kong (EdUHK)
RP Caleon, IS (corresponding author), Nanyang Technol Univ, Natl Inst Educ, Ctr Res Pedag & Practice, Singapore 639798, Singapore.
EM imelda.caleon@nie.edu.sg
RI Chiam, Ching Leen/N-8079-2017; King, Ronnel B/AGZ-0675-2022
OI Chiam, Ching Leen/0000-0002-0293-5294; King, Ronnel
   B/0000-0003-1723-1748; Caleon, Imelda/0000-0002-3204-9576; KING, Ronnel
   Bornasal/0000-0002-0648-8508
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NR 51
TC 39
Z9 45
U1 2
U2 40
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-897X
EI 1874-8988
J9 CHILD INDIC RES
JI Child Indic. Res.
PD DEC
PY 2015
VL 8
IS 4
BP 925
EP 942
DI 10.1007/s12187-014-9298-7
PG 18
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA CV3DH
UT WOS:000364138100010
DA 2024-07-15
ER

PT J
AU Kalar, B
AF Kalar, Barbara
TI The entrepreneurial university and academics' engagement in industry
   interactions
SO JOURNAL OF EAST EUROPEAN MANAGEMENT STUDIES
LA English
DT Article
DE Entrepreneurial university; Entrepreneurial orientation; Industry
   interactions; Technology and knowledge transfer (T&KT); Mediator;
   Cross-cultural study
ID TECHNOLOGY-TRANSFER; KNOWLEDGE TRANSFER; COLLABORATIVE RESEARCH;
   WORK-ENVIRONMENT; IVORY TOWER; PERFORMANCE; COMMERCIALIZATION;
   ORIENTATION; SCIENTISTS; PARTNERSHIPS
AB Based on the results from four samples of academics from four different European countries, this study reveals why some universities are more successful than others in terms of creating and keeping their links with industry. It suggests that it is just not enough to create an entrepreneurial environment within the university based on university-level regulations, but it is essential that academics perceive and accept the encouragement for entrepreneurial behaviour as well as recognise the benefits of technology and knowledge transfer activities.
C1 [Kalar, Barbara] Inst Econ Res, Ljubljana, Slovenia.
   [Kalar, Barbara] Univ Ljubljana, Sch Econ & Business, Ljubljana, Slovenia.
C3 University of Ljubljana
RP Kalar, B (corresponding author), Inst Econ Res, Ljubljana, Slovenia.; Kalar, B (corresponding author), Univ Ljubljana, Sch Econ & Business, Ljubljana, Slovenia.
EM barbara.kalar@gmail.com
RI Kalar, Barbara/JGL-9139-2023
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   University of Ljubljana, 2020, COOP EC SOC
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NR 87
TC 0
Z9 0
U1 0
U2 17
PU NOMOS VERLAGSGESELLSCHAFT MBH & CO KG
PI BADEN-BADEN
PA WALDSEESTR 3 5, BADEN-BADEN, 76530, GERMANY
SN 0949-6181
EI 1862-0019
J9 J E EUR MANAG STUD
JI J. East Eur. Manag. Stud.
PY 2020
VL 25
IS 4
BP 671
EP 697
DI 10.5771/0949-6181-2020-4-671
PG 27
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA PC2TJ
UT WOS:000596859200004
DA 2024-07-15
ER

PT J
AU Dempsey, PR
   Jagman, H
AF Dempsey, Paula R.
   Jagman, Heather
TI "I Felt Like Such a Freshman": First-Year Students Crossing the Library
   Threshold
SO PORTAL-LIBRARIES AND THE ACADEMY
LA English
DT Article
ID INFORMATION LITERACY; ANXIETY; SPACES
AB Qualitative analysis of reflective essays by first-year students in an academic skills course documented outcomes related to the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Student narratives showed how novices encounter the clusters of concepts described in the Framework as "Scholarship as Conversation," "Searching as Strategic Exploration," and "Research as Inquiry." Assessing students' metacognition-that is, their thinking about the learning process-revealed that they connected personal identity with academic conversations, developed strategies for exploring subject classification, and balanced persistence with help-seeking. The open-ended exercise was effective as a collaborative approach to academic engagement and information literacy.
C1 [Dempsey, Paula R.] Univ Illinois, Richard J Daley Lib, Res Serv & Resources Dept, Chicago, IL USA.
   [Jagman, Heather] Depaul Univ, John T Richardson Lib, Reference Instruct & Acad Engagement, Chicago, IL 60604 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; DePaul University
RP Dempsey, PR (corresponding author), Univ Illinois, Richard J Daley Lib, Res Serv & Resources Dept, Chicago, IL USA.; Jagman, H (corresponding author), Depaul Univ, John T Richardson Lib, Reference Instruct & Acad Engagement, Chicago, IL 60604 USA.
EM dempseyp@uic.edu; hjagman@depaul.edu
RI Dempsey, Paula/ABG-1940-2021
OI Dempsey, Paula/0000-0003-3148-4450
CR ACRL, 2015, Framework for Information Literacy for Higher Education
   Biernacki Richard., 2012, REINVENTING EVIDENCE
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NR 25
TC 15
Z9 20
U1 0
U2 33
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 1531-2542
EI 1530-7131
J9 PORTAL-LIBR ACAD
JI Portal-Libr. Acad
PD JAN
PY 2016
VL 16
IS 1
BP 89
EP 107
DI 10.1353/pla.2016.0011
PG 19
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA DF2DK
UT WOS:000371150200006
OA Green Published
DA 2024-07-15
ER

PT J
AU Harniss, MK
   Caros, J
   Gersten, R
AF Harniss, Mark K.
   Caros, Jennifer
   Gersten, Russell
TI Impact of the design of US history textbooks on content acquisition and
   academic engagement of special education students: An experimental
   investigation
SO JOURNAL OF LEARNING DISABILITIES
LA English
DT Article
AB We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked.
C1 Univ Washington, Seattle, WA 98195 USA.
   Vancouver Sch Dist, Vancouver, BC, Canada.
   Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
C3 University of Washington; University of Washington Seattle; University
   of Oregon
RP Harniss, MK (corresponding author), Univ Washington, Box 357920, Seattle, WA 98195 USA.
RI Harniss, Mark/J-3118-2013
OI Harniss, Mark/0000-0002-7741-2498
CR ANDRE T, 1979, REV EDUC RES, V49, P280, DOI 10.3102/00346543049002280
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   *US DEP ED, 2006, READ 1
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NR 23
TC 11
Z9 21
U1 0
U2 8
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-2194
EI 1538-4780
J9 J LEARN DISABIL-US
JI J. Learn. Disabil.
PD MAR-APR
PY 2007
VL 40
IS 2
BP 100
EP 110
DI 10.1177/00222194070400020101
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 143CJ
UT WOS:000244697300002
PM 17380985
DA 2024-07-15
ER

PT J
AU Shin, Y
   Rho, J
   Cho, M
   Lee, M
   Kang, YJ
   Ihm, J
AF Shin, Yongmin
   Rho, Jaehee
   Cho, Minhae
   Lee, Minjung
   Kang, Ye Ji
   Ihm, Jungjoon
TI Unraveling motives: identifying the impact of university attendance
   motives on learning behaviors among dental students
SO BMC PSYCHOLOGY
LA English
DT Article
DE University attendance motives; Learning behavior; Dental students;
   Academic engagement; Deep approach to learning; Growth mindset
ID SELF-DETERMINATION THEORY; IMPLICIT THEORIES; INTRINSIC MOTIVATION; GOAL
   CONTENTS; ENGAGEMENT; UNDERGRADUATE; PERFORMANCE; MINDSETS; STYLE; LIFE
AB Purpose Students report various motives for attending university (MAU) grouped under five categories, namely, personal-intellectual development (PER), humanitarian (HUM), careerist-materialist (CAR), expectation-driven (EXP), and uncertain motives. Although the literature demonstrates that these motives exert an influence on learning and achievement, relatively less attention is given to this issue in the context of dental students. This study aimed to examine the relationship among the mindsets, MAU, academic engagement (AE), and DAL of dental students and to test the mediating effect of AE on the relationship between MAU and deep approach to learning (DAL).Methods The study recruited 226 dental students at various levels of the curriculum, who responded to four questionnaires for measuring MAU, DAL, mindsets, and AE. The study employed structural equation modeling to analyze the mediation effects of AE on the relationship between MAU and DAL and to determine the influence of mindsets on MAU.Results This model reveals the significant relationships of a growth mindset with CAR, PER, and HUM. Moreover, the study finds that a fixed mindset was associated with CAR, EXP, and uncertain motives. Furthermore, AE only fully mediated the significant positive relationship between PER and DAL, whereas CAR negatively predicted DAL without a mediator.Conclusions These findings suggest that administering the inventories in a dental school setting can facilitate a more comprehensive understanding of students' mindsets toward learning and effective processes related to learning. This understanding can inform instructors' pedagogical practices, enabling them to provide more effective guidance to students navigating the complexities of academic coursework.
C1 [Shin, Yongmin; Ihm, Jungjoon] Seoul Natl Univ, Sch Dent, Dent Res Inst, Gwanak Ro 1, Seoul 08826, South Korea.
   [Rho, Jaehee] Yonsei Univ, Coll Educ Sci, Dept Educ, Seoul, South Korea.
   [Cho, Minhae] Univ Memphis, Sch Social Work, Memphis, TN USA.
   [Lee, Minjung] Yale Univ, Yale Sch Nursing, New Haven, CT USA.
   [Kang, Ye Ji] Hanyang Univ, Coll Med, Dept Med Educ, Seoul, South Korea.
   [Ihm, Jungjoon] Seoul Natl Univ, Dept Dent Educ, Seoul, South Korea.
C3 Seoul National University (SNU); Yonsei University; University of
   Memphis; Yale University; Hanyang University; Seoul National University
   (SNU)
RP Ihm, J (corresponding author), Seoul Natl Univ, Sch Dent, Dent Res Inst, Gwanak Ro 1, Seoul 08826, South Korea.; Ihm, J (corresponding author), Seoul Natl Univ, Dept Dent Educ, Seoul, South Korea.
EM ijj127@snu.ac.kr
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NR 60
TC 0
Z9 0
U1 3
U2 3
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD JUN 14
PY 2024
VL 12
IS 1
AR 347
DI 10.1186/s40359-024-01846-y
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA UK9I0
UT WOS:001248066600002
PM 38877596
OA Green Accepted, gold
DA 2024-07-15
ER

PT J
AU Salmela-Aro, K
AF Salmela-Aro, Katariina
TI Toward a New Science of Academic Engagement
SO RESEARCH IN HUMAN DEVELOPMENT
LA English
DT Article
ID SCHOOL BURNOUT; WORK ENGAGEMENT; TRAJECTORIES; UNIVERSITY; RESOURCES;
   ADOLESCENCE; MOTIVATION; STUDENTS; CONTEXT
AB I wish that we take seriously the possible dark side of engagement and the bright side of disengagement integrating the engagement and disengagement processes into the same picture. I present some examples which are based on longitudinal studies during the key educational transitions. Our study revealed that about one out of four high school students experienced high levels of both schoolwork engagement and school burnout simultaneously (engaged-disengaged profile). This pattern of exhaustive engagement was related to short-term high academic performance but later on to most harmful experiences such as depression and later experience of high burnout, with low later levels of engagement.
C1 [Salmela-Aro, Katariina] Univ Helsinki, Cicero Learning, FIN-00014 Helsinki, Finland.
C3 University of Helsinki
RP Salmela-Aro, K (corresponding author), Univ Helsinki, Inst Behav Sci, Cicero Learning, BOX 9, FIN-00014 Helsinki, Finland.
EM katariina.salmela-aro@helsinki.fi
OI salmela-aro, katariina/0000-0003-1901-4712
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NR 38
TC 7
Z9 11
U1 2
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1542-7609
EI 1542-7617
J9 RES HUM DEV
JI Res. Hum. Dev.
PY 2015
VL 12
IS 3-4
SI SI
BP 304
EP 311
DI 10.1080/15427609.2015.1068038
PG 8
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DD3TW
UT WOS:000369846900021
DA 2024-07-15
ER

PT J
AU Zúñiga, D
   Torres-Sahli, M
   Rigotti, A
   Pedrals, N
   Echeverría, G
   Padilla, O
   Lagos, A
   McColl, P
   Trucco, O
   Cisternas, M
   González, C
   Bogado, J
   Moraga, AM
   Altamirano, P
   Durán, E
   Mansilla, M
   Berríos, C
   Epstein, R
   Bitran, M
AF Zuniga, Denisse
   Torres-Sahli, Manuel
   Rigotti, Attilio
   Pedrals, Nuria
   Echeverria, Guadalupe
   Padilla, Oslando
   Lagos, Alejandra
   McColl, Peter
   Trucco, Olivia
   Cisternas, Marcela
   Gonzalez, Carolina
   Bogado, Justo
   Moraga, Ana Maria
   Altamirano, Patricio
   Duran, Esperanza
   Mansilla, Marcela
   Berrios, Carolina
   Epstein, Ronald
   Bitran, Marcela
TI Dispositional Mindfulness Reduces Burnout and Promotes Flourishing in
   Medical Students: a Two-Wave Latent Change Score Model
SO MINDFULNESS
LA English
DT Article
DE Student; Medical; Burnout; Well-being; Mindfulness; Prediction; Latent
   change score model
ID SPANISH VERSION; MENTAL-HEALTH; AWARENESS; DEPRESSION; ATTENTION;
   STRESS; RESILIENCE; VALIDATION; DISTRESS; FATIGUE
AB Objectives Many studies document the high prevalence of burnout among medical students. This syndrome may lead to depression, suicidal ideation, and increased academic dropout. However, there is a scarcity of evidence-based interventions to prevent it. The aim of this longitudinal study was to identify factors that may reduce students' burnout and foster their well-being, and upon which effective interventions can be developed. Methods A total of 1,117 medical students from eight Chilean universities were asked to complete a set of validated scales in 2015 and 2 years later, in 2017. The measures included distress, burnout, positive mental health, academic engagement, and dispositional mindfulness. Using logistic regressions and a two-wave latent change score model, the predictive power of these variables on burnout and flourishing (an optimal state of mental health) was studied, as well as their covariance across time. Results In total, 639 (57.2%) students answered the questionnaires in T1 and T2; 54.4% reported burnout in T1 and 56.2% in T2. Levels of dispositional mindfulness (the ability to pay attention to one's sensations, thoughts, and emotions in everyday life) predicted lower probabilities of burning out at 2 years, whereas having experienced burnout in T1 doubled these odds. Dispositional mindfulness, academic engagement, and flourishing at T1 predicted greater odds of flourishing 2 years later, while depression decreased these odds. Conclusions Dispositional mindfulness was the most powerful predictive factor of students' burnout and flourishing. As dispositional mindfulness can be nurtured through practice, incorporating mindfulness training into undergraduate medical programs may help reduce burnout and promote students' well-being as health professionals.
C1 [Zuniga, Denisse; Torres-Sahli, Manuel; Bitran, Marcela] Pontificia Univ Catolica Chile, Fac Med, Ctr Educ Med & Ciencias Salud, Diagonal Paraguay 362, Santiago, Chile.
   [Rigotti, Attilio; Pedrals, Nuria; Echeverria, Guadalupe] Pontificia Univ Catolica Chile, Fac Med, Dept Nutr Diabet & Metabol, Santiago, Chile.
   [Padilla, Oslando] Pontificia Univ Catolica Chile, Escuela Med, Dept Salud Publ, Santiago, Chile.
   [Lagos, Alejandra] Univ Catolica Norte, Fac Med, Dept Med Familiar, Coquimbo, Chile.
   [McColl, Peter] Univ Nacl Andres Bello, Escuela Med, Vina Del Mar, Chile.
   [Trucco, Olivia] Univ Desarrollo, Escuela Med, Santiago, Chile.
   [Cisternas, Marcela] Pontificia Univ Catolica Chile, Escuela Med, Santiago, Chile.
   [Gonzalez, Carolina] Univ Los Andes, Escuela Med, Santiago, Chile.
   [Bogado, Justo] Univ Chile, Escuela Med, Dept Nefrol, Santiago, Chile.
   [Moraga, Ana Maria] Univ Concepcion, Escuela Med, Concepcion, Chile.
   [Altamirano, Patricio] Univ Austral Chile, Escuela Med, Valdivia, Chile.
   [Duran, Esperanza] Univ Catolica Maule, Escuela Med, Talca, Chile.
   [Mansilla, Marcela] Univ Autonoma Chile, Escuela Med, Talca, Chile.
   [Berrios, Carolina] Univ Mayor, Escuela Med, Dept Psiquiatria, Santiago, Chile.
   [Epstein, Ronald] Univ Rochester, Sch Med & Dent, Rochester, NY USA.
C3 Pontificia Universidad Catolica de Chile; Pontificia Universidad
   Catolica de Chile; Pontificia Universidad Catolica de Chile; Universidad
   Catolica del Norte; Universidad Andres Bello; Universidad del
   Desarrollo; Pontificia Universidad Catolica de Chile; Universidad de los
   Andes - Chile; Universidad de Chile; Universidad de Concepcion;
   Universidad Austral de Chile; Universidad Catolica del Maule;
   Universidad Autonoma de Chile; Universidad Mayor; University of
   Rochester
RP Bitran, M (corresponding author), Pontificia Univ Catolica Chile, Fac Med, Ctr Educ Med & Ciencias Salud, Diagonal Paraguay 362, Santiago, Chile.
EM mbitran@med.puc.cl
RI Zuniga, Denisse/HJY-2656-2023; Echeverría, Guadalupe/GWV-3832-2022;
   bitran, marcela/AAF-4205-2019
OI Zuniga, Denisse/0000-0002-8082-8857; Echeverría,
   Guadalupe/0000-0002-2915-0171; 
FU Agencia Nacional de Investigacion y Desarrollo de Chile (ANID); FONDECYT
   [1150340, 1190232]
FX This research was funded by the Agencia Nacional de Investigacion y
   Desarrollo de Chile (ANID); FONDECYT grants 1150340 and 1190232.
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NR 56
TC 4
Z9 4
U1 8
U2 55
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1868-8527
EI 1868-8535
J9 MINDFULNESS
JI Mindfulness
PD JAN
PY 2022
VL 13
IS 1
BP 112
EP 122
DI 10.1007/s12671-021-01774-7
EA OCT 2021
PG 11
WC Psychology, Clinical; Psychiatry
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA YR8OZ
UT WOS:000708810100002
DA 2024-07-15
ER

PT J
AU Hoeppner, BB
   Barnett, NP
   Jackson, KM
   Colby, SM
   Kahler, CW
   Monti, PM
   Read, J
   Tevyaw, T
   Wood, M
   Corriveau, D
   Fingeret, A
AF Hoeppner, Bettina B.
   Barnett, Nancy P.
   Jackson, Kristina M.
   Colby, Suzanne M.
   Kahler, Christopher W.
   Monti, Peter M.
   Read, Jennifer
   Tevyaw, Tracy
   Wood, Mark
   Corriveau, Donald
   Fingeret, Allan
TI Daily College Student Drinking Patterns Across the First Year of College
SO JOURNAL OF STUDIES ON ALCOHOL AND DRUGS
LA English
DT Article
ID HEAVY ALCOHOL-USE; BINGE-DRINKING; LONGITUDINAL PATTERNS; CONSUMPTION;
   RISK; 1ST-YEAR; PARTY; INTERVENTIONS; PREDICTORS; MORTALITY
AB Objective: Despite the long recognized importance and well-documented impact of drinking patterns on health and safety, college student drinking patterns are understudied. This study used a daily-level, academic-year-long, multisite sample to identify subpopulations of college student drinking patterns and to describe how these groups differ from one another before, during, and after their first year of college. Method: Two cohorts of first-year college students (n = 588; 59% female) reported daily drinking on a biweekly basis using web-based surveys and completed surveys before and after their first year of college. Results: Cluster analyses based on time series analysis estimates of within-person drinking differences (per weekday, semester, first 6 weeks) and other descriptors of day-to-day drinking identified five drinking patterns: two low (47% and 6%), two medium (24% and 15%), and one high (8%) drinking cluster. Multinomial logistic regression analyses examined cluster differences in pre-college characteristics (i.e., demographics, alcohol outcome expectancies, alcohol problems, depression, other substance use) and first-year college experiences (i.e., academic engagement, alcohol consequences, risky drinking practices, alcohol problems, drinking during academic breaks). Low-drinking students appeared to form a relatively homogeneous group, whereas two distinct patterns were found for medium-drinking students with different weekend and Thursday drinking rates. The Thursday drinking cluster showed lower academic engagement and greater participation in risky drinking practices. Conclusions: These findings highlight quantitative and qualitative differences in day-to-day drinking patterns and suggest a link between motivational differences and drinking patterns, which may be addressed in developing tailored interventional strategies. (J Stud. Alcohol Drugs, 73, 613-624, 2012)
C1 [Hoeppner, Bettina B.; Barnett, Nancy P.; Jackson, Kristina M.; Colby, Suzanne M.; Kahler, Christopher W.; Monti, Peter M.] Brown Univ, Providence, RI 02912 USA.
   [Monti, Peter M.; Tevyaw, Tracy] Providence Vet Affairs Med Ctr, Providence, RI USA.
   [Read, Jennifer] SUNY Buffalo, Buffalo, NY 14260 USA.
   [Wood, Mark] Univ Rhode Isl, Kingston, RI 02881 USA.
   [Corriveau, Donald] Univ Massachusetts, N Dartmouth, MA USA.
   [Fingeret, Allan] Rhode Isl Coll, Providence, RI 02908 USA.
C3 Brown University; US Department of Veterans Affairs; Veterans Health
   Administration (VHA); Providence VA Medical Center; State University of
   New York (SUNY) System; State University of New York (SUNY) Buffalo;
   University of Rhode Island; University of Massachusetts System;
   University Massachusetts Dartmouth; Rhode Island College
RP Hoeppner, BB (corresponding author), Harvard Univ, Sch Med, Ctr Addict Med, Massachusetts Gen Hosp, 60 Staniford St, Boston, MA 02114 USA.
EM bhoeppner@partners.org
OI /0000-0003-2027-5936; Jackson, Kristina/0000-0001-5449-5473
FU National Institute on Alcohol Abuse and Alcoholism [R01AA013970,
   T32AA007459]; National Institute on Drug Abuse [K01DA027097]
FX This study was supported by National Institute on Alcohol Abuse and
   Alcoholism Grants R01AA013970 and T32AA007459 and National Institute on
   Drug Abuse Grant K01DA027097.
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NR 59
TC 57
Z9 74
U1 0
U2 26
PU ALCOHOL RES DOCUMENTATION INC CENT ALCOHOL STUD RUTGERS UNIV
PI PISCATAWAY
PA C/O DEIRDRE ENGLISH, 607 ALLISON RD, PISCATAWAY, NJ 08854-8001 USA
SN 1937-1888
EI 1938-4114
J9 J STUD ALCOHOL DRUGS
JI J. Stud. Alcohol Drugs
PD JUL
PY 2012
VL 73
IS 4
BP 613
EP 624
DI 10.15288/jsad.2012.73.613
PG 12
WC Substance Abuse; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Substance Abuse; Psychology
GA 971KJ
UT WOS:000306202500012
PM 22630800
OA Green Submitted, Green Published
DA 2024-07-15
ER

PT J
AU Tang, H
   Huo, ZK
   Liu, CJ
   Liu, ZJ
   Wong, YJ
AF Tang, Hui
   Huo, Zhongkai
   Liu, Chaojie
   Liu, Zhijun
   Wong, Y. Joel
TI Psychometric Properties of the Academic Encouragement Scale in Chinese
   University Students
SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
LA English
DT Article
DE academic encouragement; academic encouragement scale; psychometric
   properties; Chinese university students
ID SOCIAL SUPPORT
AB This study tested the factor structure, reliability, and criterion validity of the Academic Encouragement Scale (AES) in 690 university students in China. The AES displayed good internal consistency and test-retest reliability. The data provided evidence supporting a two-factor structure: challenge focused encouragement (CFE) and potential focused encouragement (PFE). The two factors were independent predictors of academic engagement. Hope was positively linked with PFE but not with CFE. By contrast, gratitude was positively correlated with CFE but not with PFE. The findings provide preliminary evidence to support the validity and reliability of the AES in an academic context in China.
C1 [Tang, Hui; Huo, Zhongkai] Guangzhou Univ, Guangzhou, Peoples R China.
   [Tang, Hui] Zhaoqing Univ, Zhaoqing, Peoples R China.
   [Liu, Chaojie] La Trobe Univ, Melbourne, Vic, Australia.
   [Liu, Zhijun] Zunyi Med Univ, 6 Xuefu West Ave, Zunyi 563006, Guizhou, Peoples R China.
   [Wong, Y. Joel] Indiana Univ Bloomington, Bloomington, IN USA.
C3 Guangzhou University; Zhaoqing University; La Trobe University; Zunyi
   Medical University; Indiana University System; Indiana University
   Bloomington
RP Liu, ZJ (corresponding author), Zunyi Med Univ, 6 Xuefu West Ave, Zunyi 563006, Guizhou, Peoples R China.
EM lzj020318@hotmail.com
RI Liu, Chaojie/Q-6915-2018; Liu, Zhijun/HTN-7375-2023; Liu,
   Zhijun/AAF-4699-2021; Tang, Hui/GPX-8815-2022
OI Liu, Chaojie/0000-0003-0877-0424; Tang, Hui/0000-0003-2994-8076; LIU,
   Zhijun/0000-0002-4679-5123
FU Innovation and Creative Research Fund - Department of Education of
   Guangdong Province [2019WQNCX122]; "13th Five-Year Plan" Fund of
   Education Science - Department of Education of Guangdong Province
   [2020GXJK428]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This study was
   supported by the Innovation and Creative Research Fund [grant number
   2019WQNCX122] and "13th Five-Year Plan" Fund of Education Science [grant
   number 2020GXJK428] awarded by the Department of Education of Guangdong
   Province.
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NR 20
TC 5
Z9 5
U1 6
U2 20
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0734-2829
EI 1557-5144
J9 J PSYCHOEDUC ASSESS
JI J. Psychoeduc. Assess.
PD APR
PY 2021
VL 39
IS 2
BP 258
EP 263
AR 0734282920966821
DI 10.1177/0734282920966821
EA OCT 2020
PG 6
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA RC0TA
UT WOS:000583729000001
DA 2024-07-15
ER

PT J
AU Alegre, I
   Berbegal-Mirabent, J
   Martin-Sanchez, V
AF Alegre, Ines
   Berbegal-Mirabent, Jasmina
   Martin-Sanchez, Victor
TI The role of experience and diversity on research consortia' performance:
   an exploratory approach
SO SMALL BUSINESS ECONOMICS
LA English
DT Article; Early Access
DE Academic engagement; EU-funded research projects; Learning; Team
   composition; Experience; Diversity; H50; I28; L26; O38
ID TEAM DIVERSITY; COGNITIVE SIMILARITY; COMMERCIALIZATION; SCIENTISTS;
   KNOWLEDGE; SCIENCE; WORK; MANAGEMENT; CONTEXT; COLLABORATION
AB In the realm of academic engagement, this study directs its focus toward a policy instrument that has received surprisingly scant attention within the literature, despite its substantial investment: European Union-funded research projects. These projects are designed to foster collaboration and establish a framework that supports and fortifies the creation and dissemination of exceptional knowledge and cutting-edge technologies. These endeavors are anticipated to fuel economic growth, spur social development, and address global challenges. Within this study, we delve into the impact of team experience and diversity on the research performance of consortia - groups of organizations - that have been successfully awarded funding within the FP7 and H2020 funding schemes. In order to dissect the influence of learning, our analysis is confined to consortia that have collaborated on multiple occasions. Drawing from data sourced from Community Research and Development Information Service, our findings unveil that beyond the monetary allocation, an array of team attributes and environmental factors play a role in augmenting team performance.
   The European Union (EU) invests millions of euros annually in research projects, aiming to foster collaboration among European institutions and countries. These initiatives seek to generate and share advanced knowledge and technologies, fostering economic growth, social development, and global problem solving. Consortia, formed by various organizations, apply for and often secure funding across multiple program cycles. Our study explores the factors that contribute to the successful collaboration of these consortia, leading to positive outcomes like increased learning, improved coordination, and a higher number of scientific publications. The findings indicate that a range of team qualities and environmental factors play a role in improving team performance.
C1 [Alegre, Ines] Lagos Business Sch, Dept Management, Lagos, Nigeria.
   [Berbegal-Mirabent, Jasmina] Univ Politecn Cataluna, Dept Management, Vilanova I La Geltru, Spain.
   [Martin-Sanchez, Victor] Univ Southern Denmark, Dept Business & Management, Odense, Denmark.
C3 Universitat Politecnica de Catalunya; University of Southern Denmark
RP Berbegal-Mirabent, J (corresponding author), Univ Politecn Cataluna, Dept Management, Vilanova I La Geltru, Spain.
EM ialegre@lbs.edu.ng; jasmina.berbegal@upc.edu; vms@sam.sdu.dk
OI Martin-Sanchez, Victor/0000-0002-1836-7041
FU Universitat Politcnica de Catalunya
FX No Statement Available
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NR 78
TC 0
Z9 0
U1 7
U2 7
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0921-898X
EI 1573-0913
J9 SMALL BUS ECON
JI Small Bus. Econ. Group
PD 2024 FEB 17
PY 2024
DI 10.1007/s11187-024-00894-3
EA FEB 2024
PG 20
WC Business; Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HZ2I7
UT WOS:001163265100003
OA hybrid
DA 2024-07-15
ER

PT J
AU Soh, K
AF Soh, Kaycheng
TI Nominal versus attained weights in Universitas 21 Ranking
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE academic development; higher education policy; academic engagement;
   university image; university ranking
AB Universitas 21 Ranking of National Higher Education Systems (U21 Ranking) is one of the three new ranking systems appearing in 2012. In contrast with the other systems, U21 Ranking uses countries as the unit of analysis. It has several features which lend it with greater trustworthiness, but it also shared some methodological issues with the other systems. One of these is the discrepancies between nominal and attained weights. This problem is solved by standardization of indicators scores before they are weighted and summed. Multiple regression shows that the discrepancy disappears after score transformation. Implications for future ranking of universities are briefly discussed.
C1 Natl Inst Educ, Singapore, Singapore.
C3 Nanyang Technological University; National Institute of Education (NIE)
   Singapore
RP Soh, K (corresponding author), Natl Inst Educ, Singapore, Singapore.
EM sohkc@singnet.com.sg
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NR 13
TC 9
Z9 9
U1 2
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2014
VL 39
IS 6
BP 944
EP 951
DI 10.1080/03075079.2012.754866
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AL0UC
UT WOS:000338841300003
DA 2024-07-15
ER

PT J
AU Wang, C
AF Wang, Cong
TI Cultivating insight and engagement: exploring the role of Trait
   Emotional Intelligence in Chinese art education
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE insight orientation; art education; Chinese students; Trait Emotional
   Intelligence; academic engagement
ID SCHOOL; PERSPECTIVE; STUDENTS
AB Background The present study focuses on the unique role of insight and Trait Emotional Intelligence in the realm of art education in China. Insight, traditionally associated with clinical outcomes such as mastering symptoms, developing adaptive behaviors, and enhancing quality of life, is newly contextualized in this study within the framework of art education. The expansion of insight research into areas like Social Psychology reflects its relevance beyond clinical settings, particularly in educational environments where creativity and emotional intelligence are pivotal.Aim In Chinese art education, insight is crucial not just for personal growth but also for professional development, integrating the understanding of emotions, culture, and artistic expression. This study explores how Trait Emotional Intelligence fosters insight and engagement in art students, underscoring its transformative impact on their educational and professional journey in the art world.Methods Using a sample of Chinese art education students at University level (N = 881), that answered a quantitative self-report questionnaire, statistical procedures are applied to test the relationships between Trait Emotional Intelligence, Insight orientation, and students' academic engagement.Results In the structural model, the path from Trait Emotional Intelligence to Insight Orientation was significant, indicating a positive relationship. Students' Engagement was significantly predicted by Insight Orientation and Trait Emotional Intelligence.Implications This finding corroborates theoretical assertions that individuals with higher emotional intelligence are more inclined to have enhanced insight. The findings of the present study extend beyond the field of Art education, allowing us to provide a broad spectrum of social implications for Higher Education institutions.
C1 [Wang, Cong] Jiangxi Police Inst, Nanchang, Jiangxi, Peoples R China.
RP Wang, C (corresponding author), Jiangxi Police Inst, Nanchang, Jiangxi, Peoples R China.
EM jxjcxybgsdagwc@outlook.com
FX The author(s) declare that no financial support was received for the
   research, authorship, and/or publication of this article.
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   Wen Z, 2022, J INTERCONNECT NETW, V22, DOI 10.1142/S021926592141005X
   Xu XB, 2019, SUSTAINABILITY-BASEL, V11, DOI 10.3390/su11216123
   Zadorozhny BS, 2024, PERS INDIV DIFFER, V217, DOI 10.1016/j.paid.2023.112467
   Zhang KL, 2023, FRONT PSYCHOL, V14, DOI 10.3389/fpsyg.2023.1138950
   Zhao H, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.843484
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   Zhou N, 2023, EDUC TRAIN, V65, P939, DOI 10.1108/ET-08-2022-0315
NR 51
TC 0
Z9 0
U1 0
U2 0
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 19
PY 2024
VL 15
AR 1372717
DI 10.3389/fpsyg.2024.1372717
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA XG3E9
UT WOS:001260483500001
PM 38962232
OA gold
DA 2024-07-15
ER

PT J
AU KASTNER, J
   GOTTLIEB, RW
   GOTTLIEB, J
   KASTNER, S
AF KASTNER, J
   GOTTLIEB, RW
   GOTTLIEB, J
   KASTNER, S
TI USE OF INCENTIVE STRUCTURE IN MAINSTREAM CLASSES
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
ID HANDICAPPED STUDENTS; TEACHER
AB The incentive structures existing in 22 mainstream classes enrolling 31 triads of students labeled as low achieving, average achieving, and learning disabled (LD) were observed on 10 occasions. Results indicated that incentive structures were composed of two components, which were labeled academic engagement and behavioral management. Also, students labeled as LD engaged in intermediate amounts of content-related processes relative to students labeled as low and average achievers, but teachers engaged in more behavioral management with students labeled as LD than with either of the other two groups. The data are discussed in terms of different patterns of behavior among students labeled as LD and low achieving and their implications for classification of children for special education.
C1 NYU,DEPT TEACHING & LEARNING,NEW YORK,NY 10003.
   KEAN COLL NEW JERSEY,UNION,NJ 07083.
   CUNY,NEW YORK,NY 10021.
C3 New York University; Kean University; City University of New York (CUNY)
   System
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NR 20
TC 6
Z9 8
U1 0
U2 1
PU HELDREF PUBLICATIONS
PI WASHINGTON
PA 1319 EIGHTEENTH ST NW, WASHINGTON, DC 20036-1802
SN 0022-0671
J9 J EDUC RES
JI J. Educ. Res.
PD SEP-OCT
PY 1995
VL 89
IS 1
BP 52
EP 57
DI 10.1080/00220671.1995.9941193
PG 6
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TE147
UT WOS:A1995TE14700007
DA 2024-07-15
ER

PT J
AU Wingrove, D
   Hammersley-Fletcher, L
   Clarke, A
   Chester, A
AF Wingrove, Dallas
   Hammersley-Fletcher, Linda
   Clarke, Angela
   Chester, Andrea
TI Leading Developmental Peer Observation of Teaching in Higher Education:
   Perspectives from Australia and England
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE peer observation of teaching; peer feedback; peer review; leadership
ID QUALITY
AB Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.
C1 [Wingrove, Dallas; Clarke, Angela; Chester, Andrea] RMIT Univ, Coll Design & Social Context, 124 La Trobe St, Melbourne, Vic, Australia.
   [Hammersley-Fletcher, Linda] Manchester Metropolitan Univ, Fac Educ, Manchester, Lancs, England.
C3 Royal Melbourne Institute of Technology (RMIT); Manchester Metropolitan
   University
RP Wingrove, D (corresponding author), RMIT Univ, Coll Design & Social Context, 124 La Trobe St, Melbourne, Vic, Australia.
EM angela.clarke@rmit.edu.au
RI Hammersley-Fletcher, Linda/K-9212-2019; Chester, Andrea/AAR-1647-2020
OI Chester, Andrea/0000-0001-9245-0831; Clarke, Angela/0000-0002-2712-8827;
   Darwish, Linda/0000-0002-4443-6856
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NR 36
TC 15
Z9 18
U1 1
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0007-1005
EI 1467-8527
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PY 2018
VL 66
IS 3
BP 365
EP 381
DI 10.1080/00071005.2017.1336201
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GQ4GW
UT WOS:000441629100006
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Casey, MM
   Bates, SP
   Galloway, KW
   Galloway, RK
   Hardy, JA
   Kay, AE
   Kirsop, P
   McQueen, HA
AF Casey, M. M.
   Bates, S. P.
   Galloway, K. W.
   Galloway, R. K.
   Hardy, J. A.
   Kay, A. E.
   Kirsop, P.
   McQueen, H. A.
TI Scaffolding student engagement via online peer learning
SO EUROPEAN JOURNAL OF PHYSICS
LA English
DT Article
DE student-generated content; scaffolding; peer learning; PeerWise;
   engagement
ID MULTIPLE-CHOICE QUESTIONS
AB We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention.
C1 [Casey, M. M.] Univ Glasgow, Sch Phys & Astron, Glasgow G12 8QQ, Lanark, Scotland.
   [Bates, S. P.] Univ British Columbia, Dept Phys & Astron, Vancouver, BC V6T 1Z1, Canada.
   [Galloway, K. W.] Univ Nottingham, Sch Chem, Nottingham NG7 2RD, England.
   [Galloway, R. K.; Hardy, J. A.; Kay, A. E.] Univ Edinburgh, Sch Phys & Astron, Edinburgh EH9 3JZ, Midlothian, Scotland.
   [Kirsop, P.] Univ Edinburgh, Sch Chem, Edinburgh EH9 3JJ, Midlothian, Scotland.
   [McQueen, H. A.] Univ Edinburgh, Sch Biol Sci, Edinburgh EH9 3JR, Midlothian, Scotland.
C3 University of Glasgow; University of British Columbia; University of
   Nottingham; University of Edinburgh; University of Edinburgh; University
   of Edinburgh
RP Casey, MM (corresponding author), Univ Glasgow, Sch Phys & Astron, Glasgow G12 8QQ, Lanark, Scotland.
EM Morag.Casey@glasgow.ac.uk
RI McQueen, Heather/AAS-3294-2020; Casey, Morag M/C-9703-2010
OI McQueen, Heather/0000-0002-4228-6081; Galloway,
   Kyle/0000-0001-6904-5328; Bates, Simon/0009-0000-9678-8696
FU Jisc, Assessment and Feedback programme
FX This work was partly funded using a grant from the Jisc, Assessment and
   Feedback programme. We would also like to thank Paul Denny of the
   University of Auckland, New Zealand, and creator of the PeerWise system
   for his input and assistance.
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NR 18
TC 14
Z9 14
U1 0
U2 64
PU IOP PUBLISHING LTD
PI BRISTOL
PA TEMPLE CIRCUS, TEMPLE WAY, BRISTOL BS1 6BE, ENGLAND
SN 0143-0807
EI 1361-6404
J9 EUR J PHYS
JI Eur. J. Phys.
PD JUL
PY 2014
VL 35
IS 4
AR 045002
DI 10.1088/0143-0807/35/4/045002
PG 9
WC Education, Scientific Disciplines; Physics, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Physics
GA AL8HT
UT WOS:000339379800002
DA 2024-07-15
ER

PT J
AU Barreto, BS
AF Barreto, Beatriz Santos
TI Mending the Divide: Lessons from LGBTQ plus Movements for Latin American
   Studies
SO BULLETIN OF LATIN AMERICAN RESEARCH
LA English
DT Article
DE anti-'gender ideology'; Latin America; LGBTQ plus movements; LGBTQ plus
   rights; Pink Tide; social movements
ID GENDER; RIGHTS; QUEER
AB Latin American has made remarkable progress in the last twenty years regarding LGBTQ+ rights. More recently, LGBTQ-related issues have had major impacts on national and regional politics. However, most of the literature about Latin American social movements still largely ignores LGBTQ+ movements. This article argues that including LGBTQ+ movements in social movements research is essential to further our understanding of LGBTQ+ politics in the region and of Latin American politics and social movements more broadly, as well as to address the enduring lack of academic engagement with gender and sexuality as political topics.
C1 [Barreto, Beatriz Santos] Univ Cambridge, Cambridge, England.
C3 University of Cambridge
RP Barreto, BS (corresponding author), Univ Cambridge, Cambridge, England.
FU Cambridge Trust and Hughes Hall
FX I am thankful for the funding provided by the Cambridge Trust and Hughes
   Hall. I am especially grateful for notes and insights provided by P. M.
   Loureiro.
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NR 67
TC 0
Z9 0
U1 0
U2 1
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0261-3050
EI 1470-9856
J9 B LAT AM RES
JI Bull. Lat. Am. Res.
PD SEP
PY 2023
VL 42
IS 4
BP 551
EP 563
DI 10.1111/blar.13485
EA APR 2023
PG 13
WC Area Studies
WE Social Science Citation Index (SSCI)
SC Area Studies
GA Y4FL2
UT WOS:000970738800001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Giangreco, MF
AF Giangreco, Michael F.
TI One-to-One Paraprofessionals for Students With Disabilities in Inclusive
   Classrooms: Is Conventional Wisdom Wrong?
SO INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID INCREASING PEER INTERACTIONS; GENERAL-EDUCATION CLASSES; ACADEMIC
   ENGAGEMENT; SERVICE DELIVERY; SUPPORT; SCHOOL; PARAEDUCATORS;
   EXPERIENCES; ASSISTANTS; SETTINGS
AB Assigning one-to-one paraprofessionals has become an increasingly common response to support students with intellectual and other developmental disabilities in general education classrooms. This article challenges the conventional wisdom that such an approach to service provision is necessarily a desirable and supportive action. Five main reasons are presented that challenge overreliance on the use of one-to-one paraprofessionals in inclusive classrooms, establishing it as a critical issue in special education. A series of recommended positions and initial actions are offered to spur debate and encourage development of alternatives to the status quo.
C1 Univ Vermont, Ctr Disabil & Community Inclus, Burlington, VT 05405 USA.
C3 University of Vermont
RP Giangreco, MF (corresponding author), Univ Vermont, Ctr Disabil & Community Inclus, 208 Colchester Ave, Burlington, VT 05405 USA.
EM Michael.Giangreco@uvm.edu
RI Giangreco, Michael F./ABA-7909-2021
OI Giangreco, Michael F./0000-0002-7165-0217
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NR 67
TC 73
Z9 131
U1 2
U2 27
PU AMER ASSOC INTELLECTUAL DEVELOPMENTAL DISABILITIES
PI WASHINGTON
PA 444 N CAPITOL ST, NW STE 846, WASHINGTON, DC 20001-1512 USA
SN 1934-9491
J9 INTELLECT DEV DISAB
JI Intellect. Dev. Disabil.
PD FEB
PY 2010
VL 48
IS 1
BP 1
EP 13
DI 10.1352/1934-9556-48.1.1
PG 13
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 563KW
UT WOS:000275131900002
PM 20503813
DA 2024-07-15
ER

PT J
AU Tian, M
   Lu, GS
   Li, LJ
   Yin, HBA
AF Tian, Mei
   Lu, Genshu
   Li, Lijie
   Yin, Hongbiao
TI International Undergraduate Students in Chinese Higher Education: An
   Engagement Typology and Associated Factors
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE international students; student engagement typology; individual
   differences; learning environment; China
ID COLLEGE; EXPERIENCES; PERCEPTIONS; CLIMATE; CLASSROOM; OUTCOMES;
   FACULTY; GRADES
AB This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education.
C1 [Tian, Mei] Xi An Jiao Tong Univ, Sch Foreign Studies, Xian, Peoples R China.
   [Lu, Genshu] Xi An Jiao Tong Univ, Sch Humanities & Social Sci, Xian, Peoples R China.
   [Lu, Genshu] Xi An Jiao Tong Univ, West China Higher Educ Evaluat Ctr, Xian, Peoples R China.
   [Li, Lijie] Xi An Jiao Tong Univ, Sch Publ Policy & Adm, Xian, Peoples R China.
   [Yin, Hongbiao] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 Xi'an Jiaotong University; Xi'an Jiaotong University; Xi'an Jiaotong
   University; Xi'an Jiaotong University; Chinese University of Hong Kong
RP Tian, M (corresponding author), Xi An Jiao Tong Univ, Sch Foreign Studies, Xian, Peoples R China.; Lu, GS (corresponding author), Xi An Jiao Tong Univ, Sch Humanities & Social Sci, Xian, Peoples R China.; Lu, GS (corresponding author), Xi An Jiao Tong Univ, West China Higher Educ Evaluat Ctr, Xian, Peoples R China.
EM temmytian@mail.xjtu.edu.cn; gslu@mail.xjtu.edu.cn
RI Li, Li/AEM-3636-2022; li, li/HII-4157-2022
OI Li, Lijie/0000-0002-8206-4010
FU National Natural Science Foundation of China Youth Scheme [71804145];
   Social Science Fund of Shaanxi Province [2018Q03]; General Research Fund
   of Hong Kong SAR [CUHK14618118]; CAFSA research fund [2020-Z003]
FX This research was funded by the National Natural Science Foundation of
   China Youth Scheme (71804145), the Social Science Fund of Shaanxi
   Province (2018Q03), the CAFSA research fund (2020-Z003) and the General
   Research Fund of Hong Kong SAR (CUHK14618118).
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NR 95
TC 5
Z9 5
U1 11
U2 87
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 23
PY 2021
VL 12
AR 680392
DI 10.3389/fpsyg.2021.680392
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TE8HC
UT WOS:000670246200001
PM 34248781
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Yorke, M
AF Yorke, Mantz
TI The development and initial use of a survey of student 'belongingness',
   engagement and self-confidence in UK higher education
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE belonging; engagement; self-confidence; survey
AB Students' sense of belongingness' and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students' sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction with the What Works? Student Retention and Success Change Programme' (supported by the Paul Hamlyn Foundation and the Higher Education Academy). This article outlines the instrument, its rationale (including its relationship with other survey instruments) and its technical characteristics, and presents analyses of the data. The practical utilisation of the survey is also discussed.
C1 [Yorke, Mantz] Univ Lancaster, Dept Educ Res, Lancaster, England.
C3 Lancaster University
RP Yorke, M (corresponding author), Univ Lancaster, Dept Educ Res, Lancaster, England.
EM mantzyorke@mantzyorke.plus.com
FU Paul Hamlyn Foundation; Higher Education Academy
FX The work reported in this article has been supported by the Paul Hamlyn
   Foundation and the Higher Education Academy. Thanks are due to
   colleagues and students for their contribution to the pilot studies.
   Thanks are also due to the staff in the universities participating in
   the 'What Works? Student Retention and Success Change Programme', who
   have encouraged their students to respond to the survey - and, of
   course, to the many students who have been willing to complete the
   survey.
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NR 11
TC 47
Z9 73
U1 2
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD JAN 2
PY 2016
VL 41
IS 1
BP 154
EP 166
DI 10.1080/02602938.2014.990415
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CZ5MW
UT WOS:000367147700011
DA 2024-07-15
ER

PT J
AU Hirsch, SE
   Lloyd, JW
   Kennedy, MJ
AF Hirsch, Shanna E.
   Lloyd, John Wills
   Kennedy, Michael J.
TI Professional Development in Practice Improving Novice Teachers' Use of
   Universal Classroom Management
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID SPECIAL-EDUCATION; BEHAVIOR; STUDENTS; INDUCTION; KNOWLEDGE; EFFICACY;
   OUTCOMES; PRAISE; IMPACT; MODEL
AB Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers' practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed.
C1 [Hirsch, Shanna E.] Clemson Univ, Special Educ, Clemson, SC 29631 USA.
   [Lloyd, John Wills] Univ Virginia, Educ, Charlottesville, VA 22903 USA.
   [Kennedy, Michael J.] Univ Virginia, Special Educ, Charlottesville, VA 22903 USA.
C3 Clemson University; University of Virginia; University of Virginia
RP Hirsch, SE (corresponding author), Clemson Univ, Special Educ, Clemson, SC 29631 USA.
EM shannah@g.clemson.edu
RI Hirsch, Shanna/AAC-9372-2019; Kennedy, Michael J/B-4694-2014
OI Hirsch, Shanna/0000-0003-3044-9338; Kennedy, Michael
   J/0000-0003-4053-4755
FU Wing Institute Doctoral Research Grant
FX Shanna E. Hirsch is an assistant professor of special education at
   Clemson University; John Wills Lloyd is professor emeritus of education
   at the University of Virginia; Michael J. Kennedy is an associate
   professor of special education at the University of Virginia.
   Correspondence may be sent to Shanna Hirsch at shannah@g.clemson.edu.We
   would like to acknowledge Lindsey Kaler, Angelia Permana, Asma Rekik,
   John Romig, and Meredith Woodard for data collection and statistical
   support. This work was supported by the Wing Institute Doctoral Research
   Grant.
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NR 69
TC 16
Z9 50
U1 0
U2 16
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
EI 1554-8279
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD SEP 1
PY 2019
VL 120
IS 1
BP 61
EP 87
DI 10.1086/704492
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IX9LR
UT WOS:000486010900003
DA 2024-07-15
ER

PT J
AU Saragossi, J
   Costello, L
   Kasten, K
AF Saragossi, Jamie
   Costello, Laura
   Kasten, Kathleen
TI Mobile Applications in Academic Libraries
SO LIBRARY RESOURCES & TECHNICAL SERVICES
LA English
DT Article
ID SERVICES
AB This paper explores the challenges and opportunities presented by mobile applications in the context of an academic library collection. This emerging format raises important questions about selection, acquisition, access, instruction, outreach, and evaluation as these practices have been applied to traditional resources. A more nuanced understanding of the content and format of mobile applications informs a collection development strategy for discovering, acquiring, and maintaining these resources. The development of an outreach program that includes liaison activity, instruction, and research consultations is also explored as a way to drive users to these new resources. Using Stony Brook University Libraries as a case study, this paper discusses the potential of mobile applications as academic library resources plus practical ways to promote usage and enhance academic engagement.
C1 [Saragossi, Jamie] Stony Brook Univ Lib, Hlth Sci Lib, Stony Brook, NY 11794 USA.
   [Costello, Laura] Rutgers State Univ Lib, New Brunswick, NJ USA.
   [Kasten, Kathleen] Stony Brook Univ Lib, Humanities & Social Sci, Stony Brook, NY USA.
C3 Rutgers University System; Rutgers University New Brunswick
RP Saragossi, J (corresponding author), Stony Brook Univ Lib, Hlth Sci Lib, Stony Brook, NY 11794 USA.
EM jamie.saragossi@stonybrook.edu; laura.costello@rutgers.edu;
   kathleen.kasten@stonybrook.edu
OI Saragossi, Jamie/0000-0001-8153-1791; Costello,
   Laura/0000-0002-0349-411X; Kasten-Mutkus, Kathleen/0000-0002-8821-0488
CR [Anonymous], 2021, Mob Fact Sheet
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   [Anonymous], STON BROOK MED
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   Grey A, 2015, J WEB LIBRARIANSH, V9, P85, DOI 10.1080/19322909.2015.1050567
   Ismail Matthew, 2016, GRAIN, V25, P22
   OHagan E., 2012, J Hosp Librariansh, V12, P162
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   Stony Brook University Libraries, MOB RES APPS LIB RES
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NR 16
TC 2
Z9 2
U1 1
U2 33
PU AMER LIBRARY ASSOC
PI CHICAGO
PA 50 E HURON ST, CHICAGO, IL 60611 USA
SN 0024-2527
EI 2159-9610
J9 LIBR RESOUR TECH SER
JI Libr. Res. Tech. Serv.
PD OCT
PY 2018
VL 62
IS 4
BP 198
EP 204
DI 10.5860/lrts.62n4.198
PG 7
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA GV5XB
UT WOS:000446177900006
OA Green Submitted, Bronze
DA 2024-07-15
ER

PT J
AU Cooper, KS
AF Cooper, Kristy S.
TI Safe, Affirming, and Productive Spaces: Classroom Engagement Among
   Latina High School Students
SO URBAN EDUCATION
LA English
DT Article
DE high school; programs; Hispanic students; urban education; case studies;
   subjects
ID ACADEMIC ENGAGEMENT; ACHIEVEMENT; FAILURE; SELF; NEED; MOTIVATION;
   PATTERNS; PARADOX; SUCCESS; GENDER
AB Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade students, this research examines how variations in the learning environment along three dimensions influence variations in classroom engagement as students travel from class to class in a given school day. Marshaling interview and observational data, the author demonstrates that Latina students experience the greatest levels of classroom engagement in learning spaces that are safe, affirming, and productive.
C1 [Cooper, Kristy S.] Michigan State Univ, Coll Educ, E Lansing, MI 48824 USA.
C3 Michigan State University
RP Cooper, KS (corresponding author), Michigan State Univ, 403 Erickson Hall, E Lansing, MI 48824 USA.
EM kcooper@msu.edu
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NR 77
TC 28
Z9 58
U1 0
U2 19
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0042-0859
EI 1552-8340
J9 URBAN EDUC
JI Urban Educ.
PD JUL
PY 2013
VL 48
IS 4
BP 490
EP 528
DI 10.1177/0042085912457164
PG 39
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA 161AL
UT WOS:000320162100002
DA 2024-07-15
ER

PT J
AU Smith, HJ
   Olson, G
   Agronick, G
   Tyler, T
AF Smith, Heather J.
   Olson, Gerryann
   Agronick, Gail
   Tyler, Tom
TI Everyday Interactions with University Authorities: Authority Treatment
   Quality, Outcome Favorability and First-Year Students' University
   Adjustment
SO GROUP PROCESSES & INTERGROUP RELATIONS
LA English
DT Article
DE college experiences; event contingent design; group authorities; group
   value model; social identity
ID SOCIAL IDENTITY; GROUP IDENTIFICATION; FAIRNESS JUDGMENTS; PROCEDURAL
   JUSTICE; SELF-EVALUATIONS; DECISIONS; DYNAMICS; RESPECT; MODEL; LIFE
AB Two hundred and twelve first-year undergraduates completed an authority interaction checklist every time they had a (self-defined) meaningful interaction with university authorities during the first two weeks of their first semester. Students' degree of university identification before they began the term moderated the influence of campus authorities' treatment quality on academic engagement three months later. These longitudinal data provide support for the argument that people who identify with the group the authority represents will interpret the authority's behavior as indicative of their value to the group.
C1 [Smith, Heather J.; Olson, Gerryann] Sonoma State Univ, Dept Psychol, Rohnert Pk, CA 94928 USA.
   [Tyler, Tom] NYU, New York, NY 10003 USA.
C3 California State University System; Sonoma State University; New York
   University
RP Smith, HJ (corresponding author), Sonoma State Univ, Dept Psychol, 1801 E Cotati Ave, Rohnert Pk, CA 94928 USA.
EM smithh@sonoma.edu
FU NIMH NIH HHS [R15 MH062096-01A1, R15 MH062096] Funding Source: Medline
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NR 48
TC 10
Z9 10
U1 0
U2 7
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1368-4302
J9 GROUP PROCESS INTERG
JI Group Process Intergroup Relat.
PD MAR
PY 2009
VL 12
IS 2
BP 209
EP 226
DI 10.1177/1368430208101057
PG 18
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 410MJ
UT WOS:000263581200005
PM 20228896
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Benner, AD
   Crosnoe, R
   Eccles, JS
AF Benner, Aprile D.
   Crosnoe, Robert
   Eccles, Jacquelynne S.
TI Schools, Peers, and Prejudice in Adolescence
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID AFRICAN-AMERICAN; RACIAL-DISCRIMINATION; ACADEMIC ENGAGEMENT; LATINO
   ADOLESCENTS; IMPACT; EXPERIENCES; STUDENTS; CONSEQUENCES; PERCEPTIONS;
   IDENTITY
AB Adolescents' perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudiceregardless of adolescents' own perceptionsalso matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that school-wide perceptions of peer prejudice, which tap into the interpersonal climate of schools, appeared to be particularly risky for adolescents' academic achievement. In contrast, adolescents' own perceptions of peer prejudice at schools were associated with their feelings of alienation in school. Importantly, these patterns did not vary substantially by several markers of vulnerability to social stigmatization.
C1 [Benner, Aprile D.; Crosnoe, Robert] Univ Texas Austin, Austin, TX 78750 USA.
   [Eccles, Jacquelynne S.] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 University of Texas System; University of Texas Austin; University of
   Michigan System; University of Michigan
RP Benner, AD (corresponding author), Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn Stop A2702, Austin, TX 78750 USA.
EM abenner@prc.utexas.edu
OI Eccles, Jacque/0000-0002-6405-9330
FU National Academy of Education; Spencer Foundation; National Institute of
   Child Health and Human Development [R24 HD42849]
FX The authors acknowledge the support of grants from the National Academy
   of Education and the Spencer Foundation to Aprile Benner and from the
   National Institute of Child Health and Human Development to the
   Population Research Center, University of Texas at Austin (R24 HD42849).
   Opinions reflect those of the authors and not necessarily those of the
   granting agencies.
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NR 71
TC 36
Z9 53
U1 0
U2 32
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD MAR
PY 2015
VL 25
IS 1
BP 173
EP 188
DI 10.1111/jora.12106
PG 16
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA CC1SZ
UT WOS:000350125300017
PM 25750496
OA Green Accepted, Bronze, Green Published, Green Submitted
DA 2024-07-15
ER

PT J
AU Pope, D
   Miles, S
AF Pope, Denise
   Miles, Sarah
TI A caring climate that promotes belonging and engagement
SO PHI DELTA KAPPAN
LA English
DT Article
DE school climate; engagement; belonging; caring; emotion; meaningful;
   lessons; agency; relevance
ID SCHOOL; SENSE
AB When students have a strong sense of belonging in their school community, they are more likely to thrive academically. In a study of 55,000 secondary school students across the United States, Challenge Success found further evidence of the bilateral relationship between students' experiences of academic engagement and their sense of belonging, specifically when tied to school practices aimed at creating an authentic culture of inclusion and respect, an environment that fosters student agency, and assessment practices that are perceived as fair and equitable. Denise Pope and Sarah Miles share research-based strategies for educators seeking to create a climate of care that promotes both engagement and belonging.
C1 [Pope, Denise] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA.
   [Miles, Sarah] Challenge Success, Stanford, CA USA.
C3 Stanford University
RP Pope, D (corresponding author), Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA.
EM dpope@stanford.edu; smiles@challengesuccess.org
CR Bishop R.S., 1990, PERSPECTIVES CHOOSIN, V6, pxi
   Challenge Success, 2018, FIT RANK WHY COLL EN
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
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   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
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   Healey K., 2021, Structures for belonging: A synthesis of research on belonging-supportive learning environments
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Walton G., 2021, ED WEEK
NR 10
TC 6
Z9 7
U1 1
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0031-7217
EI 1940-6487
J9 PHI DELTA KAPPAN
JI Phi Delta Kappan
PD FEB
PY 2022
VL 103
IS 5
BP 8
EP 12
DI 10.1177/00317217221079972
PG 5
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA YT6ZU
UT WOS:000751506200003
DA 2024-07-15
ER

PT J
AU Strain, PS
   Wilson, K
   Dunlap, G
AF Strain, Phillip S.
   Wilson, Kelly
   Dunlap, Glen
TI Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with
   Autism in General Education Classrooms
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID CHILDREN
AB Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent-Teach-Reinforce (PTR), was evaluated in general education settings with three elementary school students with autism spectrum disorders and serious problem behaviors. A multiple baseline across students design was used to test the effects of PTR on the occurrence of problem behaviors and academic engagement. Results indicated that problem behaviors were reduced and engagement was increased for all of the participants. The findings are discussed in relation to the importance and the challenges of implementation fidelity and effective behavior support in general education settings.
C1 [Strain, Phillip S.] Univ Colorado, Sch Educ & Human Dev, Denver, CO 80217 USA.
   [Dunlap, Glen] Univ S Florida, Tampa, FL 33620 USA.
C3 University of Colorado System; University of Colorado Denver; State
   University System of Florida; University of South Florida
RP Strain, PS (corresponding author), Univ Colorado, Sch Educ & Human Dev, Campus Box 193,POB 173364, Denver, CO 80217 USA.
EM phil.strain@ucdenver.edu
CR [Anonymous], PIVOTAL RESPONSE TRE
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NR 28
TC 42
Z9 72
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD MAY
PY 2011
VL 36
IS 3
BP 160
EP 171
DI 10.1177/019874291003600302
PG 12
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 802AB
UT WOS:000293480600001
DA 2024-07-15
ER

PT J
AU Soler, IG
AF Soler, Inmaculada Gomez
TI Engaged Learning as a Pathway Towards Supporting Hispanic Students at
   Urban Universities
SO URBAN EDUCATION
LA English
DT Article; Early Access
DE engaged learning; community-service learning; Hispanic students;
   heritage language learners; urban universities; New Latino Diaspora
ID AFRICAN-AMERICAN; LANGUAGE; IDENTITY
AB Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions.
C1 [Soler, Inmaculada Gomez] Dublin City Univ, Sch Appl Language & Intercultural Studies, Dublin D09 V209 9, Ireland.
C3 Dublin City University
RP Soler, IG (corresponding author), Dublin City Univ, Sch Appl Language & Intercultural Studies, Dublin D09 V209 9, Ireland.
EM inmaculada.gomersoler@dcu.ie
OI Gomez Soler, Inmaculada/0000-0003-3003-9312
FU University of Memphis Engaged Scholarship Committee (Engaged Learning
   Fellowship); University of Memphis Engaged Scholarship Committee
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the University of Memphis Engaged Scholarship Committee
   (Engaged Learning Fellowship).
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NR 78
TC 0
Z9 0
U1 0
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0042-0859
EI 1552-8340
J9 URBAN EDUC
JI Urban Educ.
PD 2022 JUL 27
PY 2022
DI 10.1177/00420859221114074
EA JUL 2022
PG 30
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA 3I5GZ
UT WOS:000832746400001
OA hybrid
DA 2024-07-15
ER

PT J
AU Holland, NE
AF Holland, Nicole E.
TI The Power of Peers: Influences on Postsecondary Education Planning and
   Experiences of African American Students
SO URBAN EDUCATION
LA English
DT Article
DE African American students; minority academic success; youth development
ID ACHIEVEMENT; FRIENDS; YOUTH
AB This investigation demonstrates the effect that peers have on students' academic engagement and educational aspirations. Forty-nine African American university students retrospectively discuss the manner by which their friends influenced their academic commitment and activity while in high school; their postsecondary education aspirations, planning, and decision making; and their college experiences. These data reveal that peers have noteworthy influence on their friends' academic activities and their postsecondary education planning and experiences; however, greater efforts need to be made to ensure that students, their families, and their peers have access to, and are making decisions based on, appropriate academic and college planning information.
C1 NE Illinois Univ, Dept Educ Inquiry & Curriculum Studies, Chicago, IL 60625 USA.
C3 Northeastern Illinois University
RP Holland, NE (corresponding author), NE Illinois Univ, Dept Educ Inquiry & Curriculum Studies, 5500 N St Louis Ave, Chicago, IL 60625 USA.
EM N-Holland@neiu.edu
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   Williams TR, 2002, URBAN EDUC, V37, P408, DOI 10.1177/00485902037003006
NR 31
TC 17
Z9 58
U1 2
U2 15
PU CORWIN PRESS INC A SAGE PUBLICATIONS CO
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0042-0859
J9 URBAN EDUC
JI Urban Educ.
PD SEP
PY 2011
VL 46
IS 5
BP 1029
EP 1055
DI 10.1177/0042085911400339
PG 27
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA 889WK
UT WOS:000300105800009
DA 2024-07-15
ER

PT J
AU Chu, ML
   Creed, PA
   Conlon, EG
AF Chu, Moong L.
   Creed, Peter A.
   Conlon, Elizabeth G.
TI Development and initial validation of a Work-Study Congruence Scale for
   university students
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article
DE Work-study boundary congruence; Well-being; Academic engagement
ID PERSON-ENVIRONMENT FIT; BOUNDARY MANAGEMENT; JOB CHARACTERISTICS; FAMILY
   CONFLICT; SCHOOL CONFLICT
AB The 16-item Work Study Congruence Scale was developed to assess self-perceived congruence between work and study roles in university students. Items were based on student interviews and reviews by experts. Responses were subjected to Exploratory (Sample 1: N = 251, mean age 25 years) and Confirmatory Factor Analysis (Sample 2: N = 260, mean age 23 years), and validated against an existing brief congruence measure. The new scale taps four domains: university demands/resources, occupational goals, family, and leisure. It has the potential to promote research on work-study congruence, which can shed light on factors that promote student engagement and well-being.
C1 [Chu, Moong L.; Creed, Peter A.; Conlon, Elizabeth G.] Griffith Univ, Sch Appl Psychol, Gold Coast 4222, Australia.
C3 Griffith University; Griffith University - Gold Coast Campus
RP Chu, ML; Creed, PA (corresponding author), Griffith Univ, Sch Appl Psychol, Gold Coast 4222, Australia.
EM moongli.chu@griffithuni.edu.au; p.creed@griffith.edu.au;
   e.conlon@griffith.edu.au
OI Creed, Peter A/0000-0002-8671-501X
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NR 55
TC 7
Z9 7
U1 0
U2 12
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1873-0388
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD JUL
PY 2019
VL 19
IS 2
BP 257
EP 274
DI 10.1007/s10775-018-9379-0
PG 18
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IC2LE
UT WOS:000470790600005
DA 2024-07-15
ER

PT J
AU Riden, BS
   Kumm, S
   Jolivette, K
AF Riden, Benjamin S.
   Kumm, Skip
   Jolivette, Kristine
TI Using Technology to Increase the Use of Evidence-Based Behavioral
   Interventions With Students With High-Incidence Disabilities
SO JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
LA English
DT Article
DE technology; behavior; special education; disabilities
AB Educators of students with disabilities who frequently display challenging behaviors are expected to deliver high-leverage practices and evidence-based behavioral interventions to improve student academic engagement and appropriate behaviors. For these practices and interventions to be successful, educators need innovative, accessible, and sustainable tools to efficiently and effectively implement these practices and interventions as part of their classroom and behavior management routines. Using technology as a delivery platform can fit this need. The Journal of Special Education Technology special issue presents three experimental studies where teachers used technology to deliver behavioral interventions and one qualitative study examining teachers' perspectives of using technology for behavior management.
C1 [Riden, Benjamin S.] James Madison Univ, Educ Fdn & Except Dept, 3130 Mem Hall, Harrisonburg, VA 22807 USA.
   [Kumm, Skip] Elmhurst Sch Dist, Elmhurst, IL USA.
   [Jolivette, Kristine] Univ Alabama, Dept Special Educ & Multiple Abil, Tuscaloosa, AL USA.
C3 James Madison University; University of Alabama System; University of
   Alabama Tuscaloosa
RP Riden, BS (corresponding author), James Madison Univ, Educ Fdn & Except Dept, 3130 Mem Hall, Harrisonburg, VA 22807 USA.
EM ridenbs@jmu.edu
OI , Benjamin/0000-0002-6733-1942
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   Riden B.S., 2018, J SPECIAL ED APPRENT, V7, P3
   Riden BS, 2019, J SPEC EDUC TECHNOL, V34, P133, DOI 10.1177/0162643418801815
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NR 18
TC 1
Z9 2
U1 0
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-6434
EI 2381-3121
J9 J SPEC EDUC TECHNOL
JI J. Spec. Educ. Technol.
PD SEP
PY 2021
VL 36
IS 3
SI SI
BP 123
EP 126
DI 10.1177/01626434211034811
PG 4
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA TZ1WG
UT WOS:000684266500001
DA 2024-07-15
ER

PT J
AU Geddes, M
   Dommett, K
   Prosser, B
AF Geddes, Marc
   Dommett, Katharine
   Prosser, Brenton
TI A recipe for impact? Exploring knowledge requirements in the UK
   Parliament and beyond
SO EVIDENCE & POLICY
LA English
DT Article
DE UK Parliament; select committees; parliamentary studies; British
   politics
ID POLICY; COPRODUCTION; SCIENTISTS; MANAGEMENT; RESOURCES; RELEVANCE;
   EXCHANGE; POLITICS; MAKERS
AB In the context of ongoing debates around academic engagements with policymakers, this article discusses how academics can successfully engage with the often overlooked institution of Parliament. We argue that the UK Parliament is not a homogeneous organisation but has differing knowledge requirements for different parliamentary sites. While there are common barriers that need to be overcome by researchers, there is no universal recipe that will ensure successful research impact. We argue that there are different forms of engagement likely to lead to influence, and that co-production is the most important way by which academics can engage with Parliament.
C1 [Geddes, Marc] Univ Edinburgh, Edinburgh, Midlothian, Scotland.
   [Dommett, Katharine] Univ Sheffield, Sheffield, S Yorkshire, England.
   [Prosser, Brenton] Australian Natl Univ, Canberra, ACT, Australia.
   [Prosser, Brenton] Nous Grp, Sydney, NSW, Australia.
C3 University of Edinburgh; University of Sheffield; Australian National
   University
RP Geddes, M (corresponding author), Univ Edinburgh, Edinburgh, Midlothian, Scotland.
EM marc.geddes@ed.ac.uk; k.dommett@sheffield.ac.uk;
   brenton.prosser@anu.edu.au
RI Prosser, Brenton/E-5637-2013
OI Prosser, Brenton/0000-0002-8058-2973; Dommett,
   Katharine/0000-0003-0624-6610
CR Althaus Catherine., 2012, The Australian Policy Handbook
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NR 40
TC 24
Z9 25
U1 0
U2 10
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 1-9 OLD PARK HILL, BRISTOL BS2 8BB, ENGLAND
SN 1744-2648
EI 1744-2656
J9 EVID POLICY
JI Evid. Polciy
PD MAY 31
PY 2018
VL 14
IS 2
BP 259
EP 276
DI 10.1332/174426417X14945838375115
PG 18
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA GK0MV
UT WOS:000435805300007
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Mount, M
   Martinez, MG
AF Mount, Matthew
   Martinez, Marian Garcia
TI Social Media: A TOOL FOR OPEN INNOVATION
SO CALIFORNIA MANAGEMENT REVIEW
LA English
DT Article
DE Social Media; Open Innovation; Ideation; R&D; Commercialization
ID OPEN SOURCE SOFTWARE; FUZZY FRONT-END; AMBIDEXTROUS ORGANIZATIONS;
   INFORMATION-TECHNOLOGY; KNOWLEDGE REUSE; USER; IMPLEMENTATION;
   COLLABORATION; ANTECEDENTS; COMMUNITIES
AB Despite the exponential rise of social media use in external stakeholder engagement academic research and managerial practice have paid little attention to how it can be used for open innovation across the entire innovation funnel, spanning ideation, R&D, and commercialization. As a result there is little understanding of how companies can organize for and implement social media for open innovation. Utilizing a multiple case study design, this article examines its application across the entire innovation process. It proposes a range of organizational and technological adaptations that managers can implement to ensure they realize the innovative benefits of social media application.
C1 [Mount, Matthew; Martinez, Marian Garcia] Univ Kent, Kent Business Sch, Canterbury, Kent, England.
C3 University of Kent
RP Mount, M (corresponding author), Univ Kent, Kent Business Sch, Canterbury, Kent, England.
RI Barretta, Paul/G-4383-2016
OI Barretta, Paul/0000-0002-6940-587X; Mount, Matthew/0000-0002-6470-7502
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NR 78
TC 124
Z9 153
U1 5
U2 180
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0008-1256
EI 2162-8564
J9 CALIF MANAGE REV
JI Calif. Manage. Rev.
PD SUM
PY 2014
VL 56
IS 4
BP 124
EP 143
DI 10.1525/cmr.2014.56.4.124
PG 20
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AN7UZ
UT WOS:000340807800006
OA Green Published
DA 2024-07-15
ER

PT J
AU Conroy, MA
   Asmus, JM
   Ladwig, CN
   Sellers, JA
   Valcante, G
AF Conroy, MA
   Asmus, JM
   Ladwig, CN
   Sellers, JA
   Valcante, G
TI The effects of proximity on the classroom behaviors of students with
   autism in general education settings
SO BEHAVIORAL DISORDERS
LA English
DT Article; Proceedings Paper
CT Council for Exceptional Children Conference
CY 2002
CL New York, NY
ID DISABILITIES; DISORDERS
AB In this study the authors examined the descriptive effects of adult proximity on the behaviors of six elementary-aged students with autism spectrum disorders served in general education settings. A descriptive analysis was conducted to determine the effects of adult proximity on the rate of challenging behaviors and academic engagement. In addition, lag sequential analyses were conducted examining the effects of adult proximity on the relationship between adult directives and subsequent target child behaviors. The results indicated that adult proximity positively increased the rates of engagement and the likelihood that engagement followed an adult directive for most of the participants. However, idiosyncratic differences between adult proximity and problem behaviors were found across the participants.
C1 Univ Florida, Dept Special Educ, Gainesville, FL 32611 USA.
   Univ Florida, Dept Educ Psychol, Gainesville, FL USA.
   Univ Florida, Ctr Autism & Related Disabil, Gainesville, FL USA.
C3 State University System of Florida; University of Florida; State
   University System of Florida; University of Florida; State University
   System of Florida; University of Florida
RP Conroy, MA (corresponding author), Univ Florida, Dept Special Educ, Gainesville, FL 32611 USA.
EM mconroy@coe.ufl.edu
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NR 21
TC 26
Z9 43
U1 0
U2 1
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI ARLINGTON
PA COUNCIL EXCEPTIONAL CHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, VA
   22201-5704 USA
SN 0198-7429
J9 BEHAV DISORDERS
JI Behav. Disord.
PD FEB
PY 2004
VL 29
IS 2
BP 119
EP 129
PG 11
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH); Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 939LI
UT WOS:000230073900002
DA 2024-07-15
ER

PT J
AU Wang, MT
   Scanlon, CL
   Del Toro, J
AF Wang, Ming-Te
   Scanlon, Christina L.
   Del Toro, Juan
TI Does Anyone Benefit From Exclusionary Discipline? An Exploration on the
   Direct and Vicarious Links Between Suspensions for Minor Infraction and
   Adolescents' Academic Achievement
SO AMERICAN PSYCHOLOGIST
LA English
DT Article
DE school discipline; educational equity; student engagement; school
   suspension; racial disparity
ID SCHOOL SUSPENSION; ENGAGEMENT; STUDENT; CONSEQUENCES; PUNISHMENT;
   CONTAGION; CLASSROOM
AB Public Significance Statement Past research on school suspensions has focused on adverse effects for suspended students' academic engagement and achievement, but little is known about whether there are consequences for their nonsuspended peers. Results indicate that high classroom rates of suspensions for minor behavioral transgressions were linked to lower academic achievement among nonsuspended students, and this link was partially mediated by students' academic engagement.
   The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (N-student = 558; N-classroom = 41; M-age = 12.83; age range = 10-16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (N-student = 1,302; N-classroom = 64; M-age = 13.00; age range = 10-16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices.
C1 [Wang, Ming-Te] Univ Pittsburgh, Dept Psychol, Sch Educ, Learning Res & Dev Ctr, 5948 Wesley W Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA.
   [Scanlon, Christina L.; Del Toro, Juan] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh
RP Wang, MT (corresponding author), Univ Pittsburgh, Dept Psychol, Sch Educ, Learning Res & Dev Ctr, 5948 Wesley W Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU National Science Foundation [15231]
FX Ming-Te Wang received funding from Grant 15231 from the National Science
   Foundation.
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NR 55
TC 6
Z9 11
U1 5
U2 11
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0003-066X
EI 1935-990X
J9 AM PSYCHOL
JI Am. Psychol.
PD JAN
PY 2023
VL 78
IS 1
BP 20
EP 35
DI 10.1037/amp0001030
EA SEP 2022
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7X6RX
UT WOS:000860919400001
PM 36174178
OA hybrid
DA 2024-07-15
ER

PT J
AU Froment, F
   Gutiérrez, MD
AF Froment, Facundo
   de-Besa Gutierrez, Manuel
TI The prediction of teacher credibility on student motivation: Academic
   engagement and satisfaction as mediating variables
SO REVISTA DE PSICODIDACTICA
LA English
DT Article
DE teacher credibility; academic engagement; academic satisfaction;
   academic motivation; structural equation modeling; predictive validity
ID PLS-SEM; BEHAVIORS; IMPACT
AB Students' perceptions of teachers' behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students' perceptions of teacher behavior and its relationship with academic motivation. In this sense, students' perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cadiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom. (C) 2022 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Froment, Facundo] Univ Seville, Dept Social Psychol, Calle Pirotecnia S-N, Seville 41013, Spain.
   [de-Besa Gutierrez, Manuel] Univ Cadiz, Dept Didact, Campus Puerto Real, Cadiz 11519, Spain.
C3 University of Sevilla; Universidad de Cadiz
RP Froment, F (corresponding author), Univ Seville, Dept Social Psychol, Calle Pirotecnia S-N, Seville 41013, Spain.
EM fpfroment@us.es; manuel.debesa@uca.es
RI De-Besa-Gutiérrez, Manuel Rafael/U-2686-2019
OI De-Besa-Gutiérrez, Manuel Rafael/0000-0003-1552-2664
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NR 66
TC 10
Z9 10
U1 3
U2 24
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JUL-DEC
PY 2022
VL 27
IS 2
BP 149
EP 157
DI 10.1016/j.psicod.2022.04.003
EA JUL 2022
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 3F8CQ
UT WOS:000830890700006
DA 2024-07-15
ER

PT J
AU Heerde, JA
   Bailey, JA
   Toumbourou, JW
   Rowland, B
   Catalano, RF
AF Heerde, Jessica A.
   Bailey, Jennifer A.
   Toumbourou, John W.
   Rowland, Bosco
   Catalano, Richard F.
TI Longitudinal Associations Between Early-Mid Adolescent Risk and
   Protective Factors and Young Adult Homelessness in Australia and the
   United States
SO PREVENTION SCIENCE
LA English
DT Article
DE Homelessness; Adolescents; Young adults; Cross-state study; Risk
   factors; Protective factors
ID PHYSICALLY VIOLENT BEHAVIOR; ACADEMIC-ACHIEVEMENT; YOUTH HOMELESSNESS;
   WASHINGTON-STATE; SUBSTANCE USE; CHILDREN; VICTIMIZATION; PREVALENCE;
   EXPOSURE; VICTORIA
AB Homelessness is associated with a range of negative health and behavioral outcomes, yet life-course pathways to homelessness from adolescence to early adulthood are not well-documented. This study asks to what extent do early-mid adolescent risk and protective factors predict young adult homelessness, and whether the predictive nature of these factors is similar in Victoria, Australia, and Washington State in the USA. As part of the International Youth Development Study, adolescents were recruited as state representative secondary school samples at grade 7 (age 13, 2002) and longitudinally compared at average age 25. Higher rates of past year homelessness were reported by Washington State (5.24%), compared to Victorian young adults (3.25%). Although some cross-state differences in levels of adolescent demographic, individual, family, peer group, school, and community predictors were found, cross-state comparisons showed these factors were equally predictive of young adult homelessness in both states. In univariate analyses, most adolescent risk and protective factors were significant predictors. Unique multivariate adolescent predictors associated with young adult homelessness included school suspension (adjusted odds ratio [AOR] = 2.76) and academic failure (AOR = 1.94). No significant unique protective effects were found. Prevention and intervention efforts that support adolescents' academic engagement may help in addressing young adult homelessness. The similar cross-state profile of adolescent predictors suggests that programs seeking to support academic engagement may influence risk for homelessness into young adulthood in both states. The similarity in life-course pathways to homelessness suggests that the USA and Australia can profitably translate prevention and intervention efforts to reduce homelessness while continuing to identify modifiable predictors.
C1 [Heerde, Jessica A.] Univ Melbourne, Melbourne Med Sch, Dept Paediat, Melbourne, Vic, Australia.
   [Bailey, Jennifer A.; Catalano, Richard F.] Univ Washington, Sch Social Work, Social Dev Res Grp, Seattle, WA 98195 USA.
   [Toumbourou, John W.] Deakin Univ, Sch Psychol, Ctr Social & Early Emot Dev, Geelong, Vic, Australia.
   [Rowland, Bosco] Deakin Univ, Sch Psychol, Geelong, Vic, Australia.
C3 University of Melbourne; University of Washington; University of
   Washington Seattle; Deakin University; Deakin University
RP Heerde, JA (corresponding author), Univ Melbourne, Melbourne Med Sch, Dept Paediat, Melbourne, Vic, Australia.
EM jessica.heerde@unimelb.edu.au
RI Rowland, Bosco Charles/HLP-8863-2023; Bailey, Jennifer/AIC-7080-2022;
   Toumbourou, John W/W-8632-2018
OI Rowland, Bosco Charles/0000-0003-0192-809X; Toumbourou, John
   W/0000-0002-8431-3762; Bailey, Jennifer/0000-0001-7097-4570; Heerde,
   Associate Professor Jessica/0000-0002-5597-019X
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NR 47
TC 14
Z9 17
U1 0
U2 6
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1389-4986
EI 1573-6695
J9 PREV SCI
JI Prev. Sci.
PD MAY
PY 2020
VL 21
IS 4
BP 557
EP 567
DI 10.1007/s11121-020-01092-9
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA LD8OA
UT WOS:000526285900011
PM 31965426
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Lomelí, DG
   Maytorena, MD
   Cárdenas-Niño, L
   Tapia-Fonllem, CO
AF Gonzalez Lomeli, Daniel
   de los Angeles Maytorena, Maria
   Cardenas-Nino, Lucila
   Octavio Tapia-Fonllem, Cesar
TI Time Perspective of Mexican and Colombian University Students
SO REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO
   PSICOLOGICA
LA Spanish
DT Article
DE time Perspective; university students; structural modeling; ZTPI;
   Mexico-Colombia
ID ACADEMIC ENGAGEMENT; ORIENTATION; INVENTORY
AB The aim of this study was to compare the time orientation of 770 freshmen Colombian and 495 Mexican university students who participated in an informed and voluntary way. The results showed that Colombian students show more orientation towards a hedonistic present and towards a negative past than the Mexican ones. The differences between Colombians and Mexicans in regard to future orientation, fatalistic present and positive past were not significant. A confirmatory factor analysis was specified and tested and a model of five factors was constructed. The negative past, positive past, fatalistic present and future factors, were integrated by four indicators while the hedonistic present factor consisted of five indicators. The goodness of fit indicators of this model revealed its adequacy.
C1 [Gonzalez Lomeli, Daniel; de los Angeles Maytorena, Maria; Octavio Tapia-Fonllem, Cesar] Univ Sonora, Dept Psicol & Ciencias Comunicac, Hermosillo, Sonora, Mexico.
   [Cardenas-Nino, Lucila] Univ San Buenaventura, Dept Psicol, Medellin, Colombia.
C3 Universidad de Sonora
RP Lomelí, DG (corresponding author), Retorno Rancho Bonito 65, Hermosillo 83170, Sonora, Mexico.
EM dgonzalez@psicom.uson.mx
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NR 26
TC 2
Z9 2
U1 1
U2 5
PU AIDEP
PI BUENOS AIRES
PA MARIO BRAVO 427 1 C, CAPITAL FEDERAL, BUENOS AIRES, C175ASM CPA,
   ARGENTINA
SN 2183-6051
J9 REV IBEROAM DIAGN EV
JI Rev. Iberoam. Diagn. Eval.-Aval. P.
PD JAN-MAR
PY 2018
VL 1
IS 46
BP 133
EP 145
DI 10.21865/RIDEP46.1.10
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA GP4VU
UT WOS:000440871200011
OA Green Submitted, Bronze
DA 2024-07-15
ER

PT J
AU González, A
   Paoloni, PV
AF Gonzalez, Antonio
   Paoloni, Paola-Veronica
TI Engagement and Performance in Physics: The Role of Class Instructional
   Strategies, and Student's Personal and Situational Interest
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Personal and situational interest; provide choice; foster relevance;
   academic engagement; disaffection
ID AUTONOMY SUPPORT; LEARNING ACTIVITIES; TEACHERS; SCIENCE; PERSPECTIVE;
   MOTIVATION; CONCEPTUALIZATION; DISAFFECTION; ACHIEVEMENT; BEHAVIORS
AB This study aims to analyze situational and personal interest in Physics, to establish how both are affected by two instructional strategies (provide choice opportunities and explicit the relevance of contents), and to determine how strategies and interest influence on engagement, disaffection, and performance. Participants were 430 students from second grade of the scientific-technologic baccalaureate (52.4% girls). Structural equation models corroborated the hypotheses: situational and personal interest where improved by these two instructional strategies; furthermore, both modalities of interest and teaching strategies enhanced engagement and performance, protecting students from disaffection. Mediated effects between assessed variables were also significant.
C1 [Gonzalez, Antonio] Univ Vigo, Orense 32004, Spain.
   [Paoloni, Paola-Veronica] Univ Nacl Rio Cuarto, Cordoba, Argentina.
C3 Universidade de Vigo; Universidad Nacional Rio Cuarto
RP González, A (corresponding author), Univ Vigo, Fac Ciencias Educ, Campus As Lagoas, Orense 32004, Spain.
EM aglez@uvigo.es
RI Gonzalez, Antonio/AAA-6381-2019
OI Gonzalez Fernandez, Antonio/0000-0003-0038-4801
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NR 50
TC 12
Z9 12
U1 5
U2 57
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PY 2015
VL 20
IS 1
BP 25
EP 45
DI 10.1387/RevPsicodidact.11370
PG 21
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CB4HU
UT WOS:000349589600002
OA Green Submitted, Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Rezaei, A
   Karimi, H
   Rigifarid, A
   Ataei, P
AF Rezaei, Amirreza
   Karimi, Hamid
   Rigifarid, Abdolvajed
   Ataei, Pouria
TI Factors influencing academic optimism and its impact on academic
   achievement of students of agriculture vocational schools in Iran
SO JOURNAL OF AGRICULTURAL EDUCATION & EXTENSION
LA English
DT Article; Early Access
DE Academic achievement; academic emotions; academic engagement; academic
   optimism; agriculture students
ID SELF-EFFICACY; ENGAGEMENT; EMOTIONS; GOALS; HOPE; PREDICTORS; COLLEGE;
   SAMPLE
AB PurposeThe research aimed to investigate the factors underpinning academic optimism and its impact on the academic achievement of students in agriculture vocational schools.MethodologyIt was carried out among the students of the agriculture vocational schools in Tehran province, Iran (N = 435). A sample of 158 students was taken by the stratified random sampling with proportional assignment. The measurement instrument was standard questionnaires whose validity was determined by content and construct validity. To estimate the reliability of the questionnaires, a pilot study was conducted on 30 individuals outside the sample, and Cronbach's alpha and composite reliability were measured.FindingsThe results showed that academic engagement and academic emotions had significant impacts on students' academic optimism. The effect of academic optimism was also found to be significant on students' academic achievement. It is concluded that academic optimism and its components, both at the personal and school level, play an essential role in students' academic achievement.Practical implicationsThe Education Organization should develop plans for improving teachers' and students' academic optimism and enhancing their motivation for academic achievement.Theoretical implicationsThe study enriches the existing literature on academic achievement by emphasizing the importance of academic optimism in the process of agricultural technical and vocational education. It also highlights the potential of psychological components to motivate students' academic optimism in the process of academic achievement.Principals and educators are suggested to develop optimistic beliefs in themselves and create an optimistic, active, and vibrant school climate, thereby providing the conditions for the growth of academic optimism among students.Originality/valueThe paper provides insight for education organizations to recognize the barriers to the improvement of the students' academic achievement in the agriculture vocational schools.
C1 [Rezaei, Amirreza; Rigifarid, Abdolvajed] Univ Tehran, Dept Agr Extens & Educ, Tehran, Iran.
   [Karimi, Hamid] Univ Zabol, Dept Agr Extens & Educ, Zabol, Iran.
   [Ataei, Pouria] Tarbiat Modares Univ TMU, Fac Agr, Dept Agr Extens & Educ, Tehran, Iran.
C3 University of Tehran; Tarbiat Modares University
RP Karimi, H (corresponding author), Univ Zabol, Dept Agr Extens & Educ, Zabol, Iran.
EM karimihamid@uoz.ac.ir
RI Ataei, Pouria/I-8517-2019
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NR 74
TC 0
Z9 0
U1 5
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1389-224X
EI 1750-8622
J9 J AGRIC EDUC EXT
JI J. Agric. Educ. Ext.
PD 2023 JUN 15
PY 2023
DI 10.1080/1389224X.2023.2223523
EA JUN 2023
PG 22
WC Education & Educational Research; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Environmental Sciences & Ecology
GA J3ES7
UT WOS:001008481800001
DA 2024-07-15
ER

PT J
AU Podda, M
   Di Martino, M
   Pata, F
   Nigri, G
   Pisanu, A
   Di Saverio, S
   Pellino, G
   Ielpo, B
AF Podda, Mauro
   Di Martino, Marcello
   Pata, Francesco
   Nigri, Giuseppe
   Pisanu, Adolfo
   Di Saverio, Salomone
   Pellino, Gianluca
   Ielpo, Benedetto
CA LIONESS Study Grp
TI Global disparities in surgeons' workloads, academic engagement and rest
   periods: the on-calL shIft fOr geNEral SurgeonS (LIONESS) study
SO UPDATES IN SURGERY
LA English
DT Article; Early Access
DE Surgeon's workload; On-call; Surgeon's well-being; Human Development
   Index; Global research
ID SLEEP-DEPRIVATION; MEDICAL ERRORS; SATISFACTION; BURNOUT; CARE
AB The workload of general surgeons is multifaceted, encompassing not only surgical procedures but also a myriad of other responsibilities. From April to May 2023, we conducted a CHERRIES-compliant internet-based survey analyzing clinical practice, academic engagement, and post-on-call rest. The questionnaire featured six sections with 35 questions. Statistical analysis used Chi-square tests, ANOVA, and logistic regression (SPSS (R) v. 28). The survey received a total of 1.046 responses (65.4%). Over 78.0% of responders came from Europe, 65.1% came from a general surgery unit; 92.8% of European and 87.5% of North American respondents were involved in research, compared to 71.7% in Africa. Europe led in publishing research studies (6.6 +/- 8.6 yearly). Teaching involvement was high in North America (100%) and Africa (91.7%). Surgeons reported an average of 6.7 +/- 4.9 on-call shifts per month, with European and North American surgeons experiencing 6.5 +/- 4.9 and 7.8 +/- 4.1 on-calls monthly, respectively. African surgeons had the highest on-call frequency (8.7 +/- 6.1). Post-on-call, only 35.1% of respondents received a day off. Europeans were most likely (40%) to have a day off, while African surgeons were least likely (6.7%). On the adjusted multivariable analysis HDI (Human Development Index) (aOR 1.993) hospital capacity > 400 beds (aOR 2.423), working in a specialty surgery unit (aOR 2.087), and making the on-call in-house (aOR 5.446), significantly predicted the likelihood of having a day off after an on-call shift. Our study revealed critical insights into the disparities in workload, access to research, and professional opportunities for surgeons across different continents, underscored by the HDI.
C1 [Podda, Mauro; Pisanu, Adolfo] Univ Cagliari, Azienda Osped Univ Cagliari, Policlin Univ D Casula, Dept Surg Sci,Emergency Surg Unit, SS 554,Km 4,500, I-09042 Cagliari, Monserrato, Italy.
   [Di Martino, Marcello] Univ Piemonte Orientale, Dept Hlth Sci, Novara, Italy.
   [Pata, Francesco] Univ Calabria, Dept Pharm Hlth & Nutr Sci, Arcavacata Di Rende, Italy.
   [Nigri, Giuseppe] Sapienza Univ Rome, Dept Med Surg Sci & Translat Med, Rome, Italy.
   [Di Saverio, Salomone] Madonna del Soccorso Hosp, Surg Dept, San Benedetto Tronto, Italy.
   [Pellino, Gianluca] UAB, Vall dHebron Univ Hosp, Dept Colorectal Surg, Barcelona, Spain.
   [Pellino, Gianluca] Univ Campania Luigi Vanvitelli, Dept Adv Med & Surg Sci, Naples, Italy.
   [Ielpo, Benedetto] Univ Pompeu Fabra, Hosp Mar, Hepatobiliary Surg Unit, Barcelona, Spain.
C3 University of Florence; Azienda Ospedaliero Universitaria Careggi;
   University of Cagliari; Azienda Ospedaliero-Universitaria di Cagliari;
   University of Eastern Piedmont Amedeo Avogadro; University of Calabria;
   Sapienza University Rome; Hospital Universitari Vall d'Hebron;
   Autonomous University of Barcelona; Universita della Campania
   Vanvitelli; Pompeu Fabra University; Hospital del Mar Research
   Institute; Hospital del Mar
RP Podda, M (corresponding author), Univ Cagliari, Azienda Osped Univ Cagliari, Policlin Univ D Casula, Dept Surg Sci,Emergency Surg Unit, SS 554,Km 4,500, I-09042 Cagliari, Monserrato, Italy.
EM mauropodda@gmail.com
RI Morini, Andrea/M-1579-2019; Barone, Mirko/AAG-5868-2021; Uzunoğlu,
   Mustafa Yener/H-4019-2015; Ferrario, Luca/ABF-2519-2020; Bains,
   Lovenish/T-4675-2019; Gallo, Gaetano/I-6917-2019; Smith-Singares,
   Eduardo/I-3518-2018; Litvin, Andrey/B-2254-2017; Kapsampelis,
   Panagiotis/AAL-2602-2020; Currò, Giuseppe/ADY-7391-2022; Pantoja
   Pachajoa, Diana Alejandra/AAU-5875-2020; Tur-Martínez,
   Jaume/AAE-2768-2020; BERGNA, ALESSANDRO/HTR-6865-2023; Calini,
   Giacomo/KBA-4166-2024; Mulita, Francesk/ABD-8338-2020; Pellino,
   Gianluca/B-8458-2015; Awad, Selmy S/ABC-2273-2020; GARZALI, IBRAHIM
   UMAR/ITU-1475-2023; Adamovich, Dmitry Mikhailovich/ABG-4957-2020;
   Fleres, Francesco/P-5515-2019; Bellini, Maria Irene/AAB-9323-2022;
   Cioffi, Stefano Piero Bernardo/AAA-2281-2020; Glasbey,
   James/I-2457-2019; Chitul, Andrei/ABD-1042-2021; Palomba,
   Giuseppe/HKO-9031-2023; Olivier, James/IST-7915-2023; Gica,
   Nicolae/W-1142-2018; Baili, Efstratia/AAE-3367-2019; Kara,
   Yasin/GNH-2589-2022; Perra, Teresa/AAW-8098-2020; Currò,
   Giuseppe/H-5533-2012; Pérez-Bertólez, Sonia/AEY-8589-2022;
   Serradilla-Martín, Mario/ABD-6520-2021; di Mola, Fabio
   Francesco/J-3082-2018; Akay, Omer/JTV-7200-2023; Brisinda,
   Giuseppe/G-6436-2010; Rodriguez-Lopez, Mario/Q-9044-2016
OI Morini, Andrea/0000-0001-9140-0488; Barone, Mirko/0000-0002-3578-8657;
   Uzunoğlu, Mustafa Yener/0000-0001-8133-2311; Ferrario,
   Luca/0000-0002-3652-3255; Bains, Lovenish/0000-0002-8627-0452; Gallo,
   Gaetano/0000-0003-1066-4671; Smith-Singares,
   Eduardo/0000-0002-0169-2788; Litvin, Andrey/0000-0002-9330-6513;
   Kapsampelis, Panagiotis/0000-0002-0120-8650; Currò,
   Giuseppe/0000-0001-9566-1378; Pantoja Pachajoa, Diana
   Alejandra/0000-0002-3968-4206; Tur-Martínez, Jaume/0000-0002-1936-5881;
   BERGNA, ALESSANDRO/0000-0001-6101-3989; Calini,
   Giacomo/0000-0002-7460-9578; Mulita, Francesk/0000-0001-7198-2628; Awad,
   Selmy S/0000-0002-2724-5599; GARZALI, IBRAHIM UMAR/0000-0002-9797-851X;
   Adamovich, Dmitry Mikhailovich/0000-0001-8237-5997; Fleres,
   Francesco/0000-0002-1092-8975; Bellini, Maria Irene/0000-0003-0730-4923;
   Cioffi, Stefano Piero Bernardo/0000-0002-5453-8901; Glasbey,
   James/0000-0001-7688-5018; Chitul, Andrei/0000-0001-5991-3443; Palomba,
   Giuseppe/0000-0003-3954-5166; Olivier, James/0000-0003-3082-8426; Gica,
   Nicolae/0000-0002-8425-6307; Baili, Efstratia/0000-0001-8745-2269; Kara,
   Yasin/0000-0002-9723-1774; Perra, Teresa/0000-0001-7032-1289; Currò,
   Giuseppe/0000-0001-9566-1378; Pérez-Bertólez, Sonia/0000-0002-3312-0952;
   di Mola, Fabio Francesco/0000-0001-9877-2946; Akay,
   Omer/0000-0002-0824-2077; Brisinda, Giuseppe/0000-0001-8820-9471;
   Giambusso, Mauro/0000-0003-1656-6861; Poillucci,
   Gaetano/0000-0002-3961-1904; Saroglu, Azize/0000-0001-7675-7657; ADDEO,
   Pietro/0000-0003-0046-7973; FRANCHI, ELOISA/0000-0002-4364-5410;
   Quiroga-Garza, Alejandro/0000-0002-5398-247X; Rodriguez-Lopez,
   Mario/0000-0002-8451-4126; Porcu, Alberto/0000-0001-6307-8938; Ferrara,
   Francesco/0000-0002-8208-1945; Arroyo Murillo, Gabriela
   Aracelly/0000-0002-3807-908X; Agastra, Ervis/0000-0003-0819-675X;
   Delaune, Vaihere/0000-0001-8931-0977; Turri, Giulia/0000-0001-6150-6812;
   Younis, Muhammad Umar/0000-0001-6366-6991; Castaldi,
   Antonio/0000-0003-3084-7942; Podda, Mauro/0000-0001-9941-0883; Aregawi,
   Alazar Berhe/0000-0001-5409-2586
FU Universit degli Studi di Cagliari
FX The On-calL shIft fOr GeNEral SurgeonS (LIONESS) Collaborative Group is:
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NR 27
TC 0
Z9 0
U1 2
U2 2
PU SPRINGER-VERLAG ITALIA SRL
PI MILAN
PA VIA DECEMBRIO, 28, MILAN, 20137, ITALY
SN 2038-131X
EI 2038-3312
J9 UPDATES SURG
JI Updates Surg.
PD 2024 APR 29
PY 2024
DI 10.1007/s13304-024-01859-7
EA APR 2024
PG 19
WC Surgery
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Surgery
GA RT5Z6
UT WOS:001229937200002
PM 38684574
OA hybrid
DA 2024-07-15
ER

PT J
AU Saint, A
   Guillery, P
AF Saint, Andrew
   Guillery, Peter
TI Recording the Fabric of Great Cities: Report of an International Meeting
   Organized by the Survey of London and Sponsored by English Heritage
SO LONDON JOURNAL
LA English
DT Article
DE Architectural inventory; Building recording; Urban fabric
AB Recording the Fabric of Great Cities was the title given to a two-day meeting of about 50 people professionally involved in the documentation of architectural histories in major European and North American cities. This report sets out some of the main threads of the presentations and discussions - the tradition of record-making as inventory, the changing role of the state, academic engagements and intersections, public networks, and changing methods. The event was not designed to specify outcomes, but it did emerge that several overarching challenges loom - digitization (of both process and product), grasping the particular nature of cities, and, amidst fragmentation of initiatives, coordination, standard-keeping, and dissemination.
C1 Survey London, London, England.
RP Saint, A (corresponding author), Survey London, London, England.
CR *DEP COMM LOC GOV, 2010, PLANN POL STAT 5 PLA, P14
   *ROYAL COMM HIST M, 1992, INV MON HIST BUILD E
   TEMPLE P, 2008, SURVEY LONDON, V47
   Temple Philip, 2008, SURVEY LONDON
NR 4
TC 1
Z9 1
U1 0
U2 2
PU MANEY PUBLISHING
PI LEEDS
PA STE 1C, JOSEPHS WELL, HANOVER WALK, LEEDS LS3 1AB, W YORKS, ENGLAND
SN 0305-8034
J9 LOND J
JI Lond. J.
PD NOV
PY 2011
VL 36
IS 3
BP 269
EP 274
DI 10.1179/174963211X13127325480398
PG 6
WC Area Studies; History
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Area Studies; History
GA 842ET
UT WOS:000296575800005
DA 2024-07-15
ER

PT J
AU Joslyn, PR
   Vollmer, TR
   Kronfli, FR
AF Joslyn, P. Raymond
   Vollmer, Timothy R.
   Kronfli, Faris R.
TI Interdependent Group Contingencies Reduce Disruption in Alternative High
   School Classrooms
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Classroom management; Delinquency; Disruptive behavior; Emotional and
   behavioral disorders; Good Behavior Game; Group contingencies; High
   school
ID GOOD BEHAVIOR GAME; STUDENTS; PUNISHMENT; EDUCATION; CRIME
AB Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we implemented an interdependent group contingency in three high school classrooms of students aged 14-19 years with histories of delinquency, emotional and behavioral disorder diagnoses, or both. Results indicated that interdependent group contingencies can be effective in reducing the disruptive classroom behavior of these students. Implications for future research and special considerations for this population are discussed.
C1 [Joslyn, P. Raymond] Berry Coll, Teacher Educ Dept, POB 5019, Mt Berry, GA 30149 USA.
   [Vollmer, Timothy R.; Kronfli, Faris R.] Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
C3 State University System of Florida; University of Florida
RP Joslyn, PR (corresponding author), Berry Coll, Teacher Educ Dept, POB 5019, Mt Berry, GA 30149 USA.
EM pjoslyn@berry.edu
OI Joslyn, P Raymond/0000-0002-8207-6505
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NR 26
TC 16
Z9 29
U1 0
U2 6
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD DEC
PY 2019
VL 28
IS 4
BP 423
EP 434
DI 10.1007/s10864-019-09321-0
PG 12
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JM9ZE
UT WOS:000496563700001
DA 2024-07-15
ER

PT J
AU Park-Taylor, J
   Vargas, A
AF Park-Taylor, Jennie
   Vargas, Angela
TI Using the Constructs Multifinality, Work Hope, and Possible Selves With
   Urban Minority Youth
SO CAREER DEVELOPMENT QUARTERLY
LA English
DT Article
ID SCHOOL ENGAGEMENT; CAREER; COLOR; EXPLORATION; INTERESTS; GENDER
AB This article describes and highlights the potential contributions that the constructs multifinality, work hope, and possible selves make for designing career counseling interventions and for better understanding possible career-related factors associated with academic engagement and achievement among urban minority youth. Multifinality may serve as a superordinate orientation because it conceptualizes development as discontinuous and relatively plastic, allowing for youth deemed at risk to follow more hopeful pathways. Work hope and possible selves emphasize the utility of providing urban minority youth with space to answer questions related to what they might achieve and do in the future and who they might become. Together, multifinality, work hope, and possible selves provide a hopeful conceptual framework for career researchers and practitioners.
C1 [Park-Taylor, Jennie] Fordham Univ, Div Psychol & Educ Serv, New York, NY 10023 USA.
   [Vargas, Angela] Fordham Univ, Counseling Psychol Program, New York, NY 10023 USA.
C3 Fordham University; Fordham University
RP Park-Taylor, J (corresponding author), Fordham Univ, Div Psychol & Educ Serv, 113 W 60th St, New York, NY 10023 USA.
EM parktaylor@fordham.edu
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NR 47
TC 6
Z9 15
U1 0
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0889-4019
EI 2161-0045
J9 CAREER DEV Q
JI Career Dev. Q.
PD SEP
PY 2012
VL 60
IS 3
BP 243
EP 253
DI 10.1002/j.2161-0045.2012.00020.x
PG 11
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 001ST
UT WOS:000308481100005
DA 2024-07-15
ER

PT J
AU Gillen-O'Neel, C
   Fuligni, A
AF Gillen-O'Neel, Cari
   Fuligni, Andrew
TI A Longitudinal Study of School Belonging and Academic Motivation Across
   High School
SO CHILD DEVELOPMENT
LA English
DT Article
ID ADOLESCENTS; STUDENTS; SUPPORT; ACHIEVEMENT; ENGAGEMENT; MIDDLE;
   IDENTIFICATION; PARTICIPATION; PERCEPTIONS; PERFORMANCE
AB This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N=572; age span=13.9419.15years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
C1 [Gillen-O'Neel, Cari; Fuligni, Andrew] Univ Calif Los Angeles, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Gillen-O'Neel, C (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall, Los Angeles, CA 90095 USA.
EM c.go@ucla.edu
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NR 64
TC 185
Z9 299
U1 4
U2 73
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR-APR
PY 2013
VL 84
IS 2
BP 678
EP 692
DI 10.1111/j.1467-8624.2012.01862.x
PG 15
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 115IN
UT WOS:000316805900021
PM 23002809
DA 2024-07-15
ER

PT J
AU Wentzel, KK
   Watkins, DE
AF Wentzel, KK
   Watkins, DE
TI Peer relationships and collaborative learning as contexts for academic
   enablers
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID INTERPERSONAL RELATIONSHIPS; STUDENT ABILITY; SOCIAL SUPPORT;
   MOTIVATION; CLASSROOM; ACHIEVEMENT; ACCEPTANCE; ADJUSTMENT; CHILDREN;
   BEHAVIOR
AB In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Based on work on social support and belongingness, ways in which being accepted by peers can motivate students to engage in learning activities and to display socially appropriate forms of behavior are discussed. Using a Vygotskian perspective, ways are described in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving skills. The implications for teachers and practitioners of facilitating positive peer relationships and of using social skills training programs for developing academic enablers are discussed.
C1 Univ Maryland, College Pk, MD 20742 USA.
   York Coll Penn, York, PA USA.
C3 University System of Maryland; University of Maryland College Park; York
   College Pennsylvania
RP Univ Maryland, 3304 Benjamin Bldg, College Pk, MD 20742 USA.
EM wentzel@wam.umd.edu
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NR 61
TC 126
Z9 210
U1 0
U2 34
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2002
VL 31
IS 3
BP 366
EP 377
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 601LX
UT WOS:000178448600006
DA 2024-07-15
ER

PT J
AU Kamps, DM
   Leonard, B
   Potucek, J
   GarrisonHarrell, L
AF Kamps, DM
   Leonard, B
   Potucek, J
   GarrisonHarrell, L
TI Cooperative learning groups in Reading: An integration strategy for
   students with autism and general classroom peers
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID INTERVENTIONS; ACHIEVEMENT; IMPROVE
AB A reversal design in two classrooms was used to examine the effects of Cooperative Learning Groups (CLGs) for three students with autism and their general education peers. Pretreatment reading instruction consisted of whole language, teacher-led activities including teacher-student discussion of vocabulary, story concepts, main ideas, and story-mapping with reading aloud by individual students. Intervention conditions consisted of continued teacher-led instruction plus supplemental CLGs including three activities: (a) peer tutoring on vocabulary words, (b) comprehension questions, and (c) academic games. Results demonstrated increased reading gains, academic engagement, and peer interaction during the supplemental CLG conditions. Results also provided documentation of the peer-mediated strategy as a viable instructional arrangement for the integration of students with autism in general education settings.
C1 SW MISSOURI STATE UNIV,SPRINGFIELD,MO 65802.
C3 Missouri State University
RP Kamps, DM (corresponding author), UNIV KANSAS,JUNIPER GARDENS CHILDRENS PROJECT,KANSAS CITY,KS 66103, USA.
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NR 38
TC 59
Z9 88
U1 0
U2 27
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI RESTON
PA 1920 ASSOCIATION DR, RESTON, VA 22091-1589
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 1995
VL 21
IS 1
BP 89
EP 109
PG 21
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA VD699
UT WOS:A1995VD69900008
DA 2024-07-15
ER

PT J
AU Saini, C
   Abraham, J
AF Saini, Charu
   Abraham, Jessy
TI Development and psychometric evidence of an engagement instrument in the
   pre-service teacher education context
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article
DE Pre-service teacher engagement; Instrument development; Reliability;
   Validity; Factor analyses
ID STRUCTURAL EQUATION MODELS; STUDENT ENGAGEMENT; SAMPLE-SIZE;
   ACADEMIC-ACHIEVEMENT; SOCIAL MEDIA; VALIDATION; SCHOOL; SCALE;
   TECHNOLOGY; VALIDITY
AB The present study details the development and validation of an engagement instrument in the pre-service teacher education context. Exploratory and Confirmatory Factor Analyses were used to obtain the factor structures performed on a sample of 196 and 212 pre-service teachers respectively. Exploratory factor analysis demonstrated four empirically interpretable and reliable dimensions: academic engagement, peer engagement, intellectual engagement, and online engagement. The confirmatory factor analysis results also supported the correlational four-dimensional model with adequate goodness-of-fit indices. Results also depicted convergent and discriminant validity of the instrument. Future research involved in the iterative process of instrument development is discussed.
C1 [Saini, Charu; Abraham, Jessy] Jamia Millia Islamia, Dept Teacher Training & Nonformal Educ, Fac Educ, New Delhi 110025, India.
   [Saini, Charu] Natl Council Educ Res & Training, Dept Teacher Educ, New Delhi 110016, India.
C3 Jamia Millia Islamia
RP Saini, C (corresponding author), Jamia Millia Islamia, Dept Teacher Training & Nonformal Educ, Fac Educ, New Delhi 110025, India.
EM charu137899@st.jmi.ac.in; jabraham@jmi.ac.in
RI Saini, Charu/IRZ-7370-2023
OI Saini, Charu/0000-0003-0064-5282; ABRAHAM, JESSY/0000-0002-5377-7572
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NR 79
TC 2
Z9 2
U1 4
U2 26
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD DEC
PY 2021
VL 71
AR 101095
DI 10.1016/j.stueduc.2021.101095
EA OCT 2021
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA WO0EF
UT WOS:000712135700003
DA 2024-07-15
ER

PT J
AU Castro-Schilo, L
   Ferrer, E
   Hernández, MM
   Conger, RD
AF Castro-Schilo, Laura
   Ferrer, Emilio
   Hernandez, Maciel M.
   Conger, Rand D.
TI Developmental Outcomes of School Attachment Among Students of Mexican
   Origin
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID ACADEMIC ENGAGEMENT; IMMIGRANT YOUTH; URBAN YOUTH; ADOLESCENTS;
   CONNECTEDNESS; TRANSITION; HEALTH; COMMUNITIES; ORIENTATION; ACHIEVEMENT
AB We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican-origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance-use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.
C1 [Castro-Schilo, Laura] Univ North Carolina Chapel Hill, Chapel Hill, NC 27599 USA.
   [Ferrer, Emilio; Conger, Rand D.] Univ Calif Davis, Davis, CA 95616 USA.
   [Hernandez, Maciel M.] Arizona State Univ, Tempe, AZ 85287 USA.
C3 University of North Carolina; University of North Carolina Chapel Hill;
   University of North Carolina School of Medicine; University of
   California System; University of California Davis; Arizona State
   University; Arizona State University-Tempe
RP Castro-Schilo, L (corresponding author), Univ North Carolina Chapel Hill, LL Thurstone Psychometr Lab, Dept Psychol, Chapel Hill, NC 27599 USA.
EM lcastro@unc.edu
OI Castro-Schilo, Laura/0000-0002-5856-4875; Hernandez, Maciel
   M./0000-0001-8338-5820
FU National Institute on Drug Abuse; National Institute on Alcohol Abuse
   and Alcoholism [DAO17902]
FX This research was supported in part by a grant from the National
   Institute on Drug Abuse and the National Institute on Alcohol Abuse and
   Alcoholism (DAO17902). We thank the participating families, staff, and
   research assistants who took part in this study.
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NR 56
TC 8
Z9 12
U1 0
U2 27
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD DEC
PY 2016
VL 26
IS 4
BP 753
EP 768
DI 10.1111/jora.12223
PG 16
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA EE6YC
UT WOS:000389759300011
PM 28453214
DA 2024-07-15
ER

PT J
AU Briere, DE
   Simonsen, B
AF Briere, Donald E., III
   Simonsen, Brandi
TI Self-Monitoring Interventions for At-Risk Middle School Students: The
   Importance of Considering Function
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID POSITIVE BEHAVIOR SUPPORT; ACADEMIC ENGAGEMENT; MANAGEMENT; ADOLESCENTS;
   CLASSROOM; DISORDER
AB Self-monitoring is a popular, efficient, and effective intervention that is associated with improved academic and social behavior for students across age and ability levels. To date, this is the first study to directly compare the outcomes of self-monitoring functionally relevant and nonrelevant replacement behaviors. Specifically, we used an experimental single-subject reversal design, with counterbalanced condition order, to document the relationship between types of self-monitoring (functionally relevant vs. nonrelevant) and off-task behavior for 2 at-risk middle school students. Across both participants, levels of off-task behavior were lower when a functionally relevant intervention was implemented than when a functionally nonrelevant intervention was implemented. Implications and limitations are discussed.
C1 [Simonsen, Brandi] Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
C3 University of Connecticut
RP Simonsen, B (corresponding author), Univ Connecticut, Dept Educ Psychol, 249 Glenbrook Rd,Unit 2064, Storrs, CT 06269 USA.
EM brandi.simonsen@uconn.edu
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NR 20
TC 31
Z9 51
U1 0
U2 11
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI ARLINGTON
PA COUNCIL EXCEPTIONAL CHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, VA
   22201-5704 USA
SN 0198-7429
J9 BEHAV DISORDERS
JI Behav. Disord.
PD FEB
PY 2011
VL 36
IS 2
BP 129
EP 140
DI 10.1177/019874291103600204
PG 12
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 751IC
UT WOS:000289609700004
DA 2024-07-15
ER

PT J
AU Stone, D
AF Stone, Diane
TI 'Shades of grey': the World Bank, knowledge networks and linked
   ecologies of academic engagement
SO GLOBAL NETWORKS-A JOURNAL OF TRANSNATIONAL AFFAIRS
LA English
DT Article
DE KNOWLEDGE NETWORKS; WORLD BANK; LINKED ECOLOGIES; GLOBAL DEVELOPMENT
   NETWORK
AB The Global Development Network (GDN) and the Researchers Alliance for Development (RAD) are networks linking the professional ecology of the World Bank to the diverse research ecologies of universities and think-tanks. These knowledge networks' can entangle research environments extensively with policy communities and the institutional interests of powerful organizations. Connecting different professional ecologies via networks creates complex sets of relationships between researchers and policy makers. The grey areas' of professional overlap highlight the co-production' of (social) science in development policy. The author based her analysis of the dual dynamics of network autonomy and co-option on participant observation of GDN and RAD as a past member of the governing bodies of both networks.
C1 [Stone, Diane] Univ Western Australia, Crawley, WA 6009, Australia.
   [Stone, Diane] Univ Warwick, PAIS, Coventry CV4 7AL, W Midlands, England.
C3 University of Western Australia; University of Warwick
RP Stone, D (corresponding author), Univ Western Australia, Crawley, WA 6009, Australia.
EM Diane.stone@warwick.ac.uk
RI Stone, Diane/HTR-2637-2023
OI Stone, Diane/0000-0003-3783-3789
CR Abbott A, 2005, SOCIOL THEOR, V23, P245, DOI 10.1111/j.0735-2751.2005.00253.x
   Abbott A., 2007, V ECOLOGIES FIELDS
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NR 31
TC 37
Z9 39
U1 0
U2 23
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1470-2266
J9 GLOBAL NETW
JI Glob. Netw.
PD APR
PY 2013
VL 13
IS 2
BP 241
EP 260
DI 10.1111/glob.12007
PG 20
WC Anthropology; Geography; Sociology
WE Social Science Citation Index (SSCI)
SC Anthropology; Geography; Sociology
GA 107KI
UT WOS:000316215200006
DA 2024-07-15
ER

PT J
AU Rajaeian, MM
   Cater-Steel, A
   Lane, M
AF Rajaeian, Mohammad Mehdi
   Cater-Steel, Aileen
   Lane, Michael
TI Determinants of effective knowledge transfer from academic researchers
   to industry practitioners
SO JOURNAL OF ENGINEERING AND TECHNOLOGY MANAGEMENT
LA English
DT Article
DE Effective academic knowledge transfer; Academic engagement; Higher
   Education Research Institutions; Research-practice communications;
   Collaborative research
ID SYSTEMS OUTSOURCING DECISION; PRACTICAL RELEVANCE; TECHNOLOGY-TRANSFER;
   UNIVERSITY; SCIENCE; ENGAGEMENT; FUTURE; COMMERCIALIZATION;
   COLLABORATION; COMMUNITY
AB Engagement of academic researchers in dissemination of research-generated knowledge to industry is expected to increase the impact of research. We employed a mixed-methods research approach to identify and investigate the factors that may determine the effectiveness of such engagement at the individual level by investigating knowledge-transfer activities of researchers in the IT outsourcing field. The findings indicate researchers' motivation, knowledge transfer mechanisms, and communication/interaction channels with industry may explain effective knowledge transfer. Impact-minded researchers were significantly more effective than publication minded researchers in knowledge transfer. Recommendations to research managers and policy makers are provided.
C1 [Rajaeian, Mohammad Mehdi; Cater-Steel, Aileen; Lane, Michael] Univ Southern Queensland, Sch Management & Enterprise, Toowoomba, Qld, Australia.
C3 University of Southern Queensland
RP Rajaeian, MM (corresponding author), Univ Southern Queensland, Sch Management & Enterprise, Toowoomba, Qld, Australia.; Rajaeian, MM (corresponding author), Sadjad Univ Technol, Dept Ind Engn & Management, Mashhad, Iran.
EM MohammadMehdi.Rajaeian@usq.edu.au; Aileen.Cater-Steel@usq.edu.au;
   Michael.Lane@usq.edu.au
RI Rajaeian, Mohammad Mehdi/P-3994-2019; Rajaeian, Mohammad
   Mehdi/E-6617-2014
OI Rajaeian, Mohammad Mehdi/0000-0002-5920-226X; Rajaeian, Mohammad
   Mehdi/0000-0002-5920-226X; Lane, Michael/0000-0001-6534-4902
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NR 92
TC 16
Z9 16
U1 5
U2 47
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0923-4748
EI 1879-1719
J9 J ENG TECHNOL MANAGE
JI J. Eng. Technol. Manage.
PD JAN-MAR
PY 2018
VL 47
BP 37
EP 52
DI 10.1016/j.jengtecman.2017.12.003
PG 16
WC Business; Engineering, Industrial; Management
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Engineering
GA GA8QN
UT WOS:000428604900004
DA 2024-07-15
ER

PT J
AU Simpson, RL
   Mundschenk, NA
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AF Simpson, Richard L.
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TI Issues, Policies, and Recommendations for Improving the Education of
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SO JOURNAL OF DISABILITY POLICY STUDIES
LA English
DT Article
DE autism policy; autism issues; autism recommendations
ID YOUNG-CHILDREN; ACADEMIC ENGAGEMENT; SERVICE DELIVERY; SCHOOL STUDENTS;
   DISABILITIES; INCLUSION; TEACHERS; PROGRAMS; INTERVENTION; CURRICULUM
AB Children and youth with autism spectrum disorders (ASD) create significant challenges to educators and the educational system not only based on their ever-increasing numbers but also because of the questions and debates surrounding how best to provide them an appropriate and effective education. These issues include the skills, knowledge, and professional credentials of educators who teach learners with ASD, which settings are best suited for their educational experiences, and what and how children and youth with ASD should be taught. In this article the authors address these three core elements that underpin the education of pupils with ASD and offer recommendations for improving the present system.
C1 [Simpson, Richard L.] Univ Kansas, Dept Special Educ, Lawrence, KS 66045 USA.
   [Mundschenk, Nancy A.] So Illinois Univ, Carbondale, IL 62901 USA.
   [Heflin, L. Juane] Georgia State Univ, Teacher Preparat Program ASD, Atlanta, GA 30303 USA.
C3 University of Kansas; Southern Illinois University System; Southern
   Illinois University; University System of Georgia; Georgia State
   University
RP Simpson, RL (corresponding author), Univ Kansas, Dept Special Educ, JR Pearson Hall,1122 W Campus Rd, Lawrence, KS 66045 USA.
EM richsimp@ku.edu
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NR 121
TC 30
Z9 79
U1 0
U2 36
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1044-2073
EI 1538-4802
J9 J DISABIL POLICY STU
JI J. Disabil. Policy Stud.
PD JUN
PY 2011
VL 22
IS 1
BP 3
EP 17
DI 10.1177/1044207310394850
PG 15
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 054TS
UT WOS:000312367500001
DA 2024-07-15
ER

PT J
AU Atta-Owusu, K
   Fitjar, RD
AF Atta-Owusu, Kwadwo
   Fitjar, Rune Dahl
TI Engaging for the love of place? The role of place attachment in
   academics' regional engagement efforts
SO REGIONAL STUDIES
LA English
DT Article
DE place attachment; informal social networks; academic engagement; native
   and non-native academics; regional engagement
ID UNIVERSITY-INDUSTRY COLLABORATION; KNOWLEDGE TRANSFER; SOCIAL-SCIENCES;
   INNOVATION; TECHNOLOGY; COMMERCIALIZATION; INVOLVEMENT; SCIENTISTS;
   PROXIMITY; BEHAVIOR
AB The third mission of universities is often conceived as a regional one, encompassing contributions to regional development and engagement with regional actors. Yet, universities are increasingly global institutions with internationally mobile faculty. This raises the question of how the embeddedness of academics in their regions shapes engagement at the regional scale. Using survey data of 625 faculty members at seven universities, we investigate the role of place attachment and informal social networks in shaping academics' regional engagement efforts. The findings indicate that academics with a strong sense of local attachment and extensive social networks engage more with local partners.
C1 [Atta-Owusu, Kwadwo; Fitjar, Rune Dahl] Univ Stavanger, UiS Business Sch, Dept Innovat Management & Mkt, Stavanger, Norway.
C3 Universitetet i Stavanger
RP Atta-Owusu, K (corresponding author), Univ Stavanger, UiS Business Sch, Dept Innovat Management & Mkt, Stavanger, Norway.
EM kwadwo.atta-owusu@uis.no; rune.d.fitjar@uis.no
RI Fitjar, Rune Dahl/C-2580-2013
OI Fitjar, Rune Dahl/0000-0001-5333-2701; Atta-Owusu,
   Kwadwo/0000-0002-8952-0592
FU European Union [722295]
FX This work was supported by the European Union's Horizon 2020 programme
   under the Marie SklodowskaCurie Actions Innovation Training Networks for
   the project `The Role of Universities in Innovation and Regional
   Development (RUNIN)' [grant agreement number 722295].
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NR 70
TC 4
Z9 4
U1 5
U2 32
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0034-3404
EI 1360-0591
J9 REG STUD
JI Reg. Stud.
PD DEC 2
PY 2022
VL 56
IS 12
BP 2074
EP 2085
DI 10.1080/00343404.2022.2034778
EA MAR 2022
PG 12
WC Economics; Environmental Studies; Geography; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Environmental Sciences & Ecology; Geography;
   Public Administration
GA 6P9RD
UT WOS:000766441800001
OA Green Published, Green Submitted, hybrid
DA 2024-07-15
ER

PT J
AU Maton, KI
   Hrabowski, FA
   Greif, GL
AF Maton, KI
   Hrabowski, FA
   Greif, GL
TI Preparing the way: A qualitative study of high-achieving African
   American males and the role of the family
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE African American males; education; parent involvement; qualitative
   methods
ID ADOLESCENT ACHIEVEMENT; ACADEMIC-ACHIEVEMENT; ANCHORED RESEARCH; SCHOOL;
   YOUTH; RESILIENCE; ATTAINMENT; ADJUSTMENT; COMPETENCE; CONTEXT
AB Employed qualitative methods to examine the role of the family in the academic success of very high-achieving African American males. Findings revealed a complex tapestry of family processes and contexts involved in each youth's journey to outstanding academic achievement. Specifically the combined importance of parental-determined academic engagement, strict discipline, nurturance, and community connectedness appeared to counteract potentially negative contextual influences of neighbor-hood peers, schools and society. The qualitative findings tell a multifaceted rich, and compelling story of the pathways to academic success for Black males, and highlight the need for culture-specific and ecologically based conceptualization, research, and intervention approaches.
C1 Univ Maryland Baltimore Cty, Dept Psychol, Baltimore, MD 21250 USA.
C3 University System of Maryland; University of Maryland Baltimore County
RP Univ Maryland Baltimore Cty, Dept Psychol, Baltimore, MD 21250 USA.
EM Maton@umbc2.umbc.edu
RI Greif, Geoffrey/HXD-6054-2023
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NR 41
TC 42
Z9 115
U1 0
U2 14
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0091-0562
EI 1573-2770
J9 AM J COMMUN PSYCHOL
JI Am. J. Community Psychol.
PD AUG
PY 1998
VL 26
IS 4
BP 639
EP 668
DI 10.1023/A:1022197006900
PG 30
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA 123JX
UT WOS:000076123000006
PM 9772734
DA 2024-07-15
ER

PT J
AU Davis, N
   Sheldon, L
   Colmar, S
AF Davis, Nash
   Sheldon, Linda
   Colmar, Susan
TI Memory Mates: A Classroom-Based Intervention to Improve Attention and
   Working Memory
SO AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING
LA English
DT Article
DE working memory; primary school; classroom strategies; academic
   achievement
ID LEARNING-DISABILITIES; CHILDREN; DIFFICULTIES; ELEMENTARY; PATTERNS;
   DEFICITS; RISK
AB A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students' academic engagement rose to 100% and all students increased their academic achievement outcomes.
C1 [Davis, Nash; Sheldon, Linda] Dept Educ & Communities, Sydney, NSW, Australia.
   [Colmar, Susan] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
C3 University of Sydney
RP Colmar, S (corresponding author), Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
EM susan.colmar@sydney.edu.au
RI Colmar, Susan H/A-4461-2010
OI Colmar, Susan/0000-0001-9105-2022
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NR 37
TC 7
Z9 9
U1 1
U2 49
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1037-2911
EI 1839-2520
J9 AUST J GUID COUNS
JI Aust. J. Guid. Couns.
PD JUN
PY 2014
VL 24
IS 1
BP 111
EP 120
DI 10.1017/jgc.2013.23
PG 10
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA AI8TW
UT WOS:000337200900010
DA 2024-07-15
ER

PT J
AU Mårtensson, K
   Roxå, T
   Olsson, T
AF Martensson, Katarina
   Roxa, Torgny
   Olsson, Thomas
TI Developing a quality culture through the Scholarship of Teaching and
   Learning
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE academic freedom; culture; identity; leadership; Scholarship of Teaching
   and Learning
ID POLICY
AB The critical features of a strategy to promote improved teaching and learning are explored in this article from a socio-cultural perspective in a research-intensive institution. The paper presents theoretical underpinnings and implications as well as an empirical case study of such a strategy and its seemingly successful results. The strategy builds on Scholarship of Teaching and Learning beyond individual development and aims at cultivating a culture of continuous improvement of teaching and student learning. The case study describes a number of co-ordinated and interrelated activities at various institutional levels to support the strategy. The results are discussed in terms of academic engagement. Important aspects such as academic freedom, professional identity and leadership are also discussed.
C1 [Martensson, Katarina] Lund Univ, Ctr Educ Dev, S-22100 Lund, Sweden.
   [Roxa, Torgny; Olsson, Thomas] Lund Univ, Fac Engn, S-22100 Lund, Sweden.
C3 Lund University; Lund University
RP Mårtensson, K (corresponding author), Lund Univ, Ctr Educ Dev, S-22100 Lund, Sweden.
EM katarina.martensson@ced.lu.se
RI Mårtensson, Katarina/J-7319-2019
OI Mårtensson, Katarina/0000-0002-7837-4382; Roxa,
   Torgny/0000-0002-0121-4807
CR AHLBERG A, 2008, 7 C INT CONS ED DEV
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NR 33
TC 65
Z9 69
U1 1
U2 44
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0729-4360
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PY 2011
VL 30
IS 1
SI SI
BP 51
EP 62
AR PII 931481873
DI 10.1080/07294360.2011.536972
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 714OV
UT WOS:000286819800005
DA 2024-07-15
ER

PT J
AU Chow, JC
   Wehby, JH
AF Chow, Jason C.
   Wehby, Joseph H.
TI Profiles of Problem Behavior in Children With Varying Language Ability
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE behavior(s); language; disorders; disabilities; measurement
ID SCHOOL CONTEXT; STUDENTS; IMPAIRMENT; SKILLS
AB The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.
C1 [Chow, Jason C.] Virginia Commonwealth Univ, Richmond, VA USA.
   [Wehby, Joseph H.] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 Virginia Commonwealth University; Vanderbilt University
RP Chow, JC (corresponding author), Virginia Commonwealth Univ, Dept Counseling & Special Educ, 1015 W Main St, Richmond, VA 23284 USA.
EM jcchow@vcu.edu
FU Institute of Educational Sciences grant [H324P040013]; Office of Special
   Education Programs Leadership Training grant [H325D100027]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Research and
   preparation of this manuscript was supported in part by the Institute of
   Educational Sciences grant (H324P040013) and the Office of Special
   Education Programs Leadership Training grant (H325D100027). The opinions
   expressed in this article are those of the authors and do not
   necessarily reflect those of the funding agencies.
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NR 27
TC 25
Z9 28
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD JUN
PY 2019
VL 27
IS 2
BP 110
EP 118
DI 10.1177/1063426617733714
PG 9
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA HZ6EK
UT WOS:000468944700005
DA 2024-07-15
ER

PT J
AU Aguinis, H
   Audretsch, DB
   Flammer, C
   Meyer, KE
   Peng, MW
   Teece, DJ
AF Aguinis, Herman
   Audretsch, David B.
   Flammer, Caroline
   Meyer, Klaus E.
   Peng, Mike W.
   Teece, David J.
TI Bringing the Manager Back Into Management Scholarship
SO JOURNAL OF MANAGEMENT
LA English
DT Article
DE macro topics; micro topics; research methods; relevant research; useful
   research
ID DYNAMIC CAPABILITIES
AB The manager is often neglected in management scholarship. Although we are not the first to call for renewed attention to managers, given the rapidly evolving state of the environment in which firms operate, it seems an apropos moment to reflect on the importance of managers and remind ourselves to incorporate them into our ideas, relationships, and theories. We provide reasons for the current state of affairs and offer four actionable recommendations for making the manager a more central character in our research planning, execution, and dissemination: (1) listen to managers, (2) develop and test theories that include the manager explicitly, (3) conduct research at multiple levels of analysis and using multiple methods, and (4) find synergies across seemingly competing academic engagements.
C1 [Aguinis, Herman] George Washington Univ, Washington, DC 20052 USA.
   [Audretsch, David B.] Indiana Univ, Bloomington, IN 47405 USA.
   [Flammer, Caroline] Columbia Univ, New York, NY 10027 USA.
   [Meyer, Klaus E.] Western Univ, London, ON, Canada.
   [Peng, Mike W.] Univ Texas Dallas, Richardson, TX 75083 USA.
   [Teece, David J.] Univ Calif Berkeley, Berkeley, CA 94720 USA.
C3 George Washington University; Indiana University System; Indiana
   University Bloomington; Columbia University; Western University
   (University of Western Ontario); University of Texas System; University
   of Texas Dallas; University of California System; University of
   California Berkeley
RP Aguinis, H (corresponding author), George Washington Univ, Dept Management, Sch Business, Funger Hall,Suite 311,2201 G St NW, Washington, DC 20052 USA.
EM haguinis@gwu.edu
RI Teece, David/A-2868-2013; Aguinis, Herman/M-2918-2014; Peng, Mike
   W./KFX-6721-2024; Flammer, Caroline/GQY-7541-2022; Meyer, Klaus
   E./A-5260-2010
OI Aguinis, Herman/0000-0002-3485-9484; Peng, Mike W./0000-0002-2436-8497;
   Flammer, Caroline/0000-0001-6295-0915; Meyer, Klaus
   E./0000-0002-3253-9364; Audretsch, David/0000-0002-3815-7762
FU Jindal Chair at the University of Texas at Dallas
FX This work was supported in part by the Jindal Chair at the University of
   Texas at Dallas (M. W. Peng).
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NR 21
TC 19
Z9 21
U1 4
U2 55
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0149-2063
EI 1557-1211
J9 J MANAGE
JI J. Manag.
PD SEP
PY 2022
VL 48
IS 7
BP 1849
EP 1857
AR 01492063221082555
DI 10.1177/01492063221082555
EA MAR 2022
PG 9
WC Business; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA 3E5FD
UT WOS:000774013600001
OA hybrid
DA 2024-07-15
ER

PT J
AU Font, S
   Maguire-Jack, K
AF Font, Sarah
   Maguire-Jack, Kathryn
TI Academic engagement and performance: Estimating the impact of
   out-of-home care for maltreated children
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Foster care; Education; Maltreatment; Out of home care; Achievement;
   Engagement
ID SCHOOL PERFORMANCE; DISCIPLINARY PROBLEMS; ACHIEVEMENT; PLACEMENT
AB Using data from the National Survey of Child and Adolescent Well-being II, the authors examined whether being placed in foster care was associated with school engagement and performance. The authors used propensity score matching to compare children who had similar demographic characteristics, maltreatment histories, and prior levels of school engagement. Children who were in foster care at wave 2 were found to have higher levels of cognitive engagement in school compared to children who were maltreated but never removed from their homes. It is recommended that children who are maltreated but remain in their familial home receive additional intervention related to their educational engagement. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Font, Sarah; Maguire-Jack, Kathryn] Univ Wisconsin, Sch Social Work, Madison, WI 53706 USA.
C3 University of Wisconsin System; University of Wisconsin Madison
RP Font, S (corresponding author), Univ Wisconsin, Sch Social Work, 1350 Univ Ave, Madison, WI 53706 USA.
EM font@wisc.edu; kmaguire@wisc.edu
RI Maguire-Jack, Kathryn Louise/L-8820-2013
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NR 38
TC 48
Z9 62
U1 0
U2 19
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD MAY
PY 2013
VL 35
IS 5
BP 856
EP 864
DI 10.1016/j.childyouth.2013.02.010
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA 133LZ
UT WOS:000318141200015
DA 2024-07-15
ER

PT J
AU Preciado, JA
   Horner, RH
   Baker, SK
AF Preciado, Jorge A.
   Horner, Robert H.
   Baker, Scott K.
TI Using a Function-Based Approach to Decrease Problem Behaviors and
   Increase Academic Engagement for Latino English Language Learners
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
DE function-based approach; English language learners; literacy; behavior
   support intervention
ID LEARNING-DISABILITIES; SCHOOL; EDUCATION; STUDENTS
AB This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.
C1 [Preciado, Jorge A.] Univ Oregon, Coll Educ, Ctr Teaching & Learning, Eugene, OR 97403 USA.
C3 University of Oregon
RP Preciado, JA (corresponding author), Univ Oregon, Coll Educ, Ctr Teaching & Learning, 1600 Millrace Dr,Suite 206, Eugene, OR 97403 USA.
EM jpreciad@uoregon.edu
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NR 35
TC 28
Z9 65
U1 0
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-4669
EI 1538-4764
J9 J SPEC EDUC
JI J. Spec. Educ.
PD FEB
PY 2009
VL 42
IS 4
BP 227
EP 240
DI 10.1177/0022466907313350
PG 14
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 398XH
UT WOS:000262764300003
DA 2024-07-15
ER

PT J
AU Carmona-Halty, M
   Hernández, EG
   Moreno-Jiménez, B
AF Carmona-Halty, Marcos
   Garrosa Hernandez, Eva
   Moreno-Jimenez, Bernardo
TI PSYCHOMETRIC ANALYSIS OF HARDY PERSONALITY SCALE (HPS) ADAPTED TO
   CHILEAN STUDENTS
SO INTERCIENCIA
LA Spanish
DT Article
ID BIG 5; UNIVERSITY-STUDENTS; LIFE SCALE; HARDINESS; PERFORMANCE;
   ENGAGEMENT; BURNOUT; STRESS; QUESTIONNAIRE; SATISFACTION
AB The objective of this study was to analyze the psychometric properties of an adaptation of the Hardy Personality Scale (HPS) in the Chilean university context. The study involved 900 college students from different undergraduate careers. The instrument was adapted for the student's conditions. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed. Descriptive statistics were analyzed and sex differences from students was examined. Reliability was estimated through analysis of corrected item total correlation and Cronbach's alpha. Finally, other types of validity with theoretically related variables were examined (life satisfaction, academic engagement and personality traits). It is concluded that the adapted HPS is a reliable and valid scale to measure the construct of hardiness in Chilean college students.
C1 [Carmona-Halty, Marcos] Univ Jaume 1, Psicol, Castellon De La Plana, Castellon, Spain.
   [Carmona-Halty, Marcos] Univ Tarapaca, Arica, Chile.
   [Garrosa Hernandez, Eva; Moreno-Jimenez, Bernardo] UAM, Madrid, Spain.
C3 Universitat Jaume I; Universidad de Tarapaca; Autonomous University of
   Madrid
RP Carmona-Halty, M (corresponding author), Univ Tarapaca, Escuela Psicol & Filosofia, Avda 18 Septiembre 2222, Arica, Chile.
EM mcarmonah@uta.cl; eva.garrosa@uam.es; bernardo.moreno@uam.es
RI Carmona-Halty, Marcos/R-1771-2019; Moreno-Jimenez, bernardo/E-6803-2018;
   Garrosa, Eva/B-8555-2011
OI Carmona-Halty, Marcos/0000-0003-4475-1175; 
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NR 62
TC 1
Z9 1
U1 0
U2 4
PU INTERCIENCIA
PI CARACAS
PA APARTADO 51842, CARACAS 1050A, VENEZUELA
SN 0378-1844
J9 INTERCIENCIA
JI Interciencia
PD MAY
PY 2017
VL 42
IS 5
BP 286
EP 292
PG 7
WC Ecology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology
GA EX2BI
UT WOS:000403030100004
DA 2024-07-15
ER

PT J
AU Carter, DR
   Horner, RH
AF Carter, Deborah Russell
   Horner, Robert H.
TI Adding Function-Based Behavioral Support to First Step to Success
   Integrating Individualized and Manualized Practices
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE function based; First Step; manualized; FBA; secondary intervention;
   targeted intervention
ID EARLY INTERVENTION PROGRAM; PSYCHOTHERAPIES; REPLICATION
AB This study investigated the effects of adding individualized, function-based support to the well-documented early intervention First Step to Success. A single-subject multiple-baseline design was applied across three K-I students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan were added to the First Step protocol. The multiple-baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions.
C1 [Carter, Deborah Russell] Boise State Univ, Boise, ID 83725 USA.
   [Horner, Robert H.] Univ Oregon, Eugene, OR 97403 USA.
C3 Idaho; Boise State University; University of Oregon
RP Carter, DR (corresponding author), Boise State Univ, Boise, ID 83725 USA.
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NR 30
TC 26
Z9 40
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2009
VL 11
IS 1
BP 22
EP 34
DI 10.1177/1098300708319125
PG 13
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 384GM
UT WOS:000261733300002
DA 2024-07-15
ER

PT J
AU Chazin, KT
   Ledford, JR
   Barton, EE
   Osborne, KC
AF Chazin, Kate T.
   Ledford, Jennifer R.
   Barton, Erin E.
   Osborne, Kirsten C.
TI The Effects of Antecedent Exercise on Engagement During Large Group
   Activities for Young Children
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE antecedent exercise; risk of bias; single case research; blind observer;
   physical activity; playground-based intervention
ID PHYSICAL-ACTIVITY; CHALLENGING BEHAVIOR; ACADEMIC ENGAGEMENT;
   INTERVENTION; DESIGNS
AB An antecedent exercise (AE) intervention was conducted with two young children who demonstrated challenging behaviors during a large group circle time activity in a preschool classroom; outcomes were evaluated in the context of alternating treatments designs. Results from the initial visual analysis suggested no overlap between conditions, with small, consistent effects favoring the AE condition. However, plotting reliability data suggested observer bias was present for one participant. Subsequently (post hoc), a blind observer coded data from all conditions for that participant. Results suggested that no functional relation was present for that participant. Implications include the need for blind data collectors and additional, highly rigorous studies assessing the effectiveness of AE.
C1 [Chazin, Kate T.; Ledford, Jennifer R.; Barton, Erin E.; Osborne, Kirsten C.] Vanderbilt Univ, Peabody Box 228, Nashville, TN 37203 USA.
C3 Vanderbilt University
RP Ledford, JR (corresponding author), Vanderbilt Univ, Peabody Box 228, Nashville, TN 37203 USA.
EM jennifer.ledford@vanderbilt.edu
OI Chazin, Kate/0000-0001-8619-7702; Ledford, Jennifer/0000-0002-2392-7103
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NR 40
TC 13
Z9 13
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
EI 1538-4756
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD MAY-JUN
PY 2018
VL 39
IS 3
BP 158
EP 170
DI 10.1177/0741932517716899
PG 13
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GG3WO
UT WOS:000432624600003
DA 2024-07-15
ER

PT J
AU Parker-Jenkins, M
AF Parker-Jenkins, Marie
TI Mind the gap: developing the roles, expectations and boundaries in the
   doctoral supervisor-supervisee relationship
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE doctoral supervision; doctoral arrangements; mature students; reflective
   practice; role of supervisor
AB Does one need really need boundaries between doctoral supervisor and supervisee when talking about mature learners? Drawing on reflection from her extensive experience, the author believes it is critical to maintain this divide. There is an increase in doctoral students, proliferation of doctoral programmes globally and practices which vary from context to context. A shared concern, however, is the engagement between the supervisor and the supervisee which can often be mutually unsatisfactory. Why is this relationship often so problematic for both parties? What kind of relationship is most appropriate and beneficial? To what extent does this academic engagement need rethinking? These questions are explored with reference to roles, expectations and boundaries and the underlying principles of good practice.
C1 [Parker-Jenkins, Marie] Univ Limerick, Fac Educ & Hlth Sci, Dept Educ, Limerick, Ireland.
C3 University of Limerick
RP Parker-Jenkins, M (corresponding author), Univ Limerick, Fac Educ & Hlth Sci, Dept Educ, Limerick, Ireland.
EM marie.parker.jenkins@ul.ie
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NR 68
TC 30
Z9 37
U1 5
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2018
VL 43
IS 1
BP 57
EP 71
DI 10.1080/03075079.2016.1153622
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FZ4KH
UT WOS:000427560600005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Espelage, DL
   Hong, JS
   Rao, MA
   Low, S
AF Espelage, Dorothy L.
   Hong, Jun Sung
   Rao, Mrinalini A.
   Low, Sabina
TI Associations Between Peer Victimization and Academic Performance
SO THEORY INTO PRACTICE
LA English
DT Article
ID MIDDLE SCHOOL; ADJUSTMENT; HARASSMENT; REJECTION; ACHIEVEMENT;
   AGGRESSION; FRIENDSHIP; PARTICIPATION; MODERATORS; VIOLENCE
AB This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.
C1 [Espelage, Dorothy L.; Rao, Mrinalini A.] Univ Illinois, Champaign, IL 61820 USA.
   [Hong, Jun Sung] Wayne State Univ, Detroit, MI 48202 USA.
   [Hong, Jun Sung] Univ Illinois, Sch Social Work, Champaign, IL 61820 USA.
   [Low, Sabina] Arizona State Univ, Tempe, AZ USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign;
   Wayne State University; University of Illinois System; University of
   Illinois Urbana-Champaign; Arizona State University; Arizona State
   University-Tempe
RP Espelage, DL (corresponding author), Univ Illinois, Dept Educ Psychol, 226 Educ Bldg, Champaign, IL 61820 USA.
EM espelage@illinois.edu
RI Berger, Emily/N-7268-2017; Hong, Jun Sung/HOI-0241-2023
OI Berger, Emily/0000-0001-5550-807X; Hong, Jun Sung/0000-0003-2816-9900
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NR 49
TC 71
Z9 102
U1 2
U2 43
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0040-5841
EI 1543-0421
J9 THEOR PRACT
JI Theory Pract.
PY 2013
VL 52
IS 4
SI SI
BP 233
EP 240
DI 10.1080/00405841.2013.829724
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 229PO
UT WOS:000325279700001
DA 2024-07-15
ER

PT J
AU Kirby, TA
   Tabak, JA
   Ilac, M
   Cheryan, S
AF Kirby, Teri A.
   Tabak, Joshua A.
   Ilac, Maria
   Cheryan, Sapna
TI The Symbolic Value of Ethnic Spaces
SO SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE
LA English
DT Article
DE racial identity; culture; ethnicity; group processes; prejudice;
   stereotyping; social identity; stigma
ID SOCIAL IDENTITY; DIVERSITY; PERCEPTIONS; THREAT; CONSEQUENCES;
   AUTHENTICITY; STEREOTYPE; MEMBERS; WOMEN; FAIR
AB In four experiments, students read that their university was creating either an ethnic space (a space geared to people of particular ethnic groups) or a general space for students. In an internal meta-analysis, underrepresented students of color (N = 205), but not White students (N = 760), who read about the ethnic space reported greater belonging, value of underrepresented students by the university, support, and academic engagement compared to those who read about a general space. Ethnic spaces may hold broader psychological significance than that of mere gathering places, improving outcomes even for those who do not frequently use them. Creating ethnic spaces may be one strategy for making university environments more welcoming for underrepresented students of color.
C1 [Kirby, Teri A.] Univ Exeter, Dept Psychol, Washington Singer Labs, Perry Rd, Exeter EX4 4QG, Devon, England.
   [Tabak, Joshua A.] Univ Washington, Dept Psychol, Seattle, WA 98195 USA.
   [Ilac, Maria] Univ Washington, Seattle, WA 98195 USA.
   [Cheryan, Sapna] Univ Washington, Social Psychol, Seattle, WA 98195 USA.
   [Cheryan, Sapna] Univ Washington, Stereotypes Ident & Belonging Lab, Seattle, WA 98195 USA.
C3 University of Exeter; University of Washington; University of Washington
   Seattle; University of Washington; University of Washington Seattle;
   University of Washington; University of Washington Seattle; University
   of Washington; University of Washington Seattle
RP Kirby, TA (corresponding author), Univ Exeter, Dept Psychol, Washington Singer Labs, Perry Rd, Exeter EX4 4QG, Devon, England.
EM t.kirby@exeter.ac.uk
OI Kirby, Teri/0000-0002-8361-7027; Ilac, Maria/0000-0002-1734-4227
FU National Science Foundation Graduate Research Fellowships; Economic and
   Social Research Council [ES/S00274X/1]; ESRC [ES/S00274X/1] Funding
   Source: UKRI
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by National Science Foundation Graduate Research
   Fellowships awarded to the first and second authors and the Economic and
   Social Research Council (grant number ES/S00274X/1 awarded to the first
   author).
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NR 45
TC 13
Z9 17
U1 0
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1948-5506
EI 1948-5514
J9 SOC PSYCHOL PERS SCI
JI Soc. Psychol. Personal Sci.
PD SEP
PY 2020
VL 11
IS 7
SI SI
BP 867
EP 878
AR 1948550620913371
DI 10.1177/1948550620913371
EA APR 2020
PG 12
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA NA0RP
UT WOS:000533012400001
OA hybrid
DA 2024-07-15
ER

PT J
AU Van Matre, JC
AF Van Matre, Joseph Charles
TI Gender Expression and Students' Lived Experiences on College Campuses
SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT
LA English
DT Article
ID SEXUAL ORIENTATION; FOOD INSECURITY; IDENTITY; GAY; CLIMATE; HEALTH;
   LGBT; PARTICIPATION; NONCONFORMITY; PREVALENCE
AB Previous research has documented that lesbian, gay, bisexual, and transgender (LGBT) university students face more hostile campus environments than their heterosexual, cisgender (nontrans-gender) peers. Less is known, however, about the independent relationship between gender expression and students' undergraduate experi-ences. This study used undergraduate survey data from a large, multi-campus university system to describe associations between cisgender students ' conforming and nonconforming gender expression and their experience of campus climate, ability to meet basic needs, and academic engagement. The results suggest that cisgender students with non-conforming gender expression are marginalized in the university community, experience a worse climate, and feel less safe on campus on average. In addition, gay and bisexual cisgender men who have nonconforming-gender expression have far more concerns about meeting basic needs.
C1 [Van Matre, Joseph Charles] Vrije Univ Amsterdam, Fac Social Sci, Amsterdam, Netherlands.
C3 Vrije Universiteit Amsterdam
RP Van Matre, JC (corresponding author), Vrije Univ Amsterdam, Fac Social Sci, Amsterdam, Netherlands.
EM j.c.vanmatre@vu.nl
RI Van Matre, Joseph Charles/JXW-9710-2024
OI Van Matre, Joseph Charles/0000-0002-8051-2369
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NR 66
TC 0
Z9 0
U1 3
U2 8
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0897-5264
EI 1543-3382
J9 J COLL STUDENT DEV
JI J. Coll. Stud. Dev.
PD MAY-JUN
PY 2023
VL 64
IS 3
BP 341
EP 363
DI 10.1353/csd.2023.a901173
PG 24
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA N0AS3
UT WOS:001033754200006
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Dolezal, SE
   Welsh, LM
   Pressley, M
   Vincent, MM
AF Dolezal, SE
   Welsh, LM
   Pressley, M
   Vincent, MM
TI How nine third-grade teachers motivate student academic engagement
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID SELF; INSTRUCTION; ACHIEVEMENT
AB Nine grade 3 teachers in 8 Catholic schools were observed and interviewed, and student work was collected to determine how the teachers motivated students. Engagement varied dramatically between some classes, covarying with motivating elements of instruction. Engaging teachers did much to motivate their students and little that might undermine academic motivation. Teachers were classified into 3 levels: low, moderately, and highly engaging. In the 3 classrooms characterized by low engagement, teachers were observed to use many practices that undermined motivation. The 4 moderately engaging teachers used many potentially motivating practices in their classrooms but assigned tasks that were low in difficulty. Teachers in the 2 highly engaging classrooms used many potentially motivating practices and required students to complete tasks that were appropriately, cognitively challenging (i.e., students could do them with some effort).
C1 Univ Notre Dame, Notre Dame, IN 46556 USA.
C3 University of Notre Dame
RP Michigan State Univ, Coll Educ, Erickson Hall, E Lansing, MI 48824 USA.
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NR 75
TC 78
Z9 149
U1 0
U2 16
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
EI 1554-8279
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD JAN
PY 2003
VL 103
IS 3
BP 239
EP 267
DI 10.1086/499725
PG 29
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 640AN
UT WOS:000180663600002
DA 2024-07-15
ER

PT J
AU Watermeyer, R
AF Watermeyer, Richard
TI Public intellectuals vs. new public management: the defeat of public
   engagement in higher education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE academic engagement; academic management; educational policy; academic
   work and identity; community engagement
AB Much is written apropos a rationalization for public engagement in science and technology (PEST). Less copious is a literature that considers PEST in a broader form and operationalized in the specific environment of higher education and the impact of its undertaking on the working lives of academics. This paper considers the status of public engagement in higher education (PE-HE) in the UK and the deliberations of academics, distinguished for their PE-HE activity, regarding the (im)possibility of PE-HE as an integrated and valued component of research practice and culture. This state-of-the-art' review situates a diagnosis of PE-HE being at odds with, if not defeated by, the organizational structure and institutional priorities of UK universities.
C1 [Watermeyer, Richard] Univ Surrey, Dept Higher Educ, Surrey, England.
   [Watermeyer, Richard] Univ Warwick, Ctr Educ Studies, Coventry CV4 7AL, W Midlands, England.
C3 University of Surrey; University of Warwick
RP Watermeyer, R (corresponding author), Univ Surrey, Dept Higher Educ, Surrey, England.; Watermeyer, R (corresponding author), Univ Warwick, Ctr Educ Studies, Coventry CV4 7AL, W Midlands, England.
EM r.watermeyer@warwick.ac.uk
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NR 38
TC 20
Z9 20
U1 0
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD DEC
PY 2016
VL 41
IS 12
BP 2271
EP 2285
DI 10.1080/03075079.2015.1034261
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EA7DX
UT WOS:000386790300011
DA 2024-07-15
ER

PT J
AU Houghton, L
   Ruutz, A
   Green, W
   Hibbins, R
AF Houghton, Luke
   Ruutz, Aaron
   Green, Wendy
   Hibbins, Ray
TI I just do not have time for new ideas: resistance, resonance and
   micro-mobilisation in a teaching community of practice
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE social movement theory; communities of practice; academic practice;
   learning technologies; academic identity
ID CURRICULUM; SELF
AB There is growing interest in the role Communities of Practice (CoPs) play in continuing professional development of academics. However, very little research has explored how CoP theory is applied in practice in academic settings. Using the concepts of resonance and micro-mobilisation from social movement theory, we explore academic engagement (and disengagement) in the online aspects of a CoP in a large, multi-campus, multi-disciplinary university business school. Our findings demonstrate that while some found this environment useful and minor patterns of micro-mobilisation emerged, there were challenges in developing resonance using online technologies. Difficulties in finding technologies fit for purpose, concerns about confidentiality online and time jealousy were key issues that need further exploration.
C1 [Houghton, Luke; Hibbins, Ray] Griffith Univ, Griffith Business Sch, Nathan, Qld 4111, Australia.
   [Ruutz, Aaron] Griffith Univ, Queensland Inst Business & Technol, Mt Gravatt, Qld 4122, Australia.
   [Green, Wendy] Univ Queensland, Teaching & Educ Dev Inst, St Lucia, Qld, Australia.
C3 Griffith University; Griffith University; Griffith University - Mount
   Gravatt Campus; University of Queensland
RP Houghton, L (corresponding author), Griffith Univ, Griffith Business Sch, Nathan, Qld 4111, Australia.
EM l.houghton@griffith.edu.au
RI Green, Wendy/M-9930-2015; Houghton, Luke/CAG-3080-2022
OI Green, Wendy/0000-0003-2532-301X; Houghton, Luke/0000-0002-7461-6591
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NR 28
TC 15
Z9 25
U1 0
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD MAY 4
PY 2015
VL 34
IS 3
BP 527
EP 540
DI 10.1080/07294360.2014.973834
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CJ7ML
UT WOS:000355679600007
DA 2024-07-15
ER

PT J
AU Soria, KM
AF Soria, Krista M.
TI Factors Predicting the Importance of Libraries and Research Activities
   for Undergraduates
SO JOURNAL OF ACADEMIC LIBRARIANSHIP
LA English
DT Article
DE Value of libraries; Importance of research activities; Undergraduates;
   SERU survey
ID ACADEMIC-LIBRARY; EXPERIENCES; INSTRUCTION; RETENTION; QUALITY
AB While prior research has established linkages between undergraduate students' library use, research participation, and success, researchers know little about the importance undergraduates place upon libraries and research activities. Utilizing data from the Student Experience in the Research University (SERU) survey, the purpose of this paper was to examine factors associated with the importance of libraries and research among undergraduates at nine large, public research universities. The results of this study suggest a variety of factors are positively associated with the importance of libraries and research for students, including participation in research activities, interest in medical or research careers, academic engagement, faculty interactions, library satisfaction, and development of library skills, among others. (C) 2013 Elsevier Inc. All rights reserved.
C1 Univ Minnesota Twin Cities, McNamara Alumni Ctr 272 4, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Soria, KM (corresponding author), Univ Minnesota Twin Cities, McNamara Alumni Ctr 272 4, 200 Oak St SE, Minneapolis, MN 55455 USA.
EM ksoria@umn.edu
RI Soria, Krista/ABD-6638-2021
OI Soria, Krista/0000-0002-2679-6700
CR Association of Research Libraries, 2012, LIB EXP PERC TOT U E
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NR 40
TC 13
Z9 16
U1 0
U2 44
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0099-1333
EI 1879-1999
J9 J ACAD LIBR
JI J. Acad. Librariansh.
PD NOV
PY 2013
VL 39
IS 6
BP 464
EP 470
DI 10.1016/j.acalib.2013.08.017
PG 7
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA 272DV
UT WOS:000328441400005
DA 2024-07-15
ER

PT J
AU Diversi, M
   Mecham, C
AF Diversi, M
   Mecham, C
TI Latino(A) students and caucasian mentors in a rural after-school
   program: Towards empowering adult-youth relationships
SO JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
ID 2ND LANGUAGE; ASPIRATIONS; AGE
AB High rates of immigration, especially from Latin America, have created a large population of immigrant youth, many of whom are having difficulty in American schools. The central goals of our project were to assist in empowering students to find academic success and to foster a more bicultural identity. According to three perspectives (youth, mentor, and coordinator), the adult-youth relationship central to our project has been successful in fostering academic engagement and cross-cultural relations. Youth improved their grades and reported being more connected to school. Mentors and youth reported trust in their relationship and satisfaction in learning about each other's culture. We also discuss shortcomings in our program and offer suggestions for positive adult-youth practices. (C) 2005 Wiley Periodicals, Inc.
RP 541 E 700 S, River Hts, UT 84321 USA.
EM mardiversi@yahoo.com
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NR 24
TC 46
Z9 90
U1 0
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0090-4392
EI 1520-6629
J9 J COMMUNITY PSYCHOL
JI J. Community Psychol.
PD JAN
PY 2005
VL 33
IS 1
BP 31
EP 40
DI 10.1002/jcop.20034
PG 10
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA 881FF
UT WOS:000225848100004
DA 2024-07-15
ER

PT J
AU KAMPS, DM
   DUGAN, EP
   LEONARD, BR
   DAOUST, PM
AF KAMPS, DM
   DUGAN, EP
   LEONARD, BR
   DAOUST, PM
TI ENHANCED SMALL-GROUP INSTRUCTION USING CHORAL RESPONDING AND STUDENT
   INTERACTION FOR CHILDREN WITH AUTISM AND DEVELOPMENTAL-DISABILITIES
SO AMERICAN JOURNAL ON MENTAL RETARDATION
LA English
DT Article
ID PROFOUNDLY RETARDED PERSONS; TIME-DELAY; ACQUISITION
AB The use of effective instructional strategies in small groups was investigated to determine learning effects for 24 elementary age students with autism and developmental disabilities. Effective strategies included (a) the use of choral responding; (b) the use of student-to-student responding; (c) the rotation of materials every 5 minutes during the 30-minute group while teaching 2 to 3 concepts; and (d) the use of random, unpredictable trials for student responding. Thirty-minute language groups were targeted to teach receptive and expressive skills using pictures and common objects across five categories (e.g., household items, foods). Results showed increased opportunities to respond, increased levels of responding and academic engagement, higher gains on weekly criterion-referenced pre- and posttests, and decreased passive and inappropriate student behavior during interventions.
C1 KANSAS NEUROL INST,KANSAS CITY,KS.
RP KAMPS, DM (corresponding author), UNIV KANSAS,JUNIPER GARDENS CHILDRENS PROJECT,1614 WASHINGTON BLVD,KANSAS CITY,KS 66102, USA.
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NR 37
TC 39
Z9 51
U1 0
U2 8
PU AMER ASSOC MENTAL RETARDATION
PI WASHINGTON
PA 444 N CAPITOL ST, NW, STE 846, WASHINGTON, DC 20001-1512
SN 0895-8017
J9 AM J MENT RETARD
JI Am. J. Ment. Retard.
PD JUL
PY 1994
VL 99
IS 1
BP 60
EP 73
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA NX165
UT WOS:A1994NX16500007
PM 7946254
DA 2024-07-15
ER

PT J
AU Jameson, J
   Strudwick, K
   Bond-Taylor, S
   Jones, M
AF Jameson, Jill
   Strudwick, Kate
   Bond-Taylor, Sue
   Jones, Mandy
TI Academic principles versus employability pressures: a modern power
   struggle or a creative opportunity?
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE student employability; criminology; curriculum; discourse analysis
ID CRIMINOLOGY; PEDAGOGY
AB This paper considers both the difficulties and the opportunities created by the mounting political pressures on UK universities to increase the 'employability' of undergraduate students. Using the subject of criminology as an example, the paper considers tensions that can be created when practitioners are brought into the academy to contribute directly in the curriculum. The paper advocates that whilst such difficulties cannot be underestimated, academic engagement in this agenda can be beneficial. Using a brief example it will be argued that creative use of practitioner discourses not only empowers students in their career planning but can be used to facilitate student understanding of the links between critical theory and practice. Consideration is also given to the argument that staying out of the debate risks the marginalisation of academic influence.
C1 [Jameson, Jill; Strudwick, Kate; Bond-Taylor, Sue; Jones, Mandy] Lincoln Univ, Sch Social Sci, Lincoln, England.
C3 University of Lincoln
RP Jameson, J (corresponding author), Lincoln Univ, Sch Social Sci, Lincoln, England.
EM jjameson@lincoln.ac.uk
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NR 47
TC 23
Z9 25
U1 1
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2012
VL 17
IS 1
BP 25
EP 37
DI 10.1080/13562517.2011.590978
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 921JL
UT WOS:000302473800003
DA 2024-07-15
ER

PT J
AU Zhao, R
   Ling, TY
AF Zhao, Rui
   Ling, Tianye
TI Latent profile analysis of university students' self-management and
   self-monitoring in the links among motivation, engagement, and wellbeing
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE self-directed learning; higher education; self-management;
   self-monitoring; latent profile analysis
AB This study drew on Garrison's self-directed learning model for university students in a self-determination theory framework. We adopted a person-centered approach to explore the different combinations of self-management and self-monitoring. Using a sample of Chinese university students (N = 142), we obtained the following data via a self-report survey: autonomous motivation, controlled motivation, self-management, self-monitoring, academic engagement, and wellbeing. Latent profile analysis (LPA) distinguished three self-management and self-monitoring profiles, which are "very low/low," "high/high," and "low/very low." Profiles with a high level of self-management and self-monitoring were positively connected with adaptive outcomes and linked to autonomous motivation. Implications are outlined for theory and practice.
C1 [Zhao, Rui] Zhejiang Ocean Univ, Sch Econ & Management, Zhoushan, Peoples R China.
   [Ling, Tianye] Hanyang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
C3 Zhejiang Ocean University; Hanyang University
RP Ling, TY (corresponding author), Hanyang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
EM lingtianye@hanyang.ac.kr
OI Zhao, Rui/0000-0002-6851-4169
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NR 21
TC 0
Z9 0
U1 11
U2 41
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD NOV 8
PY 2022
VL 13
AR 1023920
DI 10.3389/fpsyg.2022.1023920
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6P0EP
UT WOS:000890609400001
PM 36425814
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Patall, EA
   Vite, A
   Lee, DJ
   Zambrano, J
AF Patall, Erika A.
   Vite, Amanda
   Lee, Diane J.
   Zambrano, Jeanette
TI Teacher support for students' psychological needs and student
   engagement: Differences across school levels based on a national teacher
   survey
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Engagement; Teacher practice; Motivation support; Psychological needs;
   Elementary school; Middle school; High school
ID OF-FIT INDEXES; ACADEMIC ENGAGEMENT; ACHIEVEMENT; AUTONOMY; MOTIVATION;
   CONTEXT; MIDDLE; TRAJECTORIES; ADOLESCENCE; QUALITY
AB Student engagement typically declines across development. Corresponding school level declines in teachers' use of need supportive practices is suspected to contribute. However, research has rarely examined this supposition. Using survey data collected in 2022 from a national sample of 954 full-time U.S. public-school teachers, results from structural equation modeling analyses suggested that secondary teachers reported using need supportive practices less than elementary teachers, which partly explained school level differences in teachers' perceptions of students' engagement. Relationships were consistent across teachers serving students of varying racial, income, and linguistic backgrounds. Results suggest that motivation support programs should target the secondary level.
C1 [Patall, Erika A.; Vite, Amanda; Lee, Diane J.] Univ Southern Calif, Rossier Sch Educ, Los Angeles, CA 90007 USA.
   [Zambrano, Jeanette] Calif State Univ San Bernardino, San Bernardino, CA USA.
   [Patall, Erika A.] 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
C3 University of Southern California; California State University System;
   California State University San Bernardino
RP Patall, EA (corresponding author), 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
EM patall@rossier.usc.edu
OI Zambrano, Jeanette/0000-0003-0819-7576; Patall,
   Erika/0000-0003-3448-8932
FU GoGuardian
FX This work was supported by GoGuardian.
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NR 73
TC 0
Z9 0
U1 38
U2 49
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
EI 1879-2480
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD JAN
PY 2024
VL 137
AR 104400
DI 10.1016/j.tate.2023.104400
EA NOV 2023
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Z5BQ5
UT WOS:001112232100001
DA 2024-07-15
ER

PT J
AU Oldfield, S
   Parnell, S
   Mabin, A
AF Oldfield, S
   Parnell, S
   Mabin, A
TI Engagement and reconstruction in critical research: negotiating urban
   practice, policy and theory in South Africa
SO SOCIAL & CULTURAL GEOGRAPHY
LA English
DT Article
DE urban; knowledge; politics; engagement; reconstruction; South Africa
ID GEOGRAPHY; PRAXIS
AB In this paper we examine critical engagement in research in order to rethink and reconfigure binaries such as theorizer and practitioner and theory and practice across South and North. We argue that while we welcome the 'moral geographies' literature (and its ideas about 'caring at a distance') as a catalyst for forging more beneficial connections between South and North, we suggest this is not enough. Drawing on South African experiences of critical academic engagement in issues of urban geography, we examine moments for innovative knowledge construction that bridge theory and practice. These experiences are used to substantiate a normative argument for 'inclusive geographies' through critical engagement in order to break down boundaries between, for instance, theorizers and practitioners, intellectuals and activists, and South and North.
C1 Univ Cape Town, Dept Geog & Environm Sci, ZA-7701 Rondebosch, Cape Town, South Africa.
   Univ Witwatersrand, Grad Sch Publ Dev Management, ZA-2050 Johannesburg, South Africa.
C3 University of Cape Town; University of Witwatersrand
RP Univ Cape Town, Dept Geog & Environm Sci, ZA-7701 Rondebosch, Cape Town, South Africa.
RI Parnell, Susan/Q-9963-2018
OI Parnell, Susan/0000-0002-5702-1684
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NR 54
TC 30
Z9 31
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1464-9365
EI 1470-1197
J9 SOC CULT GEOGR
JI Soc. Cult. Geogr.
PD JUN
PY 2004
VL 5
IS 2
BP 285
EP 299
DI 10.1080/14649360410001690268
PG 15
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA 830FH
UT WOS:000222106600007
DA 2024-07-15
ER

PT J
AU Wallace, TL
   Ye, FF
   Chhuon, V
AF Wallace, Tanner LeBaron
   Ye, Feifei
   Chhuon, Vichet
TI Subdimensions of Adolescent Belonging in High School
SO APPLIED DEVELOPMENTAL SCIENCE
LA English
DT Article
ID FIT INDEXES; ENGAGEMENT; MOTIVATION; PERCEPTIONS; PREVENTION; SYSTEM;
   SCALE; NEED
AB Adolescents' sense of belonging in high school may serve a protective function, linking school-based relationships to positive youth outcomes. To advance the study of sense of belonging, we conducted a mixed method, factor analytic study (Phase 1 focus groups, N = 72; Phase 2 cross-sectional survey, N = 890) to explore the multidimensionality of the sense of belonging construct. Findings suggest that adolescents' sense of belonging involves four distinct school-experience factors: Generalized connection to teachers; connection to a specific teacher; identification and participation in official school-sanctioned activities; and perception of fitting in with peers. Future research should investigate the validity of the proposed sense of belonging subdimensions and longitudinally examine the form and function of disparate adolescent school-based relationships in relation to academic engagement or disengagement processes.
C1 [Wallace, Tanner LeBaron] Univ Pittsburgh, Sch Educ, Pittsburgh, PA 15260 USA.
   [Chhuon, Vichet] Univ Minnesota, Minneapolis, MN 55455 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Minnesota System; University of Minnesota
   Twin Cities
RP Wallace, TL (corresponding author), Univ Pittsburgh, Sch Educ, 5946 WWPH, Pittsburgh, PA 15260 USA.
EM twallace@pitt.edu
OI Ye, Feifei/0000-0001-7212-3235
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NR 76
TC 27
Z9 65
U1 0
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1088-8691
EI 1532-480X
J9 APPL DEV SCI
JI Appl. Dev. Sci.
PY 2012
VL 16
IS 3
BP 122
EP 139
DI 10.1080/10888691.2012.695256
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 976HK
UT WOS:000306571500002
DA 2024-07-15
ER

PT J
AU Rose, T
   Joe, S
   Shields, J
   Caldwell, CH
AF Rose, Theda
   Joe, Sean
   Shields, Joseph
   Caldwell, Cleopatra H.
TI Social Integration and the Mental Health of Black Adolescents
SO CHILD DEVELOPMENT
LA English
DT Article
ID AFRICAN-AMERICAN; EXTRACURRICULAR ACTIVITIES; ACADEMIC ENGAGEMENT;
   NATIONAL-SURVEY; SELF-ESTEEM; SCHOOL; RELIGION; INVOLVEMENT; PREVALENCE;
   DISORDERS
AB The influence of family, school, and religious social contexts on the mental health of Black adolescents has been understudied. This study used Durkheim's social integration theory to examine these associations in a nationally representative sample of 1,170 Black adolescents, ages 13-17. Mental health was represented by positive and negative psychosocial well-being indicators. Results showed that adolescents' integration into family and school were related to better mental health. In addition, commitment to religious involvement positively influenced mental health. Although the direct effect of religious involvement was inversely related to mental health, mediation analyses revealed a positive influence through religious commitment. Findings suggest a greater emphasis on all three social contexts when designing strategies to improve the mental health of Black adolescents.
C1 [Rose, Theda] Univ Maryland, Baltimore, MD 21201 USA.
   [Joe, Sean; Caldwell, Cleopatra H.] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Shields, Joseph] Catholic Univ Amer, Washington, DC 20064 USA.
C3 University System of Maryland; University of Maryland Baltimore;
   University of Michigan System; University of Michigan; Catholic
   University of America
RP Rose, T (corresponding author), Univ Maryland, Sch Social Work, 525 W Redwood St, Baltimore, MD 21201 USA.
EM trose@ssw.umaryland.edu
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NR 66
TC 39
Z9 68
U1 3
U2 26
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAY
PY 2014
VL 85
IS 3
BP 1003
EP 1018
DI 10.1111/cdev.12182
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AH0CL
UT WOS:000335786600012
PM 24815855
OA Green Published, Green Accepted
DA 2024-07-15
ER

PT J
AU Nasir, NS
   McLaughlin, MW
   Jones, A
AF Nasir, Na'ilah Suad
   McLaughlin, Milbrey W.
   Jones, Amina
TI What Does It Mean to Be African American? Constructions of Race and
   Academic Identity in an Urban Public High School
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE African American students; racial identity; urban schools
ID RACIAL IDENTITY; DISCRIMINATION; ADOLESCENTS
AB In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced ( and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.
C1 [McLaughlin, Milbrey W.; Jones, Amina] Stanford Univ, Sch Educ, CERAS, Stanford, CA 94305 USA.
C3 Stanford University
RP Nasir, NS (corresponding author), Univ Calif Berkeley, Grad Sch Educ, Educ & African Amer Studies, Tolman Hall, Berkeley, CA 94720 USA.
EM nailahs@berkeley.edu; Milbrey@stanford.edu; Amina.jones@stanford.edu
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NR 59
TC 72
Z9 203
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
EI 1935-1011
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD MAR
PY 2009
VL 46
IS 1
BP 73
EP 114
DI 10.3102/0002831208323279
PG 42
WC Education & Educational Research
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research
GA 413DX
UT WOS:000263774200004
DA 2024-07-15
ER

PT J
AU Dunnett, O
AF Dunnett, Oliver
TI Geopolitical Cultures of Outer Space: The British Interplanetary
   Society, 1933-1965
SO GEOPOLITICS
LA English
DT Article
ID INTERNATIONALISM
AB This paper identifies and critically examines the British Interplanetary Society's geopolitics of outer space from 1933 to 1965, presenting a critical astropolitics of outer space in contributing to the critique of neo-classical astropolitics. The paper identifies three distinct periods in the changing geopolitical outlook of the BIS, the first being the idealist internationalism of the early years of the Society, the second concerning narratives surrounding the formation of the International Astronautical Federation, and the third articulating Commonwealth collaborations in promoting British-led spaceflight research. The paper concludes by suggesting that the early idealism of internationalism in spaceflight research became diminished and contingent by the mid-1960s in the context of the changing geopolitical realities of the post-war period, and argues for increased academic engagement with geopolitical cultures of outer space.
C1 [Dunnett, Oliver] Queens Univ Belfast, Sch Nat & Built Environm, Dept Geog, Belfast BT7 1NN, Antrim, North Ireland.
C3 Queens University Belfast
RP Dunnett, O (corresponding author), Queens Univ Belfast, Sch Nat & Built Environm, Dept Geog, Belfast BT7 1NN, Antrim, North Ireland.
EM o.dunnett@qub.ac.uk
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NR 92
TC 7
Z9 8
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1465-0045
EI 1557-3028
J9 GEOPOLITICS
JI Geopolitics
PY 2017
VL 22
IS 2
BP 452
EP 473
DI 10.1080/14650045.2016.1247267
PG 22
WC Geography; Political Science
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Geography; Government & Law
GA ES7LW
UT WOS:000399732700011
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Hirn, RG
   Scott, TM
AF Hirn, Regina G.
   Scott, Terrance M.
TI Descriptive Analysis of Teacher Instructional Practices and Student
   Engagement Among Adolescents With and Without Challenging Behavior
SO EDUCATION AND TREATMENT OF CHILDREN
LA English
DT Article
ID ACADEMIC ENGAGEMENT; PRAISE; OPPORTUNITIES; METAANALYSIS; STRATEGIES;
   RESPOND
AB The purpose of this descriptive study was to examine teacher and student behavior in high school classrooms that included at least one student identified with challenging behavior. Across two school years and within the content areas of math, reading/English, social studies, and science, student/teacher dyads were directly observed in the typical classroom setting. Results are described in terms of overall teacher rates per minute and percentages of observed instructional practice. The degree to which teacher and student behaviors differed across students with and without challenging behaviors is described. Findings revealed relatively low rates of specific instructional practices, increased use of negative feedback for students with identified challenging behaviors, and variable levels of student engagement. Study limitations and areas for future research are discussed.
C1 [Hirn, Regina G.; Scott, Terrance M.] Univ Louisville, Louisville, KY 40292 USA.
C3 University of Louisville
RP Scott, TM (corresponding author), Univ Louisville, Louisville, KY 40292 USA.
EM t.scott@louisville.edu
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NR 42
TC 30
Z9 69
U1 0
U2 7
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
SN 0748-8491
EI 1934-8924
J9 EDUC TREAT CHILD
JI Educ. Treat. Child.
PD NOV
PY 2014
VL 37
IS 4
BP 589
EP 610
DI 10.1353/etc.2014.0037
PG 22
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA AS0JH
UT WOS:000343963100003
DA 2024-07-15
ER

PT J
AU Thune, T
   Reymert, I
   Gulbrandsen, M
   Simensen, E
AF Thune, Taran
   Reymert, Ingvild
   Gulbrandsen, Magnus
   Simensen, Erlend
TI Populating the science-policy co-production space: academic and
   policymaker perspectives on knowledge exchange
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Academic engagement; knowledge exchange; co-production; science-policy
   interaction; collaboration between higher education institutions and
   government organisations
ID SOCIAL-RESEARCH; UNIVERSITIES; ENGAGEMENT; INDUSTRY
AB In this paper, we seek to provide a fresh perspective on knowledge exchange by addressing both academics' and policymakers' experiences with such exchange. Through two large Norwegian surveys of academics and policymakers, we look at the characteristics of the academics that are engaged in various forms of knowledge exchange with policymakers - and vice versa - as well as the channels and mechanisms of knowledge exchange seen from both sides. Through comparing the patterns that emerge in the two studies, we discuss how this exchange arena, which we conceptualise as a 'co-production space' involves a small number of individuals with similar experiences and practices that set them apart from their peers.
C1 [Thune, Taran; Gulbrandsen, Magnus; Simensen, Erlend] Univ Oslo, TIK Ctr Technol Innovat & Culture, Oslo, Norway.
   [Reymert, Ingvild] Oslo Metropolitan Univ, Oslo, Norway.
   [Thune, Taran] Univ Oslo, TIK Ctr Technol, Innovat & Culture, POB 1108 Blindern, N-0317 Oslo, Norway.
C3 University of Oslo; Oslo Metropolitan University (OsloMet); University
   of Oslo
RP Thune, T; Gulbrandsen, M (corresponding author), Univ Oslo, TIK Ctr Technol Innovat & Culture, Oslo, Norway.; Thune, T (corresponding author), Univ Oslo, TIK Ctr Technol, Innovat & Culture, POB 1108 Blindern, N-0317 Oslo, Norway.
EM t.m.thune@tik.uio.no; magnus.gulbrandsen@tik.uio.no
RI Gulbrandsen, Magnus/ABA-7438-2020
OI Simensen, Erlend Osland/0000-0002-9243-7685
FU Research Council of Norway - Ministry of Education and Research in
   Norway [256240]
FX Work on this paper was supported by grant 256240 (OSIRIS) from the
   Research Council of Norway. The academic survey was funded by a
   programme at NIFU from the Ministry of Education and Research in Norway.
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NR 31
TC 1
Z9 1
U1 5
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD MAY 4
PY 2023
VL 48
IS 5
SI SI
BP 733
EP 746
DI 10.1080/03075079.2023.2187772
EA MAR 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AS0G8
UT WOS:000949106200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Dyson, RG
   O'Brien, FA
   Shah, DB
AF Dyson, Robert G.
   O'Brien, Frances A.
   Shah, Devan B.
TI Soft OR and Practice: The Contribution of the Founders of Operations
   Research
SO OPERATIONS RESEARCH
LA English
DT Article
DE practice; problem structuring; mixed modeling
ID PROBLEM STRUCTURING METHODS; LINEAR-PROGRAMMING APPROACH; SYSTEM
   DYNAMICS; FUTURE; METHODOLOGY; FRAMEWORK; PUBLISH; PERISH; VIEW
AB This paper explores the work of some 43 founders of operations research. In particular, it considers the links between soft operations research (OR) and these founders. Several of the founders were direct influencers of the soft OR proponents, whereas others related to the context, process, and content of soft OR. Coupled with the deductive and inductive reasoning approaches of soft OR, it is argued that soft OR is a legitimate branch of OR. The paper also focuses on the embeddedness of the founders, and the soft OR proponents, in practice and argues that, for academics, engagement with practice has been and will continue to be an important driver for the health and development of operations research.
C1 [Dyson, Robert G.; O'Brien, Frances A.; Shah, Devan B.] Univ Warwick, Warwick Business Sch, Coventry CV4 7AL, W Midlands, England.
   [Shah, Devan B.] Broadwalk Ltd, Thika 00100, Kenya.
C3 University of Warwick
RP Dyson, RG (corresponding author), Univ Warwick, Warwick Business Sch, Coventry CV4 7AL, W Midlands, England.
EM r.g.dyson@warwick.ac.uk; frances.o-brien@wbs.ac.uk; devan@broadway.co.ke
RI O'Brien, Frances/D-9871-2011
OI O'Brien, Frances/0000-0002-0180-4698; Dyson, Robert/0000-0002-4131-3674
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NR 88
TC 8
Z9 9
U1 3
U2 22
PU INFORMS
PI CATONSVILLE
PA 5521 RESEARCH PARK DR, SUITE 200, CATONSVILLE, MD 21228 USA
SN 0030-364X
J9 OPER RES
JI Oper. Res.
PD MAY-JUN
PY 2021
VL 69
IS 3
BP 727
EP 738
DI 10.1287/opre.2020.2051
PG 12
WC Management; Operations Research & Management Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Operations Research & Management Science
GA SW2YV
UT WOS:000664386400003
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Lago-Delello, E
AF Lago-Delello, E
TI Classroom dynamics and the development of serious emotional disturbance
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID TEACHERS PET PHENOMENON; STUDENT-ACHIEVEMENT; REGULAR EDUCATION;
   PERCEPTIONS; EXPECTATIONS; CHILDREN; BEHAVIOR; REFLECT
AB This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) a; compared to not-nt-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teachers expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peel;). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, ard cooperative learning and peer tutor programs.
C1 Florida Atlantic Univ, Palm Beach Gardens, FL 33431 USA.
C3 State University System of Florida; Florida Atlantic University
RP Lago-Delello, E (corresponding author), Florida Atlantic Univ, 3970 RCA Blvd, Palm Beach Gardens, FL 33431 USA.
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NR 47
TC 21
Z9 49
U1 0
U2 11
PU COUNCIL EXCEPTIONAL CHILDREN
PI RESTON
PA 1920 ASSOCIATION DR, RESTON, VA 22091-1589 USA
SN 0014-4029
J9 EXCEPT CHILDREN
JI Except. Child.
PD SUM
PY 1998
VL 64
IS 4
BP 479
EP 492
DI 10.1177/001440299806400404
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA ZY904
UT WOS:000074674200004
DA 2024-07-15
ER

PT J
AU Toscano, CVA
   Carvalho, HM
   Ferreira, JP
AF Toscano, Chrystiane V. A.
   Carvalho, Humberto M.
   Ferreira, Jose P.
TI Exercise Effects for Children With Autism Spectrum Disorder: Metabolic
   Health, Autistic Traits, and Quality of Life
SO PERCEPTUAL AND MOTOR SKILLS
LA English
DT Article
DE obesity; multilevel modeling; mental health; developmental disorders;
   psychometric tests; ASD
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; SELF-STIMULATORY BEHAVIOR;
   LARGE CLINICAL-SAMPLE; TO-HEIGHT RATIO; PHYSICAL-ACTIVITY; ACADEMIC
   ENGAGEMENT; ANTECEDENT EXERCISE; CHILDHOOD AUTISM; AEROBIC EXERCISE;
   OBESITY
AB This study examined the effects of a 48-week exercise-based intervention on the metabolic profile, autism traits, and perceived quality of life in children with autism spectrum disorder (ASD). We randomly allocated 64 children with ASD (aged 6-12 years) to experimental (n = 46) and control groups (n = 18) and used multilevel regression modeling to examine responses to receiving or not receiving the intervention. The experimental group showed beneficial effects on metabolic indicators (high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, and total cholesterol), autism traits, and parent-perceived quality of life. Our results provide support for exercise and physical activity, including basic coordination and strength exercises, as important therapeutic interventions for children with ASD.
C1 [Toscano, Chrystiane V. A.; Ferreira, Jose P.] Univ Coimbra, Fac Phys Educ, Coimbra, Portugal.
   [Toscano, Chrystiane V. A.] Univ Fed Alagoas, Fac Phys Educ, Maceio, AL, Brazil.
   [Carvalho, Humberto M.] Univ Fed Santa Catarina, Fac Phys Educ, Florianopolis, SC, Brazil.
C3 Universidade de Coimbra; Universidade Federal de Alagoas; Universidade
   Federal de Santa Catarina (UFSC)
RP Toscano, CVA (corresponding author), Univ Fed Alagoas, Phys Educ Course, Av Lourival Melo Mota S-N, BR-57072900 Maceio, AL, Brazil.
EM chrystoscanopt@gmail.com
RI Carvalho, Humberto M./E-5698-2014; Ferreira, José Pedro/AGD-5742-2022
OI Carvalho, Humberto M./0000-0002-2855-0296; Ferreira,
   Jose/0000-0002-4427-3276
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 68
TC 62
Z9 83
U1 11
U2 122
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0031-5125
EI 1558-688X
J9 PERCEPT MOTOR SKILL
JI Percept. Mot. Skills
PD FEB
PY 2018
VL 125
IS 1
BP 126
EP 146
DI 10.1177/0031512517743823
PG 21
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA FS3XR
UT WOS:000419718600008
PM 29226773
OA Bronze
DA 2024-07-15
ER

PT J
AU Wang, MT
   Huguley, JP
AF Wang, Ming-Te
   Huguley, James P.
TI Parental Racial Socialization as a Moderator of the Effects of Racial
   Discrimination on Educational Success Among African American Adolescents
SO CHILD DEVELOPMENT
LA English
DT Article
ID ETHNIC SOCIALIZATION; SCHOOL ENGAGEMENT; ACADEMIC-ACHIEVEMENT;
   EXPERIENCES; PERCEPTIONS; IDENTITY; PATTERNS; CHILDREN; SUPPORT; MIDDLE
AB This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Huguley, James P.] Harvard Univ, Cambridge, MA 02138 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Harvard University
RP Wang, MT (corresponding author), 5940 Posvar Hall,230 S Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 64
TC 139
Z9 231
U1 1
U2 36
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD SEP-OCT
PY 2012
VL 83
IS 5
BP 1716
EP 1731
DI 10.1111/j.1467-8624.2012.01808.x
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 003UE
UT WOS:000308636100019
PM 22717004
DA 2024-07-15
ER

PT J
AU Carter, EW
   Moss, CK
   Hoffman, A
   Chung, YC
   Sisco, L
AF Carter, Erik W.
   Moss, Colleen K.
   Hoffman, Alicia
   Chung, Yun-Ching
   Sisco, Lynn
TI Efficacy and Social Validity of Peer Support Arrangements for
   Adolescents With Disabilities
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID HIGH-SCHOOL-STUDENTS; EFFECTIVE INSTRUCTIONAL PRACTICES;
   GENERAL-EDUCATION CLASSROOMS; INTELLECTUAL DISABILITIES;
   DEVELOPMENTAL-DISABILITIES; INCLUSIVE EDUCATION; CURRICULUM; ACCESS;
   INTERVENTIONS; YOUTH
AB Current research and policy emphasize providing students with severe disabilities with the supports needed to participate socially and academically within inclusive classrooms. The authors examined the efficacy and acceptability of peer support arrangements as an avenue for promoting the participation of 3 students with severe disabilities in high school general education classrooms. In addition, they examined the specific supports students received from their peers and individually assigned paraprofessionals throughout the semester. Increases in peer interaction were evident for all students and peer partners were able to provide an array of academic- and social-related supports to their classmates with severe disabilities without concurrent decreases in academic engagement. The article offers recommendations for further refining and strengthening peer support interventions through future research and practice.
C1 [Carter, Erik W.] Vanderbilt Univ, Peabody Coll, Dept Special Educ, Nashville, TN 37203 USA.
   [Moss, Colleen K.; Chung, Yun-Ching] Univ Wisconsin, Waisman Ctr, Madison, WI 53706 USA.
   [Hoffman, Alicia] Univ Wisconsin, Dept Educ Psychol, Madison, WI 53706 USA.
   [Sisco, Lynn] Univ Wisconsin, Sch Social Work, Madison, WI 53706 USA.
C3 Vanderbilt University; Vanderbilt University Peabody College; University
   of Wisconsin System; University of Wisconsin Madison; University of
   Wisconsin System; University of Wisconsin Madison; University of
   Wisconsin System; University of Wisconsin Madison
RP Carter, EW (corresponding author), Vanderbilt Univ, Peabody Coll, Dept Special Educ, Box 228, Nashville, TN 37203 USA.
EM erik.carter@vanderbilt.edu
RI Carter, Erik/AAX-3043-2020; Chung, Yun-Ching/AAX-1608-2020
OI Carter, Erik/0000-0001-7153-2782; 
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NR 43
TC 74
Z9 115
U1 2
U2 32
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 0014-4029
J9 EXCEPT CHILDREN
JI Except. Child.
PD FAL
PY 2011
VL 78
IS 1
BP 107
EP 125
DI 10.1177/001440291107800107
PG 19
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 811GL
UT WOS:000294194200007
DA 2024-07-15
ER

PT J
AU O'Connor, C
AF O'Connor, C
TI Race, class, and gender in America: Narratives of opportunity among
   low-income African-American youths
SO SOCIOLOGY OF EDUCATION
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the American-Sociological-Association
CY AUG 20-27, 1998
CL SAN FRANCISCO, CA
SP Amer Sociol Assoc
ID EXTERNAL CONTROL; BLACK-STUDENTS; SCHOOL; ACHIEVEMENT; BEHAVIOR
AB The research literature has explored the relationship between marginalized students' perceptions of social opportunity and mobility and their academic orientation. However, little attention has: been paid td-the extent to which-these students simultaneously represent multiple social identities and how they may differentially assess life chances in tight of-their different social locations. This;article examines how low-income African American high-school students Situate race, class, and gender in the process of status attainment, In revealing the substantive Variation with which these students account (or not) for social structure in the mobility process, the author calls into question the: claim that,perceptions of opportunity are related to academic engagement in predictable ways. She also suggests that personal experiences and knowledge of others' experiences are the. bases for the development of multiple visions of opportunity.
C1 Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA.
C3 University of Michigan System; University of Michigan
RP Univ Michigan, Sch Educ, 610 E Univ Ave,4001 SEB, Ann Arbor, MI 48109 USA.
EM coconnor@umich.edu
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NR 49
TC 66
Z9 136
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD JUL
PY 1999
VL 72
IS 3
BP 137
EP 157
DI 10.2307/2673226
PG 21
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI); Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH)
SC Education & Educational Research; Sociology
GA 271HT
UT WOS:000084588700002
DA 2024-07-15
ER

PT J
AU Chan, HY
   Wang, XL
AF Chan Hsun-Yu
   Wang Xueli
TI Reconciling Intent with Action: Factors Associated with the Alignment
   between Transfer Intent and Coursework Completion Patterns among
   Two-Year College Students in STEM
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
DE Two-year college; community college; STEM; transfer intent; course
   completion; self-efficacy
ID COMMUNITY-COLLEGES; PLANNED BEHAVIOR; SELF-EFFICACY; CAREER; ENGAGEMENT;
   PATHWAYS; TYPOLOGY; CHOICE; GAP
AB In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1,668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated. Students' math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent.
C1 [Chan Hsun-Yu] Texas A&M Univ, Dept Psychol & Special Educ, Commerce, TX 75248 USA.
   [Wang Xueli] Univ Wisconsin, Dept Educ Leadership & Policy Anal, Madison, WI USA.
C3 Texas A&M University System; University of Wisconsin System; University
   of Wisconsin Madison
RP Chan, HY (corresponding author), Texas A&M Univ, Dept Psychol & Special Educ, Commerce, TX 75248 USA.
EM hsun-yu.chan@tamuc.edu
RI Chan, Hsun-Yu/AAO-2306-2020
OI Chan, Hsun-Yu/0000-0001-5236-1009
FU National Science Foundation [DUE-1430642]
FX This material is based upon work supported by the National Science
   Foundation under Grant No. DUE-1430642 awarded to the second author.
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NR 66
TC 6
Z9 8
U1 0
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1546
EI 1538-4640
J9 J HIGH EDUC-UK
JI J. High. Educ.
PD NOV 9
PY 2020
VL 91
IS 7
BP 1087
EP 1115
DI 10.1080/00221546.2020.1740533
EA APR 2020
PG 29
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OH4TD
UT WOS:000526964900001
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Lane, KL
   Flemming, SC
AF Ennis, Robin Parks
   Lane, Kathleen Lynne
   Flemming, Sarah Cole
TI Empowering Teachers with Low-Intensity Strategies: Supporting Students
   At-Risk for EBD with Instructional Choice during Reading
SO EXCEPTIONALITY
LA English
DT Article
ID SPECIAL-EDUCATION; ELEMENTARY; MANAGEMENT; ENGAGEMENT; BEHAVIORS
AB Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data collection, and intervention implementation. Six teachers utilized instructional choice to improve engagement during reading for one targeted student in their second- or third-grade class. Teachers implemented practices with high levels of treatment integrity and collected momentary time sampling data with high levels of reliability. Using a withdrawal design, we observed a clear functional relation between instructional choice and increases in student's academic engagement for three students with improved outcomes for five. Both teachers and students rated intervention goals, procedures, and outcomes as acceptable. Limitations and directions for future research are discussed.
C1 [Ennis, Robin Parks; Flemming, Sarah Cole] Univ Alabama Birmingham, 901 13th St South,EB114, Birmingham, AL 35294 USA.
   [Lane, Kathleen Lynne] Univ Kansas, Lawrence, KS 66045 USA.
C3 University of Alabama System; University of Alabama Birmingham;
   University of Kansas
RP Ennis, RP (corresponding author), Univ Alabama Birmingham, 901 13th St South,EB114, Birmingham, AL 35294 USA.
EM rennis@uab.edu
OI Ennis, Robin/0000-0002-8620-4199; Lane, Kathleen
   Lynne/0000-0001-6364-838X
FU Institute of Education Sciences [R324B150028]
FX This work was supported by the Institute of Education Sciences
   [R324B150028].
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NR 46
TC 3
Z9 4
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0936-2835
EI 1532-7035
J9 EXCEPTIONALITY
JI Exceptionality
PD JAN 1
PY 2021
VL 29
IS 1
BP 61
EP 79
DI 10.1080/09362835.2020.1729766
EA FEB 2020
PG 19
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RU1HF
UT WOS:000516674100001
DA 2024-07-15
ER

PT J
AU Bru, E
   Virtanen, T
   Kjetilstad, V
   Niemiec, CP
AF Bru, Edvin
   Virtanen, Tuomo
   Kjetilstad, Vidar
   Niemiec, Christopher P.
TI Gender Differences in the Strength of Association between Perceived
   Support from Teachers and Student Engagement
SO SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Behavioral engagement; emotional engagement; gender differences;
   perceived support from teachers; self-determination theory
ID SELF-DETERMINATION-THEORY; SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT;
   AUTONOMY SUPPORT; MEASUREMENT INVARIANCE; BEHAVIORAL ENGAGEMENT; GOAL
   ORIENTATION; FIT INDEXES; CLASSROOM; ACHIEVEMENT
AB There is sparse research on whether different dimensions of perceived support from teachers relate differentially to engagement among male and female students. Accordingly, the current study examined gender differences in links between perceived support from teachers (emotional support, structuring of learning activities, learning process support) and student engagement (behavioral engagement, emotional engagement). In line with hypotheses, females reported higher levels of behavioral engagement than males. Interestingly, though, the association between structuring of learning activities and engagement was stronger for males, whereas the association between learning process support and emotional engagement was stronger for females. These findings suggest different ways by which teachers can facilitate student engagement among males (provision of structure) and females (support for deeper understanding of subject material).
C1 [Bru, Edvin; Virtanen, Tuomo; Niemiec, Christopher P.] Univ Stavanger, Norwegian Ctr Learning Environm & Behav Res Educ, Stavanger, Norway.
   [Kjetilstad, Vidar] Univ Stavanger, Dept Educ & Sports Sci, Stavanger, Norway.
   [Niemiec, Christopher P.] Univ Rochester, Dept Clin & Social Sci Psychol, Rochester, NY 14627 USA.
C3 Universitetet i Stavanger; Universitetet i Stavanger; University of
   Rochester
RP Bru, E (corresponding author), Univ Stavanger, Hulda Garborgs Hus, N-4021 Stavanger, Norway.
EM edvin.bru@uis.no
FU Norwegian Research Council [238003]
FX This research was supported by a grant from the Norwegian Research
   Council [grant number: 238003].
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NR 92
TC 17
Z9 18
U1 11
U2 71
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0031-3831
EI 1470-1170
J9 SCAND J EDUC RES
JI Scand. J. Educ. Res.
PD JAN 2
PY 2021
VL 65
IS 1
BP 153
EP 168
DI 10.1080/00313831.2019.1659404
EA AUG 2019
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PY5RU
UT WOS:000483820300001
DA 2024-07-15
ER

PT J
AU Kurth, J
   Mastergeorge, AM
AF Kurth, Jennifer
   Mastergeorge, Ann M.
TI Impact of Setting and Instructional Context for Adolescents With Autism
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
DE autism; inclusion; adolescence; academic
ID SEVERE DISABILITIES; GENERAL-EDUCATION; ACADEMIC ENGAGEMENT; STUDENTS;
   CHILDREN; PERSPECTIVES; STRATEGIES; BEHAVIOR; ABILITY; AGE
AB The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study, 15 adolescents with autism, and 30 peers of these students, participated. All students were observed over the school year in 50-min intervals each during math and language arts instruction to document student participation in learning situations as well as learning partners, curriculum usage, and instructional formats for students with and without autism in different education settings. Findings indicate between-group differences for those adolescents participating in inclusive and self-contained settings, notably the amount of time spent on breaks and engaged in curricular activities, although differences between students with autism and their peers were not significant. Implications and future directions are discussed.
C1 [Kurth, Jennifer] No Arizona Univ, Flagstaff, AZ 86011 USA.
   [Mastergeorge, Ann M.] Univ Calif Davis, Davis, CA 95616 USA.
C3 Northern Arizona University; University of California System; University
   of California Davis
RP Kurth, J (corresponding author), No Arizona Univ, Box 5774, Flagstaff, AZ 86011 USA.
EM Jennifer.Kurth@nau.edu
CR [Anonymous], PREV AUT SPECTR DIS
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NR 41
TC 52
Z9 87
U1 1
U2 17
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-4669
EI 1538-4764
J9 J SPEC EDUC
JI J. Spec. Educ.
PD MAY
PY 2012
VL 46
IS 1
BP 36
EP 48
DI 10.1177/0022466910366480
PG 13
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 913GR
UT WOS:000301865400004
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Aronson, BD
   Janke, KK
   Traynor, AP
AF Aronson, Benjamin D.
   Janke, Kristin K.
   Traynor, Andrew P.
TI Investigating Student Pharmacist Perceptions of Professional Engagement
   Using a Modified Delphi Process
SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION
LA English
DT Article
DE professional engagement; work engagement; academic engagement; student
   perceptions; Delphi technique
ID NATIONAL-SURVEY; SCHOOL ENGAGEMENT; WORK ENGAGEMENT; BURNOUT;
   LEADERSHIP; RESOURCES; OUTCOMES
AB Objective. To develop a definition of professional engagement, a list of professionally engaging and disengaging activities, and characteristics of those activities.
   Methods. A 2-round modified Delphi process was conducted using student pharmacists. The first round captured input while the second assessed agreement using a 5-point Likert scale.
   Results. A definition was created using the 3 items that reached consensus. All engaging characteristics reached consensus, and 25% (3/12) of the disengaging characteristics reached consensus. Lower rates of consensus were observed for activities, with 78% (7/9) of the professionally engaging and none of the disengaging activities reaching consensus.
   Conclusion. The findings of this study have implications for creating professionally engaging learning experiences for student pharmacists and suggest that ensuring activities contain certain professionally engaging characteristics may be more important than the activities themselves.
C1 [Aronson, Benjamin D.] Univ Minnesota, Coll Pharm, Dept Pharm Practice & Pharmaceut Sci, Duluth, MN 55812 USA.
   [Janke, Kristin K.] Univ Minnesota Twin Cities, Coll Pharm, Minneapolis, MN USA.
   [Traynor, Andrew P.] Concordia Univ, Wisconsin Sch Pharm, Mequon, WI USA.
C3 University of Minnesota System; University of Minnesota Duluth;
   University of Minnesota System; University of Minnesota Twin Cities;
   Concordia University Wisconsin
RP Aronson, BD (corresponding author), Univ Minnesota, Coll Pharm, Dept Pharm Practice & Pharmaceut Sci, 1110 Kirby Dr, Duluth, MN 55812 USA.
EM arons071@d.umn.edu
RI Janke, Kristin/D-7318-2011
OI Janke, Kristin/0000-0003-2504-8820; Aronson,
   Benjamin/0000-0001-9739-6221
CR [Anonymous], CURR EMPH LEAD EMPH
   [Anonymous], ACCR STAND GUID PROF
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   Skrabal MZ, 2008, AM J PHARM EDUC, V72, DOI 10.5688/aj7205112
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   Sorensen TD, 2009, AM J PHARM EDUC, V73, DOI 10.5688/aj730223
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NR 46
TC 24
Z9 31
U1 0
U2 3
PU AMER ASSOC COLL PHARMACY
PI ALEXANDRIA
PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA
SN 0002-9459
EI 1553-6467
J9 AM J PHARM EDUC
JI Am. J. Pharm. Educ.
PY 2012
VL 76
IS 7
AR 125
DI 10.5688/ajpe767125
PG 7
WC Education, Scientific Disciplines; Pharmacology & Pharmacy
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Pharmacology & Pharmacy
GA 006HJ
UT WOS:000308809800008
PM 23049097
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Stipek, D
   Byler, P
AF Stipek, D
   Byler, P
TI Academic achievement and social behaviors associated with age of entry
   into kindergarten
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE early childhood education; kindergarten
ID SCHOOL; ADJUSTMENT; BIRTHDATE; READINESS; CHILDREN; SEX
AB A longitudinal design (kindergarten through third grade) was used to assess the effects of the age at which children entered kindergarten on children's academic achievement, social skills, academic engagement, relationship with teachers, and self ratings of academic skills. The sample was ethnically diverse; all of the over 200 children in the study came from low-income families. Results indicated a modest advantage in academic achievement for children who entered kindergarten at a relatively older age during the first year of school, but this advantage disappeared by third grade. The only advantage found in kindergarten and third grade for children who were relatively old when they entered school was in more positive feelings about their teacher. "Holding out" was rare (less than 1%) in this low-income sample. (C) 2001 Elsevier Science Inc. All rights reserved.
C1 Univ Calif Los Angeles, Los Angeles, CA 90024 USA.
C3 University of California System; University of California Los Angeles
RP Stipek, D (corresponding author), Stanford Univ, Sch Educ, 485 Lasuen Mall, Stanford, CA 94305 USA.
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NR 37
TC 67
Z9 108
U1 1
U2 18
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 655 AVENUE OF THE AMERICAS, NEW YORK, NY 10010 USA
SN 0193-3973
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PY 2001
VL 22
IS 2
BP 175
EP 189
DI 10.1016/S0193-3973(01)00075-2
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 436PB
UT WOS:000168943300004
DA 2024-07-15
ER

PT J
AU Cossentino, J
AF Cossentino, J
TI Curriculum under construction: confronting the challenge of engagement
   in an era of reform
SO JOURNAL OF CURRICULUM STUDIES
LA English
DT Article
ID TEACHERS KNOWLEDGE; LANGUAGE
AB This paper examines a high school teacher's use of curriculum design to meet the challenge of academic engagement in the context of a particular reform agenda calling for the development of disciplinary understanding. In a case study blending rhetorical with ethnographic analysis, it considers dilemmas faced by teachers trying to link understanding with engagement, and the deliberative process through which they work to resolve those dilemmas. Using the governing metaphor of 'teacher as curriculum-maker', it demonstrates that relocating teacher expertise in the arena of design rather than presentation seems to induce engagement by moving student performance to the foreground of curriculum. However, linking curriculum-making with understanding presents even more difficult challenges to teachers' expertise. Uncovering those challenges highlights the conceptual tensions teachers balance in an effort to fulfil multiple and complex goals of practice.
C1 Univ Maryland, Dept Educ Policy & Leadership, College Pk, MD 20742 USA.
C3 University System of Maryland; University of Maryland College Park
RP Cossentino, J (corresponding author), Univ Maryland, Dept Educ Policy & Leadership, 2110E Benjamin Bldg, College Pk, MD 20742 USA.
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NR 42
TC 0
Z9 2
U1 0
U2 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0272
J9 J CURRICULUM STUD
JI J. Curric. Stud.
PD MAY-JUN
PY 2003
VL 35
IS 3
BP 281
EP 302
DI 10.1080/00220270210157614
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 700XQ
UT WOS:000184136800002
DA 2024-07-15
ER

PT J
AU Mason, HD
AF Mason, Henry D.
TI Grit and its relation to well-being among first-year South African
   university students
SO JOURNAL OF PSYCHOLOGY IN AFRICA
LA English
DT Article
DE academic support; eudaimonic well-being; grit; hedonic well-being;
   student counselling; subjective happiness; subjective well-being
ID ACADEMIC-PERFORMANCE; COLLEGE-STUDENTS; SELF-EFFICACY; HAPPINESS;
   SATISFACTION; PERSEVERANCE; ACHIEVEMENT; PASSION; LIFE
AB This mixed methods study explored grit and well-being among South African first-year university students (N = 405, female = 57.10%; mean age = 20.59, SD = 1.65 years). The students self-reported their grit and well-being. A small subsample of the students (n = 18, females = 61%) completed individual interviews on how their sense of grit related to their subjective well-being. Regression analysis indicated higher self-reported grit scores predicted higher well-being. Thematic analysis of the interview data indicated that students who reported higher grit statuses also reported greater academic engagement, self-worth, and better self-perceived problem-solving strategies. Student development programs should seek to promote grit as a personal resource in student populations.
C1 [Mason, Henry D.] Tshwane Univ Technol, Directorate Student Dev & Support, Pretoria, Gauteng, South Africa.
C3 Tshwane University of Technology
RP Mason, HD (corresponding author), Tshwane Univ Technol, Directorate Student Dev & Support, Pretoria, Gauteng, South Africa.
EM masonh@tut.ac.za
RI Mason, Henry David/AFM-1117-2022
OI Mason, Henry David/0000-0002-3966-9970
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NR 42
TC 1
Z9 1
U1 5
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1433-0237
EI 1815-5626
J9 J PSYCHOL AFR
JI J. Psychol. Afr.
PD MAY 4
PY 2021
VL 31
IS 3
BP 226
EP 231
DI 10.1080/14330237.2021.1903157
PG 6
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TB5BD
UT WOS:000667961600002
DA 2024-07-15
ER

PT J
AU Russel, CS
   Allday, RA
   Duhon, GJ
AF Russel, Caroline S.
   Allday, R. Allan
   Duhon, Gary J.
TI Effects of Increasing Distance of a One-on-One Paraprofessional on
   Student Engagement
SO EDUCATION AND TREATMENT OF CHILDREN
LA English
DT Article
ID ACADEMIC ENGAGEMENT; SEVERE DISABILITIES; PEER INTERACTIONS; CLASSROOMS;
   PROXIMITY; EDUCATION; PERSPECTIVES; SUPPORT; SCHOOLS; AUTISM
AB This study sought to maintain task engagement of a 4-year-old student with developmental disabilities included in a pre-K classroom while decreasing reliance of one-on-one support from a paraprofessional. To accomplish these goals, a withdrawal design (A-B-A) with a nested changing-criterion design was used to withdraw paraprofessional proximity. A cue was provided to the paraprofessional as an indicator of when to engage with and withdraw proximity from the student. Momentary time sampling procedures were used to measure task engagement during group circle time and proximity between student and paraprofessional. Results showed that task engagement was maintained at a level comparable to peers without disabilities, while proximity less than 0.9 m from the student was reduced from 95% to 18% of intervals.
C1 [Russel, Caroline S.; Duhon, Gary J.] Oklahoma State Univ, Stillwater, OK 74078 USA.
   [Allday, R. Allan] Univ Kentucky, Lexington, KY 40506 USA.
C3 Oklahoma State University System; Oklahoma State University -
   Stillwater; University of Kentucky
RP Allday, RA (corresponding author), Univ Kentucky, Dept Early Childhood Special Educ & Rehabil Couns, Lexington, KY 40506 USA.
EM allan.allday@uky.edu
CR Alberto P.A., 2017, Applied behavior analysis for teachers, V9th
   Allday RA, 2007, J APPL BEHAV ANAL, V40, P317, DOI 10.1901/jaba.2007.86-06
   Barlow DH., 2009, SINGLE CASE EXPT DES
   Broer SM, 2005, EXCEPT CHILDREN, V71, P415
   Carter EW, 2008, AM J MENT RETARD, V113, P479, DOI 10.1352/2008.113:479-494
   Carter EW, 2006, RES PRACT PERS SEV D, V31, P174, DOI 10.1177/154079690603100209
   Causton-Theoharis JN, 2005, EXCEPT CHILDREN, V71, P431
   Christle C.A., 2003, J BEHAV EDUC, V12, P147, DOI [10.1023/A:1025577410113, DOI 10.1023/A:1025577410113]
   Conroy MA, 2004, BEHAV DISORDERS, V29, P119
   Cooper J. O., 2019, Applied Behavior Analysis, V3rd
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   Shabani DB, 2006, J APPL BEHAV ANAL, V39, P449, DOI 10.1901/jaba.2006.30-05
   Suter JC, 2009, J SPEC EDUC, V43, P81, DOI 10.1177/0022466907313353
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   U.S. Department of Education, 2009, TABL 3 2 TEACH EMPL
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   Young B., 1997, Focus on Autism and Other Developmental Disabilities, V12, P31, DOI DOI 10.1177/108835769701200104
NR 32
TC 8
Z9 13
U1 0
U2 11
PU WEST VIRGINIA UNIV PRESS
PI MORGANTOWN
PA COMMUNICATIONS BLDG PATTESON DR, PO BOX 6295, MORGANTOWN, WV 26506-6295
   USA
SN 0748-8491
EI 1934-8924
J9 EDUC TREAT CHILD
JI Educ. Treat. Child.
PD MAY
PY 2015
VL 38
IS 2
BP 193
EP 210
DI 10.1353/etc.2015.0008
PG 18
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA CJ8SH
UT WOS:000355773300003
DA 2024-07-15
ER

PT J
AU Nagata, R
   Forry, S
   Lannigan, EG
AF Nagata, Rashelle
   Forry, Savanna
   Lannigan, Elizabeth Griffin
TI Occupational Therapy Interventions for College Students With Learning
   Differences
SO AMERICAN JOURNAL OF OCCUPATIONAL THERAPY
LA English
DT Article
ID EXERCISE; AUGMENTATION; EDUCATION
AB Evidence Connection articles provide a clinical application of systematic reviews developed in conjunction with the American Occupational Therapy Association's (AOTA's) Evidence-Based Practice Program and illustrate how the research evidence from the reviews can be used to inform and guide clinical decision-making. Each article in this series summarizes evidence from published reviews on a given topic and presents the application of evidence to a related clinical case. In this Evidence Connection article, we describe a case report of a college-age student receiving supported education services and outline the occupational therapy evaluation and intervention that enhanced her academic engagement as well as her health and wellness. The findings from the systematic reviews on this topic were published in the September/October 2018 issue of the American Journal of Occupational Therapy and in AOTA's Occupational Therapy Practice Guidelines for Adults Living With Serious Mental Illness.
C1 [Nagata, Rashelle; Forry, Savanna] Univ Southern Calif, Kortschak Ctr Learning & Creat, Los Angeles, CA USA.
   [Lannigan, Elizabeth Griffin] Univ New Hampshire, Dept Occupat Therapy, Durham, NH 03824 USA.
C3 University of Southern California; University System Of New Hampshire;
   University of New Hampshire
RP Lannigan, EG (corresponding author), Univ New Hampshire, Dept Occupat Therapy, Durham, NH 03824 USA.
EM elizabeth.lannigan@unh.edu
CR Amaya M., 2019, Building Healthy Academic Communities Journal, V3, P27, DOI DOI 10.18061/BHAC.V3I2.7117
   [Anonymous], 2021, AM J OCCUP THER, V75, DOI 10.5014/ajot.2021.752001
   Battaglia G, 2013, NEUROPSYCH DIS TREAT, V9, P595, DOI 10.2147/NDT.S44066
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   Greer TL, 2015, EUR NEUROPSYCHOPHARM, V25, P248, DOI 10.1016/j.euroneuro.2014.10.001
   Gutman SA, 2009, AM J OCCUP THER, V63, P245, DOI 10.5014/ajot.63.3.245
   Jayakody K, 2014, BRIT J SPORT MED, V48, P187, DOI 10.1136/bjsports-2012-091287
   Keptner K.M., 2020, The Open Journal of Occupational Therapy, V8, P1, DOI [DOI 10.15453/2168-6408, 10.15453/2168-6408.1617, DOI 10.15453/2168-6408.1617]
   Law M., 1998, CANADIAN OCCUPATIONA, V3rd
   Ly KH, 2014, BMJ OPEN, V4, DOI 10.1136/bmjopen-2013-003440
   Mittal D, 2012, PSYCHIAT SERV, V63, P974, DOI 10.1176/appi.ps.201100459
   Noyes S., 2019, Occupational therapy practice guidelines for adults living with serious mental illness, DOI [10.7139/2017.978-1-56900-594-1, DOI 10.7139/2017.978-1-56900-594-1]
   Oswalt SB, 2020, J AM COLL HEALTH, V68, P41, DOI 10.1080/07448481.2018.1515748
   Reitz SM, 2020, AM J OCCUP THER, V74, DOI 10.5014/ajot.2020.743003
   Rethorst CD, 2013, PSYCHOL MED, V43, P699, DOI 10.1017/S0033291712001675
   Spencer B, 2018, OCCUP THER MENT HEAL, V34, P151, DOI 10.1080/0164212X.2017.1380559
   Substance Abuse and Mental Health Services Administration, Creating a healthier life: A step-by-step guide to wellness
   Trivedi MH, 2011, J CLIN PSYCHIAT, V72, P677, DOI 10.4088/JCP.10m06743
   Weinstein C. E., 1996, LEARNING STUDY STRAT, V3rd
NR 19
TC 0
Z9 0
U1 0
U2 2
PU AMER OCCUPATIONAL THERAPY ASSOC, INC
PI BETHESDA
PA 4720 MONTGOMERY LANE, BETHESDA, MD 20814-3425 USA
SN 0272-9490
EI 1943-7676
J9 AM J OCCUP THER
JI Am. J. Occup. Ther.
PD NOV-DEC
PY 2022
VL 76
IS 6
AR 7606390010
DI 10.5014/ajot.2022.050057
PG 5
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA P8CK7
UT WOS:001052894100001
PM 36622933
DA 2024-07-15
ER

PT J
AU Clair, EB
   Bahr, MW
   Quach, HL
   LeDuc, JD
AF Clair, Elissa B.
   Bahr, Michael W.
   Quach, Heather L.
   LeDuc, James D.
TI The Positive Plus Program: Affirmative classroom management to improve
   student behavior
SO BEHAVIORAL INTERVENTIONS
LA English
DT Article
DE behavior-specific praise; classroom intervention; Good Behavior Game;
   interdependent group contingency; school consultation
ID INDEPENDENT GROUP CONTINGENCIES; DISRUPTIVE BEHAVIOR; GENERAL EDUCATORS;
   PRAISE; GAME; EBD
AB This study describes the Positive Plus Program, a multicomponent intervention combining behavior-specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second-grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior-specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off-task motor and verbal behavior from pre- to post-intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.
C1 [Clair, Elissa B.; Quach, Heather L.] Special Sch Dist St Louis Cty, St Louis, MO USA.
   [Bahr, Michael W.] Univ Missouri, One Univ Blvd, St Louis, MO 63121 USA.
   [LeDuc, James D.] Milwaukee Publ Sch, Milwaukee, WI USA.
C3 University of Missouri System; University of Missouri Saint Louis
RP Bahr, MW (corresponding author), Univ Missouri, One Univ Blvd, St Louis, MO 63121 USA.
EM bahrmi@umsl.edu
OI Clair, Elissa/0000-0002-2831-4699
CR Allday RA, 2012, BEHAV DISORDERS, V37, P87
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   Conroy MA, 2008, TEACH EXCEPT CHILD, V40, P24, DOI 10.1177/004005990804000603
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NR 35
TC 11
Z9 21
U1 1
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1072-0847
EI 1099-078X
J9 BEHAV INTERVENT
JI Behav. Intervent.
PD JUL
PY 2018
VL 33
IS 3
BP 221
EP 236
DI 10.1002/bin.1632
PG 16
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA GL6CB
UT WOS:000437263900001
DA 2024-07-15
ER

PT J
AU Quin, D
   Hemphill, SA
   Heerde, JA
AF Quin, Daniel
   Hemphill, Sheryl A.
   Heerde, Jessica A.
TI Associations between teaching quality and secondary students'
   behavioral, emotional, and cognitive engagement in school
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Adolescents; High school; Teaching; Engagement
ID SELF-DETERMINATION THEORY; STAGE-ENVIRONMENT FIT; SUBSTANCE USE;
   ACADEMIC ENGAGEMENT; SOCIAL-DEVELOPMENT; PROTECTIVE FACTORS;
   MENTAL-HEALTH; ACHIEVEMENT; ADOLESCENCE; PERCEPTIONS
AB Students' perceptions of their social and instructional interactions with their teachers play a key role in students' engagement. Understanding how the quality of these interactions can influence students' engagement in school is paramount to improving students' engagement. Eighty-eight year 7 students from three schools in the state of Victoria, Australia, completed a self-report survey. Participants reported their perceptions of teaching quality, and their own behavioral, emotional, and cognitive engagement in school. After controlling for individual (i.e., gender, age, academic grades, mental health) and family variables (i.e., parent support of education), teaching quality was uniquely associated with behavioral and emotional engagement. The findings indicated that teaching quality has an important, but not exclusive role in influencing students' engagement in school.
C1 [Quin, Daniel; Hemphill, Sheryl A.; Heerde, Jessica A.] Australian Catholic Univ, Sch Psychol, Locked Bag 4115, Fitzroy, Vic 3065, Australia.
   [Heerde, Jessica A.] Univ Melbourne, Murdoch Childrens Res Inst, Dept Paediat, Parkville, Vic, Australia.
C3 Australian Catholic University; University of Melbourne; Murdoch
   Children's Research Institute
RP Quin, D (corresponding author), Australian Catholic Univ, Sch Psychol, Locked Bag 4115, Fitzroy, Vic 3065, Australia.
EM daniel.quin@myacu.edu.au
RI Quin, Daniel/U-3721-2019; Heerde, Jessica A/E-2390-2019
OI Heerde, Jessica A/0000-0002-5597-019X; Quin, Daniel/0000-0001-6393-1732
FU Faculty of Health Sciences, Australian Catholic University (FRSSS; Round
   1)
FX The authors are grateful for the financial support of the Faculty of
   Health Sciences, Australian Catholic University (FRSSS; Round 1, 2014).
   The authors assert that all procedures contributing to this work comply
   with the National Statement on Ethical Conduct in Human Research
   (Australian Catholic University Ethics Register Number: 2013 320V).
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NR 97
TC 24
Z9 42
U1 1
U2 39
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD DEC
PY 2017
VL 20
IS 4
BP 807
EP 829
DI 10.1007/s11218-017-9401-2
PG 23
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FO7UV
UT WOS:000417083800006
DA 2024-07-15
ER

PT J
AU Martin, AJ
   Marsh, HW
   McInerney, DM
   Green, J
   Dowson, M
AF Martin, Andrew J.
   Marsh, Herbert W.
   McInerney, Dennis M.
   Green, Jasmine
   Dowson, Martin
TI Getting along with teachers and parents: The yields of good
   relationsh.ips for students' achievement motivation and self-esteem
SO AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING
LA English
DT Article
ID CONSTRUCT-VALIDATION; SCHOOL OUTCOMES; COMMUNITY; SENSE; MODEL;
   PSYCHOLOGY; ENGAGEMENT
AB The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher-student and parent-child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.
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   [Marsh, Herbert W.] Univ Oxford, Oxford OX1 2JD, England.
   [McInerney, Dennis M.] Nanyang Technol Univ, Singapore, Singapore.
C3 University of Sydney; University of Oxford; Nanyang Technological
   University
RP Martin, AJ (corresponding author), Univ Sydney, Fac Educ & Social Work, A35,Educ Bldg, Sydney, NSW 2006, Australia.
EM a.martin@edfac.usyd.edu.au
RI Marsh, Herbert W/B-3134-2017
OI Marsh, Herbert W/0000-0002-1078-9717; McInerney,
   Dennis/0000-0003-1339-1744
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NR 78
TC 45
Z9 69
U1 3
U2 35
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1037-2911
EI 1839-2520
J9 AUST J GUID COUNS
JI Aust. J. Guid. Couns.
PD DEC
PY 2007
VL 17
IS 2
BP 109
EP 125
DI 10.1375/ajgc.17.2.109
PG 17
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA 319VF
UT WOS:000257191800001
DA 2024-07-15
ER

PT J
AU Virtanen, TE
   Lerkkanen, MK
   Poikkeus, AM
   Kuorelahti, M
AF Virtanen, T. E.
   Lerkkanen, M-K
   Poikkeus, A-M
   Kuorelahti, M.
TI Student Engagement and School Burnout in Finnish Lower-Secondary
   Schools: Latent Profile Analysis
SO SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Student engagement; school burnout; latent profile analysis; lower
   secondary school
ID COGNITIVE ENGAGEMENT; ACADEMIC ENGAGEMENT; ENVIRONMENT FIT;
   TRAJECTORIES; ACHIEVEMENT; CONTEXT; ADOLESCENCE; CLASSROOM; MODEL;
   PERSPECTIVES
AB Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students' were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students' academic achievement are pivotal in understanding student engagement and school burnout.
C1 [Virtanen, T. E.; Lerkkanen, M-K; Poikkeus, A-M] Univ Jyvaskyla, Dept Teacher Educ, Jyvaskyla, Finland.
   [Kuorelahti, M.] Univ Jyvaskyla, Dept Educ, Jyvaskyla, Finland.
C3 University of Jyvaskyla; University of Jyvaskyla
RP Virtanen, TE (corresponding author), Univ Jyvaskyla, Dept Teacher Educ, Jyvaskyla, Finland.
EM tuomo.e.virtanen@jyu.fi
OI Virtanen, Tuomo/0000-0002-2971-8046; Lerkkanen,
   Marja-Kristiina/0000-0002-5709-5800; Poikkeus,
   Anna-Maija/0000-0001-7913-8691
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NR 66
TC 39
Z9 42
U1 20
U2 81
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0031-3831
EI 1470-1170
J9 SCAND J EDUC RES
JI Scand. J. Educ. Res.
PY 2018
VL 62
IS 4
BP 519
EP 537
DI 10.1080/00313831.2016.1258669
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GJ1KZ
UT WOS:000435015900003
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Thesen, L
AF Thesen, Lucia
TI Researching 'ideological becoming' in lectures: challenges for knowing
   differently
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Proceedings Paper
CT Higher Education Close Up Four Conference (HECU 4)
CY JUN, 2008
CL Cape Town, SOUTH AFRICA
ID LANGUAGE
AB This article is a response to Haggis's injunction to 'know differently' if we are to grow our understandings of student learning. It identifies concerns that have arisen in the course of research into engagement (conceived of as 'ideological becoming') in first year lectures in the humanities at a South African university. These issues include: (a) how the co-presence of students and lecturer challenges conventional notions of 'student learning' as other; (b) the theoretical and practical challenges related to identifying fleeting 'liminal moments' in situations in which students and lecturers are co-present; and (c) what we can learn from a view of academic engagement as distributed across time and place. The tool of entextualisation is used to track participants' 'interest' across sites. The article offers a view of learning as embodied, emergent and contested, rather than neatly packaged and predictable.
C1 Univ Cape Town, Ctr Higher Educ Dev, Language Dev Grp, ZA-7700 Rondebosch, South Africa.
C3 University of Cape Town
RP Thesen, L (corresponding author), Univ Cape Town, Ctr Higher Educ Dev, Language Dev Grp, ZA-7700 Rondebosch, South Africa.
EM lucia.thesen@uct.ac.za
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NR 30
TC 9
Z9 14
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2009
VL 34
IS 4
BP 391
EP 402
AR PII 911658455
DI 10.1080/03075070902771929
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI); Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH)
SC Education & Educational Research
GA 448RI
UT WOS:000266279300003
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Rames-LaPointe, J
   Hixson, MD
AF Rames-LaPointe, Jessica
   Hixson, Michael D.
TI <i>On</i>-<i>Task in a Box</i> as a classwide intervention: Effects on
   on-task behavior and academic productivity
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; academic productivity; self-monitoring
ID CLASSROOM-BEHAVIOR; SELF-MANAGEMENT; STUDENTS; METAANALYSIS;
   PERFORMANCE; ACCURACY; TEACHERS; CHILDREN; IMPROVE; AUTISM
AB Interventions that target on-task behavior are essential, as on-task behavior is linked to the amount of learning that occurs in a classroom. On-Task in a Box is a manualized intervention to increase on-task behavior that utilizes video modeling and self-monitoring in conjunction with group contingencies. The current study evaluated the effects of the On-Task in a Box intervention on student on-task behavior and work completion when implemented as a classwide intervention. A multiple probe design across three elementary classrooms was utilized. All three classrooms demonstrated increases in the level of classwide on-task behavior as measured through direct observation, but mixed results were found for work completion, measured by teacher direct behavior ratings. Teachers generally rated the intervention as effective and relatively easy to implement.
C1 [Rames-LaPointe, Jessica; Hixson, Michael D.] Cent Michigan Univ, Dept Psychol, 1101 S Franklin St, Mt Pleast, MI 48859 USA.
C3 Central Michigan University
RP Hixson, MD (corresponding author), Cent Michigan Univ, Dept Psychol, 1101 S Franklin St, Mt Pleast, MI 48859 USA.
EM hixso1md@cmich.edu
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NR 53
TC 0
Z9 0
U1 0
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD AUG
PY 2021
VL 58
IS 8
BP 1655
EP 1668
DI 10.1002/pits.22532
EA APR 2021
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZB6IH
UT WOS:000643705600001
DA 2024-07-15
ER

PT J
AU Joshi, GP
   Jha, S
   Cho, S
   Seo, C
   Son, LH
   Thong, PH
AF Joshi, Gyanendra Prasad
   Jha, Sudan
   Cho, Seongsoo
   Seo, Changho
   Le Hoang Son
   Pham Huy Thong
TI Influence of multimedia and seating location in academic engagement and
   grade performance of students
SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION
LA English
DT Article
DE attainment; class performance; multimedia; performance strategies;
   student perceptions
ID CLASSROOM ECOLOGY
AB Many universities around the world use multimedia resources in large classrooms. The purpose of this study is to determine if there is any significant influence on student academic performance due to the use of multimedia (environment and tools) and seating location. This study analyses student data on grade performance and seating location for an undergraduate course at a multimedia classroom over eight semesters. This study also analyses whether short multimedia materials attract student attention in class using a computer vision experimental setup. It has been found that there is similar performance and distraction rate of students who sit at a similar proximity to the multimedia screen. The findings of this study are valuable for academic institutions and educators to design multimedia lectures and classrooms to enhance student performance.
C1 [Joshi, Gyanendra Prasad] Sejong Univ, Dept Comp Sci & Engn, Seoul, South Korea.
   [Jha, Sudan] KIIT Univ, Sch Comp Engn, Bhubaneswar, India.
   [Cho, Seongsoo] Chosun Univ, Dept Informat & Commun Engn, Gwangju, South Korea.
   [Seo, Changho] Kongju Univ, Dept Appl Math, Gongju, South Korea.
   [Le Hoang Son] Vietnam Natl Univ, VNU Informat Technol Inst, Hanoi, Vietnam.
   [Pham Huy Thong] Ton Duc Thang Univ, Informetr Res Grp, Ho Chi Minh City, Vietnam.
   [Pham Huy Thong] Ton Duc Thang Univ, Fac Informat Technol, Ho Chi Minh City, Vietnam.
C3 Sejong University; Kalinga Institute of Industrial Technology (KIIT);
   Chosun University; Kongju National University; Vietnam National
   University Hanoi; Ton Duc Thang University; Ton Duc Thang University
RP Thong, PH (corresponding author), Ton Duc Thang Univ, Informetr Res Grp, Ho Chi Minh City, Vietnam.
EM phamhuythong@tdtu.edu.vn
RI Joshi, Gyanendra Prasad/AAM-4210-2020; Jha, Sudan/P-9823-2018; Joshi,
   Gyanendra Prasad/I-3767-2019; Pham, Thong Huy/Q-9169-2018
OI Joshi, Gyanendra Prasad/0000-0002-5446-288X; Jha,
   Sudan/0000-0003-0074-2584; Joshi, Gyanendra Prasad/0000-0002-5446-288X;
   Hoang Son, Le/0000-0001-6356-0046
FU Global Research Laboratory Program through the National Research
   Foundation of Korea - Ministry of Science, ICT, and Future Planning
   [NRF-2014K1A1A2043029]
FX The authors would like to thank the Editor-in-Chief and the anonymous
   reviewers for their valuable comments and suggestions. This study was
   supported by the Global Research Laboratory Program through the National
   Research Foundation of Korea funded by the Ministry of Science, ICT, and
   Future Planning (NRF-2014K1A1A2043029).
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NR 27
TC 8
Z9 8
U1 4
U2 37
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1061-3773
EI 1099-0542
J9 COMPUT APPL ENG EDUC
JI Comput. Appl. Eng. Educ.
PD MAR
PY 2020
VL 28
IS 2
BP 268
EP 281
DI 10.1002/cae.22190
EA DEC 2019
PG 14
WC Computer Science, Interdisciplinary Applications; Education, Scientific
   Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research; Engineering
GA KT8PH
UT WOS:000504433800001
DA 2024-07-15
ER

PT J
AU Lombardi, AR
   Kern, L
   Flannery, KB
   Doren, B
AF Lombardi, Allison R.
   Kern, Laura
   Flannery, K. Brigid
   Doren, Bonnie
TI Is College and Career Readiness Adequately Addressed in Annual and
   Postsecondary Goals?
SO JOURNAL OF DISABILITY POLICY STUDIES
LA English
DT Article
DE college and career readiness; individualized education program (IEP);
   transition; school reform; restructuring; policy
ID TRANSITION; STUDENTS; PREDICTORS; OUTCOMES; SUCCESS; SCHOOLS
AB In current special education law, the individualized education program (IEP) addresses the transition to adult life by mandating goal statements be written in employment, postsecondary education, and sometimes independent living. Although these broad areas encompass quality of life for adults with disabilities, they are not necessarily aligned with broader general education policies in college and career readiness (CCR). The current study addresses this disconnect by examining extant data consisting of IEP annual and postsecondary goals in the context of an organizing framework of CCR. IEP goals were coded for the presence of six domains of CCR: (a) academic engagement, (b) mindsets, (c) learning processes, (d) critical thinking, (e) interpersonal engagement, and (f) transition competencies. Findings illustrate the promise of a potential strategy to incorporate CCR into IEP goals. Implications for educators are discussed.
C1 [Lombardi, Allison R.; Kern, Laura] Univ Connecticut, Storrs, CT USA.
   [Flannery, K. Brigid] Univ Oregon, Eugene, OR 97403 USA.
   [Doren, Bonnie] Univ Wisconsin, Madison, WI 53706 USA.
C3 University of Connecticut; University of Oregon; University of Wisconsin
   System; University of Wisconsin Madison
RP Lombardi, AR (corresponding author), Univ Connecticut, Neag Sch Educ, 249 Glenbrook Rd,Unit 3064, Storrs, CT 06269 USA.
EM allison.lombardi@uconn.edu
FU National Center for Special Education Research within the Institute of
   Education Sciences (IES), U.S. Department of Education [R324B070039]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported in part by Grant R324B070039 awarded to the
   College of Education at the University of Oregon by the National Center
   for Special Education Research within the Institute of Education
   Sciences (IES), U.S. Department of Education.
CR [Anonymous], US
   [Anonymous], 2010, Common core state standards
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NR 40
TC 10
Z9 15
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1044-2073
EI 1538-4802
J9 J DISABIL POLICY STU
JI J. Disabil. Policy Stud.
PD DEC
PY 2017
VL 28
IS 3
BP 150
EP 161
DI 10.1177/1044207317716147
PG 12
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA FN7CY
UT WOS:000416176900003
DA 2024-07-15
ER

PT J
AU Carter, EW
   Gustafson, JR
   Sreckovic, MA
   Steinbrenner, JRD
   Pierce, NP
   Bord, A
   Stabel, A
   Rogers, S
   Czerw, A
   Mullins, T
AF Carter, Erik W.
   Gustafson, Jenny R.
   Sreckovic, Melissa A.
   Steinbrenner, Jessica R. Dykstra
   Pierce, Nigel P.
   Bord, Aimee
   Stabel, Aaron
   Rogers, Sally
   Czerw, Alicia
   Mullins, Teagan
TI Efficacy of Peer Support Interventions in General Education Classrooms
   for High School Students With Autism Spectrum Disorder
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE peer-mediated; adolescents; inclusion; general education access
ID SOCIAL CONNECTIONS; ADOLESCENTS; ARRANGEMENTS; INCLUSION; YOUTH;
   PARAPROFESSIONALS; DISABILITIES; COMPETENCE; CURRICULUM; NETWORKS
AB Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focused narrowly on adolescents with severe intellectual disability. In this pilot study, we examined the impact and social validity of peer support arrangements for four high school students with ASD. All four students increased their social interactions with peers, while academic engagement either increased or maintained for three students. Social validity data from peer partners and students indicated they considered the intervention acceptable. We discuss limitations and offer recommendations for future research and practice aimed at enhancing social connections within inclusive classrooms.
C1 [Carter, Erik W.; Gustafson, Jenny R.; Czerw, Alicia; Mullins, Teagan] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
   [Sreckovic, Melissa A.; Steinbrenner, Jessica R. Dykstra] Univ North Carolina Chapel Hill, Chapel Hill, NC USA.
   [Pierce, Nigel P.] North Carolina Cent Univ, Durham, NC USA.
   [Bord, Aimee; Stabel, Aaron; Rogers, Sally] Univ Calif Davis, Davis, CA 95616 USA.
C3 Vanderbilt University; University of North Carolina; University of North
   Carolina Chapel Hill; University of North Carolina School of Medicine;
   University of North Carolina; North Carolina Central University;
   University of California System; University of California Davis
RP Carter, EW (corresponding author), Vanderbilt Univ, Dept Special Educ, Peabody Coll, PMB 228, Nashville, TN 37203 USA.
EM erik.carter@vanderbilt.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782; Rogers, Sally/0000-0003-0755-2900
FU Institute of Education Sciences, U.S. Department of Education
   [R324C120006]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Support
   for this research came from the Institute of Education Sciences, U.S.
   Department of Education, Grant R324C120006 awarded to the University of
   North Carolina at Chapel Hill.
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 34
TC 49
Z9 60
U1 4
U2 45
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
EI 1538-4756
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD JUL-AUG
PY 2017
VL 38
IS 4
BP 207
EP 221
DI 10.1177/0741932516672067
PG 15
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FA6RF
UT WOS:000405570900002
DA 2024-07-15
ER

PT J
AU Thomas, K
   Wong, KC
   Li, YC
AF Thomas, Keith
   Wong, Kin-chi
   Li, Yi-ching
TI The capstone experience: student and academic perspectives
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Hong Kong; education reform; capstone experience; employability;
   graduate capabilities
ID ENHANCING GRADUATE EMPLOYABILITY; ATTRIBUTES; SKILLS
AB A principal consideration in recent cross-sector educational reforms in Hong Kong is ensuring that undergraduate programmes prepare students for the future workplace, a factor that has made the capstone a central feature of the new four-year curriculum. This paper discusses a study that explored the final-year student experience based on a final-year project (FYP). Both recent graduate and final-year student feedbacks reveal some uncertainty and a lack of confidence over successful transition that graduates attribute to an overtly research focus in the current design of FYPs. Inviting comment from senior academics allows a fuller picture of the rationale behind, and administrative considerations in, conducting a capstone experience. This formative study highlights specific features in designing a capstone experience and the need for academic engagement in order to support the desired outcome of graduate employability.
C1 [Thomas, Keith; Wong, Kin-chi; Li, Yi-ching] Chinese Univ Hong Kong, Ctr Learning Enhancement & Res, Shatin, Hong Kong, Peoples R China.
   [Thomas, Keith] Victoria Univ, Fac Business & Law, Melbourne, Vic 8001, Australia.
C3 Chinese University of Hong Kong; Victoria University
RP Thomas, K (corresponding author), Chinese Univ Hong Kong, Ctr Learning Enhancement & Res, Shatin, Hong Kong, Peoples R China.
EM keith.thomas@vu.edu.au
OI Thomas BM, Keith/0000-0002-5631-6376
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NR 25
TC 17
Z9 20
U1 1
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD MAY 4
PY 2014
VL 33
IS 3
BP 580
EP 594
DI 10.1080/07294360.2013.841646
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AH0WY
UT WOS:000335842700013
DA 2024-07-15
ER

PT J
AU Lebel, TJ
   Kilgus, SP
   Briesch, AM
   Chafouleas, S
AF LeBel, Teresa J.
   Kilgus, Stephen P.
   Briesch, Amy M.
   Chafouleas, Sandra
TI The Impact of Training on the Accuracy of Teacher-Completed Direct
   Behavior Ratings (DBRs)
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE behavior; assessment; training; direct behavior ratings; DBRs; accuracy
ID TREATMENT INTEGRITY; SCHOOL CONSULTATION; REPORT CARDS; RATER;
   ACCEPTABILITY; TASK; INFORMATION; OBSERVERS; CHILDREN; OUTCOMES
AB The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers' ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed.
C1 [LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.] Univ Connecticut, Sch Psychol Program, Storrs, CT 06269 USA.
   [Chafouleas, Sandra] Univ Connecticut, Neag Sch Educ, Storrs, CT 06269 USA.
C3 University of Connecticut; University of Connecticut
RP Lebel, TJ (corresponding author), Univ Connecticut, Sch Psychol Program, Storrs, CT 06269 USA.
OI Kilgus, Stephen/0000-0003-0218-1004
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NR 39
TC 12
Z9 26
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2010
VL 12
IS 1
BP 55
EP 63
DI 10.1177/1098300708325265
PG 9
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 536HP
UT WOS:000273035800008
DA 2024-07-15
ER

PT J
AU Carmona-Halty, M
   Mena-Chamorro, P
   Sepulveda-Paez, G
   Ferrer-Urbina, R
AF Carmona-Halty, Marcos
   Mena-Chamorro, Patricio
   Sepulveda-Paez, Geraldy
   Ferrer-Urbina, Rodrigo
TI School Burnout Inventory: Factorial Validity, Reliability, and
   Measurement Invariance in a Chilean Sample of High School Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE school burnout; psychometric analyses; high school students; Chilean
   students; gender invariance
ID OF-FIT INDEXES; JOB DEMANDS; ENGAGEMENT; CONTEXT; RESOURCES;
   SATISFACTION
AB This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) -a measure of students' exhaustion, cynicism, and inadequacy- in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.
C1 [Carmona-Halty, Marcos; Mena-Chamorro, Patricio; Sepulveda-Paez, Geraldy; Ferrer-Urbina, Rodrigo] Univ Tarapaca, Escuela Psicol & Filosofia, Arica, Chile.
C3 Universidad de Tarapaca
RP Carmona-Halty, M (corresponding author), Univ Tarapaca, Escuela Psicol & Filosofia, Arica, Chile.
EM mcarmonah@academicos.uta.cl
RI Ferrer-Urbina, Rodrigo/E-8230-2018; Sepulveda, Geraldy/ACA-5400-2022
OI Ferrer-Urbina, Rodrigo/0000-0001-5407-3158; Carmona-Halty,
   Marcos/0000-0003-4475-1175
FU Universidad de Tarapaca, Chile (UTA Mayor Award) [3764-20]
FX This work was supported by Universidad de Tarapaca, Chile (UTA Mayor
   Award Number 3764-20).
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NR 53
TC 6
Z9 6
U1 0
U2 17
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JAN 4
PY 2022
VL 12
AR 774703
DI 10.3389/fpsyg.2021.774703
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YL6JG
UT WOS:000745994800001
PM 35058846
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Bruhn, A
   Watt, S
AF Bruhn, Allison
   Watt, Sarah
TI Improving Behavior by Using Multicomponent Self-Monitoring within a
   Targeted Reading Intervention
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID LITERACY INTERVENTION; ELEMENTARY-SCHOOL; STUDENTS; PERFORMANCE;
   INSTRUCTION; RISK; ACHIEVEMENT; CURRICULUM; DISORDERS; CHILDREN
AB Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Stewart, Benner, Martella, & Marchand-Martella, 2007). In this study, we examined the effects of integrating a multicomponent self-monitoring intervention into a targeted reading classroom. Specifically, we used an ABAB withdrawal design (Kennedy, 2005) to determine the presence of a functional relation between a multicomponent self-monitoring intervention and the academic engagement and disruptive behavior of two middle school girls with reading and behavioral problems. Limitations as well as implications for research and practice are included.
C1 [Bruhn, Allison] Univ Iowa, N252 Lindquist Ctr, Iowa City, IA 52242 USA.
C3 University of Iowa
RP Bruhn, A (corresponding author), Univ Iowa, N252 Lindquist Ctr, Iowa City, IA 52242 USA.
EM allison-bruhn@uiowa.edu
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NR 44
TC 23
Z9 46
U1 1
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 2012
VL 38
IS 1
BP 3
EP 17
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 072UA
UT WOS:000313697300001
DA 2024-07-15
ER

PT J
AU Putwain, DW
   Wood, P
AF Putwain, David W.
   Wood, Peter
TI Riding the bumps in mathematics learning: Relations between academic
   buoyancy, engagement, and achievement
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Academic buoyancy; Achievement; Engagement; Mathematics
ID STRUCTURAL EQUATION MODELS; COGNITIVE TEST ANXIETY; RECIPROCAL
   RELATIONS; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; CUTOFF CRITERIA;
   SELF-CONCEPT; RESILIENCE; EVERYDAY; PROGRAM
AB Academic buoyancy is conceptualised as the capacity to successfully navigate the typical adversities experienced during the course of schooling. Studies have shown positive relations between academic buoyancy and beneficial achievement-related beliefs, emotions, and behaviours. Relations with achievement are often small and studies of reciprocal relations are lacking. In a sample of 1,242 primary school students, we examined reciprocal relations between academic buoyancy, engagement, and achievement. Baseline levels of academic buoyancy and engagement positively predicted subsequent achievement. Achievement predicted gain in academic buoyancy but not engagement. Engagement, but not academic buoyancy, predicted gain in achievement. However, aca-demic buoyancy predicted achievement gain indirectly, mediated through concurrent engagement. Building engagement, academic buoyancy, and foundational mathematics skills, could work synergistically to show downstream benefits for students' achievement.
C1 [Putwain, David W.; Wood, Peter] Liverpool John Moores Univ, Sch Educ, Liverpool, England.
   [Putwain, David W.] Liverpool John Moores Univ, Sch Educ, Maryland St, Liverpool L1 9DE, England.
C3 Liverpool John Moores University; Liverpool John Moores University
RP Putwain, DW (corresponding author), Liverpool John Moores Univ, Sch Educ, Maryland St, Liverpool L1 9DE, England.
EM d.w.Putwain@ljmu.ac.uk
OI Wood, Peter/0000-0002-2727-9342; Putwain, David/0000-0001-5196-4270
FU Bowland Trust
FX We have no known conflict of interest to disclose. Our work was funded
   by a grant from the Bowland Trust. We thank Emma Rainbird for her
   assistance with data collection. The project was registered with the
   Centre for Open Science. Project materials and dataset can be accessed
   at: https://doi.org/10.17632/wn5nmtzm7h.1.
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NR 67
TC 6
Z9 6
U1 26
U2 109
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD FEB
PY 2023
VL 83
AR 101691
DI 10.1016/j.learninstruc.2022.101691
EA OCT 2022
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 6A6VX
UT WOS:000880791800001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Sparapani, N
   Morgan, L
   Reinhardt, VP
   Schatschneider, C
   Wetherby, AM
AF Sparapani, Nicole
   Morgan, Lindee
   Reinhardt, Vanessa P.
   Schatschneider, Christopher
   Wetherby, Amy M.
TI Evaluation of Classroom Active Engagement in Elementary Students with
   Autism Spectrum Disorder
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Autism spectrum disorder; Active engagement; Emotional regulation;
   Classroom participation; Social connectedness; Initiating communication
ID BEHAVIORAL SELF-REGULATION; ACADEMIC ENGAGEMENT; REPETITIVE BEHAVIORS;
   CHILDREN; TRAJECTORIES; ACHIEVEMENT; TEACHER; SKILLS
AB This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
C1 [Sparapani, Nicole; Morgan, Lindee; Reinhardt, Vanessa P.; Wetherby, Amy M.] Florida State Univ, Coll Med, Autism Inst, 1940 North Monroe St,Suite 72, Tallahassee, FL 32303 USA.
   [Sparapani, Nicole] Arizona State Univ, Inst Sci Teaching & Learning, POB 872111, Tempe, AZ 85287 USA.
   [Reinhardt, Vanessa P.; Schatschneider, Christopher] Florida State Univ, Dept Psychol, 1107 W Call St, Tallahassee, FL 32306 USA.
   [Schatschneider, Christopher] Florida State Univ, Dept Psychol, Florida Ctr Reading Res, 1107 W Call St, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University; Arizona
   State University; Arizona State University-Tempe; State University
   System of Florida; Florida State University; State University System of
   Florida; Florida State University
RP Sparapani, N (corresponding author), Florida State Univ, Coll Med, Autism Inst, 1940 North Monroe St,Suite 72, Tallahassee, FL 32303 USA.; Sparapani, N (corresponding author), Arizona State Univ, Inst Sci Teaching & Learning, POB 872111, Tempe, AZ 85287 USA.
EM Nicole.Sparapani@asu.edu; lindee.morgan@med.fsu.edu;
   reinhardt@psy.fsu.edu; schatschneider@psy.fsu.edu;
   amy.wetherby@med.fsu.edu
RI Morgan, Lindee/AAJ-4783-2020
OI Reinhardt, Vanessa/0000-0002-9943-5199; Wetherby,
   Amy/0000-0001-9072-8537
FU US Department of Education, Institute of Education Sciences
   [R324A100174]; US Department of Education, Office of Special Education
   and Rehabilitation Services [H325D070086]; Maternal and Child Health
   Research Program, Maternal and Child Health Bureau (Combating Autism Act
   Initiative), Health Resources and Services Administration, Department of
   Health and Human Services [UA3 MC 11055 AIR-B]
FX This research was supported in part by Grant R324A100174 (Co-PI,
   Wetherby, Morgan) from the US Department of Education, Institute of
   Education Sciences. Nicole Sparapani was supported in part by Grant
   H325D070086 (PI Wetherby) from the US Department of Education, Office of
   Special Education and Rehabilitation Services. Vanessa P. Reinhardt was
   supported in part by Grant UA3 MC 11055 AIR-B from the Maternal and
   Child Health Research Program, Maternal and Child Health Bureau
   (Combating Autism Act Initiative), Health Resources and Services
   Administration, Department of Health and Human Services.
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NR 51
TC 41
Z9 60
U1 4
U2 50
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0162-3257
EI 1573-3432
J9 J AUTISM DEV DISORD
JI J. Autism Dev. Disord.
PD MAR
PY 2016
VL 46
IS 3
BP 782
EP 796
DI 10.1007/s10803-015-2615-2
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DG7RO
UT WOS:000372281600006
PM 26433878
DA 2024-07-15
ER

PT J
AU Cavazos, AG
AF Cavazos, Alyssa G.
TI Multilingual faculty across academic disciplines: language difference in
   scholarship
SO LANGUAGE AND EDUCATION
LA English
DT Article
DE languages; scholarship; biliteracy; writing; faculty; multilingual;
   disciplines
ID ENGLISH
AB Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they respond to the dominance of English in academia while maintaining multilingual practices. While participants cited multiple challenges in academic biliteracy, their sense of awareness of language hegemony serves as a lens that enables them to identify a variety of language practices representative of their respective language background. Multilingual academics' language experiences also illustrate that their academic engagement with language difference is diverse, which suggests a reconceptualization of traditional views of bilingual or multilingual practices. Analysis of personal interviews both affirms the dominance of the English language in academia and promotes a need for the inclusion of language difference in academia via Writing Across Communities efforts.
C1 Univ Texas Pan Amer, Dept English, Edinburg, TX 78541 USA.
C3 University of Texas System; University of Texas Rio Grande Valley
RP Cavazos, AG (corresponding author), Univ Texas Pan Amer, Dept English, Edinburg, TX 78541 USA.
EM acavazosz7@utpa.edu
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NR 24
TC 8
Z9 10
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0950-0782
EI 1747-7581
J9 LANG EDUC-UK
JI Lang. Educ.
PD JUL 4
PY 2015
VL 29
IS 4
BP 317
EP 331
DI 10.1080/09500782.2015.1014375
PG 15
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA CH5SL
UT WOS:000354095500003
DA 2024-07-15
ER

PT J
AU Wang, MT
   Sheikh-Khalil, S
AF Wang, Ming-Te
   Sheikh-Khalil, Salam
TI Does Parental Involvement Matter for Student Achievement and Mental
   Health in High School?
SO CHILD DEVELOPMENT
LA English
DT Article
ID AFRICAN-AMERICAN STUDENTS; ACADEMIC SELF-EFFICACY; MIDDLE SCHOOL; SOCIAL
   SUPPORT; UNITED-STATES; ENGAGEMENT; YOUTH; TRAJECTORIES; DELINQUENCY;
   ADOLESCENCE
AB Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional constructincluding school-based involvement, home-based involvement, and academic socializationand examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15-17years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Sheikh-Khalil, Salam] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Michigan System; University of Michigan
RP Wang, MT (corresponding author), 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 73
TC 283
Z9 533
U1 25
U2 202
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR
PY 2014
VL 85
IS 2
BP 610
EP 625
DI 10.1111/cdev.12153
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC9IM
UT WOS:000332847900018
PM 24033259
OA Green Published
DA 2024-07-15
ER

PT J
AU Clark, CR
   Mercer, SH
   Zeigler-Hill, V
   Dufrene, BA
AF Clark, Chelsi R.
   Mercer, Sterett H.
   Zeigler-Hill, Virgil
   Dufrene, Brad A.
TI Barriers to the Success of Ethnic Minority Students in School Psychology
   Graduate Programs
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID RACIAL MICROAGGRESSIONS; DEPRESSIVE SYMPTOMS; DIFFICULT DIALOGUES; FIT
   INDEXES; AMERICAN; RACE; DISCRIMINATION; ENGAGEMENT; AUTONOMY; STRESS
AB The current study examined factors that may serve as barriers to the success of ethnic minority graduate students by assessing the academic, social, and emotional experiences of approximately 87 ethnic minority and 313 ethnic majority school psychology graduate students. Results indicated that ethnic minority graduate students reported significantly more negative race-related experiences, which were associated with higher levels of emotional distress, than were ethnic majority graduate students. In addition, ethnic minority graduate students reported lower levels of belongingness than did ethnic majority students' and negative race-related experiences were associated with lower perceptions of belongingness across all participants. Belongingness and autonomy were significantly associated with self-reported academic engagement for both ethnic minority and majority students. Discussion focuses on the significance of racial microaggressions and belongingness to graduate students in school psychology programs.
C1 [Clark, Chelsi R.; Dufrene, Brad A.] Univ So Mississippi, Dept Psychol, Hattiesburg, MS 39406 USA.
   [Mercer, Sterett H.] Univ British Columbia, Dept Educ & Counselling Psychol & Special Educ, Vancouver, BC V5Z 1M9, Canada.
   [Zeigler-Hill, Virgil] Oakland Univ, Dept Psychol, Rochester, MI USA.
C3 University of Southern Mississippi; University of British Columbia;
   Oakland University
RP Mercer, SH (corresponding author), 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM sterett.mercer@ubc.ca
RI Mercer, Sterett H./H-4521-2019
OI Mercer, Sterett H./0000-0002-7940-4221
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NR 77
TC 72
Z9 181
U1 0
U2 19
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD JUN
PY 2012
VL 41
IS 2
BP 176
EP 192
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 965OR
UT WOS:000305777600004
DA 2024-07-15
ER

PT J
AU Larbi, FO
   Ashraf, MA
AF Larbi, Frank Okai
   Ashraf, Muhammad Azeem
TI International Academic Mobility in Chinese Academia: Opportunities and
   Challenges
SO INTERNATIONAL MIGRATION
LA English
DT Article
ID UNIVERSITY; GLOBALIZATION; MIGRATION; FACULTY; SCIENCE; RISK
AB International academic mobility is an important dimension of the internationalization of higher education institutions, which aims to enact practical changes in economies and societies. Although many studies have investigated the mobility of international students, the mobility of international academics has been less investigated, particularly in the context of mainland China. This qualitative study explores the experience of international academics in Chinese academia. The study is based on semi-structured interviews with twenty-six international academics from different countries, working at different universities in Beijing. Through a four-stage systematic analysis, the study shows that international academics' engagement with mobility in Chinese academia can be characterized by a combination of gains and losses. This article explores how international academics view Chinese academia as either resourceful or restrictive for their academic career. It then discusses the hidden narratives concerning the challenges that international academics face in relation to mobility.
C1 [Larbi, Frank Okai] South China Normal Univ, Guangzhou, Guangdong, Peoples R China.
   [Ashraf, Muhammad Azeem] Hunan Univ, Changsha, Hunan, Peoples R China.
C3 South China Normal University; Hunan University
RP Larbi, FO (corresponding author), South China Normal Univ, Guangzhou, Guangdong, Peoples R China.
RI Larbi, Frank Okai/JVN-0437-2024; Ashraf, Muhammad Azeem/I-4114-2017
OI Ashraf, Muhammad Azeem/0000-0003-0133-4056
FU Fundamental Research Funds for the Central Universities in China
   [531118010283]
FX This work was partially supported by Fundamental Research Funds for the
   Central Universities in China (No. 531118010283).
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NR 48
TC 19
Z9 20
U1 4
U2 43
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0020-7985
EI 1468-2435
J9 INT MIGR
JI Int. Migr.
PD JUN
PY 2020
VL 58
IS 3
SI SI
BP 148
EP 162
DI 10.1111/imig.12662
EA OCT 2019
PG 15
WC Demography
WE Social Science Citation Index (SSCI)
SC Demography
GA LS6JS
UT WOS:000491500500001
DA 2024-07-15
ER

PT J
AU Hill, JP
AF Hill, Jonathan P.
TI Faith and Understanding: Specifying the Impact of Higher Education on
   Religious Belief
SO JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION
LA English
DT Article
DE higher education; super-empirical beliefs; university faculty; identity
   development
ID COLLEGE-STUDENTS; DELINQUENCY
AB This study examines the impact of educational enrollment and attainment on several measures of religious belief using nationally representative panel data. Although college does not appear to substantially alter the religious beliefs of most emerging adults, findings do reveal a modest increase in skepticism toward super-empirical religious beliefs among college students and graduates compared to those who have never attended any form of postsecondary education. This effect is dependent on college type, with students attending elite universities exhibiting the greatest increase in skepticism. Apart from changes in super-empirical belief, graduating from college modestly increases preferences for institutionalized religion while simultaneously reducing adherence to exclusivist religious belief. Faculty commitment to secularism, the degree of student academic engagement, and developing social identities may play a role in religious belief change, particularly at elite universities.
C1 Calvin Coll, Dept Sociol & Social Work, Grand Rapids, MI 49546 USA.
C3 Calvin University
RP Hill, JP (corresponding author), Calvin Coll, Dept Sociol & Social Work, 3201 Burton SE, Grand Rapids, MI 49546 USA.
EM jph27@calvin.edu
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NR 73
TC 72
Z9 112
U1 1
U2 48
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-8294
EI 1468-5906
J9 J SCI STUD RELIG
JI J. Sci. Stud. Relig.
PD SEP
PY 2011
VL 50
IS 3
BP 533
EP 551
DI 10.1111/j.1468-5906.2011.01587.x
PG 19
WC Sociology; Religion
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Sociology; Religion
GA 815XL
UT WOS:000294563200008
DA 2024-07-15
ER

PT J
AU Lowery, BS
   Wout, DA
AF Lowery, Brian S.
   Wout, Daryl A.
TI When Inequality Matters: The Effect of Inequality Frames on Academic
   Engagement
SO JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY
LA English
DT Article
DE inequity; social identity; attribution; education; self-esteem
ID SELF-PROTECTIVE PROPERTIES; ATTRIBUTIONAL AMBIGUITY; PSYCHOLOGICAL
   DISENGAGEMENT; AFFECTIVE CONSEQUENCES; AFFIRMATIVE-ACTION;
   COLLEGE-STUDENTS; SOCIAL IDENTITY; WHITE GUILT; ESTEEM; STEREOTYPES
AB Research indicates that, among women and ethnic minorities, perceived inequality reduces the association between self-esteem and academic outcomes. The present studies demonstrate that the perception of social inequality does not always induce subordinate-group disengagement. Rather, inequality framed as dominant-group advantage allows subordinate groups to remain engaged and causes dominant groups to disengage. Experiments 1-3 demonstrate that academic inequality framed in terms of ingroup disadvantage causes Black, Latino, and female students to disengage. but inequality framed in terms of White or male advantage does not. Experiments 3 and 4 demonstrate the same effect for Whites and men inequality framed in terms of the ingroup (i.e., advantage) causes disengagement, but inequality framed as outgroup disadvantage does not.
C1 [Lowery, Brian S.] Stanford Univ, Grad Sch Business, Stanford, CA 94305 USA.
   [Wout, Daryl A.] CUNY John Jay Coll Criminal Justice, New York, NY USA.
C3 Stanford University; City University of New York (CUNY) System; John Jay
   College of Criminal Justice (CUNY)
RP Lowery, BS (corresponding author), 518 Mem Way, Stanford, CA 94305 USA.
EM blowery@stanford.edu
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   [No title captured]
NR 49
TC 19
Z9 29
U1 4
U2 51
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-3514
J9 J PERS SOC PSYCHOL
JI J. Pers. Soc. Psychol.
PD JUN
PY 2010
VL 98
IS 6
BP 956
EP 966
DI 10.1037/a0017926
PG 11
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 603WG
UT WOS:000278238200008
PM 20515251
DA 2024-07-15
ER

PT J
AU Herring-Harrison, TJ
   Gardner, R
   Lovelace, TS
AF Herring-Harrison, Tina J.
   Gardner, Ralph, III
   Lovelace, Temple S.
TI Adapting peer tutoring for learners who are deaf or hard of hearing
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
ID INTERVENTIONS; STUDENTS
AB The purpose of this article is to present a classwide peer tutoring (CWPT) model successfully implemented with children who are deaf. Classwide peer tutoring is relatively easy to implement and is both teacher- and student-friendly. A large and growing body of professional literature documents the effectiveness of systematic peer tutoring models. Systematically implemented peer tutoring systems increase academic engagement and, in most cases, increase students' acquisition, maintenance, and generalization of skills across a variety of academic content areas. The innovative use of CWPT in classrooms for students who are deaf is based on adaptations made during the dissertation research of the first author. Specifically, adaptations will be described for the process of tutor training, the creation of tutoring materials, and the implementation and monitoring of a program for individuals who are deaf or hard of hearing. Suggestions for how these adaptations can be implemented with other special needs populations are presented.
C1 Univ Sci & Arts Oklahoma, Chickasha, OK 73018 USA.
C3 University of Science & Arts of Oklahoma
RP Herring-Harrison, TJ (corresponding author), Univ Sci & Arts Oklahoma, 1727 W Alabama, Chickasha, OK 73018 USA.
EM therring@usao.edu
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NR 28
TC 5
Z9 6
U1 0
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
EI 1538-4810
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD NOV
PY 2007
VL 43
IS 2
BP 82
EP 87
DI 10.1177/10534512070430020801
PG 6
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 224MA
UT WOS:000250449900003
DA 2024-07-15
ER

PT J
AU Brooks, A
   Todd, AW
   Tofflemoyer, S
   Horner, RH
AF Brooks, A
   Todd, AW
   Tofflemoyer, S
   Horner, RH
TI Use of functional assessment and a self-management system to increase
   academic engagement and work completion
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
ID STUDENTS
AB This study investigates whether a functional relationship exists between self-monitoring with self-recruited reinforcement and an increase in both on-task behavior and assignment completion. The study further assesses whether self-monitoring with self-recruited reinforcement is associated with generalization of performance gains to untrained settings. Training in self-management procedures included systematic instruction of behavior and general case programming to promote generalization of skills. An ABCAC design was used to assess the effects of self-management procedures in the training setting, and a multiple-baseline-across-settings design was used to assess generalization effects. The results demonstrated that a functional relationship existed between self-monitoring with self-recruited reinforcement and an increase in on-task behavior and assignment completion. Generalization of self-management skills to novel school contexts varied. The role of self-management procedures in promoting generalization is discussed.
C1 Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
   Beaverton Sch Dist, Beaverton, OR USA.
C3 University of Oregon
RP Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
EM awt@oregon.uoregon.edu
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NR 35
TC 41
Z9 94
U1 0
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD SUM
PY 2003
VL 5
IS 3
BP 144
EP 152
DI 10.1177/10983007030050030301
PG 9
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 694HA
UT WOS:000183767500003
DA 2024-07-15
ER

PT J
AU DUGAN, E
   KAMPS, D
   LEONARD, B
   WATKINS, N
   RHEINBERGER, A
   STACKHAUS, J
AF DUGAN, E
   KAMPS, D
   LEONARD, B
   WATKINS, N
   RHEINBERGER, A
   STACKHAUS, J
TI EFFECTS OF COOPERATIVE LEARNING GROUPS DURING SOCIAL-STUDIES FOR
   STUDENTS WITH AUTISM AND 4TH-GRADE PEERS
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE AUTISM; COOPERATIVE LEARNING; INCLUSION
ID NONHANDICAPPED STUDENTS; INDIVIDUALISTIC INSTRUCTION; MATHEMATICS
   ACHIEVEMENT; RISK STUDENTS; AT-RISK; HANDICAPS; ATTITUDES; CLASSROOM;
   BEHAVIORS
AB We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.
C1 UNIV KANSAS,LAWRENCE,KS 66045.
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NR 43
TC 91
Z9 134
U1 2
U2 32
PU JOURNAL APPL BEHAV ANAL
PI LAWRENCE
PA DEPT HUMAN DEVELOPMENT, UNIV KANSAS, LAWRENCE, KS 66045
SN 0021-8855
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD SUM
PY 1995
VL 28
IS 2
BP 175
EP 188
DI 10.1901/jaba.1995.28-175
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA RE403
UT WOS:A1995RE40300005
PM 7601803
OA Green Published
DA 2024-07-15
ER

PT J
AU Stern, MJ
   Frensley, BT
   Powell, RB
   Ardoin, NM
AF Stern, Marc J.
   Frensley, B. Troy
   Powell, Robert B.
   Ardoin, Nicole M.
TI What difference do role models make? Investigating outcomes at a
   residential environmental education center
SO ENVIRONMENTAL EDUCATION RESEARCH
LA English
DT Article
DE Attitudes toward school; character development; environmental
   responsibility; leadership; positive youth development
ID POSITIVE YOUTH DEVELOPMENT; MIDDLE SCHOOL STUDENTS; ACADEMIC ENGAGEMENT;
   MOTIVATION; ADOLESCENTS; PARTICIPATION; PERSPECTIVES; RELATEDNESS;
   ACHIEVEMENT; TEACHERS
AB Role models may be essential in helping students develop environmental literacy and characteristics associated with positive youth development (PYD). We examine the identities of middle school students' self-reported role models before, immediately after, and three months following an immersive 5-day residential environmental education (EE) experience that targets environmental responsibility, character development and leadership, and attitudes toward school as programmatic outcomes. We explore whether students who identified different types of role models score differently on these factors. Students who identified parents, teachers, and pastors as role models scored higher on each of these outcomes. Moreover, who students identified as role models changed significantly after the EE program. We discuss the potential influence of the program on role model development and implications for EE and PYD programs.
C1 [Stern, Marc J.; Frensley, B. Troy] Virginia Polytech Inst & State Univ, Dept Forest Resources & Environm Conservat, Blacksburg, VA 24061 USA.
   [Powell, Robert B.] Clemson Univ, Dept Pk Recreat & Tourism Management, Clemson, SC USA.
   [Powell, Robert B.] Clemson Univ, Dept Forestry & Nat Resources, Clemson, SC USA.
   [Ardoin, Nicole M.] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA.
   [Ardoin, Nicole M.] Stanford Univ, Woods Inst Environm, Stanford, CA 94305 USA.
C3 Virginia Polytechnic Institute & State University; Clemson University;
   Clemson University; Stanford University; Stanford University
RP Stern, MJ (corresponding author), Virginia Polytech Inst & State Univ, Dept Forest Resources & Environm Conservat, Blacksburg, VA 24061 USA.
EM mjstern@vt.edu
RI Stern, Marc/AAH-8834-2019
OI Stern, Marc/0000-0002-0294-8941; Ardoin, Nicole/0000-0002-3290-8211;
   Frensley, Troy/0000-0002-4670-5503
FU NorthBay Adventure Center
FX This work was supported by the NorthBay Adventure Center.
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NR 70
TC 17
Z9 24
U1 1
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1350-4622
EI 1469-5871
J9 ENVIRON EDUC RES
JI Environ. Educ. Res.
PY 2018
VL 24
IS 6
BP 818
EP 830
DI 10.1080/13504622.2017.1313391
PG 13
WC Education & Educational Research; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Environmental Sciences & Ecology
GA GD9PY
UT WOS:000430846200004
DA 2024-07-15
ER

PT J
AU King, RB
AF King, Ronnel B.
TI Gender differences in motivation, engagement and achievement are related
   to students' perceptions of peer-but not of parent or teacher-attitudes
   toward school
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Gender differences; Philippines; Academic engagement; Academic
   achievement; Motivation
ID SURVEY GOALS-S; SEX-DIFFERENCES; HELP-SEEKING; WORK AVOIDANCE; SOCIAL
   GOALS; FACILITATING CONDITIONS; SCHOLASTIC ACHIEVEMENT;
   ACADEMIC-ACHIEVEMENT; FILIPINO VERSIONS; EARLY ADOLESCENTS
AB The aim of this study was to examine gender differences in students' motivation, engagement, and achievement. Participants were recruited (n = 848) from two public secondary schools in the Philippines. Boys showed a more maladaptive profile in terms of academic motivation, engagement, and achievement. Path analyses indicated that these gender differences were associated with peer attitudes toward school. Boys perceived their friends to have more negative attitudes toward school. These perceptions of negative peer attitudes toward school were associated with boys' lower levels of motivation, engagement, and achievement. There were no significant gender differences in terms of perceived parental and teacher support, Theoretical and practical implications are discussed. (C) 2016 Elsevier Inc. All rights reserved.
C1 [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK)
RP King, RB (corresponding author), Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
EM ronnel@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; KING, Ronnel
   Bornasal/0000-0002-0648-8508
FU Dean's Innovation Grant from The Education University of Hong Kong
   [04142]
FX This research was supported in part by the Dean's Innovation Grant from
   The Education University of Hong Kong (#04142).
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NR 110
TC 42
Z9 54
U1 6
U2 48
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD DEC
PY 2016
VL 52
BP 60
EP 71
DI 10.1016/j.lindif.2016.10.006
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EG0TE
UT WOS:000390744300008
DA 2024-07-15
ER

PT J
AU Estell, DB
   Perdue, NH
AF Estell, David B.
   Perdue, Neil H.
TI SOCIAL SUPPORT AND BEHAVIORAL AND AFFECTIVE SCHOOL ENGAGEMENT: THE
   EFFECTS OF PEERS, PARENTS, AND TEACHERS
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID ACADEMIC ENGAGEMENT; MOTIVATION; ATTACHMENT; RISK; ACHIEVEMENT;
   ADJUSTMENT; OUTCOMES; FRIENDS; FAMILY
AB School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.
C1 [Estell, David B.] Indiana Univ, Bloomington, IN 47405 USA.
   [Perdue, Neil H.] Univ Indianapolis, Indianapolis, IN USA.
C3 Indiana University System; Indiana University Bloomington; University of
   Indianapolis
RP Estell, DB (corresponding author), Indiana Univ, Dept Counseling & Educ Psychol, WW Wright Sch Educ, Rm 4010,201 North Rose Ave, Bloomington, IN 47405 USA.
EM destell@indiana.edu
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NR 45
TC 104
Z9 177
U1 9
U2 115
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD APR
PY 2013
VL 50
IS 4
BP 325
EP 339
DI 10.1002/pits.21681
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 097BG
UT WOS:000315448400001
DA 2024-07-15
ER

PT J
AU Garcia, JM
   Hahs-Vaughn, DL
AF Garcia, Jeanette M.
   Hahs-Vaughn, Debbie L.
TI Health Factors, Sociability, and Academic Outcomes of Typically
   Developing Youth and Youth with Autism Spectrum Disorder: A Latent Class
   Analysis Approach
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Autism spectrum disorder; Latent class analysis; Health behaviors;
   Children
ID PHYSICAL-ACTIVITY PARTICIPATION; SCREEN-TIME; SEDENTARY BEHAVIORS;
   CHILDREN; ADOLESCENTS; OBESITY; ASSOCIATIONS; SAMPLE; ACHIEVEMENT;
   INVOLVEMENT
AB To identify profiles of both typically developing (TD) children and children with autism spectrum disorder (ASD) based on health indicators, and academic/social engagement. Latent class analysis was conducted to identify profiles of children from the 2016 National Survey of Children's Health, based on physical activity, screen time, sleep, and academic/social engagement. A three-profile solution was the best fitting model, with children in profile 3 characterized as having excellent health, and academic/social outcomes, compared to profiles 1 and 2. Compared to TD youth, a greater percentage of youth with ASD fit into the poorer health profiles. Studies should examine whether health interventions for youth with ASD can improve factors, such as academic engagement and social interaction.
C1 [Garcia, Jeanette M.] Univ Cent Florida, Dept Hlth Sci, Orlando, FL 32816 USA.
   [Hahs-Vaughn, Debbie L.] Univ Cent Florida, Coll Community Innovat & Educ, Orlando, FL 32816 USA.
C3 State University System of Florida; University of Central Florida; State
   University System of Florida; University of Central Florida
RP Garcia, JM (corresponding author), Univ Cent Florida, Dept Hlth Sci, Orlando, FL 32816 USA.
EM Jeanette.garcia@ucf.edu
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NR 40
TC 10
Z9 11
U1 3
U2 26
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0162-3257
EI 1573-3432
J9 J AUTISM DEV DISORD
JI J. Autism Dev. Disord.
PD APR
PY 2021
VL 51
IS 4
BP 1346
EP 1352
DI 10.1007/s10803-020-04572-7
EA JUL 2020
PG 7
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA RA5WM
UT WOS:000549660700002
PM 32681204
DA 2024-07-15
ER

PT J
AU Haydon, T
   Hawkins, R
   Denune, H
   Kimener, L
   McCoy, D
   Basham, J
AF Haydon, Todd
   Hawkins, Renee
   Denune, Hillary
   Kimener, Lauren
   McCoy, Dacia
   Basham, James
TI A Comparison of iPads and Worksheets on Math Skills of High School
   Students with Emotional Disturbance
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID SELF-CONTAINED CLASSROOMS; BEHAVIORAL-DISORDERS; RISK; INTERVENTIONS;
   OPPORTUNITIES; ENGAGEMENT; RESPOND; TIME
AB The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included.
C1 [Haydon, Todd] Univ Cincinnati, Teachers Coll 600F, Cincinnati, OH 45221 USA.
   [Basham, James] Univ Kansas, Lawrence, KS 66045 USA.
C3 University System of Ohio; University of Cincinnati; University of
   Kansas
RP Haydon, T (corresponding author), Univ Cincinnati, Teachers Coll 600F, Cincinnati, OH 45221 USA.
EM todd.haydon@uc.edu
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NR 33
TC 50
Z9 112
U1 0
U2 25
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD AUG
PY 2012
VL 37
IS 4
BP 232
EP 243
PG 12
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 019PN
UT WOS:000309751900003
DA 2024-07-15
ER

PT J
AU Leflot, G
   Onghena, P
   Colpin, H
AF Leflot, Geertje
   Onghena, Patrick
   Colpin, Hilde
TI Teacher-Child Interactions: Relations with Children's Self-Concept in
   Second Grade
SO INFANT AND CHILD DEVELOPMENT
LA English
DT Article
DE teacher-child interactions; self-concept; childhood
ID SOCIOEMOTIONAL COMPETENCE; DISRUPTIVE BEHAVIOR; ACADEMIC ENGAGEMENT;
   GENDER-DIFFERENCES; PERCEIVED CONTROL; YOUNG-CHILDREN; SCHOOL;
   CLASSROOM; KINDERGARTEN; ACHIEVEMENT
AB This study examined whether teacher child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright (C) 2010 John Wiley & Sons, Ltd.
C1 [Leflot, Geertje; Onghena, Patrick; Colpin, Hilde] Univ Leuven KU Leuven, Fac Psychol & Educ Sci, Louvain, Belgium.
C3 KU Leuven
RP Leflot, G (corresponding author), Sch Psychol & Child & Addescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium.
EM geertje.leflot@psy.kuleuven.be
RI Onghena, Patrick/M-6649-2017
OI Onghena, Patrick/0000-0002-3986-8312
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NR 101
TC 51
Z9 76
U1 3
U2 60
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1522-7227
EI 1522-7219
J9 INFANT CHILD DEV
JI Infant Child Dev.
PD JUL-AUG
PY 2010
VL 19
IS 4
BP 385
EP 405
DI 10.1002/icd.672
PG 21
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 637LC
UT WOS:000280818100004
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Furrer, C
   Skinner, E
AF Furrer, C
   Skinner, E
TI Sense of relatedness as a factor in children's academic engagement and
   performance
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID SOCIAL SUPPORT; MIDDLE SCHOOL; ADOLESCENT ACHIEVEMENT;
   SELF-DETERMINATION; MULTIPLE WORLDS; MOTIVATION; CLASSROOM; PERCEPTIONS;
   STUDENT; PEER
AB Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students' engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children's academic motivation and performance.
C1 Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM skinnere@pdx.edu
RI Fahimifar, Sepideh/M-5303-2019
OI Furrer, Carrie/0000-0002-4414-7368
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NR 84
TC 1310
Z9 2172
U1 9
U2 241
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD MAR
PY 2003
VL 95
IS 1
BP 148
EP 162
DI 10.1037/0022-0663.95.1.148
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 652DT
UT WOS:000181365100013
DA 2024-07-15
ER

PT J
AU DISHION, TJ
   DUNCAN, TE
   EDDY, JM
   FAGOT, BI
   FETROW, R
AF DISHION, TJ
   DUNCAN, TE
   EDDY, JM
   FAGOT, BI
   FETROW, R
TI THE WORLD OF PARENTS AND PEERS - COERCIVE EXCHANGES AND CHILDRENS SOCIAL
   ADAPTATION
SO SOCIAL DEVELOPMENT
LA English
DT Article
DE ANTISOCIAL BEHAVIOR; COERCION; PEER RELATIONS
ID BEHAVIOR; SCHOOL; PERSPECTIVE; DELINQUENCY; ANTECEDENTS; FAMILY
AB The relation among child antisocial behavior, child coercive exchanges with parents and peers, and the social adaptation of middle-childhood-aged boys and girls was investigated.  The 374 children were observed during laboratory tasks with their parents and during recess with peers.  A covariance model was tested that hypothesized that coercive exchanges with parents and peers would contribute uniquely to a multiple-agent assessment of child antisocial behavior, supporting an ecological view of social development.  A single model described both boys and girls adequately, although minor gender-specific variations in effect size did produce a better fit.  Children's antisocial behavior was associated with school maladaption primarily among boys, as represented by academic engagement in the classroom and peer nominations of social preference.  Children's antisocial behavior and coercive interactions, in contrast, were correlated with peer antisocial behavior in both girls and boys.
RP DISHION, TJ (corresponding author), OREGON SOCIAL LEARNING CTR,207 E 5TH AVE,SUITE 202,EUGENE,OR 97401, USA.
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NR 32
TC 71
Z9 92
U1 0
U2 11
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD, OXON, ENGLAND OX4 1JF
SN 0961-205X
J9 SOC DEV
JI Soc. Dev.
PY 1994
VL 3
IS 3
BP 255
EP 268
DI 10.1111/j.1467-9507.1994.tb00044.x
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA PY121
UT WOS:A1994PY12100006
DA 2024-07-15
ER

PT J
AU Enriquez, LE
   Hernandez, MM
   Milián, D
   Vera, DV
AF Enriquez, Laura E.
   Hernandez, Martha Morales
   Milian, Daniel
   Vera, Daisy Vazquez
TI Mediating Illegality: Federal, State, and Institutional Policies in the
   Educational Experiences of Undocumented College Students
SO LAW AND SOCIAL INQUIRY-JOURNAL OF THE AMERICAN BAR FOUNDATION
LA English
DT Article
ID FINANCIAL-AID; MEMBERSHIP; IMMIGRANTS; EXCLUSION; SUCCESS
AB Immigration federalism scholarship has established that state and local government policies can make federally defined immigration status more or less consequential. Drawing primarily on focus groups and interviews with 184 undocumented students attending the University of California, we suggest that institutional policies work alongside state and local efforts to mediate the consequences of illegality for undocumented students. We find that the Deferred Action for Childhood Arrivals program, state-funded financial aid policies, and university support programs all facilitate the integration of undocumented students by increasing access to higher education and enabling fuller participation. Although federal policies contribute to persistent barriers to academic engagement and professional development, we show that universities can intervene to improve educational experiences and opportunities. Ultimately, we argue that university policies are a key site for intervening in immigration policy and constructing immigrant illegality.
C1 [Enriquez, Laura E.] Univ Calif Irvine, Chicano Latino Studies, Irvine, CA 92717 USA.
   [Hernandez, Martha Morales; Milian, Daniel] Univ Calif Irvine, Sociol, Irvine, CA 92717 USA.
   [Vera, Daisy Vazquez] Univ Calif Los Angeles, Polit Sci, Los Angeles, CA 90024 USA.
C3 University of California System; University of California Irvine;
   University of California System; University of California Irvine;
   University of California System; University of California Los Angeles
RP Enriquez, LE (corresponding author), Univ Calif Irvine, Chicano Latino Studies, Irvine, CA 92717 USA.
EM laura.enriquez@uci.edu; mamora13@uci.edu; dmillan@uci.edu;
   daisyveral@ucla.edu
RI Enriquez, Laura/ABW-2233-2022
OI Morales Hernandez, Martha/0000-0003-1848-9505
FU John Randolph and Dora Haynes Foundation; UC Irvine Office of Inclusive
   Excellence; UC Irvine School of Social Sciences; UC Irvine Undergraduate
   Research Opportunities Program; UCLA Institute for Research on Labor and
   Employment; University of California Consortium on Social Science and
   Law; University of California Institute for Mexico; University of
   California Institute for United States; University of California Office
   of the President
FX Funding was provided by the John Randolph and Dora Haynes Foundation, UC
   Irvine Office of Inclusive Excellence, UC Irvine School of Social
   Sciences, UC Irvine Undergraduate Research Opportunities Program, UCLA
   Institute for Research on Labor and Employment, University of California
   Consortium on Social Science and Law, University of California Institute
   for Mexico and the United States, and the University of California
   Office of the President. IRB approval was provided by the University of
   California, Irvine.
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NR 79
TC 46
Z9 57
U1 0
U2 4
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 0897-6546
EI 1747-4469
J9 LAW SOCIAL INQUIRY
JI Law Soc. Inq.-J. Am. Bar Found.
PD AUG
PY 2019
VL 44
IS 3
BP 679
EP 703
AR PII S0897654618000163
DI 10.1017/lsi.2018.16
PG 25
WC Law
WE Social Science Citation Index (SSCI)
SC Government & Law
GA JB8VX
UT WOS:000488857600005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Mundschenk, NA
   Miner, CA
   Nastally, BL
AF Mundschenk, Nancy A.
   Miner, Craig A.
   Nastally, Becky L.
TI Effective Classroom Management: An Air Traffic Control Analogy
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
DE classroom management; behavior; behavioral strategies; discipline;
   inclusion
ID ACADEMIC ENGAGEMENT; BEHAVIOR; AUTISM; SKILLS; MODEL
AB Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.
C1 [Miner, Craig A.] So Illinois Univ, Edwardsville, IL 62026 USA.
   [Mundschenk, Nancy A.; Nastally, Becky L.] So Illinois Univ Carbondale, Carbondale, IL USA.
C3 Southern Illinois University System; Southern Illinois University
   Edwardsville; Southern Illinois University System; Southern Illinois
   University
RP Miner, CA (corresponding author), So Illinois Univ, Box 1147, Edwardsville, IL 62026 USA.
EM cminer@siue.edu
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NR 35
TC 5
Z9 16
U1 1
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD NOV
PY 2011
VL 47
IS 2
BP 98
EP 103
DI 10.1177/1053451211414190
PG 6
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 830WJ
UT WOS:000295688400005
DA 2024-07-15
ER

PT J
AU Martin, AJ
   Marsh, HW
   Debus, RL
AF Martin, AJ
   Marsh, HW
   Debus, RL
TI Self-handicapping and defensive pessimism: A model of self-protection
   from a longitudinal perspective
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE self-handicapping; defensive pessimism; motivation; self-protection
ID EXPLORATORY FACTOR-ANALYSIS; GENERAL-APPROACH; STUDENTS USE;
   ACHIEVEMENT; PREDICTORS; STRATEGIES; OPTIMISM; ANXIETY; ESTEEM; SCHOOL
AB This research places self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) into a single conceptual and analytic framework that models the full self-protective process across time. Data on two occasions collected during students' (n = 328) first two years at university show: performance orientation positively predicts self-handicapping, defensive expectations, and reflectivity; task-orientation negatively predicts self-handicapping and defensive expectations and positively predicts reflectivity; uncertain personal control positively predicts defensive expectations and reflectivity; and an external attributional orientation positively predicts self-handicapping and defensive expectations. Although both self-handicapping and defensive expectations negatively affect academic outcomes, the negative effects of self-handicapping were more marked. In contrast to these counter-productive strategies, reflectivity had positive effects on academic engagement. (C) 2002 Elsevier Science (USA). All rights reserved.
C1 Univ Western Sydney, SELF Res Ctr, Penrith, NSW, Australia.
   Univ Sydney, Fac Educ, Sydney, NSW 2006, Australia.
C3 Western Sydney University; University of Sydney
RP Univ Western Sydney, SELF Res Ctr, Locked Bag 1797, Penrith, NSW, Australia.
EM a.martin@uws.edu.au
RI Marsh, Herbert W/B-3134-2017
OI Marsh, Herbert W/0000-0002-1078-9717; Martin, Andrew/0000-0001-5504-392X
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NR 90
TC 105
Z9 131
U1 4
U2 35
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JAN
PY 2003
VL 28
IS 1
BP 1
EP 36
AR PII S0361-476X(02)00008-5
DI 10.1016/S0361-476X(02)00008-5
PG 36
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 643NV
UT WOS:000180868100001
DA 2024-07-15
ER

PT J
AU Cihak, DF
   Wright, R
   Ayres, KM
AF Cihak, David F.
   Wright, Rachel
   Ayres, Kevin M.
TI Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to
   Facilitate Self-Monitoring in the General Education Classroom
SO EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID PHOTOGRAPHIC ACTIVITY SCHEDULES; COOPERATIVE LEARNING GROUPS;
   MENTALLY-RETARDED STUDENTS; VOCATIONAL TASKS; ON-SCHEDULE; AUTISM;
   CHILDREN; DISABILITIES; INTERVENTIONS; INSTRUCTION
AB This study was designed to evaluate the effects of a combined self-monitoring and static self-model Prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe across settings design with an embedded A-B-A-B. Results indicated that students all benefitted from use of the handheld computer depicting self-model static-picture prompts. Students also were able to successfully self-monitor and regulate their behavior in multiple settings. Results are discussed relative to the use of self-model prompts, handheld computer, and independence provided by self-monitoring.
C1 [Cihak, David F.; Wright, Rachel] Univ Tennessee, Knoxville, TN 37996 USA.
   [Ayres, Kevin M.] Univ Georgia, Athens, GA 30602 USA.
C3 University of Tennessee System; University of Tennessee Knoxville;
   University System of Georgia; University of Georgia
RP Cihak, DF (corresponding author), Univ Tennessee, A412 Bailey Educ Complex, Knoxville, TN 37996 USA.
EM dcihak@utk.edu
RI Ayres, Kevin/AFN-0947-2022
OI Ayres, Kevin/0000-0002-7166-5742; Cihak, David/0000-0002-9788-9998
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NR 56
TC 62
Z9 88
U1 0
U2 13
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 2154-1647
J9 EDUC TRAIN AUTISM DE
JI Educ. Train. Autism Dev. Disabil.
PD MAR
PY 2010
VL 45
IS 1
BP 136
EP 149
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 564MV
UT WOS:000275219900011
DA 2024-07-15
ER

PT J
AU Peng, CJ
AF Peng, Chunju
TI The Academic Motivation and Engagement of Students in English as a
   Foreign Language Classes: Does Teacher Praise Matter?
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE teacher praise; academic motivation; academic engagement; EFL classes;
   positive academic emotion
ID PERSONALITY-TRAITS; INSTRUCTOR CREDIBILITY; STRATEGIES; LEARNERS;
   FEEDBACK; BELIEFS; SCHOOL; MODEL
AB Given the undeniable role of English as a foreign language (EFL) students' academic motivation and engagement in L2 success, identifying the antecedents of these positive academic behaviors seems essential. Accordingly, many empirical studies have probed into the impact of students' personal factors on their motivation and engagement. Yet, not much attention has been paid to the role of teachers' communication behaviors, notably praise. Additionally, no review has been performed in this regard. The present review study intends to address these gaps by explaining teacher praise and its positive outcomes for EFL students' motivation and engagement. In light of the empirical and theoretical evidence, the role of teacher praise in improving students' academic motivation and engagement was proved. The paper concludes with some pedagogical implications.
C1 [Peng, Chunju] Hainan Med Univ, Dept English, Haikou, Hainan, Peoples R China.
   [Peng, Chunju] SEGi Univ, Fac Educ Languages & Psychol, Dept Postgrad Studies, Kota Damansara, Malaysia.
C3 Hainan Medical University; SEGi University
RP Peng, CJ (corresponding author), Hainan Med Univ, Dept English, Haikou, Hainan, Peoples R China.; Peng, CJ (corresponding author), SEGi Univ, Fac Educ Languages & Psychol, Dept Postgrad Studies, Kota Damansara, Malaysia.
EM chunju9162021@163.com
FU Hainan Philosophy and Social Sciences Foreign Language Application
   Research Base Study on Cultivation of Intercultural Communication
   Competence of College Students in Hainan Medical College under the
   Background of Free Trade Port [HNWYJD18-05]
FX This paper is a special subject of Hainan Philosophy and Social Sciences
   Foreign Language Application Research Base Study on Cultivation of
   Intercultural Communication Competence of College Students in Hainan
   Medical College under the Background of Free Trade Port (grant no.
   HNWYJD18-05).
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NR 78
TC 15
Z9 15
U1 13
U2 78
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD OCT 28
PY 2021
VL 12
AR 778174
DI 10.3389/fpsyg.2021.778174
PG 6
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA WW1RK
UT WOS:000717702700001
PM 34777184
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU McKellar, SE
   Cortina, KS
   Ryan, AM
AF McKellar, Sarah E.
   Cortina, Kai S.
   Ryan, Allison M.
TI Teaching practices and student engagement in early adolescence: A
   longitudinal study using the Classroom Assessment Scoring System
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Engagement; Adolescence; Teachers; Classroom observations
ID ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; ACHIEVEMENT; MOTIVATION;
   CONCEPTUALIZATION; RELATEDNESS; MATHEMATICS; SUPPORT; QUALITY; MIDDLE
AB Student engagement in schoolwork is crucial for positive academic adjustment, particularly during early adolescence. We investigated how observations of teaching practices predicted change in student behavioral and emotional engagement. In the fall, we examined teacher behavior in 54 fifth and sixth grade classrooms through external observers' reports of 11 dimensions of teachers' practices (Classroom Assessment Scoring System, CLASS). Students reported on their behavioral and emotional engagement in the fall and spring. We found quality feedback was the strongest predictor of behavioral engagement and regard for student perspective was the strongest emotional engagement. Our findings were more nuanced for what predicts behavioral engagement, as there is evidence that other teaching practices work in conjunction with quality feedback to predict behavioral engagement. (C) 2019 Published by Elsevier Ltd.
C1 [McKellar, Sarah E.; Cortina, Kai S.; Ryan, Allison M.] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 University of Michigan System; University of Michigan
RP McKellar, SE (corresponding author), Combined Program Educ & Psychol, 610 E Univ Ave, Ann Arbor, MI 48109 USA.
EM smckella@umich.edu
OI McKellar, Sarah/0000-0002-6207-0528; Cortina, Kai/0000-0003-4692-5706
FU Spender Foundation
FX Thank you to all of the teachers and students who participated in the
   Classroom and Peer Ecologies (CAPE) project. We would like to
   acknowledge the original funding source provided by the Spender
   Foundation. Correspondence concerning this article should be addressed
   to Sarah E. McKellar, Combined Program in Education and Psychology, 610
   E. University Ave, Ann Arbor, MI 48109; Email: smckella@umich.edu.
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NR 60
TC 26
Z9 32
U1 1
U2 55
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
EI 1879-2480
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD MAR
PY 2020
VL 89
AR 102936
DI 10.1016/j.tate.2019.102936
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KJ7DD
UT WOS:000512217600022
DA 2024-07-15
ER

PT J
AU Rivas-Drake, D
AF Rivas-Drake, Deborah
TI Public Ethnic Regard and Academic Adjustment Among Latino Adolescents
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID AFRICAN-AMERICAN; RACIAL IDENTITY; MULTIDIMENSIONAL INVENTORY;
   ACHIEVEMENT VALUES; BLACK IDENTITY; SCHOOL SUCCESS; MIDDLE SCHOOL;
   DISCRIMINATION; STUDENTS; MEXICAN
AB This study examined whether Latino adolescents' perceptions of personal support vis-a-vis those of ethnic regard by adults at school differentially relate to academic outcomes. Data were drawn from a sample of 156 Latino students (age M = 16.17, SD = 1.27; 61% girls, 39% boys) attending an urban high school. As expected, youth who perceived more positive public ethnic regard (i.e., by adults at school) were more engaged and higher achieving than their counterparts with more negative public regard. Importantly, after accounting for personal support from adults in school, public ethnic regard contributed uniquely to the variance explained by models predicting academic engagement and performance. These results suggest that public ethnic regard comprises a meaningful dimension of Latino adolescents' relationships with adults in school.
C1 Brown Univ, Dept Educ, Providence, RI 02912 USA.
C3 Brown University
RP Rivas-Drake, D (corresponding author), Brown Univ, Dept Educ, 340 Brook St, Providence, RI 02912 USA.
EM deborah_rivas_drake@brown.edu
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NR 38
TC 31
Z9 62
U1 0
U2 18
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PY 2011
VL 21
IS 3
BP 537
EP 544
DI 10.1111/j.1532-7795.2010.00700.x
PG 8
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 806EX
UT WOS:000293790200001
DA 2024-07-15
ER

PT J
AU Ojala, A
   Vaelisalo, T
   Myllykoski, M
AF Ojala, Aleksi
   Vaelisalo, Tanja
   Myllykoski, Mikko
TI Adults' engagement in music learning during and after online coaching
SO MUSIC EDUCATION RESEARCH
LA English
DT Article; Early Access
DE Adult learners; engagement; online music course; non-formal learning
   environment
ID ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT
AB This article sheds light on adult engagement in a learning activity during and after online coaching on piano, guitar, or songwriting. Data was collected from the participants using thematic semi-structured interviews and experience sampling. To investigate the extent to which adult learners are involved in learning during and after online music coaching, we analysed the visibility of four components of engagement - namely behavioural, cognitive, affective and social. During the coaching, flexibility, a regular and repetitive course structure and the learning community positively influenced engagement. However, only a few participants continued their active music-making after the coaching period ended. A lack of time and goals were potential explanations for non-continuance, whereas participation in a music-related community beyond the coaching was recognised as a potential factor in continuing to make music when it stopped.
C1 [Ojala, Aleksi] Univ Helsinki, Dept Educ, Helsinki, Finland.
   [Vaelisalo, Tanja; Myllykoski, Mikko] Univ Jyvaskyla, Dept Mus Art & Culture Studies, Jyvaskyla, Finland.
C3 University of Helsinki; University of Jyvaskyla
RP Ojala, A (corresponding author), Univ Helsinki, Dept Educ, Helsinki, Finland.
EM aleksi.ojala@helsinki.fi
OI Ojala, Aleksi/0000-0002-2945-655X
FU Business Finland
FX No Statement Available
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NR 36
TC 0
Z9 0
U1 1
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1461-3808
EI 1469-9893
J9 MUSIC EDUC RES
JI Music Educ. Res.
PD 2024 MAY 28
PY 2024
DI 10.1080/14613808.2024.2357375
EA MAY 2024
PG 11
WC Education & Educational Research; Music
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Music
GA SB8X6
UT WOS:001232101800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Hurd, NM
   Hussain, S
   Bradshaw, CP
AF Hurd, Noelle M.
   Hussain, Saida
   Bradshaw, Catherine P.
TI School Disorder, School Connectedness, and Psychosocial Outcomes:
   Moderation by a Supportive Figure in the School
SO YOUTH & SOCIETY
LA English
DT Article
DE education; delinquency; mental health; quantitative methods; structural
   equation modeling
ID ADOLESCENT MENTAL-HEALTH; STUDENT PERCEPTIONS; DEPRESSIVE SYMPTOMS;
   ACADEMIC ENGAGEMENT; NATURAL MENTORS; BROKEN-WINDOWS; CLIMATE;
   MULTILEVEL; FAMILY; ASSOCIATIONS
AB The current study examined whether students' perceptions of school disorder influenced their psychosocial outcomes directly and indirectly via connectedness to school. The current study also explored moderation by the presence of a supportive figure in the school and investigated gender differences. Participants were 28,104 high school students. Results indicated that students' perceptions of school disorder predicted more externalizing behaviors and internalizing symptoms directly and indirectly via reduced connectedness to school. Perceived school disorder also indirectly predicted lower academic grades. The presence of a supportive figure in the school lessened the detrimental influence of school disorder on student outcomes. Results also indicated that male students may stand to benefit more from the protective influence of a supportive figure in the school.
C1 [Hurd, Noelle M.; Hussain, Saida] Univ Virginia, Dept Psychol, 102 Gilmer Hall,POB 400400, Charlottesville, VA 22904 USA.
   [Bradshaw, Catherine P.] Univ Virginia, Curry Sch Educ, Res, Charlottesville, Turkey.
   [Bradshaw, Catherine P.] Univ Virginia, Curry Sch Educ, Dev, Charlottesville, Turkey.
C3 University of Virginia
RP Hurd, NM (corresponding author), Univ Virginia, Dept Psychol, 102 Gilmer Hall,POB 400400, Charlottesville, VA 22904 USA.
EM nh3v@virginia.edu
FU National Institute on Drug Abuse [RO1HD060072]; U.S Department of
   Education; William T. Grant Foundation
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was funded in part by grants from the National Institute on Drug Abuse
   (RO1HD060072) awarded to Silvia Martins, as well as grants from the U.S
   Department of Education and William T. Grant Foundation awarded to the
   third author.
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   Muthen L., 2015, MPLUS USERS GUIDE
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NR 50
TC 12
Z9 19
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0044-118X
EI 1552-8499
J9 YOUTH SOC
JI Youth Soc.
PD APR
PY 2018
VL 50
IS 3
BP 328
EP 350
DI 10.1177/0044118X15598029
PG 23
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA GC7OC
UT WOS:000429981600002
DA 2024-07-15
ER

PT J
AU Bruhn, AL
   Woods-Groves, S
   Fernando, J
   Choi, T
   Troughton, L
AF Bruhn, Allison Leigh
   Woods-Groves, Suzanne
   Fernando, Josephine
   Choi, Taehoon
   Troughton, Leonard
TI Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention
   Across Middle School Settings
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE technology; behavior; self-monitoring; Tier 2
ID DIFFICULTIES QUESTIONNAIRE; BEHAVIOR; ADOLESCENTS; PERFORMANCE;
   CLASSROOM; STRENGTHS; STUDENTS; TOOL
AB Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as at risk for failure and needing immediate intervention. Results of the multiple baseline design across settings indicated the intervention was highly effective for one student and moderately effective for another. The third student required more intense support than offered in Tier 2. Issues of matching students to Tier 2 intervention based on multiple data sources, the alignment of technology-based self-monitoring with key features of Tier 2, limitations of the study, recommendations for future research, and implications for practice are discussed.
C1 [Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard] Univ Iowa, Iowa City, IA USA.
C3 University of Iowa
RP Bruhn, AL (corresponding author), Univ Iowa, Dept Teaching & Learning, Special Educ, N252 Lindquist Ctr, Iowa City, IA 52242 USA.
EM Allison-bruhn@uiowa.edu
FU Roy J. Carver Trust
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research reported herein was supported in part by grant funding through
   the Roy J. Carver Trust.
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NR 30
TC 27
Z9 49
U1 1
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD MAY
PY 2017
VL 42
IS 3
BP 119
EP 131
DI 10.1177/0198742917691534
PG 13
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA EX2TI
UT WOS:000403079300003
DA 2024-07-15
ER

PT J
AU Stone, J
   Harrison, CK
   Mottley, J
AF Stone, Jeff
   Harrison, C. Keith
   Mottley, JaVonte
TI "Don't Call Me a Student-Athlete": The Effect of Identity Priming on
   Stereotype Threat for Academically Engaged African American College
   Athletes
SO BASIC AND APPLIED SOCIAL PSYCHOLOGY
LA English
DT Article
ID WOMENS MATH PERFORMANCE; INTELLECTUAL-PERFORMANCE; SALIENCE; SPORTS
AB Academically engaged African American college athletes are most susceptible to stereotype threat in the classroom when the context links their unique status as both scholar and athlete. After completing a measure of academic engagement, African American and White college athletes completed a test of verbal reasoning. To vary stereotype threat, they first indicated their status as a scholar-athlete, an athlete, or as a research participant on the cover page. Compared to the other groups, academically engaged African American college athletes performed poorly on the difficult test items when primed for their athletic identity, but they performed worse on both the difficult and easy test items when primed for their identity as a scholar-athlete. The unique stereotype threat processes that affect the academic performance of minority college athletes are discussed.
C1 [Stone, Jeff] Univ Arizona, Dept Psychol, Tucson, AZ 85721 USA.
   [Harrison, C. Keith; Mottley, JaVonte] Univ Cent Florida, Orlando, FL 32816 USA.
C3 University of Arizona; State University System of Florida; University of
   Central Florida
RP Stone, J (corresponding author), Univ Arizona, Dept Psychol, 1503 E Univ Blvd, Tucson, AZ 85721 USA.
EM jeffs@email.arizona.edu
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NR 32
TC 47
Z9 118
U1 0
U2 42
PU PSYCHOLOGY PRESS
PI HOVE
PA 27 CHURCH RD, HOVE BN3 2FA, EAST SUSSEX, ENGLAND
SN 0197-3533
J9 BASIC APPL SOC PSYCH
JI Basic Appl Soc. Psychol.
PY 2012
VL 34
IS 2
BP 99
EP 106
DI 10.1080/01973533.2012.655624
PG 8
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 936EE
UT WOS:000303572900001
DA 2024-07-15
ER

PT J
AU Suárez-Orozco, C
   Bang, HJ
   Onaga, M
AF Suarez-Orozco, Carola
   Bang, Hee Jin
   Onaga, Marie
TI Contributions to variations in academic trajectories amongst recent
   immigrant youth
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE immigrants; adolescence; academic pathways; policy and practice
   implications
ID ACHIEVEMENT; SCHOOL; ADOLESCENTS; TRANSITION
AB Immigration presents both challenges and opportunities that affect students' academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. Consistent with ecological systems theory, school characteristics (a: school segregation rate; b: school poverty rate; and c: student perceptions of school violence), family characteristics (a-separation from mother and father; b-maternal education; and c-paternal employment), and individual characteristics (a-academic English proficiency; b-academic engagement; c-psychological symptoms; d-gender) were associated with different trajectories of academic performance.
C1 [Suarez-Orozco, Carola; Bang, Hee Jin; Onaga, Marie] NYU, New York, NY 10003 USA.
C3 New York University
RP Suárez-Orozco, C (corresponding author), NYU, 239 Greene St 414, New York, NY 10003 USA.
EM cso2@nyu.edu
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NR 55
TC 29
Z9 67
U1 0
U2 19
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0165-0254
EI 1464-0651
J9 INT J BEHAV DEV
JI Int. J. Behav. Dev.
PD NOV
PY 2010
VL 34
IS 6
BP 500
EP 510
DI 10.1177/0165025409360304
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 671UO
UT WOS:000283537100003
DA 2024-07-15
ER

PT J
AU Wefald, AJ
   Downey, RG
AF Wefald, Andrew J.
   Downey, Ronald G.
TI Construct Dimensionality of Engagement and its Relation With
   Satisfaction
SO JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE construct dimensionality; construct overlap; engagement; satisfaction
ID JOB-SATISFACTION; POSITIVE AFFECT; ITEM REVERSALS; INVOLVEMENT;
   PERFORMANCE; VALIDITY
AB Engagement-a persistent and positive affective-motivational state of fulfillment characterized by vigor, dedication, and absorption (W. B. Schaufeli, M. Salanova, V. Gonzalez-Rotna, & A. B. Bakker, 2002)-has become a popular subject among academic and industry researchers. Following suggestions in the recent literature calling for further examination of the underlying factors comprising the construct of engagement, the authors investigated the factor structure of W. B. Schaufeli et al.'s measure of engagement and academic engagement's relation to academic satisfaction. Previous researchers found a 3-factor structure of engagement that comprises vigor, dedication, and absorption. The authors administered to a sample of university students a questionnaire on their level of engagement in academic work and various other measures. The results did not confirm the 3-factor structure. The present authors found engagement and satisfaction to be highly related constructs.
C1 [Downey, Ronald G.] Kansas State Univ, Dept Psychol, Manhattan, KS 66502 USA.
C3 Kansas State University
RP Wefald, AJ (corresponding author), Kansas State Univ, Sch Leadership Studies, 918 N Manhattan Ave, Manhattan, KS 66502 USA.
EM wefald@ksu.edu
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NR 36
TC 123
Z9 205
U1 5
U2 45
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-3980
EI 1940-1019
J9 J PSYCHOL
JI J. Psychol.
PD JAN
PY 2009
VL 143
IS 1
BP 91
EP 111
DI 10.3200/JRLP.143.1.91-112
PG 21
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 384MG
UT WOS:000261748300006
PM 19157075
DA 2024-07-15
ER

PT J
AU Hawes, D
   Arya, A
AF Hawes, Dan
   Arya, Ali
TI Technology Solutions to Reduce Anxiety and Increase Cognitive
   Availability in Students
SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES
LA English
DT Article
DE Anxiety disorders; Virtual reality; Artificial intelligence; Games;
   Biometrics (access control); Older adults; Creativity; Anxiety;
   artificial intelligence (AI); biometrics; cognitive priming;
   experiential learning; gaming; mindset; situated learning; virtual
   reality (VR)
ID SELF-DETERMINATION THEORY; VIRTUAL-REALITY; POSITIVE AFFECT;
   PERFORMANCE; ENVIRONMENTS; STRESS; MALLEABILITY; ACTIVATION; BEHAVIOR;
   IMPACT
AB Recent research indicates that the majority of postsecondary students in North America "feel overwhelming anxiety," an issue that has also been observed in many other regions and is negatively impacting students' academic performance and overall well-being. This article reports the results of our interdisciplinary analysis of innovative ideas in cognitive science, learning models and mindsets, and current technological approaches that are aimed at understanding and addressing these anxiety and academic engagement issues. We identify the knowledge gaps and propose critical insights and research directions, such as the use of virtual reality (VR) and computer games, to fill those gaps and deal with the anxiety problem.
C1 [Hawes, Dan] Toonrush Inc, Waterloo, ON N2L 3K8, Canada.
   [Arya, Ali] Carleton Univ, Sch Informat Technol, Ottawa, ON K1S 5B6, Canada.
C3 Carleton University
RP Hawes, D (corresponding author), Toonrush Inc, Waterloo, ON N2L 3K8, Canada.
EM dan.hawes@carleton.ca; arya@carleton.ca
FU Ontario Centre of Innovation [33593]
FX This work was supported by Ontario Centre of Innovation under Grant
   #33593.
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TC 5
Z9 5
U1 11
U2 28
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1314 USA
SN 1939-1382
J9 IEEE T LEARN TECHNOL
JI IEEE Trans. Learn. Technol.
PD APR 1
PY 2023
VL 16
IS 2
BP 278
EP 291
DI 10.1109/TLT.2023.3239985
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA E4WB6
UT WOS:000975550200011
DA 2024-07-15
ER

PT J
AU Ulmanen, S
   Soini, T
   Pietarinen, J
   Pyhältö, K
   Rautanen, P
AF Ulmanen, Sanna
   Soini, Tiina
   Pietarinen, Janne
   Pyhalto, Kirsi
   Rautanen, Pihla
TI Primary and Lower Secondary School Students' Social Support Profiles and
   Study Wellbeing
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE social support for schoolwork; study engagement; study burnout; latent
   profile analysis
ID TEACHER-CHILD RELATIONSHIPS; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES;
   EARLY ADOLESCENCE; AUTONOMY SUPPORT; PEER RELATIONS; MENTAL-HEALTH;
   HELP-SEEKING; LATENT CLASS; BURNOUT
AB This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profiles with different configurations of perceived social support from three sources were identified in both age groups. The profiles differed from each other in terms of study engagement and study burnout. Moreover, social support from different sources had somewhat different functions on students' study wellbeing, although teacher and peer support seemed to play particularly central roles.
C1 [Ulmanen, Sanna; Soini, Tiina; Rautanen, Pihla] Tampere Univ, Fac Educ & Culture, Akerlundinkatu 5, Tampere 33014, Finland.
   [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Dept Behav Sci, Helsinki, Finland.
C3 Tampere University; University of Eastern Finland; University of
   Helsinki
RP Ulmanen, S (corresponding author), Tampere Univ, Fac Educ & Culture, Akerlundinkatu 5, Tampere 33014, Finland.
EM Sanna.Ulmanen@tuni.fi
OI Ulmanen, Sanna/0000-0002-0361-4265; Rautanen, Pihla/0000-0003-4880-5564;
   Soini, Tiina/0000-0002-0637-8931
FU Ministry of Education and Culture [6600567]; Academy of Finland
   [295022]; Academy of Finland (AKA) [295022] Funding Source: Academy of
   Finland (AKA)
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Ministry of Education and Culture under Grant
   [6600567] and the Academy of Finland under Grant [295022].
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NR 102
TC 6
Z9 6
U1 15
U2 42
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD MAY
PY 2022
VL 42
IS 5
BP 613
EP 646
AR 02724316211058061
DI 10.1177/02724316211058061
EA MAR 2022
PG 34
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 0O5OK
UT WOS:000765415800001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Lee, S
AF Lee, Sunbok
TI Multidimensional structure and measurement invariance of school
   engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE School engagement; Multidimensionality; Measurement invariance;
   Exploratory structural equation modeling; Bifactor models; United States
ID GOODNESS-OF-FIT; STUDENT ENGAGEMENT; COGNITIVE ENGAGEMENT; ACADEMIC
   ENGAGEMENT; ACHIEVEMENT; MOTIVATION; INDEXES; TIME; DIMENSIONALITY;
   PARTICIPATION
AB This study examined the multidimensional structure and measurement invariance of a school engagement instrument using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA (BCFA), and bifactor ESEM (BESEM). Participants consisted of 1731 students in Grades 9 11 from the 4-H Study of Positive Youth Development in the United States. The use of the CFA, ESEM, BCFA, and BESEM models was expected to provide more insight into the cross-loading and hierarchical structures of school engagement. We found empirical evidence to support the (a) tripartite factor structure of school engagement, (b) existence of cross loadings and hierarchical structures, (c) measurement invariance across gender (male vs female) and race (European American vs African American), and (d) expected latent means differences by gender.
C1 [Lee, Sunbok] Ewha Womans Univ, Dept Educ, Seoul, South Korea.
C3 Ewha Womans University
RP Lee, S (corresponding author), Ewha Womans Univ, Dept Educ, Seoul, South Korea.
EM sunboklee@ewha.ac.kr
FU National 4-H Council; Ewha Womans University
FX This research was supported in part by a grant to Richard M. Lerner,
   Tufts University, from the National 4-H Council. This work was supported
   by the Ewha Womans University Research Grant of 2020.
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NR 78
TC 1
Z9 1
U1 4
U2 31
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD DEC
PY 2021
VL 89
BP 20
EP 33
DI 10.1016/j.jsp.2021.09.001
EA OCT 2021
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA WI2PG
UT WOS:000708208100002
PM 34836574
DA 2024-07-15
ER

PT J
AU Gao, QY
   Chen, PY
   Zhou, Z
   Jiang, JL
AF Gao, Qiyang
   Chen, Peiyao
   Zhou, Zan
   Jiang, Jielei
TI The impact of school climate on trait creativity in primary school
   students: the mediating role of achievement motivation and proactive
   personality
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article
DE School climate; proactive personality; achievement motivation; trait
   creativity; mediation analysis; structural equation modelling
ID PERCEIVED ORGANIZATIONAL SUPPORT; EMPLOYEE CREATIVITY; LEARNING
   ENVIRONMENTS; ACADEMIC ENGAGEMENT; GOAL ORIENTATION; JOB-PERFORMANCE;
   SELF-EFFICACY; BEHAVIOR; TEACHER; MODEL
AB This study aimed to identify relationships between school climate, proactive personality, achievement motivation, and the trait creativity of primary school students by means of a path model. We examined 603 Chinese primary school students in terms of their perceptions of their school climates and relationships with teachers and peers. The results indicated that school climate exerted a direct and significant impact on students' trait creativity. Both proactive personality and achievement motivation mediated the relations between school climate and trait creativity. The findings suggest that schools should foster an open, tolerant, atmosphere that encourages innovation and be aware of the value of good teacher-student and peer relationships in this regard.
C1 [Gao, Qiyang; Zhou, Zan] Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China.
   [Gao, Qiyang; Chen, Peiyao; Zhou, Zan; Jiang, Jielei] Shaoxing Univ, Sch Teacher Educ, 900 South Ave, Shaoxing 312000, Zhejiang, Peoples R China.
C3 Shaoxing University; Shaoxing University
RP Jiang, JL (corresponding author), Shaoxing Univ, Sch Teacher Educ, 900 South Ave, Shaoxing 312000, Zhejiang, Peoples R China.
EM jjl0205@126.com
OI gao, qi yang/0000-0001-5927-0361
FU Philosophy and Social Science Foundation of Zhejiang Province
   [18NDJC112YB, 18NDJC113YB]
FX This work was supported by [Philosophy and Social Science Foundation of
   Zhejiang Province] under Grant numbers 18NDJC112YB and 18NDJC113YB.
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NR 84
TC 16
Z9 18
U1 17
U2 95
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0218-8791
EI 1742-6855
J9 ASIA PAC J EDUC
JI Asia Pac. J. Educ.
PD JUL 2
PY 2020
VL 40
IS 3
BP 330
EP 343
DI 10.1080/02188791.2019.1707644
EA DEC 2019
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA NP0IC
UT WOS:000504155800001
DA 2024-07-15
ER

PT J
AU Lombardi, A
   Freeman, J
   Rifenbark, G
AF Lombardi, Allison
   Freeman, Jennifer
   Rifenbark, Graham
TI Modeling College and Career Readiness for Adolescents With and Without
   Disabilities: A Bifactor Approach
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID FIT INDEXES; COEFFICIENT; INDICATORS; VALIDATION; STUDENTS
AB Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models and frameworks, yet little empirical research exists in their support. We employed latent variable modeling to empirically test a previously proposed six-domain framework of CCR for adolescents with and without disabilities. Results support four specific factors of CCR: Academic Engagement, Critical Learning Processes, Mind-Set, and Transition Knowledge. Using a bifactor model, we confirmed one general factor (CCR) and one specific factor (Transition Knowledge), established measurement invariance on the basis of disability, and found latent mean differences between these groups; students without disabilities had greater overall CCR and transition knowledge. Findings support the use of a CCR measurement model with two potential factor scores in future research and practice and may inform efforts to measure CCR nonacademic skills.
C1 [Lombardi, Allison; Freeman, Jennifer; Rifenbark, Graham] Univ Connecticut, 249 Glenbrook Rd,Unit 3064, Storrs, CT 06269 USA.
C3 University of Connecticut
RP Lombardi, A (corresponding author), Univ Connecticut, 249 Glenbrook Rd,Unit 3064, Storrs, CT 06269 USA.
EM allison.lombardi@uconn.edu
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NR 51
TC 19
Z9 35
U1 0
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0014-4029
EI 2163-5560
J9 EXCEPT CHILDREN
JI Except. Child.
PD JAN
PY 2018
VL 84
IS 2
BP 159
EP 176
DI 10.1177/0014402917731557
PG 18
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA FQ2JL
UT WOS:000418182600004
DA 2024-07-15
ER

PT J
AU Kang, D
   Stough, LM
   Yoon, M
   Liew, J
AF Kang, Donghyun
   Stough, Laura M.
   Yoon, Myeongsun
   Liew, Jeffrey
TI The association between teacher-student relationships and school
   engagement: an investigation of gender differences
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Teacher-student relationships; school engagement; gender differences;
   Multi-Group Structural Equation Modelling (MGSEM)
ID CHILD RELATIONSHIP; CLASSROOM MANAGEMENT; ACADEMIC ENGAGEMENT;
   COLLEGE-STUDENTS; FIT INDEXES; BEHAVIOR; ACHIEVEMENT; ELEMENTARY;
   RELATEDNESS; MOTIVATION
AB This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher-student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls' emotional engagement than it did with boys' emotional engagement. Girls' cognitive engagement had no significant association with their teacher-student relationship, while boys' cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.
C1 [Kang, Donghyun] Tennessee State Univ, Dept Teaching & Learning, Nashville, TN 37209 USA.
   [Stough, Laura M.; Yoon, Myeongsun; Liew, Jeffrey] Texas A&M Univ, Educ Psychol, College Stn, TX USA.
C3 Tennessee State University; Texas A&M University System; Texas A&M
   University College Station
RP Kang, D (corresponding author), Tennessee State Univ, Dept Teaching & Learning, Nashville, TN 37209 USA.
EM dkang@tnstate.edu
OI Kang, Dong Hyun/0000-0003-0636-5716
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NR 73
TC 1
Z9 1
U1 15
U2 40
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD JUL 3
PY 2023
VL 43
IS 6
BP 623
EP 642
DI 10.1080/01443410.2023.2225816
EA JUN 2023
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA W9EF4
UT WOS:001017659500001
DA 2024-07-15
ER

PT J
AU Watson, T
   Berry, B
AF Watson, Tiffany
   Berry, Brian
TI Using Classroom Clickers to Increase Academic Engagement for Elementary
   School-Aged Students With Disabilities
SO JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
LA English
DT Article
DE elementary school; age; grade level; other health impairment;
   exceptionality; specific learning disability; small n; single subject
   design; methodologies; statistical analysis; instructional technology;
   technology perspectives
AB Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. A multiple baseline across participants design was used to measure student engagement across several areas, including rate of participation and on-task behavior. Both visual and statistical analysis yielded a relationship between use of SRT and two areas of engagement: student's participation and on-task behavior.
C1 [Watson, Tiffany] Univ North Georgia, Dept Elementary & Special Educ, Dahlonega, GA USA.
   [Berry, Brian] Holy Family Univ, Special Educ, Philadelphia, PA USA.
C3 University of North Georgia
RP Watson, T (corresponding author), Univ North Georgia, 300 Aquat Circle, Cumming, GA 30040 USA.
EM tfwatson@ung.edu
OI Watson, Tiffany/0000-0003-3334-5948
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NR 20
TC 2
Z9 2
U1 1
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-6434
EI 2381-3121
J9 J SPEC EDUC TECHNOL
JI J. Spec. Educ. Technol.
PD JUN
PY 2022
VL 37
IS 2
BP 266
EP 275
AR 01626434211004455
DI 10.1177/01626434211004455
EA APR 2021
PG 10
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 1R0PH
UT WOS:000638969900001
DA 2024-07-15
ER

PT J
AU Grover, HM
   Boberiene, LV
   Limber, SP
AF Grover, Holly M.
   Boberiene, Liepa, V
   Limber, Susan P.
TI Are US Schools Places of Community? Does it Matter?
SO AMERICAN JOURNAL OF ORTHOPSYCHIATRY
LA English
DT Article
DE school community; school connectedness; school belonging; school climate
ID DEVIANT PEER AFFILIATION; THREAT ASSESSMENT GUIDELINES; ADOLESCENT
   MENTAL-HEALTH; EXCLUSIONARY DISCIPLINE; CLASSROOM ENVIRONMENT; PARENTAL
   INVOLVEMENT; DEPRESSIVE SYMPTOMS; STUDENT PERCEPTIONS; MULTILEVEL
   ANALYSIS; MODERATING ROLE
AB To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive.
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C3 Clemson University
RP Limber, SP (corresponding author), Clemson Univ, Dept Psychol, 321 Brackett Hall, Clemson, SC 29634 USA.
EM slimber@clemson.edu
RI Grover, Holly/HKE-3534-2023
OI Limber, Susan/0000-0003-0751-1041
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NR 161
TC 0
Z9 6
U1 2
U2 15
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 0002-9432
EI 1939-0025
J9 AM J ORTHOPSYCHIAT
JI Am. J. Orthopsychiatr.
PY 2021
VL 91
IS 3
BP 332
EP 347
DI 10.1037/ort0000551
PG 16
WC Psychiatry; Social Work
WE Social Science Citation Index (SSCI)
SC Psychiatry; Social Work
GA SV6LP
UT WOS:000663932500004
PM 34138627
DA 2024-07-15
ER

PT J
AU Ruiz-Alfonso, Z
   León, J
AF Ruiz-Alfonso, Zuleica
   Leon, Jaime
TI Passion for math: Relationships between teachers' emphasis on class
   contents usefulness, motivation and grades
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Mathematics; Harmonious passion; Teaching quality; Intrinsic motivation
   to learn
ID INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT; AUTONOMY SUPPORT; MEDIATING
   ROLE; ACHIEVEMENT; SCHOOL; MATHEMATICS; MULTILEVEL; STUDENTS; VALIDITY
AB The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students' harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students' harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.
C1 [Ruiz-Alfonso, Zuleica; Leon, Jaime] Univ Las Palmas Gran Canaria, Las Palmas Gran Canaria, Spain.
C3 Universidad de Las Palmas de Gran Canaria
RP Ruiz-Alfonso, Z (corresponding author), Univ Las Palmas Gran Canaria, Dept Educ, C Santa Juana Arco 1, Las Palmas Gran Canaria 35004, Spain.
EM zuleica.ruiz@ulpgc.es
RI Ruiz-Alfonso, Zuleica/GPT-5047-2022; Leon, Jaime/M-5888-2016;
   Ruiz-Alfonso, Zuleica/Y-9756-2019
OI Ruiz-Alfonso, Zuleica/0000-0001-7090-0096; Leon,
   Jaime/0000-0002-9587-4047; 
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NR 76
TC 19
Z9 27
U1 5
U2 33
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD OCT
PY 2017
VL 51
BP 284
EP 292
DI 10.1016/j.cedpsych.2017.08.010
PG 9
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FO5GZ
UT WOS:000416882800022
DA 2024-07-15
ER

PT J
AU Sánchez-Cardona, I
   Rodríguez-Montalbán, R
   Toro-Alfonso, J
   Velázquez, IM
AF Sanchez-Cardona, Israel
   Rodriguez-Montalban, Ramcn
   Toro-Alfonso, Jose
   Velazquez, Ivonne Moreno
TI PSYCHOMETRIC PROPERTIES OF THE UTRECHT WORK ENGAGEMENT SCALE-STUDENT
   (UWES-S) IN UNIVERSITY STUDENTS IN PUERTO RICO
SO REVISTA MEXICANA DE PSICOLOGIA
LA Spanish
DT Article
DE graduate; occupation; measure; confirmatory; analysis
ID SCHOOLWORK ENGAGEMENT; OCCUPATIONAL-HEALTH; JOB DEMANDS; BURNOUT;
   RESOURCES; EFFICACY; PERFORMANCE; FACILITATORS; PERSONALITY; OBSTACLES
AB The aim of this study was to examine the psychometric properties of the short version of the Utrecht Work Engagement Scale Student (uwEs-s) in Spanish. The UWES-S factorial structure was examined implementing structural equations modeling by the maximum likelihood estimation method with a sample of 190 college students from two institutions. In addition, indicator's of reliability and convergent and discriminant validity were examined. Results showed that the 3-factor model of academic engagement had a better fit to data, being consistent with the conceptualization of engagement as a construct consisting of three dimensions: Vigor, Dedication, and Absorption. Indicators of the UWES-S validity and reliability were adequate, supporting the scale use in future research and interventions to examine engagement in educational settings.
C1 [Sanchez-Cardona, Israel; Toro-Alfonso, Jose; Velazquez, Ivonne Moreno] Univ Puerto Rico, Dept Psicol, Recinto De Rio Piedras, San Juan, PR USA.
   [Sanchez-Cardona, Israel] Univ Carlos Albizu, San Juan, PR USA.
   [Rodriguez-Montalban, Ramcn] Univ Carlos Albizu, Programa Psicol Ind Org, San Juan, PR USA.
C3 University of Puerto Rico
RP Sánchez-Cardona, I (corresponding author), Univ Puerto Rico, Dept Psicol, Recinto De Rio Piedras, San Juan, PR USA.; Sánchez-Cardona, I (corresponding author), Univ Carlos Albizu, San Juan, PR USA.
EM israel.sanchez1@upr.edu
RI Sánchez-Cardona, Israel/AAX-9266-2020
OI Sánchez-Cardona, Israel/0000-0001-8925-5023
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NR 59
TC 11
Z9 13
U1 0
U2 18
PU SOC MEXICANA PSICOLOGIA
PI TLALPAN
PA APARTADO POSTAL 22-211, TLALPAN 14000, MEXICO
SN 0185-6073
J9 REV MEX PSICOL
JI Rev. Mex. Psicol.
PD JUL-DEC
PY 2016
VL 33
IS 2
BP 121
EP 134
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DR6CU
UT WOS:000379990500004
DA 2024-07-15
ER

PT J
AU Stewart, P
   Lucio, MM
AF Stewart, Paul
   Martinez Lucio, Miguel
TI Collective narratives and politics in the contemporary study of work:
   the new management practices debate
SO WORK EMPLOYMENT AND SOCIETY
LA English
DT Article
DE labour movement; labour process analysis; new management practices;
   public sociology
ID PUBLIC SOCIOLOGY; PERFORMANCE
AB In this article we explore the question of how as sociologists of work we might research those who constitute the substance of our labour process. We approach this question through an examination of the new management practices debate, principally in the labour movement where a distinctive and critical view of NMP developed in the late 1980s. Second, we argue that there is a link between this debate and the wider politics of labour process discussion both within and beyond the labour movement which has witnessed a shift away from an earlier engagement with worker interventions. In response we suggest the need to re-evaluate the nature of academic engagement with labour thus reanimating a closer engagement with labour-in-work and collective worker narratives.
C1 [Stewart, Paul] Univ Strathclyde, Dept HRM, Glasgow G1 1XQ, Lanark, Scotland.
   [Martinez Lucio, Miguel] Univ Manchester, Manchester Business Sch, HRM Employment Relat & Employment Law Grp, Manchester M13 9PL, Lancs, England.
C3 University of Strathclyde; University of Manchester
RP Stewart, P (corresponding author), Graham Hills Bldg,50 Richmond St, Glasgow G1 1XU, Lanark, Scotland.
EM paul.stewart.100@strath.ac.uk
OI Martinez Lucio, Miguel/0000-0001-7090-9007
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NR 45
TC 21
Z9 23
U1 0
U2 9
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-0170
J9 WORK EMPLOY SOC
JI Work Employ. Soc.
PD JUN
PY 2011
VL 25
IS 2
BP 327
EP 341
DI 10.1177/0950017011398890
PG 15
WC Economics; Industrial Relations & Labor; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Sociology
GA 779ZH
UT WOS:000291820200009
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Lívero, FAD
   da Silva, GR
   Amaral, EC
   de Souza, ANV
   Baretta, IP
   Diegues, MEM
   Arpini, E
   Lovato, ECW
AF dos Reis Livero, Francislaine Aparecida
   da Silva, Gustavo Ratti
   Amaral, Eduarda Carolina
   de Souza, Amanda Nascimento Vasques
   Baretta, Irineia Paulina
   Diegues, Maria Elena Martins
   Arpini, Edson
   Lovato, Evellyn Claudia Wietzikoski
TI Playfulness in the classroom: Gamification favor the learning of
   pharmacology
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Active methodology; Education; Game; Meaningful learning; Medicine
ID PRESCRIBING ERRORS
AB In recent years, growing interest has been seen in the application of gamification in education, which can be defined as the application of game design elements in learning activities. The goal of gamification is to motivate students by creating an engaging learning experience that can keep them focused on learning tasks in the classroom. However, gamification is a major challenge for education, particularly in higher education institutions. The present work presents 11 gamification activities for teaching pharmacology in a medical course. The moment at which the activity fits best in the class, the ways in which the activity can be applied, and the advantages and difficulties that are associated with each game in the classroom are presented. We report student evaluations of the gamification learning activities. The use of these games fosters learning, increases academic engagement, and makes classes more enjoyable.
C1 [dos Reis Livero, Francislaine Aparecida; Amaral, Eduarda Carolina] Univ Paranaense, Lab Preclin Res Nat Prod, Praca Mascarenhas de Moraes 4282,POB 224, BR-87502210 Umuarama, PR, Brazil.
   [da Silva, Gustavo Ratti] Univ Paranaense, Postgrad Program Anim Sci Emphasis Bioact Prod, Lab Preclin Res Nat Prod, Umuarama, PR, Brazil.
   [de Souza, Amanda Nascimento Vasques; Baretta, Irineia Paulina] Univ Paranaense, Postgrad Program Med Plants & Phytotherapeut Basi, Lab Preclin Res Nat Prod, Umuarama, PR, Brazil.
   [Diegues, Maria Elena Martins] Univ Paranaense, Undergrad Course Med, Umuarama, PR, Brazil.
   [Arpini, Edson] Univ Estadual Maringa, Hlth Sci Ctr, Dept Med, Maringa, PR, Brazil.
   [Lovato, Evellyn Claudia Wietzikoski] Univ Paranaense, Postgrad Program Med Plants & Phytotherapeut Basi, Lab Neurosci, Umuarama, PR, Brazil.
C3 Universidade Paranaense; Universidade Paranaense; Universidade
   Paranaense; Universidade Paranaense; Universidade Estadual de Maringa;
   Universidade Paranaense
RP Lívero, FAD (corresponding author), Univ Paranaense, Lab Preclin Res Nat Prod, Praca Mascarenhas de Moraes 4282,POB 224, BR-87502210 Umuarama, PR, Brazil.
EM francislaine@prof.unipar.br
RI Wietzikoski, E.C./N-8166-2015
OI Miguel, Edson Roberto Arpini/0000-0002-8357-1110; Lovato,
   Evellyn/0000-0002-8511-0086; Carolina Amaral,
   Eduarda/0000-0002-8217-8907; /0000-0001-6215-7407; Lima Martins, Maria
   Elena/0000-0002-7220-0955; Livero, Francislaine/0000-0001-6533-0850;
   Ratti da Silva, Gustavo/0000-0001-7224-8898
FU Diretoria Executiva de Gestao da Extensao Universitaria, Paranaense
   University (UNIPAR)
FX This research was supported by Diretoria Executiva de Gestao da Extensao
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TC 8
Z9 8
U1 1
U2 44
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD MAR
PY 2021
VL 26
IS 2
BP 2125
EP 2141
DI 10.1007/s10639-020-10350-w
EA OCT 2020
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QZ6ZO
UT WOS:000574323100001
DA 2024-07-15
ER

PT J
AU Travis, R
   Leech, TGJ
AF Travis, Raphael, Jr.
   Leech, Tamara G. J.
TI Empowerment-Based Positive Youth Development: A New Understanding of
   Healthy Development for African American Youth
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID RACIAL IDENTITY; ETHNIC-IDENTITY; RESIDENTIAL SEGREGATION; SELF-ESTEEM;
   PSYCHOLOGICAL DISTRESS; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES; CIVIC
   ENGAGEMENT; LOW-INCOME; ADOLESCENTS
AB A shift occurred in research about adolescents in the general population. Research is moving away from deficits toward a resilience paradigm and understanding trajectories of positive youth development. This shift has been less consistent in research and practice with African American youth. A gap also exists in understanding whether individual youth development dimensions generate potential in other dimensions. This study presents an empowerment-based positive youth development model. It builds upon existing research to present a new vision of healthy development for African American youth that is strengths-based, developmental, culture-bound, and action-oriented. It emphasizes the relationship between person and environment, the reinforcing nature of developmental assets, and the necessity of a sense of community and community engagement for youth.
C1 [Travis, Raphael, Jr.] Texas State Univ San Marcos, San Marcos, TX 78666 USA.
   [Leech, Tamara G. J.] Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
C3 Texas State University System; Texas State University San Marcos;
   Indiana University System; Indiana University Indianapolis
RP Travis, R (corresponding author), Texas State Univ San Marcos, Sch Social Work, 601 Univ Dr, San Marcos, TX 78666 USA.
EM rtravis@txstate.edu
RI Leech, Tamara/ABD-1310-2020
OI Travis, Raphael/0000-0001-5731-4869; Leech, Tamara/0000-0003-2739-5367
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NR 165
TC 82
Z9 132
U1 1
U2 49
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD MAR
PY 2014
VL 24
IS 1
SI SI
BP 93
EP 116
DI 10.1111/jora.12062
PG 24
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA AB1CI
UT WOS:000331528500008
OA Green Submitted
DA 2024-07-15
ER

PT J
AU You, S
   Hong, S
   Ho, HZ
AF You, Sukkyung
   Hong, Sehee
   Ho, Hsiu-Zu
TI Longitudinal Effects of Perceived Control on Academic Achievement
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE academic achievement; ethnicity; perceived control; school engagement;
   structural equation modeling
ID COVARIANCE STRUCTURE-ANALYSIS; PERSONAL CONTROL; CHILDRENS PERCEPTIONS;
   CAUSAL ATTRIBUTIONS; SCHOOL PERFORMANCE; SELF-CONCEPT; LOCUS; SENSE;
   ADOLESCENCE; STUDENTS
AB It is well established that perceived control plays an important role in student academic achievement, but little is known about its longitudinal stability, ethnic variation, and developmental effects on subsequent achievement during adolescence. Findings from this study indicated (a) perceived control remains stable during adolescence for each of the four major ethnic groups in the United States; (b) perceived control has a direct effect on subsequent academic achievement as well as an indirect effect, which is mediated by high school student's academic engagement behaviors for all 4 ethnic groups; (c) regarding social contextual factors, students' perception of teacher and parental support had a positive effect on perceived control, which ultimately impacted the academic achievement of high school students across all 4 ethnic groups.
C1 [Hong, Sehee] Korea Univ, Dept Educ, Seoul 136701, South Korea.
   [You, Sukkyung] Hankuk Univ Foreign Studies, Coll Educ, Seoul, South Korea.
   [Ho, Hsiu-Zu] Univ Calif Santa Barbara, Grad Sch Educ, Santa Barbara, CA 93106 USA.
C3 Korea University; Hankuk University Foreign Studies; University of
   California System; University of California Santa Barbara
RP Hong, S (corresponding author), Korea Univ, Dept Educ, Seoul 136701, South Korea.
EM seheehong@korea.ac.kr
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NR 67
TC 31
Z9 52
U1 1
U2 41
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0671
EI 1940-0675
J9 J EDUC RES
JI J. Educ. Res.
PY 2011
VL 104
IS 4
BP 253
EP 266
AR PII 938560194
DI 10.1080/00220671003733807
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 776JA
UT WOS:000291529100004
DA 2024-07-15
ER

PT J
AU Domina, T
AF Domina, Thurston
TI Higher education policy as secondary school reform:: Texas public high
   schools after <i>Hopwood</i>
SO EDUCATIONAL EVALUATION AND POLICY ANALYSIS
LA English
DT Article
DE K-16 school reform; higher education outreach and admissions; financial
   aid policy; college applications; student engagement
ID AFFIRMATIVE-ACTION; TOBIT MODELS; COLLEGE
AB The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state's high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K-16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas's post-Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students' academic engagement.
C1 Univ Calif Irvine, Dept Educ, Irvine, CA 92697 USA.
C3 University of California System; University of California Irvine
RP Domina, T (corresponding author), Univ Calif Irvine, Dept Educ, 2001 Berkeley Pl, Irvine, CA 92697 USA.
EM tdomina@uci.edu
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NR 30
TC 27
Z9 44
U1 1
U2 9
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-3737
J9 EDUC EVAL POLICY AN
JI Educ. Eval. Policy Anal.
PD SEP
PY 2007
VL 29
IS 3
BP 200
EP 217
DI 10.3102/0162373707304995
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 205XU
UT WOS:000249149300003
DA 2024-07-15
ER

PT J
AU Price, L
   Richardson, JTE
   Jelfs, A
AF Price, Linda
   Richardson, John T. E.
   Jelfs, Anne
TI Face-to-face versus online tutoring support in distance education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
ID STUDENT; QUALITY; MODEL
AB The experiences of students taking the same course by distance learning were compared when tutorial support was provided conventionally ( using limited face-to-face sessions with some contact by telephone and email) or online ( using a combination of computer-mediated conferencing and email). Study 1 was a quantitative survey using an adapted version of the Course Experience Questionnaire and the Revised Approaches to Studying Inventory. Study 2 was another quantitative survey using the Academic Engagement Form. Study 3 was an interview-based examination of the students' conceptions of tutoring and tuition. In all three studies, the students receiving online tuition reported poorer experiences than those receiving face-to-face tuition. Study 3 showed that tutoring was seen not only as an academic activity but also as a highly valued pastoral activity. To make online tuition successful both tutors and students need training in how to communicate online in the absence of paralinguistic cues.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
C3 Open University - UK
RP Price, L (corresponding author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM l.price@open.ac.uk
OI Richardson, John/0000-0002-6267-0603; Price, Linda/0000-0001-5291-0469
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NR 30
TC 87
Z9 109
U1 2
U2 33
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD FEB
PY 2007
VL 32
IS 1
BP 1
EP 20
DI 10.1080/03075070601004366
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 120ZV
UT WOS:000243126700001
DA 2024-07-15
ER

PT J
AU Qi, WH
   Qin, YY
   Sang, GY
   Wang, N
AF Qi, Wenhui
   Qin, Yuyou
   Sang, Guoyuan
   Wang, Ning
TI Family functioning and learning engagement of junior high school
   students in rural China: the mediating effect of academic self-efficacy
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Family functioning; learning engagement; academic self-efficacy; rural
   China
ID ACHIEVEMENT; MODEL; ADOLESCENTS; VARIABLES; EMOTIONS; ROUTINES;
   BEHAVIOR; BELIEFS; SUCCESS; QUALITY
AB This study examined academic self-efficacy as a mediator in the relationship between family functioning and learning engagement by constructing a structural equation model. The participants were 817 students from public junior high schools in rural China. The data were collected by measuring family functioning, academic self-efficacy, and learning engagement using self-report assessments. The results indicated that family functioning was positively associated with learning engagement; academic self-efficacy significantly mediated the correlation between family functioning and learning engagement. In addition, the mediating effect of academic self-efficacy varied across dimensions of family functioning. These findings contribute to understanding the internal relationship between family functioning and learning engagement, and have implications for improving the learning engagement of disadvantaged students in rural areas.
C1 [Qi, Wenhui; Qin, Yuyou; Wang, Ning] Northeast Normal Univ, China Inst Rural Educ Dev, Fac Educ, Changchun, Peoples R China.
   [Sang, Guoyuan] Beijing Normal Univ, Inst Curriculum & Instruct, Fac Educ, Beijing, Peoples R China.
C3 Northeast Normal University - China; Beijing Normal University
RP Qin, YY (corresponding author), Northeast Normal Univ, China Inst Rural Educ Dev, Fac Educ, Changchun, Peoples R China.
EM qinyuyou@163.com
OI Qi, Wenhui/0000-0002-0605-4507
FU International Joint Research Project of Huiyan International College,
   Faculty of Education, Beijing Normal University [ICER202001]
FX This work was funded by the International Joint Research Project of
   Huiyan International College, Faculty of Education, Beijing Normal
   University (ICER202001).
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NR 75
TC 1
Z9 1
U1 21
U2 73
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD MAR 16
PY 2023
VL 43
IS 2-3
BP 137
EP 154
DI 10.1080/01443410.2023.2190067
EA MAR 2023
PG 18
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA AS8K4
UT WOS:000968198700001
DA 2024-07-15
ER

PT J
AU Lombardi, AR
   Rifenbark, GG
   Rogers, HJ
   Swaminathan, H
   Taconet, A
   Mazzotti, VL
   Morningstar, ME
   Wu, RX
   Langdon, S
AF Lombardi, Allison R.
   Rifenbark, Graham G.
   Rogers, H. Jane
   Swaminathan, Hariharan
   Taconet, Ashley
   Mazzotti, Valerie L.
   Morningstar, Mary E.
   Wu, Rongxiu
   Langdon, Shannon
TI Establishing Construct Validity of a Measure of Adolescent Perceptions
   of College and Career Readiness
SO CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS
LA English
DT Article
DE secondary school; college and career readiness; age-appropriate
   transition assessment; validity; multi-tiered systems of support
ID ITEM FIT INDEX; DISABILITIES; STUDENTS; MODEL; PERFORMANCE; S-X-2
AB The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.
C1 [Lombardi, Allison R.; Rifenbark, Graham G.; Rogers, H. Jane; Swaminathan, Hariharan; Taconet, Ashley; Wu, Rongxiu; Langdon, Shannon] Univ Connecticut, 249 Glenbrook Rd Unit 3064, Storrs, CT 06269 USA.
   [Mazzotti, Valerie L.] Univ N Carolina, Charlotte, NC USA.
   [Morningstar, Mary E.] Portland State Univ, Portland, OR 97207 USA.
C3 University of Connecticut; University of North Carolina; University of
   North Carolina Charlotte; Portland State University
RP Lombardi, AR (corresponding author), Univ Connecticut, 249 Glenbrook Rd Unit 3064, Storrs, CT 06269 USA.
EM allison.lombardi@uconn.edu
RI Wu, Rongxiu/KRP-7530-2024
OI Taconet, Ashley/0000-0003-2407-5114; Lombardi,
   Allison/0000-0002-7254-8820; Mazzotti, Valerie/0000-0003-2616-8859
FU Institute of Education Sciences, U.S. Department of Education
   [R324A190170]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R324A190170 to the
   University of Connecticut. The opinions expressed are those of the
   authors and do not represent views of the Institute or the U.S.
   Department of Education.
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NR 51
TC 8
Z9 9
U1 3
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2165-1434
EI 2165-1442
J9 CAREER DEV TRANSIT E
JI Career Dev. Transit. Except. Individ.
PD FEB
PY 2023
VL 46
IS 1
BP 4
EP 14
AR 21651434221081229
DI 10.1177/21651434221081229
EA MAR 2022
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 7N8WA
UT WOS:000769406900001
DA 2024-07-15
ER

PT J
AU Lessard, LM
   Juvonen, J
AF Lessard, Leah M.
   Juvonen, Jaana
TI Cross-Class Friendship and Academic Achievement in Middle School
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE friendship; early adolescence; academic achievement; parental education;
   middle school
ID ETHNIC FRIENDSHIPS; SOCIOECONOMIC-STATUS; INTERGROUP ATTITUDES;
   MOTIVATION; SUPPORT; INCOME; PERFORMANCE; INEQUALITY; RESOURCES;
   DIVERSITY
AB Academic achievement disparities based on parental education are robust during the middle school years. The current study examined whether cross-class friendship (i.e., reciprocal relationships between peers with different levels of parental education) decrease class-based achievement differences during a developmental phase when friends are particularly important. Relying on a sample of 4,288 sixth grade students (M = 12.03 years) from 26 ethnically diverse middle schools, multilevel analyses were conducted predicting seventh-grade grade point average, standardized achievement test scores, and teacher-rated academic engagement. The associations between parental education and academic achievement were reduced when students had at least 1 cross-class friendship at sixth grade. The findings are discussed in terms of how socioeconomic diversity of school-based friendships can level the academic playing field.
C1 [Lessard, Leah M.; Juvonen, Jaana] Univ Calif Los Angeles, Dept Psychol, Franz Hall,502 Portola Plaza, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Lessard, LM (corresponding author), Univ Calif Los Angeles, Dept Psychol, Franz Hall,502 Portola Plaza, Los Angeles, CA 90095 USA.
EM leahmlessard@ucla.edu
FU National Institutes of Health [1R01HD0598820-1A2]; National Science
   Foundation [0921306]; Direct For Social, Behav & Economic Scie [0921306]
   Funding Source: National Science Foundation; Division Of Behavioral and
   Cognitive Sci [0921306] Funding Source: National Science Foundation
FX The authors want to thank Sandra Graham (PI of the Project) and the
   members of the University of California, Los Angeles Middle School
   Diversity team for their contributions to collection of the data, and
   all school personnel and participants for their cooperation. We also
   appreciate the feedback by Sandra Graham, Danielle Smith, Ariana Bell,
   and Ritika Rastogi on an earlier version of this article. This research
   was supported by grants from the National Institutes of Health (Grant
   1R01HD0598820-1A2) and the National Science Foundation (0921306).
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NR 72
TC 12
Z9 15
U1 2
U2 31
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD AUG
PY 2019
VL 55
IS 8
BP 1666
EP 1679
DI 10.1037/dev0000755
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IK3OJ
UT WOS:000476498000009
PM 31094557
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Gabi, J
   Sharpe, S
AF Gabi, Josephine
   Sharpe, Sarah
TI Against the odds: an investigation into student persistence in UK higher
   education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Persistence; retention; mixed-methods; students; higher education
ID RETENTION
AB This article focuses on student persistence in Higher Education. It examines qualities that enable students to persist in their studies despite the challenges they face, and key factors interplaying with and affecting these qualities. This study utilised the explanatory mixed-methods approach. It comprised a faculty-wide survey which explained the relationships between and across variables. Focus group interviews explored significant predictors of students' persistence. Results from this study showed that, among other things, key drivers of student persistence were personal optimism, academic engagement, and positive relationships. Students' decision to stay on and complete their studies determines their persistence; but there also remains a major role to be played by institutions. Successful student persistence tends to be a result of an intricate interaction between the student's personal factors and their environment - and the institution is a key component of that environment.
C1 [Gabi, Josephine] Manchester Metropolitan Univ, Sch Childhood Youth & Educ Studies, Fac Educ, Manchester, Lancs, England.
   [Sharpe, Sarah] Univ Wolverhampton, Fac Educ, Dept Hlth & Wellbeing, Wolverhampton, W Midlands, England.
C3 Manchester Metropolitan University; University of Wolverhampton
RP Gabi, J (corresponding author), Manchester Metropolitan Univ, Sch Childhood Youth & Educ Studies, Fac Educ, Manchester, Lancs, England.
EM J.Gabi@mmu.ac.uk
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NR 43
TC 1
Z9 4
U1 0
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD FEB 1
PY 2021
VL 46
IS 2
BP 198
EP 214
DI 10.1080/03075079.2019.1626364
EA JUN 2019
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PU8IT
UT WOS:000475119600001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Robinson, K
AF Robinson, Keith
TI EARLY DISPARITIES IN MATHEMATICS GAINS AMONG POOR AND NON-POOR CHILDREN
   <i>Examining the Role of Behavioral Engagement in Learning</i>
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID STUDENT ENGAGEMENT; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; NUMBER
   SENSE; CLASSROOM; KINDERGARTEN; GROWTH; ELEMENTARY; EDUCATION; CONTEXT
AB Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results show that accounting for teachers' reports of non-poor students' higher behavioral engagement (e.g., attentiveness, task persistence) explains the disparity in mathematics gains between poor and non-poor students over kindergarten. Furthermore, results suggest that exposing poor and low-income students to higher classroom behavioral engagement could play a substantial role in equalizing mathematics gains. Given these findings, strategies designed at narrowing economic disparities in early mathematics achievement should take into consideration the impact of behavioral engagement at the intrapersonal and contextual levels.
C1 Univ Texas Austin, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Robinson, K (corresponding author), Univ Texas Austin, Austin, TX 78712 USA.
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NR 80
TC 12
Z9 25
U1 0
U2 12
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
EI 1554-8279
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD SEP 1
PY 2013
VL 114
IS 1
BP 22
EP 47
DI 10.1086/670737
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 197AI
UT WOS:000322818800002
DA 2024-07-15
ER

PT J
AU Schoenfeld, NA
   Mathur, SR
AF Schoenfeld, Naomi A.
   Mathur, Sarup R.
TI Effects of Cognitive-Behavioral Intervention on the School Performance
   of Students With Emotional or Behavioral Disorders and Anxiety
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID SINGLE-SUBJECT RESEARCH; QUANTITATIVE SYNTHESIS; CHILDREN; PREVENTION;
   IMPACT; YOUTH; ADOLESCENTS; CHILDHOOD; SYMPTOMS; VALIDITY
AB Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.
C1 [Schoenfeld, Naomi A.] Rivier Coll, Nashua, NH 03060 USA.
   [Mathur, Sarup R.] Arizona State Univ, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe
RP Schoenfeld, NA (corresponding author), Rivier Coll, 420 Main St, Nashua, NH 03060 USA.
EM nschoenfeld@rivier.edu
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NR 49
TC 12
Z9 28
U1 1
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD AUG
PY 2009
VL 34
IS 4
BP 184
EP 195
DI 10.1177/019874290903400401
PG 12
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 644OB
UT WOS:000281386800001
DA 2024-07-15
ER

PT J
AU Loera, G
   Rueda, R
   Oh, YJ
AF Loera, Gustavo
   Rueda, Robert
   Oh, Youn Joo
TI Learning and Motivational Characteristics of Urban Latino High School
   Youth
SO URBAN EDUCATION
LA English
DT Article
DE urban; Latino youth; learning and motivation
ID EXPECTANCY-VALUE THEORY; SELF-EFFICACY; ACHIEVEMENT GOALS; ACADEMIC
   MOTIVATION; POSSIBLE SELVES; ADOLESCENTS; RESILIENCE; STUDENTS; BELIEFS;
   SUPPORT
AB The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school-aged Latino youth. We found that learning and motivational variables were predictive of academic engagement for Latinos, paralleling work with non-minority samples. Motivational variables are seldom given adequate attention when considering interventions for low-achieving students, despite the abundant literature that demonstrates their connection to academic outcomes. Fortunately, the factors examined in the study are amenable to intervention.
C1 [Loera, Gustavo] Gustavo Loera Res Policy Consulting, 19112 Gridley,Suite 224, Cerritos, CA 90703 USA.
   [Rueda, Robert] Univ Southern Calif, Rossier Sch Educ, Res & Fac Affairs, Los Angeles, CA USA.
   [Rueda, Robert] Univ Southern Calif, Rossier Sch Educ, Educ, Los Angeles, CA USA.
   [Oh, Youn Joo] Natl Univ, San Diego, CA USA.
C3 University of Southern California; University of Southern California;
   National University (California)
RP Loera, G (corresponding author), Gustavo Loera Res Policy Consulting, 19112 Gridley,Suite 224, Cerritos, CA 90703 USA.
EM gustavoloera@gmail.com
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NR 72
TC 6
Z9 14
U1 0
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0042-0859
EI 1552-8340
J9 URBAN EDUC
JI Urban Educ.
PD SEP
PY 2018
VL 53
IS 7
BP 875
EP 898
DI 10.1177/0042085915602536
PG 24
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA GO4HZ
UT WOS:000439968200002
DA 2024-07-15
ER

PT J
AU Olson, KR
AF Olson, KR
TI Engagement and self-control: Superordinate dimensions of Big Five traits
SO PERSONALITY AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Big Five traits; engagement; self-control
ID PERSONALITY-DISORDERS; 5-FACTOR MODEL; ADHD SYMPTOMS; LIFE-SPAN;
   TEMPERAMENT; EXPERIENCE; ACTIVATION
AB Two separate factor analyses of Big Five traits have independently identified two higher-order factors. These factors have been interpreted quite differently by their respective researchers. This conceptual paper posits the superordinate personality dimensions of Engagement (engaged versus disengaged) and Self-Control as the common elements of these higher-order factors. A review and integration of existing research shows that Engagement traits decline and Self-Control traits increase during adulthood. The Big Five traits of the Engagement dimension are each empirically related to positive affect, academic engagement in the form of classroom participation, benefiting from major life challenges, sensation seeking, and the construct of inspiration. Self-Control traits are negatively related to variables such as problematic work-related behaviors and job performance, personality disorders, negative affect, and attention deficit-hyperactivity disorder. (c) 2004 Elsevier Ltd. All rights reserved.
C1 Ft Hays State Univ, Dept Psychol, Hays, KS 67601 USA.
RP Ft Hays State Univ, Dept Psychol, Hays, KS 67601 USA.
EM kolson@fhsu.edu
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NR 48
TC 54
Z9 71
U1 0
U2 37
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0191-8869
J9 PERS INDIV DIFFER
JI Pers. Individ. Differ.
PD MAY
PY 2005
VL 38
IS 7
BP 1689
EP 1700
DI 10.1016/j.paid.2004.11.003
PG 12
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 919BS
UT WOS:000228593900018
DA 2024-07-15
ER

PT J
AU Bryant, AN
AF Bryant, AN
TI Changes in attitudes toward women's roles: Predicting gender-role
   traditionalism among college students
SO SEX ROLES
LA English
DT Article
DE college students; attitudes; traditionalism
ID SEX-ROLE ATTITUDES; IMPACT; COURSES; RACE
AB National college student data derived from the 1996 Cooperative Institutional Research Program Freshman Survey and the 2000 College Student Survey were used to assess longitudinal changes in gender-role traditionalism across 4 years of college. Applying the Input-Environment-Outcome model to blocked stepwise regression analyses, the predictive value of students' precollege characteristics and predispositions, and various college environments and experiences, were assessed for men and women. Findings indicated that students' levels of traditionalism declined during college. Although men and women tended to change similarly on this dimension, women held more egalitarian views than did men at college entry and 4 years later. Regression results pointed to the relevance of peers, academic engagement, women's studies courses, and diversity experiences for students' gender-role attitudes 4 years after college entry.
C1 Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Higher Educ Res Inst, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Bryant, AN (corresponding author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Higher Educ Res Inst, 3005 Moore Hall,Mailbox 951521, Los Angeles, CA 90095 USA.
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NR 30
TC 128
Z9 184
U1 1
U2 26
PU KLUWER ACADEMIC/PLENUM PUBL
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
J9 SEX ROLES
JI Sex Roles
PD FEB
PY 2003
VL 48
IS 3-4
BP 131
EP 142
DI 10.1023/A:1022451205292
PG 12
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA 646XQ
UT WOS:000181061800003
DA 2024-07-15
ER

PT J
AU Czerniewicz, L
   Goodier, S
AF Czerniewicz, Laura
   Goodier, Sarah
TI Open access in South Africa: A case study and reflections
SO SOUTH AFRICAN JOURNAL OF SCIENCE
LA English
DT Article
DE academic publishing; scholarly communication; journals; online presence
AB In this paper, we locate open access in the South African higher education research context where it is, distinctively, not shaped by the policy frameworks that are profoundly changing research dissemination behaviour in other parts of the world. We define open access and account for its rise by two quite different routes. We then present a case study of journal publishing at one South African university to identify existing journal publishing practices in terms of open access. This case provides the springboard for considering the implications - both positive and negative - of global open access trends for South African - and other - research and researchers. We argue that academics' engagement with open access and scholarly communication debates is in their interests as global networked researchers whose virtual identities and online scholarship are now a critical aspect of their professional engagement.
C1 [Czerniewicz, Laura; Goodier, Sarah] Univ Cape Town, Ctr Higher Educ Dev, ZA-7700 Rondebosch, South Africa.
C3 University of Cape Town
RP Czerniewicz, L (corresponding author), Univ Cape Town, Ctr Higher Educ Dev, Private Bag, ZA-7700 Rondebosch, South Africa.
EM laura.czerniewicz@uct.ac.za
OI Goodier, Sarah/0000-0002-5272-7549; Czerniewicz,
   Laura/0000-0002-1239-7493
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NR 29
TC 8
Z9 11
U1 0
U2 20
PU ACAD SCIENCE SOUTH AFRICA A S S AF
PI LYNWOOD RIDGE
PA PO BOX 72135, LYNWOOD RIDGE 0040, SOUTH AFRICA
SN 0038-2353
EI 1996-7489
J9 S AFR J SCI
JI S. Afr. J. Sci.
PD SEP-OCT
PY 2014
VL 110
IS 9-10
BP 97
EP 105
AR 2014-0111
DI 10.1590/sajs.2014/20140111
PG 9
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA AQ9BA
UT WOS:000343134100015
OA gold, Green Submitted, Green Published
DA 2024-07-15
ER

PT J
AU Petscher, ES
   Bailey, JS
AF Petscher, Erin Seligson
   Bailey, Jon S.
TI Comparing main and collateral effects of extinction and differential
   reinforcement of alternative behavior
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE differential reinforcement of alternative behavior; extinction; side
   effects; collateral effects; extinction-induced aggression; problem
   behavior
ID OPERANT EXTINCTION; AGGRESSION; PREVALENCE
AB This study evaluated the effects and collateral effects of extinction (EXT) and differential reinforcement of alternative behavior (DRA) interventions with inappropriate vocalizations and work refusal. Both interventions have been used frequently to reduce problem behaviors. The benefits of these interventions have been established yet may be outweighed by the reported negative side effects that result. However, these collateral effects have rarely been measured or reported. DRA produced the most rapid reductions in behavior for 4 of the 5 participants. Other behaviors were measured for changes and showed that the desirable collateral effect of academic engagement tended to be higher during EXT than DRA. No evidence of EXT bursts was present with any participant, although EXT-induced aggression occurred with 1 participant.
C1 [Petscher, Erin Seligson] Univ Florida, Behav Anal Serv Program, Gainesville, FL 32611 USA.
C3 State University System of Florida; University of Florida
RP Petscher, ES (corresponding author), 3008 Tipperary Dr Tallahassee, Tallahassee, FL 32309 USA.
EM petscher@ufl.edu
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NR 18
TC 18
Z9 25
U1 2
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-4455
J9 BEHAV MODIF
JI Behav. Modificat.
PD JUL
PY 2008
VL 32
IS 4
BP 468
EP 488
DI 10.1177/0145445507309032
PG 21
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 312NF
UT WOS:000256677400003
PM 18525062
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Volpe, VV
   Smith, NA
   Skinner, OD
   Lozada, FT
   Hope, EC
   Del Toro, J
AF Volpe, Vanessa V.
   Smith, Naila A.
   Skinner, Olivenne D.
   Lozada, Fantasy T.
   Hope, Elan C.
   Del Toro, Juan
TI Centering the Heterogeneity of Black Adolescents' Experiences: Guidance
   for Within-Group Designs among African Diasporic Communities
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
DE antiracism; Black adolescents; heterogeneity; methods; within-group
   designs
ID POSITIVE YOUTH DEVELOPMENT; RACIAL IDENTITY PROFILES; AMERICAN
   ADOLESCENTS; DEVELOPMENTAL SCIENCE; ACADEMIC ENGAGEMENT; RACE;
   DISCRIMINATION; CHILDREN; GENDER; INTERSECTIONALITY
AB Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy-sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within-group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within-group designs. We next describe challenges with current approaches to within-group designs. We then provide recommendations for antiracist research that makes informed within-group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.
C1 [Volpe, Vanessa V.; Hope, Elan C.] North Carolina State Univ, Raleigh, NC 27695 USA.
   [Smith, Naila A.] Dickinson Coll, Carlisle, PA 17013 USA.
   [Smith, Naila A.] Penn State Univ, University Pk, PA 16802 USA.
   [Skinner, Olivenne D.] Wayne State Univ, Detroit, MI 48202 USA.
   [Lozada, Fantasy T.] Virginia Commonwealth Univ, Richmond, VA 23284 USA.
   [Del Toro, Juan] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 North Carolina State University; Dickinson College; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); Pennsylvania State
   University; Pennsylvania State University - University Park; Wayne State
   University; Virginia Commonwealth University; Pennsylvania Commonwealth
   System of Higher Education (PCSHE); University of Pittsburgh
RP Volpe, VV (corresponding author), North Carolina State Univ, Dept Psychol, Campus Box 7650, Raleigh, NC 27695 USA.
EM vvvolpe@ncsu.edu
RI Smith, Naila/IQW-2930-2023
OI Smith, Naila/0000-0002-9517-3056; Lozada, Fantasy/0000-0002-0126-8215;
   Volpe, Vanessa/0000-0002-0679-1160; Hope, Elan/0000-0003-2886-5076
FU NIH Office of the Director [R25AT010664] Funding Source: NIH RePORTER
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NR 103
TC 11
Z9 11
U1 0
U2 2
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD DEC
PY 2022
VL 32
IS 4
BP 1298
EP 1311
DI 10.1111/jora.12742
EA MAR 2022
PG 14
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 7B0QZ
UT WOS:000772991900001
PM 35334122
OA Green Published
DA 2024-07-15
ER

PT J
AU Owen, J
   Quirk, K
   Fincham, F
AF Owen, Jesse
   Quirk, Kelley
   Fincham, Frank
TI Toward a More Complete Understanding of Reactions to Hooking Up Among
   College Women
SO JOURNAL OF SEX & MARITAL THERAPY
LA English
DT Article
ID SEXUALLY-TRANSMITTED INFECTIONS; YOUNG-ADULTS; CASUAL SEX; STUDENTS;
   HOOKUPS; RELIABILITY; VALIDITY; ADOLESCENTS; PREDICTORS; FRIENDS
AB Hooking up, a relatively common behavior among young adults, refers to a casual sexual encounter, ranging from kissing to sexual intercourse, without an expectation of ongoing physical encounters or relational commitment. Reactions to hooking up have examined psychosocial outcomes as a proxy for specific reactions. The present study examined the reactions of 190 college women, with a specific focus on the effect of hooking up on their social/peer network, their sexual/romantic sense of self, and their academic performance. Results demonstrated large positive effects for sexual/romantic reactions and social/academic engagement reactions in comparison with negative personal reactions. In addition, higher ratings of anxious attachment, loneliness, and relational/intimacy sex motives were related to less positive reactions, highlighting the importance of attachment and motivations behind hookup experiences. Implications for educational practice and future research are offered.
C1 [Owen, Jesse; Quirk, Kelley] Univ Louisville, Coll Educ & Human Dev, Louisville, KY 40292 USA.
   [Fincham, Frank] Florida State Univ, Family Inst, Tallahassee, FL 32306 USA.
C3 University of Louisville; State University System of Florida; Florida
   State University
RP Owen, J (corresponding author), Univ Louisville, RM Coll Educ & Human Dev 320, Louisville, KY 40292 USA.
EM Jesse.owen@louisville.edu
RI Fincham, Frank/A-2357-2008
OI Fincham, Frank/0000-0001-5081-2283
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NR 38
TC 58
Z9 71
U1 0
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0092-623X
EI 1521-0715
J9 J SEX MARITAL THER
JI J. Sex Marital Ther.
PY 2014
VL 40
IS 5
BP 396
EP 409
DI 10.1080/0092623X.2012.751074
PG 14
WC Psychology, Clinical; Family Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Family Studies
GA AI9IQ
UT WOS:000337246700005
PM 23905685
DA 2024-07-15
ER

PT J
AU Lane, KL
   Little, MA
   Redding-Rhodes, J
   Phillips, A
   Welsh, MT
AF Lane, Kathleen Lynne
   Little, M. Annette
   Redding-Rhodes, Jenny
   Phillips, Andrea
   Welsh, Megan T.
TI Outcomes of a teacher-led reading intervention for elementary students
   at risk for behavioral disorders
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID NATIONAL LONGITUDINAL TRANSITION; ASSISTED LEARNING-STRATEGIES;
   SOCIAL-SKILLS INTERVENTIONS; SINGLE-SUBJECT RESEARCH; SPECIAL-EDUCATION;
   ANTISOCIAL-BEHAVIOR; YOUNG ADULTHOOD; CHILDREN; INSTRUCTION; LITERACY
AB To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.
C1 Vanderbilt Univ, George Peabody Coll Teachers, Nashville, TN 37203 USA.
C3 Vanderbilt University; Vanderbilt University Peabody College
RP Lane, KL (corresponding author), Vanderbilt Univ, George Peabody Coll Teachers, Nashville, TN 37203 USA.
EM Kathleen.lane@vanderbilt.edu
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NR 66
TC 24
Z9 53
U1 0
U2 10
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 0014-4029
J9 EXCEPT CHILDREN
JI Except. Child.
PD FAL
PY 2007
VL 74
IS 1
BP 47
EP 70
DI 10.1177/001440290707400103
PG 24
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 200ST
UT WOS:000248783800004
OA Green Published
DA 2024-07-15
ER

PT J
AU Kirsner, D
AF Kirsner, D
TI Psychoanalysis and its discontents
SO PSYCHOANALYTIC PSYCHOLOGY
LA English
DT Article
AB There are only 5,000 patients in psychoanalysis with members of the American Psychoanalytic Association (APsaA), and these analysts are often viewed as arrogant and insular. As a laboratory for psychoanalytic institutions the APsaA provides crucial lessons for the future across the field. What ingredients are needed for psychoanalysis to be a vibrant discipline? What factors have prevailed where psychoanalysis is successful? The author explores the cases of Argentina and France, where psychoanalysis is relatively popular, and then returns to the U.S. situation. Insular mind-sets led to many missed opportunities for cultural and academic engagement in the United States. As an example, the author explores responses to the making of John Huston's film Freud The Secret Passion. To become revitalized, psychoanalysis needs to be a cultural asset. Psychoanalysts need to build bridges, engage in partnerships, and emphasize the exciting method of philosophical probing of the human mind and the nature of human nature.
C1 Deakin Univ, Fac Arts, Burwood, Vic 3125, Australia.
C3 Deakin University
RP Kirsner, D (corresponding author), Deakin Univ, Fac Arts, 221 Burwood Highway, Burwood, Vic 3125, Australia.
EM kirsner@deakin.edu.au
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   Huston John., 1980, OPEN BOOK
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NR 17
TC 12
Z9 13
U1 0
U2 0
PU EDUCATIONAL PUBLISHING FOUNDATION
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 0736-9735
J9 PSYCHOANAL PSYCHOL
JI Psychoanal. Psychol.
PD SUM
PY 2004
VL 21
IS 3
BP 339
EP 352
DI 10.1037/0736-9735.21.3.339
PG 14
WC Psychology, Clinical; Psychology, Psychoanalysis
WE Social Science Citation Index (SSCI)
SC Psychology
GA 844WX
UT WOS:000223192900001
DA 2024-07-15
ER

PT J
AU Eaves, AE
   Radley, KC
   Dufrene, BA
   Olmi, DJ
   Bernard, LE
AF Eaves, Ashleigh E.
   Radley, Keith C.
   Dufrene, Brad A.
   Olmi, D. Joe
   Bernard, Lindsey E.
TI A Comparison of Two Group Contingencies on Teachers' Use of
   Behavior-Specific Praise
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Praise; Group contingency; Teacher behavior
ID INTERDEPENDENT GROUP CONTINGENCY; PERFORMANCE FEEDBACK; INTERVENTIONS;
   CONSULTATION; IMPLEMENTATION; ACCURACY; RATES
AB The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers' use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students' levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.
C1 [Eaves, Ashleigh E.; Dufrene, Brad A.; Olmi, D. Joe; Bernard, Lindsey E.] Univ Southern Mississippi, Hattiesburg, MS 39406 USA.
   [Radley, Keith C.] Univ Utah, Salt Lake City, UT 84112 USA.
C3 University of Southern Mississippi; Utah System of Higher Education;
   University of Utah
RP Radley, KC (corresponding author), Univ Utah, Salt Lake City, UT 84112 USA.
EM keith.radley@utah.edu
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NR 39
TC 7
Z9 10
U1 1
U2 8
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD JUN
PY 2021
VL 30
IS 2
BP 226
EP 246
DI 10.1007/s10864-020-09366-6
EA JAN 2020
PG 21
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SB0XF
UT WOS:000515592000001
DA 2024-07-15
ER

PT J
AU Carmona-Halty, M
   Villegas-Robertson, JM
AF Carmona-Halty, Marcos
   Miguel Villegas-Robertson, Jose
TI SCALE OF POSITIVE AND NEGATIVE EXPERIENCE (SPANE): ADAPTATION AND
   VALIDATION IN A CHILEAN SCHOOL CONTEXT
SO INTERCIENCIA
LA Spanish
DT Article
ID ACADEMIC ENGAGEMENT; STUDENTS; EMOTIONS; RELIABILITY; HAPPINESS;
   VALIDITY
AB The goal of this work was to adapt and validate the Scale of Positive and Negative Experience (SPANE) in the Chilean school context. Four hundred eighty-nine secondary school students from different institutions in the north of the country participated. The descriptive statistics of the scale were analyzed and their scores compared according the gender of the students. The reliability of the scale was estimated from with the alpha and omega indices. The structure of the scale was examined by confirmatory factorial analysis. Finally, the relation between the scale and three theoretically and empirically related variables (academic expectancy, resilien ce and performance) was analyzed. It is concluded that SPANE is a valid and reliable instrument to measure the emotional experiences lived by Chilean secondary school students in relation to their studies.
C1 [Carmona-Halty, Marcos] Univ Jaume 1, Psicol, Castellon De La Plana, Spain.
   [Carmona-Halty, Marcos] Univ Tarapaca UTA, Arica, Chile.
C3 Universitat Jaume I; Universidad de Tarapaca
RP Carmona-Halty, M (corresponding author), Univ Tarapaca, Escuela Psicol & Filosofia, Avda 18 Septiembre 2222, Arica, Chile.
EM mcarmonah@uta.cl; jvillegas@uta.cl
RI Carmona-Halty, Marcos/R-1771-2019
OI Carmona-Halty, Marcos/0000-0003-4475-1175
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NR 28
TC 7
Z9 8
U1 0
U2 3
PU INTERCIENCIA
PI CARACAS
PA APARTADO 51842, CARACAS 1050A, VENEZUELA
SN 0378-1844
J9 INTERCIENCIA
JI Interciencia
PD MAY
PY 2018
VL 43
IS 5
BP 317
EP 321
PG 5
WC Ecology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology
GA GH7YQ
UT WOS:000433880000004
DA 2024-07-15
ER

PT J
AU Roberts, D
AF Roberts, David
TI "The message is the medium': Evaluating the use of visual images to
   provoke engagement and active learning in politics and international
   relations lectures
SO POLITICS
LA English
DT Article
DE active learning; engagement; images; lectures; multimedia learning
AB Globalization and digitization have combined to create a pictorial turn' that has transformed communication landscapes. Routine exposure to visual stimuli like images has acculturated our students' learning processes long before their arrival at university. But when they reach us, we expose them to text-centric teaching out of kilter with the worlds from which they come. More importantly, emerging scholarship argues that such textual hegemony is out of kilter with how they learn. This article describes a 3-year experiment to assess the veracity of such claims. It found that student academic engagement was greater when apposite images were applied. In addition, the experiment revealed that introducing imagery triggered active learning behaviours. The article concludes with a discussion of the implications of these findings for politics and international relations teaching.
C1 [Roberts, David] Loughborough Univ, Loughborough, Leics, England.
C3 Loughborough University
RP Roberts, D (corresponding author), Loughborough Univ, Sch Business & Econ, Epinal Way, Loughborough LE11 3TU, Leics, England.
EM d.roberts@lboro.ac.uk
OI Roberts, David/0000-0002-1891-1262
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NR 63
TC 4
Z9 4
U1 0
U2 3
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0263-3957
EI 1467-9256
J9 POLITICS-OXFORD
JI Politics
PD MAY
PY 2018
VL 38
IS 2
BP 232
EP 249
DI 10.1177/0263395717717229
PG 18
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA GC6OL
UT WOS:000429911500008
OA Green Published, Green Accepted
DA 2024-07-15
ER

PT J
AU Osborne, KR
   Walsdorf, AA
   Smith-Bynum, MA
   Redig, S
   Brinkley, D
   Owen, MT
   Caughy, MO
AF Osborne, Kimberly R.
   Walsdorf, Ashley A.
   Smith-Bynum, Mia A.
   Redig, Samantha
   Brinkley, Dawn
   Owen, Margaret Tresch
   Caughy, Margaret O'Brien
TI Responding to racism at school: Ethnic-racial socialization and the
   academic engagement of Black and Latinx youth
SO CHILD DEVELOPMENT
LA English
DT Article
ID AFRICAN-AMERICAN; DISCRIMINATION; IDENTITY; PROFILES; MOTHERS;
   ADJUSTMENT; MESSAGES; PATTERNS; FAMILIES; QUALITY
AB Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M-age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth's concurrent behavioral engagement (R-2 = .04).
C1 [Osborne, Kimberly R.; Brinkley, Dawn; Caughy, Margaret O'Brien] Univ Georgia, Athens, GA 30602 USA.
   [Walsdorf, Ashley A.] Univ Texas Austin, Austin, TX 78712 USA.
   [Smith-Bynum, Mia A.] Univ Maryland, College Pk, MD 20742 USA.
   [Redig, Samantha; Owen, Margaret Tresch] Univ Texas Dallas, Dallas, TX USA.
C3 University System of Georgia; University of Georgia; University of Texas
   System; University of Texas Austin; University System of Maryland;
   University of Maryland College Park; University of Texas System;
   University of Texas Dallas
RP Osborne, KR (corresponding author), Arizona State Univ, REACH Inst, Psychol Dept, ASU Psychol North Bldg,900 S McAllister Ave, Tempe, AZ 85287 USA.
EM krosbor3@asu.edu
RI Walsdorf, Ashley/GXF-0473-2022; Osborne, Kimberly/IYS-3425-2023; Smith
   Bynum, Mia/C-2922-2008
OI Brinkley, Dawn/0000-0003-3708-4810; Osborne, Kimberly
   R./0000-0003-2037-9540; Owen, Margaret/0000-0003-0208-3965; Redig,
   Samantha/0000-0002-2406-0716; Walsdorf, Ashley A./0000-0003-3944-2597;
   Smith Bynum, Mia/0000-0002-3930-9414
FU Eunice Kennedy Shriver National Institute of Child Health and Human
   Development [2R01 HD075311]
FX Eunice Kennedy Shriver National Institute of Child Health and Human
   Development, Grant/Award Number: 2R01 HD075311
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NR 64
TC 7
Z9 10
U1 0
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD JAN
PY 2023
VL 94
IS 1
BP 219
EP 236
DI 10.1111/cdev.13853
EA SEP 2022
PG 18
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7E2FQ
UT WOS:000859808700001
PM 36151973
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Catalano, J
   Weirick, W
   Hasko, J
   Antia, S
AF Catalano, Jennifer
   Weirick, Whitney
   Hasko, Janna
   Antia, Shirin
TI Teacher Coaching: Increasing Deaf Students' Active Engagement Through
   Flexible Instructional Arrangements
SO JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
LA English
DT Article
ID HARD-OF-HEARING; READING-INSTRUCTION; SCHOOL ENGAGEMENT; BEHAVIOR;
   ACHIEVEMENT; STATE
AB The study examined the effects of a coaching intervention on teachers' ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students' academic engagement. Using a changing criterion design replicated across teachers, three-teacher participants with diverse backgrounds received differentiated coaching to implement flexible instructional arrangements. Results showed that coaching had an impact on all three teachers' implementation of flexible instructional arrangements. Concomitantly, students increased their active engagement and decreased passive engagement when they spent less time in whole class and more time in small group and child-managed arrangements. Teachers maintained the use of flexible instructional arrangements and students continued to be more actively engaged than pre-intervention. Limitations and implications for practice and research are discussed.
C1 [Catalano, Jennifer] Flagler Coll, Educ Dept, 74 King St, St Augustine, FL 32084 USA.
   [Weirick, Whitney; Hasko, Janna; Antia, Shirin] Univ Arizona, Disabil & Psychoeduc Studies, Tucson, AZ USA.
C3 University of Arizona
RP Catalano, J (corresponding author), Flagler Coll, Educ Dept, 74 King St, St Augustine, FL 32084 USA.
EM jcatalano@flagler.edu
FU University of Arizona Graduate and Professional Student Council
   [RSRCH-302FY'18]
FX Funding for this project was provided by the University of Arizona
   Graduate and Professional Student Council, Grant #RSRCH-302FY'18.
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NR 45
TC 2
Z9 3
U1 0
U2 2
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1081-4159
EI 1465-7325
J9 J DEAF STUD DEAF EDU
JI J. Deaf Stud. Deaf Educ.
PD JAN
PY 2022
VL 27
IS 1
BP 73
EP 88
DI 10.1093/deafed/enab031
EA SEP 2021
PG 16
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA YI6HP
UT WOS:000743947600007
PM 34590687
OA Bronze
DA 2024-07-15
ER

PT J
AU Duong, MT
   Badaly, D
   Ross, AC
   Schwartz, D
AF Duong, Mylien T.
   Badaly, Daryaneh
   Ross, Alexandra C.
   Schwartz, David
TI Longitudinal Associations Between Academic Descriptive and Injunctive
   Norms and Adolescent Achievement
SO MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
ID SCHOOL ENGAGEMENT; SOCIAL NORMS; DRINKING NORMS; PEER GROUPS; CONTEXT;
   GENDER; MISPERCEPTIONS; INTERVENTION; FRIENDSHIPS; ADJUSTMENT
AB Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor-namely, perceived norms. Participants were 710 Asian American and Hispanic/Latino students in Grades 9 and 10 followed over 1 year. Normative perceptions and academic engagement were measured with adolescent self-report. Grade-point averages and standardized test scores were obtained from school records. Path analyses showed that injunctive norms (perception of the acceptability of academic effort), but not descriptive norms (perception of peers' typical academic effort), significantly accounted for racial/ethnic group differences in self-reported engagement and standardized test scores. This study indicates that perceived norms may contribute to racial/ethnic differences in educational outcomes.
C1 [Duong, Mylien T.] Univ Washington, Dept Psychiat & Behav Sci, 1959 NE Pacific St, Seattle, WA 98195 USA.
   [Badaly, Daryaneh] UPMC Childrens Hosp Pittsburgh, Dept Phys Med & Rehabil, Pittsburgh, PA USA.
   [Ross, Alexandra C.; Schwartz, David] Univ Southern Calif, Dept Psychol, Los Angeles, CA 90007 USA.
C3 University of Washington; University of Washington Seattle; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh; University of Southern California
RP Duong, MT (corresponding author), Univ Washington, Dept Psychiat & Behav Sci, 1959 NE Pacific St, Seattle, WA 98195 USA.
EM myliend@uw.edu
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NR 75
TC 2
Z9 2
U1 0
U2 0
PU WAYNE STATE UNIV PRESS
PI DETROIT
PA 4809 WOODWARD AVE, DETROIT, MI 48201-1309 USA
SN 0272-930X
EI 1535-0266
J9 MERRILL PALMER QUART
JI Merrill-Palmer Q.-J. Dev. Psychol.
PD APR
PY 2021
VL 67
IS 2
BP 149
EP 174
DI 10.13110/merrpalmquar1982.67.2.0149
PG 26
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA YJ6SZ
UT WOS:000744663000002
DA 2024-07-15
ER

PT J
AU Ginns, DS
   Begeny, JC
AF Ginns, Diana S.
   Begeny, John C.
TI Effects of Performance Feedback on Treatment Integrity of a Class-Wide
   Level System for Secondary Students With Emotional Disturbance
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE emotional disturbance; secondary; single-case; design; implementation
   fidelity; professional development
ID TEACHERS; BEHAVIORS
AB Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers' treatment integrity, with less of a relation observed between performance feedback and students' academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.
C1 [Ginns, Diana S.] Univ Calif Riverside, Riverside, CA 92521 USA.
   [Ginns, Diana S.] Univ S Florida, Tampa, FL USA.
   [Begeny, John C.] North Carolina State Univ, Raleigh, NC 27695 USA.
C3 University of California System; University of California Riverside;
   State University System of Florida; University of South Florida; North
   Carolina State University
RP Ginns, DS (corresponding author), Univ S Florida, Dept Educ & Psychol Studies, Coll Educ, 4202 E Fowler Ave,EDU105, Tampa, FL 33620 USA.
EM dianasocie@usf.edu
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   Vannest KJ, 2015, J COUNS DEV, V93, P403, DOI 10.1002/jcad.12038
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
NR 40
TC 4
Z9 7
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD MAY
PY 2019
VL 44
IS 3
BP 175
EP 189
DI 10.1177/0198742918795884
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA HU1HB
UT WOS:000465022100004
DA 2024-07-15
ER

PT J
AU Kumm, S
   Talbott, E
   Jolivette, K
AF Kumm, Skip
   Talbott, Elizabeth
   Jolivette, Kristine
TI A Technology-Based Self-Monitoring Intervention for Secondary Students
   with High-Incidence Disabilities
SO JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
LA English
DT Article
DE secondary; age; grade level; inclusive education; educational
   perspecitves; high incidence disabilities; exceptionality; tablets;
   ipad; technology perspectives
AB Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students' academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.
C1 [Kumm, Skip] Elmhurst Community Unit Sch Dist, 205,355 W St Charles Rd, Elmhurst, IL 60126 USA.
   [Talbott, Elizabeth] William & Marry, Res & Fac Dev, Williamsburg, VA USA.
   [Jolivette, Kristine] Univ Alabama, Tuscaloosa, AL USA.
C3 University of Alabama System; University of Alabama Tuscaloosa
RP Kumm, S (corresponding author), Elmhurst Community Unit Sch Dist, 205,355 W St Charles Rd, Elmhurst, IL 60126 USA.
EM skumm@elmhurst205.org
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NR 44
TC 6
Z9 10
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-6434
EI 2381-3121
J9 J SPEC EDUC TECHNOL
JI J. Spec. Educ. Technol.
PD SEP
PY 2021
VL 36
IS 3
SI SI
BP 141
EP 151
AR 01626434211004450
DI 10.1177/01626434211004450
EA MAR 2021
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA TZ1WG
UT WOS:000635299000001
DA 2024-07-15
ER

PT J
AU Colmar, S
   Double, K
   Davis, N
   Sheldon, L
   Phillips, N
   Cheng, M
   Briddon, S
AF Colmar, Susan
   Double, Kit
   Davis, Nash
   Sheldon, Linda
   Phillips, Natalie
   Cheng, Matthew
   Briddon, Sophie
TI Memory Mates: An Evaluation of a Classroom-Based, Student-Focused
   Working Memory Intervention
SO JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS
LA English
DT Article
DE working memory; classrooms; experimental; intervention; primary school
ID EXECUTIVE FUNCTIONS; CHILDREN; ADHD; INTELLIGENCE; ATTENTION; SYMPTOMS
AB This applied experimental research tested the effectiveness of a universal, student-focused intervention ('Memory Mates'), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.
C1 [Colmar, Susan] Univ Sydney, Sydney Sch Educ & Social Work, Sydney, NSW, Australia.
   [Double, Kit] Univ Oxford, Dept Educ, Oxford, England.
   [Davis, Nash; Sheldon, Linda] Dept Educ NSW, Sydney, NSW, Australia.
   [Phillips, Natalie] Univ Sydney, Sch Psychol, Sydney, NSW, Australia.
   [Cheng, Matthew; Briddon, Sophie] Univ Bath, Dept Psychol, Bath, Avon, England.
C3 University of Sydney; University of Oxford; University of Sydney;
   University of Bath
RP Colmar, S (corresponding author), Univ Sydney, Sch Counselling & Sch Psychol, Room 805,Educ Bldg A35, Sydney, NSW 2006, Australia.; Colmar, S (corresponding author), Univ Sydney, Fac Educ & Social Work, Room 805,Educ Bldg A35, Sydney, NSW 2006, Australia.
EM susan.colmar@sydney.edu.au
RI Colmar, Susan H/A-4461-2010
OI Double, Kit/0000-0001-8120-1573
FU University of Sydney
FX Provided by the University of Sydney Grants' Program.
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NR 58
TC 2
Z9 2
U1 2
U2 27
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 2055-6365
EI 2055-6373
J9 J PSYCHOL COUNS SCH
JI J. Psychol. Couns. Sch.
PD DEC
PY 2020
VL 30
IS 2
BP 159
EP 171
AR PII S2055636520000099
DI 10.1017/jgc.2020.9
PG 13
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA OP3QC
UT WOS:000587995600006
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Larson, KE
   Pas, ET
   Bottiani, JH
   Kush, JM
   Bradshaw, CP
AF Larson, Kristine E.
   Pas, Elise T.
   Bottiani, Jessika H.
   Kush, Joseph M.
   Bradshaw, Catherine P.
TI A Multidimensional and Multilevel Examination of Student Engagement and
   Secondary School Teachers' Use of Classroom Management Practices
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE school climate; engagement; multilevel modeling; positive behavior
   supports; suspensions
ID ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES; OPPORTUNITIES; CLIMATE;
   BEHAVIORS; RESPOND; CONNECTEDNESS; ACHIEVEMENT; OUTCOMES;
   DISORGANIZATION
AB Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement (n = 26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers' classroom management practices to promote student engagement are considered.
C1 [Larson, Kristine E.] Notre Dame Maryland Univ, 4701 North Charles St, Baltimore, MD 21210 USA.
   [Pas, Elise T.] Johns Hopkins Bloomberg Sch Publ Hlth, Baltimore, MD USA.
   [Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P.] Univ Virginia, Charlottesville, VA USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health; University of Virginia
RP Larson, KE (corresponding author), Notre Dame Maryland Univ, 4701 North Charles St, Baltimore, MD 21210 USA.
EM klarson2@ndm.edu
RI Bottiani, Jessika/AEI-2801-2022; Kush, Joseph/GQB-0005-2022
OI Bottiani, Jessika/0000-0001-7810-1707; Kush, Joseph/0000-0003-0183-494X;
   Larson, Kristine/0000-0003-4930-9810
FU Institute of Education Sciences, U.S. Department of Education
   [R305H150027]; William T. Grant Foundation; Maryland State Department of
   Education; Sheppard Pratt Health System
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant #R305H150027 and
   William T. Grant Foundation awarded to Catherine Bradshaw. The opinions
   expressed are those of the authors and do not represent views of the
   Institute or the U.S. Department of Education, or the Foundation. The
   authors would like to acknowledge the Maryland State Department of
   Education and Sheppard Pratt Health System for their support of this
   research through the Maryland Safe and Supportive Schools Project.
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NR 70
TC 8
Z9 14
U1 5
U2 36
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JUL
PY 2021
VL 23
IS 3
BP 149
EP 162
AR 1098300720929352
DI 10.1177/1098300720929352
EA JUN 2020
PG 14
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA SJ6MO
UT WOS:000539046200001
DA 2024-07-15
ER

PT J
AU Ledbetter-Cho, K
   O'Reilly, M
   Watkins, L
   Lang, R
   Lim, N
   Davenport, K
   Murphy, C
AF Ledbetter-Cho, Katherine
   O'Reilly, Mark
   Watkins, Laci
   Lang, Russell
   Lim, Nataly
   Davenport, Katy
   Murphy, Caitlin
TI The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule
   Intervention on the Mathematical Skills and Collateral Behaviors of
   Students with Autism
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Autism; Academic skills; Challenging behavior; Stereotypy; Technology;
   Portable electronic device
ID VISUAL ACTIVITY SCHEDULES; HIGH-FUNCTIONING AUTISM; SINGLE-CASE
   RESEARCH; SPECTRUM DISORDER; CHALLENGING BEHAVIOR; ACADEMIC ENGAGEMENT;
   FUNCTION QABF; CHILDREN; INDIVIDUALS; DISABILITIES
AB This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted.
C1 [Ledbetter-Cho, Katherine; Lang, Russell; Davenport, Katy; Murphy, Caitlin] Texas State Univ, San Marcos, TX 79666 USA.
   [O'Reilly, Mark; Lim, Nataly] Univ Texas Austin, Austin, TX 78712 USA.
   [Watkins, Laci] Univ Alabama, Tuscaloosa, AL 35487 USA.
C3 Texas State University System; Texas State University San Marcos;
   University of Texas System; University of Texas Austin; University of
   Alabama System; University of Alabama Tuscaloosa
RP Ledbetter-Cho, K (corresponding author), Texas State Univ, San Marcos, TX 79666 USA.
EM ke148@txstate.edu
RI Lim, Nataly/ADT-1448-2022
OI Lim, Nataly/0000-0001-9449-5996
FU Office of Special Education Programs, U.S. Department of Education
   [H325H140001]
FX The research described in this article was supported in part by Grant
   H325H140001 from the Office of Special Education Programs, U.S.
   Department of Education. Nothing in the article necessarily reflects the
   positions or policies of the federal government, and no official
   endorsement by it should be inferred.
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NR 52
TC 9
Z9 15
U1 1
U2 21
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0162-3257
EI 1573-3432
J9 J AUTISM DEV DISORD
JI J. Autism Dev. Disord.
PD FEB
PY 2023
VL 53
IS 2
BP 553
EP 568
DI 10.1007/s10803-020-04495-3
EA APR 2020
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 9E5PD
UT WOS:000526623600001
PM 32285232
DA 2024-07-15
ER

PT J
AU Elphinstone, B
   Whitehead, R
   Tinker, SP
   Bates, G
AF Elphinstone, B.
   Whitehead, R.
   Tinker, S. P.
   Bates, G.
TI The academic benefits of 'letting go': the contribution of mindfulness
   and nonattachment to adaptability, engagement, and grades
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Mindfulness; nonattachment; engagement; adaptability; grades
ID COVARIANCE STRUCTURE-ANALYSIS; COLLEGE-STUDENTS; WORK ENGAGEMENT;
   UNIVERSITY; INTERVENTIONS; TRANSITION; ADJUSTMENT; RESPONSES; NOVELTY;
   STRESS
AB Previous research has indicated that nonattachment mediates the relationship between mindfulness and the ability to be adaptable. Additionally, adaptability has been associated with increased academic engagement and subsequently, higher grades. The current study combined these findings into a single model. In an undergraduate sample (N = 725), the results indicated that mindfulness and nonattachment were directly associated with greater adaptability and engagement. Increased adaptability was also directly associated with increased engagement, and engagement was associated with higher grades. Therefore, mindfulness and nonattachment were also found to be indirectly associated, albeit weakly, with higher grades. The current findings, therefore, add to the literature by indicating that mindfulness and nonattachment are both worthy of consideration in future research on student outcomes.
C1 [Elphinstone, B.; Whitehead, R.; Tinker, S. P.; Bates, G.] Swinburne Univ Technol, Fac Hlth Arts & Design, Mail H31,POB 218, Hawthorn, Vic 3122, Australia.
C3 Swinburne University of Technology
RP Elphinstone, B (corresponding author), Swinburne Univ Technol, Fac Hlth Arts & Design, Mail H31,POB 218, Hawthorn, Vic 3122, Australia.
EM belphinstone@swin.edu.au
RI Bates, Glen/AAF-7566-2021
OI Elphinstone, Brad/0000-0002-2275-8360; Bates, Glen/0000-0001-5435-1269;
   Whitehead, Richard/0000-0001-5354-4181
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NR 54
TC 15
Z9 23
U1 3
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD JUL 3
PY 2019
VL 39
IS 6
BP 784
EP 796
DI 10.1080/01443410.2019.1588228
EA APR 2019
PG 13
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IH4EQ
UT WOS:000470525300001
DA 2024-07-15
ER

PT J
AU Symons, FJ
   Clark, RD
   Roberts, JP
   Bailey, DB
AF Symons, FJ
   Clark, RD
   Roberts, JP
   Bailey, DB
TI Classroom behavior of elementary school-age boys with fragile X syndrome
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
ID AUTISM RATING-SCALE; ADAPTIVE-BEHAVIOR; YOUNG BOYS; MALES; DISABILITIES;
   STUDENTS; TRAJECTORIES; TIME
AB Despite reports suggesting numerous academic and social behavior deficits in boys with fragile X syndrome (FXS), little information is available concerning their actual classroom academic and social behavior. In this study, direct observational data were collected on the behavior of 26 elementary school-age boys with FXS during classroom academic activities in primarily self-contained special education classrooms. Results indicated moderate levels of academic engagement during periods of academic instruction, comparable to that of their classroom peers. Classroom engagement was not related to intrasubject variables such as severity of delay, autism status, or medication usage. A general measure of classroom quality and instruction was significantly correlated with engagement. Relatively low levels of stereotypic or self-injurious behavior were observed. These findings are discussed in relation to the existing engagement literature for school-age individuals with disabilities and issues concerning syndrome specific behaviors.
C1 Univ N Carolina, Chapel Hill, NC 27515 USA.
C3 University of North Carolina; University of North Carolina Chapel Hill
RP Symons, FJ (corresponding author), Univ Minnesota, Coll Educ & Human Dev, Dept Educ Psychol, 224 Burton Hall,178 Pillsbury Dr SE, Minneapolis, MN 55455 USA.
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NR 47
TC 8
Z9 12
U1 0
U2 5
PU PRO-ED INC
PI AUSTIN
PA 8700 SHOAL CREEK BLVD, AUSTIN, TX 78757-6897 USA
SN 0022-4669
J9 J SPEC EDUC
JI J. Spec. Educ.
PD WIN
PY 2001
VL 34
IS 4
BP 194
EP 202
DI 10.1177/002246690103400402
PG 9
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 397LJ
UT WOS:000166696900002
DA 2024-07-15
ER

PT J
AU Montuoro, P
   Lewis, R
AF Montuoro, Paul
   Lewis, Ramon
TI Personal responsibility and behavioral disengagement in innocent
   bystanders during classroom management events: The moderating effect of
   teacher aggressive tendencies
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Behavioral disengagement; innocent bystanders; personal responsibility;
   teacher aggressive tendencies
ID ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; ACHIEVEMENT; DISCIPLINE;
   MOTIVATION; CONTEXT
AB Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during classroom management events. Participants included 528 Year 7 students from Melbourne, Australia, who completed 3 questionnaire measures. Results revealed that personal responsibility is inversely related to behavioral disengagement during classroom management events. This relationship is moderated by teacher aggressive tendencies, with higher levels of teacher aggression leading to higher levels of behavioral disengagement. However, the Johnson-Neyman technique analysis revealed that the moderating influence of teacher aggressive tendencies was only statistically significant equal to or below the 76th percentile of the distribution of the variable. Implications regarding the influence of the teacher-student relationship on behavioral disengagement are discussed.
C1 [Montuoro, Paul; Lewis, Ramon] La Trobe Univ, Sch Educ, Melbourne, Vic, Australia.
C3 La Trobe University
RP Montuoro, P (corresponding author), La Trobe Univ, Sch Educ, Coll Arts Social Sci & Commerce, Bundoora, Vic 3086, Australia.
EM p.montuoro@latrobe.edu.au
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NR 44
TC 1
Z9 5
U1 1
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0671
EI 1940-0675
J9 J EDUC RES
JI J. Educ. Res.
PY 2018
VL 111
IS 4
BP 439
EP 445
DI 10.1080/00220671.2017.1291486
PG 7
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GJ1MQ
UT WOS:000435020600006
DA 2024-07-15
ER

PT J
AU Kim, HY
   Cappella, E
AF Kim, Ha Yeon
   Cappella, Elise
TI Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter
   Approach to Social Processes and Behavioral Engagement
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Classroom quality; Teacher-student relationship;
   Peer relationship; Social network
ID TEACHER-STUDENT RELATIONSHIPS; ELEMENTARY-SCHOOL; CHILD RELATIONSHIPS;
   ACADEMIC-ACHIEVEMENT; PEER RELATIONSHIPS; KINDERGARTEN; ACCEPTANCE;
   LANGUAGE; SUPPORT; QUALITY
AB Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N=111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.
C1 [Kim, Ha Yeon] Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA.
   [Cappella, Elise] NYU, Dept Appl Psychol, New York, NY 10003 USA.
C3 Harvard University; New York University
RP Kim, HY (corresponding author), Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA.
EM ha_yeon_kim@gse.harvard.edu
OI Kim, Ha Yeon/0000-0001-7468-1310
FU APF Elizabeth Munsterberg Koppitz graduate student fellowship; NIMH
   [1P20MH078458-01A2]
FX This study was conducted as a part of a doctoral dissertation by the
   first author under the supervision of the second author. Data analysis
   was supported, in part, by the APF Elizabeth Munsterberg Koppitz
   graduate student fellowship awarded to Ha Yeon Kim. This manuscript uses
   data collected with support from an NIMH-funded developing center (PI:
   Atkins, 1P20MH078458-01A2). We would like to thank the center
   investigators, the New York University research team, and the children,
   teachers, and schools who contributed their time to this effort.
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NR 106
TC 18
Z9 27
U1 1
U2 31
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0091-0562
EI 1573-2770
J9 AM J COMMUN PSYCHOL
JI Am. J. Community Psychol.
PD MAR
PY 2016
VL 57
IS 1-2
BP 20
EP 35
DI 10.1002/ajcp.12022
PG 16
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA DK1WA
UT WOS:000374704500003
PM 27217309
OA Bronze
DA 2024-07-15
ER

PT J
AU Shogren, KA
   Lang, R
   Machalicek, W
   Rispoli, MJ
   O'Reilly, M
AF Shogren, Karrie A.
   Lang, Russell
   Machalicek, Wendy
   Rispoli, Mandy J.
   O'Reilly, Mark
TI Self-Versus Teacher Management of Behavior for Elementary School
   Students With Asperger Syndrome: Impact on Classroom Behavior
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE self-management; token economy; Asperger syndrome; appropriate classroom
   behavior; self-determination
ID GENERAL-EDUCATION CLASSROOMS; CHILDREN; AUTISM; DISABILITIES
AB The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C = self-management) design with a maintenance phase was used. Results show improvements in appropriate classroom behavior and academic engagement during the token economy and self-management phases. The improvements were maintained 2, 4, and 8 weeks after the study ended and the classroom teacher continued to use the self-management system with the target students and independently created and implemented a classwide self-management system. Social validity data suggested a strong teacher preference for the self-management intervention because of its ease of implementation and focus on student responsibility. Implications for future research are discussed.
C1 [Shogren, Karrie A.] Univ Illinois, Champaign, IL 61820 USA.
   [Lang, Russell] Univ Calif Santa Barbara, Eli & Edythe L Broad Asperger Res Ctr, Santa Barbara, CA 93106 USA.
   [Machalicek, Wendy] Univ Wisconsin Madison, Madison, WI USA.
   [Rispoli, Mandy J.] Texas A&M Univ, College Stn, TX USA.
   [O'Reilly, Mark] Univ Texas Austin, Austin, TX 78712 USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign;
   University of California System; University of California Santa Barbara;
   University of Wisconsin System; University of Wisconsin Madison; Texas
   A&M University System; Texas A&M University College Station; University
   of Texas System; University of Texas Austin
RP Shogren, KA (corresponding author), Univ Illinois, 288 Educ Bldg,MC-708,1310 S 6th St, Champaign, IL 61820 USA.
EM kshogren@illinois.edu
RI Shogren, Karrie/AGU-9711-2022
OI Shogren, Karrie/0000-0001-7925-1299
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NR 19
TC 22
Z9 31
U1 2
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2011
VL 13
IS 2
BP 87
EP 96
DI 10.1177/1098300710384508
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 736QK
UT WOS:000288509000004
DA 2024-07-15
ER

PT J
AU Kettle, M
AF Kettle, Margaret
TI Academic practice as explanatory framework: reconceptualising
   international student academic engagement and university teaching
SO DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION
LA English
DT Article
DE practice; international students; higher education; second-language
   learning; learning strategies; critical discourse analysis
AB This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students' readings' of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience.
C1 Queensland Univ Technol, Sch Cultural & Language Studies, Brisbane, Qld 4001, Australia.
C3 Queensland University of Technology (QUT)
RP Kettle, M (corresponding author), Queensland Univ Technol, Sch Cultural & Language Studies, Brisbane, Qld 4001, Australia.
EM m.kettle@qut.edu.au
OI Kettle, Margaret/0000-0002-4060-4226
CR [Anonymous], AUSTR SOC TRENDS 200
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NR 48
TC 14
Z9 26
U1 1
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0159-6306
EI 1469-3739
J9 DISCOURSE-ABINGDON
JI Discourse
PD FEB
PY 2011
VL 32
IS 1
BP 1
EP 14
DI 10.1080/01596306.2011.537067
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 714FR
UT WOS:000286793400001
OA Green Published
DA 2024-07-15
ER

PT J
AU Carter, DR
   Horner, RH
AF Carter, Deborah Russell
   Horner, Robert H.
TI Adding functional behavioral assessment to first step to success: A case
   study
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
ID EARLY INTERVENTION PROGRAM; MANUAL-BASED TREATMENTS; PSYCHOTHERAPIES;
   REPLICATION
AB First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues (2005) are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective. A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment and individualized, function-based behavior support. The present analysis provides a case study with one 6-year-old student who received First Step to Success. Following the coaching phase of First Step, a reversal design was employed in which function-based features of behavior support were withdrawn and then re-implemented. Analysis of problem behavior and academic engagement data suggests that incorporation of function-based features enhanced the impact of First Step to Success. Implications for modifications of the First Step protocol and future research are provided.
C1 Univ Nevada, Reno, NV 89557 USA.
   Univ Oregon, Eugene, OR 97403 USA.
C3 Nevada System of Higher Education (NSHE); University of Nevada Reno;
   University of Oregon
RP Carter, DR (corresponding author), Univ Nevada, Reno, NV 89557 USA.
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NR 32
TC 38
Z9 58
U1 0
U2 6
PU PRO-ED INC
PI AUSTIN
PA 8700 SHOAL CREEK BLVD, AUSTIN, TX 78757-6897 USA
SN 1098-3007
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD FAL
PY 2007
VL 9
IS 4
BP 229
EP 238
DI 10.1177/10983007070090040501
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 215LE
UT WOS:000249809100005
DA 2024-07-15
ER

PT J
AU Santoyo, C
   Jonsson, GK
   Anguera, MT
   López-López, JA
AF Santoyo, Carlos
   Jonsson, Gudberg K.
   Teresa Anguera, M.
   Lopez-Lopez, Jose Antonio
TI Observational Analysis of the Organization of On-Task Behavior in the
   Classroom Using Complementary Data Analysis
SO ANALES DE PSICOLOGIA
LA English
DT Article
DE Observational methodology; social interaction; academic engagement;
   T-pattern; lag sequential analysis; trend analysis; polar coordinates
ID CONTINGENT TEACHER ATTENTION; TIME PATTERNS; AGREEMENT
AB The aim of this study was to analyze the organization of on-task behavior in the classroom. Four observational methodology techniques T-pattem detection, lag sequential analysis, trend analysis, and polar coordinate analysis were used to study the organization of on-task and off task behavioral patterns during class time in a primary school setting. The specific objective was to detect and explore relationships between on-task behavior and different social interaction categories in relation to the actual distribution of activities in a real-life classroom setting. The study was conducted using the behavioral observation system for social interaction SOCIS and the software programs Theme (version 6, Edu), SDIS-GSEQ (version 4.1.2), HOISAN (version 1.6), and STATGRAPHICS (version 6). We describe the results obtained for the four techniques and discuss the methodological implications of combining complementary techniques in a single study.
C1 [Santoyo, Carlos] Univ Nacl Antonoma Mexico, Ciudad De Mexico, Mexico.
   [Jonsson, Gudberg K.] Iceland Univ, Rejkyavik, Iceland.
   [Teresa Anguera, M.] Univ Barcelona, Barcelona, Spain.
   [Lopez-Lopez, Jose Antonio] Univ Malaga, Malaga, Spain.
C3 University of Barcelona; Universidad de Malaga
RP Santoyo, C (corresponding author), Col Univ Nacl Autonoma Mexico, Fac Psicol, Div Invest & Posgrad, Edif D,Cub 120,Ave Univ 3304, Ciudad De Mexico 04510, DF, Mexico.
EM carsan@unam.mx
RI Anguera, Maria Teresa/B-4468-2011; Jonsson, Gudberg K./F-8268-2019;
   Anguera, M. Teresa/AAA-3902-2020; Jonsson, Gudberg Konrad/AAN-9627-2020
OI Jonsson, Gudberg K./0000-0003-3221-5447; Anguera, M.
   Teresa/0000-0001-7147-2927; Jonsson, Gudberg Konrad/0000-0003-3221-5447
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NR 58
TC 21
Z9 22
U1 0
U2 22
PU UNIV MURCIA
PI MURCIA
PA SOC ESPANOLA HISTORIA AGRARIA, CAMPUS ESPINARDO, MURCIA, 30100, SPAIN
SN 0212-9728
EI 1695-2294
J9 AN PSICOL-SPAIN
JI An. Psicol.
PD OCT
PY 2017
VL 33
IS 3
BP 497
EP 514
DI 10.6018/analesps.33.3.271061
PG 18
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA FC0ZF
UT WOS:000406566500008
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Engels, MC
   Colpin, H
   Van Leeuwen, K
   Bijttebier, P
   Van Den Noortgate, W
   Claes, S
   Goossens, L
   Verschueren, K
AF Engels, Maaike C.
   Colpin, Hilde
   Van Leeuwen, Karla
   Bijttebier, Patricia
   Van Den Noortgate, Wim
   Claes, Stephan
   Goossens, Luc
   Verschueren, Karine
TI Behavioral Engagement, Peer Status, and Teacher-Student Relationships in
   Adolescence: A Longitudinal Study on Reciprocal Influences
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Adolescents; Behavioral engagement; Likeability; Peer status;
   Popularity; Teacher-student relationships
ID SCHOOL ENGAGEMENT; CHILD RELATIONSHIPS; DEVELOPMENTAL-CHANGES; ACADEMIC
   ENGAGEMENT; SOCIAL ACCEPTANCE; CLASSROOM; MIDDLE; MOTIVATION;
   TRAJECTORIES; INSTRUCTION
AB Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.
C1 [Engels, Maaike C.; Colpin, Hilde; Bijttebier, Patricia; Goossens, Luc; Verschueren, Karine] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Child & Adolescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium.
   [Van Leeuwen, Karla] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leopold Vanderkelenstr 32,Box 3765, B-3000 Louvain, Belgium.
   [Van Den Noortgate, Wim] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Methodol Educ Sci, Tiensestr 102,Box 3762, B-3000 Louvain, Belgium.
   [Claes, Stephan] KU Leuven Univ Leuven, Dept Neurosci, Res Grp Psychiat, UZ Herestr 49,Box 7003 37, B-3000 Louvain, Belgium.
C3 KU Leuven; KU Leuven; KU Leuven; KU Leuven
RP Engels, MC (corresponding author), KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Child & Adolescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium.
EM Maaike.Engels@ppw.kuleuven.be
RI Van den Noortgate, Wim/AAB-5969-2020; Van Leeuwen, Karla/AAF-6095-2020
OI Van den Noortgate, Wim/0000-0003-4011-219X; Van Leeuwen,
   Karla/0000-0002-6628-3483; Bijttebier, Patricia/0000-0002-0648-7388;
   Verschueren, Karine/0000-0003-2172-1424; Engels,
   Maaike/0000-0002-3070-3124; Goossens, Luc/0000-0003-3851-0412; Claes,
   Stephan/0000-0002-1175-492X
FU FWO (Research Fund - Flanders) [G.0728.14]; research council of KU
   Leuven [GOA/12/009]
FX This research project was funded by FWO (Research Fund - Flanders,
   G.0728.14) and by the research council of KU Leuven (Grant GOA/12/009:
   "STRATEGIES project").
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NR 64
TC 99
Z9 162
U1 17
U2 136
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2016
VL 45
IS 6
SI SI
BP 1192
EP 1207
DI 10.1007/s10964-016-0414-5
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DL4RA
UT WOS:000375623700010
PM 26759132
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Gage, NA
   Sugai, G
   Lewis, TJ
   Brzozowy, S
AF Gage, Nicholas A.
   Sugai, George
   Lewis, Timothy J.
   Brzozowy, Sarah
TI Academic Achievement and School-Wide Positive Behavior Supports
SO JOURNAL OF DISABILITY POLICY STUDIES
LA English
DT Article
DE positive behavioral supports; school reform; restructuring; policy
ID EFFECTIVENESS TRIAL; INTERVENTIONS; IMPLEMENTATION; STUDENTS;
   VALIDATION; SYSTEMS; REFORM
AB School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. However, to date, this assumption has not been fully investigated. The goal of this study was to explicitly examine the impact of SWPBS on school-wide academic achievement. First, a comprehensive review of the SWPBS literature was conducted to determine the impact of SWPBS on academic achievement. Then, a longitudinal state-level analysis of schools implementing SWPBS and propensity score-matched control schools was conducted to identify differential effects. Results indicated little to no relationship between SWPBS alone and school-level academic achievement. Implications, considerations, and future directions are discussed.
C1 [Gage, Nicholas A.] Univ Florida, Gainesville, FL 32611 USA.
   [Sugai, George] Univ Connecticut, Storrs, CT USA.
   [Lewis, Timothy J.] Univ Missouri, Columbia, MO 65211 USA.
   [Brzozowy, Sarah] State Educ Resource Ctr, Middletown, CT USA.
C3 State University System of Florida; University of Florida; University of
   Connecticut; University of Missouri System; University of Missouri
   Columbia
RP Gage, NA (corresponding author), Univ Florida, Coll Educ, Sch Special Educ, Sch Psychol & Early Childhood Studies, 1403 Norman Hall,POB 117050, Gainesville, FL 32611 USA.
EM nicholas.gage@coe.ufl.edu
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NR 34
TC 27
Z9 79
U1 1
U2 17
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1044-2073
EI 1538-4802
J9 J DISABIL POLICY STU
JI J. Disabil. Policy Stud.
PD MAR
PY 2015
VL 25
IS 4
BP 199
EP 209
DI 10.1177/1044207313505647
PG 11
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA CB3NR
UT WOS:000349535600001
DA 2024-07-15
ER

PT J
AU Doll, B
   Spies, RA
   LeClair, CM
   Kurien, SA
   Foley, BP
AF Doll, Beth
   Spies, Robert A.
   LeClair, Courtney M.
   Kurien, Sarah A.
   Foley, Brett P.
TI Student Perceptions of Classroom Learning Environments: Development of
   the Class Maps Survey
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID TEACHER-CHILD RELATIONSHIPS; ACADEMIC-ACHIEVEMENT; PARENTAL INVOLVEMENT;
   SELF-EFFICACY; SCHOOL; ENGAGEMENT; RESILIENCE; COMPETENCE; ADJUSTMENT;
   MOTIVATION
AB The purpose of this study was to describe the means, variability, internal consistency reliability, and structural validity evidence of the Class Maps Survey, a measure of student perceptions of classroom learning environments. The Class-Maps Survey is a 55-item student rating scale of eight important classroom characteristics. The survey provides a brief, relevant, and conceptually simple appraisal of students' perceptions of the classroom conditions that contribute to academic engagement. Participants were 345 third- fourth-, and fifth-grade students drawn from a public school in the Midwest and a second in the Northeast. Results demonstrated that 53 of the 55 survey items loaded onto their predicted subscale, subscale alphas were at or above .75, and the survey means were relatively consistent across grade and gender. Results suggest that the Class Maps Survey is a promising measure that captures students' perspectives of classroom environments so they can be used to plan and implement classwide interventions.
C1 [Doll, Beth] Univ Nebraska, Dept Educ Psychol, Sch Psychol Program, Lincoln, NE 68588 USA.
   [Foley, Brett P.] Univ Nebraska, Buros Inst Assessment Consultat & Outreach, Lincoln, NE 68588 USA.
C3 University of Nebraska System; University of Nebraska Lincoln;
   University of Nebraska System; University of Nebraska Lincoln
RP Doll, B (corresponding author), Univ Nebraska, Dept Educ Psychol, Sch Psychol Program, 114 Teachers Coll Hall, Lincoln, NE 68588 USA.
EM bdoll2@unl.edu
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   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
NR 83
TC 29
Z9 64
U1 0
U2 7
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD JUN
PY 2010
VL 39
IS 2
BP 203
EP 218
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 631WM
UT WOS:000280381300004
DA 2024-07-15
ER

PT J
AU Sainio, PJ
   Eklund, KM
   Pakarinen, EK
   Kiuru, NH
AF Sainio, Petra J.
   Eklund, Kenneth M.
   Pakarinen, Eija K.
   Kiuru, Noona H.
TI The Role of Teacher Closeness in Emotions and Achievement for
   Adolescents With and Without Learning Difficulties
SO LEARNING DISABILITY QUARTERLY
LA English
DT Article
DE learning difficulties; academic emotions; achievement; teacher
   closeness; at risk; teacher; transition
ID STUDENT RELATIONSHIPS; READING DIFFICULTIES; ACADEMIC ENGAGEMENT;
   ELEMENTARY-SCHOOL; SKILL DEVELOPMENT; CHILDREN; TRANSITION; MIDDLE;
   CONSEQUENCES; PERFORMANCE
AB Student-teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school.
C1 [Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H.] Univ Jyvaskyla, Jyvaskyla, Finland.
C3 University of Jyvaskyla
RP Sainio, PJ (corresponding author), Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
EM petra.sainio@saunalahti.fi
OI Eklund, Kenneth/0000-0003-3416-4700; Kiuru, Noona/0000-0002-2334-8507
FU Academy of Finland [266851, 294970]; Academy of Finland (AKA) [294970,
   266851] Funding Source: Academy of Finland (AKA)
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The study
   was funded by a grant from the Academy of Finland (#266851, 294970).
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NR 54
TC 2
Z9 4
U1 8
U2 27
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0731-9487
EI 2168-376X
J9 LEARN DISABILITY Q
JI Learn. Disabil. Q.
PD AUG
PY 2023
VL 46
IS 3
BP 151
EP 165
AR 07319487221086006
DI 10.1177/07319487221086006
EA APR 2022
PG 15
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA M7TI3
UT WOS:000778097400001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Marullo, C
   Piccaluga, A
   Cesaroni, F
AF Marullo, Cristina
   Piccaluga, Andrea
   Cesaroni, Fabrizio
TI From knowledge to impact. An investigation of the commercial outcomes of
   academic engagement with industry
SO TECHNOLOGY ANALYSIS & STRATEGIC MANAGEMENT
LA English
DT Article
DE University-industry relations; collaborative research; contract
   research; research commercialisation
ID TECHNOLOGY-TRANSFER; TRANSFER OFFICES; UNIVERSITY; INNOVATION;
   ANTECEDENTS; SCIENTISTS
AB The multifaceted issues regarding university-industry relations are an increasing focus of attention of both scholars and practitioners, as a means of enhancing current knowledge transfer practices and policies. One of the central questions is whether and how the mechanisms underlying different types of university-industry collaborations (collaborative research, contract research, consulting) influence universities' research commercialisation outcomes (patenting, licensing, spin-off generation). Results of six negative binomial models in Generalized Estimating Equations based on longitudinal panel data on Italian universities, reveal that while collaborative research with industry leads to an increase in patenting activities and spin-off generation, contract research and consulting boost licensing opportunities. Results also reveal complementarities between different types of university-industry linkages, fostering all the types of research commercialisation outcomes. Managerial and policy implications are discussed at the end of this paper.
C1 [Marullo, Cristina; Piccaluga, Andrea] St Anna Sch Adv Studies, Inst Management, Pisa, Italy.
   [Marullo, Cristina; Piccaluga, Andrea] St Anna Sch Adv Studies, EMBEDS Dept, Pisa, Italy.
   [Cesaroni, Fabrizio] Univ Messina, Dept Econ, Messina, Italy.
C3 Scuola Superiore Sant'Anna; Scuola Superiore Sant'Anna; University of
   Messina
RP Marullo, C (corresponding author), Scuola Super Sant Anna, Inst Management, Piazza Martiri Liberta 33, I-56127 Pisa, Italy.; Marullo, C (corresponding author), Scuola Super Sant Anna, EMBEDS Dept, Piazza Martiri Liberta 33, I-56127 Pisa, Italy.
EM c.marullo@santannapisa.it
RI Marullo, Cristina/AAC-7477-2021
OI Marullo, Cristina/0000-0002-6133-9214; PICCALUGA, Andrea Mario
   Cuore/0000-0002-1483-9152; Cesaroni, Fabrizio/0000-0002-2345-6225
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NR 51
TC 5
Z9 5
U1 2
U2 32
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0953-7325
EI 1465-3990
J9 TECHNOL ANAL STRATEG
JI Technol. Anal. Strateg. Manage.
PD SEP 2
PY 2022
VL 34
IS 9
BP 1065
EP 1080
DI 10.1080/09537325.2021.1947488
EA JUN 2021
PG 16
WC Management; Multidisciplinary Sciences
WE Social Science Citation Index (SSCI)
SC Business & Economics; Science & Technology - Other Topics
GA 3N9RP
UT WOS:000668462700001
DA 2024-07-15
ER

PT J
AU Hansen-Thomas, H
   Stewart, MA
   Flint, P
   Dollar, T
AF Hansen-Thomas, Holly
   Stewart, Mary Amanda
   Flint, Patricia
   Dollar, Tamra
TI Co-learning in the High School English Class through Translanguaging:
   Emergent Bilingual Newcomers and Monolingual Teachers
SO JOURNAL OF LANGUAGE IDENTITY AND EDUCATION
LA English
DT Article
DE Co-learning; emergent bilinguals; high school; monolingual teachers;
   translanguaging
ID LANGUAGE; LITERACY; STUDENTS; PEDAGOGIES; PROGRAMS; AGENCY; SAY
AB There is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the teachers used in their translanguaging pedagogy were the students themselves, and suggest that teachers' willingness to participate as co-learners with adolescent EBs is crucial. Co-learning has been found to be an appropriate pedagogical tool with teachers of multilinguals due to the rich experiences it can foster and this study supports such literature. Additional study findings revealed tensions students and teachers felt through these practices, specifically in regards to translating, technology use, and students' desire to learn the L2.
C1 [Hansen-Thomas, Holly; Stewart, Mary Amanda; Flint, Patricia; Dollar, Tamra] Texas Womans Univ, POB 425769, Denton, TX 76204 USA.
C3 Texas Womans University
RP Hansen-Thomas, H (corresponding author), Texas Womans Univ, POB 425769, Denton, TX 76204 USA.
EM hhansenthomas@twu.edu
FU U.S. Department of Education - Office of English Language Acquisition
   though a National Professional Development Grant [T365Z160017]
FX This work was supported by the U.S. Department of Education - Office of
   English Language Acquisition though a National Professional Development
   Grant [T365Z160017].
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NR 60
TC 20
Z9 25
U1 1
U2 35
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1534-8458
EI 1532-7701
J9 J LANG IDENTITY EDUC
JI J. Lang. Identity Educ.
PD MAY 4
PY 2021
VL 20
IS 3
BP 151
EP 166
DI 10.1080/15348458.2020.1726759
EA MAR 2020
PG 16
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA SM3JR
UT WOS:000524693500001
OA hybrid
DA 2024-07-15
ER

PT J
AU McCurdy, EE
   Cole, CL
AF McCurdy, Erin E.
   Cole, Christine L.
TI Use of a Peer Support Intervention for Promoting Academic Engagement of
   Students with Autism in General Education Settings
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Peer support; Inclusion; Autism spectrum disorder; General education
ID COOPERATIVE LEARNING GROUPS; INTEGRATION STRATEGY; SPECTRUM DISORDERS;
   ACTIVITY SCHEDULES; TOKEN-ECONOMY; CHILDREN; BEHAVIORS; SKILLS
AB Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed.
C1 [McCurdy, Erin E.; Cole, Christine L.] Lehigh Univ, Sch Psychol Program, Bethlehem, PA 18018 USA.
C3 Lehigh University
RP McCurdy, EE (corresponding author), 617 South Rose St, Baltimore, MD 21224 USA.
EM eem206@lehigh.edu
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NR 33
TC 46
Z9 85
U1 5
U2 81
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0162-3257
EI 1573-3432
J9 J AUTISM DEV DISORD
JI J. Autism Dev. Disord.
PD APR
PY 2014
VL 44
IS 4
BP 883
EP 893
DI 10.1007/s10803-013-1941-5
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC7EB
UT WOS:000332688900014
PM 24146130
DA 2024-07-15
ER

PT J
AU Hughes, C
   Harvey, M
   Cosgriff, J
   Reilly, C
   Heilingoetter, J
   Brigham, N
   Kaplan, L
   Bernstein, R
AF Hughes, Carolyn
   Harvey, Michelle
   Cosgriff, Joseph
   Reilly, Caitlin
   Heilingoetter, Jamie
   Brigham, Nicolette
   Kaplan, Lauren
   Bernstein, Rebekah
TI A Peer-Delivered Social Interaction Intervention for High School
   Students With Autism
SO RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
LA English
DT Article
DE autism; goal setting; high school students; peer assistance;
   self-monitoring; social interaction
ID GENERAL-EDUCATION PEERS; INTELLECTUAL DISABILITIES; ACADEMIC ENGAGEMENT;
   SPECTRUM DISORDERS; BEHAVIOR; ADOLESCENTS; STRATEGIES; VALIDITY; SKILLS;
   COMMUNICATION
AB Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies typically have involved considerable researcher assistance in arranging and supporting opportunities for interaction. This study represents a departure from previous interventions by teaching general education students a strategy to prompt themselves to increase their interactions with classmates with autism. Three general education high school students were taught to set interaction goals and monitor their interactions with a peer with autism in their classes. The goal-setting package was associated with increased social interaction among participating students. Based on findings, recommendations are provided for future research and practice.
C1 [Hughes, Carolyn] CUNY Queens Coll, Queens, NY 11367 USA.
   [Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah] Vanderbilt Univ, Nashville, TN USA.
C3 City University of New York (CUNY) System; Vanderbilt University
RP Hughes, C (corresponding author), CUNY Queens Coll, Educ & Community Programs, 65-30 Kissena Blvd, Queens, NY 11367 USA.
EM carolyn.hughes@qc.cuny.edu
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NR 39
TC 31
Z9 46
U1 2
U2 35
PU TASH
PI WASHINGTON
PA 1025 VERMONT AVE,  NW 7TH FLR, WASHINGTON, DC 20005 USA
SN 0274-9483
J9 RES PRACT PERS SEV D
JI Res. Pract. Pers. Sev. Disabil.
PD SPR
PY 2013
VL 38
IS 1
BP 1
EP 16
DI 10.2511/027494813807046999
PG 16
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 176OW
UT WOS:000321315000001
DA 2024-07-15
ER

PT J
AU [Anonymous]
AF [Anonymous]
TI Towards a Better Understanding of Academic Acculturation: Second
   Language Students in Canadian Universities
SO CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES
LA English
DT Article
DE academic acculturation; second language students; English for academic
   purposes instruction; internationalization
ID PERFORMANCE; LANGUAGE; SOCIALIZATION; ACHIEVEMENT; PROFICIENCY;
   ADJUSTMENT; MASTERS
AB The aggressive internationalization of Canadian universities and increased immigration to Canada over the past 20 years have resulted in a dramatic increase in the number of second language (L2) students in Canadian universities. However, little is known about the factors that influence academic acculturation of L2 students or about the role of English for academic purposes (EAP) instruction in their acculturation process. This study examined L2 university students' perceptions of academic acculturation and the role of EAP instruction by means of interviews conducted with 56 L2 students at three Canadian universities. Findings suggest that the students who characterized their academic engagement as successful had typically developed more strategic learning and social skills as part of their acculturation process. Implications are drawn for the importance of aligning students' agendas for learning (i.e., their perceptions of needs) with EAP programs.
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NR 63
TC 41
Z9 71
U1 1
U2 12
PU CANADIAN MODERN LANGUAGE REV
PI N YORK
PA UNIV TORONTO PRESS, JOURNALS DIVISION, 5201 DUFFERIN ST,, N YORK,
   ONTARIO M3H 5T8, CANADA
SN 0008-4506
EI 1710-1131
J9 CAN MOD LANG REV
JI Can. Mod. Lang. Rev.-Rev. Can. Lang. Vivantes
PD DEC
PY 2008
VL 65
IS 2
BP 307
EP 333
DI 10.3138/cmlr.65.2.307
PG 27
WC Linguistics
WE Social Science Citation Index (SSCI)
SC Linguistics
GA 407DJ
UT WOS:000263343500007
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Park, N
AF Datu, Jesus Alfonso D.
   Park, Nansook
TI Does school kindness lead to greater school engagement? Cross-sectional
   and longitudinal evidence in the Philippine context
SO JOURNAL OF POSITIVE PSYCHOLOGY
LA English
DT Article; Early Access
DE Academic achievement; academic engagement; school kindness; positive
   education
ID CHARACTER STRENGTHS; ACADEMIC-ACHIEVEMENT; AVOIDANCE GOALS;
   MENTAL-HEALTH; MOTIVATION; STUDENTS; METAANALYSIS; COMPETENCE;
   GRATITUDE; CHILDREN
AB Studies have shown that kind school climates are linked to positive psychological outcomes. Yet, there is scant evidence on how school kindness relates to subjective and objective measures of academic success. This research addresses this gap by examining the associations of school kindness with academic achievement and engagement using cross-sectional (Study 1) and longitudinal (Study 2) designs among Filipino high school students. Study 1 demonstrated that school kindness positively predicted agentic, behavioral, cognitive, and emotional engagement after controlling for demographic covariates and dispositional kindness. School kindness marginally predicted subjective academic performance. Study 2 showed that Time 1 school kindness positively predicted Time 2 behavioral engagement even after controlling for demographic covariates and auto-regressor effects. Results suggest that fostering kindness in school can be a potential route to facilitate students' active participation in academic activities.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Teacher Educ & Learning Leadership Acad Unit, Hong Kong, Peoples R China.
   [Park, Nansook] Univ Michigan, Dept Psychol, Ann Arbor, MI USA.
   [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Teacher Educ & Learning Leadership Acad Unit, Rm 210,Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.
C3 University of Hong Kong; University of Michigan System; University of
   Michigan; University of Hong Kong
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Teacher Educ & Learning Leadership Acad Unit, Rm 210,Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.
EM jaddatu@hku.hk
FU Education University of Hong Kong [RG 90/2017-2018 R]
FX This research was partly funded by the Internal Research Grant 2017-2018
   (RG 90/2017-2018 R) from The Education University of Hong Kong awarded
   to the first author
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NR 62
TC 1
Z9 1
U1 6
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1743-9760
EI 1743-9779
J9 J POSIT PSYCHOL
JI J. Posit. Psychol.
PD 2023 DEC 22
PY 2023
DI 10.1080/17439760.2023.2297200
EA DEC 2023
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA CX5J0
UT WOS:001128541700001
DA 2024-07-15
ER

PT J
AU Greenwood, CR
   Carta, JJ
   Irvin, DW
   Schnitz, AG
AF Greenwood, Charles R.
   Carta, Judith J.
   Irvin, Dwight W.
   Schnitz, Alana G.
TI Advancing Children's Learning Through Innovations in the Measurement of
   Literacy Engagement
SO TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
LA English
DT Article
DE preschool children; engagement; literacy; observational measurement;
   data-informed decision-making; ecobehavioral assessment and analysis
ID PRESCHOOL-CHILDREN; AT-RISK; ECOBEHAVIORAL ANALYSIS; CLASSROOM
   ENGAGEMENT; ACADEMIC ENGAGEMENT; EMERGENT LITERACY; SCHOOL ENGAGEMENT;
   INSTRUCTION; LANGUAGE; INTERVENTION
AB Children's engagement is an important construct often reported in Early Intervention and Early Childhood Special Education. However, its utility depends on its definition, measurement, theory of change, and empirical evidence. Our purpose is to discuss innovations in Children's Literacy Engagement (CLE) and report empirical evidence demonstrating how these advancements can be used to promote children's learning and school readiness. We discuss five specific innovations: (1) defining CLE as the behavioral target of intentional instruction, (2) directly assessing CLE using the CIRCLE ecobehavioral observation system, (3) including CLE in a larger framework of instructional decision-making, (4) evaluating new CLE-focused instructional interventions, and (5) supporting children who are not responding to instructional intervention. We describe how these innovations help address the questions of under what conditions and for whom preschool instructional interventions are effective. Implications are discussed.
C1 [Greenwood, Charles R.; Carta, Judith J.; Irvin, Dwight W.; Schnitz, Alana G.] Univ Kansas, Kansas City, KS USA.
C3 University of Kansas
RP Greenwood, CR (corresponding author), Univ Kansas, Juniper Gardens Childrens Project, Childrens Campus Kansas City, 444 Minnesota Ave,Suite 300, Kansas City, KS 66101 USA.
EM greenwood@ku.edu
FU Institute of Education Science (IES); Office of Special Education
   Programs (OSEP), U.S. Department of Education; IES National Center for
   Special Education Research [R324C080011, R324A170048]; IES National
   Center for Education Research [R305A170241]; OSEP [H327A110052]; Kansas
   Intellectual and Developmental Disabilities Research Center [HD002528]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   original work reviewed in this manuscript spanned multiple years to the
   present. Grants to the University of Kansas from the Institute of
   Education Science (IES), and Office of Special Education Programs
   (OSEP), U.S. Department of Education provided support. R324C080011 and
   R324A170048 was supported from the IES National Center for Special
   Education Research. R305A170241 was supported from the IES National
   Center for Education Research. OSEP provided support for grant
   H327A110052. Additional support was provided by the Kansas Intellectual
   and Developmental Disabilities Research Center (HD002528). The opinions
   presented in this article are solely those of the authors and no
   official endorsement from the U.S. Department of Education nor the
   National Institutes of Health should be inferred.
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NR 77
TC 3
Z9 3
U1 0
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0271-1214
EI 1538-4845
J9 TOP EARLY CHILD SPEC
JI Top. Early Child. Spec. Educ.
PD NOV
PY 2021
VL 41
IS 3
SI SI
BP 191
EP 206
DI 10.1177/02711214211030010
EA JUL 2021
PG 16
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA XV4TK
UT WOS:000677313200001
DA 2024-07-15
ER

PT J
AU Wang, YD
   Hu, RF
   Li, WP
   Pan, XF
AF Wang, Yuandi
   Hu, Ruifeng
   Li, Weiping
   Pan, Xiongfeng
TI Does teaching benefit from university-industry collaboration?
   Investigating the role of academic commercialization and engagement
SO SCIENTOMETRICS
LA English
DT Article
DE Chinese universities; Teaching; University commercialization; University
   engagement; University-industry collaboration
ID TECHNOLOGY-TRANSFER; PUBLIC RESEARCH; IVORY TOWER; ENTREPRENEURIAL;
   CHANNELS; SCIENCE; FIRMS; PERFORMANCE; INNOVATION; US
AB With the incorporation of universities' third mission into their traditional teaching and academic research activities, there has been a burgeoning literature on how the third mission influences universities' academic research, though there is little research on its impact on universities' traditional mission-teaching. This study thus intends to strengthen our understanding of the relationships among universities' three missions by examining the relationship between university and industry collaboration and university teaching performance. Thanks to a unique combined dataset from 61 universities from 2009 to 2013, empirical results indicate that there are distinct effects of collaboration channels on teaching performance. Specifically, there is an inverted U-shaped relationship between academic commercialization and teaching performance, while there is a U-shaped relationship between academic engagement and teaching performance. Academic commercialization and engagement yield a combined positive effect on teaching.
C1 [Wang, Yuandi; Hu, Ruifeng; Li, Weiping] Sichuan Univ, Sch Business, Chengdu 610064, Peoples R China.
   [Wang, Yuandi] Sichuan Univ, Innovat & Entrepreneurship Res Inst, Chengdu 610064, Peoples R China.
   [Pan, Xiongfeng] Dalian Univ Technol, Sch Econ, Dalian 116024, Peoples R China.
C3 Sichuan University; Sichuan University; Dalian University of Technology
RP Pan, XF (corresponding author), Dalian Univ Technol, Sch Econ, Dalian 116024, Peoples R China.
EM innovationresearch@163.com
RI pan, xiongfeng/ACW-7924-2022; LI, Weiping/AAU-7147-2020; Hu,
   Ruifeng/S-3042-2019; Li, Weiping/GWM-8357-2022
OI LI, Weiping/0000-0002-2203-1049; Hu, Ruifeng/0000-0002-3421-0001; Li,
   Weiping/0000-0002-2203-1049
FU national Science Foundation of China [71302133]; Youth Project of
   Ministry of education, Humanities and Social Sciences Planning Funding
   [13YJC790154]; Key Research Base of Sichuan Social Science (System
   Science and Enterprise Development Center) [Xq15B02]; Sichuan University
   [skqx201502]
FX This research is funded by national Science Foundation of China (Grant
   No. 71302133), Youth Project of Ministry of education, Humanities and
   Social Sciences Planning Funding (Grant No. 13YJC790154), Key Research
   Base of Sichuan Social Science (System Science and Enterprise
   Development Center) (Grant No. Xq15B02), and funding of Sichuan
   University (skqx201502).
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NR 43
TC 26
Z9 28
U1 2
U2 128
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0138-9130
EI 1588-2861
J9 SCIENTOMETRICS
JI Scientometrics
PD MAR
PY 2016
VL 106
IS 3
BP 1037
EP 1055
DI 10.1007/s11192-015-1818-9
PG 19
WC Computer Science, Interdisciplinary Applications; Information Science &
   Library Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Information Science & Library Science
GA DK1WM
UT WOS:000374705700009
DA 2024-07-15
ER

PT J
AU Wang, MT
   Fredricks, JA
AF Wang, Ming-Te
   Fredricks, Jennifer A.
TI The Reciprocal Links Between School Engagement, Youth Problem Behaviors,
   and School Dropout During Adolescence
SO CHILD DEVELOPMENT
LA English
DT Article
ID STUDENT ENGAGEMENT; ANTISOCIAL-BEHAVIOR; ACADEMIC ENGAGEMENT; SUBSTANCE
   USE; TRAJECTORIES; DELINQUENCY; FAMILY; ACHIEVEMENT; MIDDLE; PERCEPTIONS
AB Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12-17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Fredricks, Jennifer A.] Connecticut Coll, New London, CT 06320 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Connecticut College
RP Wang, MT (corresponding author), Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU NIDA NIH HHS [R03 DA034151, DA034151-02] Funding Source: Medline
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NR 73
TC 411
Z9 603
U1 25
U2 213
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAR
PY 2014
VL 85
IS 2
BP 722
EP 737
DI 10.1111/cdev.12138
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC9IM
UT WOS:000332847900026
PM 23895361
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Baker, JA
   Clark, TP
   Maier, KS
   Viger, S
AF Baker, Jean A.
   Clark, Teresa P.
   Maier, Kimberly S.
   Viger, Steve
TI The differential influence of instructional context on the academic
   engagement of students with behavior problems
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE elementary; behavior problems; teacher instructional practices; on-task
   behavior; direct observational methods
ID ON-TASK BEHAVIOR; ELEMENTARY-SCHOOL; TEACHER; CLASSROOM; ACHIEVEMENT;
   CHILDREN; ADJUSTMENT; EDUCATION; MATHEMATICS; INTERVENTION
AB The teacher-student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers' use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability. (C) 2008 Published by Elsevier Ltd.
C1 [Maier, Kimberly S.] Michigan State Univ, Coll Educ, E Lansing, MI 48824 USA.
   [Baker, Jean A.; Clark, Teresa P.; Viger, Steve] Michigan State Univ, E Lansing, MI 48864 USA.
C3 Michigan State University; Michigan State University
RP Maier, KS (corresponding author), Michigan State Univ, Coll Educ, 451 Erickson Hall, E Lansing, MI 48824 USA.
EM kmaier@msu.edu
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NR 74
TC 43
Z9 71
U1 0
U2 30
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD OCT
PY 2008
VL 24
IS 7
BP 1876
EP 1883
DI 10.1016/j.tate.2008.02.019
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 347FF
UT WOS:000259125300016
DA 2024-07-15
ER

PT J
AU Chitanana, L
AF Chitanana, Lockias
TI What's up with the WhatsApp application in the classroom?
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article; Early Access
DE WhatsApp; Actor-network theory; Higher education
AB This study investigated how lecturers and university students used WhatsApp as an academic tool. The study employed an ANT methodological and analytical framework to investigate WhatsApp as an academic tool in a university set-up in post COVID-19 era. Participants were selected from one state university. The snowball purposive sampling approach was used to select twenty students and five lecturers who provided some deep insight into how WhatsApp was used in academic activities. Data was collected using semi-structured interviews, following actors on the WhatsApp platform and document analysis. Findings revealed that WhatsApp was used in various ways to build students' networks of learning. The study concluded that lecturers could leverage the WhatsApp platform to enhance students' academic engagement by expanding the networks of learning to enable students to acquire and share knowledge. Therefore, the study recommends the wider use of WhatsApp to enhance academic performance among students by focusing on a community of learning.
C1 [Chitanana, Lockias] Midlands State Univ, Gweru, Zimbabwe.
RP Chitanana, L (corresponding author), Midlands State Univ, Gweru, Zimbabwe.
EM chitananal@staff.msu.ac.zw
FU We would like to express our heartfelt gratitude to all the participants
   for volunteering to participate in this study just after the trying time
   of the COVID-19 pandemic.
FX We would like to express our heartfelt gratitude to all the participants
   for volunteering to participate in this study just after the trying time
   of the COVID-19 pandemic.
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NR 22
TC 0
Z9 0
U1 8
U2 9
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD 2023 SEP 25
PY 2023
DI 10.1007/s10639-023-12226-1
EA SEP 2023
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA S4WQ9
UT WOS:001071191400001
DA 2024-07-15
ER

PT J
AU Winchester, C
   Barton, EE
   Trimlett, G
   Ledford, JR
AF Winchester, Claire
   Barton, Erin E.
   Trimlett, Gabrielle
   Ledford, Jennifer R.
TI Preventing Challenging Behavior Using Physical Activity With Young
   Children
SO TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
LA English
DT Article
DE challenging behaviors; engagement; behavior; autism spectrum disorder;
   single-subject designs
ID SOCIAL-EMOTIONAL COMPETENCE; SELF-STIMULATORY BEHAVIOR; ANTECEDENT
   EXERCISE; ACADEMIC ENGAGEMENT; AUTISM; STUDENTS; PROGRAM
AB Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-aged boys participated in this study. A masked secondary observer recorded interobserver agreement data for 100% of sessions; these data were continually monitored to detect biases. For one participant, AE alone was sufficient to reduce instances of challenging behavior during morning circle time. For the other participant, AE + visual supports was more effective than AE alone. These results point to the need for continued, rigorous research on the nuances of antecedent interventions for young children who demonstrate challenging behaviors. AE is but one such intervention requiring further investigation into for whom and under what conditions it might be effective.
C1 [Winchester, Claire; Barton, Erin E.; Trimlett, Gabrielle; Ledford, Jennifer R.] Vanderbilt Univ, Nashville, TN 37235 USA.
C3 Vanderbilt University
RP Winchester, C (corresponding author), Peabody Coll, Grad Studies, 110 Magnolia Circle, Nashville, TN 37203 USA.
EM claire.r.winchester@vanderbilt.edu
OI Winchester, Claire/0000-0001-9125-2593; Ledford,
   Jennifer/0000-0002-2392-7103
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NR 41
TC 0
Z9 1
U1 0
U2 8
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0271-1214
EI 1538-4845
J9 TOP EARLY CHILD SPEC
JI Top. Early Child. Spec. Educ.
PD FEB
PY 2023
VL 42
IS 4
BP 357
EP 369
AR 02711214221080915
DI 10.1177/02711214221080915
EA MAR 2022
PG 13
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 8O4DJ
UT WOS:000773090200001
DA 2024-07-15
ER

PT J
AU Alhamami, M
AF Alhamami, Munassir
TI Language Learners' Attitudes Toward Online and Face-To-Face Language
   Environments
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE attitude toward behavior (ATB); social psychology; attitudes; learner
   academic engagement; beliefs; online and higher education
ID STUDENTS ATTITUDES; MOTIVATION; USAGE
AB Learners' attitudes are important for language learning. The attitude toward behavior construct, established in social psychology, was selected to elicit and examine learners' attitudes toward face-to-face and online language learning. Data were collected using two instruments-questionnaires and interviews with two groups: face-to-face (n = 681) and online language learning (n = 287). The results show that the attitude toward behavior concept is an effective theoretical framework for designing questionnaires to understand the factors that influence the participants' attitudes and to predict these in different learning environments. I compared the two groups' results and found a more positive attitude toward language learning in face-to-face environments than in online language learning settings. The mixed-method design enables us to assess learners' attitudes to the language learning environment. This informs curriculum design, policy, and support for teaching and learning.
C1 [Alhamami, Munassir] King Khalid Univ, English Dept, Abha, Saudi Arabia.
C3 King Khalid University
RP Alhamami, M (corresponding author), King Khalid Univ, English Dept, Abha, Saudi Arabia.
EM munassir7@gmail.com
RI Alhamami, Munassir/S-5343-2017
OI Alhamami, Munassir/0000-0003-4229-9947
FU King Khalid University
FX This work was supported by King Khalid University (Grant No.
   G.R.P-170-43).
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NR 41
TC 4
Z9 4
U1 5
U2 28
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 19
PY 2022
VL 13
AR 926310
DI 10.3389/fpsyg.2022.926310
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3M2PN
UT WOS:000835300700001
PM 35936261
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Jopp, R
   Cohen, J
AF Jopp, Ryan
   Cohen, Jay
TI Choose your own assessment - assessment choice for students in online
   higher education
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Assessment choice; online learning; educational innovation; assessment;
   higher education
AB On the back of recent assessment choice projects this study seeks to reimagine higher education assessment as a means of shifting the 'locus of control' from the teacher to the student. Central to this shift is the belief that a flexible assessment approach will promote self-regulation in learners, increased self-efficacy and, subsequently academic engagement and performance. This paper details the design, setup and configuration of assessment choice for students studying an online business subject. Details are provided outlining the assessment choices made by students and the impact on student satisfaction and the student success rates. Overall students demonstrated receptiveness towards the provision of assessment choice. This was evidenced by positive feedback from students, as well as improved subject satisfaction. While further research is required, the findings presented here provide a case for greater assessment flexibility and the broader adoption of an assessment choice approach in higher education.
C1 [Jopp, Ryan] Swinburne Univ, Swinburne Business Sch, Dept Management & Mkt, Melbourne, Vic, Australia.
   [Cohen, Jay] Charles Sturt Univ, Div Learning & Teaching, Wagga Wagga, NSW, Australia.
C3 Swinburne University of Technology; Charles Sturt University
RP Jopp, R (corresponding author), Swinburne Univ, Swinburne Business Sch, Dept Management & Mkt, Melbourne, Vic, Australia.
EM rjopp@swin.edu.au
RI Jopp, Ryan/GVS-5229-2022
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NR 19
TC 10
Z9 12
U1 3
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD AUG 18
PY 2022
VL 27
IS 6
BP 738
EP 755
DI 10.1080/13562517.2020.1742680
EA MAR 2020
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 2U6HP
UT WOS:000524079400001
DA 2024-07-15
ER

PT J
AU Williams, JL
   Hamm, JV
AF Williams, Joanna L.
   Hamm, Jill V.
TI Peer Group Ethnic Diversity and Social Competencies in Youth Attending
   Rural Middle Schools
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE peer groups; ethnic/racial; interpersonal competence; networks;
   rural/urban; diversity
ID AFRICAN-AMERICAN; ACADEMIC ENGAGEMENT; EARLY ADOLESCENCE;
   ELEMENTARY-SCHOOLS; STUDENTS; FRIENDSHIPS; NETWORKS; RACE;
   DISCRIMINATION; SEGREGATION
AB This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level hierarchical linear models indicated that in the fall of sixth grade, peer network diversity was positively related to teacher-rated interpersonal competence for Native American youth and to peer protection from bullying for White youth. Students in more diverse peer groups had higher teacher-reported social and academic competence in the spring of sixth grade; these associations were moderated by racial/ethnic group, emerging most consistently for students of color. Results suggest benefits of peer network diversity in early adolescence and also highlight a need to understand mechanisms through which these benefits are incurred.
C1 [Williams, Joanna L.] Univ Virginia, Curry Sch Educ, 405 Emmet St South,POB 400277, Charlottesville, VA 22904 USA.
   [Hamm, Jill V.] Univ North Carolina Chapel Hill, Sch Educ, Chapel Hill, NC USA.
C3 University of Virginia; University of North Carolina; University of
   North Carolina Chapel Hill; University of North Carolina School of
   Medicine
RP Williams, JL (corresponding author), Univ Virginia, Curry Sch Educ, 405 Emmet St South,POB 400277, Charlottesville, VA 22904 USA.
EM jml4bw@virginia.edu
RI Williams, Joanna Lee/AAM-7301-2020
FU William T. Grant Foundation [182931]; Institute of Education Sciences
   [R305A04056]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by Grant No. 182931 from the William T. Grant Foundation
   and by Grant No. R305A04056 from the Institute of Education Sciences.
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NR 68
TC 8
Z9 12
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD JUN
PY 2018
VL 38
IS 6
BP 795
EP 823
DI 10.1177/0272431617699945
PG 29
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA GF7FU
UT WOS:000432134300003
DA 2024-07-15
ER

PT J
AU Kruss, G
   Haupt, G
   Visser, M
AF Kruss, Glenda
   Haupt, Genevieve
   Visser, Mariette
TI "Luring the academic soul': promoting academic engagement in South
   African universities
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Academics; community engagement; disciplinary fields; higher education;
   reputational standing
ID HIGHER-EDUCATION; FACULTY; INVOLVEMENT
AB There is widespread pressure that universities should become more responsive and accountable to multiple demands in their local, national and global contexts. Academics grapple to identify appropriate organisational responses to the pressures of state steering and incentive programmes. The empirical focus of the paper is a survey of academics' community engagement activities, mapping their interaction with external partners at five South African universities. The paper addresses a basic question: Who are the academics that engage, and what are their main academic influences? We argue that engagement is more likely to lure the academic soul' when it is driven by substantive growth in a disciplinary field and enhances reputations. The analysis seeks to identify how disciplinary, institutional and positional attributes are correlated with engaged activities. Luring the academic soul' through an understanding of the influences on academics' propensity to engage can facilitate more effectively targeted incentives and policies.
C1 [Kruss, Glenda; Haupt, Genevieve; Visser, Mariette] Human Sci Res Council, Educ & Skills Dev Unit, Cape Town, South Africa.
C3 Human Sciences Research Council-South Africa
RP Kruss, G (corresponding author), Human Sci Res Council, Educ & Skills Dev Unit, Cape Town, South Africa.
EM gkruss@hsrc.ac.za
FU National Research Foundation (South Africa)
FX This work was supported by the National Research Foundation (South
   Africa).
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NR 42
TC 6
Z9 6
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD AUG
PY 2016
VL 35
IS 4
BP 755
EP 771
DI 10.1080/07294360.2015.1137874
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DS8DO
UT WOS:000381013700009
DA 2024-07-15
ER

PT J
AU Wallace, T
   Anderson, AR
   Bartholomay, T
   Hupp, S
AF Wallace, T
   Anderson, AR
   Bartholomay, T
   Hupp, S
TI An ecobehavioral examination of high school classrooms that include
   students with disabilities
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID GENERAL-EDUCATION CLASSROOMS; LONGITUDINAL ANALYSIS; ENGAGED BEHAVIOR;
   TIME; ACHIEVEMENT; PROGRAMS; RESOURCE; CONTEXT
AB This study examined teacher behaviors, student responses, and classroom ecology in inclusive classrooms in four high schools that have had success at including students with disabilities in general education, and examined the differences in teacher and student behavior for students with and without disabilities. Using a computerized ecobehavioral assessment tool (EBASS), 199 observations in 118 inclusive classrooms were conducted Major results were that (a) students with and without disabilities showed high levels of academic engagement and low levels of inappropriate behavior; (b) there were no significant differences in the behavior of students with and without disabilities; (c) teachers were active in their classrooms, spending more than 759,6 of their time involved in instructing, managing, and interacting with their students; and (d) students with disabilities were more often the focus of the teachers' attention than students without disabilities. Possible explanations for these results and implications for practice are discussed.
C1 Univ Minnesota, Coll Educ & Human Dev, Inst Community Integrat, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Wallace, T (corresponding author), Univ Minnesota, Coll Educ & Human Dev, Inst Community Integrat, Room 111A,150 Pillsbury Dr SE, Minneapolis, MN 55455 USA.
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NR 36
TC 48
Z9 73
U1 0
U2 9
PU COUNCIL EXCEPTIONAL CHILDREN
PI RESTON
PA 1920 ASSOCIATION DR, RESTON, VA 22091-1589 USA
SN 0014-4029
J9 EXCEPT CHILDREN
JI Except. Child.
PD SPR
PY 2002
VL 68
IS 3
BP 345
EP 359
DI 10.1177/001440290206800304
PG 15
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 531ME
UT WOS:000174418500004
DA 2024-07-15
ER

PT J
AU Martin, AJ
   Burns, EC
   Collie, RJ
   Bostwick, KCP
   Flesken, A
   McCarthy, I
AF Martin, Andrew J.
   Burns, Emma C.
   Collie, Rebecca J.
   Bostwick, Keiko C. P.
   Flesken, Anaid
   McCarthy, Ian
TI Growth Goal Setting in High School: A Large-Scale Study of Perceived
   Instructional Support, Personal Background Attributes, and Engagement
   Outcomes
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE engagement; goal setting; growth goals; instruction; motivation
ID OF-FIT INDEXES; ACADEMIC MOTIVATION; PB GOALS; INTERPERSONAL
   RELATIONSHIPS; LONGITUDINAL EXAMINATION; MULTIDIMENSIONAL MODEL;
   MEASUREMENT INVARIANCE; INTRINSIC MOTIVATION; STUDENTS ENGAGEMENT;
   ACHIEVEMENT GOALS
AB Educational Impact and Implications Statement This study investigated growth goal setting among a large statewide sample of high school students. Growth goal setting refers to the pursuit of specific, challenging, and competitively self-referenced targets that match or exceed a previous best effort or performance. Findings demonstrated that perceived instructional support (student reports of teachers' feedback-feedforward and instructional relevance) was associated with students' growth goal setting and that students' growth goal setting was associated with significant gains in their academic engagement (perseverance, aspirations, and homework behavior). Importantly also, growth goal setting reduced the potential negative effects of low socioeconomic status and low prior achievement on some engagement outcomes. These findings provide important direction for enhancing students' growth goal setting and engagement. Accordingly, practical suggestions for enhancing instructional support and growth goal setting are provided.
   The present investigation examined the role of teachers' instructional support (student reports of relevance, organization and clarity, feedback-feedforward) in predicting students' growth goal setting and, in turn, the roles of instructional support and growth goal setting in predicting students' academic engagement (perseverance, aspirations, school attendance, homework behavior). Also examined was the question of whether the relationship between students' background attributes and engagement is moderated by their growth goal setting (e.g., whether growth goal setting attenuates negative effects of low socioeconomic status). The sample comprised N = 61,879 students in grades 7-10 from schools across New South Wales, Australia. The results of structural equation modeling showed that perceived instructional relevance and feedback-feedforward from teachers positively predicted students' growth goal setting; that growth goal setting predicted gains in students' perseverance, aspirations, and homework behavior; and that growth goal setting significantly mediated the relationship between perceived instructional support and engagement. Additionally, growth goal setting appeared to significantly bolster some outcomes for low achieving students and students from low socioeconomic backgrounds. These findings add to the growing body of literature about the positive role of growth goal setting in students' outcomes and provide direction for educational practice.
C1 [Martin, Andrew J.; Collie, Rebecca J.; Bostwick, Keiko C. P.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
   [Burns, Emma C.] Macquarie Univ, Sch Educ, N Ryde, NSW, Australia.
   [Flesken, Anaid; McCarthy, Ian] Ctr Educ Stat & Evaluat, New South Wales Dept Educ, Sydney, NSW, Australia.
C3 University of New South Wales Sydney; Macquarie University
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Burns, Emma/KHT-9036-2024
OI Burns, Emma C/0000-0001-6323-1816; Bostwick, Keiko/0000-0003-0631-6738;
   Martin, Andrew/0000-0001-5504-392X
FU New South Wales Department of Education [UNSWRG193170]
FX This study was funded by the New South Wales Department of Education
   (UNSWRG193170).
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NR 124
TC 12
Z9 15
U1 12
U2 36
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD MAY
PY 2022
VL 114
IS 4
BP 752
EP 771
DI 10.1037/edu0000682
EA JUN 2021
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0U9RM
UT WOS:000733039700001
DA 2024-07-15
ER

PT J
AU Swanson, E
   Kopotic, K
   Zamarro, G
   Mills, JN
   Greene, JP
   Ritter, GW
AF Swanson, Elise
   Kopotic, Katherine
   Zamarro, Gema
   Mills, Jonathan N.
   Greene, Jay P.
   W. Ritter, Gary
TI An Evaluation of the Educational Impact of College Campus Visits: A
   Randomized Experiment
SO AERA OPEN
LA English
DT Article
DE college access; experimental research; postsecondary education; program
   evaluation; rural education; socioemotional skills; survey research
ID STUDENTS; ACCESS; PERSISTENCE; SUCCESS; CULTURE
AB We study whether visits to a college campus during eighth grade affect students' interest in and preparation for college. Two cohorts of eighth graders were randomized within schools to a control condition, in which they received a college informational packet, or a treatment condition, in which they received the same information and visited a flagship university three times during an academic year. We estimate the effect of the visits on students' college knowledge, postsecondary intentions, college preparatory behaviors, academic engagement, and ninth-grade course enrollment. Treated students exhibit higher levels of college knowledge, efficacy, and grit, as well as a higher likelihood of conversing with school personnel about college. Additionally, treated students are more likely to enroll in advanced science/social science courses. We find mixed evidence on whether the visits increased students' diligence on classroom tasks and a negative impact on students' desire to attend technical school.
C1 [Swanson, Elise] Univ Southern Calif, Los Angeles, CA 90007 USA.
   [Kopotic, Katherine] St Louis Univ, External Reporting, St Louis, MO 63103 USA.
   [Zamarro, Gema] Univ Arkansas, Teacher Qual, Dept Educ Reform, Fayetteville, AR 72701 USA.
   [Mills, Jonathan N.; Greene, Jay P.] Univ Arkansas, Dept Educ Reform, Fayetteville, AR 72701 USA.
   [W. Ritter, Gary] St Louis Univ, Sch Educ, St Louis, MO 63103 USA.
   [W. Ritter, Gary] St Louis Univ, Educ, St Louis, MO 63103 USA.
C3 University of Southern California; Saint Louis University; University of
   Arkansas System; University of Arkansas Fayetteville; University of
   Arkansas System; University of Arkansas Fayetteville; Saint Louis
   University; Saint Louis University
RP Swanson, E (corresponding author), Univ Southern Calif, Los Angeles, CA 90007 USA.
EM eswanson@rossier.usc.edu
OI Swanson, Elise/0000-0002-4529-9646; Ritter, Gary/0009-0006-8575-5593
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NR 104
TC 3
Z9 6
U1 0
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
EI 2332-8584
J9 AERA OPEN
JI AERA Open
PD FEB
PY 2021
VL 7
AR 2332858421989707
DI 10.1177/2332858421989707
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QG0IQ
UT WOS:000617270500001
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Tuovinen, S
   Tang, X
   Salmela-Aro, K
AF Tuovinen, Sanna
   Tang, Xin
   Salmela-Aro, Katariina
TI Introversion and Social Engagement: Scale Validation, Their Interaction,
   and Positive Association With Self-Esteem
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE engagement; student engagement; school engagement; academic engagement;
   social engagement; well-being; adolescent; high school
ID HIGH-SCHOOL-STUDENTS; ADOLESCENTS PERCEPTIONS; INDIVIDUAL-DIFFERENCES;
   PERSONALITY-TRAITS; BURNOUT; EXTROVERSION; SUPPORT; ENVIRONMENT;
   CLASSROOM; HAPPINESS
AB Learning through social interaction has been documented widely; however, how introverted people are socially engaged in learning is largely unknown. The aim of this study was, first, to examine the reliability and validity of the social engagement scale among students at Finnish comprehensive schools. Then, we aimed to examine the interaction effect of introversion and social engagement on self-esteem, schoolwork engagement, and school burnout. Based on a sample of 862 ninth grade students in Finland, we found that a two-factor model best fitted the social engagement scale (i.e., social engagement and social disengagement). Further, we found that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Our results implied that introverts should be given extra support when they encounter group work in school.
C1 [Tuovinen, Sanna; Tang, Xin; Salmela-Aro, Katariina] Univ Helsinki, Fac Educ Sci, Helsinki, Finland.
   [Tang, Xin] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
C3 University of Helsinki; Central China Normal University
RP Tang, X (corresponding author), Univ Helsinki, Fac Educ Sci, Helsinki, Finland.; Tang, X (corresponding author), Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
EM xin.tang@helsinki.fi
RI Tang, Xin/I-7765-2012
OI Tang, Xin/0000-0002-0155-4967; salmela-aro,
   katariina/0000-0003-1901-4712
FU Academy of Finland [263328, 308351]; Business Finland, AI in learning
   project; Academy of Finland (AKA) [308351] Funding Source: Academy of
   Finland (AKA)
FX This study has been supported by the Academy of Finland Grants 263328
   Mind-the-Gap, 308351 Bridging the Gaps which are awarded to KS-A. XT and
   KS-A have also been supported by Business Finland, AI in learning
   project.
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NR 73
TC 12
Z9 19
U1 8
U2 69
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD NOV 30
PY 2020
VL 11
AR 590748
DI 10.3389/fpsyg.2020.590748
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA PE1VX
UT WOS:000598159900001
PM 33329251
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Norton, S
AF Norton, Stephen
TI Mathematics engagement in an Australian lower secondary school
SO JOURNAL OF CURRICULUM STUDIES
LA English
DT Article
DE Academic engagement; mathematics; discourse; attitudes; motivations;
   curriculum
ID TIME; ABILITY; TASK
AB The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein's concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time students reported being academically engaged, their explanations for this engagement and how they felt about the discourse. It was found that many students had disengaged from mathematical endeavour as a result of the failure of the instructional discourse either to engage students or to serve the purpose of developing discipline-specific content knowledge. The reasons for this relate to the overemphasis on mundane mathematics resulting in some students lacking the cognitive tools to engage with the concepts and having neither the intrinsic nor instrumental motivation to persist with secondary school esoteric mathematics. The implications for mathematics curriculum development are discussed.
C1 [Norton, Stephen] Griffith Univ, Sch Educ & Profess Studies, Nathan, Qld, Australia.
C3 Griffith University
RP Norton, S (corresponding author), Griffith Univ, Sch Educ & Profess Studies, Nathan, Qld, Australia.
EM s.norton@griffith.edu.au
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NR 71
TC 4
Z9 4
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0272
EI 1366-5839
J9 J CURRICULUM STUD
JI J. Curric. Stud.
PY 2017
VL 49
IS 2
BP 169
EP 190
DI 10.1080/00220272.2016.1141995
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EM9IZ
UT WOS:000395626400004
DA 2024-07-15
ER

PT J
AU Tucker, CM
   Zayco, RA
   Herman, KC
   Reinke, WM
   Trujillo, M
   Carraway, K
   Wallack, C
   Ivery, PD
AF Tucker, CM
   Zayco, RA
   Herman, KC
   Reinke, WM
   Trujillo, M
   Carraway, K
   Wallack, C
   Ivery, PD
TI Teacher and child variables as predictors of academic engagement among
   low-income African American children
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID STUDENT ENGAGEMENT; SCHOOL; ACHIEVEMENT; ADOLESCENTS; CLASSROOM;
   BEHAVIOR; SUPPORT
AB A causal model for understanding the complex interplay between student-reported teacher behaviors, student self-systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self-system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self-system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. (C) 2002 Wiley Periodicals, Inc.
C1 Univ Florida, Gainesville, FL 32611 USA.
   Reed Coll, Portland, OR 97202 USA.
   Univ Oregon, Eugene, OR 97403 USA.
C3 State University System of Florida; University of Florida; Reed College
   - Oregon; University of Oregon
RP Tucker, CM (corresponding author), Univ Florida, POB 112250, Gainesville, FL 32611 USA.
RI Reinke, Wendy/J-2353-2015
OI Reinke, Wendy/0000-0001-7235-624X
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NR 21
TC 99
Z9 190
U1 0
U2 21
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0033-3085
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JUL
PY 2002
VL 39
IS 4
BP 477
EP 488
DI 10.1002/pits.10038
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 563ZH
UT WOS:000176287800010
DA 2024-07-15
ER

PT J
AU Siebert, CF
   Holloway, SD
   Dubois, DL
   Bavarian, N
   Lewis, KM
   Flay, B
AF Siebert, Carl F.
   Holloway, Stefanie D.
   Dubois, David L.
   Bavarian, Niloofar
   Lewis, Kendra M.
   Flay, Brian
TI Identification of Important Factors When Measuring School Climate:
   Latent Construct Validation and Exploration
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE school climate; climate factors; exploratory factor analysis; latent
   construct valuation; scale selection
ID STUDENT PERCEPTIONS; ACADEMIC ENGAGEMENT; MIDDLE; CONNECTEDNESS;
   ACHIEVEMENT; ADOLESCENTS; BEHAVIORS; CHICAGO; TRIALS; SENSE
AB BACKGROUND: Researchers regularly must decide what information is necessary to understand school climate and how to include climate in a study. For example, which factors and/or scales should be used, is using just 1 scale for school climate sufficient, and to what extent does the selection of a single scale influence the research findings?AIM: SUnderstanding what factors to consider and which available scales to review will assist those interested in measuring school climate.METHODS: This study explores 8 validated scales related to school climate. Data used are from a previous study (Social and Character Development cooperative agreement funded by IES #R305L030072 and #R305A080253) that looked at Positive Action, a social emotional and character development program for elementary-, middle-, and high-school students.RESULTS AND CONCLUSION: Scale correlations and factor analyses show how these scales work together to measure overall middle school climate.
C1 [Siebert, Carl F.] Boise State Univ, Coll Educ, Boise, ID 83725 USA.
   [Holloway, Stefanie D.] Boise State Univ, Coll Educ, 1910 Univ Dr, Boise, ID 83725 USA.
   [Dubois, David L.] Univ Illinois, Inst Hlth Res & Policy, Chicago, IL 60608 USA.
   [Bavarian, Niloofar] Calif State Univ Long Beach, Dept Hlth Sci, Long Beach, CA 90840 USA.
   [Lewis, Kendra M.] Univ New Hampshire, Durham, NH 03824 USA.
   [Flay, Brian] Boise State Univ, Coll Educ, Boise, ID 83725 USA.
C3 Idaho; Boise State University; Idaho; Boise State University; University
   of Illinois System; University of Illinois Chicago; University of
   Illinois Chicago Hospital; California State University System;
   California State University Long Beach; University System Of New
   Hampshire; University of New Hampshire; Idaho; Boise State University
RP Siebert, CF (corresponding author), Boise State Univ, Coll Educ, Boise, ID 83725 USA.
EM carlsiebert@boisestate.edu; stephanieholloway@u.boisestate.edu;
   dldubois@uic.edu; niloofar.bavarian@csulb.edu; kendra.lewis@unh.edu;
   brianflay@boisestate.edu
OI Siebert, Carl/0000-0003-0046-7842
CR Bear GG, 2011, J SCHOOL PSYCHOL, V49, P157, DOI 10.1016/j.jsp.2011.01.001
   Berkowitz R, 2017, REV EDUC RES, V87, P425, DOI 10.3102/0034654316669821
   Berkowitz R, 2015, TEACH COLL REC, V117
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NR 42
TC 1
Z9 1
U1 4
U2 10
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4391
EI 1746-1561
J9 J SCHOOL HEALTH
JI J. Sch. Health
PD JAN
PY 2024
VL 94
IS 1
BP 69
EP 79
DI 10.1111/josh.13394
EA SEP 2023
PG 11
WC Education & Educational Research; Education, Scientific Disciplines;
   Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services;
   Public, Environmental & Occupational Health
GA AZ4R4
UT WOS:001068691000001
PM 37715456
DA 2024-07-15
ER

PT J
AU Pham, HT
AF Huong Thi Pham
TI Limited legitimacy among academics of centrally driven approaches to
   internal quality assurance in Vietnam
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article
DE Quality assurance; higher education; academics' perceptions; Confucian
   values; Vietnam
ID HIGHER-EDUCATION; ACCREDITATION
AB For more than 15 years, Vietnam has worked to develop a quality assurance (QA) system as part of its effort to reform higher education. The government's effort seeks to respond to widespread criticism over the quality of training in higher education. The appropriation of western QA mechanisms and the effectiveness of the QA system as it has been implemented, however, is still viewed with scepticism. This paper reports on a study of academics and QA practitioners' perceptions of quality assurance. Documentation and in-depth interviews were used in the study. The findings show that QA remains a new concept in the country, which appears to have promoted a compliance-driven approach to mandated policies rather than a system that promotes academics' engagement in continuous improvement. Moreover, the appropriated mechanism may be seen as contradictory to the values respected by academics and rooted in a Confucian society.
C1 [Huong Thi Pham] Ho Chi Minh City Univ Pedag, Inst Educ Res, Ho Chi Minh, Vietnam.
RP Pham, HT (corresponding author), Ho Chi Minh City Univ Pedag, Inst Educ Res, Ho Chi Minh, Vietnam.
EM phamhuong.mu@gmail.com
RI Pham, Huong/S-1513-2019
OI Pham, Huong/0000-0002-1525-7998
CR Asia-Pacific Quality Network (APQN), 2008, HIGH ED QUAL ASS PRI
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NR 37
TC 6
Z9 6
U1 1
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PY 2019
VL 41
IS 2
BP 172
EP 185
DI 10.1080/1360080X.2019.1565298
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA VJ7DE
UT WOS:000619288400005
DA 2024-07-15
ER

PT J
AU Robinson, LR
   Leeb, RT
   Merrick, MT
   Forbes, LW
AF Robinson, Lara R.
   Leeb, Rebecca T.
   Merrick, Melissa T.
   Forbes, Lauren W.
TI Conceptualizing and Measuring Safe, Stable, Nurturing Relationships and
   Environments in Educational Settings
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE Child development; School; Safety; Nurturance; Stability
ID SCHOOL-HEALTH POLICIES; PROTECTIVE FACTORS; RISK BEHAVIOR; TEACHER
   RELATIONSHIPS; PARENTAL INVOLVEMENT; ACADEMIC ENGAGEMENT; GANG
   MEMBERSHIP; CHILD NEGLECT; STUDENT; ACHIEVEMENT
AB Most children and adolescents older than 5 years spend at least 6 h of their day in school settings. Like parents, education professionals can promote health and protect youth from harm by providing safe, stable, nurturing relationships and environments. The Centers for Disease Control and Prevention has developed a framework which posits that safe, stable, nurturing relationships and environments are Essentials for Childhood and are fundamental to promoting health and well-being; protecting youth from maltreatment and other violence and victimization; and ensuring optimal, healthy development. In this paper, the authors propose an approach to applying safe, stable, nurturing relationships and environments to the school ecology; review select survey measures to examine these constructs within educational settings; and suggest available indicators to measure safety, stability, and nurturance within the school context.
C1 [Robinson, Lara R.; Leeb, Rebecca T.; Forbes, Lauren W.] Natl Ctr Birth Defects & Dev Disabil, Div Human Dev & Disabil, Ctr Dis Control & Prevent, MS E-88,4770 Buford Highway, Chamblee, GA 30341 USA.
   [Merrick, Melissa T.] Natl Ctr Injury Prevent & Control, Div Violence Prevent, Ctr Dis Control & Prevent, MS F63,4770 Buford Highway, Chamblee, GA 30341 USA.
C3 Centers for Disease Control & Prevention - USA; Centers for Disease
   Control & Prevention - USA
RP Robinson, LR (corresponding author), Natl Ctr Birth Defects & Dev Disabil, Div Human Dev & Disabil, Ctr Dis Control & Prevent, MS E-88,4770 Buford Highway, Chamblee, GA 30341 USA.
EM lpr0@cdc.gov
FU Intramural CDC HHS [CC999999] Funding Source: Medline
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NR 120
TC 7
Z9 16
U1 0
U2 27
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD MAY
PY 2016
VL 25
IS 5
BP 1488
EP 1504
DI 10.1007/s10826-015-0332-2
PG 17
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA DI5ZM
UT WOS:000373579000012
PM 28018122
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Miller, LM
   Dufrene, BA
   Olmi, DJ
   Tingstrom, D
   Filce, H
AF Miller, Leila M.
   Dufrene, Brad A.
   Olmi, D. Joe
   Tingstrom, Daniel
   Filce, Hollie
TI Self-monitoring as a viable fading option in check-in/check-out
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Tier 2; Elementary school; PBIS; Behavioral intervention;
   Check-in/check-out; CICO; Self-monitoring
ID OFFICE DISCIPLINE REFERRALS; TIER 2 INTERVENTIONS; SECONDARY PREVENTION;
   BEHAVIOR; ATTENTION; STUDENTS; ACCURACY; ACCEPTABILITY; IMPLEMENTATION;
   PERFORMANCE
AB This study systematically replaced the teacher completed Daily Behavior Report Card (DBRC) and feedback component of check-in/check-out (CICO) with self-monitoring for four elementary students referred for Tier 2 behavioral supports within School-Wide Positive Behavior Interventions and Supports (SWPBIS). An ABAB withdrawal design was used to test the effectiveness of CICO. Then, following the second B phase, teacher completion of the DBRC and corresponding feedback to students was replaced with self-monitoring. For all four participants, CICO was associated with increases in academic engagement and reductions in disruptive behavior. Moreover, students' behavioral gains were maintained when teacher completion of the DBRC was replaced with self-monitoring. Results are discussed in terms of CICO research and practice. (C) 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Miller, Leila M.; Dufrene, Brad A.; Olmi, D. Joe; Tingstrom, Daniel; Filce, Hollie] Univ So Mississippi, Hattiesburg, MS 39406 USA.
C3 University of Southern Mississippi
RP Miller, LM (corresponding author), 944 W Lakeview Dr, Baton Rouge, LA 70810 USA.
RI Filce, Hollie G/D-9912-2013
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NR 50
TC 21
Z9 38
U1 2
U2 31
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2015
VL 53
IS 2
BP 121
EP 135
DI 10.1016/j.jsp.2014.12.004
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CE9PC
UT WOS:000352174900002
PM 25746822
DA 2024-07-15
ER

PT J
AU Oyserman, D
AF Oyserman, Daphna
TI Racial-ethnic self-schemas: Multidimensional identity-based motivation
SO JOURNAL OF RESEARCH IN PERSONALITY
LA English
DT Article
DE Racial-ethnic identity; School engagement; Academic achievement; Mental
   health; Depression
ID AFRICAN-AMERICAN ADOLESCENTS; SOCIAL PSYCHOLOGICAL PERSPECTIVE;
   PROCESSING INFORMATION; ACADEMIC-ACHIEVEMENT; DISCRIMINATION; GENDER;
   SCHOOL; IDENTIFICATION; MATHEMATICS; ATTITUDES
AB Prior self-schema research focuses on benefits of being schematic vs. aschematic in stereotyped domains. The current studies build on this work, examining racial-ethnic self-schemas as multidimensional, containing multiple, conflicting, and non-integrated images. A multidimensional perspective captures complexity; examining net effects of dimensions predicts within-group differences in academic engagement and well-being. When racial-ethnicity self-schemas focus attention on membership in both in-group and broader society, engagement with school should increase since school is not seen as out-group defining. When racial-ethnicity self-schemas focus attention on inclusion (not obstacles to inclusion) in broader society, risk of depressive symptoms should decrease. Support for these hypotheses was found in two separate samples (8th graders, n = 213, 9th graders followed to 12th grade n = 141). (C) 2008 Elsevier Inc. All rights reserved.
C1 Univ Michigan, Inst Social Res, Ann Arbor, MI 48106 USA.
C3 University of Michigan System; University of Michigan
RP Oyserman, D (corresponding author), Univ Michigan, Inst Social Res, 426 Thompson Ave,Room 5240, Ann Arbor, MI 48106 USA.
EM daphna.oyserman@umich.edu
RI Oyserman, Daphna/U-3207-2019
OI Oyserman, Daphna/0000-0002-2727-2167
FU NIMH NIH HHS [R01 MH058299-03] Funding Source: Medline
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NR 65
TC 42
Z9 82
U1 0
U2 27
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0092-6566
EI 1095-7251
J9 J RES PERS
JI J. Res. Pers.
PD OCT
PY 2008
VL 42
IS 5
BP 1186
EP 1198
DI 10.1016/j.jrp.2008.03.003
PG 13
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 363XU
UT WOS:000260301600005
PM 19122837
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Welsh, JA
   Bierman, KL
   Nix, RL
   Heinrichs, BN
AF Welsh, Janet A.
   Bierman, Karen L.
   Nix, Robert L.
   Heinrichs, Brenda N.
TI Sustained effects of a school readiness intervention: 5th grade outcomes
   of the Head Start REDI program
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Early childhood intervention; Evidence-based programs; Longitudinal
   follow-up
ID SELF-REGULATION; SOCIAL COMPETENCE; PRESCHOOL CLASSROOMS; CHILDRENS
   BEHAVIOR; CHILDHOOD; SKILLS; STUDENTS; POVERTY; IMPACT; PARENT
AB This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty. (C) 2020 Published by Elsevier Inc.
C1 [Welsh, Janet A.] Penn State Univ, Bennett Pierce Prevent Res Ctr, University Pk, PA 16802 USA.
   [Bierman, Karen L.; Heinrichs, Brenda N.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA.
   [Nix, Robert L.] Univ Wisconsin Madison, Dept Human Dev & Family Studies, Madison, WI USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); Pennsylvania State University; Pennsylvania State University -
   University Park; University of Wisconsin System; University of Wisconsin
   Madison
RP Welsh, JA (corresponding author), Penn State Univ, Bennett Pierce Prevent Res Ctr, University Pk, PA 16802 USA.
EM jaw900@psu.edu
FU National Institute on Child Health and Human Development [RO1HD046064]
FX This research was supported by Grant No. RO1HD046064 to PI Karen Bierman
   from the National Institute on Child Health and Human Development.
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NR 73
TC 27
Z9 33
U1 3
U2 24
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2020
VL 53
BP 151
EP 160
DI 10.1016/j.ecresq.2020.03.009
PG 10
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA NZ9RB
UT WOS:000577435300013
PM 33994660
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Clark, DA
   Durbin, CE
   Hicks, BM
   Iacono, WG
   Mcgue, M
AF Clark, D. Angus
   Durbin, C. Emily
   Hicks, Brian M.
   Iacono, William G.
   Mcgue, Matt
TI Personality in the. age of industry: Structure, heritability, and
   correlates of personality in middle childhood from the perspective of
   parents, teachers, and children
SO JOURNAL OF RESEARCH IN PERSONALITY
LA English
DT Article
DE Personality; Middle childhood; Multiple informants; Personality
   structure; Personality heritability; Personality outcomes
ID INFANT TEMPERAMENT; ENVIRONMENTAL-INFLUENCES; GENETIC INFLUENCES;
   EMOTIONAL-PROBLEMS; ACTIVITY LEVEL; RATINGS; PSYCHOPATHOLOGY;
   COMPETENCE; TWIN; HYPERACTIVITY
AB Middle childhood is a crucial juncture in the lifespan where children work toward achieving a sense of competence foundational for future development. However, middle childhood has historically been underrepresented in the personality literature. The current study provides a comprehensive examination of personality in middle childhood using a large (N = 2510), longitudinal sample of 10-. to 12-year-old twins. The structure, heritability, and correlates of personality in this period were investigated using personality ratings of parents, teachers, and children. Results showed that personality in middle childhood has a coherent structure, is heritable, and is relevant for developmentally salient outcomes such as externalizing behavior, substance use, and academic engagement. Results emphasize the importance of investigating personality in middle childhood across multiple informants. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Clark, D. Angus; Durbin, C. Emily] Michigan State Univ, E Lansing, MI 48824 USA.
   [Hicks, Brian M.] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Iacono, William G.; Mcgue, Matt] Univ Minnesota, Minneapolis, MN 55455 USA.
C3 Michigan State University; University of Michigan System; University of
   Michigan; University of Minnesota System; University of Minnesota Twin
   Cities
RP Clark, DA (corresponding author), Michigan State Univ, Dept Psychol, Phys 316, Psychol Bldg, E Lansing, MI 48824 USA.
EM clarkd46@msu.edu
FU United States Public Health Service from the National Institute on Drug
   Abuse [R37 DA005147, ROl DA013240, ROl DA034606, ROl DA039112]; National
   Institute on Alcohol Abuse and Alcoholism [R01 AA09367]
FX This work was supported by United States Public Health Service grants
   R37 DA005147 (Iacono), ROl DA013240 (Iacono), ROl DA034606 (Hicks), and
   ROl DA039112 (Durbin) from the National Institute on Drug Abuse and the
   National Institute on Alcohol Abuse and Alcoholism R01 AA09367 (McGue).
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NR 82
TC 14
Z9 18
U1 2
U2 28
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0092-6566
EI 1095-7251
J9 J RES PERS
JI J. Res. Pers.
PD APR
PY 2017
VL 67
BP 132
EP 143
DI 10.1016/j.jrp.2016.06.013
PG 12
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA ES4RJ
UT WOS:000399522100013
PM 28408770
OA Green Accepted
DA 2024-07-15
ER

PT J
AU McDermott, ER
   Donlan, AE
   Zaff, JF
   Prescott, JE
AF McDermott, Elana R.
   Donlan, Alice E.
   Zaff, Jonathan F.
   Prescott, Jennifer E.
TI A Psychometric Analysis of Hope, Persistence, and Engagement Among
   Reengaged Youth
SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
LA English
DT Article
DE hope; persistence; academic engagement; reengagement; dropout recovery
ID SECONDARY CONTROL STRATEGIES; HIGH-SCHOOL; INDIVIDUAL-DIFFERENCES;
   STUDENT ENGAGEMENT; LIFE; HEALTH; SATISFACTION; ATTAINMENT; PREDICTION;
   DROPOUTS
AB Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have dropped out of high school and returned to finish their degrees). Results from the AHS indicated that among reengaged students, a new factor structure may fit better than what has been used previously. Results from the PGS replicated a factor structure from previous research. Finally, we examined whether we could find support for criterion validity by assessing associations with measures of engagement, and found a positive relation between the AHS, PGS, and measures of cognitive and emotional engagement. Implications and future directions are discussed.
C1 [McDermott, Elana R.; Donlan, Alice E.; Prescott, Jennifer E.] Tufts Univ, Medford, MA 02155 USA.
   [Zaff, Jonathan F.] Amer Promise Alliance, Medford, MA USA.
C3 Tufts University
RP McDermott, ER (corresponding author), Tufts Univ, Eliot Pearson Dept Child Study & Human Dev, 177 Coll Ave, Medford, MA 02155 USA.
EM elana.mcdermott@tufts.edu
OI McDermott, Elana/0000-0001-7614-0868
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NR 70
TC 3
Z9 8
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0734-2829
EI 1557-5144
J9 J PSYCHOEDUC ASSESS
JI J. Psychoeduc. Assess.
PD APR
PY 2016
VL 34
IS 2
BP 136
EP 152
DI 10.1177/0734282915593029
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DH5JI
UT WOS:000372822900003
DA 2024-07-15
ER

PT J
AU Vargas, R
   Maxwell, AE
   Lucas-Wright, A
   Bazargan, M
   Barlett, C
   Jones, F
   Brown, A
   Forge, N
   Smith, J
   Vadgamma, J
   Jones, L
AF Vargas, Roberto
   Maxwell, Annette E.
   Lucas-Wright, Aziza
   Bazargan, Moshen
   Barlett, Carolyn
   Jones, Felica
   Brown, Anthony
   Forge, Nell
   Smith, James
   Vadgamma, Jay
   Jones, Loretta
TI A Community Partnered-Participatory Research Approach to Reduce Cancer
   Disparities in South Los Angeles
SO PROGRESS IN COMMUNITY HEALTH PARTNERSHIPS-RESEARCH EDUCATION AND ACTION
LA English
DT Article
DE Community-based participatory research; health disparities; health
   promotion; urban health services
ID PREVENTION
AB Background: Community academic partnerships may offer opportunities to improve population health in communities that suffer from cancer-related health disparities.
   Objectives: This project describes a community partnered effort to promote cancer research and reduce local cancer-related disparities.
   Methods: We used a community-partnered participatory research (CPPR) model and modified Delphi method approach to bring together community and academic stake-holders from South Los Angeles around reducing cancer disparities.
   Results: The 36-member Community Academic Council consisted of cancer survivors, academics, and representatives of local community-based organizations and churches. Forty-nine unique cancer-related community priorities were collaboratively used to develop shared products. Early CPPR products included convening of a community conference, a collaboratively developed survey instrument, and new partnerships resulting. in externally funded projects.
   Conclusions: Our approach demonstrates the feasibility of the use of a replicable model of community and academic engagement that has resulted in products developed through collaborative efforts.
C1 [Vargas, Roberto] Univ Calif Los Angeles, David Geffen Sch Med, Div Gen Internal Med & Hlth Serv Res, Los Angeles, CA 90095 USA.
   [Maxwell, Annette E.] Univ Calif Los Angeles, Fielding Sch Publ Hlth, Los Angeles, CA 90024 USA.
   [Maxwell, Annette E.] Univ Calif Los Angeles, Jonsson Comprehens Canc Ctr, Los Angeles, CA 90024 USA.
   [Lucas-Wright, Aziza; Jones, Felica; Brown, Anthony; Jones, Loretta] Hlth African Amer Families, New York, NY USA.
   [Vargas, Roberto; Bazargan, Moshen; Forge, Nell; Smith, James; Vadgamma, Jay] Charles R Drew Univ Med & Sci, Los Angeles, CA USA.
   [Barlett, Carolyn] Los Angeles Cty Dept Hlth Serv, Los Angeles, CA USA.
C3 University of California System; University of California Los Angeles;
   University of California Los Angeles Medical Center; David Geffen School
   of Medicine at UCLA; University of California System; University of
   California Los Angeles; UCLA Jonsson Comprehensive Cancer Center;
   University of California System; University of California Los Angeles;
   Charles R. Drew University of Medicine & Science
RP Vargas, R (corresponding author), Univ Calif Los Angeles, David Geffen Sch Med, Div Gen Internal Med & Hlth Serv Res, Los Angeles, CA 90095 USA.
OI Maxwell, Annette/0000-0002-2334-8582
FU National Institutes of Health, National Cancer Institute [U5CA14393];
   National Institute of Minority Health and Health Disparities
   [2U54CA14393]
FX This work was sponsored by the National Institutes of Health, National
   Cancer Institute grant U5CA14393 and National Institute of Minority
   Health and Health Disparities grant 2U54CA14393.
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NR 17
TC 6
Z9 6
U1 0
U2 7
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 1557-0541
EI 1557-055X
J9 PROG COMM HLTH PARTN
JI Prog. Community Health Partnersh.
PD WIN
PY 2014
VL 8
IS 4
BP 471
EP 476
DI 10.1353/cpr.2014.0063
PG 6
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA CD5HF
UT WOS:000351117900006
PM 25727979
DA 2024-07-15
ER

PT J
AU Putri, IGAPE
   Quinton, HW
   Selkrig, M
AF Putri, I. Gusti Agung Paramitha Eka
   Quinton, Helen Widdop
   Selkrig, Mark
TI Reshaping teaching in higher education through a mandala of creative
   pedagogies
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Creative pedagogies; higher education teaching; Indigenous pedagogies;
   community of practice
ID PRAXIS
AB Enhancing creativity skills and dispositions is one of the many student capabilities academics in higher education are required to promote. Although there are several issues that can hamper academics' engagement with creativity including demands of performance indicators and limited freedom to experiment with teaching. In this article, we consider the findings from a research project with a group of tertiary academics who explored the complexities and opportunities related to teaching for creativity, creative learning, and teaching creatively. From the academics' dynamic interaction with and between creativity and their traditional and academic cultures, we were able to extend on an existing framework to give a more nuanced understanding about how creativity can be incorporated into teaching in higher education. We present a mandala of creative pedagogies as an analysis framework and a teaching tool that can accelerate a range of skills acquisition for graduates, including connecting with global and local knowledges.
C1 [Putri, I. Gusti Agung Paramitha Eka] Univ Melbourne, Nossal Inst Global Hlth, Melbourne Sch Populat & Global Hlth, Level 2, 32 Lincoln Sq North, Melbourne, Vic 3010, Australia.
   [Quinton, Helen Widdop] Victoria Univ, Inst Sustainable Ind & Liveable Cities, Melbourne, Australia.
   [Selkrig, Mark] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Australia.
C3 University of Melbourne; Victoria University; University of Melbourne
RP Putri, IGAPE (corresponding author), Univ Melbourne, Nossal Inst Global Hlth, Melbourne Sch Populat & Global Hlth, Level 2, 32 Lincoln Sq North, Melbourne, Vic 3010, Australia.
EM mitha.eka@unimelb.edu.au
RI Eka, Mitha/HTO-7362-2023; Widdop Quinton, Helen/N-2236-2016
OI Eka, Mitha/0000-0002-5405-7606; Selkrig, Mark/0000-0002-4311-5743;
   Widdop Quinton, Helen/0000-0002-1020-2672
FU Australian Government, Department of Education (Research Training
   Program)
FX This research was funded by Australian Government, Department of
   Education (Research Training Program).
CR Adams J, 2021, DISCOURSE-ABINGDON, V42, P408, DOI 10.1080/01596306.2019.1708706
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NR 58
TC 1
Z9 1
U1 6
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD 2023 MAR 25
PY 2023
DI 10.1080/13562517.2023.2193665
EA MAR 2023
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA A7FE5
UT WOS:000956731800001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Tsang, A
   Dang, BYY
   Moorhouse, BL
AF Tsang, Art
   Dang, Beatrice Yan-Yan
   Moorhouse, Benjamin Luke
TI An examination of learners' homework engagement, academic achievement,
   and perceptions
SO EDUCATIONAL STUDIES
LA English
DT Article; Early Access
DE Homework; academic achievement; learners' perceptions; learners'
   emotions; learning beyond the classroom
ID TIME SPENT; ATTITUDES; PREDICT
AB Completing homework is a highly common task shared by nearly all primary- and secondary-level learners throughout their compulsory education globally. This mixed-methods study examined whether the estimated amount of homework completed (HW) in primary and secondary education is related to learners' academic achievement (AA), and what learners' perceptions of the value of homework are. 434 tertiary-level students completed a survey and 24 of them also attended follow-up individual interviews. The findings revealed no statistically significant relationships between HW and AA. Although HW was associated with school banding, we found no relationship between HW and AA when grouping the participants by banding and gender. Two themes emerged from the interviews, namely the presence/absence of the perceived value of homework and positive/negative emotions associated with homework. The findings pose some challenges to beliefs (or 'conventional wisdom') such as homework having an unquestionably positive impact on learning, and the more homework the better.
C1 [Tsang, Art] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Dang, Beatrice Yan-Yan] HKU SPACE Po Leung Kuk Stanley Ho Community Coll, Hong Kong, Peoples R China.
   [Moorhouse, Benjamin Luke] Hong Kong Baptist Univ, Dept Educ Studies, Hong Kong, Peoples R China.
C3 Chinese University of Hong Kong; Hong Kong Baptist University
RP Tsang, A (corresponding author), Chinese Univ Hong Kong, Room 306,Ho Tim Bldg, Hong Kong, Peoples R China.
EM arttsang@cuhk.edu.hk
RI Moorhouse, Benjamin Luke/U-2683-2019
OI Moorhouse, Benjamin Luke/0000-0002-3913-5194
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NR 48
TC 2
Z9 2
U1 6
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-5698
EI 1465-3400
J9 EDUC STUD-UK
JI Educ. Stud.
PD 2022 SEP 23
PY 2022
DI 10.1080/03055698.2022.2126295
EA SEP 2022
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4U6RI
UT WOS:000858918300001
DA 2024-07-15
ER

PT J
AU Dommett, K
   Tromble, R
AF Dommett, Katharine
   Tromble, Rebekah
TI Advocating for Platform Data Access: Challenges and Opportunities for
   Academics Seeking Policy Change
SO POLITICS AND GOVERNANCE
LA English
DT Article
DE advocacy; data access; non-academic engagement; platforms; policymakers
ID AUTOETHNOGRAPHY
AB Independent researchers' access to digital platform data is critical for our understanding of the online world; yet recent reflections have shown that data are not always readily available (Asbjorn Moller & Bechmann, 2019; Bruns, 2018; Tromble, 2021). In the face of platform power to determine data accessibility, academics can often feel powerless, but opportunities and openings can emerge for scholars to shape practice. In this article, we examine the potential for academics to engage with non-academic audiences in debates around increased data access. Adopting an autoethnographic approach, we draw on our personal experiences working with policymakers and digital platforms to offer advice for academics seeking to shape debates and advocate for change. Presenting vignettes that detail our experiences and drawing on existing scholarship on how to engage with non-academic audiences, we outline the opportunities and challenges in this kind of engagement with a view to guiding other scholars interested in engaging in this space.
C1 [Dommett, Katharine] Univ Sheffield, Dept Polit, Sheffield, S Yorkshire, England.
   [Tromble, Rebekah] George Washington Univ, Sch Media & Publ Affairs, Washington, DC 20052 USA.
   [Tromble, Rebekah] George Washington Univ, Inst Data Democracy & Polit, Washington, DC 20052 USA.
C3 University of Sheffield; George Washington University; George Washington
   University
RP Dommett, K (corresponding author), Univ Sheffield, Dept Polit, Sheffield, S Yorkshire, England.
EM k.dommett@sheffield.ac.uk
OI Dommett, Katharine/0000-0003-0624-6610
FU Leverhulme Project [RPG-2020-148]; John S. and James L. Knight
   Foundation
FX We would like to thank the organizers and participants of the workshop
   on "Analyzing Citizen Engagement with European Politics through Social
   Media" for their invaluable feedback on the article. We would also like
   to thank the many individuals and organisations who have supported our
   efforts to engage in debates about data access, without whom this
   article would not have been possible. In addition, we wish to
   acknowledge financial support in the form of Leverhulme Project Grant
   RPG-2020-148 (Dommett), gifts from the Omidyar Network Fund (Tromble),
   and Reset (Tromble), and a grant from the John S. and James L. Knight
   Foundation (Tromble).
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NR 30
TC 3
Z9 3
U1 0
U2 0
PU COGITATIO PRESS
PI LISBON
PA RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL
SN 2183-2463
J9 POLITICS GOV
JI Politics Gov.
PY 2022
VL 10
IS 1
BP 220
EP 229
DI 10.17645/pag.v10i1.4713
PG 10
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 8V8CF
UT WOS:000930854300001
OA gold, Green Published, Green Accepted
DA 2024-07-15
ER

PT J
AU Kowalski, MJ
   Froiland, JM
AF Kowalski, Monica J.
   Froiland, John Mark
TI Parent perceptions of elementary classroom management systems and their
   children's motivational and emotional responses
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Classroom management; Motivation; Self-determination theory; Academic
   engagement
ID AUTONOMY SUPPORT; INTRINSIC MOTIVATION; INVOLVEMENT; REWARDS
AB Classroom management systems emphasizing rewards and consequences have long existed in schools within the US, but parental perceptions of the effects of these systems have largely been ignored. This survey study examined the ways in which 99 parents observed their children responding to various elementary classroom management systems. Regression results showed that behavior chart systems were negatively associated with student autonomous motivation to learn, whereas parent-school relationships and teacher autonomy support were positively associated with autonomous motivation. In hierarchical regression models, the frequency of students receiving rewards was negatively related to parent-school relationships. However, when teacher autonomy support (a strong positive predictor) was added to the model, the effects of reward frequency became non-significant. Parents' open-ended responses revealed frustrations with systems that caused student anxiety, encouraged dependence on rewards, and oppressed students' personalities. Implications include consideration of classroom management styles that better promote student autonomous motivation.
C1 [Kowalski, Monica J.] Univ Notre Dame, Notre Dame, IN 46556 USA.
   [Froiland, John Mark] Purdue Univ, W Lafayette, IN 47907 USA.
C3 University of Notre Dame; Purdue University System; Purdue University
RP Kowalski, MJ (corresponding author), Univ Notre Dame, Notre Dame, IN 46556 USA.
EM Kowalski.42@nd.edu
RI Kowalski, Monica/KHY-6426-2024; Kowalski, Monica/AAZ-9218-2021
OI Kowalski, Monica/0000-0001-5004-6742; Froiland, John/0000-0002-2700-3987
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NR 41
TC 10
Z9 13
U1 0
U2 16
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD APR
PY 2020
VL 23
IS 2
BP 433
EP 448
DI 10.1007/s11218-020-09543-5
EA JAN 2020
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LD9JW
UT WOS:000515596900001
DA 2024-07-15
ER

PT J
AU Crowder, M
   Antoniadou, M
   Stewart, J
AF Crowder, Mark
   Antoniadou, Marilena
   Stewart, Jim
TI To BlikBook or not to BlikBook: Exploring student engagement of an
   online discussion platform
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE BlikBook; course engagement platform; student engagement; higher
   education
ID VIRTUAL LEARNING-ENVIRONMENT; CONSTRUCTIVE ALIGNMENT; EDUCATION;
   PERCEPTIONS; CLASSROOM; TEACHERS
AB This paper reports on the use of BlikBook, a course engagement platform for tutors and students that facilitates academic engagement in higher education. Based on a case study where BlikBook was essential to the design and delivery of a large undergraduate module, the paper discusses how the platform opens new avenues for student feedback, and encourages more independence in peer-led student groups. The paper makes several important contributions to knowledge and practice. Firstly, it outlines the process of introducing new software within a university context, and identifies potential pitfalls. Secondly, it offers an assessment of BlikBook that was previously untried in the case study organisation. Thirdly, previous studies have focused primarily on students' perceptions of online platforms, rather than on the differences in experiences between students and tutors, whereas the present study explores both aspects. Findings suggest that incorporating BlikBook in teaching could improve student engagement.
C1 [Crowder, Mark] Manchester Metropolitan Univ, Sch Business, Dept Strategy Enterprise & Sustainabil, Manchester, Lancs, England.
   [Antoniadou, Marilena] Manchester Metropolitan Univ, Dept People & Performance, Manchester, Lancs, England.
   [Stewart, Jim] Liverpool Hopes Univ, Sch Business, Liverpool, Merseyside, England.
C3 Manchester Metropolitan University; Manchester Metropolitan University
RP Antoniadou, M (corresponding author), Manchester Metropolitan Univ, Sch Business, All St Bldg, Manchester M15 6BH, Lancs, England.
EM m.antoniadou@mmu.ac.uk
RI Crowder, Mark/AAU-4855-2020; Stewart, Jim/ABB-6615-2020
OI Crowder, Mark/0000-0001-8510-261X; Stewart, Jim/0000-0003-4753-5224
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NR 39
TC 5
Z9 5
U1 0
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD MAY 4
PY 2019
VL 56
IS 3
BP 295
EP 306
DI 10.1080/14703297.2018.1502091
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HU3CV
UT WOS:000465150100005
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Hershberger, MA
   Jones, MH
AF Hershberger, Mary A.
   Jones, Martin H.
TI The influence of social relationships and school engagement on academic
   achievement in maltreated adolescents
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Maltreatment; Academic achievement; Parent relationships; Peer
   relationships; Academic engagement
ID CHILD MALTREATMENT; LONGITUDINAL ASSOCIATIONS; PARENTAL INVOLVEMENT;
   GENDER-DIFFERENCES; PHYSICAL ABUSE; PEER; SUPPORT; STUDENT; PERCEPTIONS;
   ADJUSTMENT
AB Adolescents who have experienced maltreatment face many developmental and educational challenges compared with their non-maltreated peers. Research demonstrates the importance of social relationships in academic achievement among non-maltreated youth, and suggests the influence of parent and peer relationships for academic success in maltreated youth as well, including the potential benefit of school engagement. Data for the study comes from the first wave of the second National Survey of Child and Adolescent Well-Being (NSCAW II), a nationally-representative sample of children involved in Child Protective Services in the United States. The study finds that maltreated adolescents' perceptions of relationship quality with both parents and peers significantly predict academic achievement. In addition, results demonstrate a mediating effect of school engagement between parent and peer variables and some academic achievement outcomes.
C1 [Hershberger, Mary A.; Jones, Martin H.] Univ New Mexico, Albuquerque, NM 87131 USA.
C3 University of New Mexico
RP Hershberger, MA (corresponding author), Univ New Mexico, Dept Individual Family & Commun Educ, MSC 05 3040 1, Albuquerque, NM 87131 USA.
EM mhershberger@unm.edu
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NR 80
TC 19
Z9 23
U1 3
U2 42
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD AUG
PY 2018
VL 67
BP 98
EP 108
DI 10.1016/j.adolescence.2018.06.003
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO6CV
UT WOS:000440122600011
PM 29933198
DA 2024-07-15
ER

PT J
AU Wang, MT
   Eccles, JS
AF Wang, Ming-Te
   Eccles, Jacquelynne S.
TI School context, achievement motivation, and academic engagement: A
   longitudinal study of school engagement using a multidimensional
   perspective
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Adolescence; School environment perceptions; School engagement;
   Achievement motivation; Multidimensional perspective
ID CLASSROOM SOCIAL-ENVIRONMENT; ADOLESCENTS PERCEPTIONS; OPPOSITIONAL
   CULTURE; STUDENTS ENGAGEMENT; MIDDLE SCHOOL; PERFORMANCE; ADJUSTMENT;
   AUTONOMY; GOAL; TEACHERS
AB This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
   [Eccles, Jacquelynne S.] Univ Michigan, Ann Arbor, MI 48109 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Michigan System; University of Michigan
RP Wang, MT (corresponding author), Univ Pittsburgh, 5940 Wesley W Posvar Hall, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 79
TC 502
Z9 763
U1 46
U2 665
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD DEC
PY 2013
VL 28
BP 12
EP 23
DI 10.1016/j.learninstruc.2013.04.002
PG 12
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 198SU
UT WOS:000322943400002
DA 2024-07-15
ER

PT J
AU LEE, VE
   SMITH, JB
AF LEE, VE
   SMITH, JB
TI EFFECTS OF SCHOOL RESTRUCTURING ON THE ACHIEVEMENT AND ENGAGEMENT OF
   MIDDLE-GRADE STUDENTS
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
ID SOCIAL DISTRIBUTION; INSTRUCTION; TRACKING; TEACHERS; EFFICACY
AB This article reports on a study of the impact of attending restructured schools on the achievement and engagement of young adolescents. It places the movement toward restructuring in a conceptual framework favoring the development of more communally organized schools and away from the largely bureaucratic organization of most American schools. Using a subsample of 8,845 eighth graders in 377 public, Catholic, and independent middle-grade schools from the base year of the National Longitudinal Study of 1988, the authors examined the effects of school restructuring (less departmentalization, more heterogeneous grouping, more team teaching, and a composite restructuring index) on students' achievement, engagement with academic work, and at-risk behaviors. Modest but consistently positive effects of restructuring were found on both achievement and engagement, as well as with a more equitable social distribution of these outcomes. Students attending schools with fewer eighth-grade peers also demonstrated more academic engagement and a more equitable distribution of achievement.
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   UNIV WISCONSIN, CTR ORG & RESTRUCTURING SCH, MADISON, WI 53706 USA.
C3 University of Rochester; University of Wisconsin System; University of
   Wisconsin Madison
RP UNIV MICHIGAN, SCH EDUC, DEPT EDUC STUDIES, ANN ARBOR, MI 48109 USA.
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NR 62
TC 118
Z9 256
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD JUL
PY 1993
VL 66
IS 3
BP 164
EP 187
DI 10.2307/2112735
PG 24
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA LP143
UT WOS:A1993LP14300002
DA 2024-07-15
ER

PT J
AU Gagnon, RJ
   Sandoval, A
AF Gagnon, Ryan J.
   Sandoval, Alexandra
TI Pre-college STEM camps as developmental context: Mediational relations
   between gender, career decidedness, socioemotional development, and
   engagement
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE STEM; Adolescence; Career decidedness; Gender; Camp; Pre collegiate
ID ACADEMIC ENGAGEMENT; SELF-DETERMINATION; MATHEMATICS STEM; YOUTH;
   SCIENCE; SCHOOL; TECHNOLOGY; OUTCOMES; GAP; STUDENTS
AB One potential mechanism to mitigate the underrepresentation of females within STEM is the use of Out-of-School-Time programs and camps with supportive staff, instructors, and parallel orientation towards socioemotional development. This study examines factors which may mediate the relation between gender and STEM career aspiration within a pre-collegiate week-long STEM camp experience among a sample of 365 adolescent campers. Campers were an average of 15.58 years old, primarily white (69.8%), and male (51.8%). The results of the mediational structural equation model (SEM) suggested socioemotional development did not mediate the relation between gender and career decidedness, and there was no statistical difference between male and female STEM career decidedness. The lack of effect could be a result of the systematic and ongoing emphasis towards the development of STEM skills and aspiration within minority and underrepresented groups, specifically females.
C1 [Gagnon, Ryan J.] Clemson Univ, 276A Lehotsky Hall, Clemson, SC 29634 USA.
   [Sandoval, Alexandra] Clemson Univ, 263 Lehotsky Hall, Clemson, SC 29634 USA.
C3 Clemson University; Clemson University
RP Gagnon, RJ (corresponding author), Clemson Univ, 276A Lehotsky Hall, Clemson, SC 29634 USA.
EM rjgagno@clemson.edu; asandov@clemson.edu
RI Gagnon, Ryan/ABA-5797-2020
OI Gagnon, Ryan/0000-0002-0338-6370
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NR 62
TC 8
Z9 11
U1 2
U2 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD JAN
PY 2020
VL 108
AR 104584
DI 10.1016/j.childyouth.2019.104584
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA KG3CG
UT WOS:000509819500020
DA 2024-07-15
ER

PT J
AU Raphael, LM
   Pressley, M
   Mohan, L
AF Raphael, Lisa M.
   Pressley, Michael
   Mohan, Lindsey
TI Engaging instruction in middle school classrooms: An observational study
   of nine teachers
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID AUTONOMY-SUPPORTIVE TEACHERS; MOTIVATION; STUDENTS; ACHIEVEMENT;
   COMPETENCE; ENGAGEMENT; PERCEPTIONS; STRATEGIES; BEHAVIOR; TRANSITIONS
AB Observations of instructional practices, teacher interviews, and classroom artifacts were collected in 9 sixth-grade classrooms in 2 middle schools to determine teaching practices associated with student engagement (i.e., being on task, doing thoughtful assignments). The teachers used a variety of instructional practices, with some teachers producing greater engagement than others. We classified 3 teachers as highly engaging (i.e., at least 90% of students were engaged at least 90% of the time), 4 teachers as moderately engaging (at least 50% of students engaged at least 50% of the time), and 2 teachers as low engaging (i. e., less than 50% of students engaged less than 50% of the time). Compared to the moderately engaging and low-engaging teachers, highly engaging teachers used many instructional practices that had the potential to encourage academic engagement (e. g., scaffolding, encouraging strategy use) and did nothing that might undermine engagement (e. g., expressing frustration, providing ineffective or unclear feedback).
C1 [Raphael, Lisa M.] SEDL, Austin, TX 78701 USA.
   [Pressley, Michael; Mohan, Lindsey] Michigan State Univ, E Lansing, MI 48824 USA.
C3 American Institutes for Research; Michigan State University
RP Raphael, LM (corresponding author), SEDL, Austin, TX 78701 USA.
OI Mohan, Lindsey/0000-0002-6636-470X
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NR 68
TC 21
Z9 68
U1 0
U2 14
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
EI 1554-8279
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD SEP
PY 2008
VL 109
IS 1
BP 61
EP 81
DI 10.1086/592367
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 336TB
UT WOS:000258386400004
DA 2024-07-15
ER

PT J
AU Codding, RS
   Smyth, CA
AF Codding, Robin S.
   Smyth, Carol Ann
TI USING PERFORMANCE FEEDBACK TO DECREASE CLASSROOM TRANSITION TIME AND
   EXAMINE COLLATERAL EFFECTS ON ACADEMIC ENGAGEMENT
SO JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
LA English
DT Article
ID GENERAL-EDUCATION SETTINGS; TREATMENT INTEGRITY; FOLLOW-UP; TEACHER;
   IMPLEMENTATION; CONSULTATION; BEHAVIOR; INTERVENTIONS; INSTRUCTION; TASK
AB There is currently a gap in the consultation literature related to how teacher and student gender may affect teacher perceptions of and responses to student behavior. In this study, 147 preservice and practicing teachers were presented with four gender-neutral student-centered problems in the form of short vignettes in which the gender of the student was rotated. Respondents rated these vignettes on problem severity, likelihood of seeking assistance, and from whom they would seek assistance. Data were analyzed by teacher status (preservice or practicing), teacher gender, and student gender. Results suggest teachers typically did not make different decisions based on student gender. However, female teachers often rated student situations as more severe than their male colleagues, with some differences between practicing and preservice teachers. The potential implication of this and related findings for the process of consultation are highlighted.
C1 [Codding, Robin S.] Univ Massachusetts, Counseling & Sch Psychol, Boston, MA 02125 USA.
   [Smyth, Carol Ann] CUNY, New York, NY 10021 USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   City University of New York (CUNY) System
RP Codding, RS (corresponding author), Univ Massachusetts, Counseling & Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA.
EM robin.codding@umb.edu
RI Codding, Robin/AAC-9157-2020
OI Codding, Robin/0000-0001-6717-0790
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NR 34
TC 39
Z9 65
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1047-4412
EI 1532-768X
J9 J EDUC PSYCHOL CONS
JI J. Educ. Psychol. Consult.
PY 2008
VL 18
IS 4
BP 325
EP 345
AR PII 905938818
DI 10.1080/10474410802463312
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 376GW
UT WOS:000261173100003
OA Bronze
DA 2024-07-15
ER

PT J
AU Atta-Owusu, K
   Fitjar, RD
AF Atta-Owusu, Kwadwo
   Fitjar, Rune Dahl
TI What motivates academics for external engagement? Exploring the effects
   of motivational drivers and organizational fairness
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
DE academic engagement; motivation; organizational fairness; third mission
ID PROCEDURAL JUSTICE; SELF-DETERMINATION; UNIVERSITY; INDUSTRY; KNOWLEDGE;
   SCIENTISTS; INVENTION; ENTREPRENEURSHIP; PERFORMANCE; INCENTIVES
AB Academics have different motivations for external engagement, including to acquire external resources for research (research advancement motivation), to contribute to society (prosocial motivation), or to acquire monetary benefits (pecuniary motivation). Universities also have varying policies for rewarding external engagement. This paper examines the relationship between academics' motivations for engaging, their perceptions of the fairness of their universities' policies, and their actual level of external engagement. Most academics consider contributing to the betterment of society as the most important reason for engagement, followed by the advancement of their research. Conversely, few academics consider obtaining personal income to be important. The perceived importance of all three motivations is positively associated with actual engagement behavior. Notably, the strength of research advancement motivation is more closely associated with external engagement than the strength of pecuniary motivation. However, perceptions of organizational fairness are not related to external engagement.
C1 [Atta-Owusu, Kwadwo; Fitjar, Rune Dahl] Univ Stavanger, UiS Business Sch, Dept Innovat Management & Mkt, POB 8600, N-4036 Stavanger, Norway.
C3 Universitetet i Stavanger
RP Fitjar, RD (corresponding author), Univ Stavanger, UiS Business Sch, Dept Innovat Management & Mkt, POB 8600, N-4036 Stavanger, Norway.
EM rune.d.fitjar@uis.no
RI Fitjar, Rune Dahl/C-2580-2013
OI Fitjar, Rune Dahl/0000-0001-5333-2701; Atta-Owusu,
   Kwadwo/0000-0002-8952-0592
FU European Union Horizon 2020 Marie Sklodowska-Curie Actions Innovative
   Training Network on the Role of Universities in Innovation and Regional
   Development (RUNIN) [722295]
FX This work was supported by the European Union Horizon 2020 Marie
   Sklodowska-Curie Actions Innovative Training Network on the Role of
   Universities in Innovation and Regional Development (RUNIN), grant
   agreement number 722295.
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NR 67
TC 6
Z9 6
U1 5
U2 26
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0302-3427
EI 1471-5430
J9 SCI PUBL POLICY
JI Sci. Public Policy
PD APR 16
PY 2022
VL 49
IS 2
BP 201
EP 218
DI 10.1093/scipol/scab075
EA NOV 2021
PG 18
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA 0O9VO
UT WOS:000764784600001
OA hybrid
DA 2024-07-15
ER

PT J
AU Fallon, LM
   Marcotte, AM
   Hamsho, NF
   Robinson-Links, P
   Ferron, JM
AF Fallon, Lindsay M.
   Marcotte, Amanda M.
   Hamsho, Narmene F.
   Robinson-Links, Patrick
   Ferron, John M.
TI The Impact of the Good Behavior Game on Writing Quantity and Quality
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE writing; behavior; classwide intervention; multitiered systems of
   support
ID MULTIPLE-BASE-LINE; 1ST-GRADE; CONTINGENCIES; KINDERGARTEN; ATTENTION
AB Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students' academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral intervention, the Good Behavior Game (GBG), during daily writing practice time in two classrooms. Participants (n = 45) included students in a Grade 1 and Grade 2 class enrolled in an elementary school in a large suburb in the northeast U.S. Findings based on visual analysis and multilevel modeling indicate that students, on average, wrote more words (quantity) and more correct writing sequences (quality) when the GBG was played versus when it was not. Implications include the need for replication studies to extend findings and explore how school psychologists might consider the use of behavioral interventions to promote improved engagement and academic output in the classroom.
C1 [Fallon, Lindsay M.; Robinson-Links, Patrick] Univ Massachusetts, Dept Counseling, 100 Morrissey Blvd, Boston, MA 02125 USA.
   [Fallon, Lindsay M.; Robinson-Links, Patrick] Univ Massachusetts, Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA.
   [Marcotte, Amanda M.] Univ Massachusetts, Dept Student Dev, Amherst, MA 01003 USA.
   [Hamsho, Narmene F.] Univ Massachusetts Boston, Dept Psychol, Boston, MA 02125 USA.
   [Ferron, John M.] Univ S Florida, Dept Educ & Psychol Studies, Tampa, FL 33620 USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Massachusetts System; University of Massachusetts Boston;
   University of Massachusetts System; University of Massachusetts Amherst;
   University of Massachusetts System; University of Massachusetts Boston;
   State University System of Florida; University of South Florida
RP Fallon, LM (corresponding author), Univ Massachusetts, Dept Counseling, 100 Morrissey Blvd, Boston, MA 02125 USA.; Fallon, LM (corresponding author), Univ Massachusetts, Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA.
EM lindsay.fallon@umb.edu
RI Ferron, John/GVR-7729-2022; Fallon, Lindsay M./HPF-4534-2023; Hamsho,
   Narmene/JED-5690-2023
OI Fallon, Lindsay M./0000-0003-0813-3337; Hamsho,
   Narmene/0000-0002-3596-7962
FU Society for the Study of School Psychology Early Career Research Award
FX This project was funded by the Society for the Study of School
   Psychology Early Career Research Award. We have no known conflict of
   interest to disclose.
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NR 31
TC 3
Z9 3
U1 4
U2 12
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JUL
PY 2021
VL 36
IS 4
BP 255
EP 260
DI 10.1037/spq0000436
PG 6
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA TP3IC
UT WOS:000677486100005
PM 34292045
DA 2024-07-15
ER

PT J
AU Broström, A
   Feldmann, A
   Kaulio, M
AF Brostrom, Anders
   Feldmann, Andreas
   Kaulio, Matti
TI Structured relations between higher education institutions and external
   organisations: opportunity or bureaucratisation?
SO HIGHER EDUCATION
LA English
DT Article
DE Entrepreneurial university; University-industry; Managerialism;
   Outreach; Technology transfer; Academic engagement
ID UNIVERSITY; INDUSTRY; GOVERNANCE; INNOVATION; FRAMEWORK; CUSTOMER;
   POLICIES; LIAISON; MODEL; UK
AB This paper explores the introduction of centrally coordinated initiatives aimed at formalising universities' relationships to external organisations. Such initiatives are referred to as structured relations. Based on a review of nine Swedish Universities, we identify three types of structured relation initiatives (network events, collaboration platforms, partnership agreements). In common for all structured relations identified are that they offer new opportunities to manage external expectations on universities, in particular as regards their ability to demonstrate their commitment to outreach activities. The formalisation of outreach activities challenges the academic tradition of giving individual professors discretionary mandates to enter and manage external relationships. Drawing on a collective action perspective, we analyse the tensions that are generated when universities introduce new elements of support and central coordination of outreach activities. The introduction of structured relations potentially contributes to changing the nature of the university as an organisation.
C1 [Brostrom, Anders; Feldmann, Andreas; Kaulio, Matti] KTH Royal Inst Technol, Dept Ind Econ & Management, Stockholm, Sweden.
C3 Royal Institute of Technology
RP Broström, A (corresponding author), KTH Royal Inst Technol, Dept Ind Econ & Management, Stockholm, Sweden.
EM anders.brostrom@indek.kth.se
RI Broström, Anders/P-4580-2019
OI Broström, Anders/0000-0003-0820-2769
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NR 59
TC 12
Z9 13
U1 4
U2 25
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD SEP
PY 2019
VL 78
IS 4
BP 575
EP 591
DI 10.1007/s10734-019-0359-1
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IZ5JZ
UT WOS:000487120900001
OA hybrid
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Losinski, M
AF Ennis, Robin Parks
   Losinski, Mickey
TI SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract
   Fractions With Unlike Denominators
SO JOURNAL OF LEARNING DISABILITIES
LA English
DT Article
DE fractions; SRSD; self-regulated strategy development; learning
   disabilities; emotional and behavioral disorders; at risk
ID REGULATED STRATEGY-DEVELOPMENT; INSTRUCTION; MATHEMATICS; SECONDARY;
   CHILDREN; INTERVENTION; SUPPORT
AB Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students' digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.
C1 [Ennis, Robin Parks] Univ Alabama Birmingham, EB122,1720 2nd Ave South,901 13th St South, Birmingham, AL 35294 USA.
   [Losinski, Mickey] Kansas State Univ, Manhattan, KS 66506 USA.
C3 University of Alabama System; University of Alabama Birmingham; Kansas
   State University
RP Ennis, RP (corresponding author), Univ Alabama Birmingham, EB122,1720 2nd Ave South,901 13th St South, Birmingham, AL 35294 USA.
EM rennis@uab.edu
OI Ennis, Robin/0000-0002-8620-4199
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NR 56
TC 14
Z9 21
U1 1
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-2194
EI 1538-4780
J9 J LEARN DISABIL-US
JI J. Learn. Disabil.
PD SEP-OCT
PY 2019
VL 52
IS 5
BP 399
EP 412
DI 10.1177/0022219419859509
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA IO1FD
UT WOS:000479125200004
PM 31379272
DA 2024-07-15
ER

PT J
AU Fallon, LM
   Cathcart, SC
   DeFouw, ER
   O'Keeffe, BV
   Sugai, G
AF Fallon, Lindsay M.
   Cathcart, Sadie C.
   DeFouw, Emily R.
   O'Keeffe, Breda V.
   Sugai, George
TI Promoting teachers' implementation of culturally and contextually
   relevant class-wide behavior plans
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE diverse learners; implementation fidelity; single-case design
ID EXCLUSIONARY DISCIPLINE; TREATMENT INTEGRITY; SCHOOL DISCIPLINE;
   AFRICAN-AMERICAN; STUDENTS; SUPPORT; DISPROPORTIONALITY; INTERVENTION;
   PERFORMANCE; DISPARITIES
AB Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students' learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.
C1 [Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.] Univ Massachusetts Boston, Boston, MA 02125 USA.
   [O'Keeffe, Breda V.] Univ Utah, Salt Lake City, UT USA.
   [Sugai, George] Univ Connecticut, Storrs, CT USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   Utah System of Higher Education; University of Utah; University of
   Connecticut
RP Fallon, LM (corresponding author), Univ Massachusetts Boston, Dept Counseling & Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA.
EM lindsay.fallon@umb.edu
RI Fallon, Lindsay M./HPF-4534-2023
OI Fallon, Lindsay M./0000-0003-0813-3337
FU Joseph P. Healey Research Grant Program, University of Massachusetts
   Boston; Joseph P. Healey Research Grant Program - Office of the
   President of the University of Massachusetts; Office of the Vice Provost
   for Research and Strategic Initiatives & Dean of Graduate Studies of the
   University of Massachusetts Boston
FX Joseph P. Healey Research Grant Program, University of Massachusetts
   Boston; This research is supported in part by a fellowship from the
   Joseph P. Healey Research Grant Program sponsored by the Office of the
   President of the University of Massachusetts and the Office of the Vice
   Provost for Research and Strategic Initiatives & Dean of Graduate
   Studies of the University of Massachusetts Boston.
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NR 54
TC 12
Z9 12
U1 0
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD MAR
PY 2018
VL 55
IS 3
BP 278
EP 294
DI 10.1002/pits.22107
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FW2NI
UT WOS:000425139900005
DA 2024-07-15
ER

PT J
AU Ulmanen, S
   Soini, T
   Pietarinen, J
   Pyhältö, K
AF Ulmanen, Sanna
   Soini, Tiina
   Pietarinen, Janne
   Pyhalto, Kirsi
TI Students' experiences of the development of emotional engagement
SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Emotional engagement; Sense of belonging; Teacher-student relationships;
   Peer relationships
ID TEACHER-CHILD RELATIONSHIPS; STAGE-ENVIRONMENT FIT; SCHOOL ENGAGEMENT;
   ACADEMIC ENGAGEMENT; ADOLESCENTS PERCEPTIONS; PEER RELATIONSHIPS;
   SOCIOMETRIC STATUS; MIDDLE SCHOOL; ACHIEVEMENT; PREDICTORS
AB The stability and internal dynamics of students' emotional engagement was examined in a longitudinal study among primary and secondary school students over three terms. A total of 170 students were surveyed, and the study was conducted using structural equation modelling. The results showed that emotional engagement remained stable over time. Furthermore, the results showed that the students' emotional engagement in teacher student relationships associated with emotional engagement in peer relations and explained the perceived peer-group relations over time. Surprisingly, the association between teacher-student and peer-group relations was stronger among the secondary school students than among the primary school students, implying that despite the contextual differences, teachers have real opportunities to promote positive peer influences at different phases of the school path. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Ulmanen, Sanna; Soini, Tiina] Univ Tampere, Sch Educ, Akerlundinkatu 5, Tampere 33014, Finland.
   [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Yliopistokatu 2,POB 111, Joensuu, Finland.
   [Pyhalto, Kirsi] Univ Oulu, Fac Educ, Yliopistokatu 9, Oulu 90014, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Fac Educ Sci, PL, POB 2000, FIN-00014 Helsinki, Finland.
C3 Tampere University; University of Eastern Finland; University of Oulu;
   University of Helsinki
RP Ulmanen, S (corresponding author), Univ Tampere, Sch Educ, Akerlundinkatu 5, Tampere 33014, Finland.
EM Sanna.Ulmanen@uta.fi; Tiina.Soini@uta.fi; Janne.Pietarinen@uef.fi;
   Kirsi.Pyhalto@helsinki.fi
OI Soini, Tiina/0000-0002-0637-8931; Ulmanen, Sanna/0000-0002-0361-4265
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NR 79
TC 36
Z9 43
U1 3
U2 49
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0883-0355
J9 INT J EDUC RES
JI Int. J. Educ. Res.
PY 2016
VL 79
BP 86
EP 96
DI 10.1016/j.ijer.2016.06.003
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DY1MO
UT WOS:000384859300009
OA Green Accepted
DA 2024-07-15
ER

PT J
AU González, A
   Paoloni, PV
   Donolo, D
   Rinaudo, C
AF Gonzalez, Antonio
   Paoloni, Paola-Veronica
   Donolo, Danilo
   Rinaudo, Cristina
TI Behavioral engagement and disaffection in school activities: exploring a
   model of motivational facilitators and performance outcomes
SO ANALES DE PSICOLOGIA
LA English
DT Article
DE Secondary education; perceived control; task value; academic engagement;
   disaffection; academic performance
ID TASK VALUES; ACHIEVEMENT SETTINGS; ELEMENTARY-SCHOOL; COLLEGE-STUDENTS;
   SELF-EFFICACY; UTILITY VALUE; ADOLESCENTS; PERFECTIONISM; PERCEPTIONS;
   BELIEFS
AB Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of academic performance. However, little research has simultaneously examined these constructs in secondary education. The present study analyzed the structural relationships between these variables and the role of engagement and disaffection as mediators of control and value on performance. Participants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish compulsory secondary schools (from 7th to 10th grades). The variables were assessed over a nine-month period. Structural equation models results confirmed the hypotheses: control and value significantly predicted engagement, disaffection, and performance; engagement and disaffection predicted performance and partially mediated the effects from control and value on performance. Implications for psychoeducational theory and practice are discussed.
C1 [Gonzalez, Antonio] Univ Vigo, As Lagoas 32004, Ourense, Spain.
   [Paoloni, Paola-Veronica; Donolo, Danilo; Rinaudo, Cristina] Univ Nacl Rio Cuarto, Cordoba, Argentina.
C3 Universidade de Vigo; Universidad Nacional Rio Cuarto
RP González, A (corresponding author), Univ Vigo, Fac Ciencias Educ, As Lagoas 32004, Ourense, Spain.
EM aglez@uvigo.es
RI Gonzalez, Antonio/AAA-6381-2019
OI Gonzalez Fernandez, Antonio/0000-0003-0038-4801
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NR 66
TC 11
Z9 15
U1 0
U2 22
PU UNIV MURCIA
PI MURCIA
PA SOC ESPANOLA HISTORIA AGRARIA, CAMPUS ESPINARDO, MURCIA, 30100, SPAIN
SN 0212-9728
EI 1695-2294
J9 AN PSICOL-SPAIN
JI An. Psicol.
PD OCT
PY 2015
VL 31
IS 3
BP 869
EP 878
DI 10.6018/analesps.32.1.176981
PG 10
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA CO3AO
UT WOS:000359028800013
DA 2024-07-15
ER

PT J
AU Teh, EJ
   Vijayakumar, R
   Tan, TXJ
   Yap, MJ
AF Teh, Elizabeth J.
   Vijayakumar, Ranjith
   Tan, Timothy Xing Jun
   Yap, Melvin J.
TI Effects of Physical Exercise Interventions on Stereotyped Motor
   Behaviours in Children with ASD: A Meta-Analysis
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Autism spectrum disorder; Children; Stereotyped motor behaviours (SMB);
   Exercise intervention; Single-case designs; Meta-analysis
ID AUTISM SPECTRUM DISORDERS; SELF-STIMULATORY BEHAVIOR; REPETITIVE
   BEHAVIORS; ANTECEDENT EXERCISE; ACADEMIC ENGAGEMENT; YOUNG-CHILDREN;
   INTENSITY; DISABILITIES; INDIVIDUALS; ADOLESCENTS
AB Studies have reported that physical exercise reduces maladaptive stereotyped motor behaviours (SMB) in children with ASD, but these intervention studies vary in design and outcome. The present systematic review and meta-analysis included 22 studies, involving 274 children with ASD, to quantify the effect of exercise on SMB and its potential moderators. Multi-level modelling revealed a large overall effect, Hedges' g = 1.16, with significant heterogeneity across participant, treatment, and study levels. Further, a more appropriate model using between-case estimation for within-subject effects to improve comparability between single-case and group-design studies, yielded a smaller but still significant effect, g = 0.51. Lastly, higher exercise intensity, but not age, exercise duration or settings, reliably predicted treatment effectiveness. Implications for clinical practice and research are discussed.
C1 [Teh, Elizabeth J.] Natl Univ Singapore, Yong Loo Lin Sch Med, Dept Otolaryngol, Div Grad Med Studies, MD3,Level 2,16 Med Dr, Singapore 117600, Singapore.
   [Vijayakumar, Ranjith; Tan, Timothy Xing Jun; Yap, Melvin J.] Natl Univ Singapore, Dept Psychol, Singapore, Singapore.
C3 National University of Singapore; National University of Singapore
RP Teh, EJ (corresponding author), Natl Univ Singapore, Yong Loo Lin Sch Med, Dept Otolaryngol, Div Grad Med Studies, MD3,Level 2,16 Med Dr, Singapore 117600, Singapore.
EM entejt@nus.edu.sg
OI Teh, Elizabeth/0000-0001-7389-1113
FU National University of Singapore Heads and Deanery Research Support
   Scheme [R-581-000-236-101, R-581-000-250-101]
FX We would like to thank Mr Gareth Ting Shi Xun and Ms Jasmine Chuah Si
   Min, our research assistants, for their invaluable support in extracting
   and reviewing the data used in this study. This study was supported by
   the National University of Singapore Heads and Deanery Research Support
   Scheme Grants R-581-000-236-101 and R-581-000-250-101 awarded to M.Y.
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NR 80
TC 13
Z9 15
U1 5
U2 40
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0162-3257
EI 1573-3432
J9 J AUTISM DEV DISORD
JI J. Autism Dev. Disord.
PD JUL
PY 2022
VL 52
IS 7
BP 2934
EP 2957
DI 10.1007/s10803-021-05152-z
EA JUL 2021
PG 24
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2H4SC
UT WOS:000670844900001
PM 34236592
DA 2024-07-15
ER

PT J
AU Carvalho, C
   Santos, NN
   António, R
   Martins, DSM
AF Carvalho, Carolina
   Santos, Natalie Nobrega
   Antonio, Raquel
   Martins, Dulce Sofia Mendonca
TI Supporting students' engagement with teachers' feedback: the role of
   students' school identification
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Teachers&#8217; feedback; school identification; behavioural engagement;
   school year; educational tracks
ID BEHAVIORAL ENGAGEMENT; ACADEMIC ENGAGEMENT; ACHIEVEMENT; ATTACHMENT;
   MOTIVATION; INVARIANCE; YOUTH; STATE
AB This study explored the link between teachers' feedback and students' behavioural engagement with school identification. Using a sample of 2534 students from 6th to 12th school year, we examined whether their perceptions about teachers' feedback were related to their behavioural engagement and mediated by their school identification. We also explore whether this relation was moderated by students' year of schooling and by the type of secondary course they were enrolled and the differences of latent means between these groups. Results confirmed the expected mediation: teachers' feedback was associated with an increased behavioural engagement via increased school identification. Only the type of students' secondary course moderated this relation. Students in the 12th year perceived that their teacher used less effective feedback and felt lower school identification than students in the early years of schooling. These finding illustrated the underlying mechanism through which teachers' feedback affect students' behavioural engagement with school.
C1 [Carvalho, Carolina] Univ Lisbon, Inst Educ, Alameda Univ, P-1649013 Lisbon, Portugal.
   [Santos, Natalie Nobrega] ISPA Inst Univ, Ctr Invest Educ, Lisbon, Portugal.
   [Antonio, Raquel; Martins, Dulce Sofia Mendonca] Inst Univ Lisboa, ISCTE, IUL, CIS, Lisbon, Portugal.
C3 Universidade de Lisboa; Instituto Superior Psicologia Aplicada (ISPA);
   Instituto Universitario de Lisboa
RP Carvalho, C (corresponding author), Univ Lisbon, Inst Educ, Alameda Univ, P-1649013 Lisbon, Portugal.
EM cfcarvalho@ie.ul.pt
OI Antonio, Raquel/0000-0002-6044-3917; Carvalho,
   Carolina/0000-0003-1793-2288; de Nobrega dos Santos,
   Natalie/0000-0002-4973-9311; Martins, Dulce/0000-0003-1429-0523
FU FCT-Fundacao para a Ciencia e a Tecnologia, IP [UID/CED/04107/2016]
FX This article received national funding from the FCT-Fundacao para a
   Ciencia e a Tecnologia, IP, within the scope of the Unidade de
   Investigacao e Desenvolvimento em Educacao e Formacao
   -UID/CED/04107/2016.
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NR 63
TC 18
Z9 20
U1 10
U2 60
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD AUG 9
PY 2021
VL 41
IS 7
SI SI
BP 863
EP 882
DI 10.1080/01443410.2020.1849564
EA NOV 2020
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA UI6ZR
UT WOS:000593096200001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Kalar, B
AF Kalar, Barbara
TI The role of creativity in the context of academic entrepreneurship
SO CREATIVITY AND INNOVATION MANAGEMENT
LA English
DT Article
ID TECHNOLOGY-TRANSFER; WORK-ENVIRONMENT; SELF-EFFICACY; ORIENTATION;
   INDUSTRY; UNIVERSITIES; KNOWLEDGE; ANTECEDENTS; PERFORMANCE; SCIENTISTS
AB The aim of this paper is to provide an insight into the role of creativity in the context of academic entrepreneurship. To move beyond prior research, we aim to explain the relationship between academics' perceptions of university departments being entrepreneurially oriented and their engagement in entrepreneurial academic activity by including a third variable, a mediator, namely the individual's creative self-efficacy. Based on structural equation modelling, the results of this study reveal that it is not enough just to be entrepreneurially oriented for one's university department to engage in entrepreneurial academic activity, but academics have to believe and be confident in their own ability to be creative. Indeed, this study indicates the importance of encouraging creativity and innovation for creative potential to be realized as creative output resulting in the academics' engagement in entrepreneurial activities. Based on our analysis of two samples of academics from two European countries, the research implications are discussed.
C1 [Kalar, Barbara] Univ Ljubljana, Fac Econ, Dept Entrepreneurship, Ljubljana, Slovenia.
C3 University of Ljubljana
RP Kalar, B (corresponding author), Univ Ljubljana, Fac Econ, Ljubljana, Slovenia.
EM barbara.kalar@gmail.com
RI Kalar, Barbara/JGL-9139-2023
OI Kalar, Barbara/0000-0003-0218-5080
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NR 71
TC 6
Z9 6
U1 2
U2 28
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0963-1690
EI 1467-8691
J9 CREAT INNOV MANAG
JI Creat. Innov. Manag.
PD JUN
PY 2020
VL 29
IS 2
BP 254
EP 267
DI 10.1111/caim.12352
EA JAN 2020
PG 14
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA LN4QD
UT WOS:000507290500001
DA 2024-07-15
ER

PT J
AU Witkow, MR
   Rickert, NP
   Cullen, LE
AF Witkow, Melissa R.
   Rickert, Nicolette P.
   Cullen, Laura E.
TI Daily School Context of Adolescents' Single Best Friendship and
   Adjustment
SO JOURNAL OF GENETIC PSYCHOLOGY
LA English
DT Article
DE Adolescence; best friendship; daily report; peer relationships; school
   context
ID ACADEMIC-ACHIEVEMENT; MEDIATING ROLE; PEER GROUPS; PERCEPTIONS;
   VICTIMIZATION; MOTIVATION; ENGAGEMENT; CHILDHOOD; CHILDRENS; STABILITY
AB Research on adolescent best friendships typically focuses on school-based friendships, ignoring important differences between classroom-based and out-of-school friendships. With data from 156 ninth-grade students, many of whom named more than 1 best friend across the 14-day period, the authors examined associations between the daily school context of one's best friendship and adjustment. Benefits of in-grade best friendships were found in academic engagement when a composite was assessed across the 2-week period. Daily findings were more complex and were different between weekends and school days. Out-of-grade best friends were named more frequently on weekends, and on weekend days in which they named an out-of-school best friend participants spent more time with that friend but felt like less of a good student. Implications for our understanding of friendship context and for the measurement of friendship itself are discussed.
C1 [Witkow, Melissa R.; Cullen, Laura E.] Willamette Univ, Dept Psychol, 900 State St, Salem, OR 97301 USA.
   [Rickert, Nicolette P.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Willamette University; Portland State University
RP Witkow, MR (corresponding author), Willamette Univ, Dept Psychol, 900 State St, Salem, OR 97301 USA.
EM mwitkow@willamette.edu
OI Rickert, Nicolette/0000-0001-6584-4413
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NR 40
TC 0
Z9 0
U1 3
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1325
EI 1940-0896
J9 J GENET PSYCHOL
JI J. Genet. Psychol.
PD MAR-APR
PY 2017
VL 178
IS 2
BP 119
EP 132
DI 10.1080/00221325.2017.1286631
PG 14
WC Psychology, Developmental; Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA ES5WF
UT WOS:000399616100005
PM 28306385
DA 2024-07-15
ER

PT J
AU Jabagchourian, JJ
   Sorkhabi, N
   Quach, W
   Strage, A
AF Jabagchourian, John J.
   Sorkhabi, Nadia
   Quach, Wendy
   Strage, Amy
TI Parenting Styles and Practices of Latino Parents and Latino Fifth
   Graders' Academic, Cognitive, Social, and Behavioral Outcomes
SO HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
LA English
DT Article
DE parenting styles; practices; academic outcomes; behavioral outcomes;
   middle-childhood
ID HISPANIC FAMILIES; MEXICAN-AMERICAN; ACHIEVEMENT; AUTHORITY; CULTURES;
   CONTEXT
AB A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in other cultural contexts. In this study, we examined the relations among authoritative, authoritarian, and permissive parenting styles and practices and several academic and behavioral outcomes among fifth grade Latino/a students. We found significant positive relations between parental authoritativeness and grades, academic engagement, social competence, self-regulation, and perspective-taking as well as negative relations between authoritativeness and aggression. We found no relations between authoritarian or permissive parenting styles and child outcomes. We consider these findings in light of what other researchers have posited about collectivist parenting styles and practices.
C1 [Jabagchourian, John J.; Sorkhabi, Nadia; Quach, Wendy; Strage, Amy] San Jose State Univ, Connie L Lurie Coll Educ, San Jose, CA 95192 USA.
C3 California State University System; San Jose State University
RP Jabagchourian, JJ (corresponding author), San Jose State Univ, One Washington Sq, San Jose, CA 95192 USA.
EM john.jabagchourian@sjsu.edu
OI Quach, Wendy/0000-0001-8250-1703
FU Lurie College of Education
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: The study was
   supported by a grant from the Lurie College of Education.
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NR 26
TC 27
Z9 48
U1 1
U2 43
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0739-9863
EI 1552-6364
J9 HISPANIC J BEHAV SCI
JI Hisp. J. Behav. Sci.
PD MAY
PY 2014
VL 36
IS 2
BP 175
EP 194
DI 10.1177/0739986314523289
PG 20
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AQ6LZ
UT WOS:000342925300005
DA 2024-07-15
ER

PT J
AU Campbell, R
   Childs, S
AF Campbell, Rosie
   Childs, Sarah
TI The Impact Imperative: Here Come the Women :-)
SO POLITICAL STUDIES REVIEW
LA English
DT Article
DE impact; engagement; dissemination
AB The opposition between Flinders and John is largely a false one, and consequently the argument between them is rather ritualistic. On the major issue - that political science must engage in political and public debate - Flinders and John agree. Whether there was once a golden age of academic engagement or whether we are now at the high point, at one level does not really matter; what matters more is that political scientists should be engaging with, and responsive to, public debate. We set out an 'impact imperative' and its sister, the 'feminist imperative', arguing that feminist scholarship has always sought to engage with the real world of politics. We set out a series of recommendations to institutionalise and normalise impact, engagement and dissemination into work models and working practices, which if well managed should not detract from serious scholarship or require an aggressive campaign strategy for dissemination. Instead our approach is based on cooperation between academics, across disciplinary silos and the methodological divide.
C1 [Campbell, Rosie] Univ London, Dept Polit, London WC1E 7HX, England.
   [Childs, Sarah] Univ Bristol, Sch Sociol Polit & Int Studies, Bristol BS8 1TY, Avon, England.
C3 University of London; University of Bristol
RP Campbell, R (corresponding author), Univ London, Dept Polit, Malet St, London WC1E 7HX, England.
EM r.campbell@bbk.ac.uk; s.childs@bristol.ac.uk
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NR 8
TC 17
Z9 17
U1 0
U2 2
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1478-9299
J9 POLIT STUD REV
JI Polit. Stud. Rev.
PD MAY
PY 2013
VL 11
IS 2
BP 182
EP 189
DI 10.1111/1478-9302.12008
PG 8
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 141AB
UT WOS:000318696500004
DA 2024-07-15
ER

PT J
AU Juvonen, J
   Wang, YY
   Espinoza, G
AF Juvonen, Jaana
   Wang, Yueyan
   Espinoza, Guadalupe
TI Bullying Experiences and Compromised Academic Performance Across Middle
   School Grades
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE bullying; academic performance; middle school; longitudinal research
ID PEER VICTIMIZATION; SELF-CONCEPT; ADJUSTMENT; HARASSMENT; EXCLUSION;
   REJECTION
AB The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students. The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.
C1 [Juvonen, Jaana] Univ Calif Los Angeles, Dept Psychol, Dev Psychol Program, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Juvonen, J (corresponding author), Univ Calif Los Angeles, Dept Psychol, Dev Psychol Program, Los Angeles, CA 90095 USA.
EM j_juvonen@yahoo.com
RI Wang, Yueyan/C-1863-2017
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NR 31
TC 229
Z9 259
U1 7
U2 84
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD FEB
PY 2011
VL 31
IS 1
BP 152
EP 173
DI 10.1177/0272431610379415
PG 22
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 700BS
UT WOS:000285707700007
DA 2024-07-15
ER

PT J
AU Dogan, U
AF Dogan, Ugur
TI Student Engagement, Academic Self-efficacy, and Academic Motivation as
   Predictors of Academic Performance
SO ANTHROPOLOGIST
LA English
DT Article
DE Academic Performance; Student Engagement; Academic Self-efficacy;
   Academic Motivation
ID REGULATED LEARNING-STRATEGIES; HIGH-SCHOOL; ADOLESCENTS PERCEPTIONS;
   EMOTIONAL INTELLIGENCE; ACHIEVEMENT; BELIEFS; ENVIRONMENT; OUTCOMES;
   GOALS; PARTICIPATION
AB The research described in this paper aimed to evaluate the extent to which academic performance is affected by student engagement (students' involvement in school activities and commitment to the school's mission and rules), academic self-efficacy (the students' sense of their own capabilities), and academic motivation (the students' desire to increase their academic performance). The results of the study, which was conducted with the participation of 578 middle and high school students, suggest that cognitive engagement, one of the sub-dimensions of school engagement, predicts academic performance; however, emotional and behavioral engagement does not predict academic performance. A sense of academic self-efficacy and academic motivation, however, do predict academic performance. Moreover, the sense of self-capability and related motivations of students, as well as the sense of the purpose for their learning are significant variables affecting their academic success.
C1 Mugla Sitki Kocman Univ, Fac Educ, Dept Guidance & Psychol Counselling, Mugla, Turkey.
C3 Mugla Sitki Kocman University
RP Dogan, U (corresponding author), Mugla Sitki Kocman Univ, Fac Educ, Dept Guidance & Psychol Counselling, Mugla, Turkey.
EM ugurdogan@mu.edu.tr
RI DOĞAN, Uğur/ABA-6905-2022
OI DOĞAN, Uğur/0000-0001-7603-6470
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NR 64
TC 103
Z9 133
U1 35
U2 287
PU KAMLA-RAJ ENTERPRISES
PI GURUGRAM
PA C210, NIRVANA COURTYARD SOUTH CITY 2, GURUGRAM, HARYANA 122 018, INDIA
SN 0972-0073
J9 ANTHROPOLOGIST
JI Anthropologist
PD JUN
PY 2015
VL 20
IS 3
BP 553
EP 561
DI 10.1080/09720073.2015.11891759
PG 9
WC Anthropology; Multidisciplinary Sciences; Social Sciences,
   Interdisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Anthropology; Science & Technology - Other Topics; Social Sciences -
   Other Topics
GA CO6PJ
UT WOS:000359278300021
DA 2024-07-15
ER

PT J
AU Katsiaficas, D
   Suárez-Orozco, C
   Sirin, SR
   Gupta, T
AF Katsiaficas, Dalal
   Suarez-Orozco, Carola
   Sirin, Selcuk R.
   Gupta, Taveeshi
TI Mediators of the Relationship Between Acculturative Stress and
   Internalization Symptoms for Immigrant Origin Youth
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE immigrant; adolescent; immigrant paradox; acculturative stress; mental
   health
ID BORN ASIAN-AMERICANS; MENTAL-HEALTH; SOCIAL SUPPORT; ACADEMIC
   ENGAGEMENT; MEXICAN-AMERICAN; PSYCHIATRIC-DISORDERS; MODERATED
   MEDIATION; URBAN ADOLESCENTS; NATIONAL-SURVEY; LANGUAGE
AB The present study examines the generational differences in the relation between acculturative stress and internalizing symptoms (i.e., anxiety and depression) with a sample of 304 urban residing first- and second-generation immigrant adolescents. In addition, the role of perceptions of social support-a critical element to healthy immigrant adolescent adaptation-is explored as a mediator of this relation. Results indicate that first-generation adolescents report more acculturative stress and internalizing symptoms than do second generation. Employing a moderated mediation framework (Preacher, Rucker, & Hayes, 2007), we find that perceptions of both emotional and academic social support mediate the relation between acculturative stress and internalizing symptoms for the first generation but not for the second. Our findings serve to expand the discourse of the "immigrant paradox" (Garcia Coll & Marks, 2011).
C1 [Katsiaficas, Dalal; Suarez-Orozco, Carola] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA 90024 USA.
   [Sirin, Selcuk R.; Gupta, Taveeshi] NYU, Steinhardt Sch Culture Educ & Human Dev, New York, NY 10003 USA.
C3 University of California System; University of California Los Angeles;
   New York University
RP Katsiaficas, D (corresponding author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA 90024 USA.
EM dalalkat@ucla.edu
RI Sirin, Selcuk/Q-8045-2019
OI Revear, Eva/0000-0002-4503-0209
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NR 86
TC 44
Z9 93
U1 1
U2 45
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD JAN
PY 2013
VL 19
IS 1
BP 27
EP 37
DI 10.1037/a0031094
PG 11
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA 077PB
UT WOS:000314038500003
PM 23356354
DA 2024-07-15
ER

PT J
AU Martin, AJ
AF Martin, Andrew J.
TI Courage in the Classroom: Exploring a New Framework Predicting Academic
   Performance and Engagement
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE engagement; motivation; performance; courage; confidence
ID MULTIDIMENSIONAL MODEL; CONSTRUCT-VALIDITY; SELF-CONCEPT; SCHOOL;
   MOTIVATION; ACHIEVEMENT; STUDENTS; CHILDRENS; BUOYANCY; EMOTIONS
AB In the context of 7,637 high school students, the present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management, self-handicapping, disengagement, class participation, enjoyment of school, and positive academic intentions). Cluster analysis of core factors derived a four-group solution comprising courage, confidence, avoidance, and helpless orientations. Results from structural equation modeling demonstrated that courage and confidence are not significantly different on some academic measures (including performance) but that across the bulk of measures, confidence is more adaptive. However, courage was unambiguously more adaptive than avoidance and helpless orientations across all outcome measures. In summary, although confidence yields the most positive educational outcomes, courage can be considered an educationally effective response in the face or presence of fear.
C1 Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
C3 University of Sydney
RP Martin, AJ (corresponding author), Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
EM andrew.martin@sydney.edu.au
RI McLean, Laurence JA/C-7367-2014
OI Martin, Andrew/0000-0001-5504-392X
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NR 87
TC 24
Z9 40
U1 1
U2 38
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD JUN
PY 2011
VL 26
IS 2
BP 145
EP 160
DI 10.1037/a0023020
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 777OD
UT WOS:000291630100005
DA 2024-07-15
ER

PT J
AU Diniz, AM
   Alfonso, S
   Araújo, AM
   Deaño, M
   Costa, AR
   Conde, A
   Almeida, LS
AF Diniz, Antonio M.
   Alfonso, Sonia
   Araujo, Alexandra M.
   Deano, Manuel
   Costa, Alexandra R.
   Conde, Angeles
   Almeida, Leandro S.
TI Gender differences in first-year college students' academic expectations
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE academic engagement; student expectations; first-year students; gender
   differences; structural equation modelling
ID FIT INDEXES; MEASUREMENT INVARIANCE; SELF-EFFICACY; WOMEN; MEN;
   ENGAGEMENT; OUTCOMES
AB Based on a multidimensional definition of academic expectations (AEs), the authors examine students' AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries. No significant differences in factor means were found between countries, indicating that AEs are not an obstacle to student mobility. Gender differences were found in some AE factor means, Training for employment, Personal and social development, Student mobility, Political engagement and citizenship, and Social pressure, with males exhibiting higher scores. Because these differences are not supported by most literature in this domain, further studies are needed to clarify the causes of women's lower expectations and, therefore, risk of adaptation difficulties.
C1 [Diniz, Antonio M.] Univ Evora, Dept Psychol, Evora, Portugal.
   [Alfonso, Sonia; Deano, Manuel; Conde, Angeles] Univ Vigo, Dept Evolutionary Psychol & Commun, Orense, Spain.
   [Araujo, Alexandra M.] Oporto Global Univ, Dept Psychol & Educ, Porto, Portugal.
   [Costa, Alexandra R.] Polytech Inst Porto, Sch Engn, Porto, Portugal.
   [Almeida, Leandro S.] Univ Minho, Inst Educ, Braga, Portugal.
C3 University of Evora; Universidade de Vigo; Instituto Politecnico do
   Porto; Universidade do Minho
RP Diniz, AM (corresponding author), Univ Evora, Dept Psychol, Evora, Portugal.
EM amdiniz@uevora.pt
RI Morales, Fabián/HNS-0601-2023; Araújo, Alexandra/F-5093-2012; Rodríguez,
   Ángeles Conde/JCO-4008-2023; Diniz, António/AHC-4793-2022; Alfonso,
   Sonia/Q-2215-2016; Araújo, Alexandra M./AAH-7920-2020; Rodríguez,
   Ángeles Conde/L-8543-2014; Almeida, Leandro/B-3040-2011; Costa,
   Alexandra/J-7586-2017
OI Araújo, Alexandra/0000-0003-4345-0856; Diniz,
   António/0000-0003-1755-2795; Araújo, Alexandra M./0000-0003-4345-0856;
   Rodríguez, Ángeles Conde/0000-0002-7061-2171; Almeida,
   Leandro/0000-0002-0651-7014; Costa, Alexandra/0000-0001-5053-536X
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NR 48
TC 22
Z9 32
U1 3
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2018
VL 43
IS 4
BP 689
EP 701
DI 10.1080/03075079.2016.1196350
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FZ4KK
UT WOS:000427560900007
OA Green Submitted, Green Published
DA 2024-07-15
ER

PT J
AU Machalicek, W
   O'Reilly, M
   Chan, JM
   Lang, R
   Rispoli, M
   Davis, T
   Shogren, K
   Sigafoos, J
   Lancioni, G
   Antonucci, M
   Langthorne, P
   Andrews, A
   Didden, R
AF Machalicek, Wendy
   O'Reilly, Mark
   Chan, Jeffrey M.
   Lang, Russell
   Rispoli, Mandy
   Davis, Tonya
   Shogren, Karrie
   Sigafoos, Jeff
   Lancioni, Giulio
   Antonucci, Massimo
   Langthorne, Paul
   Andrews, Alonzo
   Didden, Robert
TI Using Videoconferencing to Conduct Functional Analysis of Challenging
   Behavior and Develop Classroom Behavioral Support Plans for Students
   with Autism
SO EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID YOUNG-CHILDREN; TELEPSYCHIATRY; INTERVENTIONS; TELEMEDICINE; ADULTS
AB We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the therapist conducting the assessment. Results of the functional analyses suggested that challenging behavior was associated with escape from academic demands and access to attention for both students. An intervention, derived from the results of the functional analyses, was implemented in the classroom for both students. This intervention was compared to typical classroom instruction using a multi-element treatment design. Results indicated that the intervention derived from the functional analysis produced substantial reductions in challenging behavior with concomitant increases in academic engagement over typical classroom instruction for both students. These findings provide preliminary support for the use of videoconferencing equipment, when conducting functional analyses and developing behavioral support plans for students with autism.
C1 [O'Reilly, Mark] Univ Texas Austin, Dept Special Educ, Univ Stn D5300 1, Austin, TX 78712 USA.
   [Sigafoos, Jeff] Univ Tasmania, Hobart, Tas 7001, Australia.
   [Lancioni, Giulio; Antonucci, Massimo] Univ Bari, I-70121 Bari, Italy.
   [Langthorne, Paul] Univ Kent, Canterbury CT2 7NZ, Kent, England.
   [Andrews, Alonzo] Autism Treatment Ctr Dallas, Dallas, TX USA.
   [Andrews, Alonzo] Autism Treatment Ctr San Antonio, San Antonio, TX USA.
   [Didden, Robert] Radbound Univ Nijmegen, Nijmegen, Netherlands.
C3 University of Texas System; University of Texas Austin; University of
   Tasmania; Universita degli Studi di Bari Aldo Moro; University of Kent;
   Radboud University Nijmegen
RP O'Reilly, M (corresponding author), Univ Texas Austin, Dept Special Educ, Univ Stn D5300 1, Austin, TX 78712 USA.
EM markoreilly@mail.utexas.edu
RI Shogren, Karrie/AGU-9711-2022
OI Lancioni, Giulio/0000-0002-6515-5690; Shogren,
   Karrie/0000-0001-7925-1299; Andrews, Alonzo/0000-0003-0565-580X
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NR 33
TC 54
Z9 84
U1 0
U2 27
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 1547-0350
J9 EDUC TRAIN DEV DISAB
JI Educ. Train. Dev. Disabil.
PD JUN
PY 2009
VL 44
IS 2
BP 207
EP 217
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 531ME
UT WOS:000272669600006
DA 2024-07-15
ER

PT J
AU Tagliazucchi, G
   Marchi, G
   Gherardini, F
   Leali, F
AF Tagliazucchi, Giulia
   Marchi, Gianluca
   Gherardini, Francesco
   Leali, Francesco
TI The multiple roles of universities in U-I collaborations: The case of
   Emilia-Romagna motor vehicle industry
SO JOURNAL OF ENGINEERING AND TECHNOLOGY MANAGEMENT
LA English
DT Article
DE Technology transfer; Academic engagement; Automotive industry; Regional
   innovation system
ID ABSORPTIVE-CAPACITY; KNOWLEDGE TRANSFER; OPEN INNOVATION; PERSPECTIVE;
   LINKAGES; COMMERCIALIZATION; DETERMINANTS; PERFORMANCE; PROXIMITY;
   SYSTEMS
AB This paper investigates the development of collaboration modes between university and local industry, within a regional system having a diffused innovation process. As a case study, we analyse into an appreciative framework the roles of a medium-sized university as producer of knowledge, intermediary organisation and regional orchestrator over time, ultimately assuming a leading role in two specific university-industry programmes supporting the motor vehicle industry of Emilia-Romagna (IT). The paper contributes to the University-Industry stream of research by identifying the factors and mechanisms underpinning the evolution of university's role in its collaboration with local industry, by the time assuming a leading and central role in spreading innovative technology into the regional system. Our findings provide managerial and policy makers contributions, and could be extended to other similar medium-tech industry for supporting diffusion of knowledge and innovation processes.
C1 [Tagliazucchi, Giulia; Marchi, Gianluca] Univ Modena & Reggio Emilia, Dept Econ Marco Biagi, Viale Berengario 51, I-41121 Modena, Italy.
   [Gherardini, Francesco; Leali, Francesco] Univ Modena & Reggio Emilia, Dept Engn Enzo Ferrari, Via Vivarelli 10, I-41125 Modena, Italy.
C3 Universita di Modena e Reggio Emilia; Universita di Modena e Reggio
   Emilia
RP Gherardini, F (corresponding author), Univ Modena & Reggio Emilia, Dept Engn Enzo Ferrari, Via Vivarelli 10, I-41125 Modena, Italy.
EM giulia.tagliazucchi@unimore.it; gianluca.marchi@unimore.it;
   francesco.gherardini@unimore.it; francesco.leali@unimore.it
RI Leali, Francesco/N-4371-2015; Marchi, Gianluca/F-2387-2016; Gherardini,
   Francesco/Q-8046-2019
OI Gherardini, Francesco/0000-0002-9275-4314
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NR 68
TC 9
Z9 11
U1 8
U2 24
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0923-4748
EI 1879-1719
J9 J ENG TECHNOL MANAGE
JI J. Eng. Technol. Manage.
PD OCT-DEC
PY 2021
VL 62
AR 101645
DI 10.1016/j.jengtecman.2021.101645
EA AUG 2021
PG 16
WC Business; Engineering, Industrial; Management
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Engineering
GA WD2RM
UT WOS:000704794600001
DA 2024-07-15
ER

PT J
AU Merola, RH
   Hofman, WHA
   Jansen, EPWA
   Coelen, RJ
AF Merola, Rachael H.
   Hofman, W. H. A.
   Jansen, Ellen P. W. A.
   Coelen, Robert J.
TI Making the Grade: Do International Branch Campuses and Their Home
   Campuses Differ in International Student Satisfaction With the Academic
   Experience?
SO JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION
LA English
DT Article
DE internationalization of the student experience; international student
   experience; student services and well-being; transnational education in
   branch campus; mixed-methods; teaching; learning and assessment
ID HIGHER-EDUCATION; QUALITY; SINGAPORE
AB This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution. It draws on data from 2,145 undergraduate international students enrolled at four home campuses and their six affiliated IBCs that responded to the 2018 International Student Barometer (ISB). Results indicate that international students studying at IBCs were significantly less satisfied with their academic experience-including constructs of academic and teaching quality, academic environment, and academic engagement-than international students studying at the associated home campuses. Results have important implications for how institutions carry out internationalization amid uncertain times; in particular, ensuring that the unique experiences of students are understood and considered in the planning and provision of transnational education.
C1 [Merola, Rachael H.; Hofman, W. H. A.; Jansen, Ellen P. W. A.] Univ Groningen, CIE, Campus Fryslan, Leeuwarden, Netherlands.
   [Hofman, W. H. A.] Univ Groningen, Educ, Higher Educ, Leeuwarden, Netherlands.
   [Jansen, Ellen P. W. A.] Univ Groningen, Teacher Educ, Leeuwarden, Netherlands.
   [Coelen, Robert J.] NHL Stenden Univ Appl Sci, Internationalisat Higher Educ, Leeuwarden, Netherlands.
C3 University of Groningen; University of Groningen; University of
   Groningen; NHL Stenden University of Applied Sciences
RP Merola, RH (corresponding author), Univ Groningen, Fac Behav & Social Sci, Campus Fryslan,Wirdumerdijk 34, NL-8911 CE Leeuwarden, Netherlands.
EM r.merola@rug.nl
OI Hofman, Wiecher H.A./0000-0002-4716-3136; Coelen,
   Robert/0000-0002-4601-8586; Merola, Rachael/0000-0003-0577-0824
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NR 61
TC 9
Z9 10
U1 4
U2 36
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1028-3153
EI 1552-7808
J9 J STUD INT EDUC
JI J. Stud. Int. Educ.
PD SEP
PY 2022
VL 26
IS 4
BP 472
EP 492
AR 1028315321995524
DI 10.1177/1028315321995524
EA MAR 2021
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 3U9YP
UT WOS:000625259000001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Lane, KL
   Royer, DJ
   Messenger, ML
   Common, EA
   Ennis, RP
   Swogger, ED
AF Lane, Kathleen Lynne
   Royer, David J.
   Messenger, Mallory L.
   Common, Eric Alan
   Ennis, Robin Parks
   Swogger, Emily D.
TI Empowering Teachers with Low-Intensity Strategies to Support Academic
   Engagement: Implementation and Effects of Instructional Choice for
   Elementary Students in Inclusive Settings
SO EDUCATION AND TREATMENT OF CHILDREN
LA English
DT Article
ID BEHAVIOR; DISABILITIES; PREFERENCE; SUBURBAN
AB Instructional choice is a low-intensity strategy that requires little preparation, is easy to implement, and supports content instruction in the classroom. In this study we explored the effectiveness of two types of instructional choice across-task and within-task choices implemented classwide during writing instruction by classroom teachers with limited university support in an inclusive first-grade classroom. Student participants were one boy (Neal) and one girl (Tina) who were identified using academic and behavioral screening procedures as needing more intensive supports in the classroom. Results established a functional relation between choice conditions and increases in academic engaged time and decreases in disruptive behavior for Tina, but not for Neal. Teachers functioned as both primary and reliability data collectors using momentary time sampling and implemented both choice conditions with high levels of fidelity. Social validity was assessed from the perspectives of all stakeholders. Limitations and future directions are discussed.
C1 [Lane, Kathleen Lynne; Royer, David J.; Common, Eric Alan; Swogger, Emily D.] Univ Kansas, Lawrence, KS 66045 USA.
   [Messenger, Mallory L.] Miami Univ, Oxford, OH 45056 USA.
   [Ennis, Robin Parks] Clemson Univ, Clemson, SC 29631 USA.
C3 University of Kansas; University System of Ohio; Miami University;
   Clemson University
RP Lane, KL (corresponding author), Univ Kansas, Lawrence, KS 66045 USA.
RI Royer, David James/AFU-3778-2022; Common, Eric Alan/V-5841-2017
OI Royer, David James/0000-0003-2882-1049; Common, Eric
   Alan/0000-0003-3775-9013; Ennis, Robin/0000-0002-8620-4199
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NR 38
TC 26
Z9 47
U1 1
U2 12
PU WEST VIRGINIA UNIV PRESS
PI MORGANTOWN
PA COMMUNICATIONS BLDG PATTESON DR, PO BOX 6295, MORGANTOWN, WV 26506-6295
   USA
SN 0748-8491
EI 1934-8924
J9 EDUC TREAT CHILD
JI Educ. Treat. Child.
PD NOV
PY 2015
VL 38
IS 4
BP 473
EP 504
DI 10.1353/etc.2015.0013
PG 32
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA CV8BS
UT WOS:000364502100004
DA 2024-07-15
ER

PT J
AU McGuinness, S
   Thomson, M
AF McGuinness, Sheelagh
   Thomson, Michael
TI MEDICINE AND ABORTION LAW: COMPLICATING THE REFORMING PROFESSION
SO MEDICAL LAW REVIEW
LA English
DT Article
DE Abortion; Medical profession; History of abortion
ID HISTORY
AB The complicated intra-professional rivalries that have contributed to the current contours of abortion law and service provision have been subject to limited academic engagement. In this article, we address this gap. We examine how the competing interests of different specialisms played out in abortion law reform from the early twentieth-century, through to the enactment of the Abortion Act 1967, and the formation of the structures of abortion provision in the early 1970s. We demonstrate how professional interests significantly shaped the landscape of abortion law in England, Scotland, and Wales. Our analysis addresses two distinct and yet related fields where professional interests were negotiated or asserted in the journey to law reform. Both debates align with earlier analysis that has linked abortion law reform with the market development of the medical profession. We argue that these two axes of debate, both dominated by professional interests, interacted to help shape law's treatment of abortion, and continue to influence the provision of abortion services today.
C1 [McGuinness, Sheelagh] Univ Birmingham, Birmingham Law Sch, Ctr Hlth Law Sci & Policy, Birmingham B15 2TT, W Midlands, England.
   [Thomson, Michael] Univ Leeds, Sch Law, Leeds LS2 9JT, W Yorkshire, England.
C3 University of Birmingham; University of Leeds
RP McGuinness, S (corresponding author), Univ Birmingham, Birmingham Law Sch, Ctr Hlth Law Sci & Policy, Birmingham B15 2TT, W Midlands, England.
EM s.mcguinness@bham.ac.uk
OI thomson, michael/0000-0002-1570-2481; McGuinness,
   Sheelagh/0000-0002-4534-1453
FU Wellcome Trust; Wellcome Trust [WT104721AIA]
FX We would like to thank Margot Brazier, John Coggon, Marie Fox, Anna
   Lawson, Sally Sheldon, and Stephen Smith for their comments on earlier
   drafts of this paper. We also benefitted from useful feedback from
   audiences at Emory University Law School, Society for Legal Scholars
   Annual Conference 2014 in Nottingham, and the audience at 'Transforming
   wrong(s) into right(s): The power of "proper medical treatment"',
   Wellcome Trust funded seminar at the University of Manchester in
   September 2013. Sheelagh McGuinness would like to acknowledge the
   support of the Wellcome Trust Award WT104721AIA that enabled her to
   undertake aspects of the research presented here. She would also like to
   thank Denis Pereira Gray for his generosity in discussing drafts of this
   paper and providing information for this research.
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NR 67
TC 18
Z9 19
U1 0
U2 5
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0967-0742
EI 1464-3790
J9 MED LAW REV
JI Med. Law. Rev.
PD SPR
PY 2015
VL 23
IS 2
SI SI
BP 177
EP 199
DI 10.1093/medlaw/fwv012
PG 23
WC Law; Medicine, Legal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Government & Law; Legal Medicine
GA CK0TU
UT WOS:000355918700002
PM 25995361
DA 2024-07-15
ER

PT J
AU Skinner, CH
   Pappas, DN
   Davis, KA
AF Skinner, CH
   Pappas, DN
   Davis, KA
TI Enhancing academic engagement: Providing opportunities for responding
   and influencing students to choose to respond
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID ON-TASK BEHAVIOR; ADDITIONAL BRIEF PROBLEMS; MATCHING THEORY;
   AFRICAN-AMERICAN; EMOTIONAL DISTURBANCE; REINFORCER RATE; LEARNING
   RATES; MATHEMATICS; PERFORMANCE; WORK
AB Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can ' t do problems are provided. Won ' t do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. (c) 2005 Wiley Periodicals, Inc.
C1 Univ Tennessee, Coll EHHS, Knoxville, TN 37996 USA.
C3 University of Tennessee System; University of Tennessee Knoxville
RP Univ Tennessee, Coll EHHS, Claxton Complex A-518, Knoxville, TN 37996 USA.
EM cskinne1@utk.edu
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   [No title captured]
NR 74
TC 57
Z9 106
U1 0
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD APR
PY 2005
VL 42
IS 4
BP 389
EP 403
DI 10.1002/pits.20065
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 912BT
UT WOS:000228052800006
DA 2024-07-15
ER

PT J
AU Greenwood, CR
   Horton, BT
   Utley, CA
AF Greenwood, CR
   Horton, BT
   Utley, CA
TI Academic engagement: Current perspectives on research and practice
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID STUDENTS; DISABILITIES; ACHIEVEMENT; BEHAVIOR
AB Classroom behaviors that enable academic learning are the focus of this article. A brief perspective is offered on the development and validation of one enabler-engagement in academic responding-and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Tide 1 elementary schools to improve instruction. In prior research, the authors identified a class of "academic responses" (e.g., reading aloud), positively correlated to student achievement as measured by standardized tests, that were differentially accelerated by instructional situations and interventions, and mediated the relationship between instruction and achievement. Translating these findings to practice within three magnet schools, teachers were provided engagement information on individual students in their classrooms as well as (a) school-wide engagement and classroom behavior norms, including trends over grade levels and type of learner, and (b) instructional situations that accelerated versus decelerated engagement for use in the instructional decision making of teachers. Implications for practice and future research are discussed.
C1 Univ Kansas, Schiefelbusch Inst Life Span Studies, Lawrence, KS 66045 USA.
C3 University of Kansas
RP Greenwood, CR (corresponding author), Juniper Gardens Childrens Project, 650 Minnesota Ave,2nd Floor, Kansas City, KS 66101 USA.
OI Greenwood, Charles/0000-0002-6274-3075
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NR 42
TC 187
Z9 365
U1 0
U2 13
PU NATL ASSN SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2002
VL 31
IS 3
BP 328
EP 349
PG 22
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 601LX
UT WOS:000178448600004
DA 2024-07-15
ER

PT J
AU Peacock, J
   Covino, R
   Auchter, J
   Boyd, J
   Klug, H
   Laing, C
   Irvin, L
AF Peacock, Jessica
   Covino, Ralph
   Auchter, Jessica
   Boyd, Jennifer
   Klug, Hope
   Laing, Craig
   Irvin, Lindsay
TI University faculty perceptions and utilization of popular culture in the
   classroom
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE popular culture; academic engagement; faculty; attitude; disciplines
ID POP CULTURE; LITERACY; CURRICULUM; PEDAGOGY; MEDIA
AB This article discusses results of a survey on the utilization of and attitudes and beliefs towards the use of popular culture among faculty in higher education. A total of 212 faculty members from a mid-sized public regional university provided responses, with the majority indicating that they utilize popular culture in their classroom teaching with some frequency. Overall, the sample exhibited moderately high levels of confidence in their ability to use popular culture effectively, and found popular culture to be both important to incorporate and beneficial for enhancing critical thinking. Significant differences in both frequency of use and attitudes and beliefs were found among teaching disciplines, with those in Humanities and Social Sciences utilizing popular culture more frequently and having more positive attitudes and beliefs towards popular culture than participants in natural sciences and mathematics. A set of guidelines were provided to help advance the use of popular culture in higher education.
C1 [Peacock, Jessica] Shenandoah Univ, Dept Exercise Sci, 1460 Univ Dr, Winchester, VA 22601 USA.
   [Covino, Ralph] Girls Preparatory Sch, Dept Hist & Social Sci, 205 Isl Ave, Chattanooga, TN 37405 USA.
   [Auchter, Jessica] Univ Tennessee, Dept Polit Sci Publ Adm & Nonprofit Management, 615 McCallie Ave, Chattanooga, TN 37403 USA.
   [Boyd, Jennifer; Klug, Hope] Univ Tennessee, Dept Biol & Environm Sci, 615 McCallie Ave, Chattanooga, TN 37403 USA.
   [Laing, Craig] Univ Tennessee, Dept Sociol Anthropol & Geog, 615 McCallie Ave, Chattanooga, TN 37403 USA.
   [Irvin, Lindsay] Univ Toronto, Ctr Medieval Studies, 125 Queens Pk,3rd Floor, Toronto, ON M5S 2C7, Canada.
C3 Shenandoah University; University of Tennessee System; University of
   Tennessee at Chattanooga; University of Tennessee System; University of
   Tennessee at Chattanooga; University of Tennessee System; University of
   Tennessee at Chattanooga; University of Toronto
RP Peacock, J (corresponding author), Shenandoah Univ, Dept Exercise Sci, 1460 Univ Dr, Winchester, VA 22601 USA.
EM jpeacock@su.edu
OI Peacock, Jessica/0000-0002-5618-545X
CR Bertonneau R., 2010, POPULAR CULTURE ACAD, V23, P420
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NR 25
TC 14
Z9 17
U1 1
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2018
VL 43
IS 4
BP 601
EP 613
DI 10.1080/03075079.2016.1180673
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FZ4KK
UT WOS:000427560900001
DA 2024-07-15
ER

PT J
AU Chae, SE
   Shin, JH
AF Chae, Soo Eun
   Shin, Jae-Han
TI Tutoring styles that encourage learner satisfaction, academic
   engagement, and achievement in an online environment
SO INTERACTIVE LEARNING ENVIRONMENTS
LA English
DT Article
DE e-tutoring; facilitating; guiding; academic involvement; achievement
ID SYSTEMS; STUDENTS
AB This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the e-study program, and completed tutoring style and academic satisfaction evaluation surveys. Students' login and posting frequency in the e-study program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors' guiding activities as opposed to facilitating were not significant contributors to students' academic outcomes. The effect of tutors' facilitating styles in an online learning environment was significant as being found in the existent literature.
C1 [Chae, Soo Eun] Gangneung Wonju Natl Univ, Dept Educ, Kangnung, South Korea.
   [Shin, Jae-Han] Univ Brain Educ, Dept Brain Educ, Cheonan, South Korea.
C3 Kangnung Wonju National University
RP Chae, SE (corresponding author), Gangneung Wonju Natl Univ, Dept Educ, Kangnung, South Korea.
EM schae@gwnu.ac.kr
OI Chae, Soo Eun/0000-0001-6413-7469; Shin, Jae-Han/0000-0002-3465-5684
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NR 32
TC 6
Z9 8
U1 2
U2 32
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1049-4820
EI 1744-5191
J9 INTERACT LEARN ENVIR
JI Interact. Learn. Environ.
PY 2016
VL 24
IS 6
BP 1371
EP 1385
DI 10.1080/10494820.2015.1009472
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EA5QM
UT WOS:000386676800021
DA 2024-07-15
ER

PT J
AU Wang, MT
   Eccles, JS
AF Wang, Ming-Te
   Eccles, Jacquelynne S.
TI Social Support Matters: Longitudinal Effects of Social Support on Three
   Dimensions of School Engagement From Middle to High School
SO CHILD DEVELOPMENT
LA English
DT Article
ID STAGE-ENVIRONMENT FIT; STUDENT ENGAGEMENT; OPPOSITIONAL CULTURE;
   COGNITIVE ENGAGEMENT; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES; EARLY
   ADOLESCENCE; ACHIEVEMENT; TRAJECTORIES; MOTIVATION
AB This study examined the relative influence of adolescents supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents school compliance more strongly and school identification less strongly than teacher social support.
C1 [Wang, Ming-Te; Eccles, Jacquelynne S.] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Wang, Ming-Te] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 University of Michigan System; University of Michigan; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh
RP Wang, MT (corresponding author), ISR 5110,426 Thompson St, Ann Arbor, MI 48106 USA.
EM wangmi@umich.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 79
TC 605
Z9 844
U1 19
U2 318
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD MAY-JUN
PY 2012
VL 83
IS 3
BP 877
EP 895
DI 10.1111/j.1467-8624.2012.01745.x
PG 19
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 934JX
UT WOS:000303441500011
PM 22506836
OA Green Published
DA 2024-07-15
ER

PT J
AU Juvonen, J
   Nishina, A
   Graham, S
AF Juvonen, J
   Nishina, A
   Graham, S
TI Ethnic diversity and perceptions of safety in urban middle schools
SO PSYCHOLOGICAL SCIENCE
LA English
DT Article
ID PEER VICTIMIZATION; SELF-CONCEPT; DESEGREGATION; IMPACT; DISSONANCE;
   CONTACT; ESTEEM
AB Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n = 511) and Latino (n = 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multi-ethnic schools.
C1 Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
   Univ Calif Davis, Dept Human & Community Dev, Davis, CA 95616 USA.
   Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles;
   University of California System; University of California Davis;
   University of California System; University of California Los Angeles
RP Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
EM juvonen@psych.ucla.edu
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NR 33
TC 255
Z9 348
U1 0
U2 29
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0956-7976
EI 1467-9280
J9 PSYCHOL SCI
JI Psychol. Sci.
PD MAY
PY 2006
VL 17
IS 5
BP 393
EP 400
DI 10.1111/j.1467-9280.2006.01718.x
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 036IN
UT WOS:000237064900007
PM 16683926
DA 2024-07-15
ER

PT J
AU Anderson, AR
   Christenson, SL
   Sinclair, MF
   Lehr, CA
AF Anderson, AR
   Christenson, SL
   Sinclair, MF
   Lehr, CA
TI Check & Connect: The importance of relationships for promoting
   engagement with school
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE engagement; relationships
ID TEACHER-STUDENT RELATIONSHIP; MIDDLE SCHOOL; CHILDRENS ENGAGEMENT;
   ADOLESCENTS; MOTIVATION; ADJUSTMENT; PREVENTION; CONTEXT; DROPOUT;
   PARTICIPATION
AB The purpose of this study was to examine whether the closeness and quality of relationships between intervention staff and students involved in the Check & Connect program were associated with improved student engagement in school. Participants included 80 elementary and middle school students referred to the Check & Connect program for poor attendance, an early sign of disengagement, while in elementary school. After accounting for student risk and prior attendance, student and interventionist perceptions of the closeness and quality of their relationship were found to be associated with improved engagement in terms of school attendance, and interventionist perceptions of their relationships with students were associated with teacher-rated academic engagement (e.g., prepared for class, work completion, persistence). The importance of designing and evaluating relationship-based interventions for students at-risk for school failure is discussed. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 Univ Minnesota, Dept Educ Psychol, Sch Psychol Program, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Univ Minnesota, Dept Educ Psychol, Sch Psychol Program, 350 Elliot Hall,75 E River Rd, Minneapolis, MN 55455 USA.
EM ande2654@umn.edu
OI Reschly, Amy/0000-0001-9379-162X
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NR 61
TC 215
Z9 418
U1 4
U2 44
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD MAR-APR
PY 2004
VL 42
IS 2
BP 95
EP 113
DI 10.1016/j.jsp.2004.01.002
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 810TI
UT WOS:000220726200002
DA 2024-07-15
ER

PT J
AU Nguyen, HT
   Phan, HLT
   Tran, LT
AF Huong Thu Nguyen
   Huong Le Thanh Phan
   Ly Thi Tran
TI Internationalisation of the curriculum in Vietnamese higher education:
   mediating between 'Western' and local imaginaries
SO COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION
LA English
DT Article
DE Internationalisation of the curriculum; higher education; Vietnam;
   curriculum borrowing; academics' engagement
ID POLICY; CHALLENGES; UNIVERSITY
AB Over the past decades, the Vietnamese government has strategically encouraged the import of the 'Western' curriculum through the so-called Advanced Programmes. It is envisioned that by learning from the more advanced systems such as Australia, Canada, the US, and the UK, Vietnamese universities will be able to overhaul their outdated curriculum and embark on a shortcut to the league of global rankings. Drawing on 21 interviews with Vietnamese and foreign staff and students in two Advanced Programmes imported from the US, this article reviews these programmes' twelve-year implementation to explore the challenges arising and the roles of local academics in implementing and mediating the curriculum. The research revealed considerable challenges in imparting 'Western' knowledge to the local context due to ideological and practicality differences. However, it is the process through which academics mediated between the international content and local students' needs that enables practical internationalisation of the imported curriculum.
C1 [Huong Thu Nguyen] Univ Queensland, Inst Teaching & Learning Innovat, Brisbane, Qld, Australia.
   [Huong Le Thanh Phan; Ly Thi Tran] Deakin Univ, Sch Educ, Melbourne, Vic, Australia.
C3 University of Queensland; Deakin University
RP Nguyen, HT (corresponding author), Univ Queensland, Inst Teaching & Learning Innovat, Room 305 Bldg 17 Campbell Rd, St Lucia, Qld 4072, Australia.
EM huong.nguyen@uq.edu.au
RI Phan, Huong/GXH-5117-2022
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NR 53
TC 2
Z9 2
U1 6
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-7925
EI 1469-3623
J9 COMPARE
JI Compare
PD AUG 18
PY 2023
VL 53
IS 6
BP 1080
EP 1097
DI 10.1080/03057925.2021.1995699
EA OCT 2021
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Q2HM8
UT WOS:000712702300001
DA 2024-07-15
ER

PT J
AU Floress, MT
   Briesch, AM
   Jenkins, LN
   Hampton, KA
AF Floress, Margaret T.
   Briesch, Amy M.
   Jenkins, Lyndsay N.
   Hampton, Kaylee A.
TI Teacher Praise and Reprimand: Examining the Generalizability and
   Dependability of Observational Estimates
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE behavior-specific praise; direct observation; generalizability theory;
   reprimand
ID CLASSROOM MANAGEMENT STRATEGIES; PERFORMANCE FEEDBACK; ACADEMIC
   ENGAGEMENT; BEHAVIOR; RISK; IMPLEMENTATION; STUDENTS; SYSTEM; RULES;
   RATES
AB This study examined the generalizability and dependability of observational estimates of middle and high school teachers' use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.
C1 [Floress, Margaret T.; Hampton, Kaylee A.] Eastern Illinois Univ, 600 Lincoln Ave, Charleston, IL 61920 USA.
   [Briesch, Amy M.] Northeastern Univ, Boston, MA 02115 USA.
   [Jenkins, Lyndsay N.] Florida State Univ, Tallahassee, FL 32306 USA.
C3 Eastern Illinois University; Northeastern University; State University
   System of Florida; Florida State University
RP Floress, MT (corresponding author), Eastern Illinois Univ, 600 Lincoln Ave, Charleston, IL 61920 USA.
EM mfloress@eiu.edu
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NR 59
TC 2
Z9 3
U1 1
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD MAY
PY 2022
VL 47
IS 3
BP 196
EP 206
AR 01987429211012020
DI 10.1177/01987429211012020
EA MAY 2021
PG 11
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 0P5CC
UT WOS:000651186200001
DA 2024-07-15
ER

PT J
AU Sturdivant, TD
   Alanis, I
AF Sturdivant, Toni Denese
   Alanis, Iliana
TI "I'm Gonna Cook My Baby in a Pot": Young Black Girls' Racial Preferences
   and Play Behavior
SO EARLY CHILDHOOD EDUCATION JOURNAL
LA English
DT Article
DE Race; Gender; Play; Identity development
ID ETHNIC-IDENTITY; ACADEMIC ENGAGEMENT; CHILDREN; IDENTIFICATION;
   OUTCOMES; DISCRIMINATION; ACHIEVEMENT; ATTITUDES; EDUCATION; GENDER
AB Despite calls for an increase in diversity and equity in early childhood classrooms, preschool teachers sometimes struggle to effectively address race in their classrooms, leaving young children to try to make sense of it themselves. Therefore, in this qualitative study, researchers examined how race issues were manifested in the play of young Black preschool girls. Findings indicate that young Black girls had a strong preference for the nonblack dolls. This preference was evident in their repeated rejection of the Black dolls. These findings have significant implications for early childhood teachers and how they anticipate notions or misconceptions children may have about race, structure discussions and activities about race and racism, and scaffold children's development of their racial identity. Further, the paper presents how teacher educators can help to prepare future practitioners for work in helping to foster positive racial identities.
C1 [Sturdivant, Toni Denese; Alanis, Iliana] Univ Texas San Antonio, Coll Educ & Human Dev, Dept Interdisciplinary Learning & Teaching, One UTSA Blvd, San Antonio, TX 78249 USA.
C3 University of Texas System; University of Texas at San Antonio (UTSA)
RP Sturdivant, TD (corresponding author), Univ Texas San Antonio, Coll Educ & Human Dev, Dept Interdisciplinary Learning & Teaching, One UTSA Blvd, San Antonio, TX 78249 USA.
EM tonidsturdi@gmail.com
RI Sturdivant, Toni/AAV-2464-2021
OI Sturdivant, Toni/0000-0002-5507-8927
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NR 68
TC 6
Z9 14
U1 3
U2 14
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1082-3301
EI 1573-1707
J9 EARLY CHILD EDUC J
JI Early Child. Educ. J.
PD MAY
PY 2021
VL 49
IS 3
BP 473
EP 482
DI 10.1007/s10643-020-01095-9
EA JUL 2020
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RD3MH
UT WOS:000551020700002
DA 2024-07-15
ER

PT J
AU Brock, ME
   Carter, EW
AF Brock, Matthew E.
   Carter, Erik W.
TI Efficacy of Teachers Training Paraprofessionals to Implement Peer
   Support Arrangements
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID SINGLE-SUBJECT RESEARCH; INCLUSIVE CLASSROOMS; SOCIAL VALIDITY;
   DISABILITIES; STUDENTS; ADOLESCENTS; COMMUNICATION; DISORDERS; BEHAVIOR
AB Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive researcher involvement. In this single-case design study, four special education teachers trained and supported four paraprofessionals to implement peer support arrangements through delivery of a professional development package consisting of an initial orientation, video modeling, and brief coaching with performance feedback. Teachers implemented the professional development accurately, paraprofessionals implemented peer support arrangements with fidelity, and three of the four middle school students with severe disabilities increased their social interactions with peers while maintaining previous levels of academic engagement. These findings suggest a possible avenue for equipping paraprofessionals to implement peer support arrangements. Recommendations for preparing teachers to train and support paraprofessionals to implement intervention strategies are offered along with directions for future research.
C1 [Brock, Matthew E.] Ohio State Univ, Columbus, OH 43210 USA.
   [Carter, Erik W.] Vanderbilt Univ, Nashville, TN USA.
C3 University System of Ohio; Ohio State University; Vanderbilt University
RP Brock, ME (corresponding author), Ohio State Univ, Dept Educ Studies, Crane Ctr Early Childhood Educ & Policy, 334 PAES Bldg,305 West 17th Ave, Columbus, OH 43210 USA.
EM brock.184@osu.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782
CR Brock ME, 2015, J SPEC EDUC, V49, P39, DOI 10.1177/0022466913501882
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NR 23
TC 57
Z9 83
U1 2
U2 32
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0014-4029
EI 2163-5560
J9 EXCEPT CHILDREN
JI Except. Child.
PD APR
PY 2016
VL 82
IS 3
BP 354
EP 371
DI 10.1177/0014402915585564
PG 18
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA DI1AC
UT WOS:000373227400006
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Muscio, A
   Quaglione, D
   Vallanti, G
AF Muscio, Alessandro
   Quaglione, Davide
   Vallanti, Giovanna
TI The Effects of Public Research Funding on Academic Engagement
SO ECONOMIA POLITICA
LA English
DT Article
ID INNOVATION; GROWTH; UNIVERSITIES; TECHNOLOGY; KNOWLEDGE; SCIENCE
AB This paper provides an empirical investigation of the effects of public funding of academic research on external funding obtained via research contracts, consultancies and research to order activities more generally. These informal collaborations between university departments and business are relevant because of their high relational content and consequent spillover effects based on learning by interacting.
   This study uses data on the population of university departments and research institutes in Italy engaged in research in one of the 14 scientific areas identified by the Italian National Research Council. The results of our analysis show that the availability of external funding has a positive impact on the probability of accessing further external funding and on its amount. We also find some complementarity between the amount of public funding, from both the European Union and the Italian Ministry of Education, University and Research and the capability of university departments to collect funding via research contracts and consultancies.
C1 [Muscio, Alessandro] Univ Foggia, Dipartimento Sci Agr Alimenti & Ambiente, Econ Applicata, I-71100 Foggia, Italy.
   [Quaglione, Davide] Univ G dAnnunzio Chieti & Pescara, Dipartimento Econ, Econ, Pescara, Italy.
   [Vallanti, Giovanna] Univ Luiss Guido Carli, Dipartimento Econ & Finanza, Rome, Italy.
C3 University of Foggia; G d'Annunzio University of Chieti-Pescara; Luiss
   Guido Carli University
RP Muscio, A (corresponding author), Univ Foggia, Dipartimento Sci Agr Alimenti & Ambiente, Econ Applicata, Via Napoli 25, I-71100 Foggia, Italy.
EM alessandro.muscio@unifg.it; d.quaglione@unich.it; gvallanti@luiss.it
RI Muscio, Alessandro/P-5463-2019; Quaglione, Davide/AAK-1422-2020; Muscio,
   Alessandro/A-6720-2015
OI Muscio, Alessandro/0000-0001-5186-2522; Quaglione,
   Davide/0000-0002-8912-4506; Muscio, Alessandro/0000-0001-5186-2522;
   Vallanti, Giovanna/0000-0001-6238-0094
FU European Union; Italian Ministry of Education, University and Research
FX This study uses data on the population of university departments and
   research institutes in Italy engaged in research in one of the 14
   scientific areas identified by the Italian National Research Council.
   The results of our analysis show that the availability of external
   funding has a positive impact on the probability of accessing further
   external funding and on its amount. We also find some complementarity
   between the amount of public funding, from both the European Union and
   the Italian Ministry of Education, University and Research and the
   capability of university departments to collect funding via research
   contracts and consultancies.
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NR 50
TC 2
Z9 2
U1 0
U2 19
PU SPRINGER INTERNATIONAL PUBLISHING AG
PI CHAM
PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND
SN 1120-2890
EI 1973-820X
J9 ECON POLIT-ITALY
JI Econ. Polit.
PD DEC
PY 2014
VL 31
IS 3
BP 427
EP 450
PG 24
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA CG1AU
UT WOS:000353006200008
DA 2024-07-15
ER

PT J
AU Horta, H
   Lacy, TA
AF Horta, Hugo
   Lacy, T. Austin
TI How does size matter for science? Exploring the effects of research unit
   size on academics' scientific productivity and information exchange
   behaviors
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
ID HIGHER-EDUCATION; PUBLICATION-RATE; RESEARCH OUTPUT; UNIVERSITIES;
   DEPARTMENTS; IMPACT; DETERMINANTS; TEAMS
AB This article analyzes the impact of research unit size on academics' scientific output and communication behavior with peers, controlling for individual and organizational characteristics, including the academics' engagement in teaching. Results show that research unit size does not influence total scientific output, but rather the scientific output profile of individual academics. Upon disaggregating the output we find that academics at larger research units publish more in international than in national peer-reviewed journals. This suggests that research unit size positively affects international visibility, a venue that may proxy for research quality. The analysis also shows that as research unit size increases, it influences academics' overall communication. Most importantly, the academics' information exchange with peers at both national and international levels is highest at larger research units, suggesting that research unit size facilitates contact with academics at both national and international institutions.
C1 [Horta, Hugo] ISCTE Inst Univ Lisboa, Ctr Invest Estudos Sociol, P-1649026 Lisbon, Portugal.
   [Horta, Hugo] Univ Tecn Lisboa, IST, Ctr Estudos Inovacao Tecnol & Polit Desenvolvimen, IN, Lisbon, Portugal.
   [Lacy, T. Austin] Univ Georgia, Inst Higher Educ, Athens, GA 30602 USA.
C3 Instituto Universitario de Lisboa; Universidade de Lisboa; University
   System of Georgia; University of Georgia
RP Horta, H (corresponding author), ISCTE Inst Univ Lisboa, Ctr Invest Estudos Sociol, Edificio ISCTE,Av Forcas Armadas, P-1649026 Lisbon, Portugal.
EM hugo.horta@dem.ist.utl.pt; tlacy@uga.edu
RI Horta, Hugo/C-6327-2008
OI Horta, Hugo/0000-0001-6814-1393; Lacy, Thomas/0000-0003-0057-7048
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NR 46
TC 44
Z9 50
U1 3
U2 52
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0302-3427
EI 1471-5430
J9 SCI PUBL POLICY
JI Sci. Public Policy
PD JUL
PY 2011
VL 38
IS 6
SI SI
BP 449
EP 462
DI 10.3152/030234211X12960315267813
PG 14
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA 797GI
UT WOS:000293112100004
DA 2024-07-15
ER

PT J
AU London, B
   Rosenthal, L
   Gonzalez, A
AF London, Bonita
   Rosenthal, Lisa
   Gonzalez, Angel
TI Assessing the Role of Gender Rejection Sensitivity, Identity, and
   Support on the Academic Engagement of Women in Nontraditional Fields
   using Experience Sampling Methods
SO JOURNAL OF SOCIAL ISSUES
LA English
DT Article
ID ELECTRONIC DIARIES; PAPER; DISCLOSURE; REMEMBER; RAFAELI; SHROUT;
   BOLGER; GREEN; MATH; ENVIRONMENTS
AB Efforts to understand and alleviate the pervasive underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields may benefit from the utilization of research methodologies that can model STEM engagement from multiple levels of analysis. We discuss the utility of experience sampling methodology (ESM) in capturing this broad range of factors that contribute to women's success and engagement in STEM fields-as well as other fields in which women have historically been underrepresented-with special focus on the importance of identity, social support, and gender-based rejection. We propose that the use of ESM may provide fine-grained details of women's STEM experiences, and thus model the challenges they face in STEM fields. The advantages of using ESM for capturing repeated measures of affect and behavior, the use of electronic methods of data collection, and the use of ESM to administer interventions are discussed.
C1 [London, Bonita] SUNY Stony Brook, Dept Psychol, Social & Hlth Psychol Program, Stony Brook, NY 11794 USA.
C3 State University of New York (SUNY) System; State University of New York
   (SUNY) Stony Brook
RP London, B (corresponding author), SUNY Stony Brook, Dept Psychol, Social & Hlth Psychol Program, Stony Brook, NY 11794 USA.
EM bonita.london@stonybrook.edu
OI London, Bonita/0000-0003-0409-641X; Gonzalez, Angel/0009-0005-8553-5825
FU Direct For Education and Human Resources; Division Of Human Resource
   Development [1036427] Funding Source: National Science Foundation
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NR 60
TC 16
Z9 24
U1 0
U2 24
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4537
EI 1540-4560
J9 J SOC ISSUES
JI J. Soc. Issues
PY 2011
VL 67
IS 3
BP 510
EP 530
DI 10.1111/j.1540-4560.2011.01712.x
PG 21
WC Social Issues; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Social Issues; Psychology
GA 823AK
UT WOS:000295093000006
DA 2024-07-15
ER

PT J
AU Ahn, MY
   Davis, HH
AF Ahn, Mi Young
   Davis, Howard H.
TI Students' sense of belonging and their socio-economic status in higher
   education: a quantitative approach
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Sense of belonging; engagement; higher education; questionnaire;
   disadvantage; retention
ID AFRICAN-AMERICAN; 1ST YEAR; TRANSITION; UNIVERSITY; EXPERIENCES;
   ENGAGEMENT; RETENTION; INSIGHTS; MATURE
AB This study aims to explore the main aspects of sense of belonging, including academic and social engagement, life satisfaction, thoughts of leaving university, demographic characteristics and socio-economic status by applying quantitative measurement. Having considered the concepts of disadvantaged or non-traditional groups deployed in previous studies, a survey questionnaire was designed to investigate how certain factors are related to students' belonging. Statistical analysis of data from 380 participants reveals that students' sense of belonging and retention are crucially influenced by both academic engagement and social engagement, but independently. This study also addresses a lack of research about how the critical factors for disadvantage operate to determine belonging and retention in higher education. The findings should prompt a re-evaluation what we consider to be the sources of 'disadvantage', such as social class, age and ethnicity.
C1 [Ahn, Mi Young] UCL, Inst Educ, London WC1H 0AL, England.
   [Davis, Howard H.] Bangor Univ, Sch Hist Philosophy & Social Sci, Bangor, Gwynedd, Wales.
C3 University of London; University College London; UCL Institute of
   Education; Bangor University
RP Ahn, MY (corresponding author), UCL, Inst Educ, London WC1H 0AL, England.
EM ahnlim@gmail.com
OI Ahn, Mi Young/0000-0003-3643-142X
FU Bangor University's Widening Access Fund (2013-2014); student engagement
   office in Bangor University
FX Student's Sense of Belonging to Bangor University in 2014 was
   financially supported by Bangor University's Widening Access Fund
   (2013-2014). We would like to thank the student engagement office in
   Bangor University for support.
CR Ahn M. Y., 2017, THESIS
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NR 46
TC 34
Z9 49
U1 11
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD JAN 2
PY 2023
VL 28
IS 1
BP 136
EP 149
DI 10.1080/13562517.2020.1778664
EA JUN 2020
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 7K5FW
UT WOS:000544512300001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Craggs, H
   Kelly, C
AF Craggs, Holly
   Kelly, Catherine
TI Adolescents' experiences of school belonging: a qualitative
   meta-synthesis
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article
DE Belonging; school; adolescent; connectedness; relatedness; exclusion
ID HUMAN-MOTIVATION; STUDENTS; SENSE; NEED
AB School belonging is associated with positive social and academic outcomes. This meta-synthesis aimed to explore adolescents' accounts of the experience of school belonging, and to promote their understanding of this experience in order to inform policy and practice. A meta-ethnographic methodology was used; this involved a process of reciprocal translation and subsequent synthesis of eight qualitative studies. The synthesis generated four main concepts: (1) school belonging and intersubjectivity; (2) school belonging and knowledge, understanding and acceptance of individual identity; (3) school belonging and experiences of in-group membership and (4) school belonging and safety/security. The synthesis of translation generated the higher-order concept of school belonging as feeling safe to be yourself in and through relationships with others in the school setting'. This concept considers the experience of school belonging for adolescents as a foundational prerequisite of academic engagement and achievement. The implications of these findings for education, social care and mental health practitioners and policymakers are discussed.
C1 [Craggs, Holly] Bolton Metropolitan Borough Council, Manchester, Lancs, England.
   [Kelly, Catherine] Univ Manchester, Manchester Inst Educ, Manchester, Lancs, England.
   [Kelly, Catherine] Bury Metropolitan Borough Council, Manchester, Lancs, England.
C3 University of Manchester
RP Kelly, C (corresponding author), Univ Manchester, Manchester Inst Educ, Manchester, Lancs, England.; Kelly, C (corresponding author), Bury Metropolitan Borough Council, Manchester, Lancs, England.
EM Catherine.kelly@manchester.ac.uk
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NR 28
TC 30
Z9 38
U1 7
U2 35
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-6261
EI 1469-9680
J9 J YOUTH STUD
JI J. Youth Stud.
PY 2018
VL 21
IS 10
BP 1411
EP 1425
DI 10.1080/13676261.2018.1477125
PG 15
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA GU4ML
UT WOS:000445257900008
DA 2024-07-15
ER

PT J
AU Griffith, SF
   Grolnick, WS
AF Griffith, Shayl F.
   Grolnick, Wendy S.
TI Parenting in Caribbean Families A Look at Parental Control, Structure,
   and Autonomy Support
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE child development; parenting; culture; Caribbean; self-determination
   theory
ID CHILD DEPRESSION INVENTORY; PSYCHOLOGICAL CONTROL; SELF; COMPETENCE;
   ADOLESCENTS; SCALE
AB There has been little research investigating parenting strategies and child outcomes in British Caribbean populations. This study examined the relations of parental control, structure, and autonomy support and children's motivation and symptomatology in the Caribbean country of Barbados. Results indicated that parental structure was related to higher levels of child academic engagement, perceived competence, perceived control, and intrinsic and identified self-regulation. Parental control was negatively related to engagement, perceived competence, perceived control, and identified self-regulation, and positively related to depression. Autonomy support was, in general, positively related to these same outcomes, and negatively related to depression; however, autonomy support items tapping parents' acknowledgment of the child and allowance of opinion exchange were related more strongly to positive outcomes than items tapping allowance of choice and independent decision making. Implications for understanding parenting in Caribbean families, and for future cross-cultural parenting research, are discussed.
C1 [Griffith, Shayl F.; Grolnick, Wendy S.] Clark Univ, Worcester, MA 01610 USA.
C3 Clark University
RP Griffith, SF (corresponding author), Univ Massachusetts, Dept Psychol, 135 Hicks Way, Amherst, MA 01003 USA.
EM sgriffit@psych.umass.edu
OI Griffith, Shayl/0000-0003-1014-078X
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NR 52
TC 36
Z9 60
U1 2
U2 56
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD APR
PY 2014
VL 40
IS 2
BP 166
EP 190
DI 10.1177/0095798412475085
PG 25
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AC0VR
UT WOS:000332214100003
DA 2024-07-15
ER

PT J
AU Ogle, RR
   Frazier, SL
   Nichols-Lopez, K
   Cappella, E
AF Ogle, Robert R.
   Frazier, Stacy L.
   Nichols-Lopez, Kristin
   Cappella, Elise
CA LINKS Linking Neighborhoods Kids
TI Non-academic Self-Concept Among Urban Youth: Associations with Academic
   Success
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Self-concept; Self-aspect; Academic success; Urban youth; Mental health
ID EXTERNALIZING BEHAVIOR PROBLEMS; ELEMENTARY-SCHOOL; ACHIEVEMENT GAP;
   ESTEEM; DIFFICULTIES; VALIDATION; CHILDREN; INTERVENTIONS;
   QUESTIONNAIRE; PERSPECTIVES
AB An extensive literature demonstrates the relationship between academic self-concept and academic achievement, but the relationship between non-academic subdomains of the self and academic success in children and adolescents remains less clear. The current study examined longitudinal associations between social and behavioral self-concept, mental health symptoms, and indicators of academic achievement. Children (n = 364) from 36 classrooms across five elementary schools participated in the study. Children reported attitudes about the self, and teachers assessed children's mental health symptoms and academic functioning at two time points. Structural equation models indicated that behavioral self-concept predicts subsequent academic engagement and study skills in low-income urban youth through improvement in academic self-concept and reduction in mental health symptoms. Findings point toward the potential promise of non-academic self-concept as a target for intervention to improve youth academic outcomes.
C1 [Ogle, Robert R.; Frazier, Stacy L.; Nichols-Lopez, Kristin] Florida Int Univ, Dept Psychol, 11200 Southwest 8th St, Miami, FL 33199 USA.
   [Cappella, Elise] NYU, New York, NY USA.
   [LINKS Linking Neighborhoods Kids] Univ Illinois, Chicago, IL USA.
C3 State University System of Florida; Florida International University;
   New York University; University of Illinois System; University of
   Illinois Chicago; University of Illinois Chicago Hospital
RP Ogle, RR (corresponding author), Florida Int Univ, Dept Psychol, 11200 Southwest 8th St, Miami, FL 33199 USA.
EM rogle001@fiu.edu
OI Frazier, Stacy/0000-0003-0335-5678
FU NIMH [P20MH078458]
FX Primary support for this manuscript was provided by NIMH research grant
   P20MH078458 (PI: Atkins). The authors are grateful for the time and
   contribution of participating schools, teachers, and students. The
   authors are grateful to Jonathan Corner and Stefany Coxe for their
   comments during preparation of the manuscript.
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NR 59
TC 5
Z9 11
U1 0
U2 22
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD JUN
PY 2016
VL 8
IS 2
BP 278
EP 291
DI 10.1007/s12310-015-9162-z
PG 14
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DM4QR
UT WOS:000376332300006
DA 2024-07-15
ER

PT J
AU Woodfield, PJ
   Ooi, YM
   Husted, K
AF Woodfield, Paul J.
   Ooi, Yat Ming
   Husted, Kenneth
TI Commercialisation patterns of scientific knowledge in traditional low-
   and medium-tech industries
SO TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE
LA English
DT Article
DE Traditional industries; Technology commercialisation; Business model;
   Value creation; Innovation; Knowledge
ID RESEARCH-AND-DEVELOPMENT; DYNAMIC CAPABILITIES; ABSORPTIVE-CAPACITY;
   ACADEMIC ENGAGEMENT; OPEN INNOVATION; BUSINESS MODEL; VALUE CREATION;
   TECHNOLOGY; FIRMS; COLLABORATION
AB Research on technology commercialisation and science-industry interactions overlooks the specificity of con-nections between science and traditional low-and medium-technology (TLMT) industries. The few studies on science-based innovation in TLMT industries focus on barriers to investing, accessing, and creating value from science. This is problematic as TLMT industries exhibit different innovation patterns compared to high-tech and science-based industries. Therefore, we focus on the patterns arising from technology commercialisation pro-cesses utilised by TLMT firms to create value from scientific knowledge and technology. We used a qualitative multiple case study design and identified four types of commercialisation patterns in TLMT industries: scienti-fication, optimising nature, orchestration, and technification. Our typology contributes to research in traditional industries and technology commercialisation by demonstrating firms' commercialisation patterns and the diverse ways in which they capture value within TLMT industries.
C1 [Woodfield, Paul J.] Auckland Univ Technol, Int Business Strategy & Entrepreneurship Dept, 55 Wellesley St East, Auckland 1010, New Zealand.
   [Ooi, Yat Ming; Husted, Kenneth] Univ Auckland, Dept Management & Int Business, Business Sch, 12 Grafton Rd, Auckland 1010, New Zealand.
C3 Auckland University of Technology; University of Auckland
RP Woodfield, PJ (corresponding author), Auckland Univ Technol, Int Business Strategy & Entrepreneurship Dept, 55 Wellesley St East, Auckland 1010, New Zealand.
EM paul.woodfield@aut.ac.nz; y.ooi@auckland.ac.nz; k.husted@auckland.ac.nz
RI Woodfield, Paul J./L-6835-2016; Ooi, Yat Ming/G-6630-2011
OI Woodfield, Paul J./0000-0003-0472-3057; Ooi, Yat
   Ming/0000-0001-7403-5992
FU University of Auckland Faculty Research Development Fund (FRDF); Paul
   Kelly Faculty Enhancement fund [F-FBE-PKFE]
FX Funding This work was supported by The University of Auckland Faculty
   Research Development Fund (FRDF) also referred to as the Paul Kelly
   Faculty Enhancement fund, under Grant code F-FBE-PKFE.
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NR 99
TC 4
Z9 4
U1 16
U2 41
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0040-1625
EI 1873-5509
J9 TECHNOL FORECAST SOC
JI Technol. Forecast. Soc. Chang.
PD APR
PY 2023
VL 189
AR 122349
DI 10.1016/j.techfore.2023.122349
EA JAN 2023
PG 11
WC Business; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Public Administration
GA 8L6YS
UT WOS:000923930600001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Heatly, MC
   Votruba-Drzal, E
AF Heatly, Melissa Castle
   Votruba-Drzal, Elizabeth
TI Developmental precursors of engagement and motivation in fifth grade:
   Linkages with parent- and teacher-child relationships
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
ID SCHOOL ENGAGEMENT; MULTIPLE IMPUTATION; STUDENT ENGAGEMENT; MISSING
   DATA; INTERPERSONAL RELATIONSHIPS; ACADEMIC ENGAGEMENT; SELF-REGULATION;
   MIDDLE SCHOOL; ACHIEVEMENT; BEHAVIOR
AB The primary aims of this investigation are to evaluate how children's relationships with parents and teachers in first, third, and fifth grades are associated with engagement and motivation in fifth grade, and to examine the ways that parents and teachers respond to children's school readiness skills and competencies. Using data from a large longitudinal study, the NICHD Study of Early Child Care and Youth Development (NICHD-SECCYD, n = 1364), this investigation found support for hypothesized linkages between both early- and concurrent elementary school relationships and fifth-grade engagement and motivational outcomes. Teacher conflict in fifth grade was particularly problematic for both engagement and motivation. Additionally, children's school readiness skills shaped fifth-grade engagement and motivation, through relationships elicited during first and third grade. Implications for future research and intervention are discussed.
C1 [Heatly, Melissa Castle] Univ Rochester, Med Ctr, Rochester, NY 14642 USA.
   [Heatly, Melissa Castle; Votruba-Drzal, Elizabeth] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 University of Rochester; Pennsylvania Commonwealth System of Higher
   Education (PCSHE); University of Pittsburgh
RP Heatly, MC (corresponding author), Univ Rochester, Med Ctr, Sch Med & Dent, 601 Elmwood Ave,Box PSYCH, Rochester, NY 14642 USA.
EM Melissa_Heatly@URMC.rochester.edu
RI Heatly, Melissa/AAH-2138-2019
OI Heatly, Melissa/0000-0002-4256-6382
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NR 105
TC 14
Z9 21
U1 1
U2 16
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD JAN-FEB
PY 2019
VL 60
BP 144
EP 156
DI 10.1016/j.appdev.2018.09.003
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HK1IS
UT WOS:000457659100015
DA 2024-07-15
ER

PT J
AU Huntington, HP
AF Huntington, HP
TI "We dance around in a ring and suppose": Academic engagement with
   traditional knowledge
SO ARCTIC ANTHROPOLOGY
LA English
DT Article
ID ECOLOGICAL KNOWLEDGE
AB The concept of "traditional knowledge" describes not a single entity, but a diverse and complex set of ways of knowing. Debates about the appropriateness of particular approaches to the study of traditional knowledge may miss the point in conflating not only the various forms of traditional knowledge, but also the different ways in which academic study engages that knowledge. Rather than seeking resolution in favor of a particular approach to the study of traditional knowledge, we should recognize that different ways of studying traditional knowledge are more a product of different academic perspectives than of qualities inherent to traditional knowledge. In this view, different approaches are entirely appropriate, if they suit the particular purposes for which traditional knowledge is sought. Instead of seeking to find the "right" way to study traditional knowledge, we should be clearer about our aims, assess each study in its own light, and learn from the various experiences researchers have had with different approaches.
RP Huntington, HP (corresponding author), 23834 Clearing Dr, Eagle River, AK 99577 USA.
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NR 11
TC 31
Z9 43
U1 0
U2 20
PU UNIV WISCONSIN PRESS
PI MADISON
PA JOURNAL DIVISION, 1930 MONROE ST, 3RD FL, MADISON, WI 53711 USA
SN 0066-6939
J9 ARCTIC ANTHROPOL
JI Arct. Anthropol.
PY 2005
VL 42
IS 1
BP 29
EP 32
DI 10.1353/arc.2011.0101
PG 4
WC Anthropology
WE Social Science Citation Index (SSCI)
SC Anthropology
GA 965AB
UT WOS:000231921000002
DA 2024-07-15
ER

PT J
AU Eseadi, C
   Diale, BM
   Oloidi, FJ
   Amanambu, OV
   Umeano, BC
AF Eseadi, Chiedu
   Diale, Boitumelo Molebogeng
   Oloidi, Frances Jumoke
   Amanambu, Ogechukwu Vivian
   Umeano, Blessing Chisom
TI School Engagement of Undergraduate History students: Effect of REBT
   intervention
SO JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY
LA English
DT Article
DE REBT; School Engagement; Undergraduate history students
ID EMOTIVE BEHAVIOR-THERAPY; ACADEMIC ENGAGEMENT; ACHIEVEMENT; TEACHER;
   SUPPORT
AB This study investigated the effect of rational emotive behaviour therapy (REBT) on school engagement of undergraduate history students' sample from Nigerian higher education institutions. The REBT intervention group comprised 23 undergraduate history students whilst the waitlist control group also comprised 23 undergraduate history students. School engagement was measured with the School Engagement Scale (SES). According to the study's findings, REBT improved and sustained undergraduate history students' school engagement scores at posttest (p = .000, eta(2)(p)=.89) and follow-up (p = .000, eta(2)(p)=.89). The results also suggest a statistically significant effect of time on students' SES scores (p = .000, eta(2)(p)=.85). The results also indicate that students' SES scores were influenced significantly by group and time interaction effect (p = .000, eta(2)(p)=.85). The authors conclude that the REBT program offered to undergraduate history students in Nigeria enhanced their school engagement when compared to a waitlist control group.
C1 [Eseadi, Chiedu; Diale, Boitumelo Molebogeng] Univ Johannesburg, Dept Educ Psychol, Johannesburg, South Africa.
   [Oloidi, Frances Jumoke] Univ Nigeria, Dept Hist & Int Studies, Nsukka, Nigeria.
   [Amanambu, Ogechukwu Vivian; Umeano, Blessing Chisom] Nnamdi Azikiwe Univ, Awka, Nigeria.
C3 University of Johannesburg; University of Nigeria
RP Oloidi, FJ (corresponding author), Univ Nigeria, Dept Hist & Int Studies, Nsukka, Nigeria.
EM jumoke.oloidi@unn.edu.ng
RI ESEADI, CHIEDU/J-3078-2015
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NR 36
TC 1
Z9 1
U1 3
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0894-9085
EI 1573-6563
J9 J RATION-EMOT COGN-B
JI J. Ration.-Emot. Cogn.-Behav. Ther.
PD MAR
PY 2023
VL 41
IS 1
BP 209
EP 221
DI 10.1007/s10942-022-00463-1
EA JUN 2022
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA A2EV7
UT WOS:000809301600001
DA 2024-07-15
ER

PT J
AU Meng, YZ
AF Meng, Yanzhi
TI Fostering EFL/ESL Students' State Motivation: The Role of
   Teacher-Student Rapport
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE EFL; ESL students; students' state motivation; teacher-student rapport;
   self-determination; rhetorical goal theory
ID SELF-DETERMINATION; INTERPERSONAL-BEHAVIOR; CLASSROOM ENVIRONMENT;
   NONVERBAL IMMEDIACY; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   ACHIEVEMENT; SUPPORT; RELATEDNESS; PERCEPTIONS
AB It is maintained that one of the significant determining issues of success is motivation, and enhancing EFL/ESL students' motivation is dominant in cultivating their learning in the classroom. Moreover, teachers are reflected as the most noteworthy figure of any scholastic organization and the positive rapport between students and teachers is significant for learners' state motivation. In line with the investigations of teacher-student rapport, principles from positive psychology (PP), and motivational theories such as self-determination and rhetorical/relational goal theory, the present theoretical review seeks this type of relationship and its effects on learners' motivation. Student-teacher rapport results in progressive practices for learners, as well as superior classroom involvement, and motivation. Subsequently, the helpfulness of findings for teachers, learners, materials developers, and teacher trainers are conferred.
C1 [Meng, Yanzhi] Xinxiang Med Univ, Sch Foreign Languages, Xinxiang, Henan, Peoples R China.
C3 Xinxiang Medical University
RP Meng, YZ (corresponding author), Xinxiang Med Univ, Sch Foreign Languages, Xinxiang, Henan, Peoples R China.
EM yanzhi_meng01@126.com
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NR 79
TC 11
Z9 12
U1 8
U2 57
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 13
PY 2021
VL 12
AR 754797
DI 10.3389/fpsyg.2021.754797
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YB2CN
UT WOS:000738827200001
PM 34589039
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Ansong, D
   Okumu, M
   Bowen, GL
   Walker, AM
   Eisensmith, SR
AF Ansong, David
   Okumu, Moses
   Bowen, Gary L.
   Walker, Anne M.
   Eisensmith, Sarah R.
TI The role of parent, classmate, and teacher support in student
   engagement: Evidence from Ghana
SO INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
LA English
DT Article
DE Student engagement; Parent support; Classmate support; Teacher support;
   Structural equation modeling; Sub-Saharan Africa
ID SCHOOL ENGAGEMENT; CLASSROOM ENGAGEMENT; ACADEMIC-ACHIEVEMENT; SOCIAL
   SUPPORT; SUCCESS; CONTEXT; HEALTH; FAMILY; ADOLESCENTS; PERFORMANCE
AB The literature is unequivocal about the importance of improving academic engagement in addressing challenges such as school drop out or increasing student motivation. What is less certain, particularly in the literature from developing countries, is how social support systems (parents, teachers, and classmates) influence students' emotional and behavioral engagement. Drawing from the ecological perspective, this study analyzes data from Ghana using structural equation modeling to examine mediated and unmediated pathways through which parent, teacher, and classmate support affect students' emotional and behavioral engagement. Findings suggest classmate support has the strongest association with student engagement, followed by parental support. Teacher support is neither a mediator nor a direct predictor of student engagement. These findings have implications for teacher training and professional development, especially training on how to actively involve parents in motivating their children to be engaged scholars.
C1 [Ansong, David; Bowen, Gary L.; Walker, Anne M.; Eisensmith, Sarah R.] Univ N Carolina, Sch Social Work, 325 Pittsboro St,CB 3550, Chapel Hill, NC 27599 USA.
   [Okumu, Moses] Univ Toronto, Factor Inwentash Fac Social Work, 246 Bloor St W, Toronto, ON M5S 1V4, Canada.
C3 University of North Carolina; University of North Carolina Chapel Hill;
   University of Toronto
RP Ansong, D (corresponding author), Univ N Carolina, Sch Social Work, 325 Pittsboro St,CB 3550, Chapel Hill, NC 27599 USA.
EM ansong@email.unc.edu; moses.okumu@mail.utoronto.ca;
   glbowen@email.unc.edu; walkeram@live.unc.edu; srabiner@live.unc.edu
RI Okumu, Moses/AAI-7317-2021; Ansong, David/P-6162-2016
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NR 70
TC 55
Z9 68
U1 12
U2 71
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0738-0593
EI 1873-4871
J9 INT J EDUC DEV
JI Int. J. Educ. Dev.
PD MAY
PY 2017
VL 54
BP 51
EP 58
DI 10.1016/j.ijedudev.2017.03.010
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EZ1UJ
UT WOS:000404496000007
OA Green Published
DA 2024-07-15
ER

PT J
AU Aboramadan, M
   Dahleez, K
   Hamad, M
AF Aboramadan, Mohammed
   Dahleez, Khalid
   Hamad, Mohammed
TI Servant leadership and academics' engagement in higher education:
   mediation analysis
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article
DE Higher education; mediation; Palestine; servant leadership; work
   engagement
ID RESOURCE MANAGEMENT-PRACTICES; PERSON-ORGANIZATION FIT; WORK ENGAGEMENT;
   TRANSFORMATIONAL LEADERSHIP; EMPLOYEE ATTITUDES; JOB RESOURCES;
   COMMITMENT; BEHAVIORS
AB This study presents a model for the impact of servant leadership on work engagement of staff in academic settings. Moreover, the paper introduces intrinsic motivation, psychological ownership, and person-job fit as intervening mechanisms between servant leadership and work engagement. Our data were gathered from academic staff working in twelve Palestinian universities. We used partial least squares SEM to investigate the hypotheses. Results indicate that the link between servant leadership and academics' work engagement is not straightforward. Intrinsic motivation, psychological ownership, and person-job fit of academic staff had a full mediating effect among the examined variables. The paper provides evidence that servant leadership is a promising style for higher education. Moreover, the paper offers important implications for administrators and policymakers in higher education about the role of servant leadership in promoting academics' work engagement.
C1 [Aboramadan, Mohammed] Univ Milano Bicocca, Dept Econ Management & Stat, Milan, Italy.
   [Dahleez, Khalid] AShargiyah Univ, Sch Business Adm, Ibra, Oman.
   [Hamad, Mohammed] Islamic Univ Gaza, Fac Econ & Business Studies, Gaza, Palestine.
C3 University of Milano-Bicocca; Islamic University Gaza
RP Aboramadan, M (corresponding author), Univ Milano Bicocca, Dept Econ Management & Stat, Milan, Italy.
EM mohammed.aboramadan@unimib.it
RI Hamad, Mohammed/HCH-0914-2022; aboramadan, mohammed/AAJ-3001-2021;
   Dahleez, Khalid Abed/M-6157-2017
OI aboramadan, mohammed/0000-0002-3826-0559; Dahleez, Khalid
   Abed/0000-0002-1526-8750
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NR 75
TC 32
Z9 42
U1 11
U2 51
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD NOV 1
PY 2020
VL 42
IS 6
BP 617
EP 633
DI 10.1080/1360080X.2020.1774036
EA JUN 2020
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PA2JL
UT WOS:000543030800001
DA 2024-07-15
ER

PT J
AU Theobald, KA
   Windsor, CA
   Forster, EM
AF Theobald, Karen A.
   Windsor, Carol A.
   Forster, Elizabeth M.
TI Engaging students in a community of learning: Renegotiating the learning
   environment
SO NURSE EDUCATION IN PRACTICE
LA English
DT Article
DE Student engagement; Student-led; Community of learning; Tutorial
   learning
ID ACADEMIC ENGAGEMENT; EDUCATION; PERFORMANCE; TIME
AB Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university.
   The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach.
   Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation.
C1 [Theobald, Karen A.; Windsor, Carol A.] Queensland Univ Technol, Sch Nursing, Brisbane, Qld, Australia.
   [Forster, Elizabeth M.] Griffith Univ, Sch Nursing & Midwifery, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT); Griffith University
RP Theobald, KA (corresponding author), Queensland Univ Technol, Sch Nursing, Victoria Pk Rd, Kelvin Grove, Qld 4059, Australia.
EM k.theobald@qut.edu.au
RI Theobald, Karen Ann/ABA-1051-2020
OI Theobald, Karen Ann/0000-0002-2880-1411; Forster,
   Elizabeth/0000-0002-1613-0024
FU Queensland University of Technology, Faculty of Health, Teaching and
   Learning Grant
FX This work was supported by a Queensland University of Technology,
   Faculty of Health, Teaching and Learning Grant.
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NR 54
TC 8
Z9 11
U1 1
U2 22
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1471-5953
J9 NURSE EDUC PRACT
JI Nurse Educ. Pract.
PD MAR
PY 2018
VL 29
BP 137
EP 142
DI 10.1016/j.nepr.2017.12.008
PG 6
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA GC4LC
UT WOS:000429755000022
PM 29331798
OA Green Submitted
DA 2024-07-15
ER

PT J
AU McKelvey, M
   Zaring, O
AF McKelvey, Maureen
   Zaring, Olof
TI Co-delivery of social innovations: exploring the university's role in
   academic engagement with society
SO INDUSTRY AND INNOVATION
LA English
DT Article
DE Social innovation; public good; university; society; case study
ID SERVICES
AB The paper provides a tripartite definition of social innovations, a type of public good involving collective action by multiple stakeholders. This public good can be regarded as a service, as it is co-delivered based on the development of multiple network and partner relationships. In explaining what social innovations are and how they are delivered, much research emphasises the role of NGOs and community-based collective action. This article starts by observing that universities can play various roles in social innovation, then theoretically explains how and why universities are involved in providing this public good. These roles have been neglected with the recent emphasis on university commercialisation, for example, via patents and start-ups. We use this insight to propose a conceptual framework for understanding how and why universities can organise the co-delivery of social innovations through education. This framework is illustrated with a case study, leading to propositions for later research.
C1 [McKelvey, Maureen; Zaring, Olof] Univ Gothenburg, Inst Innovat & Entrepreneurship, Sch Business Econ & Law, Dept Econ & Soc, Gothenburg, Sweden.
C3 University of Gothenburg
RP McKelvey, M (corresponding author), Univ Gothenburg, Inst Innovat & Entrepreneurship, Sch Business Econ & Law, Dept Econ & Soc, Gothenburg, Sweden.
EM maureen.mckelvey@handels.gu.se
OI McKelvey, Maureen/0000-0002-1457-7922
FU Sten A. Olsson Foundation for Research and Culture (Sten A. Olsson
   Stiftelse for Forskning och Kultur)
FX This work was supported by the Sten A. Olsson Foundation for Research
   and Culture (Sten A. Olsson Stiftelse for Forskning och Kultur).
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NR 39
TC 43
Z9 45
U1 2
U2 33
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1366-2716
EI 1469-8390
J9 IND INNOV
JI Ind. Innov.
PY 2018
VL 25
IS 6
SI SI
BP 594
EP 611
DI 10.1080/13662716.2017.1295364
PG 18
WC Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA GD3PW
UT WOS:000430417000003
DA 2024-07-15
ER

PT J
AU Mendoza, NB
   King, RB
AF Mendoza, Norman B.
   King, Ronnel B.
TI The social contagion of student engagement in school
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE social contagion; student engagement; engagement contagion
ID ACHIEVEMENT GOALS; ACADEMIC ENGAGEMENT; WORK ENGAGEMENT; COGNITIVE
   ENGAGEMENT; EMOTIONAL CONTAGION; AUTONOMY SUPPORT; CROSSOVER; TEACHER;
   MOTIVATION; PERFORMANCE
AB Student engagement is a strong predictor of academic achievement and overall school success. Much of the research on engagement has focused on the role of personal psychological antecedents and social factors related to one's teachers. Relatively fewer studies have focused on the influence of one's classmates. Drawing on prior work on social contagion, this study aimed to examine whether classmates' engagement influences one's engagement. Questionnaires were administered to 848 secondary school students nested within 30 classes. Two waves of data were collected seven months apart. Multilevel modelling showed that a student's Time 2 engagement was positively predicted by his/her classmates' engagement at Time 1, providing evidence for the social contagion of engagement. These findings held even after controlling for autoregressor effects and other relevant covariates such as demographic factors and achievement goals. Our results suggest that students' engagement in school is contagious and could be transmitted among classmates.
C1 [Mendoza, Norman B.] Educ Univ Hong Kong, Fac Educ & Human Dev, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [King, Ronnel B.] Univ Macau, Fac Educ, Ave Univ, Taipa, Macau Sar, Peoples R China.
C3 Education University of Hong Kong (EdUHK); University of Macau
RP King, RB (corresponding author), Univ Macau, Fac Educ, Ave Univ, Taipa, Macau Sar, Peoples R China.
EM ronnel.king@gmail.com
RI Mendoza, Norman B./ABC-4666-2021; King, Ronnel B/AGZ-0675-2022
OI Mendoza, Norman B./0000-0003-0344-0709; King, Ronnel
   B/0000-0003-1723-1748
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NR 106
TC 21
Z9 23
U1 4
U2 41
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD OCT
PY 2020
VL 41
IS 5
BP 454
EP 474
AR 0143034320946803
DI 10.1177/0143034320946803
EA AUG 2020
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA NC6TX
UT WOS:000562567400001
DA 2024-07-15
ER

PT J
AU Robinson, K
   Mueller, AS
AF Robinson, Keith
   Mueller, Anna S.
TI Behavioral Engagement in Learning and Math Achievement over
   Kindergarten: A Contextual Analysis
SO AMERICAN JOURNAL OF EDUCATION
LA English
DT Article
ID STUDENT ENGAGEMENT; SCHOOL CHARACTERISTICS; CLASSROOM ENVIRONMENT;
   ACADEMIC ENGAGEMENT; ELEMENTARY-SCHOOL; 1ST-GRADE; ADOLESCENTS;
   OUTCOMES; TEACHER; CHILD
AB Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement makes a difference in how much achievement growth students experience over kindergarten, and that students with higher individual engagement benefit more from being in highly-engaged classrooms than children with lower individual engagement. Students with higher math test scores at kindergarten entry also benefit more from highly-engaged classrooms than children with lower prior math scores. Results from this study provide new evidence that behavioral engagement affects students' achievement growth on multiple levels, with the individual, the classroom environment, and the interaction of the individual and classroom environment all relating to math outcomes. Evidence reported from this study is central to reducing educational inequalities.
C1 [Robinson, Keith] Univ Texas Austin, Austin, TX 78712 USA.
   [Mueller, Anna S.] Univ Memphis, Memphis, TN 38152 USA.
C3 University of Texas System; University of Texas Austin; University of
   Memphis
RP Robinson, K (corresponding author), Univ Texas Austin, Austin, TX 78712 USA.
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NR 53
TC 19
Z9 32
U1 1
U2 21
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0195-6744
EI 1549-6511
J9 AM J EDUC
JI Am. J. Educ.
PD MAY 1
PY 2014
VL 120
IS 3
BP 325
EP 349
DI 10.1086/675530
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AF4IM
UT WOS:000334675200002
DA 2024-07-15
ER

PT J
AU Strambler, MJ
   Linke, LH
   Ward, NL
AF Strambler, Michael J.
   Linke, Lance H.
   Ward, Nadia L.
TI Academic identification as a mediator of the relationship between
   parental socialization and academic achievement
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Academic identification; Educational socialization; Parental
   involvement; Academic engagement; Ethnic minority education
AB This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic identification would mediate the relationship between five forms of perceived parental academic socialization (future-oriented, teaching-oriented, effort-oriented, shame-oriented, and guilt-oriented) and achievement when controlling for prior achievement. We found confirmation for this effect among analyses involving teaching, future, and guilt forms of socialization. For teaching, this effect was not present for Black boys. Direct effects indicated that teaching and future socialization was inversely related to student achievement, but when mediated by academic identification it was positive. Guilt was only related to achievement through academic identification. Results suggest the importance of the manner in which parental educational socialization is engaged. (C) 2012 Elsevier Inc. All rights reserved.
C1 [Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.] Yale Univ, Sch Med, Div Prevent & Community Res, New Haven, CT 06511 USA.
C3 Yale University
RP Strambler, MJ (corresponding author), Consultat Ctr, 389 Whitney Ave, New Haven, CT 06511 USA.
EM michael.strambler@yale.edu
OI Strambler, Michael J./0000-0002-5576-0408
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NR 39
TC 7
Z9 17
U1 2
U2 11
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JAN
PY 2013
VL 38
IS 1
BP 99
EP 106
DI 10.1016/j.cedpsych.2012.11.001
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA V47DE
UT WOS:000209931700008
DA 2024-07-15
ER

PT J
AU Gregory, A
   Thompson, AR
AF Gregory, Anne
   Thompson, Aisha R.
TI AFRICAN AMERICAN HIGH SCHOOL STUDENTS AND VARIABILITY IN BEHAVIOR ACROSS
   CLASSROOMS
SO JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
ID DISCRIMINATION EXPERIENCES; PERCEIVED DISCRIMINATION;
   RACIAL-DISCRIMINATION; ACADEMIC ENGAGEMENT; ACHIEVEMENT; PERCEPTIONS;
   SUSPENSIONS; DISCIPLINE; PREDICTORS; ADJUSTMENT
AB Many African American adolescents who enter high school with low achievement are at-risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarchical linear modeling showed that there was greater variability in teacher-perceived defiance, cooperation, and office discipline referrals "within-student" compared with "between-students." This shows that individual students tended to be perceived differently across their teachers. Similarly, the study found that students also tended to differentiate their teachers. Students who reported unfair treatment with a particular teacher were more likely to receive a. discipline referral and be perceived as defiant and uncooperative by that teacher Implications for a strengths-based approach to classroom behavior are discussed. (C) 2010 Wiley Periodicals, Inc.
C1 [Gregory, Anne] Rutgers State Univ, Grad Sch Appl & Profess Psychol, Piscataway, NJ 08854 USA.
   [Thompson, Aisha R.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22903 USA.
C3 Rutgers University System; Rutgers University New Brunswick; University
   of Virginia
RP Gregory, A (corresponding author), Rutgers State Univ, Grad Sch Appl & Profess Psychol, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA.
EM annegreg@rci.rutgers.edu
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NR 48
TC 22
Z9 82
U1 0
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0090-4392
EI 1520-6629
J9 J COMMUNITY PSYCHOL
JI J. Community Psychol.
PD APR
PY 2010
VL 38
IS 3
BP 386
EP 402
DI 10.1002/jcop.20370
PG 17
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA 576FG
UT WOS:000276129100008
DA 2024-07-15
ER

PT J
AU Phillips, M
   Jones, L
AF Phillips, Margaret
   Jones, Lynn
TI Where Are They Now? Winners of a Library Prize for Undergraduate
   Research: A Survey at the University of California, Berkeley
SO SAGE OPEN
LA English
DT Article
DE libraries; undergraduate research; library prizes; awards; higher
   education; surveys
ID EDUCATION
AB We conducted a survey of the winners of University of California (UC) Berkeley's Library Prize for Undergraduate Research (2003-2016) to learn about the long-term impact of undergraduate research projects on students, find out what winners gained from the experience, and compare their careers post-graduation with other students. Seventy-four winners responded and reported increased academic engagement during their undergraduate experience, and demonstrated greater than average academic achievement post-graduation. The winners became more confident of their research skills and their aptitude for post-graduate work as a result of winning. More than 3 times as many prize winners went on to graduate school as the typical UC graduate. We also examined usage statistics of winning papers that had been posted to UC's open access publishing platform and observed that papers continue to be accessed by the general public years after students graduate.
C1 [Phillips, Margaret; Jones, Lynn] Univ Calif Berkeley, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley
RP Phillips, M (corresponding author), Univ Calif Berkeley, Social Res Lib, 227 Haviland Hall, Berkeley, CA 94720 USA.
EM margaret.phillips@berkeley.edu
OI Phillips, Margaret/0000-0002-1456-5294
CR Adams Rebekah D., 2012
   [Anonymous], RES OCCASIONAL PAPER
   [Anonymous], UC UND AL OUTC
   [Anonymous], COMM DAT SET 2015 16
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   Jones L., 2009, COLL RES LIB NEWS, V70, P338
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NR 14
TC 0
Z9 0
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD MAY 3
PY 2018
VL 8
IS 2
AR 2158244018772627
DI 10.1177/2158244018772627
PG 11
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA GF7PQ
UT WOS:000432160900001
OA gold
DA 2024-07-15
ER

PT J
AU Pelcher, A
   Rajan, S
AF Pelcher, Allison
   Rajan, Sonali
TI After-School Program Implementation in Urban Environments: Increasing
   Engagement Among Adolescent Youth
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE child and adolescent health; after-school programs; urban environment;
   urban health
AB BACKGROUND: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to after-school programming in urban school environments.
   METHODS: Twenty-five publications meeting the authors' inclusion criteria over the past 10 years were reviewed and synthesized.
   RESULTS: Results demonstrated that the demand for ASPs is increasing. Several barriers, including staffing, funding, resources, transportation, and space, were identified. Specific challenges regarding the implementation of ASPs for adolescents in urban areas were also determined. A number of best practices were identified along with benefits for academic engagement and social-emotional coping skill development.
   CONCLUSIONS: Efforts to address these specific barriers and facilitators to ASP implementation may contribute to improving broader health and academic outcomes among adolescent youth.
C1 [Pelcher, Allison] Darien Publ Sch, Hlth Living Dept, 204 Hollow Tree Ridge Rd, Darien, CT 06820 USA.
   [Rajan, Sonali] Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, Hlth Educ, 525 West 120th St,Box 114, New York, NY 10027 USA.
C3 Columbia University; Columbia University Teachers College
RP Rajan, S (corresponding author), Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, Hlth Educ, 525 West 120th St,Box 114, New York, NY 10027 USA.
EM aep2168@tc.columbia.edu; sr2345@tc.columbia.edu
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NR 25
TC 8
Z9 22
U1 3
U2 36
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4391
EI 1746-1561
J9 J SCHOOL HEALTH
JI J. Sch. Health
PD AUG
PY 2016
VL 86
IS 8
BP 585
EP 594
DI 10.1111/josh.12411
PG 10
WC Education & Educational Research; Education, Scientific Disciplines;
   Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services;
   Public, Environmental & Occupational Health
GA DW5NA
UT WOS:000383691100004
PM 27374348
DA 2024-07-15
ER

PT J
AU El-Mansy, SY
   Stephens, A
   Mortensen, A
   Francis, JM
   Feldman, S
   Sahnow, CA
   Barbera, J
   Hartig, AJ
AF El-Mansy, Safaa Y.
   Stephens, Alexandra
   Mortensen, Abigale
   Francis, Joan M.
   Feldman, Shayna
   Sahnow, Cecilia A.
   Barbera, Jack
   Hartig, Alissa J.
TI Factors affecting individuals' cognitive engagement during group work in
   general chemistry: timing, group size, and question type
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
ID ACADEMIC ENGAGEMENT; MIXED-ABILITY; PERFORMANCE; STUDENTS
AB Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic versus explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed.
C1 [El-Mansy, Safaa Y.] Reed Coll, Dept Chem, Portland, OR 97202 USA.
   [Stephens, Alexandra; Barbera, Jack] Portland State Univ, Dept Chem, Portland, OR 97207 USA.
   [Mortensen, Abigale; Francis, Joan M.; Feldman, Shayna; Hartig, Alissa J.] Portland State Univ, Dept Appl Linguist, Portland, OR 97207 USA.
   [Sahnow, Cecilia A.] Portland State Univ, Dept Biol, Portland, OR 97207 USA.
C3 Reed College - Oregon; Portland State University; Portland State
   University; Portland State University
RP Hartig, AJ (corresponding author), Portland State Univ, Dept Appl Linguist, Portland, OR 97207 USA.
EM ahartig@pdx.edu
RI Hartig, Alissa/IZE-2545-2023
OI Hartig, Alissa/0000-0001-5440-069X; El-Mansy, Safaa/0000-0001-9416-6930
FU National Science Foundation [2120843]; National Science Foundation
FX This study is supported by the National Science Foundation under Grant
   No. 2120843. Any opinions, findings, and conclusions or recommendations
   expressed in this material are those of the authors and do not
   necessarily reflect the views of the National Science Foundation.
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NR 41
TC 0
Z9 0
U1 7
U2 7
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PD JUN 26
PY 2024
VL 25
IS 3
BP 799
EP 814
DI 10.1039/d3rp00279a
EA MAR 2024
PG 16
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA WI0H9
UT WOS:001199780100001
DA 2024-07-15
ER

PT J
AU Trevino-Maack, SI
   Kamps, D
   Wills, H
AF Trevino-Maack, Sylvia I.
   Kamps, Debra
   Wills, Howard
TI A Group Contingency Plus Self-Management Intervention Targeting At-Risk
   Secondary Students' Class-Work and Active Engagement
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE classroom; learning disabilities; exceptionalities; reading; instruction
ID HIGH-SCHOOL-STUDENTS; GOOD BEHAVIOR GAME; READING-COMPREHENSION;
   RANDOMIZATION; REINFORCEMENT; REPETITION; VALIDITY; FEEDBACK
AB The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.
C1 [Trevino-Maack, Sylvia I.] Lawrence Publ Sch, Lawrence, KS USA.
   [Kamps, Debra; Wills, Howard] Univ Kansas, Kansas City, KS 66101 USA.
C3 University of Kansas
RP Kamps, D (corresponding author), Univ Kansas, 650 Minnesota Ave, Kansas City, KS 66101 USA.
EM dkamps@ku.edu
FU Institute of Education Sciences, Department of Education [R324A07181]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research was funded by the Institute of Education Sciences, Department
   of Education (R324A07181).
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NR 56
TC 17
Z9 19
U1 1
U2 27
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
EI 1538-4756
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD NOV-DEC
PY 2015
VL 36
IS 6
BP 347
EP 360
DI 10.1177/0741932514561865
PG 14
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CV1AE
UT WOS:000363984400003
PM 26617432
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Strickland-Cohen, MK
   Horner, RH
AF Strickland-Cohen, M. Kathleen
   Horner, Robert H.
TI Typical School Personnel Developing and Implementing Basic Behavior
   Support Plans
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE function-based support; functional behavioral assessment; positive
   behavior interventions and support; challenging behavior
ID CHALLENGING BEHAVIOR; INTERVENTION PLANS; STUDENTS; CHILDREN
AB We evaluated the ability of typical school personnel with basic behavioral training to develop and implement function-based supports for students with mild to moderate problem behaviors. Descriptive results indicated that following four 1-hr training sessions, 13 participants were able to (a) identify interventions that were and were not functionally related to problem behavior and (b) lead school-based teams in developing function-based supports that were rated as technically sound by external behavior analysts. Data resulting from a non-concurrent multiple baseline analysis across five of the trained professionals, each working with a team to address the problem behavior of one elementary school student, indicated that plan implementation occurred with high fidelity and was functionally related to decreases in problem behavior and increases in academic engagement. In addition, school personnel rated the training, tools, and implementation process as effective and efficient. Limitations and implications of these results are discussed.
C1 [Strickland-Cohen, M. Kathleen] Texas Tech Univ, Lubbock, TX 79409 USA.
   [Horner, Robert H.] Univ Oregon, Eugene, OR 97403 USA.
C3 Texas Tech University System; Texas Tech University; University of
   Oregon
RP Strickland-Cohen, MK (corresponding author), Texas Tech Univ, Coll Educ, Box 41071, Lubbock, TX 79409 USA.
EM kathleen.strickland@ttu.edu
FU Office of Special Education Programs U.S. Department of Education
   [H326S980003]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by the Office of Special Education Programs U.S.
   Department of Education (H326S980003).
CR [Anonymous], ED TREATMENT CHILDRE
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NR 28
TC 31
Z9 54
U1 0
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2015
VL 17
IS 2
BP 83
EP 94
DI 10.1177/1098300714554714
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA CJ8PM
UT WOS:000355765700003
DA 2024-07-15
ER

PT J
AU Guerin, C
   Aitchison, C
   Carter, S
AF Guerin, Cally
   Aitchison, Claire
   Carter, Susan
TI Digital and distributed: learning and teaching doctoral writing through
   social media
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Doctoral education; social media; doctoral writing
AB Higher education learning is increasingly enacted in digital environments and doctoral education is no exception. Scholars - supervisors and PhD candidates - actively create their own digital profiles, and their research is often disseminated via social media in tandem with the traditional publication of journals and books. Online learning behaviours, social media and doctoral education are complex, and, when considered together, present distinct challenges. This paper explores the work and practices of digital academics using social media through a case study of an academic blog, DoctoralWriting. We use statistical data from the blog to map evolving pedagogic practices and forms of doctoral writing support and engagement. This analysis reveals horizontalised networks of co-creating consumers and producers who interact on social media platforms in ways that signal new transnational networks of learning and teaching. This paper contributes to our understanding of academic engagement with social media in contemporary doctoral education, particularly doctoral writing.
C1 [Guerin, Cally] Univ Adelaide, Fac Arts, Adelaide, SA, Australia.
   [Aitchison, Claire] Univ South Australia, Teaching Innovat Unit, Adelaide, SA, Australia.
   [Carter, Susan] Univ Auckland, Ctr Learning & Res Higher Educ, Auckland, New Zealand.
C3 University of Adelaide; University of South Australia; University of
   Auckland
RP Guerin, C (corresponding author), Univ Adelaide, Fac Arts, Adelaide, SA, Australia.
EM cally.guerin@adelaide.edu.au
RI Guerin, Cally/AGI-2748-2022; aitchison, claire/P-5604-2016
OI Guerin, Cally/0000-0003-0588-0804; aitchison,
   claire/0000-0002-7449-1178; Carter, Susan/0000-0003-2498-2814
FU University of Adelaide
FX This work was supported by the University of Adelaide [Faculty
   Research-Active Grant Scheme].
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NR 38
TC 8
Z9 10
U1 3
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD FEB 17
PY 2020
VL 25
IS 2
BP 238
EP 254
DI 10.1080/13562517.2018.1557138
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KH4DD
UT WOS:000510593400008
DA 2024-07-15
ER

PT J
AU Brumley, B
   Fantuzzo, J
   Perlman, S
   Zager, ML
AF Brumley, Benjamin
   Fantuzzo, John
   Perlman, Staci
   Zager, Margaret L.
TI The unique relations between early homelessness and educational
   well-being: An empirical test of the Continuum of Risk Hypothesis
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Homelessness; Early childhood; Academic achievement; Classroom
   engagement; Continuum of Risk Hypothesis
ID ACADEMIC-ACHIEVEMENT; INFANT MALTREATMENT; CHILDREN; MOTHERS; IMPACT;
   DETERMINANTS; FAMILIES; HEALTH
AB This study examined the Continuum of Risk Hypothesis by assessing the unique relations between early homelessness and educational outcomes while controlling for co-occurring risks. An integrated data system was used to account for multiple co-occurring early risk factors for an entire cohort of first grade students in a large urban school district and municipality (N = 8267). Multilevel linear regression models indicated that the presence of some co-occurring risk factors explained the relation between homelessness and academic engagement problems in school. However, after controlling for co-occurring risks, an experience of homelessness was found to be uniquely related to social engagement problems in first grade. These results support the Continuum of Risk Hypothesis and stress the importance of early intervention for children with an experience of homelessness to foster their social development. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Brumley, Benjamin; Fantuzzo, John; Zager, Margaret L.] Univ Penn, Philadelphia, PA 19104 USA.
   [Perlman, Staci] Univ Delaware, Newark, DE 19716 USA.
C3 University of Pennsylvania; University of Delaware
RP Brumley, B (corresponding author), Univ Penn, Grad Sch Educ, Quantitat Methods Div, 3701 Walnut St, Philadelphia, PA 19104 USA.
EM brumley@upenn.edu
FU National Institute of Child Health & Human Development
   [5R03HD064837-02]; Institute of Education Sciences, U.S. Department of
   Education [R305B090015]
FX This research was supported in part by a grant from the National
   Institute of Child Health & Human Development through Grant #
   5R03HD064837-02 and in part by the Institute of Education Sciences, U.S.
   Department of Education, through Grant #R305B090015 to the University of
   Pennsylvania. Data were provided through the Kids Integrated Data
   System, a partnership between the City of Philadelphia and the School
   District of Philadelphia. The opinions expressed are those of the
   authors and do not represent the views of the City, School District of
   Philadelphia, the Institute or the U.S. Department of Education.
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NR 48
TC 27
Z9 46
U1 0
U2 27
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD JAN
PY 2015
VL 48
BP 31
EP 37
DI 10.1016/j.childyouth.2014.11.012
PG 7
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA CB3DF
UT WOS:000349507700004
PM 25574064
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Price, L
AF Price, L.
TI Gender differences and similarities in online courses: challenging
   stereotypical views of women
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE conceptions of tutoring; gender differences; online learning; student
   learning research; women and online learning
ID COMPUTER-MEDIATED INTERACTION; ACADEMIC QUALITY; PERCEPTIONS;
   EXPERIENCES; EDUCATION; INTERNET; STUDENT
AB This paper considers gender differences in online contexts and examines current trends in women's performance, access and experience of online courses. It uses supportive case study examples and specific research into students' academic engagement, conceptions and perceptions of learning support in online environments. The analysis shows that women studying online are confident independent learners who may outperform their male counterparts. They do not have reduced computer and Internet access compared with men, nor are they disinclined to enrol on online courses. They attach greater value to the pastoral aspect of tutoring and have different interaction styles from men, which may have implications for online tutoring support. The gender debate needs to move on from access and performance to the differences and similarities in the degree of importance that men and women place on different interaction and tutoring styles online.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
C3 Open University - UK
RP Price, L (corresponding author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM L.Price@open.ac.uk
OI Price, Linda/0000-0001-5291-0469
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NR 49
TC 83
Z9 128
U1 0
U2 19
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0266-4909
EI 1365-2729
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD OCT
PY 2006
VL 22
IS 5
BP 349
EP 359
DI 10.1111/j.1365-2729.2006.00181.x
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 081LJ
UT WOS:000240318800004
DA 2024-07-15
ER

PT J
AU Wilson, KL
   Murphy, KA
   Pearson, AG
   Wallace, BM
   Reher, VGS
   Buys, N
AF Wilson, Keithia L.
   Murphy, Karen A.
   Pearson, Andrew G.
   Wallace, Barbara M.
   Reher, Vanessa G. S.
   Buys, Nicholas
TI Understanding the early transition needs of diverse commencing
   university students in a health faculty: informing effective
   intervention practices
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE transition; academic engagement; academic at-risk students; retention
ID 1ST-YEAR STUDENTS; PERCEPTIONS; SUPPORT
AB The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Faculty. A short survey was developed based on a systematic understanding of student transition and supplemented by open-ended qualitative data. The results showed a stable, consistent pattern of early transition needs across the cohorts, with commencing students expressing most concern about accessing resources, balancing work, family and study commitments, establishing peer relationships, and understanding the requirements and standards for early assessment tasks, particularly group tasks. Findings are discussed in terms of implications for early co-curricular and curricular interventions to enhance early student engagement and retention.
C1 [Wilson, Keithia L.] Griffith Univ, Learning Futures, Mt Gravatt Campus, Brisbane, Qld 4122, Australia.
   [Murphy, Karen A.; Buys, Nicholas] Griffith Univ, Griffith Hlth Inst, Gold Coast Campus, Brisbane, Qld 4222, Australia.
   [Murphy, Karen A.] Griffith Univ, Sch Appl Psychol, Gold Coast Campus, Brisbane, Qld 4222, Australia.
   [Pearson, Andrew G.] Griffith Univ, Sch Med Sci, Gold Coast Campus, Brisbane, Qld 4222, Australia.
   [Pearson, Andrew G.] Griffith Univ, Inst Glyc, Gold Coast Campus, Brisbane, Qld 4222, Australia.
   [Wallace, Barbara M.] Griffith Univ, Sch Med, Gold Coast Campus, Brisbane, Qld 4222, Australia.
   [Reher, Vanessa G. S.] Griffith Univ, Sch Dent & Oral Hlth, Gold Coast Campus, Brisbane, Qld 4222, Australia.
C3 Griffith University; Griffith University; Menzies Health Institute
   Queensland; Griffith University; Griffith University; Griffith
   University; Griffith University; Griffith University
RP Wilson, KL (corresponding author), Griffith Univ, Learning Futures, Mt Gravatt Campus, Brisbane, Qld 4122, Australia.
EM k.l.wilson@griffith.edu.au
RI Murphy, Karen/R-1658-2019; Reher, Vanessa/AAY-3416-2021; Buys,
   Nicholas/AAT-3925-2020
OI Murphy, Karen/0000-0002-0014-7665; Buys, Nicholas/0000-0002-4780-8088;
   Pearson, Andrew/0000-0003-3458-8351; Reher, Vanessa/0000-0002-9903-9057
CR Anderson P., 2000, IDENTITY DIFFERENCE
   [Anonymous], STRAT WID PART HIGH
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   Wilson K., 2012, 15 1 YEAR HIGH ED C
NR 44
TC 46
Z9 59
U1 1
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2016
VL 41
IS 6
BP 1023
EP 1040
DI 10.1080/03075079.2014.966070
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DK0HC
UT WOS:000374592400006
DA 2024-07-15
ER

PT J
AU Denson, N
   Bowman, N
AF Denson, Nida
   Bowman, Nicholas
TI The development and validation of an instrument assessing student-
   institution fit
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE retention; academic engagement; academic at-risk students; psychometrics
ID CONFIRMATORY FACTOR-ANALYSIS; HIGHER-EDUCATION; COLLEGE; ENVIRONMENT;
   UNIVERSITY; PARTICIPATION; ALTERNATIVES; MODELS
AB While past research has focused on how student background characteristics and university experiences predict student retention and achievement, very few studies have examined the role that student-institution fit' might play in this process. In this study, we developed and validated a student-institution fit instrument that assesses the correspondence between student and institutional characteristics. We then examined the extent to which student-institution fit and friendship groups predict indicators of student success (e.g. academic adjustment and disengagement), which in turn predict future intentions. Using independent samples of undergraduate students from two Australian universities, exploratory and confirmatory factor analyses provide evidence for a unidimensional model of student-institution fit. Moreover, structural equation modelling analyses indicate that student-institution fit predicts greater academic adjustment and less disengagement, which in turn predict intentions regarding retention, transferring to another university, and changing major or career choice.
C1 [Denson, Nida] Univ Western Sydney, Sch Social Sci & Psychol, Penrith, NSW 1797, Australia.
   [Bowman, Nicholas] Bowling Green State Univ, Dept Higher Educ & Student Affairs, Bowling Green, KY USA.
C3 Western Sydney University; University System of Ohio; Bowling Green
   State University
RP Denson, N (corresponding author), Univ Western Sydney, Sch Social Sci & Psychol, Penrith, NSW 1797, Australia.
EM n.denson@uws.edu.au
RI Bowman, Nicholas David/N-2126-2019
OI Bowman, Nicholas David/0000-0001-5594-9713
FU University of Western Sydney (UWS); Bowling Green State University
   (BGSU)
FX This research was supported by a University of Western Sydney (UWS)
   Research Grant and Bowling Green State University (BGSU) Research Grant
   Award.
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NR 51
TC 6
Z9 10
U1 0
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD NOV 17
PY 2015
VL 40
IS 8
BP 1104
EP 1122
DI 10.1080/02602938.2014.970513
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CT8ES
UT WOS:000363048400007
DA 2024-07-15
ER

PT J
AU Wright, K
   Jones, L
   Hogan, V
AF Wright, Kynna
   Jones, Loretta
   Hogan, Vijaya
TI A ROADMAP FOR AUTHENTIC COMMUNITY/ACADEMIC ENGAGEMENT FOR DEVELOPING
   EFFECTIVE COMMUNITY PRETERM BIRTH EDUCATION
SO ETHNICITY & DISEASE
LA English
DT Article
DE Community; Participatory; Research; Preterm Birth; Risk Communications;
   African American
AB Evidence-based care, behavioral interventions, and new technologies applied during the 'Perinatal period are insufficient by themselves to reduce or eliminate racial/ethnic disparities in infant mortality. Traditional health and behavioral interventions, and the structures through which they are delivered, do not facilitate adherence to behavioral or health recommendations at home or in the community. The translation of research into practice in the absence of community involvement often results in interventions that are irrelevant to community needs, insensitive to existing culture, inconsistent with the resources available, and strain existing community assets. Using a community-partnered participatory research (CPPR) process, the Healthy African American Families project in Los Angeles developed a multilevel, risk communications strategy to promote awareness about preterm birth in the local community. This paper provides a roadmap, giving insight into the CPPR model and processes involved in the development of the risk communications strategy. (Ethn Dis. 2010;20[Suppl 2]:S2-77-S2-82)
C1 [Wright, Kynna] Univ Calif Los Angeles, Sch Nursing, Primary Care Sect, Los Angeles, CA 90095 USA.
   [Jones, Loretta] Healthy African Amer Families, Los Angeles, CA USA.
   [Hogan, Vijaya] Univ N Carolina, Chapel Hill, NC USA.
C3 University of California System; University of California Los Angeles;
   University of North Carolina; University of North Carolina Chapel Hill
RP Wright, K (corresponding author), Univ Calif Los Angeles, Sch Nursing, Primary Care Sect, Box 956919, Los Angeles, CA 90095 USA.
EM kwright@sonnet.ucla.edu
FU CDC [00-2005-M-13869, 200-2006M-18464, 200-2006-M-18434]; InterAgency
   Personnel Agreements [99IPA06350, 01IPA-24636, 07IPA-19503]; CDC
   Foundation; W.K. Kellogg Foundation [P0078533]
FX We acknowledge the significant contributions of Cynthia Ferre, Martha
   Boisseau, Antonio Le Mons and Aretha Crawford in this work. This work
   was supported by CDC Contracts 200-2005-M-13869, 200-2006M-18464, and
   200-2006-M-18434; InterAgency Personnel Agreements 99IPA06350,
   01IPA-24636, and 07IPA-19503, the CDC Foundation, and the W.K. Kellogg
   Foundation P0078533.
CR [Anonymous], 2008, COMMUNITY BASED PART
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NR 11
TC 4
Z9 4
U1 0
U2 0
PU INT SOC HYPERTENSION BLACKS-ISHIB
PI ATLANTA
PA 100 AUBURN AVE NE STE 401, ATLANTA, GA 30303-2527 USA
SN 1049-510X
J9 ETHNIC DIS
JI Ethn. Dis.
PD WIN
PY 2010
VL 20
IS 1
SU 2
BP 77
EP 82
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA 589RM
UT WOS:000277170500011
DA 2024-07-15
ER

PT J
AU de Bruyn, EH
   Cillessen, AHN
AF de Bruyn, Eddy H.
   Cillessen, Antonius H. N.
TI Popularity in early adolescence: Prosocial and antisocial subtypes
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE early adolescence; popularity; interpersonal functioning; academic
   engagement
ID PEER POPULARITY; AGGRESSIVE DIMENSIONS; PERCEIVED POPULARITY;
   SOCIAL-STATUS; SCHOOL BOYS; DOMINANCE; GIRLS; CONFIGURATIONS;
   ATTRACTIVENESS; HETEROGENEITY
AB The present study was designed to examine early adolescents' stereotypical descriptions of two types of youth who are seen as popular by their peers. Participants were 13- to 14-year-old early adolescents (N=287). The results indicated that early adolescents distinguished two types of popular peers: a "populistic" (popular but not necessarily well liked) type and a "prosocial-popular" (popular and well liked and accepted) type. These two types differed in terms of academic and interpersonal behaviors. Populistic adolescents were seen as relationally aggressive, stuck up, vulgar bullies, and academically disengaged. They were also seen as leaders, influential, and arrogant more than were prosocial-popular adolescents. Adolescents in the latter group were seen as affiliative, helpful, and academically engaged. Both types of popular youth were seen as attractive and fashionable. The implications of these findings for future research on high status in the adolescent peer group are discussed.
C1 Univ Amsterdam, Dept Educ, NL-1012 WX Amsterdam, Netherlands.
   Univ Connecticut, Dept Psychol, Storrs, CT 06269 USA.
C3 University of Amsterdam; University of Connecticut
RP de Bruyn, EH (corresponding author), Univ Amsterdam, Dept Educ, NL-1012 WX Amsterdam, Netherlands.
EM edebruyn@fmg.uva.nl
RI Cillessen, Antonius H. N./A-5978-2010
OI Cillessen, Antonius H. N./0000-0002-5884-907X
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NR 37
TC 138
Z9 181
U1 1
U2 40
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0743-5584
EI 1552-6895
J9 J ADOLESCENT RES
JI J. Adolesc. Res.
PD NOV
PY 2006
VL 21
IS 6
BP 607
EP 627
DI 10.1177/0743558406293966
PG 21
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 095AS
UT WOS:000241281200002
OA Green Published
DA 2024-07-15
ER

PT J
AU Steenberghs, N
   Lavrijsen, J
   Kiuru, N
   Verschueren, K
AF Steenberghs, Nina
   Lavrijsen, Jeroen
   Kiuru, Noona
   Verschueren, Karine
TI Peer Influences on (Dis)Engagement in Early Adolescence: the Role of
   Friendship, Social Status, and Academic Status
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School engagement; Peer influence; Friends; Popular students;
   Intelligent students
ID TEACHER-STUDENT RELATIONSHIPS; SCHOOL ENGAGEMENT; NETWORK; SELECTION;
   ACHIEVEMENT; BEHAVIOR; DISAFFECTION; POPULARITY; CHILDHOOD
AB Academic engagement in adolescence is shaped by influences from the peer environment, yet the types of peers impacting engagement remain unclear. This study explores the roles of friends, popular students, and intelligent students in shaping peers' behavioral and emotional (dis)engagement. Data were analyzed from 3409 Flemish eighth-grade students (Mage = 13.48 years, SD = 0.46, 50.09% female), utilizing self-reports and peer nominations to measure (dis)engagement and map friendship, popularity, and intelligence networks in the fall and spring. Longitudinal network analysis revealed that, while accounting for selection and network structure, friends influenced all dimensions of engagement. Popular students influenced emotional disengagement, and intelligent students impacted emotional engagement. These findings underscore the intricate nature of peer dynamics, highlighting the need for a multidimensional approach to studying peer influences on engagement.
C1 [Steenberghs, Nina; Lavrijsen, Jeroen; Verschueren, Karine] Katholieke Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Dev Context, Leuven, Belgium.
   [Kiuru, Noona] Univ Jyvaskyla, Dept Psychol, Jyvaskyla, Finland.
C3 KU Leuven; University of Jyvaskyla
RP Steenberghs, N (corresponding author), Katholieke Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Dev Context, Leuven, Belgium.
EM nina.steenberghs@kuleuven.be
OI Verschueren, Karine/0000-0003-2172-1424; Steenberghs,
   Nina/0000-0002-0083-7906; Lavrijsen, Jeroen/0000-0001-9005-8350; Kiuru,
   Noona/0000-0002-2334-8507
FU This work was supported by the Research Foundation - Flanders (FWO;
   project S002917N) and the Research Fund KU Leuven (project C14/20/057).
   The authors would like to thank all students and teachers for their
   participation as well as Gert Van der Brempt for [S002917N]; Research
   Foundation - Flanders (FWO) [C14/20/057]; Research Fund KU Leuven
FX This work was supported by the Research Foundation - Flanders (FWO;
   project S002917N) and the Research Fund KU Leuven (project C14/20/057).
   The authors would like to thank all students and teachers for their
   participation as well as Gert Van der Brempt for his technical support
   in preparing the data sets.
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NR 53
TC 0
Z9 0
U1 12
U2 13
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD APR
PY 2024
VL 53
IS 4
BP 940
EP 954
DI 10.1007/s10964-023-01895-3
EA NOV 2023
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IQ2H2
UT WOS:001100669600002
PM 37957459
DA 2024-07-15
ER

PT J
AU Gutiérrez, M
   Tomás, JM
   Romero, I
   Barrica, JM
AF Gutierrez, Melchor
   Tomas, Jose-Manuel
   Romero, Isabel
   Barrica, Jose-Marcos
TI Perceived Social Support, School Engagement and Satisfaction With School
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Perceived social support; School engagement; Satisfaction with school;
   Adolescents; Angola
ID STUDENT ENGAGEMENT; ACADEMIC-ACHIEVEMENT; PEER; BEHAVIORS; INTERPLAY;
   TEACHERS; CONTEXT; MIDDLE
AB There is evidence that social support from families, peers and teachers has an influence on student engagement, academic success, and satisfaction with school. The aim of this work is to use structural equations to analyse the effects of the perceived academic support and the school engagement on the satisfaction with school. A battery of measurement tools was administered to 2,028 Angolan students aged between 14 and 22 years (mean = 17.4; SD = 2.3). The results show the influence of the perceived academic support of teachers, family, and peers on the satisfaction with school using the school engagement as mediating variable. The perception of peer support does not show a predictive capacity for school engagement. Receiving support from family and teachers is relevant for pupil engagement and satisfied with school. (C) 2017 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Gutierrez, Melchor; Tomas, Jose-Manuel] Univ Valencia, Valencia, Spain.
   [Romero, Isabel] Univ Katyavala Bwila, Benguela, Angola.
   [Barrica, Jose-Marcos] Univ Agostinho Neto, Luanda, Angola.
C3 University of Valencia; Universidade Katyavala Bwila; University
   Agostinho Neto
RP Gutiérrez, M (corresponding author), Univ Valencia, Valencia, Spain.
EM melchorg@uv.es
RI Gutiérrez, Melchor/O-8289-2015
OI Tomas, Jose Manuel/0000-0002-3424-1668
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NR 45
TC 62
Z9 69
U1 5
U2 58
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PY 2017
VL 22
IS 2
BP 111
EP 117
DI 10.1016/j.psicoe.2017.05.001
PG 7
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FE8UQ
UT WOS:000408481300004
DA 2024-07-15
ER

PT J
AU Fowler, J
   Zimitat, C
AF Fowler, Jane
   Zimitat, Craig
TI Common Time: embedding the concept of academic and social integration
   across cognate degree programmes
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE retention; first-year experience; transition; orientation
AB Common Time (CT) was a structured programme designed to enhance the social and academic engagement of a growingly diverse student body on a new campus that draws its population from a low-socioeconomic area. As a voluntary and non-remedial programme, it incorporated a range of formal and informal activities and processes to engage students. CT operates across degree programmes and involves the collaboration of academics, librarians and support staff such as learning advisers. Interviews with students reveal that the CT strategy achieved the objectives for which it was designed: to facilitate faculty-student informal interaction, provide the opportunity for students to interact and develop relationships with their peers, and provide a range of activities that would assist students with their academic and intellectual development. Further evidence of its success is borne out by high and consistent attendance, the longevity of the programme and its adoption as a model at other institutions.
C1 [Fowler, Jane; Zimitat, Craig] Griffith Univ, Nathan, Qld 4111, Australia.
C3 Griffith University
RP Fowler, J (corresponding author), Griffith Univ, Nathan, Qld 4111, Australia.
EM j.fowler@griffith.edu.au
RI Zimitat, Craig/B-1759-2008
OI Zimitat, Craig/0000-0002-9073-095X; Fowler, Jane/0000-0001-5984-0838
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NR 10
TC 6
Z9 11
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PY 2008
VL 45
IS 1
BP 37
EP 46
DI 10.1080/14703290701757435
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 252PW
UT WOS:000252459500005
DA 2024-07-15
ER

PT J
AU Wells, P
   Nieuwenhuis, P
AF Wells, Peter
   Nieuwenhuis, Paul
TI Operationalizing Deep Structural Sustainability in Business:
   Longitudinal Immersion as Extensive Engaged Scholarship
SO BRITISH JOURNAL OF MANAGEMENT
LA English
DT Article
ID GROUNDED THEORY; DESIGN SCIENCE; QUALITATIVE RESEARCH; MANAGEMENT
   RESEARCH; SOCIAL GEOGRAPHY; ELECTRIC CARS; KNOWLEDGE; RELEVANCE;
   COLLABORATION; COPRODUCTION
AB This paper offers an innovative perspective on engaged scholarship as multiple, cumulative interactions between academia and external organizations in the business and policy realms. A definition of longitudinal immersion is positioned relative to the extant literature on academic engagement as a dialectic relationship between academic research and the praxis of business and society. Using a case study of a specific academic theoretical concept, we seek to demonstrate how over a period of some 25 years the ideas and practice of deep structural sustainability have co-evolved through a process of reflexivity. Drawing from critical management studies and design science we give a different perspective on the processes and mechanisms of engagement and the question of the nature of impact. Notwithstanding the challenges thus presented to researchers in nurturing the ability for informed creativity, it is concluded that future opportunities for engagement and impact may be captured by a longer-term, value-driven and less episodic approach to the entire research process.
C1 [Wells, Peter; Nieuwenhuis, Paul] Cardiff Univ, Ctr Automot Ind Res, Cardiff Business Sch, Cardiff CF10 3EU, S Glam, Wales.
C3 Cardiff University
RP Wells, P (corresponding author), Cardiff Univ, Ctr Automot Ind Res, Cardiff Business Sch, Cardiff CF10 3EU, S Glam, Wales.
EM wellspe@cardiff.ac.uk
FU ESRC [not_applicable] Funding Source: UKRI
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NR 138
TC 27
Z9 28
U1 4
U2 28
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1045-3172
EI 1467-8551
J9 BRIT J MANAGE
JI BRIT. J. MANAGE.
PD JAN
PY 2017
VL 28
IS 1
SI SI
BP 45
EP 63
DI 10.1111/1467-8551.12201
PG 19
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA EL5CE
UT WOS:000394638400004
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Thijs, J
   Verkuyten, M
AF Thijs, Jochem
   Verkuyten, Maykel
TI Students' Anticipated Situational Engagement: The Roles of Teacher
   Behavior, Personal Engagement, and Gender
SO JOURNAL OF GENETIC PSYCHOLOGY
LA English
DT Article
DE gender; personal engagement; situational engagement; teacher behavior
ID ACADEMIC ENGAGEMENT; PARENTING STYLES; SCHOOL; ACHIEVEMENT; SELF;
   ADOLESCENTS; MOTIVATION; OUTCOMES; RISK
AB Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students' personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students' personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.
C1 [Thijs, Jochem; Verkuyten, Maykel] Univ Utrecht, Dept Interdisciplinary Social Sci, NL-3584 CS Utrecht, Netherlands.
   [Thijs, Jochem; Verkuyten, Maykel] Univ Utrecht, European Res Ctr Migrat & Ethn Relat, NL-3584 CS Utrecht, Netherlands.
C3 Utrecht University; Utrecht University
RP Thijs, J (corresponding author), Univ Utrecht, Dept Interdisciplinary Social Sci, Heidelberglaan 2, NL-3584 CS Utrecht, Netherlands.
EM j.t.thijs@uu.nl
RI Verkuyten, Maykel/E-7990-2013; Thijs, Jochem/F-1055-2013
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NR 39
TC 31
Z9 64
U1 1
U2 32
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1325
EI 1940-0896
J9 J GENET PSYCHOL
JI J. Genet. Psychol.
PD SEP
PY 2009
VL 170
IS 3
BP 268
EP 286
DI 10.1080/00221320903218323
PG 19
WC Psychology, Developmental; Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA 509WF
UT WOS:000271049200007
PM 19928319
OA Green Published
DA 2024-07-15
ER

PT J
AU Atkins, MS
   McKay, MM
   Arvanitis, P
   London, L
   Madison, S
   Costigan, C
   Haney, P
   Zevenbergen, A
   Hess, L
   Bennett, D
   Webster, D
AF Atkins, MS
   McKay, MM
   Arvanitis, P
   London, L
   Madison, S
   Costigan, C
   Haney, P
   Zevenbergen, A
   Hess, L
   Bennett, D
   Webster, D
TI An ecological model for school-based mental health services for urban
   low-income aggressive children
SO JOURNAL OF BEHAVIORAL HEALTH SERVICES & RESEARCH
LA English
DT Article; Proceedings Paper
CT 10th Annual Research Conference on A System of Care for Childrens Mental
   Health - Expanding the Research Base
CY 1997
CL TAMPA, FLORIDA
ID MULTISYSTEMIC THERAPY; DEVELOPMENT PROGRAM; VIOLENCE; INVOLVEMENT;
   PREVENTION; VANDALISM; BEHAVIOR; DISORDER; CARE
AB An ecological model for school-based mental health services that targets urban low-income aggressive children-a highly vulnerable and underserved population-is presented. The goals of the model are ro increase children's and teachers' involvement in the delivery of services and to increase the integration od these services into existing school resources and activities. The model proposes that mental health service providers work in collaboration with teachers to deliver services that (I) can be managed by existing school resources and personnel (2) are related to empirically based factors associated with reduced aggression and increased social functioning, and (3) are group administered to increase the number of children served and to reduce stigmatization associated with mental health services. The model is individualized and flexible by acknowledging that contexts for aggression differ across classrooms and children and by providing services specific to those contexts. Two studies are presented illustrating the application of this model to decrease aggression and increase academic engagement in low-income urban public schools.
C1 Univ Illinois, Dept Psychiat, Inst Psychiat, Chicago, IL 60612 USA.
   Loyola Univ, Dept Counseling Psychol, Chicago, IL 60611 USA.
   Purdue Univ, Dept Child Dev & Family Studies, W Lafayette, IN 47907 USA.
   Allegheny Univ Hlth Sci, Philadelphia, PA 19102 USA.
   Univ N Dakota, Dept Psychol, Grand Forks, ND 58201 USA.
   Loyola Univ, Dept Psychol, Chicago, IL 60626 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; Loyola University Chicago;
   Purdue University System; Purdue University; Drexel University;
   University of North Dakota Grand Forks; Loyola University Chicago
RP Atkins, MS (corresponding author), Univ Illinois, Dept Psychiat, Inst Psychiat, 1601 W Taylor St, Chicago, IL 60612 USA.
EM matkins@psych.uic.edu
RI London, Leslie/G-6061-2011
OI London, Leslie/0000-0003-1297-2758
FU NIMH NIH HHS [MH-54212] Funding Source: Medline
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NR 58
TC 35
Z9 51
U1 0
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1094-3412
J9 J BEHAV HEALTH SER R
JI J. Behav. Health Serv. Res.
PD FEB
PY 1998
VL 25
IS 1
BP 64
EP 75
DI 10.1007/BF02287501
PG 12
WC Health Care Sciences & Services; Health Policy & Services; Public,
   Environmental & Occupational Health
WE Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
GA YX430
UT WOS:000072039200007
PM 9516295
DA 2024-07-15
ER

PT J
AU Bonilla, S
   Dee, TS
   Penner, EK
AF Bonilla, Sade
   Dee, Thomas S.
   Penner, Emily K.
TI Ethnic studies increases longer-run academic engagement and attainment
SO PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF
   AMERICA
LA English
DT Article
DE ethnic studies; anti-racist education; high school graduation
ID EMANCIPATORY INTERVENTION; EDUCATIONAL-ATTAINMENT; AMERICAN;
   ACHIEVEMENT; STUDENTS; IDENTIFICATION; IDENTITY; PEDAGOGY; IMPACTS
AB Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regressiondiscontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.
C1 [Bonilla, Sade] Univ Massachusetts, Coll Educ, Ctr Student Success Res, Amherst, MA 01003 USA.
   [Dee, Thomas S.] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA.
   [Dee, Thomas S.] Natl Bur Econ Res, Res Associate, Cambridge, MA 02138 USA.
   [Penner, Emily K.] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA.
C3 University of Massachusetts System; University of Massachusetts Amherst;
   Stanford University; National Bureau of Economic Research; University of
   California System; University of California Irvine
RP Bonilla, S (corresponding author), Univ Massachusetts, Coll Educ, Ctr Student Success Res, Amherst, MA 01003 USA.
EM sadebonilla@umass.edu
OI Bonilla, Sade/0000-0002-0618-2330; Dee, Thomas/0000-0001-7524-768X;
   Penner, Emily/0000-0003-4649-351X
FU Student Experience Research Network; W.T. Grant Foundation
FX We are grateful for the financial support provided by the Student
   Experience Research Network and W.T. Grant Foundation. Chirag Lala and
   Emely Medina provided excellent research assistance. Any errors are
   attributable to the authors. We acknowledge institutional support from
   the University of Massachusetts Amherst, Stanford University, and
   University of California, Irvine.
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NR 59
TC 29
Z9 41
U1 1
U2 4
PU NATL ACAD SCIENCES
PI WASHINGTON
PA 2101 CONSTITUTION AVE NW, WASHINGTON, DC 20418 USA
SN 0027-8424
EI 1091-6490
J9 P NATL ACAD SCI USA
JI Proc. Natl. Acad. Sci. U. S. A.
PD SEP 14
PY 2021
VL 118
IS 37
AR e2026386118
DI 10.1073/pnas.2026386118
PG 10
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA WC1BU
UT WOS:000703999300005
PM 34493663
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Nguyen, Q
   Rienties, B
   Richardson, JTE
AF Quan Nguyen
   Rienties, Bart
   Richardson, John T. E.
TI Learning analytics to uncover inequality in behavioural engagement and
   academic attainment in a distance learning setting
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE Attainment gap; learning analytics; distance learning; BME students;
   engagement
ID ETHNIC-MINORITY STUDENTS; SATISFACTION; IMPACT; WHITE
AB Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students.
C1 [Quan Nguyen] Univ Michigan, Sch Informat, Ann Arbor, MI 48109 USA.
   [Rienties, Bart; Richardson, John T. E.] Open Univ, Walton Hall, Milton Keynes, Bucks, England.
C3 University of Michigan System; University of Michigan; Open University -
   UK
RP Nguyen, Q (corresponding author), Univ Michigan, Sch Informat, Ann Arbor, MI 48109 USA.
EM quanngu@umich.edu
RI Nguyen, Truong/JXN-9786-2024; Rienties, Bart/AAH-2397-2019
OI Rienties, Bart/0000-0003-3749-9629; Richardson, John/0000-0002-6267-0603
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NR 36
TC 11
Z9 16
U1 0
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD MAY 18
PY 2020
VL 45
IS 4
BP 594
EP 606
DI 10.1080/02602938.2019.1679088
EA OCT 2019
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LK7SR
UT WOS:000498655900001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Carhill-Poza, A
   Chen, J
AF Carhill-Poza, Avary
   Chen, Jie
TI Adolescent English learners' language development in technology-enhanced
   classrooms
SO LANGUAGE LEARNING & TECHNOLOGY
LA English
DT Article
DE English Learner; Second Language Acquisition; Computer-Assisted Language
   Learning; Secondary School
ID MULTILITERACIES; CALL; MULTIMODALITY; PROFICIENCY; LITERACY; SPEAKING;
   CHILDREN; OUTCOMES
AB Despite their demographic importance in U.S. classrooms, little is known about how the strengths and needs of English learners are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. An exploratory study of English learners in technology-enhanced classrooms was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used quantitative classroom observations and student surveys to explain variation in English language development among English learners and across classrooms. Findings show that the features of technology-enhanced classrooms that best supported language development were aligned with student-centered and strengths-based teaching; the use of technology in the classroom alone was insufficient. Our findings also bring to light individual characteristics of English learners that shaped their language development in technology-enhanced classrooms. These individual characteristics include academic engagement and language use with friends, as well as student work and being over-age for their grade.
C1 [Carhill-Poza, Avary] Univ Massachusetts, Appl Linguist, Boston, MA 02125 USA.
   [Chen, Jie] Univ Massachusetts, Boston, MA 02125 USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Massachusetts System; University of Massachusetts Boston
RP Carhill-Poza, A (corresponding author), Univ Massachusetts, Appl Linguist, Boston, MA 02125 USA.
EM Avary.CarhillPoza@umb.edu; Jie.Chen@umb.edu
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NR 71
TC 11
Z9 14
U1 2
U2 26
PU UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER
PI HONOLULU
PA 1859 EAST WEST RD, 106, HONOLULU, HI 96822 USA
SN 1094-3501
J9 LANG LEARN TECHNOL
JI Lang. Learn. Technol.
PD OCT
PY 2020
VL 24
IS 3
BP 52
EP 69
PG 18
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Linguistics
GA OF8XH
UT WOS:000581482500007
DA 2024-07-15
ER

PT J
AU King, RB
   Pitliya, RJ
   Datu, JA
AF King, Ronnel B.
   Pitliya, Riddhi J.
   Datu, Jesus A.
TI Psychological capital drives optimal engagement via positive emotions in
   work and school contexts
SO ASIAN JOURNAL OF SOCIAL PSYCHOLOGY
LA English
DT Article
DE broaden-and-build theory; engagement; positive emotions; PsyCap;
   psychological capital
ID ACADEMIC SELF-EFFICACY; INDIVIDUAL-DIFFERENCES; HIERARCHICAL MODEL;
   CONSTRUCT-VALIDITY; NEGATIVE AFFECT; HOPE THEORY; PERFORMANCE;
   ADOLESCENTS; RESILIENCE; STUDENTS
AB The aim of this study was to examine whether the association between psychological capital (PsyCap; which is comprised of hope, self-efficacy, resilience, and optimism) and optimal engagement is mediated by positive emotions. Three studies were conducted across different cultural contexts (Hong Kong SAR, Mainland China, and the Philippines), domains (academic and work), and age groups (adult employees and school-aged adolescents). Study 1 was a cross-sectional study conducted among 162 employees in Mainland China. Study 2 was a cross-sectional study conducted among 71 secondary school students in Hong Kong SAR. Study 3 was a prospective study conducted among 404 secondary school students in the Philippines. Across the three studies, the positive effect of PsyCap on engagement (academic and work) was partially mediated by positive emotions. This study enriches the understanding of the processes through which PsyCap is associated with optimal outcomes. Theoretical and practical implications are discussed.
C1 [King, Ronnel B.] Univ Macau, Fac Educ, Macau, Peoples R China.
   [Pitliya, Riddhi J.] Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China.
   [Datu, Jesus A.] Educ Univ Hong Kong, Integrated Ctr Well Being, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
C3 University of Macau; University of Hong Kong; Education University of
   Hong Kong (EdUHK)
RP King, RB (corresponding author), Univ Macau, Fac Educ, Macau, Peoples R China.
EM ronnel.king@gmail.com
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; Pitliya, Riddhi/0000-0002-4682-9573;
   Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 82
TC 20
Z9 20
U1 4
U2 39
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1367-2223
EI 1467-839X
J9 ASIAN J SOC PSYCHOL
JI Asian J. Soc. Psychol.
PD DEC
PY 2020
VL 23
IS 4
BP 457
EP 468
DI 10.1111/ajsp.12421
EA AUG 2020
PG 12
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA OR4TG
UT WOS:000562400700001
DA 2024-07-15
ER

PT J
AU Kremer, KP
   Vaughn, MG
   Loux, TM
AF Kremer, Kristen P.
   Vaughn, Michael G.
   Loux, Travis M.
TI Parent and peer social norms and youth's post-secondary attitudes: A
   latent class analysis
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE College-going attitudes; Social norms; Latent class analysis
ID ADOLESCENTS; EXPECTATIONS; OUTCOMES
AB The present study explores whether college-going norms of parents and peers are intertwined or distinct in their contributions to college-going attitudes. Latent class analysis identified latent groups based on youth's social norms from parents and friends. Data was used from the High School Longitudinal Study (HSIS:09), a nationally representative and longitudinal study of ninth grade American students (N = 10,663). Four classes were identified: universal college norms (53.57%, N = 5712), which included youth with high support from both parents and friends; parent college norms (12.71%, N = 1355), wherein youth's parents demonstrated high support while friends displayed low school engagement; friend college norms (27.53%, N = 2935), in which youth had highly engaged peers but limited parental support; and limited college norms (6.20%, N = 661), comprised of youth whose parents and friends displayed limited academic engagement. Findings indicate that parents and friends play separate roles in the development of college-going attitudes.
C1 [Kremer, Kristen P.] Kansas State Univ, Dept Sociol Anthropol & Social Work, 204 Waters Hall,1603 Old Claflin Pl, Manhattan, KS 66506 USA.
   [Vaughn, Michael G.] St Louis Univ, Coll Publ Hlth & Social Justice, Sch Social Work, 3550 Lindell Blvd, St Louis, MO 63103 USA.
   [Loux, Travis M.] St Louis Univ, Coll Publ Hlth & Social Justice, Dept Epidemiol & Biostat, 3545 Lafayette Ave, St Louis, MO 63103 USA.
C3 Kansas State University; Saint Louis University; Saint Louis University
RP Kremer, KP (corresponding author), Kansas State Univ, Dept Sociol Anthropol & Social Work, 204 Waters Hall,1603 Old Claflin Pl, Manhattan, KS 66506 USA.
EM kpkremer@ksu.edu
RI Vaughn, Michael/W-2694-2019
FU Institute of Education Sciences, U.S. Department of Education
   [R3214A100022, R305F100013, R305A150058]; Meadows Center for Preventing
   Educational Risk
FX This research was supported by two grants from the Institute of
   Education Sciences, U.S. Department of Education (R3214A100022,
   R305F100013, and R305A150058) and support from The Meadows Center for
   Preventing Educational Risk. The content is solely the responsibility of
   the authors and does not necessarily represent the official views of the
   Institute of Education Sciences or the U.S. Department of Education.
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NR 31
TC 7
Z9 11
U1 0
U2 5
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD OCT
PY 2018
VL 93
BP 411
EP 417
DI 10.1016/j.childyouth.2018.08.026
PG 7
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA GV3JK
UT WOS:000445990000049
DA 2024-07-15
ER

PT J
AU Kwon, K
   Hanrahan, AR
   Kupzyk, KA
AF Kwon, Kyongboon
   Hanrahan, Amanda R.
   Kupzyk, Kevin A.
TI Emotional Expressivity and Emotion Regulation: Relation to Academic
   Functioning Among Elementary School Children
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE achievement; emotion; emotion regulation; engagement; motivation
ID EFFORTFUL CONTROL; CLASSROOM PARTICIPATION; ACHIEVEMENT EMOTIONS;
   STUDENTS EMOTIONS; ENGAGEMENT; PREDICTION; CONCEPTUALIZATION;
   TEMPERAMENT; MOTIVATION
AB We examined emotional expressivity ( i. e., happiness, sadness, and anger) and emotion regulation ( regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students ( M-age = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions.
C1 [Kwon, Kyongboon; Hanrahan, Amanda R.] Univ Wisconsin, Dept Educ Psychol, 2400 East Hartford Ave,Enderis Hall 709, Milwaukee, WI 53211 USA.
   [Kupzyk, Kevin A.] Univ Nebraska Med Ctr, Coll Nursing, 985330 Nebraska Med Ctr, Omaha, NE 68198 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee;
   University of Nebraska System; University of Nebraska Medical Center
RP Kwon, K (corresponding author), Univ Wisconsin, Dept Educ Psychol, 2400 East Hartford Ave,Enderis Hall 709, Milwaukee, WI 53211 USA.
EM kwonk@uwm.edu
FU University of Wisconsin-Milwaukee
FX This study was supported by a Research Growth Initiative grant awarded
   to Kyongboon Kwon by University of Wisconsin-Milwaukee.
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NR 44
TC 44
Z9 67
U1 10
U2 81
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD MAR
PY 2017
VL 32
IS 1
BP 75
EP 88
DI 10.1037/spq0000166
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EO9VQ
UT WOS:000397036600007
PM 27845519
DA 2024-07-15
ER

PT J
AU Marchand, GC
   Gutierrez, AP
AF Marchand, Gwen C.
   Gutierrez, Antonio P.
TI Processes Involving Perceived Instructional Support, Task Value, and
   Engagement in Graduate Education
SO JOURNAL OF EXPERIMENTAL EDUCATION
LA English
DT Article
DE Adult education; cognitive engagement; expectancy value theory; learning
   research methods; motivational processes; perceived instructor support
ID SELF-EFFICACY; STUDENT ENGAGEMENT; ACADEMIC ENGAGEMENT; ACHIEVEMENT
   GOALS; ADOLESCENTS PERCEPTIONS; CHILDRENS COMPETENCE; SCHOOL ENGAGEMENT;
   AUTONOMY SUPPORT; VALUE BELIEFS; SOCIAL-WORK
AB The purpose of this study was to investigate the relations among perceived instructional support (provision of relevance and involvement), subjective task value beliefs (utility, attainment, and intrinsic value), and engagement (behavioral and emotional) over the course of a semester for graduate students enrolled in an introductory research methods course in a college of education (N = 217). Structural equation modeling (SEM) results suggested that each source of perceived support exerted unique influence on students' beliefs about utility value, intrinsic value, and attainment value of their research methods coursework. In turn, midsemester value beliefs predicted semester-end student reports of behavioral and cognitive engagement. Direct and indirect effects between perceived provisions of support and engagement were inconsistent. This study supports the notion that different patterns of predictors and outcomes may occur for different aspects of value beliefs and that multiple sources of instructional support are important for supporting student motivation for adult learners.
C1 [Marchand, Gwen C.] Univ Nevada, Las Vegas, NV 89154 USA.
   [Gutierrez, Antonio P.] Georgia Southern Univ, Statesboro, GA USA.
C3 Nevada System of Higher Education (NSHE); University of Nevada Las
   Vegas; University System of Georgia; Georgia Southern University
RP Marchand, GC (corresponding author), Univ Nevada, Dept Educ Psychol & Higher Educ, 4505 S Maryland Pkwy,Box 453003, Las Vegas, NV 89154 USA.
EM Gwen.marchand@unlv.edu
RI Gutierrez de Blume, Antonio Partida/I-9105-2019
OI Gutierrez de Blume, Antonio Partida/0000-0001-6809-1728; Marchand,
   Gwen/0000-0003-1337-6296
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NR 88
TC 26
Z9 34
U1 5
U2 49
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0973
EI 1940-0683
J9 J EXP EDUC
JI J. Exp. Educ.
PY 2017
VL 85
IS 1
BP 87
EP 106
DI 10.1080/00220973.2015.1107522
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA EB7II
UT WOS:000387559900007
DA 2024-07-15
ER

EF