FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Farmer, TW
   Irvin, MJ
   Leung, MC
   Hall, CM
   Hutchins, BC
   McDonough, E
AF Farmer, Thomas W.
   Irvin, Matthew J.
   Leung, Man-Chi
   Hall, Cristin M.
   Hutchins, Bryan C.
   McDonough, Erin
TI Social preference, social prominence, and group membership in late
   elementary school: homophilic concentration and peer affiliation
   configurations
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Peer groups; Social preference; Perceived popularity; Aggression;
   Academic achievement
AB This study investigated the social preference and social prominence of 622 5th graders (290 boys, 332 girls) in relation to peer group membership. The sample was recruited from 11 elementary schools in a southeastern state. The ethnicity of participants was 55% European American, 41% African American, and 4% other. Peer groups were classified on each of three domains (academic, aggression, popular) by the proportion of group members who were high on the characteristic of interest. Participants' peer affiliations were also classified with cluster analytic techniques that yielded distinct configurations of aggression, popularity, and academic competence. Social preference and social prominence were each related to popular peer group type for both boys and girls and differentially related to aggressive and academic group types. Social prominence, but not social preference, was related to peer group configurations for both girls and boys. Implications for the development of social contextual interventions to support students' adjustment and academic engagement during late elementary school are discussed.
C1 [Farmer, Thomas W.; Hall, Cristin M.] Penn State Univ, Coll Educ, University Pk, PA 16801 USA.
   [Irvin, Matthew J.; Leung, Man-Chi; Hutchins, Bryan C.; McDonough, Erin] Univ N Carolina, Ctr Dev Sci, Chapel Hill, NC 27599 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; University of North Carolina; University of North
   Carolina Chapel Hill
RP Farmer, TW (corresponding author), Penn State Univ, Coll Educ, 227 CEDAR Bldg, University Pk, PA 16801 USA.
EM twf2@psu.edu
RI Farmer, Tom/AFR-4877-2022; Hall, Colin Michael/C-1439-2010
OI Hall, Colin Michael/0000-0002-7734-4587
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NR 84
TC 11
Z9 13
U1 0
U2 22
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD JUN
PY 2010
VL 13
IS 2
BP 271
EP 293
DI 10.1007/s11218-009-9107-1
PG 23
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA V21OV
UT WOS:000208217800007
DA 2024-07-15
ER

PT J
AU Kwon, K
   López-Pérez, B
   Shim, SS
   Hammad, I
AF Kwon, Kyongboon
   Lopez-Perez, Belen
   Shim, Sungok Serena
   Hammad, Isha
TI Mediating effects of peer experiences between children's emotionality
   and academic functioning
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Emotionality; Emotional experience; Emotional expressivity; Academic
   achievement; Academic engagement; Peer experiences
ID EFFORTFUL CONTROL; NEGATIVE EMOTIONS; ANGER EXPRESSION; SELF-CONCEPT;
   FIT INDEXES; ACHIEVEMENT; COMPETENCE; ADJUSTMENT; SADNESS; ADOLESCENTS
AB We examined how children's peer experiences mediated the association between dispositional emotionality and academic functioning. One hundred and ninety-nine children (104 girls, Mage = 10 years) participated in a twoyear study. The predictors (self-reported emotional experience, peer-nominations of emotional expressivity) and the mediators (self-reported positive and negative peer experiences) were assessed at Time 1; outcome variables (academic achievement and teacher-rated engagement) were assessed at Time 2. The effect of emotional expressivity (happiness, anger) on academic functioning was direct. The effect of emotional experience (sadness, anger) on academic functioning was indirect via negative peer experiences. The specific dimensions of emotionality (experience, expressivity) warrant consideration in the assessment of children's emotionality because they appear to have unique interpersonal mechanisms that lead to academic functioning. Beyond overt emotional expressivity, educators and caregivers should carefully attend to children's covert emotional experience in efforts to promote adaptive peer relationships and academic outcomes for children.
C1 [Kwon, Kyongboon; Hammad, Isha] Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
   [Lopez-Perez, Belen] Liverpool Hope Univ, Dept Psychol, Liverpool, Merseyside, England.
   [Shim, Sungok Serena] Ball State Univ, Dept Educ Psychol, Muncie, IN 47306 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee;
   University of Liverpool; Liverpool Hope University; Ball State
   University
RP Kwon, K (corresponding author), Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
EM kwonk@uwm.edu
RI Shim, Sungok Serena/JMQ-6998-2023
OI Lopez-Perez, Belen/0000-0002-8517-2236
FU University of Wisconsin-Milwaukee
FX The research is supported by internal research grant from University of
   Wisconsin-Milwaukee awarded to the first author.
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NR 75
TC 1
Z9 1
U1 0
U2 15
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 2022
VL 80
AR 101415
DI 10.1016/j.appdev.2022.101415
EA APR 2022
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1H5AS
UT WOS:000796555200008
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Harris, KR
   Lane, KL
   Mason, LH
AF Ennis, Robin Parks
   Harris, Karen R.
   Lane, Kathleen Lynne
   Mason, Linda H.
TI Lessons Learned from Implementing Self-Regulated Strategy Development
   with Students with Emotional and Behavioral Disorders in Alternative
   Educational Settings
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID PERSUADING STUDENTS; DISABILITIES; CHILDREN; OPPORTUNITIES;
   DIFFICULTIES; PROFILES; SKILLS; WRITE; RISK; DARE
AB Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief synthesis of this body of SRSD research is presented, which represents SRSD implementation in individualized, small-group, and class-wide formats using group and single-case research design methodology. Lessons learned from this research are presented to inform both practitioners and researchers, including guidelines for overcoming the unique barriers to SRSD implementation that students with EBD in alternative education settings may present. Lessons learned include the need for (a) developing strategies for increasing students' academic engagement, (b) further addressing behavioral and academic needs, (c) overcoming issues of truancy and transience, (d) promoting maintenance and generalization, and (e) increasing teacher buy-in. Future directions for this line of research are also outlined.
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   [Mason, Linda H.] Univ N Carolina, Chapel Hill, NC USA.
C3 Clemson University; Arizona State University; Arizona State
   University-Tempe; University of Kansas; University of North Carolina;
   University of North Carolina Chapel Hill
RP Ennis, RP (corresponding author), Clemson Univ, Special Educ Program, Dept Teacher Educ, 228 Holtzendorff Hall, Clemson, SC 29634 USA.
EM ennis2@clemson.edu
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NR 52
TC 34
Z9 40
U1 0
U2 7
PU COUNCIL CHILDREN BEHAVIORAL DISORDERS
PI ARLINGTON
PA COUNCIL EXCEPTIONAL CHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, VA
   22201-5704 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 2014
VL 40
IS 1
BP 68
EP 77
DI 10.17988/0198-7429-40.1.68
PG 10
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA CA9HS
UT WOS:000349233600006
DA 2024-07-15
ER

PT J
AU As'ad, AT
AF As'ad, Ali T.
TI Exhibiting Nation: A Brief History of Palestinian Exhibition Making in
   the Twentieth Century
SO JOURNAL OF PALESTINE STUDIES
LA English
DT Article
DE culture; cultural politics; exhibitions; exhibition making; exhibition
   histories; national representation; Palestinian resistance; Palestine
   Liberation Organization
AB This article presents an overview of Palestinian exhibition making in the twentieth century. It addresses an absence of academic engagement with how, starting in the 1920s, a repertoire of Palestinian pedagogical and representational materials, temporary and makeshift spaces, and multiple protodiplomatic and unionized efforts under the Palestinian Liberation Organization informed a culture of exhibition making that created critical sites for: cultivating and critiquing taste within art movements and among Palestinians; operationalizing national sentiment and political consciousness; and mobilizing international support around the legitimacy of the Palestinian cause. Specifically, the article accounts for the Palestinian mobilization of exhibitions in response to European and Zionist expansionism (1917-48), as a social praxis of community building and resilience (1948-64), and as a form of political resistance through the radical internationalization of Palestinian cultural affairs (1964-87). It culminates with a discussion of the first intifada and the morphing of exhibition culture into the Palestinian Authority's state-building project following the Oslo Accords (1987-93).
NR 0
TC 0
Z9 0
U1 0
U2 0
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0377-919X
EI 1533-8614
J9 J PALESTINE STUD
JI J. Palest. Stud.
PD JAN 2
PY 2024
VL 53
IS 1
BP 46
EP 67
DI 10.1080/0377919X.2024.2322460
EA FEB 2024
PG 22
WC Area Studies
WE Social Science Citation Index (SSCI)
SC Area Studies
GA XH6J9
UT WOS:001183284000001
DA 2024-07-15
ER

PT J
AU Dunne, JH
AF Dunne, Jo Hickman
TI Experiencing the outdoors: Embodied encounters in the Outward Bound
   Trust
SO GEOGRAPHICAL JOURNAL
LA English
DT Article
DE bodies; nature; outdoor education; Outward Bound Trust; young people
ID EDUCATION; CHILDREN; SPACES; PLACE
AB This paper explores young people's experiences of outdoor education through bodily encounters with nature and place, and interactions with material objects. Much academic engagement with outdoor education has taken the form of outcome orientated studies, and geographers have yet to truly explore the social and physical spaces of outdoor education. I draw on literature from recent outdoor education research which questions: first, the apparent lack of attention to place-based and embodied ways of knowing in outdoor education; and second an uncritical adoption of technology and materiality in outdoor education practices. The article then engages with geographical work on the body and space, and, using original research conducted with the Outward Bound Trust, considers how embodied experiences in place are foregrounded in young people's accounts of outdoor education. I show how, through their corporeal interactions with place and technology, they enact individual agency through their bodies. Finally the discussion draws attention to some of the structural constraints and power relations that restrict young peoples' bodies in outdoor educational spaces.
C1 [Dunne, Jo Hickman] Loughborough Univ, Geog & Environm, Sch Social Sci, Loughborough, Leics, England.
C3 Loughborough University
RP Dunne, JH (corresponding author), Loughborough Univ, Geog & Environm, Sch Social Sci, Loughborough, Leics, England.
EM j.l.hickman-dunne@lboro.ac.uk
OI Hickman Dunne, Jo/0000-0003-2705-8686
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NR 67
TC 4
Z9 5
U1 3
U2 28
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0016-7398
EI 1475-4959
J9 GEOGR J
JI Geogr. J.
PD SEP
PY 2019
VL 185
IS 3
BP 279
EP 291
DI 10.1111/geoj.12288
PG 13
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA IN4IJ
UT WOS:000478638200004
DA 2024-07-15
ER

PT J
AU Zhang, X
   Pomerantz, EM
   Qin, LL
   Logis, H
   Ryan, AM
   Wang, MF
AF Zhang, Xin
   Pomerantz, Eva M.
   Qin, Lili
   Logis, Handrea
   Ryan, Allison M.
   Wang, Meifang
TI Characteristics of Likability, Perceived Popularity, and Admiration in
   the Early Adolescent Peer System in the United States and China
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE adolescence; culture; China; peers; social status
ID ACADEMIC-ACHIEVEMENT; SOCIAL COMPETENCE; MIDDLE SCHOOL; RELATIONAL
   AGGRESSION; CHILDRENS PERCEPTIONS; LONGITUDINAL ANALYSIS; DISTINCT
   DIMENSIONS; BEHAVIOR; ACCEPTANCE; AMERICAN
AB High social status youth are often influential in the peer system, Thus, they may serve as agents of cultural socialization if they exhibit characteristics that reflect cultural values (e.g., interdependence). This research examined the behavior that contributes to high social status in the United States and China. At each of 3 waves, 934 early adolescents (M age = 12.7 years at Wave 1) made behavioral (i.e.. prosocial behavior and academic engagement) and social status (i.e., likability, perceived popularity, and admiration) nominations of their peers. Positive behavior was predictive of higher social status in both the United States and China, but this was stronger in China. In the United States, there was a tendency for positive behavior to be less predictive of perceived popularity than other forms of social status (e.g., likability); however, this tendency was not evident in China.
C1 [Zhang, Xin; Pomerantz, Eva M.] Univ Illinois, Dept Psychol, 603 East Daniel St, Champaign, IL 61820 USA.
   [Qin, Lili] Natl Univ Singapore, Dept Psychol, Singapore, Singapore.
   [Logis, Handrea] Natl Inst Excellence Teaching, Phoenix, AZ USA.
   [Ryan, Allison M.] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA.
   [Wang, Meifang] Shandong Normal Univ, Dept Psychol, Jinan, Shandong, Peoples R China.
C3 University of Illinois System; University of Illinois Urbana-Champaign;
   National University of Singapore; University of Michigan System;
   University of Michigan; Shandong Normal University
RP Zhang, X; Pomerantz, EM (corresponding author), Univ Illinois, Dept Psychol, 603 East Daniel St, Champaign, IL 61820 USA.
EM xzhang85@illinois.edu; pomerntz@illinois.edu
FU National University of Singapore [WBS: R-581-000-138-133]; National
   Science Foundation [BCS-1023170]
FX Data collection and management was supported by a grant from the
   National University of Singapore (WBS: R-581-000-138-133). Support for
   data analyses and report writing was provided by the National Science
   Foundation (Grant BCS-1023170).
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NR 69
TC 35
Z9 39
U1 0
U2 30
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 2018
VL 54
IS 8
BP 1568
EP 1581
DI 10.1037/dev0000544
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO3TI
UT WOS:000439918200015
PM 30047777
OA hybrid
DA 2024-07-15
ER

PT J
AU Alias, M
   Lashari, TA
   Akasah, ZA
   Kesot, MJ
AF Alias, Maizam
   Lashari, Tahira Anwar
   Akasah, Zainal Abidin
   Kesot, Mohd Jahaya
TI Self-Efficacy, Attitude, Student Engagement: Emphasising the Role of
   Affective Learning Attributes Among Engineering Students
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE self-efficacy; attitude towards engineering; student engagement and
   academic achievement
AB The aim of the study is to investigate the relationships between the affective learning attributes and academic achievement among engineering students. The affective learning attributes of interest were self-efficacy, attitude towards engineering, and student's engagement. A survey was conducted on first year students from the engineering diploma programme in a Malaysia technical university. The survey was administrated to 382 voluntarily participating students (n = 382). The affective learning attributes were assessed using existing instruments namely the Self-efficacy and Study Skills Questionnaire (SESS) for measuring self-efficacy, the Pittsburgh Freshman Engineering Attitudes Scale (PFEAS) for measuring attitude towards engineering, and Student Engagement Instrument (SEI) for measuring student's engagement. Academic achievement was assessed using the mid-term examination marks. To determine the associations among study variables correlational research design was used. The results showed a statistically significant positive correlation among the selected psychological variables and academic achievement scores under study. Attitude towards engineering and student engagement seems to be an important factor in predicting academic achievement among engineering students.
C1 [Alias, Maizam; Lashari, Tahira Anwar] Univ Tun Hussein Onn Malaysia UTHM, Fac Tech & Vocat Educ, Batu Pahat, Malaysia.
   [Akasah, Zainal Abidin] Univ Tun Hussein Onn Malaysia UTHM, Fac Civil & Environm Engn, Batu Pahat, Malaysia.
   [Kesot, Mohd Jahaya] Univ Tun Hussein Onn Malaysia UTHM, Dept Civil Engn, Diploma Study, Batu Pahat, Malaysia.
C3 University of Tun Hussein Onn Malaysia; University of Tun Hussein Onn
   Malaysia; University of Tun Hussein Onn Malaysia
RP Alias, M; Lashari, TA (corresponding author), Univ Tun Hussein Onn Malaysia UTHM, Fac Tech & Vocat Educ, Batu Pahat, Malaysia.
EM maizam@uthm.edu.my; tahira@uthm.edu.my; zainal59@uthm.edu.my;
   jahaya@uthm.edu.my
RI Kesot, Jahaya/AAT-3304-2021; Alias, Maizam/Q-9410-2019; Lashari, Tahira
   Anwar/AAB-6790-2020
OI Alias, Maizam/0000-0002-3676-8674; Lashari, Tahira
   Anwar/0000-0003-0474-1650; Kesot, Jahaya/0000-0002-5428-9925
FU Universiti Tun Hussein Onn Malaysia (UTHM); office for research,
   innovation, commericalisation and consultancy (ORICC)
FX The authors would like to express their gratitude to the Universiti Tun
   Hussein Onn Malaysia (UTHM), and office for research, innovation,
   commericalisation and consultancy (ORICC) that provided the financial
   support.
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NR 29
TC 6
Z9 8
U1 2
U2 17
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 2018
VL 34
IS 1
BP 226
EP 235
PG 10
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA GS0FI
UT WOS:000443163000019
DA 2024-07-15
ER

PT J
AU Liu, RD
   Zhen, R
   Ding, Y
   Liu, Y
   Wang, J
   Jiang, RH
   Xu, L
AF Liu, Ru-De
   Zhen, Rui
   Ding, Yi
   Liu, Ying
   Wang, Jia
   Jiang, Ronghuan
   Xu, Le
TI Teacher support and math engagement: roles of academic self-efficacy and
   positive emotions
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Teacher support; academic self-efficacy; enjoyment; relief; math
   engagement
ID CLASSROOM SOCIAL-ENVIRONMENT; SCHOOL ENGAGEMENT; EARLY ADOLESCENTS;
   MIDDLE SCHOOL; COGNITIVE ENGAGEMENT; STUDENT ENGAGEMENT; ACHIEVEMENT;
   MOTIVATION; SPECIFICITY; PERCEPTIONS
AB The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math class. The results indicated that teacher support exerted a direct and significant impact on the three aspects of math engagement. Both academic self-efficacy and enjoyment mediated the relations between teacher support and the three aspects of math engagement, whereas relief did not mediate such relations. Moreover, teacher support affected math engagement through multiple paths from academic self-efficacy to both enjoyment and relief. Relief displayed a smaller effect on the three aspects of math engagement than enjoyment did. However, we did not find substantial difference in the underlying mechanisms of different aspects of engagement. Limitations and educational implications were also discussed.
C1 [Liu, Ru-De; Zhen, Rui; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le] Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol, Fac Psychol, Beijing, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Beijing Normal University; Fordham University
RP Zhen, R (corresponding author), Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol, Fac Psychol, Beijing, Peoples R China.
EM zhenrui1206@126.com
RI D, Y/JJC-2699-2023
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 [grant number 15JJD190001].
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NR 61
TC 117
Z9 132
U1 26
U2 217
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.
PY 2018
VL 38
IS 1
BP 3
EP 16
DI 10.1080/01443410.2017.1359238
PG 14
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FZ4HE
UT WOS:000427552500003
DA 2024-07-15
ER

PT J
AU Hospel, V
   Galand, B
AF Hospel, Virginie
   Galand, Benoit
TI Are both classroom autonomy support and structure equally important for
   students' engagement? A multilevel analysis
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Classroom learning environment; Structure; Autonomy support; Engagement;
   Multilevel analyses
ID SELF-DETERMINATION-THEORY; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   MOTIVATION; TEACHER; CONTEXT; INSTRUCTION; ACHIEVEMENT; PERCEPTIONS;
   MANAGEMENT
AB The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement. Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement. 744 ninth grade students from 51 classes completed a questionnaire about their engagement during language classes and their perceptions of the teacher's provision of autonomy support and structure. The results highlight the links between classroom context, especially structure, and the three components of engagement. Autonomy support has a complementary role as it was associated with emotional engagement. These results improve our understanding of the relationships between learning environment and engagement and provide more accurate indications to teachers and educators regarding the most effective ways to enhance students' engagement. (C) 2015 Elsevier Ltd. All rights reserved.
C1 [Hospel, Virginie; Galand, Benoit] Catholic Univ Louvain, Psychol Sci Res Inst IPSY, B-1348 Louvain La Neuve, Belgium.
   [Hospel, Virginie] Natl Fund Sci Res FRS FNRS Federat Wallonie Bruxe, Brussels, Belgium.
C3 Universite Catholique Louvain
RP Hospel, V (corresponding author), Catholic Univ Louvain, Psychol Sci Res Inst IPSY, Pl Cardinal Mercier,10 Bte L3-05-01, B-1348 Louvain La Neuve, Belgium.
EM virginie.hospel@uclouvain.be; benoit.galand@uclouvain.be
OI Galand, Benoit/0000-0003-3387-4305
FU National Fund for Scientific Research (F.R.S.-FNRS) of Federation
   Wallonie-Bruxelles
FX The authors wish to thank Noemie Baudoin, Arnaud Marechal, and Sandra
   Robinet for their help in the data collection, and the three anonymous
   reviewers for their helpful comments. This research was supported by a
   grant of the National Fund for Scientific Research (F.R.S.-FNRS) of the
   Federation Wallonie-Bruxelles awarded to the first author.
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NR 48
TC 143
Z9 158
U1 13
U2 146
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 2016
VL 41
BP 1
EP 10
DI 10.1016/j.learninstruc.2015.09.001
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CY3WZ
UT WOS:000366341900001
DA 2024-07-15
ER

PT J
AU Ashburner, JK
   Rodger, SA
   Ziviani, JM
   Hinder, EA
AF Ashburner, Jill K.
   Rodger, Sylvia A.
   Ziviani, Jenny M.
   Hinder, Elizabeth A.
TI Optimizing participation of children with autism spectrum disorder
   experiencing sensory challenges: A clinical reasoning framework
SO CANADIAN JOURNAL OF OCCUPATIONAL THERAPY-REVUE CANADIENNE D ERGOTHERAPIE
LA English
DT Article
DE Asperger syndrome; Autistic disorder; Client-centred enablement;
   Clinical reasoning; Sensation
ID WEIGHTED VESTS; ACADEMIC ENGAGEMENT; PRESCHOOL-CHILDREN; SOCIAL
   ATTENTION; PROBLEM BEHAVIOR; YOUNG-CHILDREN; INDIVIDUALS; STUDENTS;
   INTEGRATION; EXERCISE
AB Background. Remedial sensory interventions currently lack supportive evidence and can be challenging to implement for families and clinicians. It may be timely to shift the focus to optimizing participation of children with autism spectrum disorders (ASD) through accommodation and self-regulation of their sensory differences. Purpose. A framework to guide practitioners in selecting strategies is proposed based on clinical reasoning considerations, including (a) research evidence, (b) client-and family-centredness, (c) practice contexts, (d) occupation-centredness, and (e) risks. Key issues. Information-sharing with families and coaching constitute the basis for intervention. Specific strategies are identified where sensory aversions or seeking behaviours, challenges with modulation of arousal, or sensory-related behaviours interfere with participation. Self-regulatory strategies are advocated. The application of universal design principles to shared environments is also recommended. Implications. The implications of this framework for future research, education, and practice are discussed. The clinical utility of the framework now needs to be tested.
C1 [Ashburner, Jill K.] Autism Queensland, Res & Dev, Sunnybank, Qld 4109, Australia.
   [Ashburner, Jill K.; Ziviani, Jenny M.] Univ Queensland, Sch Hlth & Rehabil Sci, Brisbane, Qld 4072, Australia.
   [Rodger, Sylvia A.] Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, Brisbane, Qld 4072, Australia.
   [Ziviani, Jenny M.] Queensland Hlth, Childrens Allied Hlth Res, Brisbane, Qld, Australia.
   [Hinder, Elizabeth A.] Darling Downs South West Queensland Reg Off, Dept Educ Training & Employment, Toowoomba, Qld 4350, Australia.
C3 University of Queensland; University of Queensland; Queensland Health
RP Ashburner, JK (corresponding author), Autism Queensland, POB 354, Sunnybank, Qld 4109, Australia.
EM jill.ashburner@autismqld.com.au
RI Rodger, Sylvia A/F-8738-2010; Ziviani, Jenny M/C-1708-2010
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NR 67
TC 32
Z9 37
U1 3
U2 48
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0008-4174
EI 1911-9828
J9 CAN J OCCUP THER
JI Can. J. Occup. Ther.
PD FEB
PY 2014
VL 81
IS 1
BP 29
EP 38
DI 10.1177/0008417413520440
PG 10
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA AC2DU
UT WOS:000332309100005
PM 24783486
DA 2024-07-15
ER

PT J
AU Fernández-García, CM
   Inda-Caro, M
   Maulana, R
   Torío-López, S
AF Fernandez-Garcia, Carmen-Maria
   Inda-Caro, Mercedes
   Maulana, Ridwan
   Torio-Lopez, Susana
TI Teaching behaviours under observation: an instrument for assessing
   teaching quality In Spain (<i>La observacion del comportamiento del
   profesorado: un instrumento para evaluar la calidad docente En
   Espana</i>)
SO CULTURE AND EDUCATION
LA English
DT Article
DE observation; teaching quality; teaching effectiveness; assessment
ID STUDENT ENGAGEMENT; CLASSROOM MANAGEMENT; ACADEMIC MOTIVATION; SCHOOL
   ENGAGEMENT; TEACHERS; GROWTH; CONCEPTUALIZATION; IMPLEMENTATION;
   DISAFFECTION; FEEDBACK
AB Teachers constitute a key point in the educational process. Therefore, having information about their behaviours inside the classroom can give us very useful data when the intention is to improve teaching effectiveness. This study aims to describe teaching behaviours observed in 344 teachers in 56 public and private schools in Asturias (Spain). Descriptive analyses and analysis of variance have been run in order to answer the research questions. A stepwise regression has been performed too, to identify which teaching skill domains are more important in promoting student engagement. Results have shown positive, significant relationships between all the domains and student academic engagement. Activating teaching, efficient classroom management and teaching-learning strategies seem to be the main teaching skills for increasing student engagement. Interesting differences have also been found in student engagement depending on the standard of teachers' teaching behaviour.
C1 [Fernandez-Garcia, Carmen-Maria; Inda-Caro, Mercedes; Torio-Lopez, Susana] Univ Oviedo, Oviedo, Spain.
   [Maulana, Ridwan] Univ Groningen, Groningen, Netherlands.
C3 University of Oviedo; University of Groningen
RP Fernández-García, CM (corresponding author), Fac Formac Profesorado & Educ, C Aniceto Sela S-N,Room 213, Oviedo 33005, Asturias, Spain.
EM fernandezcarmen@uniovi.es
RI Inda-Caro, Mercedes/K-9818-2014; López, Susana Torio/L-5738-2014;
   Fernández-García, Carmen - María/K-9863-2014
OI Inda-Caro, Mercedes/0000-0003-4752-3258; López, Susana
   Torio/0000-0001-5004-2338; Fernández-García, Carmen -
   María/0000-0001-6314-355X; Maulana, Ridwan/0000-0002-0652-7888
FU Dutch scientific funding agency (NRO) [405-15-732]; Institute of
   Educational Research and Innovation of the University of Oviedo (INIE)
   [INIE-19- MOD C-1]; mediante la ayuda [INIE-19- MOD C-1]
FX This work was supported by the Dutch scientific funding agency (NRO,
   under grant 405-15-732) and the Institute of Educational Research and
   Innovation of the University of Oviedo (INIE, under grant INIE-19- MOD
   C-1). / Este estudio ha recibido fondos del organismo para la
   financiacion cientifica en los Paises Bajos (NRO), mediante la ayuda
   405-15-732 y del Instituto de Investigacion e Innovacion Educativa de la
   Universidad de Oviedo (INIE), mediante la ayuda INIE-19- MOD C-1.
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NR 88
TC 1
Z9 1
U1 4
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1135-6405
EI 1578-4118
J9 CULT EDUC-UK
JI Cult. Educ.
PD APR 3
PY 2022
VL 34
IS 2
BP 466
EP 513
DI 10.1080/11356405.2022.2039537
EA APR 2022
PG 48
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 1N1DA
UT WOS:000787698300001
DA 2024-07-15
ER

PT J
AU Bostwick, KCP
   Collie, RJ
   Martin, AJ
   Durksen, TL
AF Bostwick, Keiko C. P.
   Collie, Rebecca J.
   Martin, Andrew J.
   Durksen, Tracy L.
TI Students' Growth Mindsets, Goals, and Academic Outcomes in Mathematics
SO ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE growth mindset; growth goals; academic engagement; academic achievement;
   mathematics
ID OF-FIT INDEXES; ACHIEVEMENT GOALS; IMPLICIT THEORIES; ENGAGEMENT;
   INTELLIGENCE; MOTIVATION; PB; MEDIATION; PREDICT; MODEL
AB The majority of educational research on the associations between growth constructs and academic outcomes has adopted a somewhat piecemeal approach, focusing on either growth mindset (implicit beliefs about intelligence) or growth goals. We explore an integrative approach to analyzing the impact of well-established and emerging growth constructs (viz. growth mindset, self-based growth goals, task-based growth goals) on academic outcomes in mathematics. Our participants were secondary school students (n = 4,411) in grades 7-9 from 19 schools in Australia. We used confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test the measurement and substantive hypotheses in our study. We found that growth mindset, self-based growth goals, and task-based growth goals were well represented by an underlying growth orientation factor. Additionally, after controlling for five student background factors (e.g., sex, socioeconomic status [SES]), students' growth orientation positively predicted mathematics engagement and achievement. These results contribute to the growing literature on educational growth constructs and academic success.
C1 [Bostwick, Keiko C. P.; Collie, Rebecca J.; Martin, Andrew J.; Durksen, Tracy L.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
C3 University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Durksen, Tracy/AAK-5161-2021
OI Bostwick, Keiko/0000-0003-0631-6738
FU Australian Research Council [DP140104294]
FX The authors thank the Australian Research Council (Discovery Grant
   DP140104294) for funding for this research and Emma Burns for assistance
   with data collection.
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   Sinatra GM, 2015, EDUC PSYCHOL-US, V50, P1, DOI 10.1080/00461520.2014.1002924
   Tarbetsky AL, 2016, CONTEMP EDUC PSYCHOL, V47, P61, DOI 10.1016/j.cedpsych.2016.01.002
   Yu K, 2014, EDUC PSYCHOL-UK, V34, P635, DOI 10.1080/01443410.2014.895297
NR 40
TC 32
Z9 41
U1 12
U2 120
PU HOGREFE & HUBER PUBLISHERS
PI GOTTINGEN
PA MERKELSTR 3, D-37085 GOTTINGEN, GERMANY
SN 2190-8370
EI 2151-2604
J9 Z PSYCHOL
JI Z. Psychol.-J. Psychol.
PD APR
PY 2017
VL 225
IS 2
BP 107
EP 116
DI 10.1027/2151-2604/a000287
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FE2PM
UT WOS:000408058200003
DA 2024-07-15
ER

PT J
AU Fantuzzo, J
   LeBoeuf, W
   Brumley, B
   Perlman, S
AF Fantuzzo, John
   LeBoeuf, Whitney
   Brumley, Benjamin
   Perlman, Staci
TI A population-based inquiry of homeless episode characteristics and early
   educational well-being
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Homelessness; Early childhood; Academic achievement; Classroom
   engagement; Truancy
ID ACADEMIC-ACHIEVEMENT; CHILD MALTREATMENT; EFFORTFUL CONTROL;
   SELF-REGULATION; RISKS; ABILITY; IMPACT; UNIQUE
AB Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children's academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children's homeless experiences. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Fantuzzo, John; LeBoeuf, Whitney; Brumley, Benjamin] Univ Penn, Grad Sch Educ, Philadelphia, PA 19104 USA.
   [Perlman, Staci] Kutztown Univ Penn, Dept Social Work, Kutztown, PA 19530 USA.
C3 University of Pennsylvania; Pennsylvania State System of Higher
   Education (PASSHE); Kutztown University - Pennsylvania
RP Brumley, B (corresponding author), Univ Penn, Grad Sch Educ, 3700 Walnut St, Philadelphia, PA 19104 USA.
EM brumley@upenn.edu
FU NICHD NIH HHS [R03 HD064837] Funding Source: Medline
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NR 48
TC 36
Z9 60
U1 0
U2 24
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 JUN
PY 2013
VL 35
IS 6
BP 966
EP 972
DI 10.1016/j.childyouth.2013.02.016
PG 7
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA 148LC
UT WOS:000319245100006
PM 24072948
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Hoang, N
   Holopainen, L
   Siekkinen, M
AF Hoang, Nhi
   Holopainen, Leena
   Siekkinen, Martti
TI Children's classroom engagement and disaffection in Vietnamese
   kindergartens
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Age difference; classroom engagement; classroom disaffection; class
   size; gender differences; kindergarten
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; ACHIEVEMENT
   GOALS; PUPILS BEHAVIOR; CLASS SIZE; MOTIVATION; EDUCATION; TEACHERS;
   GENDER
AB In this study, we investigated children's classroom engagement and disaffection and their relationships with class size, child gender, child age and school type in Vietnamese kindergartens. Children's classroom engagement and disaffection were examined among 1315 kindergarteners (mean age = 5.49; SD = 0.87) and 33 teachers from 31 classrooms in 8 kindergartens. The results of confirmatory factor analyses indicated that children's classroom engagement and disaffection included four dimensions: behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. The results also showed that both behavioural and emotional dimensions of classroom engagement were higher than those of disaffection. Girls had higher emotional and behavioural classroom engagement and lower emotional disaffection than boys. Class size had a negative relationship with both dimensions of children's disaffection. The findings also indicated that children in the older age group showed greater emotional disaffection and lower emotional engagement compared to children in the younger age group.
C1 [Hoang, Nhi; Holopainen, Leena; Siekkinen, Martti] Univ Eastern Finland, Sch Educ Sci & Psychol, Philosoph Fac, Joensuu Campus,Borealis Bldg,Room 201B, Joensuu 80101, Finland.
C3 Borealis AG; University of Eastern Finland
RP Hoang, N (corresponding author), Univ Eastern Finland, Sch Educ Sci & Psychol, Philosoph Fac, Joensuu Campus,Borealis Bldg,Room 201B, Joensuu 80101, Finland.
EM nhi.hoang@uef.fi
OI Hoang, Nhi/0000-0002-4114-1868
FU University of Eastern Finland
FX This work was supported by University of Eastern Finland.
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NR 49
TC 2
Z9 3
U1 4
U2 20
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 FEB 7
PY 2019
VL 39
IS 2
BP 254
EP 270
DI 10.1080/01443410.2018.1524854
PG 17
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA HN9KW
UT WOS:000460519300008
DA 2024-07-15
ER

PT J
AU Wang, MT
   Degol, J
AF Wang, Ming-Te
   Degol, Jessica
TI Staying Engaged: Knowledge and Research Needs in Student Engagement
SO CHILD DEVELOPMENT PERSPECTIVES
LA English
DT Article
DE student engagement; school engagement; malleability;
   multidimensionality; intervention
ID SCHOOL ENGAGEMENT; PARENTAL INVOLVEMENT; COGNITIVE ENGAGEMENT; ACADEMIC
   ENGAGEMENT; MENTAL-HEALTH; ACHIEVEMENT; EMOTIONS; SUPPORT; TRAJECTORIES;
   ADOLESCENCE
AB In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.
C1 [Wang, Ming-Te] Univ Pittsburgh, Dept Psychol, Sch Educ, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA.
   [Degol, Jessica] Univ Pittsburgh, Sch Educ, 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, 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU Direct For Education and Human Resources; Division Of Research On
   Learning [1315943] Funding Source: National Science Foundation
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NR 42
TC 187
Z9 252
U1 5
U2 91
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1750-8592
EI 1750-8606
J9 CHILD DEV PERSPECT
JI Child Develop. Perspect.
PD SEP
PY 2014
VL 8
IS 3
BP 137
EP 143
DI 10.1111/cdep.12073
PG 7
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AT2RI
UT WOS:000344781700004
PM 27087833
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Serdiouk, M
   Wilson, TM
   Gest, SD
AF Serdiouk, Marina
   Wilson, Travis M.
   Gest, Scott D.
TI Cross-ethnic and same-ethnic friendships in elementary classrooms:
   Unique associations with school adjustment
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Cross-ethnic friendships; Same-ethnic friendships; School adjustment;
   Elementary school
ID PEER VICTIMIZATION; MIDDLE SCHOOL; RACIAL/ETHNIC FRIENDSHIPS; ADOLESCENT
   FRIENDSHIPS; INTERGROUP ATTITUDES; ACADEMIC ENGAGEMENT; RACE;
   LONELINESS; PREDICTORS; CONCURRENT
AB Using a multi-cohort, 5-month longitudinal design, this study examined prospective links between stable crossethnic (CEF) and same-ethnic friendships (SEF) and psychosocial and academic indicators of school adjustment in elementary classrooms in the Midwest and Mid-Atlantic regions of the United States. The sample included 1960 1st (M-age = 6.9), 3rd (M-age = 9.0), and 5th (M-age = 10.9) grade students followed from the middle to the end of the school year. Results showed that 64% and 66% of all children had at least 1 stable CEF and SEF, respectively; the frequency of each friendship type was higher across ascending grades. Stable CEF uniquely predicted residualized change in 4 indicators of school adjustment (lower loneliness and peer victimization, greater sense of peer community and academic effort); stable SEF uniquely predicted 2 indicators of school adjustment (lower loneliness and peer victimization). Classroom ethnic diversity moderated the link between CEF and peer victimization.
C1 [Serdiouk, Marina; Gest, Scott D.] Univ Virginia, Sch Educ & Human Dev, Dept Human Serv, Charlottesville, VA USA.
   [Wilson, Travis M.] Oberlin Coll, Dept Psychol, Oberlin, OH USA.
   [Wilson, Travis M.] Severance Hall,120 West Lorain St, Oberlin, OH 44074 USA.
C3 University of Virginia; University System of Ohio; Oberlin College
RP Wilson, TM (corresponding author), Severance Hall,120 West Lorain St, Oberlin, OH 44074 USA.
EM twilson@oberlin.edu
FU William T. Grant [200900174]; Spencer Foundations [R305A100344];
   Institute of Education Sciences
FX This research was supported by grants from the William T. Grant and
   Spencer Foundations (#200900174) and from the Institute of Education
   Sciences (#R305A100344) awarded to co-PI?s Philip Rodkin and Scott Gest.
   We express our deepest appreciation to Philip Rodkin (deceased) for his
   lasting contributions to this project and to the peer relations field.
   We are also grateful to the children, teachers, and school principals
   who participated in this research.
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NR 83
TC 3
Z9 4
U1 2
U2 7
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 2022
VL 81
AR 101433
DI 10.1016/j.appdev.2022.101433
EA MAY 2022
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2A8CR
UT WOS:000809724000001
DA 2024-07-15
ER

PT J
AU Motti-Stefanidi, F
   Pavlopoulos, V
   Asendorpf, J
AF Motti-Stefanidi, Frosso
   Pavlopoulos, Vassilis
   Asendorpf, Jens
TI Cascades linking school achievement and engagement to the acculturation
   of immigrant-origin youth
SO EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Acculturation; immigrant-origin youth; school achievement; school
   engagement; developmental cascades
ID ADOLESCENT IMMIGRANTS; ACADEMIC ENGAGEMENT; ADJUSTMENT; ADAPTATION;
   DISCRIMINATION; RESILIENCE; CHILDREN; MIDDLE; GREEK
AB Low academic achievement has been shown to lead to higher disengagement from school, the main acculturative arena for immigrant-origin youth. Therefore, we tested the hypothesis that their disengagement from school will lead over time to lower involvement with the national culture and higher involvement with the ethnic culture. To test this hypothesis, we examined developmental cascades linking academic achievement to school engagement and spreading to national and ethnic acculturation, in a three-wave longitudinal study of immigrant adolescents in Greece. Cross-lagged analyses revealed that lower academic achievement cascaded over time to decreases in school engagement, which in turn cascaded to decreases in national, and increases in ethnic, involvement. School engagement fully longitudinally mediated the effects of academic achievement on both national and ethnic involvement. All cross-lagged effects in the reverse direction were non-significant. The results highlight the importance of schools in immigrant-origin youth's involvement with the national culture.
C1 [Motti-Stefanidi, Frosso; Pavlopoulos, Vassilis] Natl & Kapodistrian Univ Athens, Dept Psychol, Athens, Greece.
   [Asendorpf, Jens] Humboldt Univ, Berlin, Germany.
   [Motti-Stefanidi, Frosso] Natl & Kapodistrian Univ Athens, Sch Philosophy, Dept Psychol, Zografos Univ Campus, Athens 15772, Greece.
C3 National & Kapodistrian University of Athens; Humboldt University of
   Berlin; National & Kapodistrian University of Athens
RP Motti-Stefanidi, F (corresponding author), Natl & Kapodistrian Univ Athens, Sch Philosophy, Dept Psychol, Zografos Univ Campus, Athens 15772, Greece.
EM frmotti@psych.uoa.gr
RI Pavlopoulos, Vassilis G/H-7271-2019
OI Pavlopoulos, Vassilis G/0000-0002-6465-6725; Motti,
   Frosso/0000-0003-4290-4895
FU Hellenic Foundation for Research and Innovation [HFRI_FM17_TDE_1188];
   research projects of Faculty members and Researchers working in Greek
   Universities and Research Centers
FX Work on the present paper was supported by a research grant to the first
   author funded by the Hellenic Foundation for Research and Innovation
   (HFRI_FM17_TDE_1188). The grant supports research projects of Faculty
   members and Researchers working in Greek Universities and Research
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NR 41
TC 1
Z9 1
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 1740-5629
EI 1740-5610
J9 EUR J DEV PSYCHOL
JI Eur. J. Dev. Psychol.
PD NOV 2
PY 2023
VL 20
IS 6
SI SI
BP 1021
EP 1041
DI 10.1080/17405629.2023.2184338
EA MAR 2023
PG 21
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA FL5R3
UT WOS:000943754300001
DA 2024-07-15
ER

PT J
AU Galea, S
AF Galea, Sandro
TI Moving Beyond the Social Determinants of Health
SO INTERNATIONAL JOURNAL OF HEALTH SERVICES
LA English
DT Article
DE social deteminants; public health; scholarship
ID PUBLIC-HEALTH
AB Academic interest in the social determinants of health has grown substantially in the past quarter century. In the past decade this academic engagement has been followed by greater public engagement with the conditions where we live, work, and play and how they affect our health. This moment of greater engagement with social determinants presents an opportunity for us to think about the determination of health more broadly, to look to a future beyond the social determinants. This would mean recognizing the full set of determinants of health across the lifecourse, spanning levels of influence, and including medical determinants to cure disease as much as we include the social forces that can prevent, or can cause that disease to begin with. Such a conception would have us see the determination of health as our central concern, and within that to recognize that health is produced throughout the lifecourse, by forces proximal and distal. The scholarship and practice of health can then usefully array itself around a conceptual framing that encompasses the full range of determinants of health.
C1 [Galea, Sandro] Boston Univ, Sch Publ Hlth, Talbot 3C, Boston, MA 02215 USA.
C3 Boston University
RP Galea, S (corresponding author), Boston Univ, Sch Publ Hlth, Talbot 3C, Boston, MA 02215 USA.
EM sgalea@bu.edu
RI Galea, Sandro/GLR-6066-2022
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NR 12
TC 1
Z9 1
U1 0
U2 3
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0020-7314
EI 1541-4469
J9 INT J HEALTH SERV
JI Int. J. Health Serv.
PD OCT
PY 2022
VL 52
IS 4
BP 423
EP 427
DI 10.1177/00207314221119425
EA AUG 2022
PG 5
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 4I0EW
UT WOS:000835907000001
PM 35924384
DA 2024-07-15
ER

PT J
AU Cappella, E
   Hwang, SHJ
   Kieffer, MJ
   Yates, M
AF Cappella, Elise
   Hwang, Sophia H. J.
   Kieffer, Michael J.
   Yates, Miranda
TI Classroom Practices and Academic Outcomes in Urban Afterschool Programs:
   Alleviating Social-Behavioral Risk
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE afterschool classrooms; social-behavioral risk; academic outcomes;
   multilevel models
ID SCHOOL; ENGAGEMENT; CHILDREN; METAANALYSIS; VALIDATION; NETWORKS;
   LEARNERS
AB Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students with social-behavioral difficulties; for academic self-concept, the association was magnified for students without social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence.
C1 [Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.] NYU, New York, NY USA.
   [Yates, Miranda] Good Shepherd Serv, New York, NY USA.
C3 New York University
RP Cappella, E (corresponding author), NYU, Dept Appl Psychol, 246 Greene St,8th Floor, New York, NY 10003 USA.
EM elise.cappella@nyu.edu
OI Kieffer, Michael/0000-0001-8000-7832
FU New York University's Institute of Human Development and Social Change;
   Steinhardt School of Culture, Education, and Human Development
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Financial
   support was received from New York University's Institute of Human
   Development and Social Change and Steinhardt School of Culture,
   Education, and Human Development.
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NR 49
TC 8
Z9 20
U1 0
U2 15
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 2018
VL 26
IS 1
BP 42
EP 51
DI 10.1177/1063426617739254
PG 10
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FW2TW
UT WOS:000425158400005
DA 2024-07-15
ER

PT J
AU Wray-Lake, L
   Tang, JL
   Victorino, C
AF Wray-Lake, Laura
   Tang, Julia
   Victorino, Christine
TI Are They Political? Examining Asian American College Students' Civic
   Engagement
SO ASIAN AMERICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE political behavior; election; volunteering; college students; college
   climate
ID DIVERSITY EXPERIENCES; PARTICIPATION; EDUCATION; ORGANIZATIONS;
   CONSCIOUSNESS; PREDICTORS; IDENTITY; ACTIVISM; OUTCOMES; CLIMATE
AB Despite some research to the contrary, many hold the "model minority" stereotype that Asian American youth are civically unengaged. To highlight their diverse experiences, we examined profiles of civic engagement in 3,556 Asian American students from the 2008 University of California Undergraduate Experience Survey. Using 7 indicators of political and community participation, latent class analysis revealed 3 subgroups: Highly Involved (11%), Voting Involved (57%), and Uninvolved (32%). Compared to Chinese Americans, Filipino and East Indian/Pakistani American students were most likely to be Voting Involved. First-generation immigrants were least represented, and students with more educated parents most represented, in the Voting Involved group. Campus experiences including climate of respect, freedom of expression, academic engagement, cultural identity development, and religious participation were uniquely associated with civic engagement typologies. Findings advance research on heterogeneity among Asian American youth and offer implications for colleges and universities that aim to promote civic development among Asian American students.
C1 [Wray-Lake, Laura] Univ Calif Los Angeles, Dept Social Welf, Luskin Sch Publ Affairs, Los Angeles, CA USA.
   [Tang, Julia] Mt St Marys Univ Los Angeles, Dept Psychol, Los Angeles, CA USA.
   [Victorino, Christine] Univ Calif Riverside, Off Chancellor, Riverside, CA 92521 USA.
C3 University of California System; University of California Los Angeles;
   University of California System; University of California Riverside
RP Wray-Lake, L (corresponding author), Univ Calif Los Angeles, Luskin 3250 Publ Affairs Bldg, Los Angeles, CA 90095 USA.
EM wraylake@ucla.edu
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NR 94
TC 33
Z9 46
U1 1
U2 37
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1948-1985
EI 1948-1993
J9 ASIAN AM J PSYCHOL
JI Asian Am. J. Psychol.
PD MAR
PY 2017
VL 8
IS 1
BP 31
EP 42
DI 10.1037/aap0000061
PG 12
WC Ethnic Studies; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA ER4QR
UT WOS:000398786200004
DA 2024-07-15
ER

PT J
AU Bowman-Perrott, L
   Burke, MD
   Zhang, N
   Zaini, S
AF Bowman-Perrott, Lisa
   Burke, Mack D.
   Zhang, Nan
   Zaini, Samar
TI Direct and Collateral Effects of Peer Tutoring on Social and Behavioral
   Outcomes: A Meta-Analysis of Single-Case Research
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID ASSISTED LEARNING-STRATEGIES; MIDDLE SCHOOL STUDENTS;
   ACADEMIC-ACHIEVEMENT; DISCIPLINARY EXCLUSION; READING-INSTRUCTION;
   CLASSROOM-BEHAVIOR; SUBJECT RESEARCH; SKILLS; CHILDREN; INTERVENTIONS
AB This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate effect on behavioral and social outcomes can be attributed to peer tutoring. Moderator analyses indicated that cross-age tutoring, peer tutoring interventions that did not use reward contingencies, and interventions that measured direct effects yielded higher effect sizes. The direct effect of peer tutoring on behavioral and social outcomes was moderately large (ES = 0.75), whereas the collateral effect was relatively small (ES = 0.43). Furthermore, peer tutoring had a greater effect on improving social skills and social interactions (ES = 0.69) and reducing disruptive and off-task behaviors (ES = 0.60) than academic engagement (ES = 0.38).
C1 [Bowman-Perrott, Lisa; Burke, Mack D.] Texas A&M Univ, Dept Educ Psychol, Special Educ Program, College Stn, TX 77843 USA.
   [Zhang, Nan; Zaini, Samar] Texas A&M Univ, Special Educ Program, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station; Texas
   A&M University System; Texas A&M University College Station
RP Bowman-Perrott, L (corresponding author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM lbperrott@tamu.edu
RI Bowman-Perrott, Lisa/ABA-5813-2021
OI Bowman-Perrott, Lisa/0000-0001-5881-3192
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NR 98
TC 38
Z9 60
U1 1
U2 42
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 SEP
PY 2014
VL 43
IS 3
BP 260
EP 285
PG 26
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AQ1FE
UT WOS:000342526500002
DA 2024-07-15
ER

PT J
AU Kain, VJ
   Hepworth, J
   Bogossian, F
   McTaggart, L
AF Kain, Victoria J.
   Hepworth, Julie
   Bogossian, Fiona
   McTaggart, Lya
TI Inside the research incubator: A case study of an intensive
   undergraduate research experience for nursing & midwifery students
SO COLLEGIAN
LA English
DT Article
DE Undergraduate research experience; Nursing; Midwifery; Baccalaureate
   education; Nursing education
AB Undergraduate research experiences are an increasing component of nursing and midwifery degrees. The Summer Research Scholarship Programme (SRSP) is a tertiary education initiative in Australia to provide an intensive undergraduate research experience. Between 2009 and 2010, six students and four academic faculty mentors in School of Nursing and Midwifery participated in an inaugural SRSP.
   This study explores the experiences of both students and faculty mentors to determine how this undergraduate research experience impacted student learning and interest in research. A qualitative case study approach was used to explore the research experiences of undergraduate student and faculty participants in an inaugural undergraduate research programme.
   Based on the results of two surveys four main themes were identified: (1) acquisition of research skills, (2) expectations, (3) academic engagement, and (4) continued interest in research.
   An intensive undergraduate research experience is a valuable component of student learning that has the capacity to contribute to immediate and longer-term learning and research outcomes. (C) 2013 Australian College of Nursing Ltd. Published by Elsevier Ltd.
C1 [Kain, Victoria J.; Hepworth, Julie; Bogossian, Fiona; McTaggart, Lya] Univ Queensland, Fac Hlth Sci, Sch Nursing & Midwifery, Brisbane, Qld 4072, Australia.
C3 University of Queensland
RP Kain, VJ (corresponding author), Univ Queensland, Fac Hlth Sci, Sch Nursing & Midwifery, Brisbane, Qld 4072, Australia.
EM v.kain@uq.edu.au
RI Kain, Victoria/B-5148-2014; Hepworth, Julie/C-2366-2017; Bogossian,
   Fiona/F-2273-2010
OI Kain, Victoria/0000-0001-8801-0040; Hepworth, Julie/0000-0002-6611-6386;
   Bogossian, Fiona/0000-0001-9909-5852
FU University of Queensland, Office of Undergraduate Education; University
   of Queensland, School of Nursing and Midwifery
FX The authors gratefully acknowledge the University of Queensland, Office
   of Undergraduate Education and the School of Nursing and Midwifery for
   the provision of SRSP funding. We also thank Allison Peacock for
   assistance with administration of the program.
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NR 18
TC 11
Z9 13
U1 0
U2 10
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1322-7696
EI 1876-7575
J9 COLLEGIAN
JI Collegian
PY 2014
VL 21
IS 3
BP 217
EP 223
DI 10.1016/j.colegn.2013.04.004
PG 7
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA AR3ZN
UT WOS:000343527900008
PM 25632716
DA 2024-07-15
ER

PT J
AU Rudaz, M
   Fincham, FD
   Ledermann, T
AF Rudaz, Myriam
   Fincham, Frank D.
   Ledermann, Thomas
TI Presence of meaning in life mediates the effects of gratitude and caring
   for bliss on flourishing in college students: a three-wave longitudinal
   study
SO JOURNAL OF POSITIVE PSYCHOLOGY
LA English
DT Article; Early Access
DE Gratitude; caring for bliss; meaning in life; mediation; longitudinal
ID POSITIVE EMOTIONS; DISPOSITIONAL GRATITUDE; BURNOUT; QUESTIONNAIRE;
   UNDERGRADUATE; SATISFACTION; ACHIEVEMENT; VALIDATION; DEPRESSION;
   PSYCHOLOGY
AB The well-being of college students is critical to their academic engagement and achievement. This study therefore investigated a mechanism - presence of meaning in life - that might account for the associations between gratitude and caring for bliss and an indicator of well-being, flourishing, using a longitudinal design. Participants were 402 students from the United States who completed questionnaires at three time points over the course of approximately 12 weeks. Gratitude and caring for bliss at time 1 predicted the presence of meaning in life at time 2, which, in turn, predicted flourishing at time 3 controlling for the presence of meaning in life at time 1 and flourishing at time 2. In addition, the presence of meaning in life at time 2 mediated the associations between gratitude and caring for bliss at time 1 and flourishing at time 3. These findings can help refine positive psychology programs to promote students' well-being.
C1 [Rudaz, Myriam; Fincham, Frank D.; Ledermann, Thomas] Florida State Univ, Dept Human Dev & Family Sci, Tallahassee, FL USA.
   [Rudaz, Myriam] Florida State Univ, Dept Human Dev & Family Sci, 120 Convocat Way, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University; State
   University System of Florida; Florida State University
RP Rudaz, M (corresponding author), Florida State Univ, Dept Human Dev & Family Sci, 120 Convocat Way, Tallahassee, FL 32306 USA.
EM mrudaz@fsu.edu
RI Fincham, Frank/A-2357-2008
OI Fincham, Frank/0000-0001-5081-2283; Rudaz, Myriam/0000-0003-0550-3558;
   Ledermann, Thomas "Tom"/0000-0002-4976-6942
FU We would like to thank the participants in this study.
FX We would like to thank the participants in this study.
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NR 69
TC 0
Z9 0
U1 16
U2 20
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 NOV 16
PY 2023
DI 10.1080/17439760.2023.2282776
EA NOV 2023
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA X9MX7
UT WOS:001101620800001
DA 2024-07-15
ER

PT J
AU Gulbrandsen, M
   Thune, T
AF Gulbrandsen, Magnus
   Thune, Taran
TI The effects of non-academic work experience on external interaction and
   research performance
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Academic engagement; Non-academic work experience; Scientific and
   technical human capital; Academic entrepreneurship; University-industry
   relations
ID INDUSTRY; ENTREPRENEURSHIP; UNIVERSITIES; KNOWLEDGE; CAPACITY
AB We ask whether academic employees with non-academic work experience differ from their colleagues with respect to interaction with external stakeholders and research performance. We use a science and technical human capital perspective and address the question through an analysis of 4400 survey responses from academic employees in Norwegian universities and colleges. Non-academic work experience is common in all academic fields; it characterises more than half of the tenured academic staff members in Norway. Our analysis indicates that, in general, external interaction is positively influenced by non-academic work experience, in line with prior research. Contrary to expectations, we find few signs of a trade-off or a "punishment'' effect of non-academic work experience on scientific productivity. Non-academic work experience is neither significantly related to publication productivity nor share of publications in highly ranked journals, but there are important differences based on the type of previous work experience.
C1 [Gulbrandsen, Magnus; Thune, Taran] Univ Oslo, TIK Ctr Technol Innovat & Culture, POB 1108, N-0317 Oslo, Norway.
C3 University of Oslo
RP Gulbrandsen, M (corresponding author), Univ Oslo, TIK Ctr Technol Innovat & Culture, POB 1108, N-0317 Oslo, Norway.
EM magnus.gulbrandsen@tik.uio.no
RI Gulbrandsen, Magnus/ABA-7438-2020
FU Ministry of Science and Education in Norway through a strategic research
   programme
FX The data used in this article was collected by the Nordic Institute for
   Studies of Innovation, Research and Education (NIFU). Funding was
   provided by the Ministry of Science and Education in Norway through a
   strategic research programme granted to NIFU. The support from the
   Ministry, staff at NIFU (Nicoline Frolich, Per Olaf Aamodt, Ingvild
   Reymert), Fulvio Castellacci at TIK and the special issue editors and
   reviewers is gratefully acknowledged. Mistakes and omissions remain our
   responsibilities.
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NR 28
TC 32
Z9 35
U1 5
U2 55
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD AUG
PY 2017
VL 42
IS 4
BP 795
EP 813
DI 10.1007/s10961-017-9556-1
PG 19
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA FA6DK
UT WOS:000405533300004
DA 2024-07-15
ER

PT J
AU Shim, SS
   Finch, WH
AF Shim, Sungok Serena
   Finch, W. Holmes
TI Academic and social achievement goals and early adolescents' adjustment:
   A latent class approach
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Achievement goal orientations; Social achievement goals; Early
   adolescence; Academic adjustment; Social adjustment; Middle school
ID PERFORMANCE-APPROACH GOALS; HELP-SEEKING TENDENCIES; SELF-EFFICACY;
   STUDENTS MOTIVATION; TASK-VALUE; ORIENTATIONS; SCHOOL; CONSEQUENCES;
   PERCEPTIONS; PERSPECTIVE
AB Middle school students pursue both academic and social goals. How to coordinate those strivings has important implications for students academic and social adjustment at school. Confirmatory factor latent class analysis including both academic and social goals was conducted on the data from 440 middle school students. Analyses identified 3 latent classes based on academic goal orientation, and 2 social goal classes, resulting in a total of 6 (3 x 2) distinct latent groups. Subsequent analysis found that these 6 groups showed difference in academic adjustment (academic engagement, help seeking behaviors, learning strategies, academic self-efficacy, academic worry), and social adjustment (perceived peer support, social satisfaction, social self-efficacy, and social worry). The results indicate that middle school adjustment can be better understood when both academic and social achievement goals were taken into account. The implications of these results for researchers and practitioners are discussed. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Shim, Sungok Serena; Finch, W. Holmes] Ball State Univ, Teachers Coll, Muncie, IN 47306 USA.
C3 Ball State University
RP Shim, SS (corresponding author), Ball State Univ, Teachers Coll, 2000 W Univ Ave, Muncie, IN 47306 USA.
EM sshim@bsu.edu; whfinch@bsu.edu
RI Shim, Sungok Serena/JMQ-6998-2023
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NR 66
TC 55
Z9 70
U1 1
U2 57
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD FEB
PY 2014
VL 30
BP 98
EP 105
DI 10.1016/j.lindif.2013.10.015
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AG6PU
UT WOS:000335541700011
DA 2024-07-15
ER

PT J
AU Blagden, D
AF Blagden, David
TI Politics, Policy, and the UK Impact Agenda: The Promise and Pitfalls of
   Academic Engagement with Government
SO INTERNATIONAL STUDIES PERSPECTIVES
LA English
DT Article
DE policy; impact; Britain; influence; scholarship
ID RESEARCH EXCELLENCE FRAMEWORK; IVORY TOWER; STATES; GAP
AB The "Impact Agenda" of the UK Research Excellence Framework has major implications for the relationship of international relations scholars, and social scientists more generally, to government policymaking-not just in Britain, but around the world. This article demonstrates that, at its worst, the Impact Agenda may struggle to capture the true contribution of scholarship to the public good, incentivize sub-optimal forms and modes of research, erode academics' property rights, see atomized academics exploited or harmed by powerful institutions, and jeopardize scholars' intellectual integrity and independence. The article also suggests, however, that these vulnerabilities can be managed by the resolution of certain key questions pertaining to scholarly conscience and expectations of reward prior to pursuing "Impact." Given that the pursuit of international peace and societal progress through teaching and research is the reason many of us choose to become professional international relations scholars, the article concludes with some reflective "tips" for achieving policy influence from early in an academic career.
C1 [Blagden, David] Univ Exeter, Exeter, Devon, England.
C3 University of Exeter
RP Blagden, D (corresponding author), Univ Exeter, Exeter, Devon, England.
OI Blagden, David/0000-0001-6923-4946
FU University of Exeter; UK Economic and Social Research Council
   [ES/H015906/1]
FX The author thanks Sergio Catignani, Rob Freathy, Patrick Porter, the
   anonymous reviewers, and especially Helena Mills for invaluable
   comments/discussion. He also thanks the University of Exeter for "Impact
   Accelerator" funding and the UK Economic and Social Research Council
   [Grant Number ES/H015906/1] for its support of an intra-PhD policy
   secondment.
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NR 145
TC 14
Z9 14
U1 1
U2 4
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1528-3577
EI 1528-3585
J9 INT STUD PERSPECT
JI Int. Stud. Perspect.
PD FEB
PY 2019
VL 20
IS 1
BP 84
EP 111
DI 10.1093/isp/eky007
PG 28
WC International Relations
WE Social Science Citation Index (SSCI)
SC International Relations
GA JH6NK
UT WOS:000492885300004
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Duchesne, S
   Larose, S
   Feng, B
AF Duchesne, Stephane
   Larose, Simon
   Feng, Bei
TI Achievement Goals and Engagement With Academic Work in Early High
   School: Does Seeking Help From Teachers Matter?
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE achievement goals; behavioral engagement; cognitive engagement; seeking
   help; high school
ID HIERARCHICAL MODEL; STUDENT ENGAGEMENT; PARENT GOALS; ORIENTATIONS;
   MOTIVATION; AVOIDANCE; PERFORMANCE; STRATEGIES; TRANSITION; CONSEQUENCES
AB The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural equation modeling showed that mastery goals (approach and avoidance) were indirect predictors of both behavioral and cognitive engagement through seeking help from teachers. Performance goals (avoidance, but not approach orientation) were associated with cognitive engagement through help-seeking behaviors. Overall, these results suggest that achievement goals are key drivers of changes in academic engagement in early high school and that their contribution is explained by seeking help from teachers. Practical implications, limitations, and future research directions are discussed.
C1 [Duchesne, Stephane; Larose, Simon] Laval Univ, Educ Psychol, Quebec City, PQ, Canada.
   [Feng, Bei] Laval Univ, Quebec City, PQ, Canada.
C3 Laval University; Laval University
RP Duchesne, S (corresponding author), Univ Laval, Fac Sci Educ, Pavillon Sci Educ,2320,Rue Bibliotheques, Quebec City, PQ G1V 0A6, Canada.
EM Stephane.Duchesne@fse.ulaval.ca
OI Larose, Simon/0000-0001-8872-086X
FU Social Sciences and Humanities Research Council of Canada (SSHRCC);
   Fonds de Recherche du Quebec-Societe et Culture (FRQSC)
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was supported by the Social Sciences and Humanities Research Council of
   Canada (SSHRCC) and the Fonds de Recherche du Quebec-Societe et Culture
   (FRQSC).
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NR 93
TC 13
Z9 18
U1 3
U2 31
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 2019
VL 39
IS 2
BP 222
EP 252
DI 10.1177/0272431617737626
PG 31
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA HF9VH
UT WOS:000454590200004
DA 2024-07-15
ER

PT J
AU Messenger, M
   Common, EA
   Lane, KL
   Oakes, WP
   Menzies, HM
   Cantwell, ED
   Ennis, RP
AF Messenger, Mallory
   Common, Eric Alan
   Lane, Kathleen Lynne
   Oakes, Wendy Peia
   Menzies, Holly Mariah
   Cantwell, Emily D.
   Ennis, Robin Parks
TI Increasing Opportunities to Respond for Students With Internalizing
   Behaviors: The Utility of Choral and Mixed Responding
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE low-intensity supports; opportunities to respond; academic engagement;
   null result
ID RISK SCREENING SCALE; INFORMED DECISION-MAKING; PRELIMINARY CUT SCORES;
   TREATMENT INTEGRITY; ELEMENTARY-SCHOOLS; CLASSROOM; SHYNESS; STRATEGIES;
   CARDS; IMPLEMENTATION
AB Increasing students' opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implications of these findings, and provide direction for future inquiry.
C1 [Messenger, Mallory] Dublin City Sch, Dublin, OH USA.
   [Common, Eric Alan; Lane, Kathleen Lynne; Cantwell, Emily D.] Univ Kansas, Lawrence, KS 66045 USA.
   [Oakes, Wendy Peia] Arizona State Univ, Mesa, AZ USA.
   [Menzies, Holly Mariah] Calif State Univ Los Angeles, Los Angeles, CA 90032 USA.
   [Ennis, Robin Parks] Univ Alabama Birmingham, Birmingham, AL USA.
C3 University of Kansas; Arizona State University; California State
   University System; California State University Los Angeles; University
   of Alabama System; University of Alabama Birmingham
RP Lane, KL (corresponding author), Univ Kansas, Dept Special Educ SPED, 1122 West Campus Rd,JRP Room 541, Lawrence, KS 66045 USA.
EM Kathleen.Lane@ku.edu
RI Common, Eric Alan/V-5841-2017
OI Common, Eric Alan/0000-0003-3775-9013; Ennis, Robin/0000-0002-8620-4199
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NR 55
TC 15
Z9 21
U1 0
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 AUG
PY 2017
VL 42
IS 4
BP 170
EP 184
DI 10.1177/0198742917712968
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA FC0VZ
UT WOS:000406558100003
DA 2024-07-15
ER

PT J
AU Collins, TA
   Cook, CR
   Dart, EH
   Socie, DG
   Renshaw, TL
   Long, AC
AF Collins, Tai A.
   Cook, Clayton R.
   Dart, Evan H.
   Socie, Diana G.
   Renshaw, Tyler L.
   Long, Anna C.
TI IMPROVING CLASSROOM ENGAGEMENT AMONG HIGH SCHOOL STUDENTS WITH
   DISRUPTIVE BEHAVIOR: EVALUATION OF THE CLASS PASS INTERVENTION
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID BEDTIME PASS; DISORDERS; SUPPORT; DISABILITIES; PERFORMANCE; RESISTANCE;
   EDUCATION; TRIAL; YOUTH
AB Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing students with passes that they can either (1) use to appropriately request a break to engage in a preferred activity for a preset amount of time or (2) keep and later exchange for a preferred item or activity. Using an ABAB withdrawal design with replication through a concurrent multiple baseline across participants design, the CPI was shown to increase academic engagement, which is incompatible with disruptive behavior, in 4 students who engaged in high levels of disruptive behavior throughout the baseline condition. Results also demonstrated partial support for the durability of intervention effects over time and indicated that both teachers and students perceived the intervention to be socially feasible. Implications of the results and directions for future research are discussed.
C1 [Collins, Tai A.] Univ Cincinnati, Cincinnati, OH 45221 USA.
   [Cook, Clayton R.] Univ Minnesota, Minneapolis, MN 55455 USA.
   [Dart, Evan H.] Univ So Mississippi, Hattiesburg, MS 39406 USA.
   [Socie, Diana G.] Univ Calif Riverside, Riverside, CA 92521 USA.
   [Renshaw, Tyler L.; Long, Anna C.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
C3 University System of Ohio; University of Cincinnati; University of
   Minnesota System; University of Minnesota Twin Cities; University of
   Southern Mississippi; University of California System; University of
   California Riverside; Louisiana State University System; Louisiana State
   University
RP Collins, TA (corresponding author), POB 210068, Cincinnati, OH 45221 USA.
EM tai.collins@uc.edu
RI Renshaw, Tyler/W-2075-2017
OI Renshaw, Tyler/0000-0003-3087-5126
CR [Anonymous], 2007307 NCES US DEP
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NR 42
TC 12
Z9 44
U1 1
U2 30
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 FEB
PY 2016
VL 53
IS 2
BP 204
EP 219
DI 10.1002/pits.21893
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DA7XV
UT WOS:000368019800007
DA 2024-07-15
ER

PT J
AU Snyder, A
   LeBoeuf, L
   Lillard, AS
AF Snyder, Allyson
   LeBoeuf, Lee
   Lillard, Angeline S.
TI "My Name Is Sally Brown, and I Hate School!": A retrospective study of
   school liking among conventional and Montessori school alumni
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; emotional engagement; Montessori; school community;
   school liking
ID ACADEMIC ENGAGEMENT; SELF-DETERMINATION; MIDDLE SCHOOL; ACHIEVEMENT;
   STUDENTS; RELATEDNESS; DISCIPLINE; ELEMENTARY; PREDICTORS; MOTIVATION
AB School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that predicted higher school liking at each level. Because Montessori schools have many features that other literature suggests predict higher school liking, we purposely sampled Montessori alumni as well, and compared their schools' features for elementary school only (due to sample size). Moreover, we collected open-ended responses about what participants in both conventional and Montessori liked least about school, revealing what features of their school experiences might have led to less overall school liking. The unique contributions of this study are (1) showing how a wide range of school features predict recalled school liking, (2) examining data for all school levels using a single sample of participants, and (3) comparing recalled school liking and its predictors across conventional and Montessori schools. The sample included 630 adults, of whom 436 were conventional school alumni and 187 were Montessori alumni (7 participants did not report school type). Participants' mean age was 35.8 years (SD = 10.53, range = 19-77), and 53% were female. Participants were recruited online, and they responded to Qualtrics surveys about school liking, school features, and their demographics. School liking overall was tepid, and was highest in elementary and lowest in middle school. For all participants, recalling a sense of community and interest in schoolwork were most strongly associated with school liking. Adults who attended schools which emphasized studying topics of personal interest and rewards for positive behavior also liked school more. Montessori school alumni reported higher school liking and that learning was what they liked most about school; by contrast, conventional school alumni most liked seeing friends. Levels of school liking, as recalled by adults, are low overall, but are higher in elementary school and higher amongst those who recall their schools as having stronger community, catering more to student interest, and rewarding positive behavior. In addition, school liking was higher among people who attended Montessori schools. Further research could extend to a cross-sectional study of children currently enrolled in different types of schools.
C1 [Snyder, Allyson] Univ Calif Davis, Dept Commun, Davis, CA 95616 USA.
   [LeBoeuf, Lee; Lillard, Angeline S.] Univ Virginia, Dept Psychol, POB 400400, Charlottesville, VA 22903 USA.
C3 University of California System; University of California Davis;
   University of Virginia
RP Lillard, AS (corresponding author), Univ Virginia, Dept Psychol, POB 400400, Charlottesville, VA 22903 USA.
EM asl2h@virginia.edu
OI Snyder, Allyson/0000-0002-2815-623X; LeBoeuf, Lee/0000-0003-4635-7016;
   Lillard, Angeline S./0000-0001-9697-6611
FU Wildflower Foundation
FX Wildflower Foundation; Wend II
CR [Anonymous], 2019, QUICK FACTS US
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NR 71
TC 3
Z9 3
U1 3
U2 19
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 2023
VL 60
IS 3
BP 541
EP 565
DI 10.1002/pits.22777
EA JUL 2022
PG 25
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8S7CZ
UT WOS:000830066200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Li, LX
   Ismail, SM
   Patra, I
   Lami, D
AF Li, Lingxi
   Ismail, Sayed M.
   Patra, Indrajit
   Lami, Desta
TI Not a passive learner but an active one: a focus on the efficacy of
   philosophy-based language instruction and its consequences on EFL
   learners' critical thinking, engagement, and academic achievement
SO BMC PSYCHOLOGY
LA English
DT Article
DE Academic achievement; Critical thinking; Engagement; Philosophy-based
   Language Teaching
ID CLASSROOM ENGAGEMENT; STUDENT ENGAGEMENT; SCHOOL; MOTIVATION
AB This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group's performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.
C1 [Li, Lingxi] Guangdong Univ Technol, Sch Maxism, Guangzhou 510520, Peoples R China.
   [Ismail, Sayed M.] Prince Sattam Bin Abdulaziz Univ, Coll Sci & Humanities, Dept English Language, Al Kharj, Saudi Arabia.
   [Patra, Indrajit] Mediterranea Univ Reggio Calabria, Mediterranea Int Ctr Human Rights Res, Reggio Di Calabria, Italy.
   [Lami, Desta] Univ Dhaka, Dept English, Dhaka, Bangladesh.
C3 Guangdong University of Technology; Prince Sattam Bin Abdulaziz
   University; Universita Mediterranea di Reggio Calabria; University of
   Dhaka
RP Ismail, SM (corresponding author), Prince Sattam Bin Abdulaziz Univ, Coll Sci & Humanities, Dept English Language, Al Kharj, Saudi Arabia.; Lami, D (corresponding author), Univ Dhaka, Dept English, Dhaka, Bangladesh.
EM elsayedism80@gmail.com; desta.lami2008@gmail.com
OI Patra, Indrajit/0000-0001-6704-2676
FU Prince Sattam bin Abdulaziz University
FX Not Applicable.
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NR 50
TC 0
Z9 0
U1 7
U2 7
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD MAR 14
PY 2024
VL 12
IS 1
AR 148
DI 10.1186/s40359-024-01648-2
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA LG2O0
UT WOS:001185565200002
PM 38486343
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Tarr, CW
   Rineer-Hershey, A
   Larwin, K
AF Tarr, Christopher W.
   Rineer-Hershey, Ashlea
   Larwin, Karen
TI The Effects of Physical Exercise on Stereotypic Behaviors in Autism:
   Small-n Meta-Analyses
SO FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE autism spectrum disorders; self-stimulatory; behavior; intervention;
   antecedent modifications; positive behavior supports
ID SELF-STIMULATORY-BEHAVIOR; BASAL GANGLIA VOLUME; REPETITIVE BEHAVIORS;
   ANTECEDENT EXERCISE; SPECTRUM DISORDERS; ACADEMIC ENGAGEMENT; AEROBIC
   EXERCISE; YOUNG-CHILDREN; INDIVIDUALS
AB Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = -.85 to .31. Study 1 yielded an overall effect size of d = -.463. Study 2 produced six single subject design studies (n = 13) that included 48 effect sizes ranging from d = -1 to .5156. Study 2 yielded an overall effect size of d = -.456. Study 3 combined all 10 studies (n = 67) that included effect sizes ranging from d = -1 to .5156. The n = 10 articles combined produced an overall effect size of d = -.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism.
C1 [Tarr, Christopher W.; Rineer-Hershey, Ashlea] Slippery Rock Univ Penn, McKay Educ Bldg,105 Maltby Avenu, Slippery Rock, PA 16057 USA.
   [Larwin, Karen] Youngstown State Univ, Youngstown, OH 44555 USA.
C3 Pennsylvania State System of Higher Education (PASSHE); Slippery Rock
   University - Pennsylvania; University System of Ohio; Youngstown State
   University
RP Tarr, CW (corresponding author), Slippery Rock Univ Penn, McKay Educ Bldg,105 Maltby Avenu, Slippery Rock, PA 16057 USA.
EM cwtarr@hotmail.com
OI Tarr, Christopher/0000-0002-7171-7063
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NR 57
TC 19
Z9 22
U1 2
U2 26
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1088-3576
EI 1538-4829
J9 FOCUS AUTISM DEV DIS
JI Focus Autism Dev. Disabil.
PD MAR
PY 2020
VL 35
IS 1
BP 26
EP 35
AR 1088357619881220
DI 10.1177/1088357619881220
EA OCT 2019
PG 10
WC Education, Special; Psychology, Developmental; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Rehabilitation
GA KH0JX
UT WOS:000491542000001
DA 2024-07-15
ER

PT J
AU Patall, EA
   Pituch, KA
   Steingut, RR
   Vasquez, AC
   Yates, N
   Kennedy, AAU
AF Patall, Erika A.
   Pituch, Keenan A.
   Steingut, Rebecca R.
   Vasquez, Ariana C.
   Yates, Nicole
   Kennedy, Alana A. U.
TI Agency and high school science students' motivation, engagement, and
   classroom support experiences
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Agentic engagement; Autonomy support; Teacher practice; Motivation;
   Adolescence; Science
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; AUTONOMY SUPPORT;
   ACADEMIC ENGAGEMENT; TEACHER BEHAVIORS; UNITED-STATES; ACHIEVEMENT;
   ADOLESCENTS; PREDICTORS; MODEL
AB Agentic engagement is a potential gateway to improving the classroom climate and adolescent students' motivation. The current investigation provided the first test of daily and short-term longitudinal relations between U.S. high school science students' agentic engagement during class and their psychological need satisfaction, other forms of engagement (behavioral, cognitive, emotional), and perceptions of teachers' autonomy relevant practices. Analyses were based on a six-week diary study with 208 urban and suburban U.S. high school students from 41 science classes. Multilevel modeling analyses suggested that agentic engagement predicted an increase in concurrent and longitudinal perceived teacher autonomy support, need satisfaction, and other forms of engagement. Mediational analyses supported theoretical depictions of agentic engagement as emerging out of an autonomy supportive context and dynamically shaping that context and students' motivational experiences over the course of an instructional unit. The implications and fit of the findings with theory are discussed.
C1 [Patall, Erika A.; Yates, Nicole; Kennedy, Alana A. U.] Univ Southern Calif, Rossier Sch, Rossier Sch Educ, Los Angeles, CA 90089 USA.
   [Pituch, Keenan A.; Steingut, Rebecca R.; Vasquez, Ariana C.] Univ Texas Austin, Dept Educ Psychol, Austin, TX 78712 USA.
C3 University of Southern California; University of Texas System;
   University of Texas Austin
RP Patall, EA (corresponding author), Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
EM patall@rossier.usc.edu
RI Patall, Erika/AAM-5679-2020; Steingut, Rebecca/P-7119-2017
FU William T. Grant Foundation [180042]
FX This research was supported by a grant from the William T. Grant
   Foundation (Project #180042).
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NR 79
TC 40
Z9 62
U1 7
U2 50
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 2019
VL 62
BP 77
EP 92
DI 10.1016/j.appdev.2019.01.004
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IC4RV
UT WOS:000470953900008
DA 2024-07-15
ER

PT J
AU Kang, X
   Wuid, Y
AF Kang, Xia
   Wuid, Yajun
TI Academic enjoyment, behavioral engagement, self-concept, organizational
   strategy and achievement in EFL setting: A multiple mediation analysis
SO PLOS ONE
LA English
DT Article
ID LEARNING-STRATEGIES; STUDENT ENGAGEMENT; DOMAIN SPECIFICITY; POSITIVE
   EMOTIONS; FIT INDEXES; ANTECEDENTS; BOREDOM; ANXIETY; MODEL; GOALS
AB Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and completed the questionnaires on EFL-related enjoyment, behavioral engagement, self-concept, organizational strategy, and academic performance. Structural equation model (SEM) analyses showed that students' academic enjoyment positively predicted their English achievement. Academic engagement, self-concept, and organizational strategy had parallel multiple mediating effects between academic enjoyment and English achievement. Multi-group SEM analysis demonstrated that the model had invariance across genders, indicating that the model is applicable to both male and female students. Limitations and implications are discussed.
C1 [Kang, Xia] Yunnan Normal Univ, Sch Math, Kunming, Peoples R China.
   [Kang, Xia] Univ Hong Kong, Teacher Educ & Learning Leadership Unit, Fac Educ, Hong Kong, Peoples R China.
   [Wuid, Yajun] Yunnan Normal Univ, Sch Foreign Languages & Literature, Kunming, Yunnan, Peoples R China.
C3 Yunnan Normal University; University of Hong Kong; Yunnan Normal
   University
RP Wuid, Y (corresponding author), Yunnan Normal Univ, Sch Foreign Languages & Literature, Kunming, Yunnan, Peoples R China.
EM wuyajun1225@163.com
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NR 78
TC 6
Z9 7
U1 20
U2 70
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 APR 29
PY 2022
VL 17
IS 4
AR e0267405
DI 10.1371/journal.pone.0267405
PG 15
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 5Y5ED
UT WOS:000879304100001
PM 35486654
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Hoffman, AJ
   Kurtz-Costes, B
   Dumas, F
   Loose, F
   Smeding, A
   Régner, I
AF Hoffman, Adam J.
   Kurtz-Costes, Beth
   Dumas, Florence
   Loose, Florence
   Smeding, Annique
   Regner, Isabelle
TI The Development of Gender Stereotypes about Academic Aptitude among
   European French and North African French Boys
SO EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Development of gender beliefs; gender stereotypes about academics;
   European French boys; North African French boys; adolescence
ID SCHOOL; ACHIEVEMENT; CHILDHOOD; STUDENTS; SOCIALIZATION; ADOLESCENCE;
   TRANSITION; ADULTHOOD; CHILDREN; IDENTITY
AB In most Western countries, girls outperform boys in academic engagement, scholastic achievement, and school completion. In the current study, researchers assessed the developmental trajectories of European French and North African French boys' (N = 549; M-age = 11.9 years) perceptions of girls' and boys' ability to succeed in school. Boys reported their perceptions of the academic aptitude of boys and girls annually across the four years of French middle school. Results indicated that both ethnic groups perceived girls to have greater school aptitude than boys in Grade 6, with a larger difference among European French than North African French boys. Boys' perceptions of the school aptitude of boys declined over the four years among both groups, with no ethnic differences in the size of pro-female bias by Grade 9. Implications are considered for developmental theory, including the importance of cultural beliefs that youth experience in the home and school settings.
C1 [Hoffman, Adam J.] Cornell Univ, Dept Psychol, T229 Martha Van Rensselaer Hall,116 Reservoir Ave, Ithaca, NY USA.
   [Kurtz-Costes, Beth] Univ N Carolina, Dept Psychol & Neurosci, Chapel Hill, NC 27515 USA.
   [Dumas, Florence] Univ Nimes, APSY V, UNIMES, F-30021 Nimes, France.
   [Loose, Florence] Univ Montpellier, MRM, Montipellier, France.
   [Smeding, Annique] Univ Savoie Mt Blanc, Univ Grenoble Alpes, LIP PC2S, F-73000 Chambery, France.
   [Regner, Isabelle] Aix Marseille Univ, LPC, CNRS, Marseille, France.
C3 Cornell University; University of North Carolina; University of North
   Carolina Chapel Hill; Universite de Nimes; Universite de Montpellier;
   Universite Savoie Mont Blanc; Communaute Universite Grenoble Alpes;
   Universite Grenoble Alpes (UGA); Centre National de la Recherche
   Scientifique (CNRS); Aix-Marseille Universite
RP Hoffman, AJ (corresponding author), Cornell Univ, Dept Psychol, T229 Martha Van Rensselaer Hall,116 Reservoir Ave, Ithaca, NY USA.
EM ajh324@cornell.edu
FU Centre National de la Recherche Scientifique (CNRS); National Science
   Foundation (NSF)
FX We thank the youth who participated in the study. Also, we thank Gavin
   Huskey for aid with data organization and Dr. Brianna M. Byllesby for
   consultation with analyses. Data collection was supported by Inspection
   Academique de la Haute Garonne (France). Establishment of this
   collaboration, including travel and living expenses, were supported by
   the Centre National de la Recherche Scientifique (CNRS) and The National
   Science Foundation (NSF) through the NSF Graduate Research Opportunities
   Worldwide programand the NSF Graduate Research Fellowship program. 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 CNRS or NSF. The larger study that the data for the current
   study were drawn from was entitled, `Analysis of the effects of gender
   identity and ethnic identity on school adaptation of students in
   priority education areas' and was approved by Inspection Academique de
   la Haute-Garonne. Research data are not shared. Correspondence
   concerning this article should be addressed to Adam J. Hoffman,
   Department of Psychology, Cornell University, T229 Martha Van Rensselaer
   Hall, 116 Reservoir Ave, Ithaca, Ny 48109-1043. email:
   ajh324@cornell.edu
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NR 65
TC 0
Z9 0
U1 1
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1740-5629
EI 1740-5610
J9 EUR J DEV PSYCHOL
JI Eur. J. Dev. Psychol.
PD JAN 2
PY 2023
VL 20
IS 1
BP 24
EP 49
DI 10.1080/17405629.2021.2012144
EA DEC 2021
PG 26
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7H2EC
UT WOS:000729691500001
DA 2024-07-15
ER

PT J
AU Gillen-O'Neel, C
   Roebuck, EC
   Ostrove, JM
AF Gillen-O'Neel, Cari
   Roebuck, Emily C.
   Ostrove, Joan M.
TI Class and the Classroom: The Role of Individual- and School-Level
   Socioeconomic Factors in Predicting College Students' Academic Behaviors
SO EMERGING ADULTHOOD
LA English
DT Article
DE emerging adulthood; socioeconomic status; high school context; college
   students; academic engagement
AB This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students' (17-25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.
C1 [Gillen-O'Neel, Cari; Roebuck, Emily C.; Ostrove, Joan M.] Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
C3 Macalester College
RP Gillen-O'Neel, C (corresponding author), Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
EM cgilleno@macalester.edu
OI Ostrove, Joan/0000-0001-9178-1217
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NR 62
TC 3
Z9 3
U1 2
U2 19
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2167-6968
EI 2167-6984
J9 EMERG ADULTHOOD
JI Emerg. Adulthood
PD FEB
PY 2021
VL 9
IS 1
BP 53
EP 65
DI 10.1177/2167696818815359
PG 13
WC Family Studies; Psychology, Developmental; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA PR9JK
UT WOS:000607546700005
OA Bronze, Green Submitted
DA 2024-07-15
ER

PT J
AU Hyland, K
   Jiang, F
AF Hyland, Ken
   Jiang, Feng (Kevin)
TI "We must conclude that...": A diachronic study of academic engagement
SO JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES
LA English
DT Article
DE Academic writing; Engagement; Corpus research; Directives; Questions;
   Shared knowledge
ID WRITERS; READER; STANCE
AB Engagement is the way that writers explicitly acknowledge the presence of their readers in a text, drawing them in through readermention, personal asides, appeals to shared knowledge, questions and directives. This is a key rhetorical feature of academic writing and has been a topic of interest to applied linguists for over 20 years. Despite this interest, however, very little is known of how it has changed in recent years and whether such changes have occurred across different disciplines. Are academic texts becoming more interactional and if so in what ways and in what fields? Drawing on a corpus of 2.2 million words taken from the top five journals in each of four disciplines at three distinct time periods, we look for answers to these questions to determine whether reader engagement has changed in academic writing over the past 50 years. Our paper presents, and attempts to account for, some surprising variations and an overall decline in explicit engagement during this period. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Hyland, Ken; Jiang, Feng (Kevin)] Univ Hong Kong, Ctr Appl English Studies, Ru Run Shaw Tower,Pok Fu Lam Rd, Hong Kong, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Hyland, K (corresponding author), Univ Hong Kong, Ctr Appl English Studies, Ru Run Shaw Tower,Pok Fu Lam Rd, Hong Kong, Hong Kong, Peoples R China.
EM Khyland@hku.hk
RI Jiang, Kevin/AAT-5052-2021; Hyland, Ken/ABH-8176-2020
OI Hyland, Ken/0000-0002-4727-8355; Jiang, Kevin/0000-0001-7369-9498
CR Adel A., 2006, Metadiscourse in L1 and L2 English, V24
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NR 30
TC 57
Z9 61
U1 13
U2 81
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1475-1585
EI 1878-1497
J9 J ENGL ACAD PURP
JI J. Engl. Acad. Purp.
PD DEC
PY 2016
VL 24
BP 29
EP 42
DI 10.1016/j.jeap.2016.09.003
PG 14
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 ED8FP
UT WOS:000389107700005
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Chetty, R
AF Chetty, Rajendra
TI Class dismissed? Youth resistance and the politics of race and class in
   South African education
SO CRITICAL ARTS-SOUTH-NORTH CULTURAL AND MEDIA STUDIES
LA English
DT Article
DE education; working class; class; power; youth resistance; race
AB Informed by the writings of the Frankfurt school and critical pedagogy, this article is a reflective piece on the engagement with the race and class debate in South African education. The article opens with the recent stampede to gain access to a university as a backdrop for an interrogation of the notions of race and class in both higher and basic education. Thereafter, the article highlights how universities and schools reproduce social and economic power systems to the detriment of the advancement of poor and working-class youth (the overwhelming majority of whom are black). The objective here is to encourage a deeper engagement with theoretical constructs of marginalisation, and racial and class inequalities. Over the past year there has been student unrest at 11 universities, and when one reflects on the youth resistance of the 1980s, it is evident that an academic engagement with discourses of power beyond polemic is needed to ensure that the youth take on the power brokers on equal terms.
C1 Cape Peninsula Univ Technol, Fac Educ & Social Sci, Dept Res & Postgrad Studies, Cape Town, South Africa.
C3 Cape Peninsula University of Technology
RP Chetty, R (corresponding author), Cape Peninsula Univ Technol, Fac Educ & Social Sci, Dept Res & Postgrad Studies, Cape Town, South Africa.
EM chettyr@cput.ac.za
OI chetty, rajendra/0000-0002-4219-6932
CR Alexander N., 1994, S AFRICA WHICH ROAD
   [Anonymous], RELATIVE DEPRIVATION
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NR 27
TC 9
Z9 13
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0256-0046
EI 1992-6049
J9 CRIT ARTS
JI Crit. Arts
PD JAN 2
PY 2014
VL 28
IS 1
BP 88
EP 102
DI 10.1080/02560046.2014.883692
PG 15
WC Cultural Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Cultural Studies
GA AB5YE
UT WOS:000331863800008
DA 2024-07-15
ER

PT J
AU Maluenda-Albornoz, J
   Berríos-Riquelme, J
   Infante-Villagrán, V
   Lobos-Peña, K
AF Maluenda-Albornoz, Jorge
   Berrios-Riquelme, Jose
   Infante-Villagran, Valeria
   Lobos-Pena, Karla
TI Perceived Social Support and Engagement in First-Year Students: The
   Mediating Role of Belonging during COVID-19
SO SUSTAINABILITY
LA English
DT Article
DE engagement; sense of belonging; social support; freshmen; university
ID HIGHER-EDUCATION; BURNOUT; STRESS; SENSE; 1ST
AB Academic engagement and the conditions that favor it have become relevant in recent decades due to their relationship with academic performance, well-being, and university permanence. Variables such as perceived social support and sense of belonging are relevant aspects of social integration to promote engagement. Evidence shows both variables predicting engagement. In addition, the available evidence suggests this possible mediating role, which requires further analysis in freshmen in the emergency teaching context due to the COVID-19. The present study aims to evaluate the mediating role of sense of belonging in the relationship between perceived social support and engagement in university students. Results showed significant predictive relationships between social integration variables and engagement and showed the mediating role of sense of belonging in the relation between perceived social support and the three types of engagement. These results suggest the relevance for degree programs to consider these social integration variables as a key element for university freshmen.
C1 [Maluenda-Albornoz, Jorge] Univ San Sebastian, Fac Psicol & Humanidades, Concepcion 4080871, Chile.
   [Berrios-Riquelme, Jose] Univ Tarapaca, Dept Ciencias Sociales, Iquique 1113749, Chile.
   [Infante-Villagran, Valeria] Univ Concepcion, Fac Ciencias Sociales, Dept Psicol, Concepcion 4070386, Chile.
   [Infante-Villagran, Valeria] Univ Catolica Temuco, Fac Ciencias Salud, Dept Psicol, Temuco 4813302, Chile.
   [Lobos-Pena, Karla] Univ Andres Bello, Fac Educ & Ciencias Sociales, Escuela Psicol, Concepcion 4300004, Chile.
C3 Universidad San Sebastian; Universidad de Tarapaca; Universidad de
   Concepcion; Universidad Catolica de Temuco; Universidad Andres Bello
RP Maluenda-Albornoz, J (corresponding author), Univ San Sebastian, Fac Psicol & Humanidades, Concepcion 4080871, Chile.
EM jorge.maluenda@uss.cl
RI Berríos-Riquelme, José/P-9217-2018
OI Berríos-Riquelme, José/0000-0003-2947-4739
FU Universidad San Sebastian;  [VRID_DocI22/01u]
FX This publication received funding from Universidad San Sebastian through
   project VRID_DocI22/01u.
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NR 50
TC 5
Z9 6
U1 6
U2 16
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD JAN
PY 2023
VL 15
IS 1
AR 597
DI 10.3390/su15010597
PG 10
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 7P2GP
UT WOS:000908530800001
OA gold
DA 2024-07-15
ER

PT J
AU Cook, CR
   Fiat, A
   Larson, M
   Daikos, C
   Slemrod, T
   Holland, EA
   Thayer, AJ
   Renshaw, T
AF Cook, Clayton R.
   Fiat, Aria
   Larson, Madeline
   Daikos, Christopher
   Slemrod, Tal
   Holland, Elizabeth A.
   Thayer, Andrew J.
   Renshaw, Tyler
TI Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield
   Proactive Classroom Management Strategy
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE classroom intervention; challenging behavior; social relationships;
   interactions
ID BEHAVIOR SUPPORT; TREATMENT-INTEGRITY; TEACHER GREETINGS; CONDUCT
   PROBLEMS; SCHOOL; ELEMENTARY; IMPLEMENTATION; INTERVENTION; COMPETENCE;
   PSYCHOLOGY
AB Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment. The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students' classroom behavior. Teachers were nominated by their principals for participation and then randomly assigned to the PGD or attention control condition. Observational data on academic engaged time and disruptive behavior were collected pre- and post-implementation. Results revealed that the PGD strategy produced significant improvements in academic engaged time and reductions in disruptive behavior. Moreover, results from a social validity questionnaire indicated that teachers found the PGD strategy to be feasible, reasonable, and acceptable. The limitations of this study and implications of these findings for teacher pre- and in-service trainings are discussed.
C1 [Cook, Clayton R.; Fiat, Aria; Larson, Madeline; Thayer, Andrew J.] Univ Minnesota, 56 East River Rd, Minneapolis, MN 55455 USA.
   [Daikos, Christopher] Univ Washington, Seattle, WA 98195 USA.
   [Slemrod, Tal] Calif State Univ Chico, Chico, CA 95929 USA.
   [Holland, Elizabeth A.] Florida State Univ, Tallahassee, FL 32306 USA.
   [Renshaw, Tyler] Utah State Univ, Logan, UT 84322 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Washington; University of Washington Seattle; California
   State University System; California State University Chico; State
   University System of Florida; Florida State University; Utah System of
   Higher Education; Utah State University
RP Cook, CR (corresponding author), Univ Minnesota, 56 East River Rd, Minneapolis, MN 55455 USA.
EM crcook@umn.edu
RI Renshaw, Tyler/W-2075-2017
OI Renshaw, Tyler/0000-0003-3087-5126
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NR 55
TC 29
Z9 55
U1 1
U2 20
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 2018
VL 20
IS 3
BP 149
EP 159
DI 10.1177/1098300717753831
PG 11
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA GK1VY
UT WOS:000435912000003
DA 2024-07-15
ER

PT J
AU Cornell, D
   Shukla, K
   Konold, TR
AF Cornell, Dewey
   Shukla, Kathan
   Konold, Timothy R.
TI Authoritative School Climate and Student Academic Engagement, Grades,
   and Aspirations in Middle and High Schools
SO AERA OPEN
LA English
DT Article
DE school climate
ID ZERO TOLERANCE POLICIES; SOCIOECONOMIC-STATUS; CULTURAL-PLURALISM;
   ACHIEVEMENT; VALIDITY; SAFETY; BEHAVIOR; VIOLENCE; FAMILY; PARENT
AB This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools.
C1 [Cornell, Dewey] Univ Virginia, Curry Sch Educ, Educ, Charlottesville, VA 22903 USA.
   [Shukla, Kathan] Univ Virginia, Educ Stat, Charlottesville, VA 22903 USA.
   [Konold, Timothy R.] Univ Virginia, Curry Sch Educ, Quantitat Methods, Charlottesville, VA 22903 USA.
C3 University of Virginia; University of Virginia; University of Virginia
RP Cornell, D (corresponding author), Univ Virginia, Curry Sch Educ, Educ, Charlottesville, VA 22903 USA.
RI Shukla, Kathan/ABA-9178-2020
OI Shukla, Kathan Dushyant/0000-0002-9236-9707
FU Office of Juvenile Justice and Delinquency Prevention, Office of Justice
   Programs, U.S. Department of Justice [2012-JF-FX-0062]
FX We thank Donna Michaelis and Jessica Smith of the Virginia Department of
   Criminal Justice Services and Cynthia Cave of the Virginia Department of
   Education for their support of the Virginia Secondary School Climate
   Study. We thank members of the project research team, including Juliette
   Berg, Pooja Datta, Anna Heilbrun, Francis Huang, Marisa Malone, Patrick
   Meyer, Xiaoxin Wei, and Joy Yuane Jia. This project was supported by
   Grant No. 2012-JF-FX-0062 awarded by the Office of Juvenile Justice and
   Delinquency Prevention, Office of Justice Programs, 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.
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NR 90
TC 82
Z9 117
U1 2
U2 21
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 APR-JUN
PY 2016
VL 2
IS 2
DI 10.1177/2332858416633184
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA VI6ZO
UT WOS:000509660000001
OA gold
DA 2024-07-15
ER

PT J
AU Jang, H
   Reeve, J
   Deci, EL
AF Jang, Hyungshim
   Reeve, Johnmarshall
   Deci, Edward L.
TI Engaging Students in Learning Activities: It Is Not Autonomy Support or
   Structure but Autonomy Support and Structure
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE autonomy support; structure; engagement; self-determination theory;
   teacher behavior
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT;
   TEACHER-BEHAVIOR; MEDIATING ROLE; CLASSROOM; SCHOOL; PERCEPTIONS;
   ACHIEVEMENT; ORIENTATIONS
AB We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement.
C1 [Jang, Hyungshim] Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
   [Reeve, Johnmarshall] Korea Univ, Dept Educ, World Class Univ Project Grp, Seoul, South Korea.
   [Deci, Edward L.] Univ Rochester, Dept Psychol, Rochester, NY 14627 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee; Korea
   University; University of Rochester
RP Jang, H (corresponding author), Inha Univ, Dept Educ, 325 West Bldg, Inchon 402751, South Korea.
EM hjang@inha.ac.kr
RI Deci, Edward L./Y-4790-2019; Reeve, Johnmarshall/M-2650-2019
OI Deci, Edward L./0000-0001-8246-8536; Reeve,
   Johnmarshall/0000-0002-6827-293X
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NR 71
TC 842
Z9 1120
U1 12
U2 309
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 2010
VL 102
IS 3
BP 588
EP 600
DI 10.1037/a0019682
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 640JB
UT WOS:000281046400005
DA 2024-07-15
ER

PT J
AU Sharkey, JD
   You, S
   Schnoebelen, K
AF Sharkey, Jill D.
   You, Sukkyung
   Schnoebelen, Katrina
TI Relations among school assets, individual resilience, and student
   engagement for youth grouped by level of family functioning
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID ACADEMIC ENGAGEMENT; MIDDLE SCHOOL; ADOLESCENTS; CONNECTEDNESS; RISK;
   ACHIEVEMENT; OUTCOMES; CONTEXT; TEACHER; INVOLVEMENT
AB Given the importance of student engagement for healthy outcomes, research needs to investigate whether school-based assets promote student engagement beyond individual and family influences, Unfortunately, such research has been limited by a lack of valid instrumentation. After examining the psychometrics of the California Healthy Kids Survey Resilience Youth Development Module, we used this risk and resilience instrument with a randomly selected sample, of 10,000 diverse 7th, 9th-, and 11th-grade students to test a model of relations between school assets, individual resilience, and student engagement for students grouped by level of family assets. Although youth in the low family asset group reported lower student engagement, contrary to hypothesis, multigroup structural equation modeling revealed that school assets did not have a differential relation for low family asset youth compared to their high family asset peers. School assets were associated with student engagement for all groups, even accounting for individual resilience. Implications and future directions are provided. (c) 2008 Wiley Periodicals, Inc.
C1 [Sharkey, Jill D.; You, Sukkyung; Schnoebelen, Katrina] Univ Calif Santa Barbara, Gevirtz Grad Sch Educ, Dept Counseling Clin & Sch Psychol, Santa Barbara, CA 93106 USA.
C3 University of California System; University of California Santa Barbara
RP Sharkey, JD (corresponding author), Univ Calif Santa Barbara, Gevirtz Grad Sch Educ, Dept Counseling Clin & Sch Psychol, Santa Barbara, CA 93106 USA.
EM jsharkey@education.ucsb.edu
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NR 63
TC 67
Z9 121
U1 2
U2 27
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 MAY
PY 2008
VL 45
IS 5
BP 402
EP 418
DI 10.1002/pits.20305
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 290TE
UT WOS:000255144300004
DA 2024-07-15
ER

PT J
AU Bauer, CA
   Boemelburg, R
   Walton, GM
AF Bauer, Christina A.
   Boemelburg, Raphael
   Walton, Gregory M.
TI Resourceful Actors, Not Weak Victims: Reframing Refugees' Stigmatized
   Identity Enhances Long-Term Academic Engagement
SO PSYCHOLOGICAL SCIENCE
LA English
DT Article
DE stigma; refugees; intervention; stereotype threat; open data; open
   materials
ID STEREOTYPE THREAT; ACHIEVEMENT GAP; SELF; INTERVENTIONS; PERFORMANCE;
   SCHOOL
AB Refugees suffer from a stigmatized identity portraying them as weak, unskilled victims. We developed a brief (10-min) intervention that reframed refugees' identity as being, by its very nature, a source of strength and skills. Reading and writing exercises, provided by a university, highlighted how refugees' experiences helped them acquire skills such as perseverance and the ability to cope with adversity, which could help them succeed in a new country. In Experiment 1 (N = 93), the intervention boosted refugees' (a) confidence in their ability to succeed at an imagined university and (b) challenge seeking: Participants were 70% more likely to take on an academic exercise labeled as difficult. In Experiment 2, the intervention, delivered to refugees entering an online university (N = 533), increased engagement in the online-learning environment by 23% over the subsequent year. There was also evidence of greater course completion. It is possible to reframe stigmatized individuals' identity as inherently strong and resourceful, helping them put their strengths to use.
C1 [Bauer, Christina A.] Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
   [Boemelburg, Raphael] Univ St Gallen, Inst Technol Management, St Gallen, Switzerland.
   [Walton, Gregory M.] Stanford Univ, Dept Psychol, Stanford, CA USA.
C3 Free University of Berlin; University of St Gallen; Stanford University
RP Bauer, CA (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
EM christina.bauer@univie.ac.at
RI Hannover, Bettina/CAH-6542-2022
OI Hannover, Bettina/0000-0003-1916-8455; Boemelburg,
   Raphael/0000-0002-6314-8286; Bauer, Christina/0000-0002-9042-2965
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NR 41
TC 21
Z9 21
U1 7
U2 51
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 DEC
PY 2021
VL 32
IS 12
BP 1896
EP 1906
AR 09567976211028978
DI 10.1177/09567976211028978
EA NOV 2021
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA XN9UF
UT WOS:000721348600001
PM 34793270
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Teuber, Z
   Nussbeck, FW
   Wild, E
AF Teuber, Ziwen
   Nussbeck, Fridtjof W.
   Wild, Elke
TI The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the
   Context of Demands-Resources Model among Chinese High School Students
SO CHILD PSYCHIATRY & HUMAN DEVELOPMENT
LA English
DT Article
DE Personality; Resilience; Life satisfaction; Academic achievement;
   Chinese learners
ID ENGAGEMENT; ACHIEVEMENT; PERFORMANCE; VALIDATION; EDUCATION; IMPACT;
   SIZE
AB This study contributes to understanding students' emotional responses to academic stressors by integrating grit into the well-established Job Demands-Resources Model and by examining the relationship between academic demands, grit (consistency of interests, perseverance of effort), burnout, engagement, academic achievement, depression, and life satisfaction in Chinese students. We conducted a self-report study withN = 1527 Chinese high school students (M-age = 16.38 years,SD = 1.04). The results of structural equation modeling showed that after controlling for gender, socio-economic status, and school types, demands positively related to burnout and negatively related to engagement. Both facets of grit negatively related to exhaustion, whereas only perseverance of effort positively related to engagement. Burnout positively related to depression and negatively related to life satisfaction, whereas engagement positively related to life satisfaction. However, neither burnout nor engagement was related to academic achievement. Our findings indicate that grit may be protective against school burnout.
C1 [Teuber, Ziwen; Wild, Elke] Bielefeld Univ, Dept Psychol, Univ Str 25, D-33615 Bielefeld, Germany.
   [Nussbeck, Fridtjof W.] Univ Konstanz, Dept Psychol, Constance, Germany.
C3 University of Bielefeld; University of Konstanz
RP Teuber, Z (corresponding author), Bielefeld Univ, Dept Psychol, Univ Str 25, D-33615 Bielefeld, Germany.
EM zteuber@uni-bielefeld.de
RI Teuber, Ziwen/ABE-1720-2021; Nussbeck, Fridtjof Wilhelm/I-8938-2016
OI Teuber, Ziwen/0000-0002-3745-9021; Nussbeck, Fridtjof
   Wilhelm/0000-0003-4002-8916
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NR 77
TC 39
Z9 43
U1 2
U2 33
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0009-398X
EI 1573-3327
J9 CHILD PSYCHIAT HUM D
JI Child Psychiat. Hum. Dev.
PD JUN
PY 2021
VL 52
IS 3
BP 464
EP 476
DI 10.1007/s10578-020-01031-3
EA JUL 2020
PG 13
WC Psychology, Developmental; Pediatrics; Psychiatry
WE Social Science Citation Index (SSCI)
SC Psychology; Pediatrics; Psychiatry
GA SA5UR
UT WOS:000555545600003
PM 32725387
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Muscio, A
   Ramaciotti, L
   Rizzo, U
AF Muscio, Alessandro
   Ramaciotti, Laura
   Rizzo, Ugo
TI The complex relationship between academic engagement and research
   output: Evidence from Italy
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
DE university funding; knowledge transfer; scientific productivity;
   research performance; publications; academic regulation
ID KNOWLEDGE TRANSFER; INDUSTRY SPONSORSHIP; UNIVERSITY; PERFORMANCE;
   ENTREPRENEURIAL; COLLABORATION; PATENTS; SCIENCE; IMPACT
AB The academic systems of several countries are adapting to the consequences of progressive cuts in public research funding and the increasing engagement of academics in commercial contracts with both the private and public sector. While promoting the so-called third mission and encouraging university-industry collaboration agreements, there is the risk that commercial activities may distract academics from their traditional academic missions of teaching and research. This paper focuses on academic research output in several academic disciplines, expressed in terms of publication and citation numbers. First, we investigate whether and how funding from research contracts and consultancies is related to research output. Secondly, we investigate how internal university policies and norms that regulate university-industry collaboration affect university research output. The empirical evidence is based on an original longitudinal dataset for 2006-2012 on scientific output and research funding for 60 Italian public universities and 173 groups of departments classified by OECD scientific area.
C1 [Muscio, Alessandro] Univ Foggia, Dipartimento Sci Agr Alimenti & Ambiente SAFE, Via Napoli 25, I-71100 Foggia, Italy.
   [Ramaciotti, Laura; Rizzo, Ugo] Univ Ferrara, Dept Econ & Management, Via Voltapaletto 11, I-44121 Ferrara, Italy.
C3 University of Foggia; University of Ferrara
RP Rizzo, U (corresponding author), Univ Ferrara, Dept Econ & Management, Via Voltapaletto 11, I-44121 Ferrara, Italy.
EM ugo.rizzo@unife.it
RI Muscio, Alessandro/P-5463-2019; Muscio, Alessandro/A-6720-2015
OI Muscio, Alessandro/0000-0001-5186-2522; Muscio,
   Alessandro/0000-0001-5186-2522; Rizzo, Ugo/0000-0002-4409-9693
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NR 61
TC 18
Z9 19
U1 3
U2 59
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
PY 2017
VL 44
IS 2
BP 235
EP 245
DI 10.1093/scipol/scw057
PG 11
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA EV4QJ
UT WOS:000401745500008
DA 2024-07-15
ER

PT J
AU Capawana, MR
AF Capawana, Michael R.
TI Psychosocial and Educational Vulnerability of Overweight Children from
   Urban Schools
SO EDUCATION AND URBAN SOCIETY
LA English
DT Article; Early Access
DE obesity; risk factors; urban education; educational reform; social
   justice
ID BODY-MASS INDEX; CHILDHOOD OBESITY; ACADEMIC-PERFORMANCE; UNITED-STATES;
   WEIGHT; COVID-19; PERCEPTIONS; PREVENTION; BEHAVIOR; HEALTHY
AB Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.
C1 [Capawana, Michael R.] Harvard Med Sch, Massachusetts Gen Hosp, Dept Psychiat, 1 Bowdoin Sq,7th Floor, Boston, MA 02114 USA.
C3 Harvard University; Harvard Medical School; Massachusetts General
   Hospital
RP Capawana, MR (corresponding author), Harvard Med Sch, Massachusetts Gen Hosp, Dept Psychiat, 1 Bowdoin Sq,7th Floor, Boston, MA 02114 USA.
EM mcapawana@mgh.harvard.edu
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NR 68
TC 0
Z9 0
U1 0
U2 0
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1245
EI 1552-3535
J9 EDUC URBAN SOC
JI Educ. Urban Soc.
PD 2024 MAY 7
PY 2024
DI 10.1177/00131245241249987
EA MAY 2024
PG 22
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA PU2M6
UT WOS:001216531600001
DA 2024-07-15
ER

PT J
AU Tang, H
   Zhou, SJ
   Du, XQ
   Mo, QY
   Xing, Q
AF Tang, Hui
   Zhou, Shujing
   Du, Xiaoqing
   Mo, Qiyun
   Xing, Qiang
TI Validating the Chinese Version of the Academic Grit Scale in Selected
   Adolescents
SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
LA English
DT Article
DE grit; academic grit; Chinese adolescents; academic achievement; student
   engagement
ID OF-FIT INDEXES; PSYCHOMETRIC PROPERTIES; SCHOOL PERFORMANCE; ENGAGEMENT;
   SELF; ACHIEVEMENT; DISAFFECTION; PERSEVERANCE; PERSONALITY; MOTIVATION
AB This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from mainland China. Results of exploratory and confirmatory factor analyses supported the single-factor model, exhibiting scalar invariance across gender and partial scalar invariance across groups (i.e., middle and high school students). The AGS total score showed internal consistency and temporal stability when used one month later. Moreover, academic grit was shown to be positively correlated with academic achievement, general grit, and dimensional student engagement. Academic grit also predicted academic achievement after isolating the effects of the related variables (i.e., general grit and student engagement) and overlapping components of academic grit and the related variables. Overall, the Chinese version of the AGS demonstrated adequate reliability and validity and was shown to be a useful tool for examining academic grit in Chinese adolescents.
C1 [Tang, Hui; Zhou, Shujing; Du, Xiaoqing] Zhaoqing Univ, Zhaoqing, Peoples R China.
   [Mo, Qiyun; Xing, Qiang] Guangzhou Univ, Guangzhou, Peoples R China.
C3 Zhaoqing University; Guangzhou University
RP Xing, Q (corresponding author), Guangzhou Univ, Sch Educ, Guangzhou Higher Educ Mega Ctr, 230 Wai Huan Xi Rd, Guangzhou 510006, Peoples R China.
EM qiang_xingpsy@126.com
RI Tang, Hui/GPX-8815-2022
OI Tang, Hui/0000-0003-2994-8076
FU National Social Science Foundation [BBA180078]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This study was
   funded by the general topic of pedagogy during the 13<SUP>th</SUP>
   Five-Year planning of National Social Science Foundation "Research on
   the Present Situation, Influencing Mechanism and Coping Strategies of
   Young Students' Academic Frustration Based on Core Literacy" (No.
   BBA180078).
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NR 80
TC 1
Z9 1
U1 12
U2 32
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 2023
VL 41
IS 2
BP 153
EP 174
DI 10.1177/07342829221129078
EA SEP 2022
PG 22
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA A1EN9
UT WOS:000920069800001
DA 2024-07-15
ER

PT J
AU Skinner, EA
   Rickert, NP
   Vollet, JW
   Kindermann, TA
AF Skinner, Ellen A.
   Rickert, Nicolette P.
   Vollet, Justin W.
   Kindermann, Thomas A.
TI The complex social ecology of academic development: A bioecological
   framework and illustration examining the collective effects of parents,
   teachers, and peers on student engagement
SO EDUCATIONAL PSYCHOLOGIST
LA English
DT Article
ID SCHOOL ENGAGEMENT; INTERPERSONAL RELATIONSHIPS; AFRICAN-AMERICAN;
   MEDIATING ROLE; MIDDLE SCHOOL; SUPPORT; INVOLVEMENT; MOTIVATION;
   ACHIEVEMENT; PERCEPTIONS
AB In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students' academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students' academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students' academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.
C1 [Skinner, Ellen A.; Kindermann, Thomas A.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
   [Rickert, Nicolette P.] Georgia Southern Univ, Dept Psychol, Statesboro, GA USA.
   [Vollet, Justin W.] Univ Texas Permian Basin, Psychol Dept, Odessa, TX 79762 USA.
C3 Portland State University; University System of Georgia; Georgia
   Southern University; University of Texas System
RP Skinner, EA (corresponding author), Portland State Univ, Psychol Dept, POB 751, Portland, OR 97207 USA.
EM ellen.skinner@pdx.edu
RI Vollet, Justin/AAD-1940-2019
OI Vollet, Justin/0000-0001-8508-5602
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NR 130
TC 35
Z9 36
U1 28
U2 71
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0046-1520
EI 1532-6985
J9 EDUC PSYCHOL-US
JI Educ. Psychol.
PD APR 3
PY 2022
VL 57
IS 2
BP 87
EP 113
DI 10.1080/00461520.2022.2038603
EA APR 2022
PG 27
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 0T6KA
UT WOS:000778599900001
DA 2024-07-15
ER

PT J
AU Froiland, JM
AF Froiland, John Mark
TI A comprehensive model of preschool through high school parent
   involvement with emphasis on the psychological facets
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE parent involvement; autonomy support; psychological need satisfaction;
   self-determination theory; expectancy-value theory; home literacy;
   parent-school relationships
AB This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12(th) grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.
C1 [Froiland, John Mark] Purdue Univ, Educ Psychol, W Lafayette, IN 47907 USA.
C3 Purdue University System; Purdue University
RP Froiland, JM (corresponding author), Purdue Univ, Dept Educ Studies, Educ Psychol, 5114 Beering Hall, W Lafayette, IN 47907 USA.
EM jfroilan@purdue.edu
OI Froiland, John/0000-0002-2700-3987
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NR 95
TC 28
Z9 35
U1 7
U2 42
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 APR
PY 2021
VL 42
IS 2
BP 103
EP 131
AR 0143034320981393
DI 10.1177/0143034320981393
EA DEC 2020
PG 29
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QZ2CM
UT WOS:000609108100001
DA 2024-07-15
ER

PT J
AU Simpkins, SD
   Liu, YY
   Hsieh, TY
   Estrella, G
AF Simpkins, Sandra D.
   Liu, Yangyang
   Hsieh, Ta-Yang
   Estrella, Gabriel
TI Supporting Latino high school students? science motivational beliefs and
   engagement: examining the unique and collective contributions of family,
   teachers, and friends
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Motivation; self-concept; value; Latino; engagement; science
ID ACADEMIC ENGAGEMENT; ACHIEVEMENT; GENDER; CAREER; MATH; ADOLESCENCE;
   PERCEPTIONS; INVOLVEMENT; PERFORMANCE; EXPERIENCES
AB High school underrepresented minority students in the US are at an increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students? perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-concepts and values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents? perceptions of overall support and home-based support predicted adolescents? science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents? ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents? science motivational beliefs and, in turn, their science classroom engagement.
C1 [Simpkins, Sandra D.; Liu, Yangyang; Hsieh, Ta-Yang; Estrella, Gabriel] Univ Calif Irvine, Sch Educ, Irvine, CA USA.
C3 University of California System; University of California Irvine
RP Simpkins, SD (corresponding author), Univ Calif Irvine, Sch Educ, Educ 2094, Irvine, CA 92697 USA.
EM simpkins@uci.edu
RI Simpkins, Sandra/B-9845-2015
OI Simpkins, Sandra/0000-0002-6053-4827
FU National Science Foundation [DRL-1054798, DRL-1560889, DRL-1760757]
FX This research was supported by the National Science Foundation under
   grants [DRL-1054798 and DRL-1560889] to Sandra Simpkins and
   [DRL-1760757] to Sandra Simpkins and Jacquelynne Eccles.
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NR 48
TC 22
Z9 27
U1 7
U2 28
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 APR 20
PY 2020
VL 40
IS 4
BP 409
EP 429
DI 10.1080/01443410.2019.1661974
EA OCT 2019
PG 21
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA LK7IS
UT WOS:000492257400001
DA 2024-07-15
ER

PT J
AU Radley, KC
   Dart, EH
   O'Handley, RD
AF Radley, Keith C.
   Dart, Evan H.
   O'Handley, Roderick D.
TI The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic
   Engagement and Reduce Disruptive Behavior
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID TREATMENT ACCEPTABILITY; GROUP CONTINGENCIES; REINFORCEMENT; NOISE;
   GENERALIZABILITY; ACHIEVEMENT; PERFORMANCE; MANAGEMENT; FEEDBACK;
   STUDENTS
AB The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were included in the study. A multiple-baseline design with an embedded ABAB condition sequence was used to evaluate the effect of implementation of the Quiet Classroom Game on academically engaged behavior, disruptive behavior, and classroom decibel level. Implementation of the intervention resulted in large increases in academically engaged behavior, moderate to large reductions in disruptive behavior, and large decreases in classroom noise. Results of social validity checklists administered to teachers and students indicated acceptability and utility of the intervention. Findings of the study suggest that the Quiet Classroom Game may be an effective method for increasing the academically engaged behavior and decreasing the noise and disruptive behavior of first-grade students in a general-education setting.
C1 [Radley, Keith C.; Dart, Evan H.; O'Handley, Roderick D.] Univ Southern Mississippi, Sch Psychol Program, Hattiesburg, MS USA.
C3 University of Southern Mississippi
RP Radley, KC (corresponding author), Univ Southern Mississippi, Dept Psychol, 118 Coll Dr,Ste 5025, Hattiesburg, MS 39406 USA.
EM keith.radley@usm.edu
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NR 46
TC 18
Z9 34
U1 0
U2 19
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 MAR
PY 2016
VL 45
IS 1
BP 93
EP 108
DI 10.17105/SPR45-1.93-108
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EU2YI
UT WOS:000400895400006
DA 2024-07-15
ER

PT J
AU Maynard, BR
   Beaver, KM
   Vaughn, MG
   DeLisi, M
   Roberts, G
AF Maynard, Brandy R.
   Beaver, Kevin M.
   Vaughn, Michael G.
   DeLisi, Matthew
   Roberts, Gregory
TI Toward a Bioecological Model of School Engagement: A Biometric Analysis
   of Gene and Environmental Factors
SO SOCIAL WORK RESEARCH
LA English
DT Article
DE academic performance; behavior genetics; prevention; school attachment;
   school engagement
ID DEVELOPMENTAL PSYCHOPATHOLOGY; NONSHARED ENVIRONMENT; BEHAVIOR GENETICS;
   TWIN; DISENGAGEMENT; ADOLESCENCE; CHILDHOOD; CHILDREN; NURTURE; FAMILY
AB School disengagement is associated with poor academic achievement, dropout, and risk behaviors such as truancy, delinquency, and substance use. Despite empirical research identifying risk correlates of school disengagement across the ecology, it is unclear from which domain these correlates arise. To redress this issue, the current study used intraclass correlation and DeFries-Fulker analyses to longitudinally decompose variance in three domains of engagement (academic, behavioral, and emotional) using data from the National Longitudinal Study of Adolescent Health. Findings suggest that nonshared environmental factors (that is, environmental contexts and experiences that are unique to each sibling) account for approximately half of the variance in indicators of school disengagement when controlling for genetic influences, and that this variance increases as adolescents grow older and rely less on their immediate family. The present study contributes new evidence on the biosocial underpinnings of school engagement and highlights the importance of interventions targeting factors in the nonshared environment.
C1 [Maynard, Brandy R.; Vaughn, Michael G.] St Louis Univ, Sch Social Work, St Louis, MO 63103 USA.
   [Beaver, Kevin M.] Florida State Univ, Coll Criminol & Criminal Justice, Tallahassee, FL 32306 USA.
   [DeLisi, Matthew] Iowa State Univ, Dept Sociol, Iowa City, IA USA.
   [Roberts, Gregory] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA.
C3 Saint Louis University; State University System of Florida; Florida
   State University; Iowa State University; University of Texas System;
   University of Texas Austin
RP Maynard, BR (corresponding author), St Louis Univ, Sch Social Work, Tegeler Hall,3550 Lindell Blvd, St Louis, MO 63103 USA.
EM bmaynar1@slu.edu
RI Beaver, Kevin M./B-4631-2013; Vaughn, Michael/W-2694-2019; DeLisi,
   Matt/U-9128-2019
OI DeLisi, Matt/0000-0001-5964-5848; Maynard, Brandy/0000-0002-9356-7318
FU NICHD NIH HHS [P01 HD031921, P50 HD052117] Funding Source: Medline
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NR 58
TC 8
Z9 16
U1 0
U2 24
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 1070-5309
EI 1545-6838
J9 SOC WORK RES
JI Soc. Work Res.
PD SEP
PY 2014
VL 38
IS 3
BP 164
EP 176
DI 10.1093/swr/svu018
PG 13
WC Social Work
WE Social Science Citation Index (SSCI)
SC Social Work
GA AW5MW
UT WOS:000346320100005
PM 25525321
OA Green Published, Green Accepted
DA 2024-07-15
ER

PT J
AU Scheibel, G
   Zimmerman, KN
   Wills, HP
AF Scheibel, Gretchen
   Zimmerman, Kathleen N.
   Wills, Howard P.
TI Increasing On-Task Behavior Using Technology-Based Self-Monitoring: A
   Meta-Analysis of I-Connect
SO JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
LA English
DT Article
DE self-monitoring; technology-based self-monitoring; academic engagement;
   on-task behavior; I-Connect
ID HIGH-SCHOOL-STUDENTS; INTERVENTIONS; AUTISM; MANAGEMENT; INCLUSION;
   OUTCOMES; RISK
AB Self-monitoring is a promising evidence-based intervention for students who benefit from supplemental supports to stay on-task during academic periods. I-Connect, a technology-based self-monitoring intervention with a substantial body of research, allows students to discretely recognize and record their behavior on a mobile or desktop app at scheduled intervals, to improve positive behavior and increase inclusion opportunities. This meta-analytic review examined the effect of I-Connect on the ontask behavior of students with or at risk for disabilities to determine the omnibus effect of using I-Connect across students and intervention packages. Students received 20-45 minutes of training before using I-Connect and most students monitored their on-task behavior every 30-seconds during 10-minute monitoring sessions. Under these conditions, I-Connect was found to demonstrate strong functional relations, an abrupt increase in on-task behavior and consistently positive parametric effects across all 14 elementary and secondary students receiving special education.
C1 [Scheibel, Gretchen; Zimmerman, Kathleen N.; Wills, Howard P.] Univ KansasUniv, Lawrence, KS USA.
RP Scheibel, G (corresponding author), Univ Kansas, Dept Special Educ, 1122 W Campus Rd,Joseph R Pearson Hall 531, Lawrence, KS 66045 USA.
EM gscheibel@ku.edu
RI Scheibel, Gretchen/AAW-5913-2020; Scheibel, Gretchen/KDM-9807-2024
OI Scheibel, Gretchen/0000-0002-3047-910X; 
FU Office of Special Education Programs, Office of Special Education and
   Rehabilitative Services
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 Office of Special Education Programs, Office of Special
   Education and Rehabilitative Services
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NR 35
TC 8
Z9 9
U1 1
U2 10
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 2023
VL 38
IS 2
BP 146
EP 160
DI 10.1177/01626434221085554
EA MAY 2022
PG 15
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA G2SQ2
UT WOS:000798806800001
DA 2024-07-15
ER

PT J
AU Hunter, LJ
   DiPerna, JC
   Cheng, WY
   Lei, PW
   Hart, SC
AF Hunter, Leah J.
   DiPerna, James C.
   Cheng, Weiyi
   Lei, Puiwa
   Hart, Susan Crandall
TI Twice as Nice? Sustained Exposure to a Universal Social-Emotional
   Learning Program Across Multiple Grades
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Social-emotional learning; Intervention; Dosage; Longitudinal research
ID INTERVENTIONS; METAANALYSIS; SKILLS; ELEMENTARY; EFFICACY; STUDENTS;
   SYSTEM
AB Although universal social-emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social-emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN,2007), on elementary students' social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social-emotional learning programming are discussed.
C1 [Hunter, Leah J.; DiPerna, James C.; Cheng, Weiyi; Lei, Puiwa; Hart, Susan Crandall] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Hunter, LJ (corresponding author), Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA.
EM ljh222@psu.edu; jdiperna@psu.edu; wuc131@gmail.com; puiwa@psu.edu;
   susan.hart@psu.edu
RI Hunter, Leah/AAU-4088-2021
OI DiPerna, James/0000-0002-4663-9286; Lei, Pui-Wa/0000-0002-8179-6623;
   Hart, Susan/0000-0003-3762-8232
FU Institute of Education Sciences, U.S. Department of Education
   [R305A090438]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R305A090438 to The
   Pennsylvania State University. The opinions expressed are those of the
   authors and do not represent the views of the Institute or the U.S.
   Department of Education.
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NR 42
TC 1
Z9 2
U1 0
U2 10
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 2021
VL 13
IS 1
BP 84
EP 100
DI 10.1007/s12310-020-09392-9
EA SEP 2020
PG 17
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA QJ6XR
UT WOS:000570846900001
DA 2024-07-15
ER

PT J
AU Sakurai, Y
   Parpala, A
   Pyhältö, K
   Lindblom-Ylänne, S
AF Sakurai, Yusuke
   Parpala, Anna
   Pyhalto, Kirsi
   Lindblom-Ylanne, Sari
TI Engagement in learning: a comparison between Asian and European
   international university students
SO COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION
LA English
DT Article
DE international students; academic engagement; approaches to learning;
   teaching/learning environment; Asian and European students
ID ACADEMIC ENVIRONMENT; SELF-EFFICACY; HONG-KONG; PERCEPTIONS; MOTIVATION;
   CHINESE; CONCEPTIONS; STRATEGIES
AB Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students' perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small.
C1 [Sakurai, Yusuke; Parpala, Anna; Pyhalto, Kirsi; Lindblom-Ylanne, Sari] Univ Helsinki, Ctr Res & Dev Higher Educ, Helsinki, Finland.
C3 University of Helsinki
RP Sakurai, Y (corresponding author), Univ Helsinki, Ctr Res & Dev Higher Educ, Helsinki, Finland.
EM yusuke.sakurai@helsinki.fi
RI Sakurai, Yusuke/JFA-4235-2023
OI Sakurai, Yusuke/0000-0003-1150-3132; Lindblom, Sari
   Anne/0000-0001-7297-7433; Parpala, Anna/0000-0001-5822-6983
FU Heiwa Nakajima Foundation, Japan
FX This study was supported by a grant from Heiwa Nakajima Foundation,
   Japan (2011-2013) to Yusuke Sakurai.
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NR 57
TC 24
Z9 28
U1 1
U2 47
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 JAN 2
PY 2016
VL 46
IS 1
BP 24
EP 47
DI 10.1080/03057925.2013.866837
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CY9KP
UT WOS:000366726100003
DA 2024-07-15
ER

PT J
AU McKelvey, M
   Ljungberg, D
AF McKelvey, Maureen
   Ljungberg, Daniel
TI How public policy can stimulate the capabilities of firms to innovate in
   a traditional industry through academic engagement: the case of the
   Swedish food industry
SO R & D MANAGEMENT
LA English
DT Article
ID MEDIUM-TECHNOLOGY INDUSTRIES; RESEARCH-AND-DEVELOPMENT;
   ABSORPTIVE-CAPACITY; PATTERNS; PERFORMANCE; ECONOMIES; TAXONOMY; SCIENCE
AB This paper shows how public policy can stimulate innovation in low- and medium-technology industries, by connecting firms and universities through collaborative scientific research. A conceptual framework proposes that collaborative research between universities and firms may result in tangible innovative outcomes, such as new or improved products or processes, and intangible outcomes that strengthen firms' internal capabilities and thereby indirectly increase their innovativeness. Findings are presented from a case study of a Swedish public policy stimulating the development of firm capabilities for innovation, through collaborative research projects connecting universities and firms in the food industry between 1998 and 2006. In line with the conceptual framework, the analysis distinguishes between (i) direct outcomes, such as new products; and (ii) indirect outcomes in the form of the development of firms' capabilities to innovate. Based on this analysis, the initial conceptual framework is expanded to indicate how policy can stimulate the development of firms' capabilities.
C1 [McKelvey, Maureen; Ljungberg, Daniel] Univ Gothenburg, Inst Innovat & Entrepreneurship, Dept Econ & Soc, Gothenburg, Sweden.
C3 University of Gothenburg
RP McKelvey, M (corresponding author), Univ Gothenburg, Inst Innovat & Entrepreneurship, Dept Econ & Soc, Gothenburg, Sweden.
EM maureen.mckelvey@gu.se; daniel.ljungberg@gu.se
RI Pineda, Diana/K-6241-2012
OI Ljungberg, Daniel/0000-0002-3868-516X
FU Sten A Olsson Foundation for Research and Culture
FX The authors would like to acknowledge that this work was conducted at
   IIE (Institute of Innovation and Entrepreneurship), Department of
   Economy and Society at University of Gothenburg. This paper has been
   written in the context of the research program "Radical Innovations for
   the Enhancement of the Swedish Economy", lead by M. McKelvey: we are
   grateful to the Sten A Olsson Foundation for Research and Culture for
   supporting this research.
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NR 35
TC 19
Z9 25
U1 2
U2 36
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-6807
EI 1467-9310
J9 R&D MANAGE
JI R D Manage.
PD SEP
PY 2017
VL 47
IS 4
SI SI
BP 534
EP 544
DI 10.1111/radm.12224
PG 11
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FD5TQ
UT WOS:000407593100003
DA 2024-07-15
ER

PT J
AU Cole-Lewis, YCO
   Hope, EC
   Mustafaa, FN
   Jagers, RJ
AF Cole-Lewis, Yasmin C. O.
   Hope, Elan C.
   Mustafaa, Faheemah N.
   Jagers, Robert J.
TI Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two
   Black Boys' School Experiences
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE academic engagement/motivation; adolescence; African-Americans (US);
   discrimination/stereotypes (bias, prejudice); education/school;
   parenting
ID AFRICAN-AMERICAN STUDENTS; ACADEMIC SELF-CONCEPT; MIDDLE SCHOOL; GENDER
   STEREOTYPES; ADOLESCENTS; ACHIEVEMENT; RACE; EXPECTATIONS; INVOLVEMENT;
   BELIEFS
AB For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders' perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys' academic and social experiences. Findings showed greater congruence between the boys' experiences and their parents' perceptions of them compared to their teachers' perceptions of them. Of note were teachers' inaccurate reports of the boys' career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys' experiences in school are discussed.
C1 [Cole-Lewis, Yasmin C. O.] Harvard Med Sch, Boston Childrens Hosp, Boston, MA 02115 USA.
   [Hope, Elan C.] North Carolina State Univ, Psychol Dept, Raleigh, NC USA.
   [Mustafaa, Faheemah N.] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA.
   [Jagers, Robert J.] Collaborat Acad Social & Emot Learning, Chicago, IL USA.
C3 Harvard University; Harvard Medical School; Boston Children's Hospital;
   North Carolina State University; University of California System;
   University of California Davis
RP Cole-Lewis, YCO (corresponding author), Harvard Med Sch, Boston Childrens Hosp, Dept Psychiat, 300 Longwood Ave, Boston, MA 02115 USA.
EM yasmin.cole-lewis@childrens.harvard.edu
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NR 76
TC 2
Z9 3
U1 4
U2 11
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 MAY
PY 2023
VL 38
IS 3
BP 391
EP 422
DI 10.1177/07435584211062140
EA DEC 2021
PG 32
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA C4LU6
UT WOS:000731012900001
DA 2024-07-15
ER

PT J
AU Wills, HP
   Caldarella, P
   Mason, BA
   Lappin, A
   Anderson, DH
AF Wills, Howard P.
   Caldarella, Paul
   Mason, Benjamin A.
   Lappin, Amanda
   Anderson, Darlene H.
TI Improving Student Behavior in Middle Schools: Results of a Classroom
   Management Intervention
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE middle school; classroom intervention; challenging behavior
ID FIT GROUP CONTINGENCY; CLASS-WIDE; TEACHER-OUTCOMES; SUPPORTS; TEAMS;
   TIME
AB Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.
C1 [Wills, Howard P.; Lappin, Amanda] Univ Kansas, Kansas City, KS 66045 USA.
   [Caldarella, Paul; Anderson, Darlene H.] Brigham Young Univ, Provo, UT 84602 USA.
   [Mason, Benjamin A.] Purdue Univ, W Lafayette, IN 47907 USA.
C3 University of Kansas; Brigham Young University; Purdue University
   System; Purdue University
RP Wills, HP (corresponding author), Univ Kansas, Juniper Gardens Childrens Project, 444 Minnesota Ave, Kansas City, KS 66101 USA.
EM hpwills@ku.edu
RI Caldarella, Paul/AAJ-1512-2020
OI Mason, Benjamin/0000-0002-1614-6405; CALDARELLA,
   PAUL/0000-0002-0883-8890
FU Institute of Education Sciences; U.S. Department of Education
   [R324A160279]; Brigham Young University; IES; NCSER [916639] Funding
   Source: Federal RePORTER; NCSER; IES [1085951, R324A160279, 1101790]
   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
   research reported in this article was supported in part by a grant from
   the Institute of Education Sciences and the U.S. Department of Education
   (R324A160279) awarded to the University of Kansas in cooperation with
   Brigham Young University. The opinions presented in this article are
   those of the authors, and no endorsement by the agency is intended or
   implied.
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NR 53
TC 19
Z9 33
U1 1
U2 34
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 213
EP 227
DI 10.1177/1098300719857185
PG 15
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA IW8RY
UT WOS:000485262500002
OA Bronze
DA 2024-07-15
ER

PT J
AU Jalas, M
   Rask, M
   Marttila, T
   Ahonen, T
AF Jalas, Mikko
   Rask, Mikko
   Marttila, Tatu
   Ahonen, Tero
TI Strategic Research as a Mode of Academic Engagement: Assembling Smart
   Energy Futures for Finland
SO SCIENCE AND TECHNOLOGY STUDIES
LA English
DT Article
DE smart energy; disruption; visioneering; strategic research
ID DELPHI; SCIENCE
AB Strategic research indicates a problem- and future-oriented, collaborative process of knowledge creation. Analyzing a Finnish research project, Smart Energy Transition, and a related Delphi survey, we conceptualize strategic research as visioneering and as translations of technologies, time frames and narratives into a relational actor network. We ask 1) How does strategic research condition and contribute to academic practices of visioneering, 2) What are the available means to problematize futures and create intressement in a Delphi survey, and 3) How do academics carrying out strategic research align themselves as part of actor networks? We find that strategic research brings forward and operationalizes new practices in the boundaries between science, business and policy. In our case, the notion of disruption was used to problematize futures. Moreover, plural time frames of short-term changes in actor networks and long-term speculative visions supported intressement. Alignment of academic actors in the project hinged on several issues including research methodology, specific academic backgrounds and expertise, public energy discourses, and national and industry interests.
C1 [Jalas, Mikko; Marttila, Tatu] Aalto Univ, Sch Arts Design & Architecture, Espoo, Finland.
   [Rask, Mikko] Univ Helsinki, Consumer Soc Res Ctr, Helsinki, Finland.
   [Ahonen, Tero] Lappeenranta Univ Technol, Lappeenranta, Finland.
C3 Aalto University; University of Helsinki; Lappeenranta-Lahti University
   of Technology LUT
RP Jalas, M (corresponding author), Aalto Univ, Sch Arts Design & Architecture, Espoo, Finland.
EM mikko.jalas@aalto.fi
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NR 36
TC 4
Z9 4
U1 1
U2 3
PU FINNISH SOC SCIENCE & TECHNOLOGY STUDIES
PI TAMPERE
PA C/O OTTO AURANEN, SEPANKATU 4-8, TAMPERE, 33230, FINLAND
SN 2243-4690
J9 SCI TECHNOL STUD
JI Sci. Technol. Stud.
PY 2019
VL 32
IS 3
BP 44
EP 61
DI 10.23987/sts.65948
PG 18
WC History & Philosophy Of Science
WE Social Science Citation Index (SSCI)
SC History & Philosophy of Science
GA IY4LY
UT WOS:000486364100003
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Skerbetz, MD
   Kostewicz, DE
AF Skerbetz, Mandi Davis
   Kostewicz, Douglas E.
TI Consequence Choice and Students with Emotional and Behavioral
   Disabilities: Effects on Academic Engagement
SO EXCEPTIONALITY
LA English
DT Article
ID PREFERENCE; INTERVENTIONS; ATTENTION; PROGRAMS
AB The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic and behavior problems involves the use of choice; more specifically, consequence choice, which provides students with the ability to select their own reinforcement. The current study examined the effects of choice of reinforcement via a single-subject multielement design with baseline for four students with emotional disturbance or behavior disabilities educated in an inclusion setting. With an increase in task difficulty, the behavior of two students indicated a functional relation between engagement and choice and two additional students demonstrated a functional relation between the presence and absence of reinforcement. Students did not distinguish academic behavior across the course of the study. The difficulty level of the instructional material, as well as the perceived preference of the reinforcers may play a role in study outcomes. Future directions follow study limitations and implications for inclusion practitioners.
C1 [Skerbetz, Mandi Davis; Kostewicz, Douglas E.] Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh
RP Skerbetz, MD (corresponding author), Univ Pittsburgh, Dept Instruct & Learning, 5330 Wesley W Posvar Hall, Pittsburgh, PA 15260 USA.
EM mld50@pitt.edu
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NR 43
TC 8
Z9 19
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 0936-2835
EI 1532-7035
J9 EXCEPTIONALITY
JI Exceptionality
PD FEB 2
PY 2015
VL 23
IS 1
BP 14
EP 33
DI 10.1080/09362835.2014.986603
PG 20
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CA8DY
UT WOS:000349148000002
DA 2024-07-15
ER

PT J
AU Toscano, CVA
   Barros, L
   Lima, AB
   Nunes, T
   Carvalho, HM
   Gaspar, JM
AF Toscano, Chrystiane V. A.
   Barros, Leonardo
   Lima, Ahlan B.
   Nunes, Thiago
   Carvalho, Humberto M.
   Gaspar, Joana M.
TI Neuroinflammation in autism spectrum disorders: Exercise as a
   "pharmacological" tool
SO NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
LA English
DT Article
DE Autism spectrum disorders; Neuroinflammation; Microglia; Metabolic
   disorders; Exercise; Cytokines
ID DORSOLATERAL PREFRONTAL CORTEX; SELF-STIMULATORY BEHAVIOR; VITAMIN-D
   DEFICIENCY; ENVIRONMENTAL ENRICHMENT; PHYSICAL-ACTIVITY; INTELLECTUAL
   DISABILITY; MICROGLIAL ACTIVATION; ACADEMIC ENGAGEMENT; PRENATAL
   EXPOSURE; IMMUNE ACTIVATION
AB The worldwide prevalence of ASD is around 1%. Although the pathogenesis of ASD is not entirely understood, it is recognized that a combination of genetic, epigenetics, environmental factors and immune system dysfunction can play an essential role in its development. It has been suggested that autism results from the central nervous system derangements due to low-grade chronic inflammatory reactions associated with the immune system activation. ASD individuals have increased microglial activation, density, and increased proinflammatory cytokines in the several brain regions. Autism has no available pharmacological treatments, however there are pedagogical and psychotherapeutic therapies, and pharmacological treatment, that help to control behavioral symptoms. Recent data indicate that exercise intervention programs may improve cognitive and behavioral symptoms in children with ASD. Exercise can also modify inflammatory profiles that will ameliorate associated metabolic disorders. This review highlights the involvement of neuroinflammation in ASD and the beneficial effects of physical exercise on managing ASD symptoms and associated comorbidities.
C1 [Toscano, Chrystiane V. A.] Univ Fed Alagoas, Maceio, AL, Brazil.
   [Barros, Leonardo] Univ Alto Vale Rio Peixe UNIARP, Dept Med, Cacador, Brazil.
   [Lima, Ahlan B.; Carvalho, Humberto M.] Univ Fed Santa Catarina, Sch Sports, Dept Phys Educ, Florianopolis, SC, Brazil.
   [Nunes, Thiago; Gaspar, Joana M.] Univ Fed Santa Catarina, Sch Biol Sci, Dept Biochem, Florianopolis, SC, Brazil.
   [Gaspar, Joana M.] Univ Fed Santa Catarina, Sch Biol Sci, Dept Biochem, Lab Bioenerget & Oxidat Stress LABOX, Florianopolis, SC, Brazil.
C3 Universidade Federal de Alagoas; Universidade Federal de Santa Catarina
   (UFSC); Universidade Federal de Santa Catarina (UFSC); Universidade
   Federal de Santa Catarina (UFSC)
RP Gaspar, JM (corresponding author), Univ Fed Santa Catarina, Sch Biol Sci, Dept Biochem, Florianopolis, SC, Brazil.
EM joanamgaspar@gmail.com
RI Carvalho, Humberto M./E-5698-2014; Gaspar, Joana/D-9398-2015
OI Carvalho, Humberto M./0000-0002-2855-0296; Gaspar,
   Joana/0000-0003-3151-4234; NUNES, THIAGO/0000-0001-7760-3051; Lima,
   Ahlan Benezar/0000-0001-8691-5719; Soares de Albuquerque Barros,
   Leonardo/0000-0002-1917-4874; Vasconcelos Andrade Toscano,
   Chrystiane/0000-0002-6625-4447
FU Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior-Brasil
   (CAPES) [001]; National Council for Scientific and Technological
   Development (CNPq) [432934/2018-9]
FX ABL and TN were financed by the Coordenacao de Aperfeicoamento de
   Pessoal de Nivel Superior-Brasil (CAPES) -Finance Code 001. JMG was
   supported by the National Council for Scientific and Technological
   Development (CNPq) Universal Grant number 432934/2018-9.
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NR 176
TC 28
Z9 33
U1 12
U2 51
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0149-7634
EI 1873-7528
J9 NEUROSCI BIOBEHAV R
JI Neurosci. Biobehav. Rev.
PD OCT
PY 2021
VL 129
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DI 10.1016/j.neubiorev.2021.07.023
EA JUL 2021
PG 12
WC Behavioral Sciences; Neurosciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Behavioral Sciences; Neurosciences & Neurology
GA UL4EG
UT WOS:000692605600004
PM 34310976
DA 2024-07-15
ER

PT J
AU Benner, AD
   Hou, Y
   Jackson, KM
AF Benner, Aprile D.
   Hou, Yang
   Jackson, Kristina M.
TI The Consequences of Friend-Related Stress Across Early Adolescence
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE friend stress; school transitions; socioemotional well-being;
   engagement; alcohol use
ID INTERPERSONAL STRESS; PEER STRESS; SEX-DIFFERENCES; HIGH-SCHOOL;
   DEPRESSION; GENDER; ADJUSTMENT; CHILDHOOD; SYMPTOMS; CHILDREN
AB The current study investigated early adolescents' experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.
C1 [Benner, Aprile D.; Hou, Yang] Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn A2702, Austin, TX 78712 USA.
   [Jackson, Kristina M.] Brown Univ, Ctr Alcohol & Addict Studies, Res, Providence, RI 02912 USA.
C3 University of Texas System; University of Texas Austin; Brown University
RP Benner, AD (corresponding author), Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn A2702, Austin, TX 78712 USA.
EM abenner@prc.utexas.edu
RI Hou, Yang/S-7431-2019
OI Hou, Yang/0000-0002-7360-5751
FU William T. Grant Foundation; National Institute on Alcohol Abuse and
   Alcoholism (NIAAA) [R01AA016797, K02AA13938]; Eunice Kennedy Shriver
   National Institute of Child Health and Human Development (NICHD)
   [P2CHD042849]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   authors acknowledge the support of grants from the William T. Grant
   Foundation to Aprile D. Benner, from National Institute on Alcohol Abuse
   and Alcoholism (NIAAA) to Kristina Jackson (R01AA016797 and K02AA13938),
   and from Eunice Kennedy Shriver National Institute of Child Health and
   Human Development (NICHD) to the Population Research Center at the
   University of Texas at Austin (P2CHD042849).
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NR 58
TC 4
Z9 6
U1 0
U2 17
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 2020
VL 40
IS 2
BP 249
EP 272
DI 10.1177/0272431619833489
PG 24
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA KA0AW
UT WOS:000505464900004
PM 38343652
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Zhang, Q
AF Zhang, Qian
TI The Role of Teachers' Interpersonal Behaviors in Learners' Academic
   Achievements
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic achievement; rapport; teacher's interpersonal behaviors;
   teacher immediacy; teacher-learner interpersonal relationship; teacher
   stroke
ID STUDENT RELATIONSHIPS; CHILD RELATIONSHIPS; PREDICTORS; ATTACHMENT;
   SCHOOL; PERFORMANCE; ENGAGEMENT
AB In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.
C1 [Zhang, Qian] Xian Univ Posts & Telecommun, Sch Humanities & Foreign Languages, Xian, Peoples R China.
C3 Xi'an University of Posts & Telecommunications
RP Zhang, Q (corresponding author), Xian Univ Posts & Telecommun, Sch Humanities & Foreign Languages, Xian, Peoples R China.
EM 850610778@qq.com
FU Shaanxi Federation of Social Sciences Circles Cultural Context
   Construction of the Translation and Communication of Intangible Cultural
   Heritage in Shaanxi [2022HZ0594]
FX Funding This study was sponsored by the Shaanxi Federation of Social
   Sciences Circles Cultural Context Construction of the Translation and
   Communication of Intangible Cultural Heritage in Shaanxi (Grant No.
   2022HZ0594).
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NR 76
TC 1
Z9 2
U1 10
U2 62
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 17
PY 2022
VL 13
AR 921832
DI 10.3389/fpsyg.2022.921832
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2P7ZW
UT WOS:000819955000001
PM 35783768
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Bryant, AL
   Zimmermann, MA
AF Bryant, AL
   Zimmermann, MA
TI Role models and psychosocial outcomes among African American adolescents
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article; Proceedings Paper
CT Biannual Conference of the Society-for-Research-in-Child-Development
CY APR, 1997
CL WASHINGTON, D.C.
SP Soc Res Child Dev
ID SOCIAL SUPPORT; SIGNIFICANT OTHERS; EXTENDED FAMILY; PERSONAL
   RELATIONSHIPS; GENDER DIFFERENCES; SUBSTANCE USE; DRUG-USE; BLACK;
   YOUNG; NETWORKS
AB The authors examined who 679 African American ninth-graders from urban environments look up to and how their role model choices relate to substance use, delinquency, academic engagement, and psychological well-being. Male adolescents without male role models and females identifying brothers as role models reported the most problem behavior. Adolescents with paternal male role models had the most positive school outcomes, no differences were found in psychological well-being among adolescents in terms of their male role models. The presence of female role models, in contrast, was associated with psychological well-being such that adolescents with maternal role models reported the least distress. Adolescents without female role models had the lowest grades and most negative school attitudes. These findings remained when parental support, family conflict, and father presence in the household were controlled, suggesting role model effect are separate from parenting effects. Our findings support and expand on the notion that having someone to look up to is critical for African American youths' development.
C1 Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA.
   Univ Michigan, Ann Arbor, MI 48109 USA.
C3 University of Missouri System; University of Missouri Columbia;
   University of Michigan System; University of Michigan
RP Bryant, AL (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
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NR 69
TC 81
Z9 133
U1 0
U2 8
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0743-5584
J9 J ADOLESCENT RES
JI J. Adolesc. Res.
PD JAN
PY 2003
VL 18
IS 1
BP 36
EP 67
DI 10.1177/0743558402238276
PG 32
WC Psychology, Developmental
WE Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH); Social Science Citation Index (SSCI)
SC Psychology
GA 625ME
UT WOS:000179819600003
DA 2024-07-15
ER

PT J
AU ArreagaMayer, C
   PerdomoRivera, C
AF ArreagaMayer, C
   PerdomoRivera, C
TI Ecobehavioral analysis of instruction for at-risk language minority
   students
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID SPECIAL-EDUCATION; HISPANIC STUDENTS; SETTINGS; TIME; ACHIEVEMENT
AB In this article we describe an application of ecobehavioral analysis to the evaluation of instructional settings for language-minority students. We introduce the concept of ecobehavioral analysis and describe the Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments (ESCRIBE). ESCRIBE evaluates the instructional effectiveness of educational and second language acquisition programs serving language-minority learners in regular and special settings. We studied 2 instructional environments (regular and English-as-a-Second-Language classrooms) to determine the opportunities afforded to 24 at-risk language-minority students to acquire and negotiate a second language and academic content meaning. Results demonstrated that instructional environments and teacher variables within a setting have a profound effect on students' academic behaviors and language usage. In general, we found a pattern of minimal teacher attention to language development, low student academic engagement in instructional activities, and a teacher emphasis on lecture and a whole-class format. The article concludes with a discussion of the implications of ecobehavioral analysis for the study of inclusion and accountability in the education of language-minority students.
C1 UNIV KANSAS,DEPT FAMILY LIFE & SPECIAL EDUC,LAWRENCE,KS 66045.
   UNIV KANSAS,LIFE SPAN INST,LAWRENCE,KS 66045.
C3 University of Kansas; University of Kansas
RP ArreagaMayer, C (corresponding author), UNIV KANSAS,DEPT HUMAN DEV,JUNIPER GARDENS CHILDRENS PROJECT,LAWRENCE,KS 66045, USA.
CR [Anonymous], UNDERSTANDING M CHAL
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NR 71
TC 20
Z9 46
U1 1
U2 3
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 5720 S WOODLAWN AVE, CHICAGO, IL 60637
SN 0013-5984
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD JAN
PY 1996
VL 96
IS 3
BP 245
EP 258
DI 10.1086/461826
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TW646
UT WOS:A1996TW64600004
DA 2024-07-15
ER

PT J
AU Harbin, SG
   Davis, CA
   Sandall, S
   Fettig, A
AF Harbin, Shawna G.
   Davis, Carol A.
   Sandall, Susan
   Fettig, Angel
TI The Effects of Physical Activity on Engagement in Young Children with
   Autism Spectrum Disorder
SO EARLY CHILDHOOD EDUCATION JOURNAL
LA English
DT Article
DE ASD; Physical activity; Engagement; Early childhood special education
ID ANTECEDENT EXERCISE; CARDIOVASCULAR-DISEASE; STEREOTYPIC BEHAVIORS;
   ACADEMIC-ACHIEVEMENT; SCIENTIFIC STATEMENT; YOUTH; INDIVIDUALS;
   ADOLESCENTS; NUTRITION; COMMITTEE
AB Physical activity (PA) is linked to multiple positive health outcomes for young children, with potential benefits in other domains as well. Engaging in higher intensity PA may produce positive gains for children with autism spectrum disorders (ASD), especially in academic engagement and on-task behavior. However, there is limited research documenting current levels of PA in young children with ASD and effective strategies for early childhood educators to increase PA. The aim of this study is to address these gaps by examining the extent to which embedded antecedent exercise (AE) increases and sustains engagement for children with ASD in early childhood settings. Three kindergarten students with ASD participated in this study, using a single-case withdrawal design to investigate the relationship between intensity of PA and student engagement during two unique classroom activities. Overall, results showed an increase in student engagement across classroom activities after participating in embedded AE.
C1 [Harbin, Shawna G.; Davis, Carol A.; Sandall, Susan; Fettig, Angel] Univ Washington, 2012 Skagit Lane,102G Miller Hall,Box 353600, Seattle, WA 98195 USA.
C3 University of Washington; University of Washington Seattle
RP Harbin, SG (corresponding author), Univ Washington, 2012 Skagit Lane,102G Miller Hall,Box 353600, Seattle, WA 98195 USA.
EM slendzio@uw.edu
RI Harbin, Shawna/JFJ-3544-2023
OI Harbin, Shawna/0000-0001-7985-3505; Davis, Carol
   Ann/0000-0003-0672-6382; Fettig, Angel/0000-0002-0954-2768
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NR 37
TC 1
Z9 1
U1 3
U2 15
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 DEC
PY 2022
VL 50
IS 8
BP 1461
EP 1473
DI 10.1007/s10643-021-01272-4
EA OCT 2021
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 5V1FS
UT WOS:000708330000001
DA 2024-07-15
ER

PT J
AU Collier-Meek, MA
   Sanetti, LMH
   Levin, JR
   Kratochwill, TR
   Boyle, AM
AF Collier-Meek, Melissa A.
   Sanetti, Lisa M. H.
   Levin, Joel R.
   Kratochwill, Thomas R.
   Boyle, Ashley M.
TI Evaluating implementation supports delivered within problem-solving
   consultation
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Treatment fidelity; Implementation; Classroom management; Single case
   design; Consultation
ID COGNITIVE-BEHAVIORAL THERAPY; MANAGEMENT-PRACTICES; RANDOMIZATION TESTS;
   TREATMENT INTEGRITY; MODEL; INTERVENTIONS; PARENTS; SCHOOLS; QUALITY;
   DESIGNS
AB Teachers participating in problem-solving consultation often struggle to maintain adequate treatment fidelity, which is necessary to improve student outcomes. Low levels of treatment fidelity may result from implementation barriers, such as intervention compatibility, implementer skill, and implementer motivation. This study involves the evaluation of five implementation supports designed to address implementation barriers (i.e., Implementation Planning, Role Play, Participant Modeling, Raising Awareness, Motivational Consulting) within problem-solving consultation. Across 14 randomized individual single-case AB intervention designs, we evaluated the impact of these implementation supports on teacher treatment fidelity of classroom management plans and class-wide academic engagement and disruptive behavior. Visual analysis, descriptive statistics, and randomization test analyses suggest that these implementation supports have the potential to be broadly effective in improving teachers' fidelity and student outcomes. Teachers required a different number of supports to increase fidelity levels and rated the implementation supports positively. Implications of the study's findings are described.
C1 [Collier-Meek, Melissa A.] Univ Massachusetts, Boston, MA 02125 USA.
   [Sanetti, Lisa M. H.; Boyle, Ashley M.] Univ Connecticut, Storrs, CT USA.
   [Levin, Joel R.] Univ Arizona, Tucson, AZ 85721 USA.
   [Kratochwill, Thomas R.] Univ Wisconsin, Madison, WI 53706 USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Connecticut; University of Arizona; University of
   Wisconsin System; University of Wisconsin Madison
RP Collier-Meek, MA (corresponding author), Univ Massachusetts, Boston, MA 02125 USA.
EM mel.colliermeek@umb.edu
OI Collier-Meek, Melissa/0000-0002-5789-7029
FU Institute of Education Sciences, U.S. Department of Education
   [R324A10005]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R324A10005 to the
   University of Connecticut. The opinions expressed are those of the
   authors and do not represent the views of the Institute or the U.S.
   Department of Education.
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NR 76
TC 24
Z9 30
U1 1
U2 4
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 FEB
PY 2019
VL 72
BP 91
EP 111
DI 10.1016/j.jsp.2018.12.002
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HO9FC
UT WOS:000461266000007
PM 30819464
DA 2024-07-15
ER

PT J
AU Gore, PA
   Leuwerke, WC
   Metz, AJ
   Brown, S
   Kelly, AR
AF Gore, Paul A., Jr.
   Leuwerke, Wade C.
   Metz, A. J.
   Brown, Steve
   Kelly, Alexandra R.
TI Measuring Noncognitive Factors Related to College Student Outcomes:
   Development and Initial Construct Validation of the Student Strengths
   Inventory
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
DE noncognitive factors; college outcomes; academic performance; retention;
   college student success
ID ACADEMIC-SUCCESS; HIGH-SCHOOL; PREDICTORS; RETENTION; MODEL;
   PERFORMANCE; MOTIVATION; TRANSITION; SKILLS
AB This study describes the development and initial construct validation of the Student Strengths Inventory (SSI), a brief measure of noncognitive variables previously found to be related to college student outcomes. A sample of 760 first-year college students completed an initial item pool in addition to a lengthier, established noncognitive assessment tool with similar constructs. Results support a 48-item, six-factor measure with the following scales: Academic Self-efficacy, Academic Engagement, Campus Engagement, Resiliency, Social Comfort, and Educational Commitment. The SSI demonstrates good internal consistency reliability and construct validity. Future research is needed to examine the predictive validity of the SSI subscales with respect to academic performance and persistence. Practice implications include providing individualized feedback to students on their noncognitive strengths and weaknesses and helping them set goals for their academic success. Moreover, the results of the SSI can inform interventions at the individual, group, and institutional level.
C1 [Gore, Paul A., Jr.] Xavier Univ, Cincinnati, OH 45207 USA.
   [Leuwerke, Wade C.] Drake Univ, Des Moines, IA 50311 USA.
   [Metz, A. J.] Univ Utah, Dept Educ Psychol, 1721 E Campus Ctr Dr, Salt Lake City, UT 84112 USA.
   [Brown, Steve] Loyola Univ Chicago, Chicago, IL USA.
   [Kelly, Alexandra R.] ICF Int, Fairfax, VA USA.
C3 University System of Ohio; Xavier University; Drake University; Utah
   System of Higher Education; University of Utah; Loyola University
   Chicago
RP Metz, AJ (corresponding author), Univ Utah, Dept Educ Psychol, 1721 E Campus Ctr Dr, Salt Lake City, UT 84112 USA.
EM aj.metz@utah.edu
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NR 47
TC 3
Z9 10
U1 1
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1069-0727
EI 1552-4590
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD FEB
PY 2019
VL 27
IS 1
BP 47
EP 60
DI 10.1177/1069072717727463
PG 14
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA HI4PR
UT WOS:000456433200004
DA 2024-07-15
ER

PT J
AU Yu, JL
   McLellan, R
AF Yu, Junlin
   McLellan, Ros
TI Beyond academic achievement goals: The importance of social achievement
   goals in explaining gender differences in self-handicapping
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Gender differences; Motivation; Social achievement goals; Academic
   achievement goals; Self-handicapping
ID DOUBLE-EDGED-SWORD; SEX-DIFFERENCES; FIT INDEXES; MOTIVATION;
   ADJUSTMENT; STUDENTS; ABILITY; SCHOOL; PERCEPTIONS; PREDICTORS
AB Boys show less adaptive behaviour and engagement than girls at school. Much research has examined gender differences in academic motivation to explain gender differences in school engagement. However, students engage in schools both academically and socially, and gender differences in social motivation may further contribute to the gender gap in academic engagement. In this study, 536 secondary school students in England (ages 13-14) reported their social achievement goals, academic achievement goals, and self-handicapping behaviours. Boys were more likely to adopt social demonstration goals, performance-approach and-avoidance goals, and reported greater behavioural self-handicapping. Moreover, structural equation models showed that social demonstration goals uniquely mediated the relationship between gender and self-handicapping, beyond the effect of performance-avoidance goals. Results highlight the importance of social achievement goals in explaining gender differences in self-handicapping. The findings suggest that educators need to attend to adolescents' social goals in addition to their academic goals in secondary school.
C1 [Yu, Junlin; McLellan, Ros] Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England.
C3 University of Cambridge
RP Yu, JL (corresponding author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England.
EM junlinjy@gmail.com
RI Yu, Junlin/X-4516-2018
OI Yu, Junlin/0000-0002-6267-5789
FU Cambridge Commonwealth, European and International Trust; China
   Scholarship Council
FX This research was supported by funding from the Cambridge Commonwealth,
   European and International Trust and the China Scholarship Council to
   the first author. We thank Pia Kreijkes, Jan Vermunt, and all anonymous
   reviewers for their insightful comments on earlier versions of this
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NR 89
TC 19
Z9 26
U1 7
U2 48
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JAN
PY 2019
VL 69
BP 33
EP 44
DI 10.1016/j.lindif.2018.11.010
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HK6ME
UT WOS:000458094000004
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Luthar, SS
   Ansary, NS
AF Luthar, SS
   Ansary, NS
TI Dimensions of adolescent rebellion: Risks for academic failure among
   high- and low-income youth
SO DEVELOPMENT AND PSYCHOPATHOLOGY
LA English
DT Article
ID SUBSTANCE USE; DEVELOPMENTAL PSYCHOPATHOLOGY; CIGARETTE-SMOKING; SCHOOL
   FAILURE; DRUG-USE; ACHIEVEMENT; BEHAVIOR; ASSOCIATIONS; DELINQUENCY;
   COMPETENCE
AB The central question addressed in this Study was whether upper class, suburban teenagers can engage in various problem behaviors and still maintain adequate academic grades, because of environmental safety nets, unlike their low-income, inner-city counterparts. Three problem behavior dimensions were assessed among tenth graders, that is, substance use, delinquency, and low school engagement. Academic achievement was assessed in terms of grades across four major subjects. Variable-based analyses indicated unique links with grades for self-reported delinquency and school disengagement in high- and low-income samples, but for substance use only among the former. Person-based analyses showed that in both schools. grades were clearly compromised among youth with disturbances in all three problem domains. In addition. in the suburban school only, grades were low in the cluster characterized chiefly by high substance use. Results are discussed in terms of stereotypes regarding risks (or lack thereof) stemming from families' socioeconomic status-, implications for theory and interventions are also considered.
C1 Columbia Univ Teachers Coll, Dept Counseling & Clin Psychol, New York, NY 10027 USA.
C3 Columbia University Teachers College
RP Columbia Univ Teachers Coll, Dept Counseling & Clin Psychol, Box 133,525 W 120th St, New York, NY 10027 USA.
EM suniya.luthar@columbia.edu
FU NIDA NIH HHS [R01 DA010726, R01 DA014385, R01-DA10726, R01-DA11498,
   R01-DA14385] Funding Source: Medline
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NR 94
TC 50
Z9 68
U1 1
U2 25
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 WIN
PY 2005
VL 17
IS 1
BP 231
EP 250
DI 10.1017/S0954579405050121
PG 20
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 917DL
UT WOS:000228436100012
PM 15971768
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Acosta-Gonzaga, E
   Ramirez-Arellano, A
AF Acosta-Gonzaga, Elizabeth
   Ramirez-Arellano, Aldo
TI Scaffolding Matters? Investigating Its Role in Motivation, Engagement
   and Learning Achievements in Higher Education
SO SUSTAINABILITY
LA English
DT Article
DE higher education; learning achievements; motivation; metacognitive
   engagement; learning engagement; scaffolding
ID SELF-DETERMINATION THEORY; HIGH-SCHOOL-STUDENTS; COGNITIVE ENGAGEMENT;
   ACADEMIC ENGAGEMENT; ONLINE; CLASSROOM; TRAJECTORIES; PERFORMANCE;
   STRATEGIES; BEHAVIOR
AB In higher education, students' engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers' support fosters students' emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements.
C1 [Acosta-Gonzaga, Elizabeth; Ramirez-Arellano, Aldo] Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias, Secc Estudios Posgrad & Invest SEPI, Mexico City 08400, DF, Mexico.
C3 Instituto Politecnico Nacional - Mexico
RP Acosta-Gonzaga, E (corresponding author), Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias, Secc Estudios Posgrad & Invest SEPI, Mexico City 08400, DF, Mexico.
EM eacostag@ipn.mx
RI Acosta-Gonzaga, Elizabeth/HZK-9086-2023
OI Ramirez-Arellano, Aldo/0000-0002-6782-9847
FU Instituto Politecnico Nacional [SIP20220747, SIP20220415]
FX This research was funded by the Instituto Politecnico Nacional, grant
   numbers SIP20220747 and SIP20220415.
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NR 104
TC 7
Z9 7
U1 20
U2 94
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD OCT
PY 2022
VL 14
IS 20
AR 13419
DI 10.3390/su142013419
PG 17
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 5Q0EH
UT WOS:000873513200001
OA gold
DA 2024-07-15
ER

PT J
AU Barnett, JH
AF Barnett, Juliet Hart
TI Three Evidence-Based Strategies that Support Social Skills and Play
   Among Young Children with Autism Spectrum Disorders
SO EARLY CHILDHOOD EDUCATION JOURNAL
LA English
DT Article
DE Social skills; Disabilities; Autism spectrum disorders; Play
ID EARLY INTERVENTION; INTELLECTUAL DISABILITIES; DEVELOPMENTAL DELAYS;
   ACADEMIC ENGAGEMENT; PEER INTERACTIONS; STUDENTS; SCHOOL; COMMUNICATION;
   SEQUENCES; PROGRAMS
AB Research demonstrates young children with autism and other developmental disabilities can benefit from participation in play activities with peers. Play provides opportunities to increase social skills across developmental domains in an integrated manner and provides opportunities to develop a sense of belonging and friendship; these goals are critical for young children with disabilities. However, in order for children with disabilities to benefit from the interactions that occur during play and to continue to progress developmentally in play skills, systematic intervention in social skills is needed. A variety of evidence-based practices provide guidance to teachers. In this article, three strategies are presented to assist early childhood educators. The three research-based strategies include the use of scripts, video modeling, and embedding choice as part of classroom activities. These practices create a context in which play skills can be developed and used in natural environments, thereby facilitating children's engagement in play and improving the likelihood for improved interactions with peers.
C1 [Barnett, Juliet Hart] Barrett Honors Coll, Tempe, AZ 85281 USA.
   [Barnett, Juliet Hart] Arizona State Univ, Div Teacher Preparat, Mary Lou Fulton Teachers Coll, POB 871811, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe
RP Barnett, JH (corresponding author), Barrett Honors Coll, Tempe, AZ 85281 USA.; Barnett, JH (corresponding author), Arizona State Univ, Div Teacher Preparat, Mary Lou Fulton Teachers Coll, POB 871811, Tempe, AZ 85287 USA.
EM Juliet.Hart@asu.edu
RI Barnett, Juliet Hart/AAB-1939-2020
OI Barnett, Juliet Hart/0000-0002-9511-6510
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NR 64
TC 14
Z9 29
U1 4
U2 59
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 NOV
PY 2018
VL 46
IS 6
BP 665
EP 672
DI 10.1007/s10643-018-0911-0
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GW0GA
UT WOS:000446540200008
DA 2024-07-15
ER

PT J
AU Patall, EA
   Steingut, RR
   Freeman, JL
   Pituch, KA
   Vasquez, AC
AF Patall, Erika A.
   Steingut, Rebecca R.
   Freeman, Jen L.
   Pituch, Keenan A.
   Vasquez, Ariana C.
TI Gender disparities in students' motivational experiences in high school
   science classrooms
SO SCIENCE EDUCATION
LA English
DT Article
DE autonomy support; engagement; high school; intensive longitudinal
   design; motivation; need satisfaction; science; teaching practice
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; TEACHER EXPECTATIONS;
   ACADEMIC ENGAGEMENT; TASK PERCEPTIONS; SEX-DIFFERENCES; AUTONOMY;
   ACHIEVEMENT; BELIEFS; SUPPORT
AB Women remain underrepresented in physical science, engineering, and computer science college majors and careers. Prior research has suggested that motivational beliefs and experiences in high school play a critical role in girls' persistence in science fields. We hypothesized that compared to male students, female high school students may experience less daily autonomy support from teachers and lower psychological need satisfaction in physics, chemistry, and engineering courses. In turn, we expected that these differences would explain girls' lower daily engagement in these courses compared to boys. In line with current trends indicating gender parity in biology and biomedical fields, we did not expect to find gender differences in biology courses. Results from a six-week intensive longitudinal study in which high school students reported their daily experiences of teacher autonomy support, need satisfaction, and engagement during science class supported our hypotheses. The implications of the results for theory and practice are discussed.
C1 [Patall, Erika A.] Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
   [Steingut, Rebecca R.] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
   [Freeman, Jen L.; Pituch, Keenan A.; Vasquez, Ariana C.] Univ Texas Austin, Dept Educ Psychol, Austin, TX 78712 USA.
C3 University of Southern California; Columbia University Teachers College;
   Columbia University; University of Texas System; University of Texas
   Austin
RP Patall, EA (corresponding author), Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
EM patall@rossier.usc.edu
RI Steingut, Rebecca/P-7119-2017; Patall, Erika/AAM-5679-2020
OI Patall, Erika/0000-0003-3448-8932
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NR 109
TC 27
Z9 33
U1 5
U2 46
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0036-8326
EI 1098-237X
J9 SCI EDUC
JI Sci. Educ.
PD SEP
PY 2018
VL 102
IS 5
BP 951
EP 977
DI 10.1002/sce.21461
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GT5KD
UT WOS:000444545400003
DA 2024-07-15
ER

PT J
AU Ljubin-Golub, T
   Rijavec, M
   Jurcec, L
AF Ljubin-Golub, Tajana
   Rijavec, Majda
   Jurcec, Lana
TI Flow in the Academic Domain: The Role of Perfectionism and Engagement
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Flow; Students; Optimal experience; Perfectionism; Engagement;
   Personality
ID MALADAPTIVE PERFECTIONISM; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT;
   ASSOCIATION; DIMENSIONS; MODEL; LIFE; PERSONALITY; ADJUSTMENT;
   DEPRESSION
AB The tendency to experience flow (flow proneness) is previously found to be associated with both some personality traits and engagement. In this study, we hypothesized a positive relationship between adaptive perfectionism and academic flow, a negative relationship between maladaptive perfectionism and flow, and also postulated the mediating role of academic engagement in the relationship between perfectionism and academic flow. The sample comprised 288 university students majoring in primary education. Several questionnaires were administered to assess flow in the academic domain, perfectionism, and engagement. As expected, adaptive perfectionism, namely high standards, was positively related to a higher level of academic flow, and the relationship was mediated by higher behavioral and cognitive engagement. Also as expected, maladaptive perfectionism, namely discrepancy, was negatively related to academic flow, and the relationship was mediated by negative emotional (anxious) engagement. The study provides empirical support for the relationship between academic flow and perfectionism, suggesting engagement as a possible mechanism for this relationship.
C1 [Ljubin-Golub, Tajana; Rijavec, Majda; Jurcec, Lana] Univ Zagreb, Fac Teacher Educ, Savska C 77, Zagreb 10000, Croatia.
C3 University of Zagreb
RP Ljubin-Golub, T (corresponding author), Univ Zagreb, Fac Teacher Educ, Savska C 77, Zagreb 10000, Croatia.
EM tajana.ljubingolub@ufzg.hr
RI Jurcec, Lana/JQW-8138-2023
OI Jurcec, Lana/0000-0002-3603-0776
FU University of Zagreb [DP075]
FX The author(s) acknowledge the financial support in part for the research
   and/or authorship of this article under a grant from the University of
   Zagreb (DP075).
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NR 61
TC 15
Z9 22
U1 1
U2 49
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 APR
PY 2018
VL 27
IS 2
BP 99
EP 107
DI 10.1007/s40299-018-0369-2
PG 9
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FY5CW
UT WOS:000426844900003
DA 2024-07-15
ER

PT J
AU Yang, G
   Badri, M
   Al Rashedi, A
   Almazroui, K
   Qalyoubi, R
   Nai, P
AF Yang, Guang
   Badri, Masood
   Al Rashedi, Asma
   Almazroui, Karima
   Qalyoubi, Rula
   Nai, Peng
TI The effects of classroom and school environments on student engagement:
   the case of high school students in Abu Dhabi public schools
SO COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION
LA English
DT Article
DE Student engagement; classroom effect; school effect; multilevel
   modelling; Abu Dhabi
ID ACADEMIC ENGAGEMENT; MIDDLE SCHOOL; ADOLESCENTS PERCEPTIONS;
   SOCIAL-ENVIRONMENT; ACHIEVEMENT; MOTIVATION; TEACHERS; MULTILEVEL;
   CLIMATE; GENDER
AB Drawing on data from a merged data set from a student survey and a parent survey that were conducted in the Emirate of Abu Dhabi in 2013, this article uses a multilevel framework to investigate the effects of individual characteristics and the classroom and school environments on high school students' school engagement in a modernising education system that is different from Western ones. The results of the three-level model revealed that while students' attributes remained strong predictors of their school engagement, the social and organisational environment of classrooms and school also greatly shaped the extent to which students emotionally and cognitively engaged with their school and learning. This study provided evidence to support the interactive nature of the impact of multilevel environments on student engagement. The policy and research implications were also discussed in the empirical context of Abu Dhabi.
C1 [Yang, Guang; Badri, Masood; Al Rashedi, Asma] Abu Dhabi Educ Council, Off Res & Planning, Abu Dhabi, U Arab Emirates.
   [Almazroui, Karima] United Arab Emirates Univ, Fac Educ, Al Ain, U Arab Emirates.
   [Qalyoubi, Rula] United Nations Environm Programme, Sci Policy Interface Div Early Warning & Assessme, Manama, Bahrain.
   [Nai, Peng] Yunnan Univ Finance & Econ, Sch Law, Kunming, Yunnan, Peoples R China.
C3 United Arab Emirates University; Yunnan University of Finance &
   Economics
RP Nai, P (corresponding author), Yunnan Univ Finance & Econ, Sch Law, Kunming, Yunnan, Peoples R China.
EM npeng315@foxmail.com
RI Almazroui, Karima/HSG-5914-2023
OI Almazroui, Karima/0000-0002-3738-1033
CR Abu Dhabi Education Council (ADEC), 2013, PAR SURV RES AC YEAR
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NR 53
TC 7
Z9 10
U1 3
U2 22
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
PY 2017
VL 47
IS 2
BP 223
EP 239
DI 10.1080/03057925.2016.1230833
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EO5NJ
UT WOS:000396739600007
DA 2024-07-15
ER

PT J
AU González, A
   Rodríguez, Y
   Faílde, JM
   Carrera, MV
AF Gonzalez, Antonio
   Rodriguez, Yolanda
   Failde, Jose M.
   Carrera, Maria V.
TI Anxiety in the statistics class: Structural relations with self-concept,
   intrinsic value, and engagement in two samples of undergraduates
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Statistics anxiety; Self-concept; Intrinsic value; Academic engagement;
   Multi-group invariance
ID EXPECTANCY-VALUE; ACHIEVEMENT; MATHEMATICS; GENDER; MOTIVATION;
   MULTIDIMENSIONALITY; PERCEPTIONS; INVARIANCE; EMOTIONS; VALIDITY
AB This study investigated the motivational predictors (self-concept and intrinsic value) of anxiety in a statistics class and their outcomes (use of self-regulatory and deep processing strategies, persistence, and performance). Moreover the similarities and differences of these structural relations in two samples of undergraduates, and the mediation between variables were assessed. Two samples of Spanish undergraduates, undertaking science-technology degrees (n = 479) or degrees in social studies (n = 468), participated in this study. As hypothesised, statistics anxiety was predicted by self-concept and intrinsic value, and predicted the use of self regulatory strategies, deep processing strategies, persistence, and performance; both self-concept and value predicted strategies, persistence, and performance; strategies and persistence predicted performance. For both samples, these relationships were similar, and the mediated relations between assessed variables were significant. These findings highlight the need for interventions aimed at preventing and minimising high levels of academic anxiety. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Gonzalez, Antonio; Rodriguez, Yolanda; Failde, Jose M.; Carrera, Maria V.] Univ Vigo, Fac Ciencias Educ, As Lagoas 32004, Ourense, Spain.
C3 Universidade de Vigo
RP González, A (corresponding author), Univ Vigo, Fac Ciencias Educ, As Lagoas 32004, Ourense, Spain.
EM aglez@uvigo.es; yrcastro@uvigo.es; jfailde@uvigo.es;
   mavicarrera@uvigo.es
RI Garrido, José Maria Faílde/G-4636-2015; Carrera-FernÃ¡ndez, MarÃ­a
   Victoria/AAA-1546-2019; Gonzalez, Antonio/AAA-6381-2019
OI Garrido, José Maria Faílde/0000-0002-0946-7729; Rodriguez-Castro,
   Yolanda/0000-0001-9965-2348; Gonzalez Fernandez,
   Antonio/0000-0003-0038-4801
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NR 61
TC 30
Z9 38
U1 2
U2 53
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JAN
PY 2016
VL 45
BP 214
EP 221
DI 10.1016/j.lindif.2015.12.019
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DF5AH
UT WOS:000371363700026
DA 2024-07-15
ER

PT J
AU Oberhauser, AM
AF Oberhauser, Ann M.
TI Ethics and transparency in the field: lessons from the Arab Gulf
SO GENDER PLACE AND CULTURE
LA English
DT Article
DE feminist geography; Bahrain; academic partnerships; cross-cultural
   research
AB This viewpoint draws from feminist scholarship to critically examine an academic partnership between two universities based in the USA and in the Arab Gulf. In particular, feminist geography is used to inform cross-cultural projects such as this academic exchange among Arabs and Americans by focusing on ethics and transparency in the field. The complexity of cultural and institutional dynamics in this and related projects impacts our work with participants and in places where we conduct research. This analysis is based on collaboration between a public university in the USA and an all-women's university located in Bahrain, an Arab Gulf monarchy that has experienced violence stemming from socio-economic disparities and political tensions between the ruling Sunnis and the majority Shiite population. The project exemplifies a growing trend among Western universities to participate in academic partnerships that will generate financial resources while educating students in regions with limited access to higher education. The contradictions and dilemmas that arise in this academic engagement highlight the importance of ethics and transparency in cross-cultural university partnerships.
C1 [Oberhauser, Ann M.] W Virginia Univ, Geog Program, Morgantown, WV 26506 USA.
   [Oberhauser, Ann M.] W Virginia Univ, Ctr Womens & Gender Studies, Morgantown, WV 26506 USA.
C3 West Virginia University; West Virginia University
RP Oberhauser, AM (corresponding author), W Virginia Univ, Geog Program, Morgantown, WV 26506 USA.
EM ann.oberhauser@mail.wvu.edu
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NR 15
TC 0
Z9 0
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0966-369X
EI 1360-0524
J9 GENDER PLACE CULT
JI Gend. Place Cult.
PD DEC 1
PY 2013
VL 20
IS 8
BP 1033
EP 1040
DI 10.1080/0966369X.2013.793659
PG 8
WC Geography; Women's Studies
WE Social Science Citation Index (SSCI)
SC Geography; Women's Studies
GA 266II
UT WOS:000328016900006
DA 2024-07-15
ER

PT J
AU Brew, A
   Boud, D
   Namgung, SU
AF Brew, Angela
   Boud, David
   Namgung, Sang Un
TI Influences on the formation of academics: the role of the doctorate and
   structured development opportunities
SO STUDIES IN CONTINUING EDUCATION
LA English
DT Article
DE academic formation; teaching; researchers
AB The paper examines influences of doctoral study and structured early career interventions on academic work. It uses evidence from a survey in six Australian universities (n=1158) to explore academics' engagement with research and teaching development. It regards universities as social situations that are ambiguous, presenting conflicting opportunities for growth and development and the pursuit of personal objectives. Academics' emphases on different aspects of academic work involve complex responses that are subject to many influences. It shows that doctoral work may avoid developing key skills that academics need and that the extent to which doctoral study prepares academics for different aspects of their role is different in different disciplines and institutions. It also shows that the conduct of academics in their major roles is little influenced by the training and development they engage in. The paper discusses the survey findings in terms of what constrains and what enables academics to take up particular development opportunities. It argues that to understand academic practice, analysis of how organisational influences are interpreted is needed.
C1 [Brew, Angela] Macquarie Univ, Learning & Teaching Ctr, Sydney, NSW 2109, Australia.
   [Boud, David] Univ Technol Sydney, Fac Arts & Social Sci, Sydney, NSW 2007, Australia.
   [Namgung, Sang Un] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
C3 Macquarie University; University of Technology Sydney; University of
   Sydney
RP Brew, A (corresponding author), Macquarie Univ, Learning & Teaching Ctr, Sydney, NSW 2109, Australia.
EM angela.brew@mq.edu.au
RI Boud, David/AAY-1956-2021; Boud, David/R-7498-2019
OI Boud, David/0000-0002-6883-2722; Brew, Angela/0000-0002-2944-7098
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NR 23
TC 35
Z9 39
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 0158-037X
EI 1470-126X
J9 STUD CONTIN EDUC
JI Stud. Contin. Educ.
PY 2011
VL 33
IS 1
SI SI
BP 51
EP 66
AR PII 933264509
DI 10.1080/0158037X.2010.515575
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 719MT
UT WOS:000287209600005
DA 2024-07-15
ER

PT J
AU Darling-Aduana, J
AF Darling-Aduana, Jennifer
TI Behavioral Engagement Shifts Among At-Risk High School Students Enrolled
   in Online Courses
SO AERA OPEN
LA English
DT Article
DE attendance; academic behaviors; academic engagement; digital learning;
   online course taking
ID CREDIT RECOVERY; MIDDLE; TECHNOLOGY; COMMUNITY; DROPOUT; ADOLESCENCE;
   ACHIEVEMENT; INTEGRATION; GRADUATION; PREDICTORS
AB Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy makers interested in online learning and understanding what programs might be most effective in reengaging students at risk of course failure or dropping out of high school.
C1 [Darling-Aduana, Jennifer] Vanderbilt Univ, Educ Leadership & Policy Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 Vanderbilt University
RP Darling-Aduana, J (corresponding author), Vanderbilt Univ, Educ Leadership & Policy Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.
RI Darling, Jennifer/ABG-1871-2021
OI Darling, Jennifer/0000-0002-7940-5662
FU William T. Grant Foundation
FX I would like to thank Carolyn Heinrich, Seth Gershenson, and peer
   reviewer for their instrumental feedback; the William T. Grant
   Foundation for generous funding of this research; researchers employed
   by the ed-tech vendor for their support in accessing data from the
   online instructional system; school district staff for their assistance
   in providing student record data and support of the project data
   analysis and fieldwork; and Vanderbilt University and the Wisconsin
   Evaluation Collaborative at the Wisconsin Center for Education Research,
   University of Wisconsin Madison, for ongoing support of this initiative.
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NR 64
TC 7
Z9 15
U1 6
U2 23
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 OCT
PY 2019
VL 5
IS 4
AR 2332858419887736
DI 10.1177/2332858419887736
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JL5TQ
UT WOS:000495594400001
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Barber, C
   Wasson, JW
AF Barber, Carolyn
   Wasson, Jillian Woodford
TI A Comparison of Adolescents' Friendship Networks by Advanced Coursework
   Participation Status
SO GIFTED CHILD QUARTERLY
LA English
DT Article
DE social and; or emotional development and adjustment; high school; age;
   developmental stage; hierarchical linear modeling; quantitative
   methodologies
ID GIFTED ADOLESCENTS; ADVANCED PLACEMENT; SELF-PERCEPTIONS; FORCED-CHOICE;
   STUDENTS; SCHOOL; ACHIEVEMENT; MOTIVATION; ATTITUDES; CONTEXT
AB Friendships serve as a source of support and as a context for developing social competence. Although advanced coursework may provide a unique context for the development of friendships, more research is needed to explore exactly what differences exist. Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement Study, we compared the friendship networks of students taking advanced mathematics and English coursework to those of similar nonparticipants. Groups were compared on the number of sent or received nominations based on students' listings of friends, the presence and reciprocation of best friendships, and friends' academic engagement and diversity. Controlling for background, advanced coursework participants had larger networks and more engaged friends than did nonparticipants. Small differences in age heterogeneity and in the likelihood of reciprocal best friendships with female friends were found in English course-taking. Participants' networks were also somewhat less racially diverse.
C1 [Barber, Carolyn; Wasson, Jillian Woodford] Univ Missouri, Kansas City, MO 64110 USA.
C3 University of Missouri System; University of Missouri Kansas City
RP Barber, C (corresponding author), Univ Missouri, Suite 223,Educ Bldg,5100 Rockhill Rd, Kansas City, MO 64110 USA.
EM barberce@umkc.edu
RI Barber, Carolyn/A-2239-2010
OI Barber, Carolyn/0000-0001-8282-5345
FU Direct For Education and Human Resources; Division Of Research On
   Learning [0941014] Funding Source: National Science Foundation
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NR 59
TC 8
Z9 10
U1 1
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0016-9862
EI 1934-9041
J9 GIFTED CHILD QUART
JI Gifted Child Q.
PD JAN
PY 2015
VL 59
IS 1
BP 23
EP 37
DI 10.1177/0016986214559639
PG 15
WC Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA AW3JX
UT WOS:000346183800003
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Chiu, MM
   Mateo, NJ
   Yang, L
AF Datu, Jesus Alfonso D.
   Chiu, Ming Ming
   Mateo, Nino Jose
   Yang, Lan
TI Persisting in tough times across Hong Kong, mainland China, and the
   Philippines: grit, achievement goal orientation, and science engagement
SO INTERNATIONAL JOURNAL OF STEM EDUCATION
LA English
DT Article
DE Academic engagement; Achievement goal orientation; Triarchic model of
   grit
ID ACADEMIC-ACHIEVEMENT; SOCIOECONOMIC-STATUS; HIERARCHICAL MODEL; BIFACTOR
   MODEL; HIGH-SCHOOL; STUDENTS; SELF; MOTIVATION; PERSONALITY; PREDICT
AB BackgroundPast studies of grit's educational benefits, such as science engagement, showed mixed results across cultures. So, we elaborated the prior model of grit (perseverance of effort, consistency of interest) with adaptability to situations (forming a triarchic model of grit TMG), and tested TMG's relation to subsequent science engagement.MethodsIn this study, 1,972 high school students in Hong Kong, mainland China, and the Philippines completed surveys twice (about 6 months apart). We analysed these data with multilevel structural equation modelling.ResultsResults showed that country income (GDP per capita) negatively predicted science engagement, while schools with the highest ability students had higher science engagement. Conscientiousness and overall grit positively predicted science engagement at both time periods. Consistency of interest negatively predicted science engagement.ConclusionsThis research demonstrates the potential academic benefits of grit in non-Western societies. Promoting grit may serve as a pathway towards greater students' engagement in science.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Ctr Advancement Inclus & Special Educ, Human Commun Learning & Dev Acad Unit, Rm 210,Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.
   [Chiu, Ming Ming] Educ Univ Hong Kong, Anal Assessment Res Ctr, Tai Po, B1-2-F-15,10 Lo Ping Rd, Hong Kong, Peoples R China.
   [Mateo, Nino Jose] De La Salle Univ, Counseling & Educ Psychol Dept, Manila, Philippines.
   [Yang, Lan] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK); De
   La Salle University; Education University of Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Ctr Advancement Inclus & Special Educ, Human Commun Learning & Dev Acad Unit, Rm 210,Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.; Chiu, MM (corresponding author), Educ Univ Hong Kong, Anal Assessment Res Ctr, Tai Po, B1-2-F-15,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jaddatu19@gmail.com; mingmingchiu@gmail.com
OI YANG, Lan/0000-0002-3457-0330; Chiu, Ming/0000-0002-5721-1971
FU Research Grant Council
FX We thank Dr. YUEN Man Tak, Dr. Ricci Fong, and Mr. Joe Tsui for helping
   with the data collection in Hong Kong context.
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NR 117
TC 0
Z9 0
U1 15
U2 15
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2196-7822
J9 INT J STEM EDUC
JI Int. J. STEM Educ.
PD JAN 22
PY 2024
VL 11
IS 1
AR 2
DI 10.1186/s40594-024-00462-x
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 GI6Z7
UT WOS:001152091500001
OA gold
DA 2024-07-15
ER

PT J
AU Atta-Owusu, K
   Fitjar, RD
AF Atta-Owusu, Kwadwo
   Fitjar, Rune Dahl
TI Incentivizing knowledge exchange engagement: direct and indirect
   benefits of external engagement
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Knowledge exchange; academic engagement; third mission; rewards; survey
   data
ID UNIVERSITY; COMMERCIALIZATION; POLICIES
AB Engagement in knowledge exchange (KE) with external actors has become widely accepted as an integral mission of universities. However, research and teaching performance remain more important for career progression, while engagement activities are more weakly institutionalized. This raises the question of why academics participate in knowledge exchange engagement activities. This paper examines to what extent academics perceive that they are rewarded directly for KE by their university and to what extent they perceive to benefit in terms of their performance in other missions (research and teaching). Furthermore, we examine how these perceptions are associated with actual engagement behavior. We use data from a sample of academics in seven European universities to examine whether direct and indirect benefits from engagement are linked to engagement in a broad range of KE activities. The results suggest that direct university rewards are associated with less engagement in KE activities, while perceived indirect benefits are associated with more engagement. These relationships are particularly strong in STEM fields.
C1 [Atta-Owusu, Kwadwo; Fitjar, Rune Dahl] Univ Stavanger, Ctr Innovat Res, UiS Business Sch, Dept Innovat Management & Mkt, Stavanger, Norway.
   [Fitjar, Rune Dahl] Univ Stavanger, Ctr Innovat Res, UiS Business Sch, Dept Innovat Management & Mkt, POB 8600 Forus, N-4036 Stavanger, Norway.
C3 Universitetet i Stavanger; Universitetet i Stavanger
RP Fitjar, RD (corresponding author), Univ Stavanger, Ctr Innovat Res, UiS Business Sch, Dept Innovat Management & Mkt, POB 8600 Forus, N-4036 Stavanger, Norway.
EM rune.d.fitjar@uis.no
RI ; Fitjar, Rune Dahl/C-2580-2013
OI Atta-Owusu, Kwadwo/0000-0002-8952-0592; Fitjar, Rune
   Dahl/0000-0001-5333-2701
FU European Union [722295]; Marie Curie Actions (MSCA) [722295] Funding
   Source: Marie Curie Actions (MSCA)
FX This work was supported by the European Union's Horizon 2020 Framework
   Programme under the Marie Sklodowska-Curie Actions Innovative Training
   Networks for the project "The Role of Universities in Innovation and
   Regional Development" (RUNIN): [grant agreement number 722295].
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NR 38
TC 0
Z9 0
U1 1
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.
PD MAY 4
PY 2023
VL 48
IS 5
SI SI
BP 758
EP 769
DI 10.1080/03075079.2023.2185601
EA MAR 2023
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA F6WU9
UT WOS:000943864800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Khalid, F
   Mirza, SS
   Bin-Feng, C
   Saeed, N
AF Khalid, Fatima
   Mirza, Sultan Sikandar
   Bin-Feng, Chai
   Saeed, Nighat
TI Learning Engagements and the Role of Religion
SO SAGE OPEN
LA English
DT Article
DE learning engagement; academic motivation; academic performance;
   religion; ANOVA; AMS; EVD
ID ACADEMIC-PERFORMANCE; STUDENT ENGAGEMENT; COLLEGE-STUDENTS; ACHIEVEMENT;
   MOTIVATION; ADOLESCENTS; ATTENDANCE; OUTCOMES; SCHOOL; CHINA
AB The objective of this study is to determine the relationship between learning engagement, academic motivation, and academic performance in undergraduate students and the importance of religion in determining the academic motivation and academic performance. A sample of 840 university students from different regions (provinces) of Pakistan is pooled through a convenient sampling technique. Engagement Versus Disaffection (EVD) and the Academic Motivation Scale (AMS) are administered for learning engagement and academic motivation, respectively. After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression, the findings of this research reveal that learning engagement and academic motivation have significant relationships with academic performance. Furthermore, it is also found that, in religiosity, academic motivation for both Muslims and non-Muslims do not induce learning engagement, but Muslim students have shown better academic performance than non-Muslims. This study can be beneficial for policymakers and practitioners to analyze the determinants of learning engagements and improve the academic performance of university students.
C1 [Khalid, Fatima] Zhejiang Univ, Dept Psychol & Behav Sci, Hangzhou, Peoples R China.
   [Mirza, Sultan Sikandar] Zhejiang Univ City Coll, Univ Waikato, Hangzhou, Peoples R China.
   [Bin-Feng, Chai] Zhejiang Gongshang Univ, Sch Accounting, Hangzhou 310018, Peoples R China.
   [Saeed, Nighat] Govt Coll Univ, Lahore, Pakistan.
C3 Zhejiang University; Hangzhou City University; Zhejiang Gongshang
   University; Government College University Lahore
RP Bin-Feng, C (corresponding author), Zhejiang Gongshang Univ, Sch Accounting, Hangzhou 310018, Peoples R China.
EM cbfeng8888@163.com
RI Mirza, Sultan Sikandar/JOJ-4257-2023
OI Mirza, Sultan Sikandar/0000-0002-8044-9945
FU Zhejiang Higher Education Reform Project [20180116]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   article is supported by Zhejiang Higher Education Reform Project (Grant
   No. 20180116).
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NR 58
TC 2
Z9 3
U1 4
U2 32
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 JAN
PY 2020
VL 10
IS 1
AR 2158244019901256
DI 10.1177/2158244019901256
PG 14
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA KE5DK
UT WOS:000508575700001
OA gold
DA 2024-07-15
ER

PT J
AU Herrmann, J
   Koeppen, K
   Kessels, U
AF Herrmann, Julia
   Koeppen, Karoline
   Kessels, Ursula
TI Do girls take school too seriously? Investigating gender differences in
   school burnout from a self-worth perspective
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE School burnout; Gender differences; School grades; Contingent
   self-esteem; Self-determination theory
ID ACADEMIC ENGAGEMENT; NEED SATISFACTION; ATHLETE BURNOUT;
   SEX-DIFFERENCES; MEDIATING ROLE; ESTEEM; STUDENTS; MOTIVATION;
   CONTINGENCIES; PERFECTIONISM
AB Recent investigations have suggested that a considerable percentage of teenagers, especially those in academic track schools, report school-related burnout symptoms (exhaustion, cynicism and inadequacy). Low school achievement and female gender are discussed as risk factors for the syndrome. We investigated school burnout from an individual differences perspective, focusing on aspects of self-esteem (global self-esteem; academic contingent self-esteem) and their associations with specific types of motivational regulation (intrinsic; extrinsic) in a sample of N = 649 9th graders (59% female; 40% males) from six academic track schools in Germany. We hypothesized that gender would be associated with school burnout symptoms and that global self-esteem, academic contingent self-esteem, intrinsic motivation, and extrinsic motivation would mediate the relations. We tested these associations in a structural equation model that was adjusted for grades. Girls' higher scores on exhaustion could be explained through pathways via self-esteem aspects and motivation. Results may inform prevention practices.
C1 [Herrmann, Julia; Koeppen, Karoline; Kessels, Ursula] Free Univ Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
   [Herrmann, Julia] ZfP Sudwurttemberg, Weingartshofer Str 2, D-88214 Ravensburg, Germany.
C3 Free University of Berlin
RP Kessels, U (corresponding author), Free Univ Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM julia.herrmann@zfp-zentrum.de; karoline.koeppen@fu-berlin.de;
   ursula.kessels@fu-berlin.de
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NR 99
TC 47
Z9 54
U1 13
U2 61
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 JAN
PY 2019
VL 69
BP 150
EP 161
DI 10.1016/j.lindif.2018.11.011
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HK6ME
UT WOS:000458094000014
DA 2024-07-15
ER

PT J
AU Scalzo, R
   Davis, TN
AF Scalzo, Rachel
   Davis, Tonya N.
TI Analysis of Behavioral Indicators as a Measure of Satiation
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE satiation; abolishing operations; abative effects; behavioral indicators
ID MOTIVATING OPERATIONS; CHALLENGING BEHAVIOR; ACADEMIC ENGAGEMENT;
   STEREOTYPY; INTERVENTION; DISABILITIES; INSTRUCTION; CHILDREN; AUTISM;
   MANDS
AB Providing noncontingent access to a stimulus until an individual displays behavioral indicators of satiation has been used to determine when an abolishing operation is in effect, but there has been variation in its application in the literature. Four males diagnosed with autism spectrum disorder with tangibly maintained challenging behavior participated in this study. Individualized behavioral indicators were identified and verified to determine when each participant was finished playing with his/her preferred item. Three presession conditions were manipulated including restricted access to the tangible stimulus for 30 min, access to the tangible stimulus until the display of one behavioral indicator, and access to the tangible stimulus until the display of three behavioral indicators. Each presession condition was followed by a tangible condition of the functional analysis to measure challenging behavior. Results indicated that presession access to a tangible stimulus until the display of three behavioral indicators produced a greater abative effect on challenging behavior than one behavioral indicator.
C1 [Scalzo, Rachel] Baylor Univ, Behav Management, Waco, TX 76798 USA.
   [Davis, Tonya N.] Baylor Univ, Dept Educ Psychol, Waco, TX 76798 USA.
C3 Baylor University; Baylor University
RP Scalzo, R (corresponding author), Baylor Univ, One Bear Pl 97031, Waco, TX 76798 USA.
EM rascalzo@gmail.com
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NR 15
TC 2
Z9 3
U1 0
U2 2
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 MAR
PY 2017
VL 41
IS 2
BP 308
EP 322
DI 10.1177/0145445516673828
PG 15
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA EL5MP
UT WOS:000394665500006
PM 27760808
DA 2024-07-15
ER

PT J
AU Carter, EW
   Asmus, J
   Moss, CK
   Biggs, EE
   Bolt, DM
   Born, TL
   Brock, ME
   Cattey, GN
   Chen, R
   Cooney, M
   Fesperman, E
   Hochman, JM
   Huber, HB
   Lequia, JL
   Lyons, G
   Moyseenko, KA
   Riesch, LM
   Shalev, RA
   Vincent, LB
   Weir, K
AF Carter, Erik W.
   Asmus, Jennifer
   Moss, Colleen K.
   Biggs, Elizabeth E.
   Bolt, Dan M.
   Born, Tiffany L.
   Brock, Matthew E.
   Cattey, Gillian N.
   Chen, Rui
   Cooney, Molly
   Fesperman, Ethan
   Hochman, Julia M.
   Huber, Heartley B.
   Lequia, Jenna L.
   Lyons, Gregory
   Moyseenko, Kerrie A.
   Riesch, Lindsay M.
   Shalev, Rebecca A.
   Vincent, Lori B.
   Weir, Katie
TI Randomized Evaluation of Peer Support Arrangements to Support the
   Inclusion of High School Students With Severe Disabilities
SO EXCEPTIONAL CHILDREN
LA English
DT Article
ID INTELLECTUAL DISABILITY; GENERAL CURRICULUM; SOCIAL-INTERACTION;
   PARAPROFESSIONALS; AUTISM; ACCESS
AB Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms. Paraprofessionals or special educators recruited, trained, and supported 106 peers to provide individualized academic and social assistance to students with severe disabilities throughout one semester. Compared to students exclusively receiving adult-delivered support (n = 48), students participating in peer support arrangements experienced increased interactions with peers, increased academic engagement, more progress on individualized social goals, increased social participation, and a greater number of new friendships. Moreover, an appreciable proportion of relationships lasted one and two semesters later after the intervention had concluded. These findings challenge prevailing practices for supporting inclusive education and establish the efficacy and social validity of peer support arrangements as a promising alternative to individually assigned paraprofessional support.
C1 [Carter, Erik W.; Biggs, Elizabeth E.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.] Vanderbilt Univ, Nashville, TN USA.
   [Asmus, Jennifer; Moss, Colleen K.; Bolt, Dan M.; Born, Tiffany L.; Cooney, Molly; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie] Univ Wisconsin Madison, Madison, WI USA.
C3 Vanderbilt University; University of Wisconsin System; University of
   Wisconsin Madison
RP Carter, EW (corresponding author), Vanderbilt Univ, Dept Special Educ, Peabody Coll, PMB 228, Nashville, TN 37072 USA.; Asmus, J (corresponding author), Univ Wisconsin Madison, Dept Educ Psychol, 1025 W Johnson St, Madison, WI 53706 USA.
EM erik.carter@vanderbilt.edu; asmus@wisc.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782; Shalev, Rebecca/0000-0003-1495-8319;
   Biggs, Elizabeth/0000-0001-8307-7895
CR Bandura A., 1977, SOCIAL LEARNING THEO
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NR 32
TC 89
Z9 145
U1 2
U2 35
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 2016
VL 82
IS 2
BP 209
EP 233
DI 10.1177/0014402915598780
PG 25
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA DI0ZZ
UT WOS:000373227100005
DA 2024-07-15
ER

PT J
AU Maulana, R
   Helms-Lorenz, M
   van de Grift, W
AF Maulana, Ridwan
   Helms-Lorenz, Michelle
   van de Grift, Wim
TI Development and evaluation of a questionnaire measuring pre-service
   teachers' teaching behaviour: a Rasch modelling approach
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
DE secondary education; teachers' behaviour; students' perceptions; Rasch
   analysis
ID ITEM-FIT INDEX; INSTRUCTION; CLASSROOM; STUDENTS; ACHIEVEMENT;
   VALIDATION; FEEDBACK; OUTCOMES; DESIGN
AB The present study examines the development of a measure tapping students' perceptions of (pre-service) teachers' teaching behaviour to explore the practical value of such a measure in teacher education and teacher professional development programs. From a sample of 1,635 students of 91 pre-service teachers teaching in secondary education in The Netherlands, random subsamples of 809 students of 45 teachers and of 826 students of 46 teachers were used for analyses. Classical test analyses were used as a preliminary approach prior to utilizing Rasch modelling to the data. Additionally, multilevel analyses were used to examine the predictive validity of the measure on student academic engagement as an external criterion. Results revealed that a shortened and representative measure of teachers' behaviour meets the requirements of the Rasch model sufficiently. In addition, the predictive quality of the shortened measure was confirmed. Implications of findings for research and educational practices were discussed.
C1 [Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim] Univ Groningen, Dept Teacher Educ, Groningen, Netherlands.
C3 University of Groningen
RP Maulana, R (corresponding author), Univ Groningen, Dept Teacher Educ, Groningen, Netherlands.
EM r.maulana@rug.nl
RI Helms-Lorenz, Michelle/AAI-6377-2021
OI Helms-Lorenz, Michelle/0000-0001-9314-6962; van de Grift,
   Willem/0000-0001-9459-5292
FU Nederlandse organisatie voor Wetenschappelijk Onderzoek [NWO]
   [411-09-802]
FX This study was part of the national research project about the
   relationship between the development of the quality of teaching
   behaviour of pre-service teachers and the preparation route of teacher
   education in Dutch secondary education. This project was financed by the
   Nederlandse organisatie voor Wetenschappelijk Onderzoek [NWO,
   411-09-802]. NWO funds scientific research for Dutch universities and
   institutes.
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NR 89
TC 71
Z9 75
U1 1
U2 40
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0924-3453
EI 1744-5124
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD APR 3
PY 2015
VL 26
IS 2
BP 169
EP 194
DI 10.1080/09243453.2014.939198
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CH0QD
UT WOS:000353726400003
OA Green Published
DA 2024-07-15
ER

PT J
AU Bartseva, K
   Likhanov, M
   Tsigeman, E
   Alenina, E
   Reznichenko, I
   Soldatova, E
   Kovas, Y
AF Bartseva, Ksenia
   Likhanov, Maxim
   Tsigeman, Elina
   Alenina, Evgenia
   Reznichenko, Ivan
   Soldatova, Elena
   Kovas, Yulia
TI No spatial advantage in adolescent hockey players? Exploring measure
   specificity and masked effects
SO INTELLIGENCE
LA English
DT Article
DE Spatial ability; Spatial cognition; Ice hockey; Adolescent athletes;
   Academic achievement
ID PROGRESSIVE MATRICES; MENTAL ROTATION; ABILITY; ACHIEVEMENT;
   PERFORMANCE; SUPPORT; SCHOOL; SPORT; DISSOCIATION; COLLEGE
AB The study examines how intensive hockey training is linked with spatial ability and academic performance. Participants were hockey players from top junior teams (N = 225, mean age = 14.25, all boys) and their un-selected peers (N = 278, mean age = 15.47, all boys). Compared to the unselected group, hockey players showed lower results in 10 small-scale spatial tests (Cohen's d ranging from 0.42 to 1.04), Raven's Progressive Matrices (d = 0.41), and 12 school subjects (d for the sum of grades = 1.17). The differences in spatial ability remained significant after controlling for Raven's (d varying from 0.26 to 1.03). The absence of spatial advantage in athletes suggests that effects of sports on cognition are complex: spatial ability facet-specific, sport-specific, professional and intensity level-specific. Moreover, these effects might be confounded by differences in academic engagement, investment of effort and psychological and physiological effects of intensive sports engagement.
C1 [Bartseva, Ksenia; Likhanov, Maxim; Tsigeman, Elina; Alenina, Evgenia; Soldatova, Elena] St Petersburg State Univ, Dept Psychol, St Petersburg, Russia.
   [Tsigeman, Elina; Alenina, Evgenia] HSE Univ, Lab Social & Cognit Informat, St Petersburg, Russia.
   [Likhanov, Maxim] Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing, Peoples R China.
   [Reznichenko, Ivan] Avangard Hockey Club Med Ctr, Omsk, Russia.
   [Kovas, Yulia] Goldsmiths Univ London, Dept Psychol, London SE14 6NW, England.
C3 Saint Petersburg State University; HSE University (National Research
   University Higher School of Economics); Beijing Normal University;
   University of London; Goldsmiths University London
RP Kovas, Y (corresponding author), Goldsmiths Univ London, Dept Psychol, London SE14 6NW, England.
EM y.kovas@gold.ac.uk
RI Likhanov, Maxim/HTO-6944-2023; Tsigeman, Elina/ABB-4593-2021
OI Likhanov, Maxim/0000-0001-6003-741X; Tsigeman,
   Elina/0000-0002-7966-5982; Bartseva, Ksenia/0000-0003-4854-726X
FU Russian Science Foundation [23-18-00142]
FX <B>Funding</B> This work was supported by the Russian Science Foundation
   [grant number 23-18-00142] .
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NR 79
TC 1
Z9 1
U1 0
U2 0
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0160-2896
EI 1873-7935
J9 INTELLIGENCE
JI Intelligence
PD JAN-FEB
PY 2024
VL 102
AR 101805
DI 10.1016/j.intell.2023.101805
EA DEC 2023
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GA4M1
UT WOS:001149924300001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Bradshaw, CP
   Mitchell, MM
   O'Brennan, LM
   Leaf, PJ
AF Bradshaw, Catherine P.
   Mitchell, Mary M.
   O'Brennan, Lindsey M.
   Leaf, Philip J.
TI Multilevel Exploration of Factors Contributing to the Overrepresentation
   of Black Students in Office Disciplinary Referrals
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Black; office discipline referrals; behavior problems; teachers;
   multilevel modeling
ID AFRICAN-AMERICAN; ELEMENTARY-SCHOOL; PREVENTIVE INTERVENTIONS;
   AGGRESSIVE-BEHAVIOR; ANTISOCIAL-BEHAVIOR; ACADEMIC ENGAGEMENT; TEACHER
   RATINGS; VIOLENCE; PERCEPTIONS; DISORDER
AB Although there is increasing awareness of the overrepresentation of ethic minority students particularly Black students in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students.
C1 [Bradshaw, Catherine P.] Johns Hopkins Univ, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Johns Hopkins Ctr Prevent Youth Violence, Baltimore, MD 21205 USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health
RP Bradshaw, CP (corresponding author), Johns Hopkins Univ, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Johns Hopkins Ctr Prevent Youth Violence, 624 N Broadway, Baltimore, MD 21205 USA.
EM cbradsha@jhsph.edu
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   [No title captured]
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NR 65
TC 218
Z9 447
U1 2
U2 30
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 2010
VL 102
IS 2
BP 508
EP 520
DI 10.1037/a0018450
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 600HW
UT WOS:000277977100018
DA 2024-07-15
ER

PT J
AU Simic, N
   Vukelic, M
AF Simic, Natasa
   Vukelic, Milica
TI The Transition to Vocational Secondary School in Serbia: A Two-Wave
   Moderated Mediation Study on School Climate, Teacher Support, Engagement
   and School Adjustment
SO SAGE OPEN
LA English
DT Article
DE vocational secondary school; school climate; teacher support; school
   engagement; school adjustment
ID ACADEMIC ENGAGEMENT; ADOLESCENTS PERCEPTIONS; STUDENT RELATIONSHIPS;
   CHILD RELATIONSHIPS; SOCIAL-ENVIRONMENT; ACHIEVEMENT; CLASSROOM; SAFETY;
   MIDDLE; ASSOCIATIONS
AB The transition from primary to secondary school is a highly stressful period for vocational school students because they need to adjust both to the school and their future vocation at the same time. The current study examines the relationship between the school climate, teacher support, school engagement and subsequent students' school adjustment by testing a two-wave moderated mediation model. The study included 251 vocational secondary school first-year students from Serbia. A significant indirect effect of the perceived school climate on school adjustment through school engagement was determined. Teacher support had a moderating role on the relationship between school climate and school engagement. Students from Serbia reported lower school engagement and teacher support than their peers from other countries. The findings indicate that school engagement is a mechanism of adjusting to a new school environment and that teachers have a role as catalysts of that adjustment.
C1 [Simic, Natasa; Vukelic, Milica] Univ Belgrade, Fac Philosophy, Belgrade, Serbia.
   [Simic, Natasa] Univ Belgrade, Inst Psychol, Fac Philosophy, Cika Ljubina 18-20, Belgrade 11000, Serbia.
C3 University of Belgrade; University of Belgrade
RP Simic, N (corresponding author), Univ Belgrade, Inst Psychol, Fac Philosophy, Cika Ljubina 18-20, Belgrade 11000, Serbia.
EM nsimic@f.bg.ac.rs
OI Vukelic, Milica/0000-0003-1744-9966
FU UNICEF Serbia; Institute of Psychology; Ministry of Science, Education
   and Technological Development of the Republic of Serbia; Ministry of
   Science, Technological Development and Innovations of the Republic of
   Serbia [451-03-47/2023-01/200163]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Data used
   in this study are archival data from the study that was part of the
   Project "Education in Focus,"supported by UNICEF Serbia (Belgrade
   office), Institute of Psychology (Belgrade, Serbia) and Ministry of
   Science, Education and Technological Development of the Republic of
   Serbia. Prepation of the paper was supported by the Ministry of Science,
   Technological Development and Innovations of the Republic of Serbia
   (contract number: 451-03-47/2023-01/200163). The study was carried out
   in accordance with the Ethical Code required by the Project and Code of
   Ethics of the Serbian Psychological Society.
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NR 80
TC 1
Z9 1
U1 12
U2 25
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 JAN
PY 2023
VL 13
IS 1
AR 21582440231164899
DI 10.1177/21582440231164899
PG 12
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA C3US8
UT WOS:000961211800001
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU van Rijnsoever, FJ
   Hessels, LK
AF van Rijnsoever, Frank J.
   Hessels, Laurens K.
TI How academic researchers select collaborative research projects: a
   choice experiment
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE University&#8211; industry interaction; Research collaboration; Choice
   experiment; Academic engagement
ID UNIVERSITY-INDUSTRY COLLABORATION; RESEARCH EXCELLENCE FRAMEWORK;
   SCIENTIFIC COLLABORATION; IMPACT; INNOVATION; SCIENCE; VIEW;
   COMMERCIALIZATION; UNCERTAINTY; PERFORMANCE
AB Although many studies have been conducted on the drivers of and barriers to research collaborations, current literature provides limited insights into the ways in which individual researchers choose to engage in different collaborative projects. Using a choice experiment, we studied the factors that drive this choice using a representative sample of 3145 researchers from Western Europe and North America who publish in English. We find that for most researchers, the expected publication of research in scientific journals deriving from a project is the most decisive factor driving their collaboration choices. Moreover, most respondents prefer to collaborate with other partners than industry. However, different factors' influence varies across groups of researchers. These groups are characterised as going for the 'puzzle' (60% of the sample), the 'ribbon' (33%) or the 'gold' (8%), i.e., primarily oriented toward intellectual goals, recognition or money, respectively. This heterogeneity shows that a combination of interventions will be required for governments aiming to promote university-industry collaborations.
C1 [van Rijnsoever, Frank J.] Univ Utrecht, Copernicus Inst Sustainable Dev, Innovat Studies, Princetonlaan 8a, NL-3584 CB Utrecht, Netherlands.
   [van Rijnsoever, Frank J.] Univ Politecn Valencia, INGENIO CSIC UPV, Valencia, Spain.
   [Hessels, Laurens K.] Rathenau Inst, The Hague, Netherlands.
   [Hessels, Laurens K.] Leiden Univ, Ctr Sci & Technol Studies CWTS, Leiden, Netherlands.
C3 Utrecht University; Consejo Superior de Investigaciones Cientificas
   (CSIC); Universitat Politecnica de Valencia; CSIC-UPV - Instituto de
   Gestion de la Innovacion y del Conocimiento (INGENIO); Royal Netherlands
   Academy of Arts & Sciences; Rathenau Institute (KNAW); Leiden
   University; Leiden University - Excl LUMC
RP van Rijnsoever, FJ (corresponding author), Univ Utrecht, Copernicus Inst Sustainable Dev, Innovat Studies, Princetonlaan 8a, NL-3584 CB Utrecht, Netherlands.; van Rijnsoever, FJ (corresponding author), Univ Politecn Valencia, INGENIO CSIC UPV, Valencia, Spain.
EM F.j.vanrijnsoever@uu.nl; l.hessels@rathenau.nl
RI van Rijnsoever, Frank J/L-6628-2013
OI Hessels, Laurens/0000-0002-6399-7050
FU Netherlands Organization for Scientific Research (NWO) [451-12-029]
FX The authors are grateful to Markus Perkmann for his comments on an
   earlier version of the paper, and Pablo d'Este, for his help with
   interpreting the data. This research was sponsored by a Veni grant from
   the Netherlands Organization for Scientific Research (451-12-029) (NWO).
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NR 114
TC 10
Z9 10
U1 4
U2 24
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD DEC
PY 2021
VL 46
IS 6
BP 1917
EP 1948
DI 10.1007/s10961-020-09833-2
EA NOV 2020
PG 32
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA WW5WH
UT WOS:000591225700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Rambe, P
AF Rambe, Patient
TI Activity theory and technology mediated interaction: Cognitive
   scaffolding using question-based consultation on <i>Facebook</i>
SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID GAMES; PLAY
AB Studies that employed activity theory as a theoretical lens for exploring computer-mediated interaction have not adopted social media as their object of study. However, social media provides lecturers with personalised learning environments for diagnostic and prognostic assessments of student mastery of content and deep learning. The integration of Facebook into educators' pedagogical intentions potentially scaffolds students cognitively, leverages their understanding of content and ameliorates limited mediated learning experiences. Using activity theory as an interpretive framework and a multi-method data construction process involving in-depth semi-structured interviews, in-class observations, post observation debriefing and data mining of student and lecturer-generated Facebook postings, the study explored Facebook's potential to scaffold student cogitative processes and promote academic engagement. Findings suggest that the academic value of Facebook is contingent upon the extent of its integration into the pedagogical design of courses, student academic maturity and their level of ICT competence. The unintended effects of Facebook were its reproduction of peer-based academic hierarchies, and its revelation of cognitive tensions and power differentials between academically gifted and cognitively challenged learners during lectures.
C1 Univ Free State, Dept Comp Sci & Informat, ZA-9301 Bloemfontein, South Africa.
C3 University of the Free State
RP Rambe, P (corresponding author), Univ Free State, Dept Comp Sci & Informat, 205 Nelson Mandela Dr Rylaan, ZA-9301 Bloemfontein, South Africa.
EM RambeP@ufs.ac.za
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Z9 32
U1 0
U2 23
PU AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE
PI TUGUN
PA UNIT 5, 202 COODE ST, PO BOX 350, TUGUN, 4224, AUSTRALIA
SN 1449-3098
EI 1449-5554
J9 AUSTRALAS J EDUC TEC
JI Australas. J. Educ. Technol.
PY 2012
VL 28
IS 8
BP 1333
EP 1361
PG 29
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 082OE
UT WOS:000314400600006
DA 2024-07-15
ER

PT J
AU Huggins, R
   Prokop, D
   Thompson, P
AF Huggins, Robert
   Prokop, Daniel
   Thompson, Piers
TI Universities and open innovation: the determinants of network centrality
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Universities; University-industry links; Open innovation; Network
   centrality; Regions; I23; O31; O32; O33; O34
ID RESEARCH-AND-DEVELOPMENT; TECHNOLOGY-TRANSFER OFFICES; REGIONAL
   ECONOMIC-DEVELOPMENT; KNOWLEDGE NETWORKS; SPIN-OUT; COLLABORATION
   NETWORKS; STRUCTURAL HOLES; INTERORGANIZATIONAL COLLABORATION; INDUSTRY
   COLLABORATION; ACADEMIC ENGAGEMENT
AB This paper addresses the 'network' and 'open innovation' paradigms by seeking to examine the factors associated with structural positioning within university-industry networks. Drawing upon a network analysis of knowledge-based ties held by universities across the regions of the UK, it is found that those universities with the most central positions (network centrality) within university-industry network structures also have high rates of relational involvement in activities such as spin-off generation and engagement in externally funded research projects. Some forms of activity, in particular intellectual property protection through patenting, are found to be negatively associated with centrality. Spatial location is largely found to be unrelated to the network centrality of universities. By utilising network centrality as one measure of the open innovation capability of universities, the paper indicates that a range of institutional characteristics and factors tend to either promote or limit the engagement of universities in open innovation practices.
C1 [Huggins, Robert; Prokop, Daniel] Cardiff Univ, Sch Geog & Planning, Cardiff, Wales.
   [Thompson, Piers] Nottingham Trent Univ, Nottingham Business Sch, Nottingham, England.
C3 Cardiff University; University of Nottingham; Nottingham Trent
   University
RP Huggins, R (corresponding author), Cardiff Univ, Sch Geog & Planning, Cardiff, Wales.
EM hugginsr@cardiff.ac.uk; prokopd@cardiff.ac.uk; piers.thompson@ntu.ac.uk
RI Thompson, Piers/R-5828-2019
OI Thompson, Piers/0000-0003-1961-7441
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NR 265
TC 62
Z9 70
U1 15
U2 139
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD JUN
PY 2020
VL 45
IS 3
BP 718
EP 757
DI 10.1007/s10961-019-09720-5
PG 40
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA LL8KM
UT WOS:000531803500005
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Baraldi, E
   Lindahl, M
   Severinsson, K
AF Baraldi, Enrico
   Lindahl, Marcus
   Severinsson, Kristofer
TI A proactive approach to the utilization of academic research: The case
   of Uppsala University's AIMday
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
DE academic engagement; commercialization of science; informal mechanisms;
   university-industry interactions; Uppsala University; proactive
ID LONGITUDINAL-FIELD RESEARCH; KNOWLEDGE TRANSFER; TRIPLE-HELIX; INDUSTRY;
   INNOVATION; COMMERCIALIZATION; ENTREPRENEURSHIP; ENGAGEMENT; SCIENCE; UK
AB While most research on university-industry interactions focuses on established collaborations, this paper focuses on those interactions that occur before the emergence of a concrete relationship. Uppsala University, Sweden, applies this 'proactive' approach, based on creating universityindustry cooperation platforms before, or irrespectively of, the creation of commercializable knowledge. This study aims to analyze the structure, processes and effects of proactive approaches to utilize academic research commercially. It focuses on a conference, Academy Industry Meeting day (AIMday) and addresses three main questions: first, how does this mechanism work? Second, why do different actors, such as researchers, small and large companies, participate? Third, what values and concrete effects do they obtain from it? Our case study reflects the perspectives of industry, academia and the administrative units organizing the event. We find that some reasons to participate and values are important to all participants, but that there are also considerable differences.
C1 [Baraldi, Enrico; Lindahl, Marcus; Severinsson, Kristofer] Uppsala Univ, Div Ind Engn & Management, Dept Engn Sci, Lagerhyddsvagen 1,Box 534, S-75121 Uppsala, Sweden.
C3 Uppsala University
RP Baraldi, E (corresponding author), Uppsala Univ, Div Ind Engn & Management, Dept Engn Sci, Lagerhyddsvagen 1,Box 534, S-75121 Uppsala, Sweden.
EM enrico.baraldi@angstrom.uu.se
FU Svenska Handelbankens Research Foundation [P2009-0070:1]
FX This research has received funding from Svenska Handelbankens Research
   Foundation (Grant number P2009-0070:1).
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NR 42
TC 6
Z9 6
U1 2
U2 21
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 OCT
PY 2016
VL 43
IS 5
BP 613
EP 621
DI 10.1093/scipol/scw027
PG 9
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA EJ6EE
UT WOS:000393310700005
DA 2024-07-15
ER

PT J
AU Coutinho, MT
   Blustein, DL
AF Coutinho, Maria Teresa
   Blustein, David L.
TI Cape Verdean Immigrants' Career Development and School Engagement:
   Perceived Discrimination as a Moderator
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE Black immigrants; school engagement; career planning; vocational
   identity; perceived discrimination
ID RACIAL-DISCRIMINATION; ETHNIC DISCRIMINATION; AMERICAN ADOLESCENTS;
   ACADEMIC ENGAGEMENT; STUDENT ENGAGEMENT; IDENTITY; IDENTIFICATION;
   ADAPTABILITY; TRAJECTORIES; EXPERIENCES
AB This study examined the contribution of perceptions of discrimination, career planning, and vocational identity to the school engagement experiences of first-and second-generation immigrants among a sample of 125 Cape Verdean high school students. Perceived ethnic discrimination was found to moderate the association between both vocational factors and school engagement. Students who perceived high levels of discrimination and endorsed a strong vocational identity also endorsed high levels of school engagement. When endorsing high levels of career planning, individuals reporting different levels of perceived discrimination did not differ in school engagement. However, large differences in school engagement were noted at low levels of career planning, with individuals reporting low levels of perceived discrimination endorsing higher engagement in school than those who perceived higher levels of discrimination. The findings highlight the importance of considering perceptions of ethnic discrimination as one explores the academic and vocational functioning of immigrant students of color.
C1 [Coutinho, Maria Teresa; Blustein, David L.] Boston Coll, Lynch Sch Educ, Counseling Dev & Educ Psychol Dept, Chestnut Hill, MA 02167 USA.
C3 Boston College
RP Coutinho, MT (corresponding author), Brown Univ, Warren Alpert Med Sch, Bradley Hasbro Childrens Res Ctr, 1 Hoppin St,Suite 204, Providence, RI 02903 USA.
EM maria_coutinho@brown.edu
RI Coutinho, Maria Teresa/HNI-2672-2023
OI Coutinho, Teresa/0000-0002-3227-4343; Coutinho, Maria
   T/0000-0003-0011-545X
CR [Anonymous], 2008, 2008031 NCES US DEP
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NR 49
TC 9
Z9 20
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
EI 1556-0856
J9 J CAREER DEV
JI J. Career Dev.
PD AUG
PY 2014
VL 41
IS 4
BP 341
EP 358
DI 10.1177/0894845313495589
PG 18
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA AJ8NC
UT WOS:000337961100005
DA 2024-07-15
ER

PT J
AU Marbell, KN
   Grolnick, WS
AF Marbell, Kristine N.
   Grolnick, Wendy S.
TI Correlates of parental control and autonomy support in an interdependent
   culture: A look at Ghana
SO MOTIVATION AND EMOTION
LA English
DT Article
DE Parental control; Autonomy support; Culture; Collectivist culture;
   Self-determination theory
ID CHILD DEPRESSION INVENTORY; SELF-DETERMINATION THEORY; INTRINSIC
   MOTIVATION; PERCEPTION PROFILE; ADOLESCENTS; CHOICE; PERSPECTIVE;
   RETHINKING; COMPETENCE; STUDENTS
AB It is unclear whether, similar to research findings in Western societies, autonomy support is associated with positive child outcomes, and forceful control with negative outcomes in collectivist societies. A two-part study (N = 190 Ghanaian sixth graders) examined the relations of parental structure, control, and autonomy support in Ghana with child outcomes, and whether autonomy support was at odds with Ghanaian children's values of interdependence and respect for elders. Results showed that structure was related to cognitive perceived competence, parental control was related to controlled regulation around school work and decreased academic engagement, and autonomy support was negatively related to depression and positively related to autonomous forms of motivation, engagement in school, and interestingly, children's endorsement of collectivist cultural values. The importance of distinguishing between parental control and provision of structure, and the implication of the findings for understanding the role of parental autonomy support in diverse cultures, are discussed.
C1 [Marbell, Kristine N.; Grolnick, Wendy S.] Clark Univ, Dept Psychol, Worcester, MA 01610 USA.
C3 Clark University
RP Marbell, KN (corresponding author), Clark Univ, Dept Psychol, 950 Main St, Worcester, MA 01610 USA.
EM kmarbell@clarku.edu
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NR 83
TC 80
Z9 96
U1 7
U2 60
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0146-7239
EI 1573-6644
J9 MOTIV EMOTION
JI Motiv. Emot.
PD MAR
PY 2013
VL 37
IS 1
BP 79
EP 92
DI 10.1007/s11031-012-9289-2
PG 14
WC Psychology, Experimental; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 096WX
UT WOS:000315436500008
DA 2024-07-15
ER

PT J
AU Grossmann, N
   Hofferber, N
   Wilde, M
   Basten, M
AF Grossmann, Nadine
   Hofferber, Natalia
   Wilde, Matthias
   Basten, Melanie
TI Students' motivation in biology lessons-can student autonomy reduce the
   gender gap?
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Self-determination theory; Motivation; Teaching behavior; Gender;
   Autonomy
ID PSYCHOLOGICAL NEED SATISFACTION; CONTROLLING TEACHING BEHAVIOR;
   INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT; SELF-DETERMINATION; BASIC
   NEEDS; SUPPORT; EDUCATION; SCHOOL; FLOW
AB When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (M-age = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.
C1 [Grossmann, Nadine; Hofferber, Natalia; Wilde, Matthias; Basten, Melanie] Univ Bielefeld, Fac Biol, Didact Biol, Univ Str 25, D-33615 Bielefeld, Germany.
C3 University of Bielefeld
RP Grossmann, N (corresponding author), Univ Bielefeld, Fac Biol, Didact Biol, Univ Str 25, D-33615 Bielefeld, Germany.
EM ngrossmann@uni-bielefeld.de
OI Wilde, Matthias/0000-0002-1630-3263; Grossmann,
   Nadine/0000-0003-0997-5624; Basten, Melanie/0000-0001-8983-6549
FU Projekt DEAL; Federal Ministry of Education and Research [01JA1908]
FX Open Access funding enabled and organized by Projekt DEAL. This project
   is part of the "Qualitatsoffensive Lehrerbildung," a joint initiative of
   the Federal Government and the Lander, which aims to improve the quality
   of teacher training. The program is funded by the Federal Ministry of
   Education and Research (funding code: 01JA1908). The authors are
   responsible for the content of this publication.
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NR 108
TC 2
Z9 2
U1 2
U2 12
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 MAR
PY 2023
VL 38
IS 1
BP 409
EP 434
DI 10.1007/s10212-022-00604-1
EA MAR 2022
PG 26
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA D3CK6
UT WOS:000764946700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Huang, JL
   Sang, GY
   Chao, TY
AF Huang, Jiali
   Sang, Guoyuan
   Chao, Tzuyang
TI Self-Worth as a Mediator and Moderator Between Teacher-Student
   Relationships and Student Engagement in Rural Schools
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE self-worth; teacher-student relationships; student engagement; rural
   schools; student learning
ID ACADEMIC-ACHIEVEMENT; SOCIAL SUPPORT; CONTINGENCIES; PERCEPTIONS;
   MOTIVATION; EXPECTATIONS; CLASSROOM; INTERVENTIONS; PERFORMANCE;
   ACTIVATION
AB This study examined how self-worth of students mediated and moderated their perceived positive teacher-student relationships and student engagement among middle-school students from rural China. Eighth graders (N = 838) completed surveys measuring their perceived relationships with teachers, their self-worth, and engagement. Statistical analyses revealed significant correlations among all three variables, with the strongest being between teacher-student relationships and student engagement. The structural equation modeling indicated that self-worth partially mediated the effect of teacher-student relationships on student engagement; however, positive teacher-student relationships were a stronger predictor. Multigroup analyses identified self-worth as a moderator, whereby students with lower self-worth were more reliant on positive teacher-student relationships to enhance their engagement. This study provides insights into how self-worth of students and their perceived positive teacher-student relationships influence their academic engagement in disadvantaged rural areas of China.
C1 [Huang, Jiali; Sang, Guoyuan] Beijing Normal Univ, Inst Teacher Educ, Beijing, Peoples R China.
   [Sang, Guoyuan] Qinghai Normal Univ, Acad Plateau Sci & Sustainabil, Xining, Peoples R China.
   [Chao, Tzuyang] Natl Cent Univ, Grad Inst Learning & Instruct, Zhongli, Taiwan.
C3 Beijing Normal University; Qinghai Normal University; National Central
   University
RP Sang, GY (corresponding author), Beijing Normal Univ, Inst Teacher Educ, Beijing, Peoples R China.; Sang, GY (corresponding author), Qinghai Normal Univ, Acad Plateau Sci & Sustainabil, Xining, Peoples R China.
EM guoyuan.sang@bnu.edu.cn
RI Sang, Guoyuan/HTP-6539-2023
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NR 93
TC 5
Z9 6
U1 15
U2 183
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 25
PY 2022
VL 12
AR 777937
DI 10.3389/fpsyg.2021.777937
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YV3NP
UT WOS:000752638100001
PM 35145453
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Kyere, E
   Karikari, I
   Teegen, BC
AF Kyere, Eric
   Karikari, Isaac
   Teegen, Bettina C.
TI The Associations Among Teacher Discrimination, Parents' and Peer
   Emotional Supports, and African American Youth's School Bonding
SO FAMILIES IN SOCIETY-THE JOURNAL OF CONTEMPORARY SOCIAL SERVICES
LA English
DT Article
DE African American youth; school bonding; teacher racial discrimination;
   parents' emotional support; peer emotional support
ID MOTHERS RACIAL SOCIALIZATION; SOCIAL SUPPORT; ACADEMIC ENGAGEMENT;
   INTEGRATIVE MODEL; ADOLESCENTS; CONTEXT; BLACK; TRAJECTORIES;
   EXPERIENCES; ADJUSTMENT
AB Drawing on research about the positive benefits of school bonding on youth mental health, academic and overall well-being, and the inequities African American youth face in education, this study examined the associations among teacher discrimination, parents' and peer emotional support, and African American youth school bonding. Using data from the National Survey of American Life Adolescent Supplement (NSAL-A), findings suggest that teacher discrimination negatively affects African American youth's school bonding. In addition, while parents' and peer emotional supports are positively associated with youth's school bonding, and offset some of the negative effects of teacher discrimination on African American youth's school bonding, these supports may not be enough to help youth realize the maximum benefits of school bonding, especially in the context of teacher discrimination. Implications for social work practice with African American youth and families are discussed.
C1 [Kyere, Eric] Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
   [Karikari, Isaac] Univ North Dakota, Grand Forks, ND USA.
   [Teegen, Bettina C.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
C3 Indiana University System; Indiana University Indianapolis; University
   of North Dakota Grand Forks; Louisiana State University System;
   Louisiana State University
RP Kyere, E (corresponding author), Indiana Univ Purdue Univ, Sch Social Work, 902 West New York St,ES4 143C, Indianapolis, IN 46202 USA.
EM ekyere@iu.edu
OI Karikari, Isaac/0000-0003-3543-3888; Kyere, Eric/0000-0003-3998-6324
FU Indiana University School of Social Work Center for Social Health and
   Well-being
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   manuscript was supported by funding from the Indiana University School
   of Social Work Center for Social Health and Well-being.
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NR 81
TC 4
Z9 4
U1 2
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1044-3894
EI 1945-1350
J9 FAM SOC
JI Fam. Soc.
PD OCT
PY 2020
VL 101
IS 4
BP 469
EP 483
DI 10.1177/1044389419892277
PG 15
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA OU7MA
UT WOS:000591708100005
DA 2024-07-15
ER

PT J
AU Lint, W
AF de Lint, Willem
TI Criminology 9/11
SO GLOBALIZATIONS
LA English
DT Article
DE 9; 11; critical criminology; political crime; disciplinary knowledge
ID SEPTEMBER-11; EXPERIENCES; TERRORISM; FAILURE; HISTORY; EVENTS; POLICY;
   CRIME
AB 9/11 is a historically significant event that was hastily designated by authorities as an act of both terrorism and war. It led to a call for forensics investigations and commissions of inquiry, notably the 9/11 Commission, which reported famously on alleged lapses in intelligence, preparedness and bureaucratic imagination. Some high profile crime events may be understood as ?apex crimes?, conceptualized here as a subtype of political crime in which the ideological order, official narrative, contested and problematic forensics and third party review are each constitutive features. In support of a sociology of 9/11 as a criminal event and apex crime, the paper considers how 9/11 has ?played out? or been understood in criminology. The implication of the analysis is that the absence of serious academic engagement with 9/11 as a crime event is indicative of a lack of critical scrutiny of high-level political crimes in scholarly discourse (in criminology and other disciplines) and that this gives a pass to one of the most significant crime events in the past 50 years.
C1 [de Lint, Willem] Flinders Univ S Australia, Ctr Crime Policy & Res, Adelaide, SA, Australia.
C3 Flinders University South Australia
RP Lint, W (corresponding author), Flinders Univ S Australia, Ctr Crime Policy & Res, Adelaide, SA, Australia.
EM willem.delint@flinders.edu.au
OI de Lint, Willem/0000-0002-6586-3101
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NR 80
TC 1
Z9 1
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 1474-7731
EI 1474-774X
J9 GLOBALIZATIONS
JI Globalizations
PD OCT 2
PY 2020
VL 17
IS 7
SI SI
BP 1157
EP 1177
DI 10.1080/14747731.2019.1655933
EA SEP 2019
PG 21
WC International Relations; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC International Relations; Social Sciences - Other Topics
GA MO1SV
UT WOS:000488414400001
DA 2024-07-15
ER

PT J
AU Franco, C
   Amutio, A
   López-González, L
   Oriol, X
   Martínez-Taboada, C
AF Franco, Clemente
   Amutio, Alberto
   Lopez-Gonzalez, Luis
   Oriol, Xavier
   Martinez-Taboada, Cristina
TI Effect of a Mindfulness Training Program on the Impulsivity and
   Aggression Levels of Adolescents with Behavioral Problems in the
   Classroom
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE mindfulness; impulsivity; aggressiveness; school failure; students
ID HIGH-SCHOOL-STUDENTS; INTERVENTION; RELAXATION; MEDITATION; ATTENTION;
   EMOTIONS; CHILDREN; CLIMATE; SCALE; SELF
AB Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students.
   Methods: A randomized controlled trial with pre-test post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used.
   Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure.
   Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.
C1 [Franco, Clemente] Univ Almeria, Fac Educ Sci, Dept Psychol, Almeria, Spain.
   [Amutio, Alberto; Martinez-Taboada, Cristina] Univ Basque Country, Fac Psychol, Dept Social Psychol & Methodol Behav, San Sebastian, Spain.
   [Lopez-Gonzalez, Luis] Univ Barcelona, Inst Educ Sci, Barcelona, Spain.
   [Oriol, Xavier] Univ Santiago Chile, Dept Management & Publ Policies, Santiago, Chile.
C3 Universidad de Almeria; University of Basque Country; University of
   Barcelona; Universidad de Santiago de Chile
RP Amutio, A (corresponding author), Univ Basque Country, Fac Psychol, Dept Social Psychol & Methodol Behav, San Sebastian, Spain.
EM alberto.amutio@ehu.eus
RI Amutio, Alberto/AAP-7380-2020; Oriol, Xavier/AAO-3112-2021
OI Amutio, Alberto/0000-0003-3989-9992; Oriol, Xavier/0000-0001-7130-7729
FU National R+D Plan of the Ministry of Economy and Finance [EDU2011-26887]
FX This study is part of the project "Education for Cross-cultural Health
   in Immigrant and Native Adolescents from Almeria: Analysis and
   intervention for optimization and improvement" supported by the National
   R+D Plan of the Ministry of Economy and Finance (Ref: EDU2011-26887).
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NR 64
TC 86
Z9 113
U1 3
U2 113
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 22
PY 2016
VL 7
AR 1385
DI 10.3389/fpsyg.2016.01385
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DW5DD
UT WOS:000383661400001
PM 27713709
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Fisher, M
   Pleasants, SL
AF Fisher, Mary
   Pleasants, Stacia L.
TI Roles, Responsibilities, and Concerns of Paraeducators: Findings From a
   Statewide Survey
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE inclusive practices; inclusion; paraprofessionals; teacher preparation
ID PARAPROFESSIONAL PROXIMITY; ACADEMIC ENGAGEMENT; PEER INTERACTIONS;
   STUDENTS; DISABILITIES; EDUCATION; RISK
AB The purpose of this survey study was to obtain descriptive information about job situations of special education paraeducators from paraeducators across one state and determine their perceptions regarding roles, current issues identified in the literature, and other issues of concern. Of particular interest was whether perceptions varied based on (a) paraeducator assignment (one-to-one or group) or (b) time in general education settings. More than 1,800 paraeducators responded. Findings supported previous studies based on smaller samples. Problematic issues previously associated with one-to-one paraeducators in general education settings were reported as concerns by both one-to-one and group paraeducators who spent all or most of their day in self-contained settings. Discussion centers on the importance of "paraeducator voice" in efforts to address broader issues of inclusive schooling, clarification of paraeducators as instructional team members, and better understandings situated in practice of the paraeducator role as an effective intervention alternative sometimes for students with individualized education programs.
C1 [Fisher, Mary] IUPUI, Indiana Univ Sch Educ, Indianapolis, IN 46202 USA.
   [Pleasants, Stacia L.] Ivy Tech Community Coll, Lafayette, IN USA.
C3 Indiana University System; Indiana University Indianapolis
RP Fisher, M (corresponding author), IUPUI, Indiana Univ Sch Educ, 902 W New York St, Indianapolis, IN 46202 USA.
EM fisherm@iupui.edu
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NR 33
TC 89
Z9 169
U1 2
U2 33
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 SEP-OCT
PY 2012
VL 33
IS 5
BP 287
EP 297
DI 10.1177/0741932510397762
PG 11
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 998HO
UT WOS:000308228600002
DA 2024-07-15
ER

PT J
AU Song, J
   Chung, Y
AF Song, Juyeon
   Chung, Yoonkyung
TI Reexamining the interaction between expectancy and task value in
   academic settings
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Intrinsic value; Utility value; Expectancy; Academic engagement;
   Academic achievement
ID SELF-EFFICACY; ACHIEVEMENT-MOTIVATION; LEARNING-STRATEGIES; SCIENCE
   MOTIVATION; TEST ANXIETY; ENGAGEMENT; PREDICTORS; STUDENTS; BELIEFS;
   ABILITY
AB Research has shown a meaningful interaction between expectancy and task value, although the interaction has not been examined in academic functioning other than achievement and behavioral engagement. This study aimed to systematically test the effect of the interaction on various academic outcomes including effort, achievement, test anxiety, and cognitive strategy uses (rehearsal, elaboration, and organization). We used the Korean Educational Longitudinal Study 2005 database, which includes data for 6629 ninth-grade students. First, a compensatory effect appeared with rehearsal for intrinsic value, but no significant interaction was found for elaboration and organization for intrinsic and utility values. Second, regardless of value type, a buffering effect emerged with test anxiety. Last, in contrast with previous studies, no synergistic effect was found on effort and achievement. These findings suggest the importance of boosting expectancy beliefs and task values and offer a cautionary message to educators regarding stressing task values, especially among less competent students, because the benefit seems restricted.
C1 [Song, Juyeon] Korea Natl Univ Educ, Dept Educ, Cheongju 28173, Chungbuk, South Korea.
   [Chung, Yoonkyung] Inha Univ, Grad Sch Educ, 100 Inha Ro, Incheon 22212, South Korea.
C3 Korea National University of Education; Inha University
RP Chung, Y (corresponding author), Inha Univ, Grad Sch Educ, 100 Inha Ro, Incheon 22212, South Korea.
EM songju@knue.ac.kr; yk.chung@inha.ac.kr
OI chung, yoonkyung/0000-0002-9309-1997
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2017S1A5A8021810]
FX This work was supported by the Ministry of Education of the Republic of
   Korea and the National Research Foundation of Korea
   (NRF-2017S1A5A8021810).
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NR 66
TC 19
Z9 22
U1 2
U2 23
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD FEB
PY 2020
VL 78
AR 101839
DI 10.1016/j.lindif.2020.101839
PG 9
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LF3DU
UT WOS:000527302300016
DA 2024-07-15
ER

PT J
AU Valle, A
   Núñez, JC
   Cabanach, RG
   Rodríguez, S
   Rosário, P
   Inglés, CJ
AF Valle, Antonio
   Carlos Nunez, Jose
   Cabanach, Ramon G.
   Rodriguez, Susana
   Rosario, Pedro
   Ingles, Candido J.
TI Motivational profiles as a combination of academic goals in higher
   education
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE higher education; motivation; goal setting
ID MIDDLE SCHOOL STUDENTS; ACHIEVEMENT GOALS; MULTIPLE GOALS;
   SELF-EFFICACY; ORIENTATION; PERFORMANCE; STRATEGIES; PERCEPTIONS;
   PERSPECTIVE; PATHWAYS
AB The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one's motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy.
C1 [Valle, Antonio; Cabanach, Ramon G.; Rodriguez, Susana] Univ A Coruna, Dept Dev & Educ Psychol, La Coruna, Spain.
   [Carlos Nunez, Jose] Univ Oviedo, Dept Psychol, Oviedo, Spain.
   [Rosario, Pedro] Univ Minho, Dept Psychol, Braga, Portugal.
   [Ingles, Candido J.] Miguel Hernandez Univ Elche, Dept Hlth Psychol, Elche, Spain.
C3 Universidade da Coruna; University of Oviedo; Universidade do Minho;
   Universidad Miguel Hernandez de Elche
RP Valle, A (corresponding author), Univ A Coruna, Dept Dev & Educ Psychol, La Coruna, Spain.
EM vallar@udc.es
RI Rosário, Pedro/A-1775-2011; Valle, Antonio/A-6776-2013; Ingles, Candido
   J./C-5979-2011; Núñez, José Carlos/AAE-9972-2021; Núñez, José
   Carlos/H-4425-2013; Rodríguez, Susana/F-2715-2015; Rodríguez,
   Susana/Z-6229-2019
OI Rosário, Pedro/0000-0002-3221-1916; Valle, Antonio/0000-0001-8160-9181;
   Núñez, José Carlos/0000-0002-9187-1201; Rodríguez,
   Susana/0000-0003-4548-0602; Rodríguez, Susana/0000-0003-4548-0602
FU Conselleria de Economia e Industria (Xunta de Galicia) [Council of
   Economics and Industry of Galicia] [10 PXIB 106 293 PR]; Ministerio de
   Educacion y Ciencia de Espana [Science and Education Ministry of Spain]
   [EDU2010-16231]
FX This work was supported by a grant awarded to the first author by the
   Conselleria de Economia e Industria (Xunta de Galicia) [Council of
   Economics and Industry of Galicia] (10 PXIB 106 293 PR) and a grant
   awarded to the second author by the Ministerio de Educacion y Ciencia de
   Espana [Science and Education Ministry of Spain] (EDU2010-16231).
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NR 47
TC 17
Z9 19
U1 1
U2 56
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 4
PY 2015
VL 35
IS 5
BP 634
EP 650
DI 10.1080/01443410.2013.819072
PG 17
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CK6XU
UT WOS:000356372900006
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Quinlan, DM
   Swain, N
   Cameron, C
   Vella-Brodrick, DA
AF Quinlan, Denise M.
   Swain, Nicola
   Cameron, Claire
   Vella-Brodrick, Dianne A.
TI How 'other people matter' in a classroom-based strengths intervention:
   Exploring interpersonal strategies and classroom outcomes
SO JOURNAL OF POSITIVE PSYCHOLOGY
LA English
DT Article
DE children; positive affect; engagement; character strengths
ID POSITIVE PSYCHOLOGY; SELF-DETERMINATION; LIFE SATISFACTION; NEGATIVE
   AFFECT; VALIDATION; ENGAGEMENT; PROGRESS; DISAFFECTION; COMPETENCE;
   CLIMATE
AB Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N = 193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9-12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.
C1 [Quinlan, Denise M.] Univ Otago, Coll Educ, Educ Assessment Res Unit, Dunedin, New Zealand.
   [Swain, Nicola] Univ Otago, Dunedin Sch Med, Dept Psychol Med, Dunedin, New Zealand.
   [Cameron, Claire] Univ Otago, Dunedin Sch Med, Dept Prevent & Social Med, Dunedin, New Zealand.
   [Vella-Brodrick, Dianne A.] Univ Melbourne, Grad Sch Educ, Melbourne, Vic, Australia.
C3 University of Otago; University of Otago; University of Otago;
   University of Melbourne
RP Quinlan, DM (corresponding author), Univ Otago, Coll Educ, Educ Assessment Res Unit, Dunedin, New Zealand.
EM denise.quinlan@otago.ac.nz
OI Vella-Brodrick, Dianne/0000-0002-4534-1998; ,
   Nicola/0000-0002-2467-5796; Cameron, Claire/0000-0002-2151-4137
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NR 60
TC 52
Z9 60
U1 2
U2 52
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 JAN 2
PY 2015
VL 10
IS 1
SI SI
BP 77
EP 89
DI 10.1080/17439760.2014.920407
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AS9KK
UT WOS:000344561500011
DA 2024-07-15
ER

PT J
AU Marchand, GC
   Furrer, CJ
AF Marchand, Gwen C.
   Furrer, Carrie J.
TI FORMATIVE, INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG
   CURRICULUM-BASED MEASUREMENT OF READING, CLASSROOM ENGAGEMENT, AND
   READING PERFORMANCE
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID SCHOOL ENGAGEMENT; MEASUREMENT INVARIANCE; ACADEMIC ENGAGEMENT; STUDENT
   ENGAGEMENT; PERCEIVED CONTROL; MISSING DATA; R-CBM; TEACHER; STATE;
   ACHIEVEMENT
AB This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM-R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM-R screening tests uniquely predicted student performance on year-end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. (C) 2014 Wiley Periodicals, Inc.
C1 [Marchand, Gwen C.] Univ Nevada, Las Vegas, NV 89154 USA.
   [Furrer, Carrie J.] Portland State Univ, Portland, OR 97207 USA.
C3 Nevada System of Higher Education (NSHE); University of Nevada Las
   Vegas; Portland State University
RP Marchand, GC (corresponding author), Univ Nevada, Dept Educ Psychol & Higher Educ, 4505 Maryland Pkwy,Box 453003, Las Vegas, NV 89154 USA.
EM Gwen.Marchand@unlv.edu
OI Furrer, Carrie/0000-0002-4414-7368; Marchand, Gwen/0000-0003-1337-6296
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NR 85
TC 10
Z9 31
U1 1
U2 33
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 2014
VL 51
IS 7
BP 659
EP 676
DI 10.1002/pits.21779
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AL9DL
UT WOS:000339439700001
DA 2024-07-15
ER

PT J
AU Panis, K
   Van den Bulck, H
AF Panis, Koen
   Van den Bulck, Hilde
TI In the footsteps of Bob and Angelina: Celebrities' diverse societal
   engagement and its ability to attract media coverage
SO COMMUNICATIONS-EUROPEAN JOURNAL OF COMMUNICATION RESEARCH
LA English
DT Article
DE celebrities' societal engagement; claim to fame; celebrity's role;
   supported issue; news values; media coverage
ID CLIMATE-CHANGE; ENDORSEMENTS; POVERTY; FLEMISH; BRITISH
AB While media coverage is a main aim of celebrities' societal engagement, academic analysis of its news-making ability is scarce. As a diverse phenomenon, we argue that the ability of celebrities' societal engagement to attract media attention depends on how certain characteristics (i.e., celebrities' claim to fame, roles they take on and issues they support) fit news selection criteria to a greater or lesser extent. First, this article determines how the three studied components (claim to fame, role and issue) relate to each other by means of an internet search and analysis. Second, using the internet data as a benchmark, the article looks at how celebrities' engagement is covered in Flemish newspapers. Results suggest that certain forms of celebrities' societal engagement are more likely than others to generate media coverage, as Flemish newspapers tend to focus more on the issue of development aid, ad hoc celebrity roles, and local Flemish celebrities and issues.
C1 [Panis, Koen] Univ Antwerp, Dept Commun Studies, Antwerp, Belgium.
   [Van den Bulck, Hilde] Univ Antwerp, Media Policy & Culture Res Grp, Antwerp, Belgium.
C3 University of Antwerp; University of Antwerp
RP Panis, K (corresponding author), Univ Antwerp, Dept Commun Studies, Antwerp, Belgium.
EM koen.panis@uantwerpen.be; hilde.vandenbulck@uantwerpen.be
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NR 39
TC 8
Z9 8
U1 0
U2 26
PU DE GRUYTER MOUTON
PI BERLIN
PA GENTHINER STRASSE 13, 10785 BERLIN, GERMANY
SN 0341-2059
EI 1613-4087
J9 COMMUNICATIONS-GER
JI Communications
PD MAR
PY 2014
VL 39
IS 1
BP 23
EP 42
DI 10.1515/commun-2014-0003
PG 20
WC Communication
WE Social Science Citation Index (SSCI)
SC Communication
GA AC7LB
UT WOS:000332709100003
DA 2024-07-15
ER

PT J
AU Stermac, L
   Elgie, S
   Clarke, A
   Dunlap, H
AF Stermac, Lana
   Elgie, Susan
   Clarke, Allyson
   Dunlap, Hester
TI Academic experiences of war-zone students in Canada
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article
DE war-zone; education; trauma; immigrants; schooling
ID IMMIGRANT; DEFICITS; REFUGEES; MEMORY; YOUTH
AB This research examined educational outcomes and experiences of late adolescent immigrant students who entered the Canadian educational system following residence in global war-zone regions or areas of extreme civil unrest. Data from a Statistics Canada data-set of 18- to 20-year-old respondents (N = 658) were used to compare the academic achievements, school experiences and self perceptions of war-zone immigrant high school and post-secondary students with those of non-war-zone immigrant youth and Canadian-born youth. The results revealed that war-zone immigrant students performed well in high school and at generally comparable levels to Canadian-born students, however, had longer times to high school completion. High levels of academic engagement, motivation and expectations were seen among war-zone students. Social engagement was found to be lower for both groups of immigrant students. The results are discussed in terms of the positive academic achievements of war-zone immigrant students in Canada and the potential impact of pre-migration traumatic events.
C1 [Stermac, Lana; Elgie, Susan; Clarke, Allyson] Univ Toronto, Ontario Inst Studies Educ, Counselling Psychol Program, Toronto, ON, Canada.
   [Dunlap, Hester] Univ Toronto, Work Stress & Hlth Psychol Trauma Program, Ctr Addict & Mental Hlth, Toronto, ON, Canada.
C3 University of Toronto; University Health Network Toronto; University of
   Toronto; Centre for Addiction & Mental Health - Canada
RP Stermac, L (corresponding author), Univ Toronto, Ontario Inst Studies Educ, Counselling Psychol Program, Toronto, ON, Canada.
EM l.stermac@utoronto.ca
RI Clarke, Allyson/Y-3572-2019
CR Areepattamannil S, 2008, J ADV ACAD, V19, P700, DOI 10.4219/jaa-2008-831
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NR 32
TC 10
Z9 15
U1 0
U2 13
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 2012
VL 15
IS 3
BP 311
EP 328
DI 10.1080/13676261.2011.643235
PG 18
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA 945IF
UT WOS:000304265600004
DA 2024-07-15
ER

PT J
AU Tirado-Morueta, R
   Berlanga-Fernández, I
   Vales-Villamarín, H
   Franco, MDG
   Duarte-Hueros, A
   Aguaded-Gómez, JI
AF Tirado-Morueta, Ramon
   Berlanga-Fernandez, Inmaculada
   Vales-Villamarin, Helena
   Guzman Franco, Ma Dolores
   Duarte-Hueros, Ana
   Aguaded-Gomez, Jose Ignacio
TI Study of a sequence to stimulate the engagement in one-to-one iPad
   programs at elementary schools
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Collaborative learning; Elementary education; Mobile devices; Authentic
   learning; Engagement; one-to-one mobile programs
ID AUTONOMY SUPPORT; MIDDLE SCHOOL; STUDENTS; COMMUNITIES; CLASSROOM;
   INTERVENTION; TECHNOLOGIES; INITIATIVES; EDUCATION; INQUIRY
AB The number of one-to-one mobile programs in elementary schools as a resource to substitute the textbook has become popular worldwide. However, findings of studies that seek to enable understanding of how the daily use of these mobile devices affects student's engagement in the classroom are heterogeneous. 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 in one-to-one iPad programs. For this, an analysis using structural equations was conducted on data collected from a network of 20 elementary schools and 1,011 5th and 6th grade students in Spain, who used iPads daily in their Language and Mathematics courses. The results showed that certain activities -according to the course- with the iPad influenced the students' engagement, while promoting authentic learning and satisfying their needs. The study contributes with a comprehensive approach and knowledge about the reasons behind the success or failure of these types of programs on learner engagement.
C1 [Tirado-Morueta, Ramon; Guzman Franco, Ma Dolores; Duarte-Hueros, Ana; Aguaded-Gomez, Jose Ignacio] 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 Tirado-Morueta, Ramón/C-6778-2013; TIRADO MORUETA, RAMÓN/ABE-3766-2021;
   Aguaded, Ignacio/R-4281-2016; Berlanga, Inmaculada/F-5046-2019;
   Duarte-Hueros, Ana/AAH-1543-2019; Franco, Guzmán MD/Q-6801-2018
OI Tirado-Morueta, Ramón/0000-0002-3965-3063; TIRADO MORUETA,
   RAMÓN/0000-0002-3965-3063; Aguaded, Ignacio/0000-0002-0229-1118;
   Berlanga, Inmaculada/0000-0002-0135-624X; Duarte-Hueros,
   Ana/0000-0002-3819-5857; 
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" (MINECO/FEDER)
   [EDU2015-64015-C3-1-R]; State Subprogram for Knowledge Generation -
   FEDER (European Regional Development Fund) [EDU2016-81772-REDT]; Spain's
   Ministry of Economy and Competitiveness; "Media Education Network" of
   the State Program for the Promotion of Excellence in
   Scientific-Technical Research
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) (MINECO/FEDER), 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 FEDER (European
   Regional Development Fund) and Spain's Ministry of Economy and
   Competitiveness.
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NR 62
TC 2
Z9 4
U1 5
U2 21
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 JAN
PY 2020
VL 25
IS 1
BP 509
EP 532
DI 10.1007/s10639-019-09974-4
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KI6YY
UT WOS:000511498200011
DA 2024-07-15
ER

PT J
AU Cesaroni, F
   Piccaluga, A
AF Cesaroni, Fabrizio
   Piccaluga, Andrea
TI The activities of university knowledge transfer offices: towards the
   third mission in Italy
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Knowledge transfer; Knowledge transfer offices; Academic engagement;
   University third mission; Entrepreneurial university;
   University-industry collaboration
ID RESEARCH-AND-DEVELOPMENT; TECHNOLOGY-TRANSFER; INTELLECTUAL PROPERTY;
   INDUSTRY LINKAGES; ACADEMIC RESEARCH; COMMERCIALIZATION;
   ENTREPRENEURIAL; POLICY; PERFORMANCE; GOVERNANCE
AB Establishing deeper engagement with industry and society has recently become a key concern of universities. To pursue this goal, universities-as well as other public research organizations-have started to reorganize internal resources, to redefine their activities and policies, and to redesign their overall knowledge transfer (KT) business models. As a consequence, in several countries a wide heterogeneity exists in the types of KT models adopted and in the outcomes arising from KT activities. By performing a cluster analysis and a multinomial logit regression on an extensive dataset that almost covers the entire population of Italian universities, in this study we analyze (1) whether models of KT characterized by a broader engagement with society are gradually substituting models more focused on technology commercialization, and (2) which factors related to the availability of resources and universities' strategic intention better explain existing differences. Insights from the study might help university managers to define the most appropriate actions to fully undertake the implementation of the university third mission.
C1 [Cesaroni, Fabrizio] Univ Messina, Dept Business Econ & Management SEAM, Piazza Pugliatti 1, I-98122 Messina, Italy.
   [Cesaroni, Fabrizio; Piccaluga, Andrea] Scuola Super Sant Anna, Ist Management, Piazza Martiri Liberta 33, I-56127 Pisa, Italy.
C3 University of Messina; Scuola Superiore Sant'Anna
RP Cesaroni, F (corresponding author), Univ Messina, Dept Business Econ & Management SEAM, Piazza Pugliatti 1, I-98122 Messina, Italy.; Cesaroni, F (corresponding author), Scuola Super Sant Anna, Ist Management, Piazza Martiri Liberta 33, I-56127 Pisa, Italy.
EM fabrizio.cesaroni@unime.it; a.piccaluga@sssup.it
RI Cesaroni, Fabrizio/AAN-7415-2020
OI Cesaroni, Fabrizio/0000-0002-2345-6225
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NR 53
TC 77
Z9 83
U1 5
U2 141
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD AUG
PY 2016
VL 41
IS 4
BP 753
EP 777
DI 10.1007/s10961-015-9401-3
PG 25
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA DQ9LP
UT WOS:000379531700006
DA 2024-07-15
ER

PT J
AU An, BP
AF An, Brian P.
TI The Role of Academic Motivation and Engagement on the Relationship
   Between Dual Enrollment and Academic Performance
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
DE dual enrollment; concurrent enrollment; accelerated programs; academic
   engagement; academic performance
ID HIGH-SCHOOL; STUDENT ENGAGEMENT; COLLEGE; BEHAVIOR
AB I examine whether academic motivation and engagement-conditions that advocates consider mechanisms for the effect of dual enrollment-account for the relationship between dual enrollment and academic performance. Few studies examine the claimed mechanisms that account for the impact of dual enrollment, which leaves the processes through which dual enrollment influences a student's college experience as a black box. Using data from the Wabash National Study of Liberal Arts Education, I find a positive direct effect of dual enrollment on first-year college GPA, which remains even after controlling for precollege variables. I further find students who participated in dual enrollment are more academically motivated and engaged than nonparticipants. Although dual enrolled students are more academically motivated and engaged in class than nonparticipants these indicators generally account for less than 20% of the effect of dual enrollment on academic performance. Finally, for some students (e.g., students who earned college credit through dual enrollment but not though examination), participation in dual enrollment exerts a stronger effect on first-year college GPA at midselective and very selective institutions than at highly selective institutions.
C1 Univ Iowa, Iowa City, IA 52242 USA.
C3 University of Iowa
RP An, BP (corresponding author), Univ Iowa, Iowa City, IA 52242 USA.
EM brian-an@uiowa.edu
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NR 70
TC 38
Z9 154
U1 1
U2 40
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
JI J. High. Educ.
PD JAN-FEB
PY 2015
VL 86
IS 1
BP 98
EP 126
DI 10.1080/00221546.2015.11777358
PG 29
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AX0BU
UT WOS:000346619400004
DA 2024-07-15
ER

PT J
AU Drole, K
   Paravlic, A
   Coakley, J
   Doupona, M
AF Drole, Kristina
   Paravlic, Armin
   Coakley, Jay
   Doupona, Mojca
TI Sport and academic engagement of 1,387 Slovenian dual-career athletes
   before and during COVID-19 lockdown-what did we learn?
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE COVID-19 pandemic; education; sport policy; student-athlete; training
   load; academic load; behavioral changes
ID PARTICIPATION
AB IntroductionSince the coronavirus disease outbreak in 2019, there have been several preventive measures and restrictions applied to minimize the transmission of the virus. While lockdown has affected our everyday lives, it has negatively impacted sport and athletes as well. Methods1,387 Slovenian dual-career (DC) athletes (47.4% females, 52.6% males) participated in the 22-item questionnaire to gather information on their sports and academic engagement before and during COVID-19 lockdown period. Half of the athletes were enrolled in education at the secondary level (n = 819, aged 15-18 years), while the others were enrolled in primary (n = 301, 8-14 years) and tertiary (n = 267, 19-36 years) education. All participants in the current study have a valid athlete categorization by the Slovenian Olympic Committee and are competing at either junior (31.7%), national (26.9%), prospective (29.5%), international (8.5%), world (2.3%) or Olympic (1.2%) level. ResultsDC athletes spent less time on training (-4.7 h; p < 0.001), learning (-1.0 h; p < 0.001), exams (-0.9 h; p < 0.001), laboratory work (-0.6 h; p < 0.001), and other educational activities (-0.3 h; p < 0.001) during COVID-19 lockdown compared to period before the lockdown. Their training environment was changed so they trained either at home or outdoors. Results showed that indoor (-3.7 h; p < 0.001) and team sport athletes (-1.3 h; p < 0.001) trained less than outdoor and individual sports. Male athletes spent more time on training both before (1.3 h; p < 0.001) and during lockdown (1.3 h; p < 0.001) and other sport-related activities (1.3 h; p < 0.001). On the other hand, female athletes spent more time on studying both before (1.5 h; p < 0.001) and during lockdown (2.6 h; p < 0.001). Both sport and educational activities were influenced by athletes' age (p <= 0.017). ConclusionIndoor and team sport athletes were more affected by the governmental measures than outdoor and individual sport athletes. Male athletes experienced a greater decline in learning time compared to female athletes. DC is shown to be beneficial for athletes even in times of COVID-19 lockdown, as DC athletes report smaller decline in motivation, shifting attention from sport to study and having fewer mental problems due to uncertain sports future. The feedback of the preventive measures could serve to assist policy makers and athlete's support staff to form and apply preventive measures that are more effective for DC athletes' training and education.
C1 [Drole, Kristina; Paravlic, Armin; Doupona, Mojca] Univ Ljubljana, Fac Sport, Ljubljana, Slovenia.
   [Coakley, Jay] Univ Colorado, Sociol Dept, Colorado Springs, CO USA.
C3 University of Ljubljana; University of Colorado System; University of
   Colorado at Colorado Springs
RP Drole, K (corresponding author), Univ Ljubljana, Fac Sport, Ljubljana, Slovenia.
EM kristina.drole@fsp.uni-lj.si
RI Drole, Kristina/AHA-7791-2022
OI Drole, Kristina/0000-0002-8403-3154
FU Public Research Agency of the Republic of Slovenia [P5-0147]
FX The research took place within the Kinesiology of Monostructural,
   Polystructural and Conventional Sports research program, code: P5-0147,
   financed by the Public Research Agency of the Republic of Slovenia. The
   funding agency has no impact on data collection, analysis or
   interpretation of the study results.
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NR 46
TC 2
Z9 2
U1 1
U2 8
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 MAY 12
PY 2023
VL 14
AR 1173261
DI 10.3389/fpsyg.2023.1173261
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA H2VI6
UT WOS:000994591800001
PM 37251061
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Veldman, J
   Meeussen, L
   van Laar, C
AF Veldman, Jenny
   Meeussen, Loes
   van Laar, Colette
TI Social background concealment among first-generation students: The role
   of social belonging and academic achievement concerns
SO GROUP PROCESSES & INTERGROUP RELATIONS
LA English
DT Article
DE academic engagement; belonging; first-generation students; higher
   education; identity concealment; social background concealment; social
   class; social identity management; well-being
ID HIGHER-EDUCATION; IDENTITY; ADJUSTMENT; IDENTIFICATION; MOTIVATION;
   INGROUP; SUPPORT; WORKING; DISIDENTIFICATION; PERFORMANCE
AB Although higher education has become more accessible to people from lower socioeconomic backgrounds, the transition to university is more difficult for first- compared to continuing-generation students. Previous research showed that social identity processes are key to understand differences between first- and continuing-generation students' experiences at university. In the present paper, we argue that social background identity concealment may occur as a coping process among first-generation students. A longitudinal study among 829 first-year university students showed that first-generation students indeed concealed their social background at university more than continuing-generation students. This was especially the case when they had experienced concerns about their social belonging at university, indicating that identity concealment resulted from concerns to fit in at university. Finally, social background concealment was related to a decrease in well-being, suggesting that concealment is a costly social identity management strategy. Instead, universities should put in efforts to increase first-generation students' sense of belonging.
C1 [Veldman, Jenny] New York Univ Abu Dhabi, Abu Dhabi, U Arab Emirates.
   [Meeussen, Loes; van Laar, Colette] Univ Leuven, Leuven, Belgium.
C3 New York University Abu Dhabi; KU Leuven
RP Veldman, J (corresponding author), New York Univ Abu Dhabi, Dept Psychol, POB 129188, Abu Dhabi, U Arab Emirates.
EM jv2300@nyu.edu
RI Meeussen, Loes/Q-4639-2018; Veldman, Jenny/JXM-4030-2024
OI Van Laar, Colette/0000-0002-8113-1242; Veldman,
   Jenny/0000-0003-1560-4512
FU Flanders Research Foundation [G.O.E66.14N, 12X4718N, 11A2418N]
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 an Odysseus Grant to Colette van Laar (Grant Number
   G.O.E66.14N), a postdoctoral grant to Loes Meeussen (Grant Number
   12X4718N), and a fellowship grant to Jenny Veldman (Grant Number
   11A2418N), all from the Flanders Research Foundation.
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NR 76
TC 1
Z9 1
U1 5
U2 22
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1368-4302
EI 1461-7188
J9 GROUP PROCESS INTERG
JI Group Process Intergroup Relat.
PD APR
PY 2023
VL 26
IS 3
BP 762
EP 778
AR 13684302221089116
DI 10.1177/13684302221089116
EA APR 2022
PG 17
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA D4QZ2
UT WOS:000783589900001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Karababa, A
AF Karababa, Ali
TI School engagement and self-esteem among Turkish secondary school
   students: A moderated-mediation model for academic achievement and
   gender
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic achievement; school engagement; self-esteem
ID MENTAL-HEALTH; ADOLESCENTS PERCEPTIONS; COGNITIVE ENGAGEMENT; RECIPROCAL
   RELATIONS; PROTECTIVE FACTORS; PEER ATTACHMENT; CONNECTEDNESS; BEHAVIOR;
   OUTCOMES; METAANALYSIS
AB The study aimed to examine the direct relationships between school engagement, academic achievement, and self-esteem, and whether academic achievement mediated the relationship between school engagement and self-esteem among Turkish secondary school students. An additional aim of the study was also to test whether these associations were moderated by gender. The study sample consisted of 402 adolescents (207 female-195 male) studying at the secondary school, aged from 11 to 14 years old. The study findings showed both the significant direct positive associations among the studied variables and the mediating role of academic achievement in the relationship between school engagement and self-esteem. It also found that the direction, strength, and structure of the direct and indirect relationships among the studied variables did not differ between the two gender groups. In conclusion, students who have higher levels of school engagement tend to show improvements in their academic achievement, and achieving better educational performance promotes higher self-esteem. Directions for future research and application were discussed.
C1 [Karababa, Ali] Usak Univ, Dept Educ Sci Psychol Counselor & Guidance, Usak, Turkey.
C3 Usak University
RP Karababa, A (corresponding author), Usak Univ, 1 Eylul Campus, TR-64200 Usak, Turkey.
EM Karababa_ali@hotmail.com
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NR 93
TC 3
Z9 3
U1 2
U2 20
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 JUN
PY 2022
VL 59
IS 6
BP 1088
EP 1104
DI 10.1002/pits.22663
EA FEB 2022
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0X1ON
UT WOS:000751508800001
DA 2024-07-15
ER

PT J
AU Tani, M
   Gheith, MH
   Papaluca, O
AF Tani, Mario
   Gheith, Mohamed Hani
   Papaluca, Ornella
TI Drivers of student engagement in higher education: a behavioral
   reasoning theory perspective
SO HIGHER EDUCATION
LA English
DT Article
DE Student engagement; Behavioral reasoning theory; Higher education;
   Structural equation modeling; Holistic perspective
ID PLS-SEM; ACADEMIC ENGAGEMENT; LEARNING OUTCOMES; COLLEGE-STUDENTS; USER
   ACCEPTANCE; MOTIVATION; ACHIEVEMENT; PERFORMANCE; DECISION; TECHNOLOGY
AB Student engagement is a crucial factor in the success of students enrolled in higher education. Despite the existence of numerous studies on the factors that influence student engagement, investigating the factors that affect the level of student engagement in higher education is important. In applying the behavioral reasoning theory (BRT), this research investigates factors that influence freshman students' decisions to engage in academic activities. Data have been collected from a sample of students enrolled in management studies at the University of Federico II in Naples, Italy. The results highlight that reasons serve as important links between students' values, global motives, and engagement behavior, confirming one of the main premises of BRT. In particular, the findings suggest that BRT is a good model to predict student engagement as global motives, intentions, and reasons for engagement have a significant direct effect on engagement. These findings support the importance of examining and reinforcing the reasons for engagement (facilitators) while minimizing the reasons against engagement (obstacles) in order to enhance students' engagement in academic activities.
C1 [Tani, Mario; Gheith, Mohamed Hani; Papaluca, Ornella] Univ Naples Federico II, Dept Econ Management & Inst, Naples, Italy.
   [Gheith, Mohamed Hani] Mansoura Univ, Fac Commerce, Dept Business Adm, Mansoura, Egypt.
   [Papaluca, Ornella] Stn Zool Anton Dohrn, Villa Comunale 1, I-80121 Naples, Italy.
C3 University of Naples Federico II; Egyptian Knowledge Bank (EKB);
   Mansoura University; Stazione Zoologica Anton Dohrn di Napoli
RP Gheith, MH (corresponding author), Univ Naples Federico II, Dept Econ Management & Inst, Naples, Italy.; Gheith, MH (corresponding author), Mansoura Univ, Fac Commerce, Dept Business Adm, Mansoura, Egypt.
EM mohamed.gheith@unina.it
RI Gheith, Mohamed Hani/U-9849-2018; Tani, Mario/C-7096-2017
OI Gheith, Mohamed Hani/0000-0002-9912-3101; Tani,
   Mario/0000-0001-9937-7972
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NR 92
TC 23
Z9 26
U1 10
U2 81
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 2021
VL 82
IS 3
BP 499
EP 518
DI 10.1007/s10734-020-00647-7
EA JAN 2021
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA UO7JV
UT WOS:000607003900003
DA 2024-07-15
ER

PT J
AU Guvenc, H
AF Guvenc, Hulya
TI The Relationship between Teachers' Motivational Support and Engagement
   versus Disaffection
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Engagement; Disaffection; Self-determination; Teacher support;
   Autonomous motivation; Controlled motivation
ID AUTONOMY SUPPORT; INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT; STUDENTS
   ENGAGEMENT; SCHOOL; EXPERIENCES; CLASSROOM; ADULTS; MODEL
AB The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model, covers students' motivational regulations, as mediator variables, between students' engagement and their perceptions of teachers' motivational support styles, that is tested. Participants are 276 ninth grade high school students (148 girls and 126 boys). Data are collected by the "Effective Participation Scale," "Motivational Regulation Scale," and "Teachers' Motivational Support Scale." The fit statistics indicate that the research model provides a reasonably good fit to the data (x(2) = 74.62, df = 38, p = .00, RMSEA = .086, RMR = .05, CFI = .96, GFI = .90, AGFI = .92, NFI = .91, NNFI = .91). Chi-square to degrees of freedom ratio x(2)/df = 1.96 is satisfactory. The study indicates that motivational support provided by teachers has effect on the students' motivation orientation and active class participation.
C1 Yeditepe Univ, Fac Educ, Dept Guidance & Psychol Counselling, TR-34755 Istanbul, Turkey.
C3 Yeditepe University
RP Guvenc, H (corresponding author), Yeditepe Univ, Fac Educ, Dept Guidance & Psychol Counselling, 26 Agustos Campus,Kayisdagi Cad, TR-34755 Istanbul, Turkey.
EM guvenchulya@gmail.com
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NR 38
TC 15
Z9 41
U1 2
U2 18
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 2630-5984
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PD JUN
PY 2015
VL 15
IS 3
BP 647
EP 657
DI 10.12738/estp.2015.3.2662
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CI2VK
UT WOS:000354605300008
OA Bronze
DA 2024-07-15
ER

PT J
AU Granziera, H
   Liem, GAD
   Chong, WH
   Martin, AJ
   Collie, RJ
   Bishop, M
   Tynan, L
AF Granziera, Helena
   Liem, Gregory Arief D.
   Chong, Wan Har
   Martin, Andrew J.
   Collie, Rebecca J.
   Bishop, Michelle
   Tynan, Lauren
TI The role of teachers' instrumental and emotional support in students'
   academic buoyancy, engagement, and academic skills: A study of high
   school and elementary school students in different national contexts
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Teacher support; Academic buoyancy; Engagement; Motivation; Achievement
ID INTEGRATIVE DATA-ANALYSIS; OF-FIT INDEXES; INTERPERSONAL RELATIONSHIPS;
   CONSTRUCT-VALIDITY; SECONDARY-SCHOOL; MEDIATING ROLE; SELF-CONCEPT;
   MOTIVATION; ADOLESCENTS; MATHEMATICS
AB In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.
C1 [Granziera, Helena; Martin, Andrew J.; Collie, Rebecca J.] Univ New South Wales, Sch Educ, Sydney, NSW, Australia.
   [Liem, Gregory Arief D.; Chong, Wan Har] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
   [Bishop, Michelle; Tynan, Lauren] Macquarie Univ, Dept Educ Studies, Macquarie Pk, NSW, Australia.
   [Martin, Andrew J.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
C3 University of New South Wales Sydney; Nanyang Technological University;
   National Institute of Education (NIE) Singapore; Macquarie University;
   University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Bishop, Michelle/GQP-3428-2022; Liem, Gregory Arief D./I-3737-2016
OI Bishop, Michelle/0000-0002-3292-2355; Martin,
   Andrew/0000-0001-5504-392X; Liem, Gregory Arief D./0000-0003-2523-5095;
   Granziera, Helena/0000-0002-9628-7266
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NR 98
TC 25
Z9 25
U1 24
U2 110
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 AUG
PY 2022
VL 80
AR 101619
DI 10.1016/j.learninstruc.2022.101619
EA APR 2022
PG 14
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 1T0UW
UT WOS:000804456000001
DA 2024-07-15
ER

PT J
AU Dadakhodjaeva, K
   Radley, KC
   Tingstrom, DH
   Dufrene, BA
   Dart, EH
AF Dadakhodjaeva, Kamila
   Radley, Keith C.
   Tingstrom, Daniel H.
   Dufrene, Brad A.
   Dart, Evan H.
TI Effects of Daily and Reduced Frequency Implementation of the Good
   Behavior Game in Kindergarten Classrooms
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE Good Behavior Game; kindergarten; group contingency
ID GROUP CONTINGENCY INTERVENTIONS; DISRUPTIVE BEHAVIOR; ELEMENTARY-SCHOOL;
   METAANALYSIS; STUDENTS; ACCEPTABILITY; REINFORCEMENT; MISBEHAVIOR;
   PSYCHOLOGY; SUPPORT
AB An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.
C1 [Dadakhodjaeva, Kamila] Kennedy Krieger Inst, Baltimore, MD USA.
   [Radley, Keith C.] Univ Utah, Sch Psychol Program, Salt Lake City, UT USA.
   [Tingstrom, Daniel H.; Dufrene, Brad A.; Dart, Evan H.] Univ Southern Mississippi, Sch Psychol Program, Hattiesburg, MS 39406 USA.
C3 Kennedy Krieger Institute; Utah System of Higher Education; University
   of Utah; University of Southern Mississippi
RP Radley, KC (corresponding author), Univ Utah, 1721 Campus Ctr Dr,3225, Salt Lake City, UT 84112 USA.
EM keith.radley@utah.edu
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NR 47
TC 9
Z9 12
U1 1
U2 11
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 JUL
PY 2020
VL 44
IS 4
BP 471
EP 495
DI 10.1177/0145445519826528
PG 25
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA LP4XK
UT WOS:000534321800001
PM 30698455
DA 2024-07-15
ER

PT J
AU Tan, YJ
   Quek, CLG
   Fulmer, G
AF Tan, Yeong Jong
   Quek, Choon Lang Gwendoline
   Fulmer, Gavin
TI Validation of Classroom Teacher Interaction Skills Scale
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Professional commitment; Job satisfaction; Teacher interaction skills
   framework; Teacher-student interaction; Validation
ID STUDENT RELATIONSHIPS; CHILD RELATIONSHIPS; JOB-SATISFACTION; FIT
   INDEXES; SOCIAL INTELLIGENCE; ACADEMIC ENGAGEMENT; CULTURAL-PLURALISM;
   SCHOOL OUTCOMES; MIDDLE SCHOOL; MOTIVATION
AB Teacher interaction skills are crucial in enhancing teachers' effectiveness in developing quality teacher-student interactions in the classrooms. Building on the existing literature on social skills, teacher-student relationships, and teacher interpersonal behaviors, this study conceptualized a teacher interaction skills framework that highlights the importance of teacher interaction skills in the classroom. Using this framework, a teacher interaction skills scale (TISS) was developed to measure teacher interaction skills in building relationships with their students. The purpose of this study was to examine the psychometric properties of the TISS designed to assess teacher interaction skills among 395 school teachers in Singapore. The subscales and composite scales evidenced satisfactory reliability and validity. Findings based on the nomological network of teacher interaction skills showed that TISS accounted for key outcomes in terms of teachers' job satisfaction, professional commitment, and teacher-student interaction. This study contributes to the literature of teacher-student interactions by developing a teacher interaction skills framework and an instrument which has important theoretical and practical implications for researchers, administrators, and practitioners.
C1 [Tan, Yeong Jong; Quek, Choon Lang Gwendoline] Nanyang Technol Univ, Natl Inst Educ, 1 Nanyang Walk, Singapore 637616, Singapore.
   [Fulmer, Gavin] Univ Iowa, Coll Educ, Lindquist Ctr N289, Iowa City, IA 52242 USA.
C3 Nanyang Technological University; National Institute of Education (NIE)
   Singapore; University of Iowa
RP Quek, CLG (corresponding author), Nanyang Technol Univ, Natl Inst Educ, 1 Nanyang Walk, Singapore 637616, Singapore.
EM choonlang.quek@nie.edu.sg
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NR 108
TC 4
Z9 6
U1 2
U2 66
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 OCT
PY 2019
VL 28
IS 5
BP 429
EP 446
DI 10.1007/s40299-019-00444-6
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IW8YD
UT WOS:000485279100006
DA 2024-07-15
ER

PT J
AU Estévez, E
   Jiménez, TI
   Moreno, D
AF Estevez, Estefaina
   Jimenez, Teresa I.
   Moreno, David
TI Aggressive behavior in adolescence as a predictor of personal, family,
   and school adjustment problems
SO PSICOTHEMA
LA English
DT Article
DE Adolescence; aggressive behavior; personal adjustment; school
   adjustment; family adjustment
ID SOCIAL CLIMATE; SATISFACTION; LIFE; VICTIMIZATION; DEPRESSION; VIOLENCE;
   SCALE
AB Background: The goal of the present study was to determine the extent to which aggressive behavior towards peers predicts greater personal, school, and family maladjustment in adolescent aggressors of both sexes. Method: The sample consisted of 1510 Spanish adolescents from 12 to 17 years old, who anonymously and voluntarily completed self-report questionnaires. Results: Binary Logistic regression analysis showed that, regarding personal adjustment, aggressive behavior was significantly associated with high scores in depressive symptomatology, perceived stress and loneliness, and low scores in self-esteem, life satisfaction and empathy, for both sexes. In the school setting, aggressive behavior was related to low scores in academic engagement, friends in the classroom, perception of teacher support, and a positive attitude towards school. At the family level, significant relationships were observed between aggressive behavior and high scores in offensive communication and family conflict, and low scores in open communication with parents, general expressiveness, and family cohesion. Conclusions: In cases of peer violence it is necessary to give urgent attention to all those involved, since maladjustment in aggressors can be predicted in many levels of intervention.
C1 [Estevez, Estefaina] Univ Miguel Hernandez Elche, Elche, Spain.
   [Jimenez, Teresa I.] Univ Zaragoza, Zaragoza, Spain.
   [Moreno, David] Univ Pablo de Olavide, Seville, Spain.
C3 Universidad Miguel Hernandez de Elche; University of Zaragoza;
   Universidad Pablo de Olavide
RP Estévez, E (corresponding author), Univ Miguel Hernandez Elche, Dept Psicol Salud, Elche 03202, Spain.
EM eestevez@umh.es
RI Moreno-Ruiz, David/L-8115-2017; Gutiérrez, Teresa Isabel
   Jiménez/JFJ-2236-2023; Gutiérrez, Teresa Isabel Jiménez/G-9258-2011;
   ESTEVEZ, ESTEFANIA/G-3477-2011
OI Moreno-Ruiz, David/0000-0003-1221-2097; Gutiérrez, Teresa Isabel
   Jiménez/0000-0002-5187-3683; Gutiérrez, Teresa Isabel
   Jiménez/0000-0002-5187-3683; ESTEVEZ, ESTEFANIA/0000-0002-2662-2735
FU project "Bullying, ciberbullying y violencia filio-parental en la
   adolescencia" [PSI2015-65683-P]; Ministry of Economy and Competitiveness
   of Spain; European Union though the Fondo Europeo de Desarrollo Regional
   -FEDER- "Una manera de hacer Europa"
FX This study was funded by the project "Bullying, ciberbullying y
   violencia filio-parental en la adolescencia" Reference: PSI2015-65683-P
   [MINECO/FEDER, UE], and subsidized by the Ministry of Economy and
   Competitiveness of Spain, and the European Union though the Fondo
   Europeo de Desarrollo Regional -FEDER- "Una manera de hacer Europa".
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NR 54
TC 64
Z9 78
U1 6
U2 51
PU COLEGIO OFICIAL DE PSICOLOGOS DE ASTURIAS
PI OVIEDO
PA ILDEFONSO S. DEL RIO, 4-1 B, 33001 OVIEDO, SPAIN
SN 0214-9915
EI 1886-144X
J9 PSICOTHEMA
JI Psicothema
PD FEB
PY 2018
VL 30
IS 1
BP 66
EP 73
DI 10.7334/psicothema2016.294
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FS7SU
UT WOS:000419998900011
PM 29363473
DA 2024-07-15
ER

PT J
AU Campbell, A
   Anderson, CM
AF Campbell, Amy
   Anderson, Cynthia M.
TI CHECK-IN/CHECK-OUT: A SYSTEMATIC EVALUATION AND COMPONENT ANALYSIS
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE classrooms; conditioned reinforcement; feedback; schools; token economy
ID POSITIVE BEHAVIOR SUPPORT; FUNCTIONAL ASSESSMENT; SCHOOL; INTERVENTION;
   ATTENTION; STUDENTS
AB Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Key features of the intervention include brief morning and afternoon meetings with the intervention coordinator, use of a point card on which the teacher monitors student behavior, and teacher feedback at predetermined times. The present study sought to add to the literature by examining the relative contributions of the teacher-feedback components of check-in/check-out via the use of a component analysis. Working with 4 children in a general education setting, we first evaluated the effectiveness of the procedure using reversal designs. Next, we systematically removed teacher-feedback components to assess effects on problem behavior and academic engagement. For 3 of 4 participants, we were able to remove all teacher-feedback sessions and the point card; for the 4th participant, we removed only 2 of 3 teacher-feedback sessions due to time constraints.
C1 [Campbell, Amy; Anderson, Cynthia M.] Univ Oregon, Eugene, OR 97403 USA.
C3 University of Oregon
RP Anderson, CM (corresponding author), 5261 Univ Oregon, Dept Special Educ & Clin Sci, Eugene, OR 97403 USA.
EM canders@uoregon.edu
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NR 27
TC 61
Z9 118
U1 3
U2 12
PU JOURNAL APPL BEHAV ANAL
PI LAWRENCE
PA DEPT HUMAN DEVELOPMENT, UNIV KANSAS, LAWRENCE, KS 66045 USA
SN 0021-8855
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD SUM
PY 2011
VL 44
IS 2
BP 315
EP 326
DI 10.1901/jaba.2011.44-315
PG 12
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 782LW
UT WOS:000292012200007
PM 21709787
OA Green Published
DA 2024-07-15
ER

PT J
AU Dotson, MP
   Hoyt, LT
   Cohen, AK
AF Dotson, Miranda P.
   Hoyt, Lindsay T.
   Cohen, Alison K.
TI 'Unsuitable' environments: a qualitative study of US college youth
   learning online while sheltering-in-place in spring 2020
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article
DE College students; COVID-19; online learning; shelter-in-place; higher
   education; social-ecological model
ID STUDENTS; COURSES; OUTCOMES
AB In late April 2020, we asked young adult college students to describe how they were impacted by the COVID-19 pandemic. This study analyzes data from the 370 students (52.3% of all students surveyed) who chose to describe their experiences with online learning in their response. Many students, and especially students from marginalized backgrounds (e.g. women and transgender and gender diverse, LGBTQ+, low-socioeconomic position), reported diverse hardships that were induced and/or exacerbated by the COVID-19 pandemic that affected their learning. Most of these adverse experiences were tied to students' shelter-in-place and remote learning conditions, which we frame as 'unsuitable environments', that limited students from engaging academically in the same ways they might have on campus. We situate these unsuitable environments within an intersectional social-ecological model to demonstrate how students' transformed nested environments impact academic engagement and have implications for equity within institutions of higher education - an ecological disruption whose impacts remain important to evaluate in future research on online learning in higher education.
C1 [Dotson, Miranda P.] Northeastern Univ, Dept Sociol & Anthropol, Boston, MA 02115 USA.
   [Hoyt, Lindsay T.] Fordham Univ, Dept Psychol, New York, NY 10023 USA.
   [Cohen, Alison K.] Univ Calif San Francisco, Sch Med, Dept Epidemiol & Biostat, 550 16th St,2nd Floor, San Francisco, CA 94143 USA.
C3 Northeastern University; Fordham University; University of California
   System; University of California San Francisco
RP Cohen, AK (corresponding author), Univ Calif San Francisco, Sch Med, Dept Epidemiol & Biostat, 550 16th St,2nd Floor, San Francisco, CA 94143 USA.
EM alison.cohen@ucsf.edu
FU NSF [G00006454]; University of San Francisco Jesuit Foundation;
   University of San Francisco Faculty Development Funds; Fordham
   University's Office of Research
FX This work was supported by NSF: [Grant Number G00006454]; University of
   San Francisco Jesuit Foundation; University of San Francisco Faculty
   Development Funds; Fordham University's Office of Research.
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NR 38
TC 1
Z9 1
U1 0
U2 3
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.
PD FEB 7
PY 2024
VL 27
IS 2
BP 161
EP 177
DI 10.1080/13676261.2022.2112162
EA AUG 2022
PG 17
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA EX4D6
UT WOS:000843151500001
DA 2024-07-15
ER

PT J
AU Lee, J
   Park, T
   Davis, RO
AF Lee, Jihyun
   Park, Taejung
   Davis, Robert Otto
TI What affects learner engagement in flipped learning and what predicts
   its outcomes?
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID STUDENT ENGAGEMENT; EPISTEMOLOGICAL BELIEFS; CLASSROOM APPROACH; NURSING
   COURSE; SCHOOL; SELF; PERCEPTIONS; PERFORMANCE; ONLINE; READINESS
AB The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners' epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners' affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations.
C1 [Lee, Jihyun] Seoul Natl Univ, Sch Dent, Seoul, South Korea.
   [Lee, Jihyun] Seoul Natl Univ, Dent Res Inst, Seoul, South Korea.
   [Park, Taejung] Hankuk Univ Foreign Studies, Educ Adv Ctr, 107 Imun Ro, Seoul 02450, South Korea.
   [Davis, Robert Otto] Hankuk Univ Foreign Studies, English Linguist & Language Technol Dept, Seoul, South Korea.
C3 Seoul National University (SNU); Seoul National University (SNU); Hankuk
   University Foreign Studies; Hankuk University Foreign Studies
RP Park, T (corresponding author), Hankuk Univ Foreign Studies, Educ Adv Ctr, 107 Imun Ro, Seoul 02450, South Korea.
EM edutech@hufs.ac.kr
RI Lee, Jae Hyuk/W-5616-2018; Davis, Robert Otto/ACB-8433-2022
OI Davis, Robert Otto/0000-0002-6570-4477
FU Basic Science Research Program through the National Research Foundation
   of Korea (NRF); Ministry of Science, ICT & Future Planning
   [NRF-2017R1C1B2010469]; Dental Research Institute, School of Dentistry,
   Seoul National University, Republic of Korea
FX This study is supported by Dental Research Institute, School of
   Dentistry, Seoul National University, Republic of Korea and funded by
   Basic Science Research Program through the National Research Foundation
   of Korea (NRF) and funded by the Ministry of Science, ICT & Future
   Planning (NRF-2017R1C1B2010469).
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NR 69
TC 44
Z9 47
U1 24
U2 26
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD MAR
PY 2022
VL 53
IS 2
BP 211
EP 228
DI 10.1111/bjet.12717
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ZI2QH
UT WOS:000761470800002
DA 2024-07-15
ER

PT J
AU Goemans, A
   van Geel, M
   Wilderjans, TF
   van Ginkel, JR
   Vedder, P
AF Goemans, Anouk
   van Geel, Mitch
   Wilderjans, Tom F.
   van Ginkel, Joost R.
   Vedder, Paul
TI Predictors of school engagement in foster children: A longitudinal study
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE School engagement; School functioning; Foster children; Longitudinal;
   Multilevel analysis
ID OF-HOME CARE; YOUNG-PEOPLE; DEVELOPMENTAL OUTCOMES; PSYCHOSOCIAL
   PROBLEMS; MULTIPLE IMPUTATION; ACADEMIC ENGAGEMENT; EMPLOYMENT OUTCOMES;
   PARENTING PRACTICES; CHAINED EQUATIONS; FAMILY AFFLUENCE
AB Children in foster care are often characterized by low academic outcomes which negatively impact their later lives. School engagement may be a key element to promote their academic and educational outcomes. However, little is known about the development of school engagement in foster children and longitudinal studies are lacking. The current study reports the findings of a three-wave longitudinal study wherein we examined the development of school engagement and analyzed which factors were predictive of school engagement in a sample of 363 Dutch foster children (age range 5-18 years, 46.6% girls). Multilevel analyses showed that characteristics related to demographics, school functioning, foster children, and foster families predicted levels of school engagement of children in foster care. Foster children's behavioral functioning and foster parents' positive parenting appeared to be characteristics important to consider in screening and interventions. Based on the findings we suggest that teachers and foster care professionals should collaborate to ensure that school engagement and consequently school functioning becomes part of foster children's personal development plans.
C1 [Goemans, Anouk; van Geel, Mitch; Vedder, Paul] Leiden Univ, Inst Educ & Child Studies, Wassenaarseweg 52, NL-2333 AK Leiden, Netherlands.
   [Wilderjans, Tom F.; van Ginkel, Joost R.] Leiden Univ, Inst Psychol, Res Grp Methodol & Stat, Leiden, Netherlands.
   [Wilderjans, Tom F.] Katholieke Univ Leuven, Fac Psychol & Educ Sci, Res Grp Quantitat Psychol & Individual Difference, Leuven, Belgium.
C3 Leiden University; Leiden University - Excl LUMC; Leiden University -
   Excl LUMC; Leiden University; KU Leuven
RP Goemans, A (corresponding author), Leiden Univ, Inst Educ & Child Studies, Wassenaarseweg 52, NL-2333 AK Leiden, Netherlands.
EM a.goemans@fsw.leidenuniv.nl
RI Wilderjans, Tom/AAC-5066-2019
OI Wilderjans, Tom/0000-0002-1677-4938; Vedder, Paul/0000-0001-8616-8944;
   Goemans, Anouk/0000-0003-0585-2387
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NR 119
TC 10
Z9 15
U1 4
U2 22
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 2018
VL 88
BP 33
EP 43
DI 10.1016/j.childyouth.2018.02.029
PG 11
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA GG4CQ
UT WOS:000432640800005
OA Green Published
DA 2024-07-15
ER

PT J
AU Chen, YLE
   Kraklow, D
AF Chen, Yih-Lan Ellen
   Kraklow, Deborah
TI Taiwanese College Students' Motivation and Engagement for English
   Learning in the Context of Internationalization at Home: A Comparison of
   Students in EMI and Non-EMI Programs
SO JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION
LA English
DT Article
DE English-medium instruction; L2 motivation; English learning engagement;
   internationalization
ID SELF-DETERMINATION; HIGHER-EDUCATION; PERSPECTIVES
AB To promote internationalization in Taiwan's higher education system, one initiative is to create international programs that accommodate both international and domestic students and that use English as the medium of instruction (EMI). Most EMI studies have focused on program results; however, the current study investigates the factors that lead students to participate in EMI programs in the first place, particularly the relationship between motivation and engagement. An instrument based on Self-Determination Theory was used to collect data about second language (L2) motivation and engagement from 276 Taiwanese college students. Data analysis using MANOVA indicated significant differences in both intrinsic motivation and English learning engagement between the students participating in EMI and non-EMI programs. Multiple regressions reveal significant predictive power of both intrinsic motivation and external regulation on English learning engagement. The results suggest gradual implementation of EMI that supports faculty and student adjustment is most effective. Inclusion of practical aspects, such as internships and service learning, into EMI programs may also enhance motivation in academic engagement.
C1 [Chen, Yih-Lan Ellen] Ming Chuan Univ, Dept Appl English, Taipei, Taiwan.
   [Kraklow, Deborah] Ming Chuan Univ, English Language Ctr, Taipei, Taiwan.
C3 Ming Chuan University; Ming Chuan University
RP Chen, YLE (corresponding author), 120,Lane 342,Tung Ming 3rd St, New Taipei City 24465, Taiwan.
EM ylchen@mail.mcu.edu.tw
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NR 45
TC 24
Z9 28
U1 6
U2 101
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 FEB
PY 2015
VL 19
IS 1
BP 46
EP 64
DI 10.1177/1028315314533607
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AZ0SJ
UT WOS:000347954600005
DA 2024-07-15
ER

PT J
AU Gramzow, RH
   Willard, G
   Mendes, WB
AF Gramzow, Richard H.
   Willard, Greg
   Mendes, Wendy Berry
TI Big tales and cool heads: Academic exaggeration is related to cardiac
   vagal reactivity
SO EMOTION
LA English
DT Article
DE self-evaluation; self-positivity bias; respiratory sinus arrhythmia;
   cardiac vagal tone; academic performance
ID RESPIRATORY SINUS ARRHYTHMIA; HEART-RATE-VARIABILITY;
   CARDIOVASCULAR-DISEASE; SELF-ENHANCEMENT; SUPPRESSION; PERFORMANCE;
   ILLUSION; HEALTHY; STRESS; RISK
AB Students who exaggerate their current grade point averages (GPAs) report positive emotional and motivational orientations toward academics (Gramzow & Willard, 2006; Willard & Gramzow, 2007). It is conceivable, however, that these self-reports mask underlying anxieties. The current study examined cardiovascular reactivity during an academic interview in order to determine whether exaggerators respond with a pattern suggestive of anxiety or, alternatively, equanimity. Sixty-two undergraduates were interviewed about their academic performance. Participants evidenced increased sympathetic activation (indexed with preejection period) during the interview, suggesting active task engagement. Academic exaggeration predicted parasympathetic coactivation (increased respiratory sinus arrhythmia). Observer ratings indicated that academic exaggeration was coordinated with a composed demeanor during the interview. Together, these patterns suggest that academic exaggeration is associated with emotional equanimity, rather than anxiety. The capacity for adaptive emotion regulation-to keep a cool head when focusing on academic performance-offers one explanation for why exaggerators also tend to improve academically. These findings have implications for the broader literature on self-evaluation, emotion, and cardiovascular reactivity.
C1 [Gramzow, Richard H.] Univ Southampton, Sch Psychol, Southampton SO17 1BJ, Hants, England.
   [Willard, Greg] Northeastern Univ, Dept Psychol, Chicago, IL USA.
   [Mendes, Wendy Berry] Harvard Univ, Dept Psychol, Cambridge, MA 02138 USA.
C3 University of Southampton; Harvard University
RP Gramzow, RH (corresponding author), Univ Southampton, Sch Psychol, Southampton SO17 1BJ, Hants, England.
EM r.gramzow@soton.ac.uk
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   WILLARD G, IN PRESS J EXPT SOCI
NR 30
TC 33
Z9 42
U1 0
U2 10
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1528-3542
EI 1931-1516
J9 EMOTION
JI Emotion
PD FEB
PY 2008
VL 8
IS 1
BP 138
EP 144
DI 10.1037/1528-3542.8.1.138
PG 7
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 260TZ
UT WOS:000253034600015
PM 18266525
DA 2024-07-15
ER

PT J
AU Gettinger, M
   Kratochwill, TR
   Levin, JR
   Eubanks, A
   Foy, A
AF Gettinger, Maribeth
   Kratochwill, Thomas R.
   Levin, Joel R.
   Eubanks, Abigail
   Foy, Alison
TI Academic and behavior combined support: A single-case practice-based
   replication study
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Integrated intervention; Supplemental support; Oral reading fluency;
   Engagement; Practice -based evidence; Replication; Implementation
   science
ID RATING DBR; INTERVENTION; RANDOMIZATION; FEASIBILITY; MODELS
AB The purpose of this research was to conduct a practice -based replication of Academic and Behavior Combined Support (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school -based interventionist and data collector had access to implementation resources online and participated in virtual training and coaching. Four Grade 2 students received the ABC Support intervention for 6 weeks in their school. Students ' oral fluency on training and non -training reading passages, as well as occurrence of engagement and disruptive behaviors during universal reading instruction, were measured repeatedly across baseline, intervention, and follow-up phases in a multiple -baseline design. In concert with prior empirical findings on ABC Support, analyses revealed improvement from baseline to intervention for both reading and behavior outcomes, as well as from baseline to follow-up assessments. Empirical contributions of the study are offered within the context of replication research and an implementation science perspective. We also emphasize the importance of telecommunication for practice -based research evaluation of interventions.
C1 [Gettinger, Maribeth; Kratochwill, Thomas R.; Eubanks, Abigail; Foy, Alison] Univ Wisconsin Madison, Wisconsin Ctr Educ Res, Madison, WI 53705 USA.
   [Levin, Joel R.] Univ Arizona, Tucson, AZ 85721 USA.
C3 University of Wisconsin System; University of Wisconsin Madison;
   University of Arizona
RP Gettinger, M (corresponding author), Univ Wisconsin Madison, Wisconsin Ctr Educ Res, Madison, WI 53705 USA.
EM mgetting@wisc.edu
FU Institute of Education Sciences, U.S. Department of Education
   [R305A179961]
FX This research was supported by the Institute of Education Sciences, U.S.
   Department of Education, through Grant R305A179961 to the University of
   Wisconsin-Madison, Wisconsin Center for Education Research. The opinions
   expressed are those of the authors and do not represent views of the
   Institute or the U.S. Department of Education. The authors would like to
   thank the school administrators, teachers, and students who participated
   in the replication study of ABC Support. We would also like to express
   our appreciation to Dr. Jackie Buckley for her support during the
   research project.
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   WAMPOLD BE, 1986, BEHAV ASSESS, V8, P135
NR 48
TC 0
Z9 0
U1 0
U2 0
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 2024
VL 104
AR 101307
DI 10.1016/j.jsp.2024.101307
EA APR 2024
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QP4B2
UT WOS:001222049900001
PM 38871416
DA 2024-07-15
ER

PT J
AU Shen, YC
   Lee, CT
   Lin, WY
AF Shen, Yung-Cheng
   Lee, Crystal T.
   Lin, Wen-Ya
TI Meme marketing on social media: the role of informational cues of brand
   memes in shaping consumers' brand relationship
SO JOURNAL OF RESEARCH IN INTERACTIVE MARKETING
LA English
DT Article; Early Access
DE Social media advertising; Social media marketing; Branding; Brand
   management; Mobile marketing
ID SELF-IMAGE CONGRUITY; ENGAGEMENT; MODEL
AB PurposeThe proliferation of digital communication on social media provides new opportunities for businesses to take advantage of Internet memes to boost customer engagement. Academic literature on digital communications mostly focuses on popular forms such as selfies, branded posts, and branded emoticons. Less attention has been paid to brand memes and their implications for brand management. Based on the cue utilization theory, this research aims to investigate the informational cues of brand memes foster brand partnerships.Design/methodology/approachThe structural equation modeling and importance-performance matrix analysis were used to empirically validate the research hypotheses with 595 respondents to an online survey.FindingsThree informational cues of brand memes (i.e. comprehensibility, novelty, and meme-brand congruity) stimulated consumers' attitudes, which in turn impacted consumer-brand relationships. Another brand meme informational cue, sarcasm, negatively moderated the relationships between the three informational cues and consumer-brand relationships.Originality/valueOur findings indicate that a brand can engage consumers in conversations on social media and foster long-term consumer-brand relationships through brand memes.
C1 [Shen, Yung-Cheng; Lin, Wen-Ya] Natl Taiwan Normal Univ, Grad Inst Management, Taipei, Taiwan.
   [Lee, Crystal T.] Shantou Univ, Business Sch, Shantou, Peoples R China.
C3 National Taiwan Normal University; Shantou University
RP Lee, CT (corresponding author), Shantou Univ, Business Sch, Shantou, Peoples R China.
EM crystal.ty.lee@gmail.com
RI Lee, Crystal T./KFA-4668-2024
OI Lee, Crystal T./0000-0002-2451-1353
FU Humanity and Social Science Youth foundation of Ministry of Education of
   China [22YJC630074]; Natural Science Foundation of Guangdong Province,
   Guangdong Basic and Applied Basic Research Foundation [STF20010];
   Shantou University STU Scientific Research Initiation Grant
FX This work was supported by the Humanity and Social Science Youth
   foundation of Ministry of Education of China Grant [grant number
   22YJC630074], the Natural Science Foundation of Guangdong Province,
   Guangdong Basic and Applied Basic Research Foundation Grant
   [2021A1515012259], and Shantou University STU Scientific Research
   Initiation Grant [STF20010].
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NR 77
TC 1
Z9 1
U1 43
U2 65
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2040-7122
EI 2040-7130
J9 J RES INTERACT MARK
JI J. Res. Interact. Mark.
PD 2023 NOV 8
PY 2023
DI 10.1108/JRIM-01-2023-0029
EA NOV 2023
PG 23
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA X3CG1
UT WOS:001097260100001
DA 2024-07-15
ER

PT J
AU Mathison, K
AF Mathison, Karin
TI Effects of the performance management context on Australian academics'
   engagement with the scholarship of teaching and learning: a pilot study
SO AUSTRALIAN EDUCATIONAL RESEARCHER
LA English
DT Article
DE Scholarship of teaching and learning; Higher education; Performance
   management; Thematic analysis; Academic identity
ID HIGHER-EDUCATION; IDENTITY; KNOWLEDGE; RECOGNITION; EXPERIENCES;
   PROMOTION; APPRAISAL; SYSTEMS; REWARD; POLICY
AB In the context of increased demands for excellence in all areas, academic promotion and tenure is now directly linked to achievement of measurable outputs in all areas of performance. In a work environment characterised by high workloads, competing expectations and reduced resources, academics must increasingly demonstrate active engagement with the scholarship of teaching and learning (SoTL). For many, this may mean adopting new cultures, methodologies, theories, languages and modes of enquiry outside their home or cognate discipline. In the context of performance management, academics must reconceptualise and articulate notions of 'good academic practice', often in parallel with the practical requirement to continue to teach in the culture and practices of their cognate discipline. We need to better understand the implications, for institutions and individuals, of approaching SoTL through the lens of performance evaluation. This paper reports the key themes from a pilot study examining how academics at an Australian university are responding to the emergence of SoTL in the performance management context.
C1 Univ Tasmania, Tasmanian Sch Business & Econ, Hobart, Tas 7001, Australia.
C3 University of Tasmania
RP Mathison, K (corresponding author), Univ Tasmania, Tasmanian Sch Business & Econ, Private Bag 84, Hobart, Tas 7001, Australia.
EM karin.mathison@utas.edu.au
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NR 93
TC 5
Z9 5
U1 2
U2 38
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0311-6999
EI 2210-5328
J9 AUST EDUC RES
JI Aust. Educ. Res.
PD MAR
PY 2015
VL 42
IS 1
BP 97
EP 116
DI 10.1007/s13384-014-0154-z
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CB7TD
UT WOS:000349829800006
DA 2024-07-15
ER

PT J
AU Sakiz, G
   Pape, SJ
   Hoy, AW
AF Sakiz, Gonul
   Pape, Stephen J.
   Hoy, Anita Woolfolk
TI Does perceived teacher affective support matter for middle school
   students in mathematics classrooms?
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher affective support; Sense of belonging; Academic self-efficacy;
   Academic enjoyment; Academic hopelessness; Academic effort in
   mathematics
ID PERSON-ENVIRONMENT FIT; SELF-EFFICACY; ACADEMIC ENGAGEMENT; CHILD
   RELATIONSHIPS; MOTIVATION; ACHIEVEMENT; PREDICTORS; PERCEPTIONS;
   ADOLESCENTS; RELATEDNESS
AB The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Sakiz, Gonul] Marmara Univ, Ataturk Fac Educ, Dept Elementary Educ, TR-34722 Istanbul, Turkey.
   [Pape, Stephen J.] Univ Florida, Sch Teaching & Learning, Gainesville, FL 32611 USA.
   [Hoy, Anita Woolfolk] Ohio State Univ, Sch Educ Policy & Leadership, Columbus, OH 43210 USA.
C3 Marmara University; State University System of Florida; University of
   Florida; University System of Ohio; Ohio State University
RP Sakiz, G (corresponding author), Marmara Univ, Ataturk Fac Educ, Dept Elementary Educ, TR-34722 Istanbul, Turkey.
EM gonul.sakiz@marmara.edu.tr
RI Sakiz, Gonul/X-4972-2019
OI Sakiz, Gonul/0000-0002-7095-9554; Pape, Stephen/0000-0002-5738-2981
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NR 106
TC 179
Z9 255
U1 10
U2 103
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 2012
VL 50
IS 2
BP 235
EP 255
DI 10.1016/j.jsp.2011.10.005
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 913UV
UT WOS:000301903800005
PM 22386122
DA 2024-07-15
ER

PT J
AU Pellecchia, M
   Connell, JE
   Eisenhart, D
   Kane, M
   Schoener, C
   Turkel, K
   Riley, M
   Mandell, DS
AF Pellecchia, Melanie
   Connell, James E.
   Eisenhart, Donald
   Kane, Meghan
   Schoener, Christine
   Turkel, Kimberly
   Riley, Megan
   Mandell, David S.
TI We're all in this together now: Group performance feedback to increase
   classroom team data collection
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Performance feedback; Classroom team; Consultation; Autism; Fidelity;
   Generalization
ID CURRICULUM-BASED MEASUREMENT; FOLLOW-UP; INTERVENTION IMPLEMENTATION;
   TEACHER IMPLEMENTATION; STUDENT-ACHIEVEMENT; ACADEMIC ENGAGEMENT;
   CONSULTATION; BEHAVIOR; INTEGRITY; OPPORTUNITIES
AB This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Connell, James E.; Mandell, David S.] Univ Penn, Philadelphia, PA 19104 USA.
   [Pellecchia, Melanie] Temple Univ, Philadelphia, PA 19122 USA.
C3 University of Pennsylvania; Pennsylvania Commonwealth System of Higher
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RP Connell, JE (corresponding author), Univ Penn, Philadelphia, PA 19104 USA.
EM connej@upenn.edu
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NR 41
TC 14
Z9 21
U1 1
U2 19
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 2011
VL 49
IS 4
BP 411
EP 431
DI 10.1016/j.jsp.2011.04.003
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 801JJ
UT WOS:000293434400003
PM 21723998
DA 2024-07-15
ER

PT J
AU Chen, SY
   Jiang, Y
   Qiu, SY
   Hu, JB
   Wang, LS
   Jiang, YH
   Wang, RY
AF Chen, Shuyu
   Jiang, Yi
   Qiu, Siyu
   Hu, Jingbo
   Wang, Lingsong
   Jiang, Yihao
   Wang, Ruoyan
TI Distinct Roles of Parental Autonomy Support and Psychological Control in
   Chinese Elementary School Students' Intelligence Mindsets and Academic
   Outcomes
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article; Early Access
DE Parental autonomy support; Parental psychological control; Intelligence
   mindsets; Engagement; Achievement
ID SELF-DETERMINATION THEORY; GROWTH MINDSET; ACHIEVEMENT GOALS; SOCIAL
   SUPPORT; FIT INDEXES; ENGAGEMENT; ADOLESCENTS; GENDER; MOTIVATION;
   EFFICACY
AB Despite extensive exploration of parental autonomy support and psychological control, certain ambiguities exist regarding their relationships with children's intelligence mindsets and academic outcomes. Based on a sample of 484 Chinese elementary school students, we aimed to elucidate the distinct roles of parental autonomy support and psychological control in predicting children's academic engagement and achievement. Additionally, we examined the potential mediating effects of children's intelligence mindsets in these relationships. Our findings revealed children's growth mindset acted as a mediator in the link between parental autonomy support and children's behavioral engagement. Conversely, children's fixed mindset mediated the pathway from parental psychological control to children's disengagement. Moreover, a multi-group analysis unveiled that the impact of parental autonomy support was more pronounced among boys who also exhibited greater susceptibility to the adverse influence of a fixed mindset. This study contributes to our understanding of the psychological mechanisms and emphasizes the significance of parental autonomy support in cultivating children's growth mindset.
C1 [Chen, Shuyu; Jiang, Yi] East China Normal Univ, Fac Educ, Dept Educ Psychol, Shanghai, Peoples R China.
   [Qiu, Siyu] Univ Edinburgh, Dept Psychol, Edinburgh, Scotland.
   [Hu, Jingbo; Jiang, Yihao; Wang, Ruoyan] Xin Hong Qiao Primary Sch, Shanghai, Peoples R China.
   [Wang, Lingsong] Shanghai Changning Inst Educ, Shanghai, Peoples R China.
C3 East China Normal University; University of Edinburgh
RP Jiang, Y (corresponding author), East China Normal Univ, Fac Educ, Dept Educ Psychol, Shanghai, Peoples R China.
EM yjiang@dep.ecnu.edu.cn
RI CHEN, SHUYU/AEP-4081-2022
OI CHEN, SHUYU/0000-0002-9605-7604
FU 2020 Education Science Research Project in Shanghai Changning District;
   Project "Research on Growth Mindset Teaching Practices", 2020 Education
   Science Research Project in Shanghai Changning District [BIA220069];
   National Social Science Foundation for Education of China
FX This paper was supported by the Project "Research on Growth Mindset
   Teaching Practices", 2020 Education Science Research Project in Shanghai
   Changning District. The work of Yi Jiang was additionally supported by
   the National Social Science Foundation for Education of China
   (BIA220069).
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NR 84
TC 0
Z9 0
U1 15
U2 15
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 2024 APR 21
PY 2024
DI 10.1007/s40299-024-00842-5
EA APR 2024
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OF8T6
UT WOS:001205950900001
DA 2024-07-15
ER

PT J
AU Sugimura, K
   Hihara, S
   Hatano, K
   Crocetti, E
AF Sugimura, Kazumi
   Hihara, Shogo
   Hatano, Kai
   Crocetti, Elisabetta
TI Adolescents' Identity Development Predicts the Transition and the
   Adjustment to Tertiary Education or Work
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Identity; Adolescence; Emerging adulthood; Transition; Vocational high
   school; Japan
ID ASSOCIATIONS; PERSPECTIVE; ATTAINMENT; ENGAGEMENT; INVENTORY; INTIMACY;
   BURNOUT; SCHOOL; TRUST; LINKS
AB Although identity development is crucial in individuals' psychological adjustment from adolescence to adulthood, little is known about its impact in the transition to tertiary education or work. This study examined whether identity development during high school predicts career choices and adjustment (i.e., engagement) and maladjustment (i.e., burnout) after graduation. A total of 357 Japanese adolescents participated throughout the 3-year period of vocational high school (M-age = 15.75; 62.75% girls). A follow-up assessment, at 18 months after the school-to-tertiary education or school-to-work transitions, was conducted. Higher identity synthesis during high school years predicted entry into tertiary education, while higher identity confusion predicted transition to work. Furthermore, higher identity synthesis during the high school years predicted higher post-graduation academic engagement, and higher levels of identity confusion predicted higher levels of post-graduation academic or work burnout. Overall, this study contributes to the understanding of the role of identity development in adolescence as a valuable asset for predicting the transition and the adjustment to tertiary education or work.
C1 [Sugimura, Kazumi] Hiroshima Univ, Grad Sch Humanities & Social Sci, 1-1-1 Kagamiyama, Higashihiroshima, Hiroshima 7398524, Japan.
   [Hihara, Shogo] Matsuyama Univ, Fac Business Adm, 4-2 Bunkyo Cho, Matsuyama, Ehime 7908578, Japan.
   [Hatano, Kai] Osaka Metropolitan Univ, Grad Sch Sustainable Syst Sci, 1-1 Gakuen Cho,Naka Ku, Sakai, Osaka 5998531, Japan.
   [Crocetti, Elisabetta] Alma Mater Studiorum Univ Bologna, Dept Psychol, Viale Berti Pichat 5, I-47521 Cesena, FC, Italy.
C3 Hiroshima University; Osaka Metropolitan University; University of
   Bologna
RP Sugimura, K (corresponding author), Hiroshima Univ, Grad Sch Humanities & Social Sci, 1-1-1 Kagamiyama, Higashihiroshima, Hiroshima 7398524, Japan.
EM ksugimura@hiroshima-u.ac.jp
RI Crocetti, Elisabetta/D-5373-2014
OI Crocetti, Elisabetta/0000-0002-2681-5684; Hihara,
   Shogo/0000-0001-5248-0358; Sugimura, Kazumi/0000-0002-5668-6094
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NR 50
TC 0
Z9 0
U1 2
U2 16
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 NOV
PY 2023
VL 52
IS 11
BP 2344
EP 2356
DI 10.1007/s10964-023-01838-y
EA AUG 2023
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA T6BW4
UT WOS:001045658700003
PM 37561288
DA 2024-07-15
ER

PT J
AU Hoi, VN
AF Vo Ngoc Hoi
TI Measuring students' perception of an engaging online learning
   environment: an argument-based scale validation study
SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
LA English
DT Article
DE Student engagement; Online learning; Instrument validation; Likert-type
   scale; Argument-based approach
ID SELF-DETERMINATION THEORY; BASIC PSYCHOLOGICAL NEEDS; SCHOOL ENGAGEMENT;
   AUTONOMY SUPPORT; ACADEMIC ENGAGEMENT; CONTEXT; RELATEDNESS; MOTIVATION;
   CONNECTEDNESS; COMPETENCE
AB Identifying characteristics of an engaging online learning environment plays a crucial role in fostering student engagement and academic development in online learning. This body of research, however, has been impeded by the fragmentation with regards to the conceptualization and measurement of students' perception of characteristics of an engaging online learning environment. Drawing on the development-in-sociocultural context perspective of student engagement as the substantive theory and the argument-based approach to validation as the methodological theory, this study sought to develop and validate an instrument to measure students' perception of an engaging online learning environment (CEOLE). Through two stages of articulating and empirically evaluating an interpretation and use argument for the CEOLE, a 25-item questionnare measuring seven components of CEOLE was finally derived. Backing as well as rebutting evidence for the CEOLE was discussed in light of the argument-based approach to validation which manifests itself to be a more comprehensive and practical approach to validating Likert-type scale instruments than the classic evidence-gathering approach.
C1 [Vo Ngoc Hoi] Ho Chi Minh City Open Univ, Fac Foreign Languages, 35-37 Ho Hao Hon St,Dist 1, Ho Chi Minh City, Vietnam.
C3 Ho Chi Minh City Open University
RP Hoi, VN (corresponding author), Ho Chi Minh City Open Univ, Fac Foreign Languages, 35-37 Ho Hao Hon St,Dist 1, Ho Chi Minh City, Vietnam.
EM hoi.vn@ou.edu.vn
OI Vo, Ngoc Hoi/0000-0001-5962-8108
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NR 95
TC 3
Z9 3
U1 4
U2 24
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1042-1629
EI 1556-6501
J9 ETR&D-EDUC TECH RES
JI ETR&D-Educ. Tech. Res. Dev.
PD DEC
PY 2022
VL 70
IS 6
BP 2033
EP 2062
DI 10.1007/s11423-022-10155-3
EA SEP 2022
PG 30
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 7A5DU
UT WOS:000848493600001
DA 2024-07-15
ER

PT J
AU Smokowski, P
   Buchanan, RL
   Bacallao, ML
AF Smokowski, Paul
   Buchanan, Rachel L.
   Bacallao, Martica L.
TI Acculturation and Adjustment in Latino Adolescents: How Cultural Risk
   Factors and Assets Influence Multiple Domains of Adolescent Mental
   Health
SO JOURNAL OF PRIMARY PREVENTION
LA English
DT Article
DE Latinos; Adolescents; Mental health; Immigrants; Acculturation; Culture
ID PROBLEM BEHAVIORS; ETHNIC-IDENTITY; AMERICAN; SCHOOL; BICULTURALISM;
   INTERVENTION; DELINQUENCY; CHILDREN; SOCIALIZATION; ACHIEVEMENT
AB The purpose of this study was to examine the relationships among risk factors, cultural assets, and Latino adolescent mental health outcomes. We extend past research by using a longitudinal design and evaluating direct and moderated acculturation effects across a range of internalizing, externalizing, and academic engagement outcomes. The sample consisted of 281 Latino/a youths and one of their parents in metropolitan, small town, and rural areas within North Carolina and Arizona. The length of time the adolescent was in the U. S. was positively related to humiliation, aggression, and school bonding. Adolescent U. S. cultural involvement and parent culture of origin involvement were not significantly related to adolescent mental health or school bonding. Parent U. S. involvement had an inverse association with adolescent social problems, aggression, and anxiety. Adolescent culture of origin involvement was positively related to adolescent self-esteem 1 year later. Inverse relationships were found for the link between adolescent culture of origin involvement and hopelessness, social problems, and aggression 1 year later. Implications for prevention programming and policy development are discussed.
C1 [Smokowski, Paul] Univ N Carolina, Sch Social Work, Chapel Hill, NC 27599 USA.
   [Buchanan, Rachel L.] Salisbury Univ, Salisbury, MD USA.
   [Bacallao, Martica L.] Univ N Carolina, Greensboro, NC 27412 USA.
C3 University of North Carolina; University of North Carolina Chapel Hill;
   University System of Maryland; Salisbury University; University of North
   Carolina; University of North Carolina Greensboro
RP Smokowski, P (corresponding author), Univ N Carolina, Sch Social Work, CB 3550,325 Pittsboro St, Chapel Hill, NC 27599 USA.
EM smokowsk@email.unc.edu
FU PHS HHS [R49/CCR42172-02] Funding Source: Medline; NCIPC CDC HHS [1K01
   CE000496-01] Funding Source: Medline
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NR 53
TC 34
Z9 59
U1 0
U2 22
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0278-095X
EI 1573-6547
J9 J PRIM PREV
JI J. Prim. Prev.
PD JUL
PY 2009
VL 30
IS 3-4
SI SI
BP 371
EP 393
DI 10.1007/s10935-009-0179-7
PG 23
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 646AF
UT WOS:000281506600008
PM 19459048
DA 2024-07-15
ER

PT J
AU Carter, EW
   Tuttle, M
   Asmus, JM
   Moss, CK
   Lloyd, BP
AF Carter, Erik W. W.
   Tuttle, Michael
   Asmus, Jennifer M. M.
   Moss, Colleen K. K.
   Lloyd, Blair P. P.
TI Observations of Students With and Without Severe Disabilities in General
   Education Classes: A Portrait of Inclusion?
SO FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE inclusion; adolescents; intellectual disability; autism; social
   interactions
ID HIGH-SCHOOL-STUDENTS; PEER SUPPORT ARRANGEMENTS;
   DEVELOPMENTAL-DISABILITIES; SECONDARY STUDENTS; INTERVENTIONS;
   CLASSROOMS; MIDDLE
AB Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.
C1 [Carter, Erik W. W.; Tuttle, Michael; Lloyd, Blair P. P.] Vanderbilt Univ, Nashville, TN USA.
   [Asmus, Jennifer M. M.; Moss, Colleen K. K.] Univ Wisconsin Madison, Madison, WI USA.
   [Carter, Erik W. W.] Baylor Univ, Baylor Ctr Dev Disabil, Marrs McLean Sci MMSCI 316, Waco, TX 76798 USA.
C3 Vanderbilt University; University of Wisconsin System; University of
   Wisconsin Madison; Baylor University
RP Carter, EW (corresponding author), Baylor Univ, Baylor Ctr Dev Disabil, Marrs McLean Sci MMSCI 316, Waco, TX 76798 USA.
EM erik_carter@baylor.edu
FU Institute of Education Sciences, U.S. Department of Education
   [R324A100391]; University of Wisconsin-Madison
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, through Grant R324A100391 to Vanderbilt
   University and the University of Wisconsin-Madison.
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NR 29
TC 1
Z9 1
U1 6
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1088-3576
EI 1538-4829
J9 FOCUS AUTISM DEV DIS
JI Focus Autism Dev. Disabil.
PD MAR
PY 2024
VL 39
IS 1
BP 3
EP 13
DI 10.1177/10883576231178268
EA MAY 2023
PG 11
WC Education, Special; Psychology, Developmental; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Rehabilitation
GA HP8V4
UT WOS:001001630500001
DA 2024-07-15
ER

PT J
AU Linnenbrink-Garcia, L
   Wormington, SV
   Snyder, KE
   Riggsbee, J
   Perez, T
   Ben-Eliyahu, A
   Hill, NE
AF Linnenbrink-Garcia, Lisa
   Wormington, Stephanie V.
   Snyder, Kate E.
   Riggsbee, Jan
   Perez, Tony
   Ben-Eliyahu, Adar
   Hill, Nancy E.
TI Multiple Pathways to Success: An Examination of Integrative Motivational
   Profiles Among Upper Elementary and College Students
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE motivation; person-oriented; achievement goals; perceived competence;
   task value
ID EXPECTANCY-VALUE THEORY; PERFORMANCE-APPROACH GOALS; PERSON-CENTERED
   APPROACH; EXTRINSIC MOTIVATIONS; INTRINSIC MOTIVATION; PERCEIVED
   COMPETENCE; ACHIEVEMENT GOALS; ORIENTED APPROACH; SELF-REGULATION;
   VALUES
AB Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N-Study (1) = 160 upper elementary students; N-Study 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.
C1 [Linnenbrink-Garcia, Lisa] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, 620 Farm Lane,Room 513E Erickson Hall, E Lansing, MI 48824 USA.
   [Wormington, Stephanie V.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA.
   [Snyder, Kate E.] Univ Louisville, Dept Counseling & Human Dev, Louisville, KY 40292 USA.
   [Riggsbee, Jan] Duke Univ, Program Educ, Durham, NC 27706 USA.
   [Perez, Tony] Old Dominion Univ, Dept Educ Fdn & Leadership, Norfolk, VA 23529 USA.
   [Ben-Eliyahu, Adar] Univ Haifa, Dept Counseling & Human Dev, Haifa, Israel.
   [Hill, Nancy E.] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
C3 Michigan State University; University of Virginia; University of
   Louisville; Duke University; Old Dominion University; University of
   Haifa; Harvard University
RP Linnenbrink-Garcia, L (corresponding author), Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, 620 Farm Lane,Room 513E Erickson Hall, E Lansing, MI 48824 USA.
EM llgarcia@msu.edu
RI Perez, Tony/ABE-2674-2020
FU National Institute of General Medical Sciences of the National
   Institutes of Health [5R01GM094534]; Faculty Research Leave Grant from
   the Duke Talent Identification Program
FX Earlier versions of portions of this article were presented at the
   annual meeting of the American Educational Research Association, April
   2012, Vancouver, BC, Canada, and the International Conference on
   Motivation, June 2014, Finland. The research reported in this article
   was supported by a grant from the National Institute of General Medical
   Sciences of the National Institutes of Health under award 5R01GM094534
   and Faculty Research Leave Grant from the Duke Talent Identification
   Program. The content is solely the responsibility of the authors and
   does not necessarily represent the official views of the National
   Institutes of Health or Duke Talent Identification Program.
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NR 102
TC 77
Z9 97
U1 4
U2 46
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 OCT
PY 2018
VL 110
IS 7
BP 1026
EP 1048
DI 10.1037/edu0000245
PG 23
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GU2IG
UT WOS:000445092200008
PM 30416206
OA Green Accepted, Green Submitted, hybrid
DA 2024-07-15
ER

PT J
AU Scott, DE
   Scott, S
AF Scott, Donald E.
   Scott, Shelleyann
TI Leadership for quality university teaching: How bottom-up academic
   insights can inform top-down leadership
SO EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP
LA English
DT Article
DE University leadership; university administrators; academic motivations;
   teaching rewards and recognition; status of teaching; academic
   priorities
ID HIGHER-EDUCATION; PROFESSIONALISM; ACCOUNTABILITY; MANAGEMENT
AB This paper presents the leadership implications from a study that explored how to increase the quality of teaching in a university thereby presenting data from the bottom up - the academic perspective - to inform leadership, policies, and academic development which generally flows from the top down. We report academics' perceptions of and motivations to engage with teaching and learning, as well as their opinions of the university's recognition and rewards for quality teaching. Pedagogical professional development needs of academics were also examined. Tensions existed between teaching and research in this research-intensive university; even so, academics valued teaching, were committed to students, but were resentful that institutional values and rewards remained focused on research. A common perception was that having a doctorate was all that was required to be an effective teacher. Administrators were reported as privileging research-oriented professoriate activities over the work of teaching-focused lecturers. We present a model of leadership considerations that can inform leadership decision-making and priorities that findings indicated influence academic engagement.
C1 [Scott, Donald E.] Univ Calgary, Leadership, Werklund Sch Educ, Calgary, AB T2N 1N4, Canada.
   [Scott, Shelleyann] Univ Calgarys, Leadership Policy & Governance, Werklund Sch Educ, Calgary, AB, Canada.
C3 University of Calgary; University of Calgary
RP Scott, DE (corresponding author), Univ Calgary, Werklund Sch Educ, Leadership Policy & Governance, 2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada.
EM descott@ucalgary.ca
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Z9 18
U1 2
U2 28
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1741-1432
EI 1741-1440
J9 EDUC MANAG ADM LEAD
JI Educ. Manag. Adm. Leadersh.
PD MAY
PY 2016
VL 44
IS 3
BP 511
EP 531
DI 10.1177/1741143214549970
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DL5ZQ
UT WOS:000375716400010
DA 2024-07-15
ER

PT J
AU McEown, K
   McEown, MS
   Oga-Baldwin, WLQ
AF McEown, Kristopher
   McEown, Maya Sugita
   Oga-Baldwin, W. L. Quint
TI The role of trait emotional intelligence in predicting academic stress,
   burnout, and engagement in Japanese second language learners
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Emotional intelligence; Academic stress; Burnout; Engagement
ID SCHOOL BURNOUT; STUDENTS; PERFORMANCE; MOTIVATION; ANXIETY
AB The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., follow-up). Structural equation modeling revealed that TEI factors predicted engagement and negatively predicted academic stress, while stress strongly predicted burnout. Cluster analysis and ANOVA revealed that participants with high TEI reported significantly lower scores for stress and burnout and higher scores for academic engagement (i.e., emotional and agentic) compared to participants with low TEI. In addition, exhaustion significantly increased between baseline and follow-up for participants with low TEI but not for participants with high TEI. For participants with high TEI, inadequacy significantly decreased whereas emotional engagement significantly increased between baseline and follow-up. Results suggest that increasing TEI may reduce academic stress and burnout while increasing engagement among second language learners in a Japanese context.
C1 [McEown, Maya Sugita; Oga-Baldwin, W. L. Quint] Waseda Univ, Fac Educ & Integrated Arts & Sci, 1-6-1 Nishi Waseda Shinjuku, Tokyo 1698050, Japan.
   [McEown, Kristopher] Waseda Univ, Fac Sci & Engn, 3-4-1 Okubo,Shinju Ku, Tokyo 1698555, Japan.
C3 Waseda University; Waseda University
RP Oga-Baldwin, WLQ (corresponding author), Waseda Univ, Fac Educ & Integrated Arts & Sci, 1-6-1 Nishi Waseda Shinjuku, Tokyo 1698050, Japan.
EM quint@waseda.jp
OI Oga-Baldwin, W. L. Quint/0000-0003-3455-6456
FU Grants-in-Aid for Scientific Research [20K00761] Funding Source: KAKEN
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NR 49
TC 1
Z9 1
U1 8
U2 26
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 JAN
PY 2024
VL 43
IS 2
BP 1395
EP 1405
DI 10.1007/s12144-023-04296-8
EA FEB 2023
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA HD6Z7
UT WOS:000937579200005
OA hybrid
DA 2024-07-15
ER

PT J
AU Rivas-Drake, D
   Mooney, M
AF Rivas-Drake, Deborah
   Mooney, Margarita
TI Neither Colorblind Nor Oppositional: Perceived Minority Status and
   Trajectories of Academic Adjustment Among Latinos in Elite Higher
   Education
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Latinos; academic achievement; academic engagement; minority status
ID ETHNIC-IDENTITY; AFRICAN-AMERICAN; SOCIAL IDENTITY; RACIAL CLIMATE;
   HIGH-SCHOOL; STUDENTS; ACHIEVEMENT; PERCEPTIONS; WHITE; YOUTH
AB As more Latinos experience upward social mobility, it is increasingly necessary to challenge oppositional cultural assumptions to explain how perceived minority status barriers may influence their academic achievement. The present study builds on previous work that identified 3 distinct minority status orientations among Latino college students entering elite colleges-which the authors call assimilation. accommodation, and resistance. Using data from the National Longitudinal Survey of Freshmen. the authors examined how these orientations influence Latino students' academic and social adjustment from their freshman to junior years of college. Latino students who most strongly questioned the openness of the opportunity structure to ethnic minorities-resisters-reported similar grades and time spent studying as their counterparts who perceived less ethnic and racial inequities. In addition, resisters did not disengage from their social environment but rather became increasingly involved in campus activities outside the classroom during their college career. Implications for understanding ethnic minority individuals' interpretations of social stratification in well-resourced, high-achieving contexts, are discussed.
C1 [Rivas-Drake, Deborah] Brown Univ, Dept Educ, Providence, RI 02912 USA.
   [Mooney, Margarita] Univ N Carolina, Dept Sociol, Chapel Hill, NC USA.
C3 Brown University; University of North Carolina; University of North
   Carolina Chapel Hill
RP Rivas-Drake, D (corresponding author), Brown Univ, Dept Educ, 21 Manning Walk, Providence, RI 02912 USA.
EM deborah_rivas_drake@brown.edu
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NR 50
TC 10
Z9 40
U1 3
U2 17
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 MAY
PY 2009
VL 45
IS 3
BP 642
EP 651
DI 10.1037/a0014135
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 440WT
UT WOS:000265731100004
PM 19413422
DA 2024-07-15
ER

PT J
AU Giacomelli, E
   Meraviglia, V
   Campostrini, G
   Cochrane, A
   Cao, X
   van Helden, RWJ
   Garcia, AK
   Mircea, M
   Kostidis, S
   Davis, RP
   van Meer, BJ
   Jost, CR
   Koster, AJ
   Mei, HL
   Míguez, DG
   Mulder, AA
   Ledesma-Terrón, M
   Pompilio, G
   Sala, L
   Salvatori, DCF
   Slieker, RC
   Sommariva, E
   de Vries, AAF
   Giera, M
   Semrau, S
   Tertoolen, LGJ
   Orlova, VV
   Bellin, M
   Mummery, CL
AF Giacomelli, Elisa
   Meraviglia, Viviana
   Campostrini, Giulia
   Cochrane, Amy
   Cao, Xu
   van Helden, Ruben W. J.
   Garcia, Ana Krotenberg
   Mircea, Maria
   Kostidis, Sarantos
   Davis, Richard P.
   van Meer, Berend J.
   Jost, Carolina R.
   Koster, Abraham J.
   Mei, Hailiang
   Miguez, David G.
   Mulder, Aat A.
   Ledesma-Terron, Mario
   Pompilio, Giulio
   Sala, Luca
   Salvatori, Daniela C. F.
   Slieker, Roderick C.
   Sommariva, Elena
   de Vries, Antoine A. F.
   Giera, Martin
   Semrau, Stefan
   Tertoolen, Leon G. J.
   Orlova, Valeria V.
   Bellin, Milena
   Mummery, Christine L.
TI Human-iPSC-Derived Cardiac Stromal Cells Enhance Maturation in 3D
   Cardiac Microtissues and Reveal Non-cardiomyocyte Contributions to Heart
   Disease
SO CELL STEM CELL
LA English
DT Article
ID PLURIPOTENT STEM-CELL; DIFFERENTIAL EXPRESSION ANALYSIS;
   RIGHT-VENTRICULAR CARDIOMYOPATHY; GENE-EXPRESSION; PLAKOPHILIN-2;
   CONNEXIN43; MODELS; FIBROBLASTS; MECHANISMS; PACKAGE
AB Cardiomyocytes (CMs) from human induced pluripotent stem cells (hiPSCs) are functionally immature, but this is improved by incorporation into engineered tissues or forced contraction. Here, we showed that tricellular combinations of hiPSC-derived CMs, cardiac fibroblasts (CFs), and cardiac endothelial cells also enhance maturation in easily constructed, scaffold-free, three-dimensional microtissues (MTs). hiPSC-CMs in MTs with CFs showed improved sarcomeric structures with T-tubules, enhanced contractility, and mitochondrial respiration and were electrophysiologically more mature than MTs without CFs. Interactions mediating maturation included coupling between hiPSC-CMs and CFs through connexin 43 (CX43) gap junctions and increased intracellular cyclic AMP (cAMP). Scaled production of thousands of hiPSC-MTs was highly reproducible across lines and differentiated cell batches. MTs containing healthy-control hiPSC-CMs but hiPSC-CFs from patients with arrhythmogenic cardiomyopathy strikingly recapitulated features of the disease. Our MT model is thus a simple and versatile platform for modeling multicellular cardiac diseases that will facilitate industry and academic engagement in high-throughput molecular screening.
C1 [Giacomelli, Elisa; Meraviglia, Viviana; Campostrini, Giulia; Cochrane, Amy; Cao, Xu; van Helden, Ruben W. J.; Garcia, Ana Krotenberg; Davis, Richard P.; van Meer, Berend J.; Sala, Luca; Tertoolen, Leon G. J.; Orlova, Valeria V.; Bellin, Milena; Mummery, Christine L.] Leiden Univ, Dept Anat & Embryol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Mircea, Maria; Semrau, Stefan] Leiden Univ, Leiden Inst Phys, NL-2333 Leiden, Netherlands.
   [Kostidis, Sarantos; Giera, Martin] Leiden Univ, Ctr Prote & Metabol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Jost, Carolina R.; Koster, Abraham J.; Mulder, Aat A.; Slieker, Roderick C.] Leiden Univ, Dept Cell & Chem Biol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Mei, Hailiang] Leiden Univ, Med Ctr, Sequencing Anal Support Core, NL-2333 Leiden, Netherlands.
   [Miguez, David G.; Ledesma-Terron, Mario] Univ Autonoma Madrid, Ctr Biol Mol Severo Ochoa, Inst Nicolas Cabrera & Condensed Matter Phys Ctr, Dept Fis Mat Condensada, Madrid 28049, Spain.
   [Pompilio, Giulio; Sommariva, Elena] Ctr Cardiol Monzino IRCCS, Vasc Biol & Regenerat Med Unit, I-20138 Milan, Italy.
   [Pompilio, Giulio] Univ Milan, Dept Clin Sci & Community Hlth, I-20122 Milan, Italy.
   [Salvatori, Daniela C. F.] Leiden Univ, Cent Lab Anim Facil, Med Ctr, NL-2333 Leiden, Netherlands.
   [Slieker, Roderick C.] Vrije Univ Amsterdam, Amsterdam Publ Hlth Inst, Dept Epidemiol & Biostat, Med Ctr, NL-1007 Amsterdam, Netherlands.
   [de Vries, Antoine A. F.] Leiden Univ, Dept Cardiol, Med Ctr, NL-2333 Leiden, Netherlands.
   [Bellin, Milena] Univ Padua, Dept Biol, I-35121 Padua, Italy.
   [Bellin, Milena] Veneto Inst Mol Med, I-35129 Padua, Italy.
   [Mummery, Christine L.] Univ Twente, Dept Appl Stem Cell Technol, NL-7500 Enschede, Netherlands.
   [Sala, Luca] Ist Auxol Italiano, IRCCS, Ctr Cardiac Arrhythmias Genet Origin, I-20095 Cusano Milanino, Italy.
   [Sala, Luca] Lab Cardiovasc Genet, I-20095 Cusano Milanino, Italy.
   [Salvatori, Daniela C. F.] Univ Utrecht, Fac Vet Med, Anat & Physiol Div, Dept Pathobiol, NL-3584 Utrecht, Netherlands.
C3 Leiden University - Excl LUMC; Leiden University; Leiden University
   Medical Center (LUMC); Leiden University; Leiden University - Excl LUMC;
   Leiden University - Excl LUMC; Leiden University; Leiden University
   Medical Center (LUMC); Leiden University; Leiden University Medical
   Center (LUMC); Leiden University - Excl LUMC; Leiden University - Excl
   LUMC; Leiden University; Leiden University Medical Center (LUMC);
   Consejo Superior de Investigaciones Cientificas (CSIC); CSIC - Centro de
   Biologia Molecular Severo Ochoa (CBM); Autonomous University of Madrid;
   IRCCS Centro Cardiologico Monzino; University of Milan; Leiden
   University; Leiden University Medical Center (LUMC); Leiden University -
   Excl LUMC; Vrije Universiteit Amsterdam; Leiden University; Leiden
   University Medical Center (LUMC); Leiden University - Excl LUMC;
   University of Padua; Veneto Institute Molecular Medicine; IRCCS Istituto
   Auxologico Italiano; Utrecht University
RP Orlova, VV; Bellin, M; Mummery, CL (corresponding author), Leiden Univ, Dept Anat & Embryol, Med Ctr, NL-2333 Leiden, Netherlands.; Bellin, M (corresponding author), Univ Padua, Dept Biol, I-35121 Padua, Italy.; Bellin, M (corresponding author), Veneto Inst Mol Med, I-35129 Padua, Italy.; Mummery, CL (corresponding author), Univ Twente, Dept Appl Stem Cell Technol, NL-7500 Enschede, Netherlands.
EM v.orlova@lumc.nl; m.bellin@lumc.nl; c.l.mummery@lumc.nl
RI Gómez, David G Míguez/K-4519-2014; Semrau, Stefan/B-9772-2009; Davis,
   Richard P/F-8910-2013; Sala, Luca/J-9532-2018; Orlova, Valeria
   V/C-6065-2014; Giera, Martin/Y-2413-2018; Sommariva, Elena/K-4078-2016;
   Campostrini, Giulia/HGU-5867-2022; de Vries, Antoine/ABG-5787-2021;
   Pompilio, Giulio/J-6701-2014; Kostidis, Sarantos/Y-2422-2018; Koster,
   Abraham J/I-7665-2017; Meraviglia, Viviana/J-4823-2016; Bellin,
   Milena/M-2311-2014
OI Semrau, Stefan/0000-0002-4245-2246; Davis, Richard
   P/0000-0002-7917-9423; Sala, Luca/0000-0002-4129-6632; Orlova, Valeria
   V/0000-0002-1169-2802; Giera, Martin/0000-0003-1684-1894; Campostrini,
   Giulia/0000-0003-4688-4991; Pompilio, Giulio/0000-0003-2581-5735;
   Koster, Abraham J/0000-0003-1717-2549; Cao, Xu/0000-0002-8368-6727;
   Salvatori, Daniela/0009-0005-3006-8502; van Helden,
   Ruben/0000-0001-8288-8717; Mircea, Maria/0000-0002-1935-8665; Ledesma
   Terron, Mario/0000-0003-4045-3939; Krotenberg, Ana/0000-0002-9181-4426;
   Meraviglia, Viviana/0000-0002-9571-0309; Giacomelli,
   Elisa/0000-0001-9233-235X; Bellin, Milena/0000-0001-5380-6743
FU European Research Council [ERCAdG 323182 STEMCARDIOVASC]; European
   Community's Seventh Framework Programme (FP7/2007-2013) [602423];
   European Union's Horizon 2020 Research and Innovation Programme
   [668724]; Netherlands Organ-on-Chip Initiative, an NWO Gravitation -
   Ministry of Education, Culture and Science of the government of the
   Netherlands [024.003.001]; Transnational Research Project on
   Cardiovascular Diseases [JTC2016_FP-40-021 ACM-HF]; Netherlands
   Organisation for Health Research and Development ZonMW (MKMD project)
   [114022504]; Health-Holland TKI-LSH PPP-allowance [LSHM17013-H007];
   European Union's Horizon 2020 Research and Innovation Programme under
   the Marie Sklodowska Curie grant [707404]; H2020 Societal Challenges
   Programme [668724] Funding Source: H2020 Societal Challenges Programme
FX This project was funded by the following grants: European Research
   Council (ERCAdG 323182 STEMCARDIOVASC); European Community's Seventh
   Framework Programme (FP7/2007-2013) under grant agreement no. 602423;
   European Union's Horizon 2020 Research and Innovation Programme under
   grant agreement no. 668724; Netherlands Organ-on-Chip Initiative, an NWO
   Gravitation project funded by the Ministry of Education, Culture and
   Science of the government of the Netherlands (024.003.001);
   Transnational Research Project on Cardiovascular Diseases
   (JTC2016_FP-40-021 ACM-HF); the Netherlands Organisation for Health
   Research and Development ZonMW (MKMD project no. 114022504);
   Health-Holland TKI-LSH PPP-allowance (LSHM17013-H007); and European
   Union's Horizon 2020 Research and Innovation Programme under the Marie
   Sklodowska Curie grant agreement no. 707404. We thank the following LUMC
   colleagues: F.E. van den Hill for performing shRNA-mediated silencing
   and overexpression experiments of CX43 in hiPSC-cardiac and skin
   fibroblasts and technical assistance; D. Ward-van Oostwaard for
   technical assistance; L. Windt for help with immunofluorescence staining
   and imaging; O. Halaidych for help with calcium experiments; S. Gerhardt
   for MT cryosectioning and immunostaining; M.J.W.E. Rabelink for help
   with the production of shCX43 Lentivirus stocks; S.L. Kloet and E. de
   Meijer (Leiden Genome Technology Center) for help with 10X Genomics
   experiments (cell encapsulation, library preparation, single-cell
   sequencing, primary data mapping, and quality control); and LUMC hiPSC
   core facility for providing primary human dermal fibroblasts. The
   graphical abstract was created with https://BioRender.com.
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NR 92
TC 315
Z9 352
U1 8
U2 89
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
SN 1934-5909
EI 1875-9777
J9 CELL STEM CELL
JI Cell Stem Cell
PD JUN 4
PY 2020
VL 26
IS 6
BP 862
EP +
DI 10.1016/j.stem.2020.05.004
PG 29
WC Cell & Tissue Engineering; Cell Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Cell Biology
GA LW5BK
UT WOS:000539161800012
PM 32459996
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Ogilvie, S
   Head, S
   Parekh, S
   Heintzman, J
   Preyde, M
AF Ogilvie, Sonya
   Head, Sarah
   Parekh, Shrenik
   Heintzman, John
   Preyde, Michele
TI Association of School Engagement, Academic Difficulties and School
   Avoidance with Psychological Difficulties Among Adolescents Admitted to
   a Psychiatric Inpatient Unit
SO CHILD AND ADOLESCENT SOCIAL WORK JOURNAL
LA English
DT Article
DE Psychiatric illness; School avoidance; Academic difficulty; School
   engagement
ID MENTAL-HEALTH; DEPRESSED ADOLESCENTS; LIFETIME PREVALENCE; DISORDERS;
   CHILDREN; YOUTH; ACHIEVEMENT; SYMPTOMS; BEHAVIOR; POPULATION
AB Mental illness is a pressing public health concern, particularly when the onset is during childhood or adolescence. Many youth admitted to hospital-based psychiatric care experience school-related difficulties. The purpose of this report was to explore the associations of academic difficulties, school avoidance and school engagement to total psychological difficulties and emotional problems. Youth completed surveys that included standardized measures of school-related factors and the Strengths and Difficulties Questionnaire while in hospital. Psychiatrists provided the primary diagnosis and diagnosis most responsible for the current admission. In total, 161 patients participated in this study (mean age 15 years, SD 1.4; 75% female). All three school-related variables were significantly associated with emotional problems; however, only school avoidance and academic difficulties were associated with total difficulties. School-related concerns were significantly associated with the severity of mental health symptoms. Patients may benefit from attention to school-related difficulties before discharge from psychiatric care that continues beyond school reintegration.
C1 [Ogilvie, Sonya; Head, Sarah; Preyde, Michele] Univ Guelph, 133b MINS BLDG, Guelph, ON N1G 2W1, Canada.
   [Parekh, Shrenik; Heintzman, John] Grand River Hosp, Kitchener, ON, Canada.
C3 University of Guelph
RP Preyde, M (corresponding author), Univ Guelph, 133b MINS BLDG, Guelph, ON N1G 2W1, Canada.
EM mpreyde@uoguelph.ca
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NR 58
TC 8
Z9 13
U1 1
U2 12
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0738-0151
EI 1573-2797
J9 CHILD ADOLESC SOC WO
JI Child Adolesc. Soc. Work J.
PD AUG
PY 2019
VL 36
IS 4
BP 419
EP 427
DI 10.1007/s10560-018-0570-4
PG 9
WC Social Work
WE Social Science Citation Index (SSCI)
SC Social Work
GA IE1LO
UT WOS:000472147500007
DA 2024-07-15
ER

PT J
AU Wang, J
   Liu, RD
   Ding, Y
   Xu, L
   Liu, Y
   Zhen, R
AF Wang, Jia
   Liu, Ru-De
   Ding, Yi
   Xu, Le
   Liu, Ying
   Zhen, Rui
TI Teacher's Autonomy Support and Engagement in Math: Multiple Mediating
   Roles of Self-efficacy, Intrinsic Value, and Boredom
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE engagement; autonomy support; self-efficacy; intrinsic value; boredom;
   multiple mediating model
ID ACHIEVEMENT EMOTIONS; STUDENTS ENGAGEMENT; MOTIVATION; MATHEMATICS;
   OUTCOMES; BELIEFS; ANTECEDENTS; ANXIETY; MATTER; FIT
AB Previous studies have highlighted the impacts of environmental factors (teacher's autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher's autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher's autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher's autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher's autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students' engagement in math.
C1 [Wang, Jia; Liu, Ru-De; Xu, Le; Liu, Ying; Zhen, Rui] Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, 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, Beijing, Peoples R China.
EM rdliu@bnu.edu.cn
RI D, Y/JJC-2699-2023
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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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 2017
VL 8
AR 1006
DI 10.3389/fpsyg.2017.01006
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EY5FF
UT WOS:000404001900001
PM 28690560
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Bottiani, JH
   Bradshaw, CP
   Mendelson, T
AF Bottiani, Jessika H.
   Bradshaw, Catherine P.
   Mendelson, Tamar
TI Inequality in Black and White High School Students' Perceptions of
   School Support: An Examination of Race in Context
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School climate; Engagement; Racial disparities; School diversity; Social
   support
ID GOODNESS-OF-FIT; AFRICAN-AMERICAN YOUTH; RACIAL-DISCRIMINATION; TEACHER
   RELATIONSHIPS; ACADEMIC ENGAGEMENT; DEFICIT THINKING; DISCIPLINE GAP;
   CLIMATE; ACHIEVEMENT; EXPERIENCES
AB Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.
C1 [Bottiani, Jessika H.; Bradshaw, Catherine P.] Univ Virginia, Curry Sch Educ, Ruffner Hall,212,407 Emmet St South, Charlottesville, VA 22903 USA.
   [Mendelson, Tamar] Johns Hopkins Bloomberg Sch Publ Hlth, 642 N Broadway,Hampton House 853, Baltimore, MD 21205 USA.
C3 University of Virginia; Johns Hopkins University; Johns Hopkins
   Bloomberg School of Public Health
RP Bottiani, JH (corresponding author), Univ Virginia, Curry Sch Educ, Ruffner Hall,212,407 Emmet St South, Charlottesville, VA 22903 USA.
EM jessika.bottiani@virginia.edu; Catherine.Bradshaw@virginia.edu;
   tmendel1@jhu.edu
RI Bottiani, Jessika/AEI-2801-2022
OI Bottiani, Jessika/0000-0001-7810-1707
FU U.S. Department of Education [IES R324A110107, R324A07118]; William T.
   Grant Foundation
FX This study was funded in part by grants from the U.S. Department of
   Education (IES R324A110107 and R324A07118) and William T. Grant
   Foundation.
CR Advancement Project, 2010, ADV PROJECT
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NR 91
TC 80
Z9 185
U1 1
U2 20
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 1176
EP 1191
DI 10.1007/s10964-015-0411-0
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DL4RA
UT WOS:000375623700009
PM 26746243
DA 2024-07-15
ER

PT J
AU Cheng, W
   Nguyen, PNT
AF Cheng, Wen
   Pham Ngoc Thien Nguyen
TI Gender differences in future time perspectives and risk of being not in
   employment, education, or training: the mediating role of achievement
   goal motivations
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Future time perspectives; NEET risk; Achievement goal motivations;
   Gender differences; Undergraduate students
ID ACADEMIC ENGAGEMENT; YOUNG-PEOPLE; CAREER; STUDENTS; PERCEPTIONS;
   STEREOTYPES; SCHOOL; WOMEN
AB This study aimed to investigate the relationships between future time perspectives (FTP) and risk of being not in employment, education, or training (NEET) with the mediating role of achievement goal motivations among undergraduate students in Vietnam. It revealed that FTP was negatively related to NEET risk, indicating students who focused on their future seemed more likely to decrease the risk of being NEET. Among achievement goals, mastery-approach orientation and performance-avoidance orientation played mediating roles in the FTP and NEET risk relationship. Precisely, mastery-approach orientation played a complete mediating effect in the female sample while performance-avoidance orientation acted as a partial mediator in the male sample (explained by the social role theory). The findings enrich the understanding of NEET risk and its relevant factors, as well as contribute to the educational field regarding undergraduates' future planning and intervention to enhance motivation across genders. The implications and limitations of these findings were discussed.
C1 [Cheng, Wen] Natl Sun Yat Sen Univ, Ctr Teacher Educ, Inst Educ Dev, Kaohsiung, Taiwan.
   [Cheng, Wen] Natl Sun Yat Sen Univ, Int Grad Program Educ & Human, Kaohsiung, Taiwan.
   [Pham Ngoc Thien Nguyen] Natl Sun Yat Sen Univ, Int Grad Program Educ & Human Dev, Kaohsiung, Taiwan.
   [Pham Ngoc Thien Nguyen] Vietnam Natl Univ, An Giang Univ, Ho Chi Minh City, Vietnam.
C3 National Sun Yat Sen University; National Sun Yat Sen University;
   National Sun Yat Sen University; Vietnam National University Hochiminh
   City
RP Nguyen, PNT (corresponding author), Natl Sun Yat Sen Univ, Int Grad Program Educ & Human Dev, Kaohsiung, Taiwan.; Nguyen, PNT (corresponding author), Vietnam Natl Univ, An Giang Univ, Ho Chi Minh City, Vietnam.
EM npnthien@agu.edu.vn
RI Nguyen, Pham Ngoc Thien/HOC-4474-2023
OI Nguyen, Pham Ngoc Thien/0000-0003-0246-5162
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NR 60
TC 3
Z9 3
U1 5
U2 34
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 NOV
PY 2023
VL 42
IS 32
BP 28180
EP 28190
DI 10.1007/s12144-022-03921-2
EA NOV 2022
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U0HR2
UT WOS:000879142700006
PM 36373114
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Sun, YQ
   Ni, LH
   Zhao, YM
   Shen, XL
   Wang, N
AF Sun, Yongqiang
   Ni, Linghong
   Zhao, Yiming
   Shen, Xiao-Liang
   Wang, Nan
TI Understanding students' engagement in MOOCs: An integration of
   self-determination theory and theory of relationship quality
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID COMMITMENT-TRUST THEORY; ONLINE COURSES MOOCS; PSYCHOLOGICAL ENGAGEMENT;
   EXTRINSIC MOTIVATIONS; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   HIGHER-EDUCATION; MEDIATING ROLE; PERFORMANCE; KNOWLEDGE
AB Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students' engagement in MOOCs. Drawing on self-determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students' engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students' psychological engagement in MOOCs. Relationship quality significantly predicts students' psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.
C1 [Sun, Yongqiang; Ni, Linghong; Wang, Nan] Wuhan Univ, Sch Informat Management, Wuhan, Hubei, Peoples R China.
   [Zhao, Yiming] Wuhan Univ, Ctr Studies Informat Resources, Wuhan 430072, Hubei, Peoples R China.
   [Shen, Xiao-Liang] Wuhan Univ, Econ & Management Sch, Wuhan, Hubei, Peoples R China.
C3 Wuhan University; Wuhan University; Wuhan University
RP Zhao, YM (corresponding author), Wuhan Univ, Ctr Studies Informat Resources, Wuhan 430072, Hubei, Peoples R China.
EM zhaoyiming@whu.edu.cn
RI Zhao, Yiming/C-9783-2015; Sun, Yongqiang/K-4074-2019; Shen,
   Xiao-Liang/F-3785-2018
OI Shen, Xiao-Liang/0000-0001-9426-9235; Sun,
   Yongqiang/0000-0001-8753-9268; Wang, Nan/0000-0002-5206-9937
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NR 73
TC 67
Z9 73
U1 12
U2 132
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD NOV
PY 2019
VL 50
IS 6
BP 3156
EP 3174
AR e0001
DI 10.1111/bjet.12724
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JF2QT
UT WOS:000491231200001
DA 2024-07-15
ER

PT J
AU Ruan, NA
AF Ruan, Nian
TI Accumulating academic freedom for intellectual leadership: Women
   professors' experiences in Hong Kong
SO EDUCATIONAL PHILOSOPHY AND THEORY
LA English
DT Article
DE Academic freedom; intellectual leadership; women professors; Hong Kong
ID HIGHER-EDUCATION; CHALLENGES; SCIENCE; GENDER
AB Intellectual leadership indicates the informal leadership of professors based on aspects such as knowledge production and dissemination, institutional services, and public engagement. Academic freedom is considered as the overarching condition for individual academics to develop intellectual leadership. Against the backdrop of internationalisation and globalisation of higher education, academics face enormous pressures to produce measurable research outputs, deliver high-quality teaching and meet all kinds of institutional requirements. In modern universities, women scholars, as the non-traditional participants in academia, must tackle with multiple obstacles and bias brought by gender intertwined with academic discipline features, higher education institutions, and sociocultural characteristics. How do women professors protect, negotiate, or strive for academic freedom? Situated in higher education in Hong Kong, this article aims to explore how epistemological norms, institutional management, and gender influence women scholars' academic freedom. The author has analysed how sixteen established women professors in humanities and social sciences (HSS) augmented freedom using the cumulative advantage theory. The study finds that women scholars in different sub-groups within HSS had mixed views about freedom and developed diverse patterns to seek freedom for intellectual leadership.
C1 [Ruan, Nian] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Ruan, NA (corresponding author), Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
EM nianruan@hku.hk
RI Ruan, Nian/AAA-8628-2021
OI Ruan, Nian/0000-0003-2413-9966
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NR 57
TC 8
Z9 8
U1 5
U2 27
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0013-1857
EI 1469-5812
J9 EDUC PHILOS THEORY
JI Educ. Philos. Theory
PD AUG 18
PY 2021
VL 53
IS 11
BP 1097
EP 1107
DI 10.1080/00131857.2020.1773797
EA JUN 2020
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA UC2NU
UT WOS:000542880500001
DA 2024-07-15
ER

PT J
AU Skinner, E
   Marchand, G
   Furrer, C
   Kindermann, T
AF Skinner, Ellen
   Marchand, Gwen
   Furrer, Carrie
   Kindermann, Thomas
TI Engagement and Disaffection in the Classroom: Part of a Larger
   Motivational Dynamic?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE academic engagement; disaffection; achievement motivation; classroom
   participation; emotional engagement
ID PERCEIVED CONTROL; MIDDLE SCHOOL; ACHIEVEMENT; AUTONOMY; STUDENTS; SELF;
   TEACHERS; BEHAVIOR; MODEL; RELATEDNESS
AB A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.
C1 [Skinner, Ellen; Kindermann, Thomas] Portland State Univ, Dept Psychol, Portland, OR 97221 USA.
   [Furrer, Carrie] NPC Res, Portland, OR USA.
   [Marchand, Gwen] Univ Nevada, Dept Educ Psychol, Las Vegas, NV 89154 USA.
C3 Portland State University; Nevada System of Higher Education (NSHE);
   University of Nevada Las Vegas
RP Skinner, E (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97221 USA.
EM skinnere@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649; Marchand,
   Gwen/0000-0003-1337-6296; Furrer, Carrie/0000-0002-4414-7368
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NR 81
TC 1066
Z9 1476
U1 24
U2 310
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 NOV
PY 2008
VL 100
IS 4
BP 765
EP 781
DI 10.1037/a0012840
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 369WL
UT WOS:000260724500004
DA 2024-07-15
ER

PT J
AU Criss, CJ
   Konrad, M
   Alber-Morgan, SR
   Brock, ME
   Harris, AB
AF Criss, Caitlin J.
   Konrad, Moira
   Alber-Morgan, Sheila R.
   Brock, Matthew E.
   Harris, Angie B.
TI Using Performance Feedback With and Without Goal Setting on Teachers'
   Classroom Management Skills
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE performance feedback; goal setting; behavior specific praise;
   opportunities to respond; teacher training
ID BEHAVIOR-SPECIFIC PRAISE; TARGETED PROFESSIONAL-DEVELOPMENT;
   SINGLE-SUBJECT RESEARCH; WORKING-CONDITIONS; STUDENTS; RESPOND;
   OPPORTUNITIES; STRATEGIES; EDUCATORS; IMPLEMENTATION
AB Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants included four general and special educators at an alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting.
C1 [Criss, Caitlin J.] Georgia Southern Univ, Statesboro, GA USA.
   [Konrad, Moira; Alber-Morgan, Sheila R.; Brock, Matthew E.] Ohio State Univ, Columbus, OH USA.
   [Harris, Angie B.] Appalachian State Univ, Boone, NC USA.
   [Criss, Caitlin J.] Georgia Southern Univ, Coll Educ, Dept Elementary & Special Educ, POB 8134, Statesboro, GA 30460 USA.
C3 University System of Georgia; Georgia Southern University; University
   System of Ohio; Ohio State University; University of North Carolina;
   Appalachian State University; University System of Georgia; Georgia
   Southern University
RP Criss, CJ (corresponding author), Georgia Southern Univ, Coll Educ, Dept Elementary & Special Educ, POB 8134, Statesboro, GA 30460 USA.
EM ccriss@georgiasouthern.edu
OI Criss, Caitlin/0000-0002-9358-7159
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NR 49
TC 0
Z9 0
U1 2
U2 3
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 2024
VL 49
IS 2
BP 91
EP 105
DI 10.1177/01987429231201096
EA OCT 2023
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA HL9S8
UT WOS:001080264300001
DA 2024-07-15
ER

PT J
AU Calza, F
   Carayannis, EG
   Panetti, E
   Parmentola, A
AF Calza, Francesco
   Carayannis, Elias G.
   Panetti, Eva
   Parmentola, Adele
TI The Role of University in the Smart Specialization Strategy: Exploring
   How University-Industry Interactions Change in Different Technological
   Domains
SO IEEE TRANSACTIONS ON ENGINEERING MANAGEMENT
LA English
DT Article
DE Industries; Technological innovation; Economics; Research and
   development; Entrepreneurship; Collaboration; Campania region; channels
   of knowledge transfer; innovation ecosystem; university-industry (U-I))
   links
ID PUBLIC RESEARCH; 3RD MISSION; INNOVATION; SYSTEMS; INSTITUTIONS;
   PERFORMANCE; REGIONS
AB The smart specialization strategy (S3) introduces a new "policy-prioritization logic" according to which regional strategies should target interventions in those research and innovation domains in which the region has a competitive advantage. In other words, the adoption of an S3 strategy has shifted the regional innovation strategies' focus from privileging exclusively high-tech sectors to including also those lower tech domains that are recognized as a source of regional competitive advantage. As a consequence, this shift calls for a rethinking of university-industry relationships for innovation, which have traditionally privileged high-tech sectors. In this light, this article aims to analyze how the introduction of the S3 has changed the role of universities by comparing patterns of academic engagement with local entrepreneurs in both low-tech and high-tech domains. To this purpose, we conduct an empirical study in the Region of Campania (South of Italy) to analyze differences in terms of university-industry channels and motivations in different S3 technological domains.
C1 [Calza, Francesco; Panetti, Eva; Parmentola, Adele] Univ Napoli Parthenope, Dept Management & Quantitat Studies, I-80133 Naples, Italy.
   [Carayannis, Elias G.] George Washington Univ, Washington, DC 20052 USA.
C3 Parthenope University Naples; George Washington University
RP Panetti, E (corresponding author), Univ Napoli Parthenope, Dept Management & Quantitat Studies, I-80133 Naples, Italy.
EM francesco.calza@uniparthenope.it; caraye@gwu.edu;
   eva.panetti@uniparthenope.it; adele.parmentola@uniparthenope.it
RI Panetti, Eva/AEX-5566-2022; CARAYANNIS, ELIAS/H-3075-2014
OI Panetti, Eva/0000-0002-8018-8300; CARAYANNIS, ELIAS/0000-0003-2348-4311
CR [Anonymous], 2015, HDB RES GLOBAL COMPE
   Asheim BT., 2019, Advanced Introduction to Regional Innovation Systems
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NR 39
TC 9
Z9 9
U1 8
U2 21
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 0018-9391
EI 1558-0040
J9 IEEE T ENG MANAGE
JI IEEE Trans. Eng. Manage.
PD DEC
PY 2022
VL 69
IS 6
BP 2649
EP 2657
DI 10.1109/TEM.2019.2950514
PG 9
WC Business; Engineering, Industrial; Management
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Engineering
GA 5Y1MO
UT WOS:000879054100017
DA 2024-07-15
ER

PT J
AU Kuang, XX
   Mok, MMC
   Chiu, MM
   Zhu, JX
AF Kuang, Xiaoxue
   Mok, Magdalena Mo Ching
   Chiu, Ming Ming
   Zhu, Jinxin
TI Sense of school belonging: Psychometric properties and differences
   across gender, grades, and East Asian societies
SO PSYCH JOURNAL
LA English
DT Article
DE differential item functioning; gender difference; grade difference;
   sense of school belonging; society difference
ID PSYCHOLOGICAL SENSE; ACADEMIC ENGAGEMENT; STUDENTS SENSE; ADOLESCENTS;
   MEMBERSHIP; EXPLORATION; BEHAVIORS; CULTURE; ISSUES; NEED
AB As students' sense of school belonging (SOSB) is essential for their psychosocial well-being and academic success, developing precise measures of SOSB is critical for assessing it properly. After an unrelated item was deleted, the SOSB scale showed good psychometric properties, based on Rasch analysis of data from 36,963 students in Grade 4 or Grade 8 from four East Asian societies. While no items showed gender differential item functioning (DIF), two items showed substantial society DIF, and two items showed grade DIF in Japan and South Korea. Concurrent equating created a common measurement scale for the four societies for future comparisons. The multigroup random slope two-level analysis of the concurrent SOSB measures showed that SOSB is higher among girls than boys. From Grade 4 to Grade 8, SOSBs dropped substantially, especially for South Korea, and gender gaps decreased in Hong Kong, Japan, and South Korea. Hence, studies of interventions to improve SOSB, especially for boys and students in later grades, are vital.
C1 [Kuang, Xiaoxue] Dong Guan Univ Technol, Teachers Coll, Dongguan, Peoples R China.
   [Kuang, Xiaoxue; Mok, Magdalena Mo Ching; Chiu, Ming Ming; Zhu, Jinxin] Educ Univ Hong Kong, Hong Kong, Peoples R China.
   [Mok, Magdalena Mo Ching] Natl Taichung Univ Educ, Taichung, Taiwan.
C3 Dongguan University of Technology; Education University of Hong Kong
   (EdUHK); National Taichung University of Education
RP Zhu, JX (corresponding author), Educ Univ Hong Kong, Assessment Res Ctr, Tai Po, B1-2-F-11,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jxzhu@eduhk.hk
RI Mok, Magdalena M. C./G-1713-2017
OI Chiu, Ming/0000-0002-5721-1971; Zhu, Jinxin/0000-0001-5632-4440
FU Central Reserve Allocation Committee; Faculty of Education and Human
   Development of the Education University of Hong Kong [03A28]
FX The work was fully supported by grants from the Central Reserve
   Allocation Committee and the Faculty of Education and Human Development
   of the Education University of Hong Kong (Project 03A28).
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NR 74
TC 4
Z9 5
U1 0
U2 19
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 2046-0252
EI 2046-0260
J9 PSYCH J
JI PsyCh J.
PD DEC
PY 2019
VL 8
IS 4
BP 449
EP 464
DI 10.1002/pchj.275
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA JR4JS
UT WOS:000499593700006
PM 30839173
DA 2024-07-15
ER

PT J
AU Chen, Q
   Hughes, JN
   Liew, J
   Kwok, OM
AF Chen, Qi
   Hughes, Jan N.
   Liew, Jeffrey
   Kwok, Oi-Man
TI Joint contributions of peer acceptance and peer academic reputation to
   achievement in academically at-risk children: Mediating processes
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Peer academic reputation; Peer acceptance; Perceived academic
   competence; Academic engagement; Academic achievement
ID TEACHER-STUDENT SUPPORT; SELF-EFFICACY BELIEFS; ELEMENTARY-SCHOOL;
   CLASSROOM ENGAGEMENT; PERCEIVED COMPETENCE; SOCIAL ACCEPTANCE;
   PERCEPTIONS; VICTIMIZATION; ADJUSTMENT; REJECTION
AB The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. Published by Elsevier Inc.
C1 [Chen, Qi] Univ N Texas, Dept Educ Psychol, Denton, TX 76203 USA.
   [Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man] Texas A&M Univ, Coll Educ & Human Dev, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 University of North Texas System; University of North Texas Denton;
   Texas A&M University System; Texas A&M University College Station
RP Chen, Q (corresponding author), Univ N Texas, Dept Educ Psychol, 1155 Union Circle 311335, Denton, TX 76203 USA.
EM qi.chen@unt.edu; jhughes@tamu.edu; jeffrey.liew@tamu.edu;
   omkwok@neo.tamu.edu
RI Kwok, Oi-Man/HHS-7712-2022; Liew, Jeffrey/AAS-9125-2020
OI Liew, Jeffrey/0000-0002-0784-8448; Kwok, Oiman/0000-0002-4617-4562
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NR 104
TC 41
Z9 53
U1 6
U2 36
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 2010
VL 31
IS 6
BP 448
EP 459
DI 10.1016/j.appdev.2010.09.001
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 703YM
UT WOS:000286017900005
PM 21113406
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Ryan, AM
   Shim, SS
   Lampkins-uThando, SA
   Kiefer, SM
   Thompson, GN
AF Ryan, Allison M.
   Shim, S. Serena
   Lampkins-uThando, Shawn A.
   Kiefer, Sarah M.
   Thompson, Geneene N.
TI Do Gender Differences in Help Avoidance Vary by Ethnicity? An
   Examination of African American and European American Students During
   Early Adolescence
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE help seeking; voice; gender; ethnicity; early adolescence
ID SELF-ESTEEM; BLACK GIRLS; SEEKING; CLASSROOM; SOCIALIZATION;
   PERFORMANCE; TEACHERS; SUPPORT; ASKING
AB The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the. transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence.
C1 [Ryan, Allison M.] Univ Illinois, Dept Educ Psychol, Coll Educ 203B, Champaign, IL 61820 USA.
   [Shim, S. Serena] Ball State Univ, Muncie, IN 47306 USA.
   [Kiefer, Sarah M.] Univ S Florida, Tampa, FL 33620 USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign;
   Ball State University; State University System of Florida; University of
   South Florida
RP Ryan, AM (corresponding author), Univ Illinois, Dept Educ Psychol, Coll Educ 203B, 1310 S 6th St, Champaign, IL 61820 USA.
EM ryan2@uiuc.edu
RI Shim, Sungok Serena/JMQ-6998-2023
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NR 72
TC 41
Z9 53
U1 1
U2 14
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 JUL
PY 2009
VL 45
IS 4
BP 1152
EP 1163
DI 10.1037/a0013916
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 466RV
UT WOS:000267681200020
PM 19586185
DA 2024-07-15
ER

PT J
AU Keith, M
AF Keith, Michael
TI Public sociology? Between heroic immersion and critical distance:
   Personal reflections on academic engagement with political life
SO CRITICAL SOCIAL POLICY
LA English
DT Article
DE bureaucracy; economization; governance; public sociology; Tower Hamlets
AB This article attempts to disrupt some of the ways in which engaged social science at times is forced to choose between the technocratic workings of the state and the political world of civil society. In disrupting the common sense distinction between 'critical distance' and 'heroic immersion' in the everyday life of the city, the piece tries to reframe an understanding of what the 'public sociology' powerfully advocated by Michael Burawoy, when chair of the American Sociological Association, might achieve. Rather than conceptualize the ways in which particular knowledges enter into the public realm, we might alternatively think through the manner in which these forms of knowledge themselves constitute publics, congregate audiences around particular forms of expertise that need to be drawn on pragmatically and instrumentally in attempts both to achieve the good society and to link the academy to the civil realm. To do so we might also need to refigure the relation between the sentimental and the rational in the operating of state bureaucracy and the powerful economization of everyday life that sets precedent for the more influential forms of public engagement.
C1 Univ London, Dept Sociol, London SE14 6NW, England.
C3 University of London
RP Keith, M (corresponding author), Univ London, Dept Sociol, London SE14 6NW, England.
EM m.keith@gold.ac.uk
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NR 25
TC 19
Z9 22
U1 0
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0261-0183
EI 1461-703X
J9 CRIT SOC POLICY
JI Crit. Soc. Policy
PD AUG
PY 2008
VL 28
IS 3
BP 320
EP 334
DI 10.1177/0261018308091272
PG 15
WC Social Issues; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics
GA 338IE
UT WOS:000258499900005
DA 2024-07-15
ER

PT J
AU Bowles, T
   Scull, J
   Jimerson, SR
AF Bowles, Terence
   Scull, Janet
   Jimerson, Shane R.
TI School connection through engagement associated with grade scores and
   emotions of adolescents: four factors to build engagement in schools
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Connectedness; Engagement; Motivation; grades; Affect; Thriving
ID FUTURE TIME PERSPECTIVE; SOCIAL COGNITIVE THEORY; STUDENT ENGAGEMENT;
   ROLE-MODELS; ACADEMIC-ACHIEVEMENT; SELF-DETERMINATION; ADAPTIVE CHANGE;
   MOTIVATION; CONNECTEDNESS; PROFILES
AB This study investigated school connectedness, student engagement, academic grades, and student affect. Factor analyses of 331 adolescent students (Years 7, 9, and 11 in Australia), validated a four-factor model of school engagement. The factors revealed in the analyses were described as (1) future and task focus, (2) planning and motivation, (3) positive roles and models, and (4) positive social engagement. Cluster analyses revealed two typologies of students: a thriving group scoring significantly higher on all four factors than a striving group. There was a consistent number of students in each group across Years 7, 9 and 11. Compared to students in the striving group, on average, students in the thriving group scored significantly higher on grades (i.e., mathematics and English). Moreover, students in the thriving group were significantly higher on content and excited affects, and significantly less depressed and distressed compared to the students in the striving group. Limitations and implications for research and practice are discussed.
C1 [Bowles, Terence] Univ Melbourne, Grad Sch Educ, Educ Psychol, Melbourne, Vic, Australia.
   [Scull, Janet] Monash Univ, Language & Literacy, Melbourne, Vic, Australia.
   [Jimerson, Shane R.] Univ Calif Santa Barbara, Dept Counselling, Clin, Santa Barbara, CA 93106 USA.
   [Jimerson, Shane R.] Univ Calif Santa Barbara, Sch Psychol, Santa Barbara, CA 93106 USA.
C3 University of Melbourne; Monash University; University of California
   System; University of California Santa Barbara; University of California
   System; University of California Santa Barbara
RP Scull, J (corresponding author), Monash Univ, Language & Literacy, Melbourne, Vic, Australia.
EM tbowles@unimelb.edu.au; janet.scull@monash.edu; jimerson@ucsb.edu
OI Bowles, Terence/0000-0001-5785-6609; Scull, Janet/0000-0002-1772-4190;
   Jimerson, Shane/0000-0003-2685-7486
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NR 106
TC 2
Z9 2
U1 2
U2 12
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 JUN
PY 2022
VL 25
IS 2-3
BP 675
EP 696
DI 10.1007/s11218-022-09697-4
EA JUN 2022
PG 22
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2O0QU
UT WOS:000808409900001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Shin, HY
   Park, C
AF Shin, Huiyoung
   Park, Chaerim
TI Emerging adults' help seeking from friends: the role of perceived goal
   structures and implications for adjustment
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Emerging adults; Help seeking; Perceived goal structures; Academic and
   social adjustment
ID ACHIEVEMENT GOALS; EARLY ADOLESCENCE; SOCIAL GOALS; STUDENTS
   PERCEPTIONS; SCHOOL ENGAGEMENT; PEER RELATIONS; FIT INDEXES; CLASSROOM;
   TEACHER; MOTIVATION
AB The current study investigated emerging adults' help seeking from friends to deal with academic difficulties, and the mediating role of this help seeking in the associations between perceived goal structures and academic and social adjustment among 300 emerging adults (N = 300; M-age = 22.28; 50% female). Structural equation modeling results confirmed that emerging adults' help seeking from friends (i.e., adaptive or avoiding) mediated the effects of perceived goal structures (i.e., mastery or performance) on academic and social adjustment. Emerging adults who perceived greater emphasis on mastery were more likely to seek adaptive help, whereas those who perceived greater emphasis on performance were more likely to avoid seeking help from friends. Further, adaptive help seeking was positively related to friendship satisfaction and academic engagement, while avoiding help seeking was negatively related to friendship satisfaction and positively related to anxious solitude. The findings emphasize the importance of mastery-oriented environment to foster emerging adults' adaptive help seeking and academic and social adjustment in college.
C1 [Shin, Huiyoung; Park, Chaerim] Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
C3 Jeonbuk National University
RP Shin, HY (corresponding author), Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
EM shinhy@jbnu.ac.kr
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
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NR 94
TC 2
Z9 3
U1 3
U2 16
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 JUN
PY 2023
VL 42
IS 17
BP 14569
EP 14583
DI 10.1007/s12144-022-02774-z
EA JAN 2022
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA L4AL7
UT WOS:000749089900001
DA 2024-07-15
ER

PT J
AU van Niekerk, G
   Mostert, K
   de Beer, LT
AF van Niekerk, Gabrielle
   Mostert, Karina
   de Beer, Leon T.
TI Strengths use and deficit improvement: The relationship with engagement
   and fit with study course amongst first-year students
SO JOURNAL OF PSYCHOLOGY IN AFRICA
LA English
DT Article
DE fit with study course first-year students; student engagement; strengths
   use; deficit improvement
ID PERSON-ORGANIZATION FIT; ACADEMIC ENGAGEMENT; MEDIATION ANALYSIS; JOB
   FIT; COLLEGE; SCHOOL; PERCEPTIONS; ENVIRONMENT; STRATEGIES; MOTIVATION
AB This study sought to test a model of students' proactive behaviour to use their strengths and improve their deficits and how this relates with their self-reported perceptions of their fit with a study course and engagement. Participants were 692 first-year students from a higher education institution in South Africa (females=60.3%; blacks=71.3%; mean age=19.71; SD=1.93). They completed measures of strengths use, deficit improvement, perceptions of fit with a study course and engagement. Structural equation modelling was utilised to examine the relationship between students' strengths use and deficit improvement, perceptions of fit with a study course and student engagement. In addition, the bootstrapping method was used to identify possible mediating effects of fit with a study course. The results indicated that only deficit improvement showed a significant relationship with engagement. Perceptions of fit with a study course mediated the relationship between students' strengths use and deficit improvement.
C1 [van Niekerk, Gabrielle; Mostert, Karina; de Beer, Leon T.] North West Univ, WorkWell Res Unit Econ & Management Sci, Potchefstroom Campus, Potchefstroom, South Africa.
C3 North West University - South Africa
RP Mostert, K (corresponding author), North West Univ, WorkWell Res Unit Econ & Management Sci, Potchefstroom Campus, Potchefstroom, South Africa.
EM karina.mostert@nwu.ac.za
RI De Beer, Leon T./AAH-8146-2021; Mostert, Karina/B-3401-2018
OI De Beer, Leon T./0000-0001-6900-2192; Mostert,
   Karina/0000-0001-5673-5784
FU National Research Foundation [ERSA13112658399, 90396]
FX The material described in this article is based upon work supported by
   the National Research Foundation under reference number ERSA13112658399
   (Grant No: 90396). The research presented in this article is the work
   and results of the authors and does not reflect the opinion of the
   National Research Foundation.
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NR 50
TC 6
Z9 7
U1 1
U2 14
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 FEB 29
PY 2016
VL 26
IS 1
BP 43
EP 48
DI 10.1080/14330237.2015.1124610
PG 6
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DG5QC
UT WOS:000372131900006
DA 2024-07-15
ER

PT J
AU Morris, ME
   Brown, J
   Nurius, PS
   Yee, S
   Mankoff, JC
   Consolvo, S
AF Morris, Margaret E.
   Brown, Jennifer
   Nurius, Paula S.
   Yee, Savanna
   Mankoff, Jennifer C.
   Consolvo, Sunny
TI "I Just Wanted to Triple Check . . . They were all Vaccinated":
   Supporting Risk Negotiation in the Context of COVID-19
SO ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION
LA English
DT Article
DE Health communication; risk negotiation; computer mediated communication;
   COVID-19; AI Mediated Communication
ID COMPUTER-MEDIATED COMMUNICATION; GENDER-DIFFERENCES; CONDOM NEGOTIATION;
   AFRICAN-AMERICAN; WOMEN; BACKLASH; HEALTH
AB During the COVID-19 pandemic, risk negotiation became an important precursor to in-person contact. For young adults, social planning generally occurs through computer-mediated communication. Given the importance of social connectedness for mental health and academic engagement, we sought to understand how young adults plan in-person meetups over computer-mediated communication in the context of the pandemic. We present a qualitative study that explores young adults' risk negotiation during the COVID-19 pandemic, a period of conflicting public health guidance. Inspired by cultural probe studies, we invited participants to express their preferred precautions for one week as they planned in-person meetups. We interviewed and surveyed participants about their experiences. Through qualitative analysis, we identify strategies for risk negotiation, social complexities that impede risk negotiation, and emotional consequences of risk negotiation. Our findings have implications for AI-mediated support for risk negotiation and assertive communication more generally. We explore tensions between risks and potential benefits of such systems.
C1 [Morris, Margaret E.] Univ Washington, Informat Sch, Seattle, WA 98195 USA.
   [Brown, Jennifer; Yee, Savanna; Mankoff, Jennifer C.] Univ Washington, Sch Comp Sci & Engn, POB 352350, Seattle, WA 98195 USA.
   [Nurius, Paula S.] Univ Washington, Sch Social Work, Seattle, WA 98195 USA.
   [Consolvo, Sunny] Google, Mountain View, CA USA.
C3 University of Washington; University of Washington Seattle; University
   of Washington; University of Washington Seattle; University of
   Washington; University of Washington Seattle; Google Incorporated
RP Morris, ME (corresponding author), Univ Washington, Informat Sch, Seattle, WA 98195 USA.
EM margiemm@uw.edu; jbr33@uw.edu; nurius@uw.edu; savannay@uw.edu;
   jmankoff@cs.washington.edu; sconsolvo@google.com
OI Morris, Margaret/0000-0002-8925-9718; Mankoff,
   Jennifer/0000-0001-9235-5324; Nurius, Paula/0000-0001-5091-6349
FU National Science Foundation [NSF EDA-2009977]
FX This work was supported by a research gift from Google. This material is
   based upon work supported by the National Science Foundation under Grant
   No. NSF EDA-2009977.
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NR 62
TC 0
Z9 0
U1 0
U2 2
PU ASSOC COMPUTING MACHINERY
PI NEW YORK
PA 1601 Broadway, 10th Floor, NEW YORK, NY USA
SN 1073-0516
EI 1557-7325
J9 ACM T COMPUT-HUM INT
JI ACM Trans. Comput.-Hum. Interact.
PD AUG
PY 2023
VL 30
IS 4
AR 60
DI 10.1145/3569938
PG 30
WC Computer Science, Cybernetics; Computer Science, Information Systems
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA R9VG7
UT WOS:001067749200011
OA Bronze
DA 2024-07-15
ER

PT J
AU Shanok, NA
   Sotelo, M
   Hong, J
AF Shanok, Nathaniel A.
   Sotelo, Marlene
   Hong, Jen
TI Brief Report: The Utility of a Golf Training Program for Individuals
   with Autism Spectrum Disorder
SO JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
LA English
DT Article
DE Autism spectrum disorder; Treatment of autism; Sport interventions and
   autism; Physical activity training; Motor functioning in ASD
ID PHYSICAL-ACTIVITY; ACADEMIC ENGAGEMENT; CHILDREN; EXERCISE; FITNESS
AB Autism spectrum disorder (ASD) is a common neurodevelopmental condition characterized by impairments in communication, social interactions, as well as motor functioning. Additionally, individuals with ASD are at a greater risk for health concerns due in part to a more sedentary lifestyle. Therefore, it may be advantageous to introduce more physical activity or sport-based training into autism therapeutic programs. Here, we introduce and evaluate a 6-week, 12 session golf-training program that integrates the teaching of autism-relevant social and communicative skills into each lesson. The results showed that all 46 participants (M = 11.46, SD = 6.21) improved on at least one outcome measure, and statistically significant increases in all measures (communication skills, social skills, motor skills, and regulatory skills) were detected from pre to post. These preliminary findings highlight the utility of an autism-targeted golf training program for all ages; future studies should seek to replicate this strategy in other settings and using other sports or recreational activities.
C1 [Shanok, Nathaniel A.; Sotelo, Marlene; Hong, Jen] Els Autism Fdn, Jupiter, FL 33458 USA.
RP Shanok, NA (corresponding author), Els Autism Fdn, Jupiter, FL 33458 USA.
EM nate.shanok@elsforautism.org
RI Shanok, Nathaniel/GNW-5416-2022
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NR 21
TC 14
Z9 15
U1 10
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 NOV
PY 2019
VL 49
IS 11
BP 4691
EP 4697
DI 10.1007/s10803-019-04164-0
PG 7
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA JG9TP
UT WOS:000492419200031
PM 31414265
DA 2024-07-15
ER

PT J
AU Bryant, BR
   Kim, MK
   Ok, MW
   Kang, EY
   Bryant, DP
   Lang, R
   Son, SH
AF Bryant, Brian R.
   Kim, Min Kyung
   Ok, Min Wook
   Kang, Eun Young
   Bryant, Diane Pedrotty
   Lang, Russell
   Son, Seung Hyun
TI A Comparison of the Effects of Reading Interventions on Engagement and
   Performance for Fourth-Grade Students With Learning Disabilities
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE reading; leaning disabilities; technology; iPads
ID COMPREHENSION; INSTRUCTION; STRATEGIES; FLUENCY
AB Inexpensive software applications designed to teach reading, writing, mathematics, and other academic areas have become increasingly popular. Although previous research has demonstrated the potential efficacy of such applications, there is a paucity of research that compares applications instruction (AI) with traditional teacher-directed instruction (TDI), and the relative effectiveness and efficiency of these instructional approaches remains largely unknown. This study used an alternating treatment design to compare academic engagement and outcomes (i.e., word identification and reading fluency) during an AI condition and a TDI condition for four students with learning disabilities (LD) attending a charter school. Instructional conditions (i.e., TDI, AI) were randomly alternated 7 times each, for a total of 14 instructional sessions. Results indicated that both approaches fostered high levels of engagement although students were more engaged during AI. With regard to academic performance, visual and quantitative analysis suggest that TDI was more effective than AI in terms of passage fluency and word identification. Students completed social validity rating scales to examine instructional preference. Results indicated that both approaches, TDI and AI, were popular with the students.
C1 [Bryant, Brian R.; Kang, Eun Young; Bryant, Diane Pedrotty] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA.
   [Kim, Min Kyung; Ok, Min Wook] Univ Texas Austin, Austin, TX 78712 USA.
   [Lang, Russell] Texas State Univ, San Marcos, TX USA.
   [Lang, Russell] Texas State Univ, CARES, San Marcos, TX USA.
   [Son, Seung Hyun] Korea Univ, Dept Educ, Coll Educ, Seoul, South Korea.
C3 University of Texas System; University of Texas Austin; University of
   Texas System; University of Texas Austin; Texas State University System;
   Texas State University San Marcos; Texas State University System; Texas
   State University San Marcos; Korea University
RP Bryant, BR (corresponding author), Univ Texas Austin, 1 Univ Stn,D5300, Austin, TX 78712 USA.
EM brbryant@austin.utexas.edu
RI Kang, Eun-Young/B-9167-2019
OI Son, Seunghyun/0009-0000-1999-0065
CR Alberto P.A., 2012, Applied behavior analysis for teachers, V9th
   Alvermann DE, 2002, J LIT RES, V34, P189, DOI 10.1207/s15548430jlr3402_4
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   Bryant D. P., 2011, ASSISTIVE TECHNOLOGY
   Bryant D. P., 2001, EFFECTIVE INSTRUCT 2
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NR 37
TC 26
Z9 50
U1 0
U2 28
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 2015
VL 39
IS 1
SI SI
BP 167
EP 190
DI 10.1177/0145445514561316
PG 24
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA CA7OH
UT WOS:000349106300008
PM 25432586
DA 2024-07-15
ER

PT J
AU Cook, CR
   Collins, T
   Dart, E
   Vance, MJ
   Mcintosh, K
   Grady, EA
   Decano, P
AF Cook, Clayton R.
   Collins, Tai
   Dart, Evan
   Vance, Michael J.
   Mcintosh, Kent
   Grady, Erin A.
   Decano, Policarpio
TI EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING
   STUDENTS WITH HYPOTHESIZED ESCAPE-MOTIVATED DISRUPTIVE CLASSROOM
   BEHAVIOR
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID FUNCTIONAL ASSESSMENT; BEDTIME PASS; FUTURE-DIRECTIONS;
   SCHOOL-PSYCHOLOGY; PUBLIC-SCHOOLS; ACCEPTABILITY; DISORDERS;
   DISABILITIES; SETTINGS; TEACHERS
AB The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape-motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single-case withdrawal design with replication through a concurrent multiple-baseline across-participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape-motivated behavior. Results also revealed that the effects of the CPI were maintained at a two-week follow-up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom-based interventions are discussed. (C) 2013 Wiley Periodicals, Inc.
C1 [Cook, Clayton R.; Grady, Erin A.; Decano, Policarpio] Univ Washington, Seattle, WA 98195 USA.
   [Collins, Tai; Dart, Evan; Vance, Michael J.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
   [Mcintosh, Kent] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
C3 University of Washington; University of Washington Seattle; Louisiana
   State University System; Louisiana State University; University of
   British Columbia
RP Cook, CR (corresponding author), Univ Washington, Coll Educ, 322R Miller Hall, Seattle, WA 98195 USA.
EM cook2142@uw.edu
RI McIntosh, Kent/C-5475-2009
OI Dart, Evan/0000-0003-4437-5632
CR Alberto P.A., 2008, APPL BEHAV ANAL TEAC
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NR 77
TC 11
Z9 25
U1 2
U2 14
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 FEB
PY 2014
VL 51
IS 2
BP 107
EP 125
DI 10.1002/pits.21742
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 286QN
UT WOS:000329483900001
DA 2024-07-15
ER

PT J
AU Yau, PS
   Cho, YW
   Shane, J
   Kay, J
   Heckhausen, J
AF Yau, Priscilla S.
   Cho, Yongwon
   Shane, Jacob
   Kay, Joseph
   Heckhausen, Jutta
TI Parenting and Adolescents' Academic Achievement: The Mediating Role of
   Goal Engagement and Disengagement
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE Parental support; Parental psychological control; Academic engagement;
   Academic disengagement; Academic achievement
ID PSYCHOLOGICAL CONTROL; AFRICAN-AMERICAN; STUDENT-ACHIEVEMENT; CHINESE
   ADOLESCENTS; SCHOOL-ACHIEVEMENT; SELF-DETERMINATION; SECONDARY CONTROL;
   MIDDLE SCHOOL; INVOLVEMENT; LIFE
AB Prior research has investigated parental behavior and students' motivation separately as predictors of adolescents' academic achievement. The current study jointly examined the associations between parental behavior, adolescents' motivation, and academic achievement. Using data collected from participants in youth programs (N = 220), we investigated whether students' academic goal engagement and disengagement mediates the association between adolescents' relationships with their parents and their academic achievement. Findings from regression-based mediation models indicated that adolescents' perceived maternal support was positively associated with their academic achievement, and that this association was mediated by students' engagement with academic goals. Perceived maternal psychological control was negatively associated with students' academic success, mediated by students' academic goal disengagement. Supplementary analyses examining components of perceived parental support and psychological control showed that maternal warmth may be most beneficial for adolescents' academic success, whereas maternal devaluation may be most detrimental. Perceived paternal psychological control was only associated with lower academic achievement, but was not related to adolescents' goal disengagement.
C1 [Yau, Priscilla S.; Cho, Yongwon; Heckhausen, Jutta] Univ Calif Irvine, Dept Psychol Sci, 4201 Social & Behav Sci Gateway, Irvine, CA 92697 USA.
   [Shane, Jacob] CUNY Brooklyn Coll, Dept Psychol, 2900 Bedford Ave, Brooklyn, NY 11210 USA.
   [Kay, Joseph] Univ Penn, Behav Change Good Initiat, 3451 Walnut St, Philadelphia, PA 19104 USA.
C3 University of California System; University of California Irvine; City
   University of New York (CUNY) System; Brooklyn College (CUNY);
   University of Pennsylvania
RP Yau, PS (corresponding author), Univ Calif Irvine, Dept Psychol Sci, 4201 Social & Behav Sci Gateway, Irvine, CA 92697 USA.
EM psyau@uci.edu
OI Kay, Joseph/0000-0002-1436-1304; Yau, Priscilla/0000-0003-4908-7576
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NR 73
TC 6
Z9 7
U1 6
U2 58
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD APR
PY 2022
VL 31
IS 4
BP 897
EP 909
DI 10.1007/s10826-021-02007-0
EA JUL 2021
PG 13
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA 0A4PE
UT WOS:000671706700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Majeika, CE
   Wehby, JH
   Hancock, EM
AF Majeika, Caitlyn E.
   Wehby, Joseph H.
   Hancock, Eleanor M.
TI Are Breaks Better? A Comparison of Breaks Are Better to Check-In
   Check-Out
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE behavioral; interventions; positive behavioral intervention and
   supports; multitiered systems of support
AB Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.
C1 [Majeika, Caitlyn E.] Amer Inst Res, 201 Jones Rd,Suite 1, Waltham, MA 02451 USA.
   [Wehby, Joseph H.; Hancock, Eleanor M.] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 American Institutes for Research; Vanderbilt University
RP Majeika, CE (corresponding author), Amer Inst Res, 201 Jones Rd,Suite 1, Waltham, MA 02451 USA.
EM cmajeika@air.org
OI Majeika, Caitlyn/0000-0002-8917-655X; Hancock,
   Eleanor/0000-0002-0379-9757
FU U.S. Department of Education [H325H14000]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   for the first author was provided by a grant from the U.S. Department of
   Education (grant no. #H325H14000).
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NR 58
TC 2
Z9 4
U1 1
U2 3
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 2022
VL 47
IS 2
BP 118
EP 133
AR 01987429211001816
DI 10.1177/01987429211001816
EA MAR 2021
PG 16
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA YF0IM
UT WOS:000635292700001
DA 2024-07-15
ER

PT J
AU Wang, MT
   Degol, J
AF Wang, Ming-Te
   Degol, Jessica
TI Motivational pathways to STEM career choices: Using expectancy-value
   perspective to understand individual and gender differences in STEM
   fields
SO DEVELOPMENTAL REVIEW
LA English
DT Article
DE Career choices; STEM; Individual and gender differences;
   Expectancy-value theory
ID CONGENITAL ADRENAL-HYPERPLASIA; CLASSROOM SOCIAL-ENVIRONMENT; SINGLE-SEX
   SCHOOLS; STEREOTYPE THREAT; MIDDLE SCHOOL; DIGIT RATIO; ADOLESCENTS
   PERCEPTIONS; TEACHER EXPECTATIONS; ACADEMIC ENGAGEMENT; ACHIEVEMENT
   GOALS
AB The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Wang, Ming-Te; Degol, Jessica] Univ Pittsburgh, Sch Educ, Dept Appl Dev Psychol, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh
RP Wang, MT (corresponding author), 230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
FU Direct For Education and Human Resources [1108778] Funding Source:
   National Science Foundation; Division Of Research On Learning [1108778]
   Funding Source: National Science Foundation
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NR 363
TC 429
Z9 637
U1 32
U2 410
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0273-2297
EI 1090-2406
J9 DEV REV
JI Dev. Rev.
PD DEC
PY 2013
VL 33
IS 4
BP 304
EP 340
DI 10.1016/j.dr.2013.08.001
PG 37
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 256CE
UT WOS:000327286500002
PM 24298199
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Üner, A
   Mouratidis, A
   Kalender, I
AF Uner, Ayca
   Mouratidis, Athanasios
   Kalender, Ilker
TI Study efforts, learning strategies and test anxiety when striving for
   language competence: the role of utility value, self-efficacy, and
   reasons for learning English
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Utility value; self-efficacy beliefs; intrinsic reasons; self-worth
   concerns; learning strategies
ID MOTIVATIONAL ORIENTATIONS; ACHIEVEMENT-MOTIVATION; STUDENTS; GOALS;
   AUTONOMY; BELIEFS; PERCEPTIONS; PERSPECTIVE; PERFORMANCE; PREDICTORS
AB Previous research has shown that utility value and expectancy for success, as well as the reasons for academic striving, could partly explain academic engagement. Yet, their joint role in predicting learning strategies and test anxiety has not been thoroughly understood, especially in contexts where pressure for success is high. We examined this issue in a sample of Turkish university students who were attending a language preparatory school (N = 1009; 53% males, M-age = 19.14 years; SD = 1.08) and were under the psychological pressure to pass their qualifying exams. Regression analyses showed that next to self-efficacy beliefs, it was intrinsic reasons which positively and consistently predicted learning strategies; in contrast, self-worth concerns positively predicted test anxiety. These relations emerged even among students who experienced failure and were thus psychologically pressed to succeed. Our findings suggest that intrinsic reasons for academic striving might play a decisive role even in psychologically pressuring contexts.
C1 [Uner, Ayca] Bilkent Univ, English Language Preparatory Program, East Campus N Bldg, TR-06800 Ankara, Turkey.
   [Mouratidis, Athanasios] Bilkent Univ, Dept Psychol, Ankara, Turkey.
   [Kalender, Ilker] Bilkent Univ, Grad Sch Educ, Ankara, Turkey.
C3 Ihsan Dogramaci Bilkent University; Ihsan Dogramaci Bilkent University;
   Ihsan Dogramaci Bilkent University
RP Üner, A (corresponding author), Bilkent Univ, English Language Preparatory Program, East Campus N Bldg, TR-06800 Ankara, Turkey.
EM alpman@bilkent.edu.tr
RI Mouratidis, Athanasios/I-2902-2013; kalender, ilker/ACX-2114-2022
OI Mouratidis, Athanasios/0000-0003-0325-8077; Kalender,
   Ilker/0000-0003-1282-4149; Uner, Ayca/0000-0002-5255-9936
CR Bandura A., 1986, SOCIAL FDN THOUGHT A
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NR 55
TC 8
Z9 9
U1 5
U2 53
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 781
EP 799
DI 10.1080/01443410.2020.1736989
EA MAR 2020
PG 19
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA MI0WB
UT WOS:000523148200001
DA 2024-07-15
ER

PT J
AU Wang, MT
   Degol, JL
   Amemiya, JL
AF Wang, Ming-Te
   Degol, Jessica L.
   Amemiya, Jamie L.
TI Older Siblings as Academic Socialization Agents for Younger Siblings:
   Developmental Pathways across Adolescence
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Siblings; Family context; Peer affiliation; Educational attainment;
   Academic engagement; Academic socialization
ID SCHOOL ENGAGEMENT; PEER INFLUENCE; SUBSTANCE USE; MOTIVATIONAL BELIEFS;
   DEVIANT PEERS; DELINQUENCY; ACHIEVEMENT; AFFILIATION; EXPERIENCES;
   REJECTION
AB The role of older siblings in younger siblings' academic socialization becomes increasingly salient during adolescence. This longitudinal study examines the developmental mechanisms through which older siblings shape younger siblings' academic outcomes and whether older siblings' peer affiliations predict younger siblings' educational aspirations and attainment. Data consisted of responses from 395 target adolescents (M-age=12.22 years, 48.9% female; 51.6% African American, 38.5% European American) and their older siblings (M-age=14.65 years, 50.1% female) across nine years. The findings showed that older siblings' affiliation with academically disengaged peers at 7th grade predicted younger siblings' decreased affiliation with academically engaged peers and increased affiliation with disengaged peers at 9th grade. In addition, younger siblings' affiliation with academically engaged peers predicted greater educational aspirations at 11th grade, which in turn were related to higher postsecondary educational attainment. The identification of developmental processes through which older siblings were associated with younger siblings' academic success may aid in creating supportive social environments in which adolescents can thrive.
C1 [Wang, Ming-Te] Univ Pittsburgh, Psychol, Pittsburgh, PA 15260 USA.
   [Wang, Ming-Te] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA.
   [Amemiya, Jamie L.] Univ Pittsburgh, Studying Dev Psychol, Pittsburgh, PA USA.
   [Degol, Jessica L.] Penn State Altoona, Altoona, PA USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); University of Pittsburgh; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); Pennsylvania State
   University
RP Wang, MT (corresponding author), Univ Pittsburgh, Psychol, Pittsburgh, PA 15260 USA.; Wang, MT (corresponding author), Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 60
TC 12
Z9 18
U1 2
U2 19
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 2019
VL 48
IS 6
BP 1218
EP 1233
DI 10.1007/s10964-019-01005-2
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HY7ZB
UT WOS:000468355700013
PM 30903366
DA 2024-07-15
ER

PT J
AU Ham, SH
   Yang, KE
   Cha, YK
AF Ham, Seung-Hwan
   Yang, Kyung-Eun
   Cha, Yun-Kyung
TI Immigrant integration policy for future generations? A cross-national
   multilevel analysis of immigrant-background adolescents' sense of
   belonging at school
SO INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS
LA English
DT Article
DE Immigrant integration; Public policy; Youth welfare; Educational
   inclusion
ID MULTICULTURAL EDUCATION; ACADEMIC ENGAGEMENT; ACCULTURATION; STUDENTS;
   ACHIEVEMENT; PERFORMANCE; COUNTRIES; OUTCOMES; YOUTH; NEED
AB The present study examined whether an immigrant integration policy effort that is geared toward the educational inclusion of all adolescents may actually work toward the reduction of the gap between immigrant-background and non-immigrant students in their sense of social belonging at school. This study posited that a relatively lower sense of belonging at school among immigrant background adolescents may be a manifestation of systemic social exclusion that permeates the educational system of a given country, thus hypothesizing that a public policy approach may be effective as a systemic intervention. A series of hierarchical generalized linear modeling analyses of data from 52,446 children across 2,248 schools in 25 countries was conducted. The results suggested that government efforts to formulate and enforce educational policies for immigrant integration may have some positive effect on the social inclusion of immigrant-background adolescents in school settings. This study has substantial significance as it provides an evidentiary base on the tangible impact of multicultural policies.
C1 [Ham, Seung-Hwan] Hanyang Univ, Dept Educ Educ Adm & Policy, Seoul, South Korea.
   [Yang, Kyung-Eun] Univ Toronto, Ctr Global Social Policy, Toronto, ON, Canada.
   [Cha, Yun-Kyung] Hanyang Univ, Dept Educ Sociol Educ, Seoul, South Korea.
C3 Hanyang University; University of Toronto; Hanyang University
RP Yang, KE (corresponding author), Univ Toronto, Dept Sociol, Ctr Global Social Policy, Toronto, ON M5S 2J4, Canada.
EM hamseunghwan@gmail.com; kyungeun.key@gmail.com; yunkyung@hanyang.ac.kr
RI Ham, Seung-Hwan/B-1090-2017
OI Ham, Seung-Hwan/0000-0001-9965-3113
FU National Research Foundation of Korea - Korean government
   [NRF-2014S1A3A2044609]; Social Science and Humanities Research Council
   [895-2012-1021]
FX This work was supported by a National Research Foundation of Korea grant
   funded by the Korean government (NRF-2014S1A3A2044609) and a Social
   Science and Humanities Research Council Partnership Grant on Gender,
   Migration, and the Work of Care (Ito Peng, PI, file no: 895-2012-1021).
   The authors thank the editor and anonymous reviewers of IJIR for their
   constructive and critical comments.
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NR 67
TC 22
Z9 29
U1 2
U2 44
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 40
EP 50
DI 10.1016/j.ijintrel.2017.06.001
PG 11
WC Psychology, Social; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics; Sociology
GA FK3JU
UT WOS:000413382200004
DA 2024-07-15
ER

PT J
AU Reyes, B
   Jiménez-Hernández, D
   Martínez-Gregorio, S
   De los Santos, S
   Galiana, L
   Tomás, JM
AF Reyes, Betty
   Jimenez-Hernandez, David
   Martinez-Gregorio, Sara
   De los Santos, Saturnino
   Galiana, Laura
   Tomas, Jose M.
TI Prediction of academic achievement in Dominican students: Mediational
   role of learning strategies and study habits and attitudes toward study
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic achievement; academic engagement; academic support; learning
   strategies; study habits
ID PERCEIVED SOCIAL SUPPORT; SCHOOL ENGAGEMENT; SELF-EFFICACY;
   GENDER-DIFFERENCES; TEACHERS; PEERS; PERFORMANCE; PARENTS; SUCCESS;
   SATISFACTION
AB School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of learning strategies, study habits and study attitudes. Research design was correlational. 1712 Dominican students from 12 to 20 years old (52.75% female) were sampled through cluster sampling. Data was recruited with a set of validated questionnaires, including measures of academic achievement (marks), learning strategies, study habits, and attitudes toward studies, school engagement, and academic support. Structural Equation Modeling was used to establish and test the mediational model. Main results show that learning strategies and study habits and attitudes play a mediator role between background variables as age, gender, cognitive or behavioral engagement, and students' academic achievement. Learning strategies and study habits play a central role in achieving a good academic performance, by mediating the effects of academic support and school engagement.
C1 [Reyes, Betty; De los Santos, Saturnino] Autonomous Univ Santo Domingo, Sch Psychol, Santo Domingo, Dominican Rep.
   [Jimenez-Hernandez, David] UNED, Dept Didact, Sch Org & Special Didact, Madrid, Spain.
   [Martinez-Gregorio, Sara; Galiana, Laura; Tomas, Jose M.] Univ Valencia, Dept Methodol Behav Sci, Valencia, Spain.
C3 Universidad Autonoma de Santo Domingo; Universidad Nacional de Educacion
   a Distancia (UNED); University of Valencia
RP Martínez-Gregorio, S (corresponding author), Fac Psychol & Speech Therapy, Dept Methodol Behav Sci, Av Blasco Ibanez 21, Valencia 46010, Spain.
RI Martinez-Gregorio, Sara/ACE-1836-2022; Galiana, Laura/I-1158-2012
OI Martinez-Gregorio, Sara/0000-0003-4274-4529; Galiana,
   Laura/0000-0002-5342-5251; Reyes Ramirez, Betty
   Miguelina/0000-0002-4818-8941; Tomas, Jose Manuel/0000-0002-3424-1668
FU Beca para Jovenes Investigadores 2019 de Paises en Vias de Desarrollo
   del Programa de Cooperacion 0'7 para el ano 2018, Vicerrectorado de
   Internalizacion y Cooperacion (University of Valencia); FPU program from
   the Spanish Ministry of Sciences, Innovation and Universities
   [FPU18/03710]
FX Betty Reyes was beneficiary of the grant: Beca para Jovenes
   Investigadores 2019 de Paises en Vias de Desarrollo del Programa de
   Cooperacion 0'7 para el ano 2018, Vicerrectorado de Internalizacion y
   Cooperacion (University of Valencia). Sara Martinez-Gregorio is a
   researcher beneficiary of the FPU program from the Spanish Ministry of
   Sciences, Innovation and Universities (FPU18/03710). This study did not
   receive any specific grant from funding agencies in the public,
   commercial, or not-for-profit sectors.
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NR 113
TC 6
Z9 6
U1 10
U2 28
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 2023
VL 60
IS 3
BP 606
EP 625
DI 10.1002/pits.22780
EA AUG 2022
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8S7CZ
UT WOS:000835063800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Santor, DA
   Colvin, E
   Sinclair, A
AF Santor, Darcy A.
   Colvin, Eamon
   Sinclair, Amanda
TI Coping with failure
SO EDUCATIONAL REVIEW
LA English
DT Article
DE Failure; coping; behaviour; academic; appraisal; mental health
ID SCHOOL FAILURE; SELF-WORTH; PERFORMANCE
AB Little is known about the specific manner in which students cope with academic failure. To address this gap, a new measure of failure-coping behaviour was developed and validated. Two hundred and thirty-eight undergraduate students completed a new measure of failure-coping behaviour, in addition to measures of failure appraisal, depressed mood, academic engagement and difficulty, as well as adaptive and maladaptive attitudes towards failure. Principal components analyses, hierarchical regression and structural equation modelling were used to examine the structure, construct validity and incremental utility of the new scales. Results supported the distinctiveness of four types of failure-coping behaviours, namely task-related and socially focused behaviours that were either adaptive or maladaptive, and showed that failure-coping behaviours were related to a variety of mood, academic and attitudinal outcomes. Results also showed that effects of failure-coping behaviours were independent of any effects of failure appraisals. Results support the importance of understanding and targeting the failure-coping behaviours of students. Current efforts to address the stress and mental health difficulties experienced by students should include explicit training on how to deal with academic failure.
C1 [Santor, Darcy A.; Colvin, Eamon; Sinclair, Amanda] Univ Ottawa, Sch Psychol, Ottawa, ON, Canada.
C3 University of Ottawa
RP Santor, DA (corresponding author), Univ Ottawa, Sch Psychol, Ottawa, ON, Canada.
EM dsantor@uottawa.ca
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NR 21
TC 2
Z9 2
U1 0
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1911
EI 1465-3397
J9 EDUC REV
JI Educ. Rev.
PD SEP 2
PY 2020
VL 72
IS 5
BP 635
EP 649
DI 10.1080/00131911.2018.1524855
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA NJ1EO
UT WOS:000565785500006
DA 2024-07-15
ER

PT J
AU Tian, M
   Lu, GS
   Yin, HB
   Li, LJ
AF Tian, Mei
   Lu, Genshu
   Yin, Hongbiao
   Li, Lijie
TI Student Engagement for Sustainability of Chinese International
   Education: The Case of International Undergraduate Students in China
SO SUSTAINABILITY
LA English
DT Article
DE international student education; China; student engagement;
   environmental influences
ID CLASSROOM ENVIRONMENT; MOTIVATION
AB Student engagement has been attracting attention in the discussion of higher education (HE) quality. Despite the rapid increase of international students in China, little understanding has been gained for quality management on these students' engagement in learning. This paper focuses on international undergraduate students in Chinese higher education institutions, exploring the nature and characteristics of their academic engagement and the environmental factors influencing the engagement. The discussion was based on a synthesis of the findings of two studies, i.e., an exploratory qualitative study following a small group of international students at a research university and a large-scale survey involving 1428 international students at 34 Chinese universities. The analyses revealed less than satisfactory levels of international students' engagement, with a high proportion of the participants being passively or ineffectively involved in learning. The qualitative findings highlighted pedagogical and attitudinal factors that affected international students' engagement. The survey results indicated six environmental factors, categorized into three groups, having significant effects on the respondents' engagement. Although located in China, the analyses bear implications for practitioners striving for the sustainable development of international education in a broader range of contexts.
C1 [Tian, Mei] Xi An Jiao Tong Univ, Sch Foreign Studies, Xian 710049, Peoples R China.
   [Lu, Genshu] Xi An Jiao Tong Univ, West China Higher Educ Evaluat Ctr, Xian 710049, Peoples R China.
   [Yin, Hongbiao] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Li, Lijie] Xi An Jiao Tong Univ, Sch Publ Policy & Adm, Xian 710049, Peoples R China.
C3 Xi'an Jiaotong University; Xi'an Jiaotong University; Chinese University
   of Hong Kong; Xi'an Jiaotong University
RP Lu, GS (corresponding author), Xi An Jiao Tong Univ, West China Higher Educ Evaluat Ctr, Xian 710049, Peoples R China.
EM temmytian@mail.xjtu.edu.cn; gslu@mail.xjtu.edu.cn; yinhb@cuhk.edu.hk;
   lilijie@stu.xjtu.edu.cn
RI li, li/HII-4157-2022; Li, Li/AEM-3636-2022
OI Li, Lijie/0000-0002-8206-4010; Lu, Genshu/0000-0002-8073-7349; Yin,
   Hongbiao/0000-0001-5424-587X
FU National Natural Science Foundation of China Youth Scheme [71804145];
   Social Science Fund of Shaanxi Province [2018Q03]
FX The research was supported by the National Natural Science Foundation of
   China Youth Scheme [71804145] and the Social Science Fund of Shaanxi
   Province [2018Q03].
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NR 74
TC 9
Z9 9
U1 15
U2 87
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD SEP
PY 2020
VL 12
IS 17
AR 6831
DI 10.3390/su12176831
PG 16
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 NO8DQ
UT WOS:000569718500001
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Taylor, ZE
   Ruiz, Y
AF Taylor, Zoe E.
   Ruiz, Yumary
TI Executive function, dispositional resilience, and cognitive engagement
   in Latinx children of migrant farmworkers
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Migrant farmworker families; Resilience; Executive function; Academic
   mastery/efficacy; Latinos
ID EFFORTFUL CONTROL; SELF-REGULATION; EGO-RESILIENCY; SCHOOL; CHILDHOOD;
   STUDENTS; HEALTH; RISK; INTERVENTION; ACHIEVEMENT
AB Children from Latinx migrant farmworker (LMFW) families are one of the most educationally disenfranchised and marginalized student populations in the United States. They experience significant contextual risks and stressors which are linked to poor adjustment as well as lower academic engagement and success. Given that LMFW children are understudied, especially likely to experience substantial adversity, and are a vulnerable student population, it is imperative for researchers to examine factors that contribute to their well-being and school success. In the present study, we assessed whether behavioral tasks of executive function contributed to resilience and academic mastery/efficacy in LMFW children (N = 66, mean age = 12.79, 55% male). Results found associations between executive function tasks and dispositional resilience; however, executive function was not directly associated with academic mastery/efficacy. Dispositional resilience was significantly positively associated with academic mastery/efficacy. These findings suggest that it may be critically important for organizations working with LMFW children to foster and boost children's executive function skills. Additional research mitigating adversity and promoting the academic success and engagement of LMFW children is needed.
C1 [Taylor, Zoe E.] Purdue Univ, Dept Human Dev & Family Studies, 1202 West 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 West State St, W Lafayette, IN 47907 USA.
EM zetaylor@purdue.edu
RI Ruiz, Yumary/HKW-3812-2023
FU Spencer Foundation [201700032]; Agricultural Science and Extension for
   Economic Development (AgSEED) in Indiana Agriculture and Rural
   Communities at Purdue University
FX This research was funded by Grant 201700032 from the Spencer Foundation
   and a grant from the Agricultural Science and Extension for Economic
   Development (AgSEED) in Indiana Agriculture and Rural Communities at
   Purdue University to Yumary Ruiz and Zoe E. Taylor. We would also like
   to thank our community partners at Indiana's Region-2 Migrant Education
   Program, our research assistants, and the youth and children who
   participated.
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NR 46
TC 12
Z9 16
U1 2
U2 17
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 2019
VL 100
BP 57
EP 63
DI 10.1016/j.childyouth.2019.02.025
PG 7
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA HY3HL
UT WOS:000468014300008
DA 2024-07-15
ER

PT J
AU Patall, EA
   Hooper, S
   Vasquez, AC
   Pituch, KA
   Steingut, RR
AF Patall, Erika A.
   Hooper, Sophia
   Vasquez, Ariana C.
   Pituch, Keenan A.
   Steingut, Rebecca R.
TI Science class is too hard: Perceived difficulty, disengagement, and the
   role of teacher autonomy support from a daily diary perspective
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Perceived difficulty; Perceived competence; Autonomy support;
   Disengagement; Daily diary method
ID SELF-DETERMINATION; STUDENT ENGAGEMENT; ACHIEVEMENT-MOTIVATION; ACADEMIC
   ENGAGEMENT; SCHOOL; COMPETENCE; GRADES; INTERNALIZATION; EXPERIENCES;
   MEDIATION
AB The current research aimed to investigate students' daily experiences in high school classes by answering the following questions: to what extent does daily perceived difficulty of science classwork predict daily feelings of competence and disengagement? Are autonomy-supportive teaching strategies useful when work in science class is perceived to be more difficult than the average day? Two-hundred and eighteen high school students in 43 science classes participated in the daily diary study across a six-week instructional unit. Results of multilevel modeling revealed that on days when students perceived their science classwork to be more difficult than usual, they experienced a decrease in perceived competence, which was in turn associated with an increase in disengagement. In addition, the current research suggested that the decrease in perceived competence and subsequent decrease in engagement as a function of perceived difficulty was minimized when students perceived their teachers to provide autonomy support. Discussion centers on the theoretical and practical implications.
C1 [Patall, Erika A.] Univ Southern Calif, Rossier Sch Rossier Sch Educ, Los Angeles, CA 90089 USA.
   [Hooper, Sophia; Vasquez, Ariana C.; Pituch, Keenan A.] Univ Texas Austin, Dept Educ Psychol, Austin, TX 78712 USA.
   [Steingut, Rebecca R.] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
C3 University of Southern California; University of Texas System;
   University of Texas Austin; Columbia University Teachers College;
   Columbia University
RP Patall, EA (corresponding author), Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
EM patall@rossier.usc.edu
RI Steingut, Rebecca/P-7119-2017; Patall, Erika/AAM-5679-2020
OI Yang, Man/0000-0002-9116-7281; Patall, Erika/0000-0003-3448-8932
FU William T. Grant Foundation [180042]
FX This research was supported by a grant from the William T. Grant
   Foundation (Project #180042) to Erika A. Patall.
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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 2018
VL 58
BP 220
EP 231
DI 10.1016/j.learninstruc.2018.07.004
PG 12
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA GX1LW
UT WOS:000447479800021
DA 2024-07-15
ER

PT J
AU Khahra, A
   Thomas, A
   Gale, A
   Rowley, S
AF Khahra, Amardeep
   Thomas, Alvin
   Gale, Adrian
   Rowley, Stephanie
TI The Influence of Racial Socialization, Mentor Support, and Emotion
   Regulation on the Psychological Well-Being of African American Boys
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article; Early Access
DE Resilience; Racial discrimination; African American boys; Emotion
   regulation; Racial socialization; Mentor support
ID NATURAL MENTORS; ACADEMIC ENGAGEMENT; SOCIAL SUPPORT; DISCRIMINATION;
   ADOLESCENTS; YOUTH; IDENTITY; SCHOOL; BLACK; ASSOCIATIONS
AB Although it is well-documented that school-based racial discrimination can have adverse effects on African American adolescents, the understanding of how socio-emotional factors can act as safeguards is still limited. This study explores whether emotion regulation, mentor support, and parent racial socialization help African American boys cope with school-based racial discrimination. Factors such as emotion regulation are internal assets, while mentor support and parent racial socialization are external resources. Four hundred and eighty-seven African American boys aged 12 to 18 (M = 14.33; SD = 1.62) participated. School-based racial discrimination correlated negatively with psychological well-being. Only emotion regulation and parental racial socialization were related to positive psychological well-being. However, mentor support buffered against the negative impacts of school-based racial discrimination on psychological well-being. These results underscore the significance of assets and resources in bolstering African American boys' resilience against school-based racial discrimination, with implications for interventions and future research.
C1 [Khahra, Amardeep] Univ Wisconsin, Milwaukee, WI USA.
   [Thomas, Alvin] Univ Wisconsin, Sch Human Ecol, Madison, WI 53706 USA.
   [Gale, Adrian] Rutgers State Univ, Sch Social Work, New Brunswick, NJ USA.
   [Rowley, Stephanie] Univ Virginia, Charlottesville, VA USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee;
   University of Wisconsin System; University of Wisconsin Madison; Rutgers
   University System; Rutgers University New Brunswick; University of
   Virginia
RP Thomas, A (corresponding author), Univ Wisconsin, Sch Human Ecol, Madison, WI 53706 USA.
EM athomas42@wisc.edu
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NR 93
TC 0
Z9 0
U1 0
U2 0
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 2024 MAY 29
PY 2024
DI 10.1007/s10964-024-02016-4
EA MAY 2024
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA SN3S4
UT WOS:001235097800001
PM 38811477
DA 2024-07-15
ER

PT J
AU Ji, SH
   Qin, XQ
   Li, K
AF Ji, Suhe
   Qin, Xiaoqing
   Li, Ke
TI Chinese University English Teachers' Professional Learning through
   Academic Reading on Social Media-A Mixed-Methods Approach
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE Chinese university English teachers; academic reading; professional
   development; social media; content knowledge; pedagogical content
   knowledge
ID CONTENT KNOWLEDGE PCK; USER ACCEPTANCE; MODEL; TECHNOLOGY; ENGAGEMENT;
   EDUCATORS; INTENTION; LEARNERS; FACEBOOK; PUBLISH
AB Teachers' professional learning on social media has received growing attention recently, but research into teachers' academic engagement on social media remains limited. This study aimed to examine what factors motivated university English teachers to engage with academic reading on social media. The determinants of academic reading on social media were identified by semi-structured interviews, which were further validated by quantitative investigation. The results showed that participants' perception of values of content knowledge, pedagogical content knowledge, and students' participation in the classroom affected their intentions toward commitment to academic reading on social media. Additionally, the results revealed that perceived value of pedagogical content knowledge mediated the relationship between perceived value of content knowledge and participants' intentions toward academic reading on social media while also mediating the relationship between perceived value of students' participation in the classroom and the participants' intentions toward academic reading on social media. These findings yield implications for the professional development of university teachers and the development of pedagogical content knowledge.
C1 [Ji, Suhe; Qin, Xiaoqing] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
   [Li, Ke] Wuhan Univ, Sch Journalism & Commun, Wuhan 430072, Peoples R China.
   [Li, Ke] Wuhan Univ, Ctr Studies Media Dev, Wuhan 430072, Peoples R China.
C3 Central China Normal University; Wuhan University; Wuhan University
RP Li, K (corresponding author), Wuhan Univ, Sch Journalism & Commun, Wuhan 430072, Peoples R China.; Li, K (corresponding author), Wuhan Univ, Ctr Studies Media Dev, Wuhan 430072, Peoples R China.
EM worbych@whu.edu.cn
FU Fundamental Research Funds for the Central Universities of the Ministry
   of Education of China [30106220381]
FX This research was funded by Fundamental Research Funds for the Central
   Universities of the Ministry of Education of China (Innovation Funded
   Projects), grant number 30106220381.
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NR 70
TC 2
Z9 2
U1 4
U2 34
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD OCT
PY 2022
VL 12
IS 10
AR 390
DI 10.3390/bs12100390
PG 18
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5O1CA
UT WOS:000872218600001
PM 36285959
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Diemer, MA
   Li, CH
   Gupta, T
   Uygun, N
   Sirin, S
   Rogers-Sirin, L
AF Diemer, Matthew A.
   Li, Cheng-Hsien
   Gupta, Taveeshi
   Uygun, Nazli
   Sirin, Selcuk
   Rogers-Sirin, Lauren
TI Pieces of the immigrant paradox puzzle: measurement, level, and
   predictive differences in precursors to academic achievement
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Immigrant paradox; School engagement; School climate; Academic
   achievement; Measurement invariance
ID MEASUREMENT INVARIANCE; SCHOOL ENGAGEMENT; PERFORMANCE; STUDENTS
AB The "immigrant paradox" indicates that the academic attitudes and outcomes of 1st-generation youth exceed those of the 2nd- and 3rd-generation. This paper examines a) whether unobserved measurement bias contributes to these generational differences, b) generational differences in levels of behavioral school engagement (BSE) and perceived supportive school relations (SSR), and c) to what extent BSE mediates the relations between SSR and academic achievement and whether these relations differ across generations. New York City Social and Academic Engagement Study (NYCASES) data were analyzed. Strong measurement invariance for BSE and SSR suggests that unobserved measurement bias does not contribute to the immigrant paradox. 1st generation youth evinced higher latent means for BSE and SSR than 2nd or 3rd-generation youth. 1st generation youth responded to SSR by exerting effort while 2nd and 3rd generation youth responded to SSR by complying with rules. Because effort engendered achievement more than compliance, this study identifies a mediating mechanism that contributes to the immigrant paradox. (C) 2014 Elsevier Inc. All rights reserved.
C1 [Diemer, Matthew A.; Li, Cheng-Hsien; Uygun, Nazli] Michigan State Univ, E Lansing, MI 48824 USA.
   [Gupta, Taveeshi; Sirin, Selcuk] NYU, New York, NY USA.
   [Rogers-Sirin, Lauren] CUNY Coll Staten Isl, New York, NY USA.
C3 Michigan State University; New York University; City University of New
   York (CUNY) System; College of Staten Island (CUNY)
RP Diemer, MA (corresponding author), Michigan State Univ, Coll Educ, Dept Counseling Educ Psychol & Special Educ, 513D Erickson Hall, E Lansing, MI 48824 USA.
EM diemerm@msu.edu
RI Sirin, Selcuk/Q-8045-2019; SET, ERHAN/V-2457-2018
OI SET, ERHAN/0000-0003-1364-5396; Revear, Eva/0000-0002-4503-0209
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NR 32
TC 14
Z9 19
U1 0
U2 10
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JUL
PY 2014
VL 33
BP 47
EP 54
DI 10.1016/j.lindif.2014.04.005
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AK7NC
UT WOS:000338614000006
DA 2024-07-15
ER

PT J
AU Gray, J
   Hackling, M
AF Gray, Jan
   Hackling, Mark
TI Wellbeing and Retention: A Senior Secondary Student Perspective
SO AUSTRALIAN EDUCATIONAL RESEARCHER
LA English
DT Article
ID SCHOOL; ENGAGEMENT
AB Non-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school.
   The article reports on the first phase of a two-year study of factors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students' perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students' social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups.
   The article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed.
C1 [Gray, Jan; Hackling, Mark] Edith Cowan Univ, St Mt Lawley, WA 6050, Australia.
C3 Edith Cowan University
RP Gray, J (corresponding author), Edith Cowan Univ, 2 Bradford, St Mt Lawley, WA 6050, Australia.
EM jan.gray@ecu.edu.au; m.hackling@ecu.edu.au
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NR 42
TC 24
Z9 39
U1 1
U2 4
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0311-6999
EI 2210-5328
J9 AUST EDUC RES
JI Aust. Educ. Res.
PD AUG
PY 2009
VL 36
IS 2
BP 119
EP 145
DI 10.1007/BF03216902
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 599LW
UT WOS:000277915300007
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Hughes, JN
   Luo, W
   Kwok, OM
   Loyd, LK
AF Hughes, Jan N.
   Luo, Wen
   Kwok, Oi-Man
   Loyd, Linda K.
TI Teacher-student support, effortful engagement, and achievement: A 3-year
   longitudinal study
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE student-teacher relationship; academic engagement; reading; math;
   elementary grades
ID CHILD RELATIONSHIPS; 1ST-GRADE CLASSROOM; SCHOOL ADJUSTMENT; BEHAVIOR;
   KINDERGARTEN; PREDICTORS; RISK; ASSOCIATIONS; TEMPERAMENT; RELATEDNESS
AB Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year I TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.
C1 [Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K.] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Hughes, JN (corresponding author), Texas A&M Univ, Dept Educ Psychol, 701 Harrington Bldg,4225 TAMU, College Stn, TX 77843 USA.
EM jhughes@tamu.edu
RI Kwok, Oi-Man/HHS-7712-2022
OI Kwok, Oiman/0000-0002-4617-4562
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NR 94
TC 413
Z9 649
U1 8
U2 133
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 2008
VL 100
IS 1
BP 1
EP 14
DI 10.1037/0022-0663.100.1.1
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 265CY
UT WOS:000253337900001
PM 19578558
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Vo, H
AF Vo, Hoi
TI Giving choices or making tasks relevant? Classroom practices that foster
   L2 learner engagement
SO SYSTEM
LA English
DT Article
DE L2 engagement; Provision of choice; Task relevance; Utility value;
   Autonomy -supportive teaching
ID STUDENTS MOTIVATION; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; GENERATED
   CONTENT; PERSPECTIVE; ENGLISH; CONTEXT; CHINESE; TEACHER; MODELS
AB Driven by the desire to understand classroom practices that promote L2 student engagement, this study examined the psychological mechanisms by which two autonomy-supportive teaching behaviours, namely provision of choice and task relevance, exerted their influence on different components of L2 engagement. The development-in-sociocultural context model was used as the guiding theoretical framework while structural equation modelling was employed as the main data analysis technique. Analysis of self-report data from 413 EFL students in Vietnam suggested that task relevance was a more salient predictor of L2 engagement than provision of choice both directly and indirectly. Furthermore, students' perceived usefulness of L2 learning and their emotional reactions to L2 tasks play central roles in channelling the effects of provision of choice and task relevance on L2 engagement. The study findings were discussed in light of existing evidence from different subfields of second language acquisition including learner psychology and instructed second language acquisition. Implications for practice were also suggested to inform L2 task design and delivery.
C1 [Vo, Hoi] Southern Cross Univ, Fac Educ, TeachLab, 144 Coolangatta Rd, Bilinga, Qld 4225, Australia.
C3 Southern Cross University
RP Vo, H (corresponding author), Southern Cross Univ, Fac Educ, TeachLab, 144 Coolangatta Rd, Bilinga, Qld 4225, Australia.
EM hoi.vo@scu.edu.au
OI Vo, Ngoc Hoi/0000-0001-5962-8108
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NR 72
TC 4
Z9 4
U1 21
U2 40
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0346-251X
EI 1879-3282
J9 SYSTEM
JI System
PD AUG
PY 2023
VL 116
AR 103098
DI 10.1016/j.system.2023.103098
EA JUL 2023
PG 13
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Linguistics
GA Q7LL7
UT WOS:001059301600001
OA hybrid
DA 2024-07-15
ER

PT J
AU Maggin, DM
   Pustejovsky, JE
   Johnson, AH
AF Maggin, Daniel M.
   Pustejovsky, James E.
   Johnson, Austin H.
TI A Meta-Analysis of School-Based Group Contingency Interventions for
   Students With Challenging Behavior: An Update
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE evidence-based practice; single-subject; research methodology;
   meta-analysis; management; behavior
ID SINGLE-CASE RESEARCH; CLASSROOM MANAGEMENT STRATEGIES; INCREASE ACADEMIC
   ENGAGEMENT; ROBUST VARIANCE-ESTIMATION; CLASS-WIDE INTERVENTION;
   DIFFERENCE EFFECT SIZE; DISRUPTIVE BEHAVIOR; ELEMENTARY STUDENTS; GROUP
   CONSEQUENCES; META-REGRESSION
AB Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effectiveparticularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants' functional level.
C1 [Maggin, Daniel M.] Univ Illinois, 1040 W Harrison St,M-C 147, Chicago, IL 60607 USA.
   [Pustejovsky, James E.] Univ Texas Austin, Austin, TX 78712 USA.
   [Johnson, Austin H.] Univ Calif Riverside, Riverside, CA 92521 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; University of Texas System;
   University of Texas Austin; University of California System; University
   of California Riverside
RP Maggin, DM (corresponding author), Univ Illinois, 1040 W Harrison St,M-C 147, Chicago, IL 60607 USA.
EM dmaggin@uic.edu
OI Johnson, Austin/0000-0002-6349-0049
CR [Anonymous], 2014, WEBPLOTDIGITIZER USE
   [Anonymous], FUNCTIONS GAST SPRIG
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NR 79
TC 66
Z9 86
U1 0
U2 15
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 2017
VL 38
IS 6
BP 353
EP 370
DI 10.1177/0741932517716900
PG 18
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FM7DU
UT WOS:000415232600003
DA 2024-07-15
ER

PT J
AU Rocha, AM
   Zanon, C
   Roberts, BW
AF Rocha, Amanda M.
   Zanon, Cristian
   Roberts, Brent W.
TI Measuring conscientiousness in Brazil and disentangling its
   relationships with subjective well-being, and academic involvement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Chernyshenko conscientiousness scale; Personality assessment; Test
   adaptation; Positive psychology; Education
ID COVARIANCE STRUCTURE-ANALYSIS; PERSONALITY; SATISFACTION; ENGAGEMENT;
   METAANALYSIS; ACHIEVEMENT; VALIDATION; PEOPLE; HEALTH
AB Providing a valid and reliable measure of conscientiousness constitutes a worthwhile endeavor to allow research and intervention in Brazil. This study aimed to adapt the Chernyshenko Conscientiousness Scales (CCS) into Brazilian Portuguese, evaluate their psychometric properties, and investigate the relationship between conscientiousness and academic involvement, taking into account the possible confound effect of subjective well-being (SWB). Two samples were studied to cross-validate the CCS's internal structure. Participants were university students (N1 = 332, N2 = 684) who answered the CCS and measures of SWB and academic involvement. Exploratory factor analysis showed that the CCS presented a five-factor solution corresponding to the previously replicated facets of industriousness, orderliness, self-control, traditionalism, and virtue. Most facets related positively to life satisfaction, positive affect, and involvement in academic activities, and negatively to negative affect. A structural model indicated strong associations of conscientiousness with SWB and academic engagement, suggesting more conscious students are happier and engage more in academic tasks. These results support the use of the CCS in Brazil.
C1 [Rocha, Amanda M.; Zanon, Cristian] Univ Fed Rio Grande do Sul, Dept Dev Psychol & Personal, Rua Ramiro Barcelos 2600 Sala 209, BR-90035003 Porto Alegre, RS, Brazil.
   [Roberts, Brent W.] Univ Illinois, Dept Psychol, Champaign, IL 61820 USA.
   [Roberts, Brent W.] Tubingen Univ, Hector Res Inst Educ Sci & Psychol, Tubingen, Netherlands.
C3 Universidade Federal do Rio Grande do Sul; University of Illinois
   System; University of Illinois Urbana-Champaign
RP Zanon, C (corresponding author), Univ Fed Rio Grande do Sul, Dept Dev Psychol & Personal, Rua Ramiro Barcelos 2600 Sala 209, BR-90035003 Porto Alegre, RS, Brazil.
EM cristian.zanon@ufrgs.br
RI Roberts, Brent/HCH-8716-2022; zanon, cristian/C-2789-2014
OI zanon, cristian/0000-0003-3822-5275; Mayer da Rocha,
   Amanda/0000-0003-2322-7016; Roberts, Brent/0000-0002-3244-1164
FU Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior -Brasil
   (CAPES) [001]; Conselho Nacional de Desenvolvimento Cientifico e
   Tecnologico (CNPq)
FX This study was financed in part by the Coordenacao de Aperfeicoamento de
   Pessoal de Nivel Superior -Brasil (CAPES) -Finance Code 001 and by the
   Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq).
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NR 63
TC 0
Z9 0
U1 0
U2 7
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 OCT
PY 2023
VL 42
IS 27
BP 23970
EP 23985
DI 10.1007/s12144-022-03552-7
EA AUG 2022
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EB0D2
UT WOS:000834695300001
PM 35935747
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Liu, HR
   Yao, ML
   Li, J
   Li, RX
AF Liu, Hongrui
   Yao, Meilin
   Li, Jing
   Li, Ruoxuan
TI Multiple mediators in the relationship between perceived teacher
   autonomy support and student engagement in math and literacy learning
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Teacher autonomy support; academic self-concept; mastery goals; academic
   emotions; maths and literacy engagement
ID SELF-DETERMINATION THEORY; ACHIEVEMENT GOALS; INTRINSIC MOTIVATION;
   ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; EFFICACY BELIEFS; EMOTIONS;
   MATHEMATICS; RELATEDNESS; EXPERIENCE
AB This study examined the role of academic self-concept, mastery goals, and academic emotions as mediators in the relationship between perceived teacher autonomy support and student engagement in maths and literacy domains. Questionnaires completed by 854 students in Grades 4 and 5 in China show that perceived teacher autonomy support positively related to students' behavioural and cognitive engagement in learning both maths and literacy; however, the mechanisms of these relationships varied in the two subjects. When learning maths, perceived teacher autonomy support positively related to student engagement mainly through academic self-concept, mastery goals, and academic emotions; but when learning literacy, perceived teacher autonomy support directly related to student engagement and indirectly via academic self-concept. Moreover, enjoyment was more closely linked with maths engagement than literacy engagement. Findings contribute to understanding how teacher autonomy support influences maths and literacy learning and highlight the necessity to provide subject-specific guidance for future educational intervention.
C1 [Liu, Hongrui; Yao, Meilin; Li, Jing; Li, Ruoxuan] Beijing Normal Univ, Fac Psychol, Inst Dev Psychol, Beijing 100875, Peoples R China.
C3 Beijing Normal University
RP Yao, ML (corresponding author), Beijing Normal Univ, Fac Psychol, Inst Dev Psychol, Beijing 100875, Peoples R China.
EM mlyao@bnu.edu.cn
RI Wang, Xiaoman/JYP-1144-2024
OI Li, Ruoxuan/0000-0001-6095-7945
FU Fundamental Research Funds for the Central Universities [2019NTSS43]
FX This research was supported by the Fundamental Research Funds for the
   Central Universities (Grant No. 2019NTSS43).
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NR 76
TC 22
Z9 23
U1 16
U2 117
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 FEB 7
PY 2021
VL 41
IS 2
BP 116
EP 136
DI 10.1080/01443410.2020.1837346
EA NOV 2020
PG 21
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA QN0MH
UT WOS:000589102300001
DA 2024-07-15
ER

PT J
AU Brass, N
   McKellar, SE
   North, EA
   Ryan, AM
AF Brass, Nicole
   McKellar, Sarah E.
   North, Elizabeth A.
   Ryan, Allison M.
TI Early Adolescents' Adjustment at School: A Fresh Look at Grade and
   Gender Differences
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE early adolescence; middle school; academic adjustment; socio-emotional
   adjustment
ID BIRTH COHORT DIFFERENCES; SELF-ESTEEM; INDIVIDUAL-DIFFERENCES;
   ACADEMIC-PERFORMANCE; MIDDLE SCHOOL; TRANSITION; IMPACT; PERCEPTIONS;
   COMPETENCE; CONTINUITY
AB This study examined group differences by grade (fifth graders in elementary school and sixth graders in middle school) and gender in academic (behavioral and emotional engagement, academic self-concept, and worry) and socio-emotional adjustment (self-esteem, social satisfaction, social self-concept, and worry). Self-report data were collected from 1,003 students in the fall and spring of the school year (51.2% female, 36.7% Black, 47.2% White, 7.5% Hispanic, 5.7% Asian, 3% Other). Grade differences were null or favored fifth graders for academic adjustment. Grade differences were null or favored sixth graders for socio-emotional adjustment. Gender differences were null or favored girls for academic and socio-emotional adjustment; however, girls reported more worry in both domains. Change over time generally disfavored girls leading to the emergence of, or increases in, gender gaps by spring. The discussion considers early adolescent development and the need for continued attention to middle school reform regarding academic adjustment and gender differences.
C1 [Brass, Nicole; North, Elizabeth A.; Ryan, Allison M.] Univ Michigan, Combined Program Educ & Psychol, 610 East Univ Ave, Ann Arbor, MI 48103 USA.
   [McKellar, Sarah E.] Univ Michigan, Combined Program Educ & Psychol, Doctoral Program, Ann Arbor, MI 48103 USA.
C3 University of Michigan System; University of Michigan; University of
   Michigan System; University of Michigan
RP Brass, N (corresponding author), Univ Michigan, Combined Program Educ & Psychol, 610 East Univ Ave, Ann Arbor, MI 48103 USA.
EM nrrausch@umich.edu
OI McKellar, Sarah/0000-0002-6207-0528; Brass, Nicole/0000-0003-3766-7880
FU Spencer Foundation
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 a grant to Allison M. Ryan from the Spencer
   Foundation.
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NR 70
TC 19
Z9 26
U1 4
U2 23
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 2019
VL 39
IS 5
BP 689
EP 716
DI 10.1177/0272431618791291
PG 28
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA HS7CE
UT WOS:000464026800004
DA 2024-07-15
ER

PT J
AU Brandao, IF
AF Brandao, Ines Fialho
TI "What's in Lisbon?' Portuguese Sources in Nazi-era Provenance Research
SO JOURNAL OF CONTEMPORARY HISTORY
LA English
DT Article
DE Karl Buchholz; Estado Novo; Nazi-era provenance research; Portugal
AB Research on the circulation of artworks between Europe and the Americas superficially examined the role played by Portugal-based individuals in the trade of looted art in the immediate postwar period. Since then, however, cultural studies have ignored the interactions between Portuguese museums and collectors, and refugees and expatriates involved in the trade, as well as the role played by Portugal in the transatlantic circulation of artworks. This article has two goals: first, to examine the lack of academic engagement in the study of the transactions and provenance of artworks in Portugal between 1933 and 1945; second, to ascertain the existence and demonstrate the utility of Portuguese sources in conducting this study, by focusing on what they reveal about art dealer Karl Buchholz. Through an outline of the main areas of research, this article discusses Portuguese academic practice and museum practice. It identifies and contextualizes biases and opens the door for academic attention to Nazi-era provenance research. Portuguese sources illustrating the activity of Karl Buchholz in Portugal between 1943-5 enable a reconstruction of the chronology of his exhibitions in Lisbon and a partial identification of the artworks exhibited.
C1 [Brandao, Ines Fialho] Maynooth Univ, Maynooth, Kildare, Ireland.
C3 Maynooth University
RP Brandao, IF (corresponding author), Maynooth Univ, Maynooth, Kildare, Ireland.
EM ines.fialho.brandao@gmail.com
OI Fialho Brandao, Ines/0000-0002-9304-8913
FU Fundacao para a Ciencia e Tecnologia [SFRH/BD/75808/2011]; Fundação para
   a Ciência e a Tecnologia [SFRH/BD/75808/2011] Funding Source: FCT
FX The research for this paper was financially supported by the Fundacao
   para a Ciencia e Tecnologia, grant SFRH/BD/75808/2011. In developing the
   ideas presented here, I have received critical input from Prof. Filipe
   Ribeiro de Meneses, Dr. Elizabeth Williams, Dr. Jorn Weingartner, Mr.
   Marc Masurovsky and Dr. Nuno Senos. To them, and to the anonymous
   reviewers, I am obrigadissima. I also thank the audiences of the 'Art in
   the Periphery Seminar' at New University of Lisbon; and the editors of
   this issue in particular for their careful reading and unending
   patience. Para os meus pais.
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NR 74
TC 3
Z9 3
U1 0
U2 1
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0022-0094
EI 1461-7250
J9 J CONTEMP HIST
JI J. Contemp. Hist.
PD JUL
PY 2017
VL 52
IS 3
BP 566
EP 587
DI 10.1177/0022009416658699
PG 22
WC History
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC History
GA EY4FA
UT WOS:000403931700004
DA 2024-07-15
ER

PT J
AU Lowe, K
   Dotterer, AM
AF Lowe, Katie
   Dotterer, Aryn M.
TI Parental Monitoring, Parental Warmth, and Minority Youths' Academic
   Outcomes: Exploring the Integrative Model of Parenting
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Parental monitoring; Parental warmth; School engagement/academic
   motivation; Racial/ethnic minority youth
ID INTRINSIC MOTIVATION; SCHOOL ENGAGEMENT; ADOLESCENTS PERCEPTIONS;
   SOCIAL-CONTEXT; ACHIEVEMENT; SUCCESS; FAMILY; MIDDLE; GENDER; CHILD
AB Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents' school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers'/fathers' warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers' warmth enhanced the association between parental monitoring and youths' engagement and motivation. No gender differences in these associations emerged. Fathers' warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent-adolescent relationships to best support academic outcomes among minority youth are discussed.
C1 [Lowe, Katie; Dotterer, Aryn M.] Purdue Univ, Dept Human Dev & Family Studies, W Lafayette, IN 47907 USA.
C3 Purdue University System; Purdue University
RP Lowe, K (corresponding author), Purdue Univ, Dept Human Dev & Family Studies, 1202 West State St, W Lafayette, IN 47907 USA.
EM lowek@purdue.edu
RI Dotterer, Aryn/KEJ-1000-2024
OI Dotterer, Aryn/0000-0002-4199-0165
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NR 61
TC 91
Z9 147
U1 7
U2 83
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 1413
EP 1425
DI 10.1007/s10964-013-9934-4
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 202WU
UT WOS:000323252100007
PM 23456244
DA 2024-07-15
ER

PT J
AU Gest, SD
   Rulison, KL
   Davidson, AJ
   Welsh, JA
AF Gest, Scott D.
   Rulison, Kelly L.
   Davidson, Alice J.
   Welsh, Janet A.
TI A reputation for success (or failure): The association of peer academic
   reputations with academic self-concept, effort, and performance across
   the upper elementary grades
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE peer reputation; academic self-concept; academic achievement
ID ACHIEVEMENT; COMPETENCE; CHILDREN; BEHAVIOR; PERCEPTIONS; EXPERIENCES;
   VALIDATION; ADJUSTMENT; MOTIVATION; MODELS
AB The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models. indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance.
C1 [Gest, Scott D.; Rulison, Kelly L.; Davidson, Alice J.] Penn State Univ, Human Dev & Family Studies, University Pk, PA 16802 USA.
   [Welsh, Janet A.] Penn State Univ, Prevent Res Ctr, University Pk, PA 16802 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
RP Gest, SD (corresponding author), Penn State Univ, Human Dev & Family Studies, 110 Henderson S Bldg, University Pk, PA 16802 USA.
EM gest@psu.edu
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NR 62
TC 72
Z9 108
U1 3
U2 23
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 MAY
PY 2008
VL 44
IS 3
BP 625
EP 636
DI 10.1037/0012-1649.44.3.625
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 300RL
UT WOS:000255842800001
PM 18473632
DA 2024-07-15
ER

PT J
AU Flynn, N
   Keane, E
   Davitt, E
   McCauley, V
   Heinz, M
   Mac Ruairc, G
AF Flynn, N.
   Keane, E.
   Davitt, E.
   McCauley, V.
   Heinz, M.
   Mac Ruairc, G.
TI 'Schooling at Home' in Ireland during COVID-19': Parents' and Students'
   Perspectives on Overall Impact, Continuity of Interest, and Impact on
   Learning
SO IRISH EDUCATIONAL STUDIES
LA English
DT Article
DE COVID-19; remote learning; students; engagement; wellbeing
ID SELF-EFFICACY
AB Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence emerged of parent-perceived and student-perceived negative psychosocial impacts of SAH on students. Further, our research clarified the exceptional stress experienced by parents in attempting to support SAH. A novel finding was student perceptions of having learned less during SAH, most likely due to significant declines in academic engagement. Recommendations for potential future periods of SAH include the need for innovative means of simulating socio-collaborative contexts, more flexible school supports based on unique home learning contexts, and enhanced psychological support for parents and at-risk children/young people. In addition, we recommend that further research in the Irish context should specifically investigate the perspectives and experiences of those from minority ethnic and lower socio-economic groups.
C1 [Flynn, N.] Natl Univ Ireland, Sch Educ, Educ Psychol Inclus Educ & Res Methods, Galway, Ireland.
   [Keane, E.] Natl Univ Ireland, Sch Educ, Sociol Educ & Res Methods, Galway, Ireland.
   [Keane, E.] Natl Univ Ireland, Sch Educ, Doctoral Studies, Galway, Ireland.
   [Davitt, E.] Natl Univ Ireland, Sch Educ, Galway, Ireland.
   [McCauley, V.] Natl Univ Ireland, Sch Educ, Sci Educ, Galway, Ireland.
   [Heinz, M.] Natl Univ Ireland, Sch Educ, Teaching & Learning, Galway, Ireland.
   [Mac Ruairc, G.] Natl Univ Ireland, Sch Educ, Educ, Galway, Ireland.
C3 Ollscoil na Gaillimhe-University of Galway; Ollscoil na
   Gaillimhe-University of Galway; Ollscoil na Gaillimhe-University of
   Galway; Ollscoil na Gaillimhe-University of Galway; Ollscoil na
   Gaillimhe-University of Galway; Ollscoil na Gaillimhe-University of
   Galway; Ollscoil na Gaillimhe-University of Galway
RP Flynn, N (corresponding author), Natl Univ Ireland, Sch Educ, Galway, Ireland.
EM nflynn@nuigalway.ie
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OI Heinz, Manuela/0000-0003-3542-8931; Flynn, Niamh/0000-0001-8040-3931
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NR 31
TC 19
Z9 23
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 0332-3315
EI 1747-4965
J9 IRISH EDUC STUD
JI Ir. Educ. Stud.
PD APR 3
PY 2021
VL 40
IS 2
SI SI
BP 217
EP 226
DI 10.1080/03323315.2021.1916558
EA APR 2021
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TK4QG
UT WOS:000648763900001
OA hybrid
DA 2024-07-15
ER

PT J
AU Dixson, DD
AF Dixson, Dante D.
TI How hope measures up: Hope predicts school variables beyond growth
   mindset and school belonging
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Hope; Growth mindset; School belonging; Achievement; Adolescents
ID ACADEMIC SELF-EFFICACY; EDUCATIONAL EXPECTATIONS; PSYCHOLOGICAL SENSE;
   ACHIEVEMENT; MOTIVATION; ENGAGEMENT; ADOLESCENTS; CURIOSITY; STUDENTS;
   OPTIMISM
AB In this study, the associations among growth mindset, school belonging, and hope to several important academic variables are examined in a diverse sample of 447 high school students. In addition, the contribution made by growth mindset and school belonging to these academic variables is compared to hope's contribution. Data were collected via a school-administered survey and study analyses include a series of hierarchical regressions. This study had several notable findings. First, although growth mindset and school belonging accounted for meaningful percentages of variance in behavioral engagement, academic self-efficacy, and curiosity after controlling for demographics, both constructs did not meaningfully predict academic achievement, academic self-efficacy for self-regulation, or educational expectations. Second, hope not only accounted for the majority of variance across all academic variables compared to growth mindset and school belonging, but also explained a meaningful portion of all the academic variables (except educational expectations) beyond demographics and both variables. These results indicate that hope interventions might be a better investment than both growth mindset and school belonging interventions.
C1 [Dixson, Dante D.] Michigan State Univ, Sch & Educ Psychol, 442 Erickson, E Lansing, MI 48824 USA.
C3 Michigan State University
RP Dixson, DD (corresponding author), Michigan State Univ, Sch & Educ Psychol, 442 Erickson, E Lansing, MI 48824 USA.
EM ddixson@thehopelab.org
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NR 76
TC 14
Z9 18
U1 4
U2 59
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 JUL
PY 2022
VL 41
IS 7
BP 4612
EP 4624
DI 10.1007/s12144-020-00975-y
EA JUL 2020
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2G7UI
UT WOS:000557089500001
DA 2024-07-15
ER

PT J
AU Jin, XY
   Liu, HS
   Liu, LG
AF Jin, Xiaoyi
   Liu, Hongsheng
   Liu, Lige
TI Family education support to rural migrant children in China: evidence
   from Shenzhen
SO EURASIAN GEOGRAPHY AND ECONOMICS
LA English
DT Article
DE Family educational support; rural migrant children; urban local
   children; Hukou system
ID ACADEMIC ENGAGEMENT; PARENT INVOLVEMENT; SOCIAL IDENTITY;
   YOUNG-CHILDREN; HUKOU SYSTEM; LIFE-COURSE; ACHIEVEMENT; MIGRATION;
   ATTENDANCE; EXPECTATIONS
AB Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas. Besides the dual-structure hukou system, which restrains rural migrants from upward mobility, family capital also plays an important role in providing family educational support to rural migrant children. Using the data from P District and N District of Shenzhen in 2013, this paper explores the present status of three dimensions of family capital and five aspects of family educational support to Chinese rural migrant children, as well as the correlation between family capital and family educational support from perspectives of migration status (hukou), life course (children's age), and school type. Constrained by inadequate family capital in multiple dimensions manifested by less education, lower income, and limited social networks, etc., parents of rural migrant children provide less family educational support in nearly every aspect compared with parents of urban local children. Among rural migrant children, those in private migrant schools receive the least support from their parents.
C1 [Jin, Xiaoyi] Xi An Jiao Tong Univ, Inst Populat & Dev Studies, Xian, Peoples R China.
   [Liu, Hongsheng] Xi An Jiao Tong Univ, Sch Publ Policy & Adm, Xian, Peoples R China.
   [Liu, Lige] Northwest A&F Univ, Sch Humanities & Social Dev, Yangling, Peoples R China.
C3 Xi'an Jiaotong University; Xi'an Jiaotong University; Northwest A&F
   University - China
RP Liu, LG (corresponding author), Northwest A&F Univ, Sch Humanities & Social Dev, Yangling, Peoples R China.
EM ligeliu@nwsuaf.edu.cn
RI Liu, Lige/O-7184-2017; jin, xiaoyi/AAD-4450-2019
OI liu, hongsheng/0000-0002-8457-8330
FU Key Project of the National Social Science Foundation of China
   [13ZD044]; Shaanxi Province Social Science Foundation [2016ZDA05]
FX This study is jointly supported by Key Project of the National Social
   Science Foundation of China [grant number 13& and Shaanxi Province
   Social Science Foundation Project [grant number 2016ZDA05].
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NR 85
TC 11
Z9 12
U1 5
U2 83
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1538-7216
EI 1938-2863
J9 EURASIAN GEOGR ECON
JI Eurasian Geogr. Econ.
PY 2017
VL 58
IS 2
BP 169
EP 200
DI 10.1080/15387216.2017.1339621
PG 32
WC Area Studies; Geography
WE Social Science Citation Index (SSCI)
SC Area Studies; Geography
GA EY1EU
UT WOS:000403708900002
DA 2024-07-15
ER

PT J
AU Sjogren, AL
   Zumbrunn, S
   Broda, M
   Bae, CL
   Deutsch, NL
AF Sjogren, Ashlee L.
   Zumbrunn, Sharon
   Broda, Michael
   Bae, Christine L.
   Deutsch, Nancy L.
TI Understanding afterschool engagement: Investigating developmental
   outcomes for adolescents
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE Academic achievement; Afterschool; Engagement; Youth development
ID AFTER-SCHOOL PROGRAMS; LONGITUDINAL ANALYSIS; PARTICIPATION;
   ACHIEVEMENT; METAANALYSIS; ELEMENTARY; COMPETENCE; DIMENSIONS;
   ATTENDANCE; QUALITY
AB Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out-of-school context.
C1 [Sjogren, Ashlee L.; Deutsch, Nancy L.] Univ Virginia, POB 400281, Charlottesville, VA 22904 USA.
   [Zumbrunn, Sharon; Broda, Michael; Bae, Christine L.] Virginia Commonwealth Univ, Richmond, VA USA.
C3 University of Virginia; Virginia Commonwealth University
RP Sjogren, AL (corresponding author), Univ Virginia, POB 400281, Charlottesville, VA 22904 USA.
EM aml6qc@virginia.edu
RI Broda, Michael/AAD-4134-2022
OI Broda, Michael/0000-0002-0019-5528; Deutsch, Nancy/0000-0001-6021-8747;
   Zumbrunn, Sharon/0000-0003-4732-2325
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NR 65
TC 3
Z9 4
U1 2
U2 16
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 2022
VL 69
IS 1-2
BP 169
EP 182
DI 10.1002/ajcp.12554
EA OCT 2021
PG 14
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA ZU8BV
UT WOS:000711314400001
PM 34704610
DA 2024-07-15
ER

PT J
AU Brister, E
AF Brister, Evelyn
TI Field Philosophy and Social Justice
SO SOCIAL EPISTEMOLOGY
LA English
DT Article
DE Activism; advocacy; comparative philosophy; field philosophy; social
   justice
AB Field philosophy is a method of philosophical practice. As such, it is open or neutral with regard to topic and content, to the social location of collaborators, and to the type of outcome or product that is its aim. With regard to its criteria, field philosophers may pursue philosophical collaborations in government, business, entertainment, religion, science, or other areas. In this paper, I respond to critiques of philosophers doing politically engaged work and then show that there are several reasons that field philosophy is strongly suitable for the pursuit of social justice. First, researchers with an existing interest in civic engagement and social justice will find field philosophy effective for achieving concrete goals. Second, social justice depends on ethical arguments, so there is an existing interest in incorporating philosophical perspectives. Third, field philosophers can draw on resources developed by feminist and racial justice scholars who have long theorized the association between academic practice and political engagement. And fourth, feminist and progressive inquiry develops insights into the functioning of social institutions. Cross-culturally, field philosophy is a research method that develops reflective participation in knowledge production and that supports academic engagement in decision-making for positive social outcomes, however, those are locally construed.
C1 [Brister, Evelyn] Rochester Inst Technol, Dept Philosophy, Rochester, NY 14623 USA.
C3 Rochester Institute of Technology
RP Brister, E (corresponding author), Rochester Inst Technol, Dept Philosophy, Rochester, NY 14623 USA.
EM elbgsl@rit.edu
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NR 25
TC 4
Z9 4
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 0269-1728
EI 1464-5297
J9 SOC EPISTEMOL
JI Soc. Epistemol.
PD JUL 4
PY 2021
VL 35
IS 4
SI SI
BP 393
EP 404
DI 10.1080/02691728.2020.1757176
EA MAY 2020
PG 12
WC History & Philosophy Of Science; Philosophy; Social Sciences,
   Interdisciplinary
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC History & Philosophy of Science; Philosophy; Social Sciences - Other
   Topics
GA ST8LZ
UT WOS:000532181900001
DA 2024-07-15
ER

PT J
AU Skinner, EA
   Kindermann, TA
   Furrer, CJ
AF Skinner, Ellen A.
   Kindermann, Thomas A.
   Furrer, Carrie J.
TI A Motivational Perspective on Engagement and Disaffection
   Conceptualization and Assessment of Children's Behavioral and Emotional
   Participation in Academic Activities in the Classroom
SO EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
LA English
DT Article
DE academic engagement; disaffection; achievement motivation; classroom
   participation; emotional engagement; on-task behavior
ID ACHIEVEMENT-MOTIVATION; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; PERCEIVED
   CONTROL; MIDDLE; SELF; TEACHERS; ELEMENTARY; MODEL; ATTACHMENT
AB This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.
C1 [Skinner, Ellen A.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Skinner, EA (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM skinnere@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649
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NR 70
TC 857
Z9 1165
U1 26
U2 249
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1644
EI 1552-3888
J9 EDUC PSYCHOL MEAS
JI Educ. Psychol. Meas.
PD JUN
PY 2009
VL 69
IS 3
BP 493
EP 525
DI 10.1177/0013164408323233
PG 33
WC Psychology, Educational; Mathematics, Interdisciplinary Applications;
   Psychology, Mathematical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Mathematics
GA 443IF
UT WOS:000265902700009
DA 2024-07-15
ER

PT J
AU Huang, JJ
AF Huang, Jingjing
TI The Role of English as a Foreign Language Teachers' Mindfulness and
   Compassion in Fostering Students' Foreign Language Enjoyment
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE positive psychology; teachers' mindfulness; teachers' compassion;
   students' enjoyment; EFL
ID PRESERVICE TEACHERS; POSITIVE PSYCHOLOGY; CLASSROOM ANXIETY; EMOTIONS;
   BURNOUT; EDUCATION; LEARNERS; BROADEN; LOVE; LINK
AB With the popularity of positive psychology in English as a Foreign Language (EFL) teaching and learning, learners' positive emotions have attracted great academic attention. Foreign language enjoyment (FLE) is regarded as a constructive emotion and key component for learners' academic engagement that is affected by educators' emotions and psychological attributes. Earlier studies have proved the positive role of educators' mindfulness and compassion in reducing learners' negative feelings, boosting their positive emotions and building a harmonious teacher-student rapport. Through mindful and compassionate training, EFL teachers are skilled at creating a joyful learning atmosphere, showing understanding and support toward learners, as well as inspiring learners with enthusiasm and joy. The present review makes efforts to emphasize the significant effect of EFL teachers' mindfulness and compassion on fostering students' FLE. Moreover, a number of practical implications are provided for EFL teachers, teacher educators, school managers, and future directions are offered for enthusiastic researchers to conduct similar and complementary research in the field of foreign language education.
C1 [Huang, Jingjing] Hefei Normal Univ, Sch Foreign Languages, Hefei, Peoples R China.
C3 Hefei Normal University
RP Huang, JJ (corresponding author), Hefei Normal Univ, Sch Foreign Languages, Hefei, Peoples R China.
EM 16677314@qq.com
RI Huang, Jingjing/HMD-6674-2023
FU Key Research Program of Humanities and Social Sciences of Anhui
   Universities [SK2021A0514]; Quality Project of Universities in Anhui
   Province [2020jyxm1545]; Course Demonstration Program of Curriculum
   Ideology and Politics of Hefei Normal University [2020szsfkc06];
   Transverse Project of Hefei Normal University [HXXM2020006]
FX Funding This work was supported by Key Research Program of Humanities
   and Social Sciences of Anhui Universities (SK2021A0514), Quality Project
   of Universities in Anhui Province (2020jyxm1545), Course Demonstration
   Program of Curriculum Ideology and Politics of Hefei Normal University
   (2020szsfkc06), and Transverse Project of Hefei Normal University
   (HXXM2020006).
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NR 80
TC 3
Z9 3
U1 20
U2 82
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 MAY 3
PY 2022
VL 13
AR 899298
DI 10.3389/fpsyg.2022.899298
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1M0SY
UT WOS:000799689100001
PM 35592155
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Curry, D
   Van de Walle, S
AF Curry, Dion
   Van de Walle, Steven
TI A Bibliometrics Approach to Understanding Conceptual Breadth, Depth and
   Development: The Case of New Public Management
SO POLITICAL STUDIES REVIEW
LA English
DT Article
DE New Public Management; public management reform; bibliometrics
ID OBSOLESCENCE; POLICY; 1980S; TIME
AB This article uses bibliometric analysis to track the breadth and depth of the concept of New Public Management as it has developed in the 25years since the coining of the term, in order to provide a deeper understanding of how academics have engaged with the subject. The article uses bibliometric and qualitative analysis to map the use of the concept as a whole and over time, and the use of bibliometrics provides an original, methodical and quantitative way of analysing the usage and movement of New Public Management as a concept. It looks at the breadth of the literature in terms of whether it has spread to new journals or academic disciplines and depth in terms of whether articles on New Public Management engage with new research on the subject. It is shown that the breadth of the literature has increased, but there has been no significant deepening. By providing an overarching view of New Public Management as a concept, this article allows for more systematic academic engagement with the concept, leading to a deeper research agenda that goes beyond its current somewhat limited usage.
C1 [Curry, Dion] Swansea Univ, Dept Polit & Cultural Studies, James Callaghan Bldg,Singleton Pk, Swansea SA2 8PP, W Glam, Wales.
   [Van de Walle, Steven] Katholieke Univ Leuven, Publ Governance Inst, Leuven, Belgium.
C3 Swansea University; KU Leuven
RP Curry, D (corresponding author), Swansea Univ, Dept Polit & Cultural Studies, James Callaghan Bldg,Singleton Pk, Swansea SA2 8PP, W Glam, Wales.
EM D.S.D.Curry@swansea.ac.uk
RI Van de Walle, Steven/B-2400-2010
OI Curry, Dion/0000-0003-2222-5190
FU European Union's Seventh Framework Programme [266887]; Socio-economic
   Sciences and Humanities; European Union's Horizon Marie Sklodowska Curie
   action [661479]; Marie Curie Actions (MSCA) [661479] Funding Source:
   Marie Curie Actions (MSCA)
FX This research was supported by the European Union's Seventh Framework
   Programme under grant agreement no. 266887 (Project COCOPS),
   Socio-economic Sciences and Humanities and the European Union's Horizon
   2020 Marie Sklodowska Curie action under grant agreement no. 661479
   (Project MLGPIL).
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NR 50
TC 7
Z9 7
U1 3
U2 52
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1478-9299
EI 1478-9302
J9 POLIT STUD REV
JI Polit. Stud. Rev.
PD MAY
PY 2018
VL 16
IS 2
BP 113
EP 124
DI 10.1177/1478929916644869
PG 12
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA GC6OD
UT WOS:000429910600003
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Sharma, MD
   Stewart, C
   Wilson, R
   Gökalp, MS
AF Sharma, Manjula Devi
   Stewart, Chris
   Wilson, Rachel
   Gokalp, Muhammed Sait
TI Can a Syllabus Change Impact on Students' Perceptions of Science?
   Fragmented and Cohesive Conceptions of Physics
SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
LA English
DT Article
DE academic engagement; conceptions; university students; curricular
   reform; physics education
ID MATHEMATICS; EXPERIENCES; FIT
AB In recent decades, the literature paid attention to students' conceptions of the nature of disciplines. This study aimed to investigate how students' cohesive and fragment conceptions of physics changed with a major change in senior high school physics syllabus. We obtained measures of conceptions of physics by utilizing a 20-item questionnaire and triangulated by open-ended responses. The sample was 1979 first year university students from three different years surveyed in their first laboratory session. The first cohort of 780 first year university students had experienced the old syllabus in high school and the next two cohorts of 511 and 688 first year university students had experienced a rejuvenated high school syllabus. By establishing the reliability and validity we found that there exists a substantial shift in student conceptions of the cohesiveness of physics coinciding with the school syllabus change. This shift was mirrored in qualitative data. Furthermore, students with more previous engagement in physics learning, on the average, demonstrated less fragmented and more cohesive conceptions with the rejuvenated syllabus than with the old syllabus.
C1 [Sharma, Manjula Devi; Stewart, Chris; Wilson, Rachel] Univ Sydney, Sydney, NSW 2006, Australia.
C3 University of Sydney
RP Sharma, MD (corresponding author), Univ Sydney, Sch Phys, Sydney, NSW 2006, Australia.
EM sharma@physics.usyd.edu.au
OI Wilson, Rachel/0000-0002-2550-1253
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NR 40
TC 5
Z9 5
U1 0
U2 6
PU MODESTUM LTD
PI LONDON
PA STE 124 CHALLENGE HOUSE 616 MITCHAM RD, CROYDON, LONDON, CRO 3AA,
   ENGLAND
SN 1305-8215
EI 1305-8223
J9 EURASIA J MATH SCI T
JI Eurasia J. Math. Sci. Technol. Educ.
PD FEB
PY 2013
VL 9
IS 1
BP 33
EP 44
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 186WG
UT WOS:000322076100004
DA 2024-07-15
ER

PT J
AU Shih, SS
AF Shih, Shu-Shen
TI Perfectionism, Implicit Theories of Intelligence, and Taiwanese
   Eighth-Grade Students' Academic Engagement
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE academic emotions; contingent self-worth; implicit theories of
   intelligence; perfectionism; self-handicapping
ID ACHIEVEMENT GOALS; CLINICAL PERFECTIONISM; INDIVIDUAL-DIFFERENCES;
   PERFORMANCE; MOTIVATION; DIMENSIONS; CONTINGENCIES; COMPONENTS;
   BEHAVIORS; MODEL
AB The authors attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed.
C1 [Shih, Shu-Shen] Natl Chengchi Univ, Inst Teacher Educ, Taipei 11605, Taiwan.
C3 National Chengchi University
RP Shih, SS (corresponding author), Natl Chengchi Univ, Inst Teacher Educ, 64 Sec 2,ZhiNan Rd, Taipei 11605, Taiwan.
EM shusshen@nccu.edu.tw
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NR 61
TC 60
Z9 82
U1 3
U2 65
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 2
BP 131
EP 142
AR PII 933281424
DI 10.1080/00220670903570368
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 719NA
UT WOS:000287210300006
DA 2024-07-15
ER

PT J
AU Rickert, NP
   Dancis, JS
   Skinner, EA
AF Rickert, Nicolette P.
   Dancis, Julia S.
   Skinner, Ellen A.
TI Dynamics of teacher autonomy support in early adolescence: feedforward
   and feedback effects with students' autonomy, competence, relatedness,
   and engagement
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Self-determination theory; Motivational dynamics; Teacher autonomy
   support; Self-system processes; Engagement; Virtuous and vicious cycles
ID SELF-DETERMINATION; ACADEMIC ENGAGEMENT; MOTIVATION; SCHOOL; CLASSROOM;
   ACHIEVEMENT; BENEFITS; MODEL; WELL
AB This study examined the reciprocal dynamics of teacher autonomy support with student motivation and engagement during late elementary and early middle school. A total of 861 students in grades 5-7 reported on three components of teacher autonomy support (choice, relevance, and respect), as well as their own engagement and self-system processes (autonomy, competence, and relatedness) at the beginning and end of the same school year. Examination of feedforward effects showed that changes in aggregated teacher autonomy support predicted changes in all three self-processes and engagement; but feedback effects suggested that only student autonomy uniquely predicted changes in the autonomy support teachers subsequently provided. The three components of teacher autonomy support showed somewhat differentiated feedforward and feedback effects depending on the individual student outcome. Finally, person-centered analyses suggested that the effects of the components of autonomy support were cumulative. Together, such feedforward and feedback effects could create virtuous and vicious cycles that may contribute to the generation and maintenance of differentially motivationally supportive teacher-student transactions.
C1 [Rickert, Nicolette P.] Georgia Southern Univ, Dept Psychol, Statesboro, GA 30458 USA.
   [Dancis, Julia S.] Univ Washington, Div Social Behav & Human Sci, Tacoma, WA USA.
   [Skinner, Ellen A.] Portland State Univ, Psychol Dept, Portland, OR USA.
C3 University System of Georgia; Georgia Southern University; University of
   Washington; University of Washington Tacoma; Portland State University
RP Rickert, NP (corresponding author), Georgia Southern Univ, Dept Psychol, Statesboro, GA 30458 USA.
EM nrickert@georgiasouthern.edu
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NR 72
TC 0
Z9 0
U1 0
U2 0
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 JUN 15
PY 2024
DI 10.1007/s10212-024-00852-3
EA JUN 2024
PG 27
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA UG0P7
UT WOS:001246791600002
DA 2024-07-15
ER

PT J
AU Engels, MC
   Phalet, K
   Gremmen, MC
   Dijkstra, JK
   Verschueren, K
AF Engels, Maaike C.
   Phalet, Karen
   Gremmen, Mariola C.
   Dijkstra, Jan Kornelis
   Verschueren, Karine
TI Adolescents' engagement trajectories in multicultural classrooms: The
   role of the classroom context
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Behavioral engagement; Emotional engagement; Ethnic classroom
   composition; Ethnic minorities; Peer norms; Teacher support
ID TEACHER-STUDENT RELATIONSHIPS; ETHNIC SCHOOL COMPOSITION; ACADEMIC
   ENGAGEMENT; BEHAVIORAL ENGAGEMENT; AGGRESSIVE-BEHAVIOR; CHILD
   RELATIONSHIPS; PERCEIVED CONTROL; MODERATING ROLE; PEER RELATIONS;
   ACHIEVEMENT
AB This study investigates three important aspects of the classroom context in shaping adolescents' classroom engagement trajectories: (a) teacher support, (b) peer norms (i.e., descriptive and popularity norms), and (c) ethnic classroom composition (i.e., ethnic heterogeneity and proportion of majorities). An ethnically diverse sample of 730 adolescents from Grades 9 to 11 was followed annually. Longitudinal multilevel models revealed that more teacher support and higher classroom-levels of engagement (i.e., descriptive norms) promote adolescents' behavioral and emotional engagement. Moreover, more ethnic heterogeneity in the classroom related to less steep decreases in behavioral engagement over time, whereas higher proportions of majorities in the classroom were associated with steeper decreases in emotional engagement over time. Associations were the same for ethnic minorities and majorities. Furthermore, teacher support and descriptive norms jointly buffered against declining behavioral engagement trajectories. In general, this study underscored the importance of the classroom context in adolescents' behavioral and emotional engagement.
C1 [Engels, Maaike C.; Dijkstra, Jan Kornelis] Univ Groningen, Dept Sociol, Groningen, Netherlands.
   [Engels, Maaike C.; Dijkstra, Jan Kornelis] Univ Groningen, Interuniv Ctr Social Sci Theory & Methodol ICS, Groningen, Netherlands.
   [Phalet, Karen] Tiensestr 102,Box 3727, B-3000 Leuven, Belgium.
   [Gremmen, Mariola C.] Avans Hogesch, Shertogenbosch, Netherlands.
   [Verschueren, Karine] Sch Psychol & Dev Context, Tiensestr 102,Box 3717, B-3000 Leuven, Belgium.
C3 University of Groningen; University of Groningen
RP Engels, MC (corresponding author), Grote Rozenstr 19, NL-9712 TG Groningen, Netherlands.
EM M.C.Engels@rug.nl
RI Dijkstra, Jan K/E-9338-2013
OI Verschueren, Karine/0000-0003-2172-1424
FU Fund for Scientific Research-Flanders [G.0728.14]; NORFACE Migration
   Research Program; Leuven University Research Council; Flanders' National
   Science Foundation
FX This study was supported by Fund for Scientific Research-Flanders [grant
   number G.0728.14, PI: Verschueren]. Children of Immigrants Longitudinal
   Study (CILS) data collection was funded by the NORFACE Migration
   Research Program, and for Belgium, by the Leuven University Research
   Council and by Flanders' National Science Foundation.
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NR 104
TC 17
Z9 22
U1 4
U2 27
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 2020
VL 69
AR 101156
DI 10.1016/j.appdev.2020.101156
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA MS8EW
UT WOS:000554507900006
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Heppen, JB
   Zeiser, K
   Holtzman, DJ
   O'Cummings, M
   Christenson, S
   Pohl, A
AF Heppen, Jessica B.
   Zeiser, Kristina
   Holtzman, Deborah J.
   O'Cummings, Mindee
   Christenson, Sandra
   Pohl, Angie
TI Efficacy of the Check & Connect Mentoring Program for At-Risk General
   Education High School Students
SO JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS
LA English
DT Article
DE dropout prevention; efficacy trials; at-risk students; mentoring
ID YOUTH; DISABILITIES; ENGAGEMENT
AB Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention.
C1 [Heppen, Jessica B.; Zeiser, Kristina; Holtzman, Deborah J.; O'Cummings, Mindee] Amer Inst Res, 1000 Thomas Jefferson St NW, Washington, DC 20007 USA.
   [Christenson, Sandra; Pohl, Angie] Univ Minnesota, Minneapolis, MN USA.
C3 American Institutes for Research; University of Minnesota System;
   University of Minnesota Twin Cities
RP Heppen, JB (corresponding author), Amer Inst Res, 1000 Thomas Jefferson St NW, Washington, DC 20007 USA.
EM jheppen@air.org
OI Holtzman, Deborah/0000-0002-2761-8631
FU Institute of Education Sciences, U.S. Department of Education
   [R305A110252]
FX This research was supported by Grant R305A110252 from the Institute of
   Education Sciences, U.S. Department of Education, to American Institutes
   for Research. The opinions expressed are those of the authors and do not
   represent the views of the Institute or the U.S. Department of
   Education.
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NR 32
TC 11
Z9 43
U1 0
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1934-5747
EI 1934-5739
J9 J RES EDUC EFF
JI J. Res. Educ. Eff.
PY 2018
VL 11
IS 1
BP 56
EP 82
DI 10.1080/19345747.2017.1318990
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FU7VN
UT WOS:000424060900006
DA 2024-07-15
ER

PT J
AU Yee, A
AF Yee, April
TI The Unwritten Rules Of Engagement: Social Class Differences in
   Undergraduates' Academic Strategies
SO JOURNAL OF HIGHER EDUCATION
LA English
DT Article
DE social class; student engagement; first-generation students
ID 1ST-GENERATION COLLEGE-STUDENTS; EXPERIENCES; INVOLVEMENT
AB Research has shown social class differences in undergraduate engagement, yet we know little about the reasons for these afferences. Drawing on interviews and participant observation with undergraduates at an urban, public comprehensive university, this ethnographic study investigates the academic engagement strategies of students from different social class backgrounds during their first two years of college. I find that first-generation and middle class students expend strenuous efforts to succeed, with first-generation students employing independent strategies and middle class students employing interactive, as well as independent, strategies. But because middle class students have a broader repertoire of strategies, which include those that are visible and valued by university faculty and staff, they are advantaged in the college context, or field, relative to their first-generation peers. This research shows how culture in the form of social class shapes undergraduates' academic strategies and contributes to their unequal outcomes. It also points to the role of institutions in defining the implicit rules of engagement, such that middle class strategies of interaction are recognized and rewarded while first-generation strategies of independence are largely ignored.
C1 [Yee, April] James Irvine Fdn, Francisco, CA 94104 USA.
RP Yee, A (corresponding author), James Irvine Fdn, Francisco, CA 94104 USA.
EM ayee@irvine.org
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NR 59
TC 67
Z9 123
U1 4
U2 34
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-DEC
PY 2016
VL 87
IS 6
BP 831
EP 858
DI 10.1353/jhe.2016.0031
PG 28
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EA6LL
UT WOS:000386740600003
DA 2024-07-15
ER

PT J
AU Coy, M
   Garner, M
AF Coy, Maddy
   Garner, Maria
TI Definitions, discourses and dilemmas: policy and academic engagement
   with the sexualisation of popular culture
SO GENDER AND EDUCATION
LA English
DT Article
DE sexualisation; violence against women and girls; gender; agency;
   masculinity
ID HARASSMENT; VIOLENCE; SCHOOLS; AGENCY; GIRLS; MEDIA; SEX
AB While debates around sexualisation are underway in academic, policy, practitioner and popular contexts, there are tensions as well as connections across and within these arenas. This article traces the origins of policymakers' engagement with sexualisation and reflects on the conclusions from the recent reviews commissioned by the current and former Westminster governments, including links with strategic responses to violence against women and girls (VAWG). Within academia, themes of agency, participation and pleasures in sexualised culture(s) are, arguably, more dominant. Here, we explore these differing engagements with the issue of sexualisation. We draw on the practice-based evidence of women's organisations, and suggest this constitutes an 'epistemic community' [Haas, P. M. 1992. Introduction: Epistemic communities and international policy co-ordination. International Organization 46, no. 1: 1-35; cited in Walby, S. 2011a. The future of feminism. Cambridge: Polity Press], a vantage point from where sexualisation is primarily viewed as a 'conducive context' [Kelly, L. 2007. A conducive context: Trafficking of persons in central Asia. In Human trafficking, ed. M. Lee, 73-91. Cullompton: Willan Publishing] for VAWG.
C1 [Coy, Maddy; Garner, Maria] London Metropolitan Univ, Fac Social Sci & Humanities, London, England.
C3 London Metropolitan University
RP Coy, M (corresponding author), London Metropolitan Univ, Fac Social Sci & Humanities, London, England.
EM m.coy@londonmet.ac.uk
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NR 74
TC 26
Z9 28
U1 0
U2 24
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PY 2012
VL 24
IS 3
SI SI
BP 285
EP 301
DI 10.1080/09540253.2012.667793
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 936SF
UT WOS:000303609600004
DA 2024-07-15
ER

PT J
AU Abramo, G
   D'Angelo, CA
AF Abramo, Giovanni
   D'Angelo, Ciriaco Andrea
TI Drivers of academic engagement in public-private research collaboration:
   an empirical study
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE University-industry interactions; Research collaboration; Technology
   transfer; Individual and contextual factors; Co-authorship;
   Bibliometrics
ID UNIVERSITY-INDUSTRY COLLABORATION; BAYH-DOLE ACT; GENDER-DIFFERENCES;
   SCIENTISTS; KNOWLEDGE; PATTERNS; FACULTY; DETERMINANTS; ORIENTATION;
   STRATEGIES
AB University-industry research collaboration is one of the major research policy priorities of advanced economies. In this study, we try to identify the main drivers that could influence the propensity of academics to engage in research collaborations with the private sector, in order to better inform policies and initiatives to foster such collaborations. At this purpose, we apply an inferential model to a dataset of 32,792 Italian professors in order to analyze the relative impact of individual and contextual factors affecting the propensity of academics to engage in collaboration with industry, at overall level and across disciplines. The outcomes reveal that the typical profile of the professor collaborating with industry is a male under age 40, full professor, very high performer, with highly diversified research, and who has a certain tradition in collaborating with industry. This professor is likely to be part of a staff used to collaborating with industry, in a small university, typically a polytechnic, located in the north of the country.
C1 [Abramo, Giovanni] Natl Res Council Italy, Lab Studies Res Evaluat, Inst Syst Anal & Comp Sci IASI CNR, Via Taurini 19, I-00185 Rome, Italy.
   [D'Angelo, Ciriaco Andrea] Univ Rome Tor Vergata Italy, Lab Studies Res Evaluat IASI CNR, Dipartimento Ingn Impresa, Via Politecn 1, I-00133 Rome, Italy.
C3 Consiglio Nazionale delle Ricerche (CNR); Istituto di Analisi dei
   Sistemi ed Informatica "Antonio Ruberti" (IASI-CNR); Consiglio Nazionale
   delle Ricerche (CNR); Istituto di Analisi dei Sistemi ed Informatica
   "Antonio Ruberti" (IASI-CNR); University of Rome Tor Vergata
RP Abramo, G (corresponding author), Natl Res Council Italy, Lab Studies Res Evaluat, Inst Syst Anal & Comp Sci IASI CNR, Via Taurini 19, I-00185 Rome, Italy.
EM giovanni.abramo@uniroma2.it; dangelo@dii.uniroma2.it
RI D'Angelo, Ciriaco Andrea/J-8162-2012
OI D'Angelo, Ciriaco Andrea/0000-0002-6977-6611; abramo,
   giovanni/0000-0003-0731-3635
FU Universita degli Studi di Roma Tor Vergata within the CRUI-CARE
   Agreement; Italian Ministry of Universities and Research [PRIN
   2017NKWYFC]
FX Open access funding provided by Universita degli Studi di Roma Tor
   Vergata within the CRUICARE Agreement. This research was partly funded
   by the Italian Ministry of Universities and Research, PRIN 2017NKWYFC
   'The effects of evaluation on academic research: knowledge production
   and methodological issues'.
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NR 64
TC 4
Z9 4
U1 5
U2 36
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD DEC
PY 2022
VL 47
IS 6
SI SI
BP 1861
EP 1884
DI 10.1007/s10961-021-09884-z
EA OCT 2021
PG 24
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA 6M2YJ
UT WOS:000708362900001
OA hybrid
DA 2024-07-15
ER

PT J
AU Elmaadaway, MAN
AF Elmaadaway, Mohamed Ali Nagy
TI The effects of a flipped classroom approach on class engagement and
   skill performance in a Blackboard course
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID ACADEMIC ENGAGEMENT
AB This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty-eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped approach respectively. To determine the effect of the approach on participants' perceived levels of engagement and skill performance, questionnaires were administered and student performance was examined in terms of quantitative descriptive analysis. The results revealed that participants in the experimental group were more active and engaged compared with those in the control group. In terms of classroom engagement specifically, participants in the experimental group exhibited greater behavioral and emotional engagement. Through the flipped approach, participants were able to study course content at home first, thereby preparing themselves to participate in relevant class activities, pose questions and engage in problem solving with peers. In addition, unlike in a traditional lecture, the instructor was able to move freely through the classroom, providing direct assistance to participants on a case-by-case basis.
C1 [Elmaadaway, Mohamed Ali Nagy] King Saud Univ, Sci Res, POB 2454, Riyadh 11451, Saudi Arabia.
   [Elmaadaway, Mohamed Ali Nagy] Kafr El Sheikh Univ, Fac Specif Edu, Dept Educ Technol, Kafr Al Sheikh, Egypt.
C3 King Saud University; Egyptian Knowledge Bank (EKB); Kafrelsheikh
   University
RP Elmaadaway, MAN (corresponding author), King Saud Univ, Sci Res, POB 2454, Riyadh 11451, Saudi Arabia.
EM prof_nagy@yahoo.com
RI nagy, mohamed/GVT-7750-2022
OI Nagy Elmaadaway, Mohamed Ali/0000-0001-7532-3427
FU Deanship of Scientific Research at King Saud University [RG-1435-061]
FX The author extends his sincere appreciation to the Deanship of
   Scientific Research at King Saud University for funding this research
   under grant number RG-1435-061.
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U1 8
U2 98
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD MAY
PY 2018
VL 49
IS 3
BP 479
EP 491
DI 10.1111/bjet.12553
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GC3RN
UT WOS:000429701400011
DA 2024-07-15
ER

PT J
AU Fatou, N
   Kubiszewski, V
AF Fatou, Nicolas
   Kubiszewski, Violaine
TI Are perceived school climate dimensions predictive of students'
   engagement?
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE School climate; Student engagement; Adolescents; Behavioral regulation
ID ACADEMIC ENGAGEMENT; BEHAVIORAL ENGAGEMENT; CLASSROOM CLIMATE; WORK
   ENGAGEMENT; SOCIAL SUPPORT; MIDDLE; PERCEPTIONS; PERFORMANCE;
   COMMITMENT; RESOURCES
AB Students' engagement is known to be associated with academic success and to prevent school dropouts. While many studies have considered this variable when examining school trajectories, more research is needed to investigate the factors that may sustain and promote engagement in school, regarded as a multidimensional construct (affective vs. cognitive vs. behavioral engagement). In the present cross-sectional study, associations between students' perceptions of school climate dimensions and their level of engagement were explored. The differential effects on these associations of sex and social background were also examined. Results from a sample of 955 high-school students showed that a model incorporating six dimensions of perceived school climate explained a large proportion of the variance in students' engagement, especially affective engagement. The perceived climate of relations between teachers and students appeared to be highly predictive of students' engagement. Analyses also revealed that the predictiveness of school climate factors for affective, cognitive and behavioral engagement varied slightly according to sex and social background. These results highlight important levers associated with students' engagement in school.
C1 [Fatou, Nicolas; Kubiszewski, Violaine] Univ Bourgogne Franche Comte, Lab Psychol, Franche Comte Teacher Training Coll ESPE, Educ Res Federat,EA 3188, 30 Rue Megevand, F-25230 Besancon, France.
   [Kubiszewski, Violaine] Univ Bourgogne Franche Comte, EA 3188, Psychol Lab, Besancon, France.
C3 Universite de Franche-Comte
RP Kubiszewski, V (corresponding author), Univ Bourgogne Franche Comte, Lab Psychol, Franche Comte Teacher Training Coll ESPE, Educ Res Federat,EA 3188, 30 Rue Megevand, F-25230 Besancon, France.; Kubiszewski, V (corresponding author), Univ Bourgogne Franche Comte, EA 3188, Psychol Lab, Besancon, France.
EM violaine.kubiszewski@univ-fcomte.fr
OI Kubiszewski, Violaine/0000-0002-8185-3384
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NR 81
TC 41
Z9 66
U1 11
U2 52
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 2018
VL 21
IS 2
BP 427
EP 446
DI 10.1007/s11218-017-9422-x
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GF9XA
UT WOS:000432331200009
DA 2024-07-15
ER

PT J
AU Runions, KC
AF Runions, Kevin C.
TI Does Gender Moderate the Association Between Children's Behaviour and
   Teacher-Child Relationship in the Early Years?
SO AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING
LA English
DT Article
DE child behaviour; social contexts; teacher-child relationship; gender
ID RELATIONSHIP QUALITY; STUDENT-TEACHER; KINDERGARTEN; ADJUSTMENT; BOYS;
   TEMPERAMENT; ENGAGEMENT; SEX
AB Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers' perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether teachers' reports of relationship quality were differentially associated with children's behaviours depending on child gender. Teachers provided behavioural reports and ratings of closeness and conflict for children from kindergarten (n = 598), pre-primary (n = 496), and year 1 (n = 451). Of 19 significant associations, only 5 were moderated by gender, including hyperactivity and emotional problems. The findings suggest that, primarily, gender does not moderate how teachers' perceptions of behaviours correlate with their ratings of relationship quality, but that gender role expectations may affect teacher-child relationship quality in some behavioural domains. Suggestions for counsellors working with teachers are presented that target teacher self-reflection on gender expectations, behavioural expectations and their intersection, to improve teacher-child relationship quality.
C1 [Runions, Kevin C.] Univ Victoria, Victoria, BC V8W 2Y2, Canada.
   [Runions, Kevin C.] Edith Cowan Univ, Child Hlth Promot Res Ctr, Perth, WA, Australia.
C3 University of Victoria; Edith Cowan University
RP Runions, KC (corresponding author), Univ Victoria, STN CSC, Box 1700, Victoria, BC V8W 2Y2, Canada.
EM krunions@uvic.ca
RI Runions, Kevin C/A-4548-2013; Runions, Kevin C/AAY-3828-2021
OI Runions, Kevin C/0000-0002-8770-8743; 
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NR 37
TC 5
Z9 9
U1 0
U2 33
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 2014
VL 24
IS 2
BP 197
EP 214
DI 10.1017/jgc.2014.3
PG 18
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA AW5ZN
UT WOS:000346349500005
DA 2024-07-15
ER

PT J
AU Ford, WB
   Radley, KC
   Tingstrom, DH
   Dart, EH
   Dufrene, B
AF Ford, W. Blake
   Radley, Keith C.
   Tingstrom, Daniel H.
   Dart, Evan H.
   Dufrene, Brad
TI Evaluation of the Good Behavior Game Using ClassDojo in Secondary
   Classrooms
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article; Early Access
DE Behavior analysis; classwide behavior; positive behavior support; Good
   Behavior Game; Stacy-Ann A; January
ID SCHOOL; METAANALYSIS; STUDENTS; CONTINGENCIES; ACCEPTABILITY;
   INTERVENTION; SUPPORT
AB Effective classroom management skills are critical in supporting students' academic, social, and behavior development in schools. However, teachers often report support with classroom management as their greatest need. Given this concern, effective and efficient strategies are needed for teachers and school staff dealing with classwide behavioral difficulties. The purpose of this study was to assess the effects of the Good Behavior Game utilizing ClassDojo on classwide academically engaged and disruptive behavior. A withdrawal design was used to evaluate the effects of the intervention on the behavior of students in four seventh and eighth grade classrooms. Measures of teacher perception of social validity and student perception of acceptability were also obtained. Overall, results indicated the intervention procedures were effective at increasing student academic engagement across four secondary classrooms, were considered socially valid by participating teachers, and were acceptable to secondary students. Impact Statement Few studies have evaluated class wide interventions in secondary settings, despite a clear need for such supports. The current study found the Good Behavior Game to be effective when implemented with ClassDojo, with procedures found to be socially valid by teachers and students.
C1 [Ford, W. Blake] Childrens Alabama, Birmingham, AL USA.
   [Radley, Keith C.] Univ Utah, Sch Psychol Program, Salt Lake City, UT USA.
   [Tingstrom, Daniel H.; Dufrene, Brad] Univ Southern Mississippi, Sch Psychol Program, Hattiesburg, MS 39406 USA.
   [Dart, Evan H.] Univ S Florida, Sch Psychol Program, Tampa, FL 33620 USA.
C3 Utah System of Higher Education; University of Utah; University of
   Southern Mississippi; State University System of Florida; University of
   South Florida
RP Radley, KC (corresponding author), Univ Utah, Dept Educ Psychol, 1721 Campus Ctr Dr 3225, Salt Lake City, UT 84112 USA.
EM keith.radley@utah.edu
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NR 49
TC 3
Z9 4
U1 1
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 2022 APR 18
PY 2022
DI 10.1080/2372966X.2022.2067736
EA APR 2022
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1T3EP
UT WOS:000804616700001
DA 2024-07-15
ER

PT J
AU Marjamaa, K
   Jaervenoja, H
   Pyhaeltoe, K
AF Marjamaa, K.
   Jaervenoja, H.
   Pyhaeltoe, K.
TI Characteristics of social support experienced by differently engaged
   student teachers
SO TEACHERS AND TEACHING
LA English
DT Article
DE Student teachers; study engagement; burnout; learning environment;
   social support
ID WORK ENGAGEMENT; PRESERVICE TEACHERS; SELF-EFFICACY; LEARNING
   COMMUNITIES; PROFESSIONAL AGENCY; ACADEMIC ENGAGEMENT; TEACHING
   PRACTICUM; BURNOUT BEGIN; SENSE; ACHIEVEMENT
AB This study explored student teachers' experiences of study engagement and burnout by utilising profile analysis. Interrelations between the student teachers' profiles and perceptions of their learning environment were also explored. To complement the statistical analysis, the student teachers' social support experiences during teaching practice were explored based on interview data. Two study engagement-burnout profiles were detected among student teachers. The student teachers exhibiting the engaged in studies with a low risk of burnout profile had significantly more positive perceptions of their learning environments compared with the group classified under the reduced study engagement with an increased risk of burnout profile. Further investigation showed that student teachers most frequently reported informational support received from their teaching practice supervisors. The groups representing the two profiles showed both similar and different characteristics in the types and sources of social support. The study contributes to the understanding of student teachers' study engagement in relation to the learning environment of teacher education. It provides practical implications for teacher educators to improve the learning environments of differently engaged student teachers, particularly during teaching practice, a central arena for student teacher learning.
C1 [Marjamaa, K.] Univ Oulu, Fac Educ & Psychol, Oulu, Finland.
   [Jaervenoja, H.] Univ Oulu, Fac Educ & Psychol, Oulu, Finland.
   [Pyhaeltoe, K.] Univ Helsinki, Fac Educ Sci, Helsinki, Finland.
C3 University of Oulu; University of Oulu; University of Helsinki
RP Marjamaa, K (corresponding author), Univ Oulu, Fac Educ & Psychol, Oulu, Finland.
EM kaisa.marjamaa@oulu.fi
OI Pyhalto, Kirsi/0000-0002-8766-0559; Marjamaa, Kaisa/0000-0002-1708-3354
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NR 76
TC 0
Z9 0
U1 6
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PD MAY 19
PY 2023
VL 29
IS 4
BP 345
EP 368
DI 10.1080/13540602.2023.2179769
EA FEB 2023
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA D9CA6
UT WOS:000936100000001
DA 2024-07-15
ER

PT J
AU Lee, CKJ
   Huang, J
AF Lee, Chi-Kin John
   Huang, Jing
TI The relations between students' sense of school belonging, perceptions
   of school kindness and character strength of kindness
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Sense of school belonging; School kindness; Character strength of
   kindness; School climate
ID TEACHER-CHILD RELATIONSHIPS; SELF-DETERMINATION THEORY; PROSOCIAL
   BEHAVIOR; PSYCHOLOGICAL SENSE; MIDDLE-SCHOOL; INTERPERSONAL
   RELATIONSHIPS; ADOLESCENTS PERCEPTIONS; ACADEMIC ENGAGEMENT; CLASSROOM
   CLIMATE; NEED FULFILLMENT
AB This study explored the associations between secondary school students' sense of school belonging, their perceptions of school kindness, and character strength of kindness, and examined possible differences in these constructs across gender groups. The study, which included 1973 Hong Kong secondary school students, revealed that students' sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels (0.021 and 0.185, respectively). Furthermore, students' sense of school belonging was positively linked to character strength of kindness at the student level, although this relationship was found to be non-significant at the school level. At both levels of analysis, the positive relationships between students' perceptions of school kindness and character strength of kindness were significant. In addition, girls reported higher levels of character strength of kindness than boys. The findings of this study provide a better understanding of the relationships between sense of school belonging, school kindness, and character strength of kindness. Implications for research are also discussed.
C1 [Lee, Chi-Kin John] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [Lee, Chi-Kin John; Huang, Jing] Educ Univ Hong Kong, Ctr Religious & Spiritual Educ, Hong Kong, Peoples R China.
   [Huang, Jing] Educ Univ Hong Kong, Off Vice President Acad & Provost, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); Education University of Hong Kong (EdUHK)
RP Huang, J (corresponding author), Educ Univ Hong Kong, Tai Po, Room A-1-F-08C,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM huangj@eduhk.hk
OI LEE, Chi Kin John/0000-0002-3235-0967; Huang, Jing/0000-0002-6205-0025
FU UNESCO Chair in the Regional Education Development and Lifelong Learning
   program at the Education University of Hong Kong (EdUHK); Centre for
   Religious and Spirituality Education, Faculty of Education and Human
   Development, EdUHK
FX This paper is intended to contribute to "EdUHK Teachers of Tomorrow -
   Life Education and Virtues for Empowerment Leadership (TT-LEVEL)
   Programme". The authors would like to thank Dr. Cheung Hoi Yan, Dr. Hui
   King Fai Sammy, Dr. John-Tyler Binfet, and Prof. Keiko Otake for their
   support, and Ms. Michelle Li and Dr. Raymond Kong for their help during
   the research preparation. Thanks are extended to the UNESCO Chair in the
   Regional Education Development and Lifelong Learning program at the
   Education University of Hong Kong (EdUHK) as well as Centre for
   Religious and Spirituality Education, Faculty of Education and Human
   Development, EdUHK for supporting the preparation of this paper. The
   views presented in this paper expressed therein are not necessarily
   those of UNESCO and EdUHK and do not commit the respective
   Organizations. The authors would like to thank the editor and reviewers
   for their valuable comments for improving this paper.
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NR 140
TC 8
Z9 13
U1 15
U2 84
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 FEB
PY 2021
VL 84
BP 95
EP 108
DI 10.1016/j.jsp.2020.12.001
EA JAN 2021
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QG9GF
UT WOS:000617887100007
PM 33581773
DA 2024-07-15
ER

PT J
AU Datu, JAD
   King, RB
   Valdez, JPM
AF Datu, Jesus Alfonso D.
   King, Ronnel B.
   Valdez, Jana Patricia M.
TI The Benefits of Socially-Oriented Happiness: Validation of the
   Interdependent Happiness Scale in the Philippines
SO CHILD INDICATORS RESEARCH
LA English
DT Article
DE Interdependent happiness; Sense of relatedness; Well-being
ID POSITIVE AFFECT; ACADEMIC ENGAGEMENT; SELF; SATISFACTION; INVARIANCE;
   CULTURE
AB Cultural theories of well-being emphasize the importance of establishing and maintaining satisfying interpersonal relationships to achieve happiness in collectivist societies. Yet, widely used measures of subjective well-being have failed to capture the social dimension of happiness. To address this research gap, Hitokoto and Uchida (2015) developed the Interdependent Happiness Scale (IHS), a measure of happiness that was based on interpersonal harmony, quiescence, and ordinariness. The current research assessed the psychometric validity of IHS among Filipino high school students (Study 1) and to examine the incremental validity of interdependent happiness over sense of relatedness in predicting well-being outcomes (Study 2). The results of Study 1 revealed that the hierarchical model of interdependent happiness with relationship oriented happiness, quiescent happiness, and ordinary happiness as first-order factors was applicable for Filipino high school students and the higher-order interdependent happiness construct had stronger predictive impact than each dimension on flourishing and life satisfaction. In Study 2, the hierarchical model of interdependent happiness was also supported and interdependent happiness was found to have incremental validity beyond sense of relatedness in optimizing well-being indices (i.e., flourishing and life satisfaction). The theoretical and practical implications of the results are elucidated.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
   [King, Ronnel B.] Hong Kong Inst Educ, Tai Po, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] De La Salle Univ, Manila, Philippines.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK); De
   La Salle University
RP Datu, JAD (corresponding author), Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; Datu, Jesus Alfonso/0000-0002-8790-1113;
   KING, Ronnel Bornasal/0000-0002-0648-8508
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NR 34
TC 17
Z9 18
U1 0
U2 0
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 SEP
PY 2016
VL 9
IS 3
BP 631
EP 649
DI 10.1007/s12187-015-9333-3
PG 19
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA DR8NY
UT WOS:000380155800003
DA 2024-07-15
ER

PT J
AU Fall, AM
   Roberts, G
AF Fall, Anna-Maria
   Roberts, Greg
TI High school dropouts: Interactions between social context,
   self-perceptions, school engagement, and student dropout
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Teacher support; Parent support; Behavioral engagement; Academic
   engagement; Dropping out of high school; Self-perceptions; Academic
   achievement
ID ACADEMIC-ACHIEVEMENT; ADOLESCENTS PERCEPTIONS; CLASSROOM; MEDIATION;
   MODEL; ENVIRONMENT; AMERICAN; MOBILITY; RISK; PREDICTORS
AB Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd on behalf of The Foundation for Professionals in Services for Adolescents.
C1 [Fall, Anna-Maria; Roberts, Greg] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Fall, AM (corresponding author), Univ Texas Austin, Meadows Ctr Preventing Educ Risk, 1 Univ Stn D4900, Austin, TX 78712 USA.
EM amfall@austin.utexas.edu
RI Fall, Anna-Maria/E-9828-2013; Roberts, Greg/GWV-5653-2022
OI Roberts, Greg/0000-0002-3636-8590
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NR 75
TC 198
Z9 367
U1 3
U2 135
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 2012
VL 35
IS 4
BP 787
EP 798
DI 10.1016/j.adolescence.2011.11.004
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 994BW
UT WOS:000307906900002
PM 22153483
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Ezema, GN
   Autin, KL
AF Ezema, Gabriel N.
   Autin, Kelsey L.
TI Examining predictors and outcomes of future decent work perception among
   Nigerian emerging adults
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
DE psychology of working theory; future decent work perception; work
   volition; career adaptability; youth unemployment in Nigeria; career
   engagement
ID ACADEMIC SATISFACTION; SELF-EFFICACY; PSYCHOLOGY; VALIDATION; VOLITION;
   ADAPTABILITY; MEDIATION
AB High levels of poverty and unemployment are pervasive barriers to Nigerian emerging adults entering the job market. The current study employed the Psychology of Working Theory to explore career engagement, academic satisfaction, and life satisfaction predictors in a nation experiencing the intersections of high poverty and high unemployment rate. We tested a model predicting these outcomes from economic constraints and marginalization mediated by work volition, career adaptability, and perceptions of future decent work. We administered online surveys to 310 undergraduates in Nigeria. Career adaptability and work volition predicted the perception of future access to decent work. Also, those who reported higher chances of securing decent work after graduation reported greater academic and life satisfaction and career engagement. While economic constraints predicted career adaptability in this model, marginalization did not predict career adaptability. In contrast with previous studies, economic constraints, and marginalization were not predictive of work volition or future decent work perception. We also found a positive relationship between economic challenges and career adaptability against the propositions of the Psychology of Working Theory (PWT). The implications of our findings were discussed.
C1 [Ezema, Gabriel N.; Autin, Kelsey L.] Univ Wisconsin, Sch Educ, Dept Educ Psychol, Milwaukee, WI 53211 USA.
   [Ezema, Gabriel N.] Univ Wisconsin Milwaukee, Sch Educ, Dept Educ Psychol, Enderis Hall,Room 797,2400 E Hartford Ave, Milwaukee, WI 53211 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee;
   University of Wisconsin System; University of Wisconsin Milwaukee
RP Ezema, GN (corresponding author), Univ Wisconsin Milwaukee, Sch Educ, Dept Educ Psychol, Enderis Hall,Room 797,2400 E Hartford Ave, Milwaukee, WI 53211 USA.
EM gnezema@uwm.edu
RI Ezema, Gabriel/HZL-9558-2023
OI Autin, Kelsey/0000-0003-4630-5064; Ezema, Gabriel/0000-0002-5723-9237
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NR 57
TC 2
Z9 2
U1 16
U2 24
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1069-0727
EI 1552-4590
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD AUG
PY 2024
VL 32
IS 3
BP 445
EP 461
AR 10690727231201958
DI 10.1177/10690727231201958
EA SEP 2023
PG 17
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA TE3N0
UT WOS:001066556700001
DA 2024-07-15
ER

PT J
AU Peker, A
   Cengiz, S
AF Peker, Adem
   Cengiz, Serkan
TI Academic Monitoring and Support from Teachers and School Satisfaction:
   The Sequential Mediation Effect of Hope and Academic Grit
SO CHILD INDICATORS RESEARCH
LA English
DT Article
DE Teacher academic monitoring; Teacher academic support; Hope; Academic
   grit; School satisfaction
ID POSITIVE EMOTIONS BROADEN; SELF-EFFICACY; LIFE SATISFACTION; SOCIAL
   SUPPORT; CHINESE ADOLESCENTS; BUILD THEORY; STUDENTS; ACHIEVEMENT;
   RESILIENCE; PREDICTORS
AB School satisfaction and teacher-student connections have recently drawn more attention. However, it is still unknown what elements influence how students perceive academic monitoring and help from teachers about school pleasure. Therefore, this study aimed to reveal whether hope and academic grit mediate the relationship between secondary school students' perceived academic monitoring and support from teachers and school satisfaction. The participants of this study were 720 Turkish secondary school students (Mage = 13.6; 48.9% female, 51.1% male). In the study, we used School Satisfaction Scale, Academic Engagement Scale, Children's Hope Scale, and Academic Girt Scale as data collection tools. We tested the data of the study with the bootstrapping-based sequential mediation model Process Macro. The results show that there are positive relationships between students' perceived academic monitoring and support from teachers and school satisfaction, hope, and academic grit. In addition, we found that hope and academic grit mediated the relationship between students' perceived academic monitoring and support from teachers and school satisfaction, respectively. The research results provide new information on how to increase the school satisfaction of middle school students.
C1 [Peker, Adem] Ataturk Univ, Dept Guidance & Psychol Counseling, Erzurum, Turkiye.
   [Cengiz, Serkan] Agri Ibrahim Cecen Univ, Dept Psychol, Agri, Turkiye.
C3 Ataturk University; Agri Ibrahim Cecen University
RP Peker, A (corresponding author), Ataturk Univ, Dept Guidance & Psychol Counseling, Erzurum, Turkiye.
EM adem.peker@atauni.edu.tr; scengiz@agri.edu.tr
RI cengiz, serkan/ABB-8744-2021
OI Peker, Adem/0000-0002-3594-9166; Cengiz, Serkan/0000-0001-9070-6338
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NR 157
TC 2
Z9 2
U1 7
U2 24
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 AUG
PY 2023
VL 16
IS 4
BP 1553
EP 1579
DI 10.1007/s12187-023-10020-6
EA MAR 2023
PG 27
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA L7JY0
UT WOS:000945316000003
DA 2024-07-15
ER

PT J
AU Yang, L
   Sin, KF
   Savickas, ML
AF Yang, Lan
   Sin, Kuen Fung
   Savickas, Mark L.
TI Assessing factor structure and reliability of the career adaptability
   scale in students with special educational needs
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE career adaptability; career development; CAAS-SF; SEN students; career
   guidance; life planning; Chinese students; inclusive education
ID ADAPT-ABILITIES SCALE; FORM PSYCHOMETRIC PROPERTIES; ROSENBERG
   SELF-ESTEEM; TRANSITION PREDICTORS; ACADEMIC ENGAGEMENT; LIFE
   SATISFACTION; YOUNG-ADULTS; FIT INDEXES; CONSTRUCTION; ADOLESCENTS
AB Despite the importance of career guidance and life planning education in helping students' career development, considerably limited research has been done to provide a good educational assessment to identify SEN students' strengths and weaknesses of career adaptability. This study aimed to assess the factor structure of the career adaptability scale in mainstream secondary students with special educational needs. The results support adequate reliabilities of the total scale and subscales of the CAAS-SF among over 200 SEN students. The results also support the four-factor structure of the career adaptability construct in assessing career concern, control, curiosity and confidence. We also found its measurement invariance across gender at the scalar invariance level. The positive and significant correlation patterns between boys' and girls' career adaptability and its sub-dimensions with self-esteem are similar. Overall, this study support that the CAAS-SF is a good measure with adequate psychometric properties for assessing and developing practical career guidance and life planning activities and programs for SEN students to support their career development needs.
C1 [Yang, Lan] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China.
   [Yang, Lan] Educ Univ Hong Kong, Analyt Assessment Res Ctr ARC, Tai Po, Hong Kong, Peoples R China.
   [Yang, Lan; Sin, Kuen Fung] Educ Univ Hong Kong, Ctr Special Educ Needs & Inclus Educ CSENIE, Tai Po, Hong Kong, Peoples R China.
   [Sin, Kuen Fung] Educ Univ Hong Kong, Dept Special Educ & Career Counselling, Tai Po, Hong Kong, Peoples R China.
   [Savickas, Mark L.] Northeast Ohio Med Univ, Dept Family & Community Med, Rootstown, OH USA.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); Education University of Hong Kong (EdUHK); Education
   University of Hong Kong (EdUHK); University System of Ohio; Northeast
   Ohio Medical University (NEOMED)
RP Yang, L (corresponding author), Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China.; Yang, L (corresponding author), Educ Univ Hong Kong, Analyt Assessment Res Ctr ARC, Tai Po, Hong Kong, Peoples R China.; Yang, L; Sin, KF (corresponding author), Educ Univ Hong Kong, Ctr Special Educ Needs & Inclus Educ CSENIE, Tai Po, Hong Kong, Peoples R China.; Sin, KF (corresponding author), Educ Univ Hong Kong, Dept Special Educ & Career Counselling, Tai Po, Hong Kong, Peoples R China.
EM yanglan@eduhk.hk; kfsin@eduhk.hk
OI Sin, Kuen Fung/0000-0001-8923-1443; YANG, Lan/0000-0002-3457-0330
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NR 90
TC 1
Z9 1
U1 6
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 FEB 15
PY 2023
VL 14
AR 1030218
DI 10.3389/fpsyg.2023.1030218
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA A2HX5
UT WOS:000953404700001
PM 36874834
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Koranteng, FN
   Wiafe, I
AF Koranteng, Felix Nti
   Wiafe, Isaac
TI Factors that Promote Knowledge Sharing on Academic Social Networking
   Sites: An Empirical Study
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Academic social networks; Social network sites; Knowledge sharing;
   Engagement; Social capital
ID INFORMATION-SEEKING; FACEBOOK USE; STUDENTS; ENGAGEMENT; COMMUNITIES;
   BEHAVIOR; CREATION; SYSTEMS; TRUST; PARTICIPATION
AB Studies into Knowledge Sharing continues to attract attention. This is because it has been identified as an effective learning and researching approach. Perhaps this is due to the proliferation and enhanced interaction of modern social networks. Although previous literature argues for a relationship between the use of Social Networking Sites, Engagement and Knowledge Sharing, some recent studies disagree. This paper, therefore, seeks to validate the relationship between the use of social networking sites, academic Engagement and Knowledge Sharing using websites solely designed for academic activities. A modified version of the Social Capital Theory was used to design a questionnaire and data was collected from 336 participants and analyzed. The findings provided evidence that Academic Social Networking Sites support all the indicators of the Social Capital dimensions: Social Interaction Ties, Trust, Reciprocity, Identification, Shared Language and Shared Vision. However, Identification was the only significant predictor of Engagement, whereas Engagement supported Knowledge Sharing. Considering that studies on generic SNS have found significant relationship between other Social Capital dimensions and Engagement, future work needs to focus on the causation of the non-significant relationship observed in this study.
C1 [Koranteng, Felix Nti] Ghana Inst Management & Publ Adm, Dept Informat Syst & Innovat, POB AH50, Achimoto Accra, Ghana.
   [Wiafe, Isaac] Univ Ghana, Dept Comp Sci, POB LG163, Legon, Ghana.
C3 University of Ghana
RP Wiafe, I (corresponding author), Univ Ghana, Dept Comp Sci, POB LG163, Legon, Ghana.
EM felixnkoranteng@gmail.com; iwiafe@ug.edu.gh
RI Wiafe, Isaac/ABB-1767-2020
OI Wiafe, Isaac/0000-0003-1149-3309
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NR 105
TC 35
Z9 35
U1 3
U2 48
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 2019
VL 24
IS 2
BP 1211
EP 1236
DI 10.1007/s10639-018-9825-0
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HP3DU
UT WOS:000461557100015
DA 2024-07-15
ER

PT J
AU Bakadorova, O
   Raufelder, D
AF Bakadorova, Olga
   Raufelder, Diana
TI The Interplay of Students' School Engagement, School Self-Concept and
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SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE cross-lagged panel design; school engagement; school self-concept;
   teachers as positive motivators; peers as positive motivators
ID MIDDLE SCHOOL; ACHIEVEMENT-MOTIVATION; SOCIAL RELATIONSHIPS; ACADEMIC
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AB Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (M-age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 (M-age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.
C1 [Bakadorova, Olga; Raufelder, Diana] Ernst Moritz Arndt Univ Greifswald, Sch Pedag, Inst Educ, Greifswald, Germany.
C3 Universitat Greifswald
RP Raufelder, D (corresponding author), Ernst Moritz Arndt Univ Greifswald, Sch Pedag, Inst Educ, Greifswald, Germany.
EM diana.raufelder@uni-greifswald.de
FU Volkswagen Foundation (Schumpeter Fellowship) [II/84 452]
FX The research reported in this paper was supported by a grant from the
   Volkswagen Foundation (Schumpeter Fellowship II/84 452).
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NR 112
TC 11
Z9 15
U1 3
U2 23
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 DEC 13
PY 2017
VL 8
AR 2171
DI 10.3389/fpsyg.2017.02171
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FP7MU
UT WOS:000417820200001
PM 29321754
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Unal, E
   Cakir, H
AF Unal, Erhan
   Cakir, Hasan
TI The effect of technology-supported collaborative problem solving method
   on students' achievement and engagement
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Collaborative learning; Computer-mediated communication; Programming;
   Web 2; 0 technologies
ID LEARNING ENVIRONMENTS; THINKING; DESIGN; SKILLS; ATTITUDES; EDUCATION;
   TOOL
AB This study aimed to determine the effect of web 2.0 technologies supported collaborative problem solving method on students' achievement and engagement. A pretest-posttest quasi-experimental design was implemented. A total of 94 students who registered to the Object-Oriented Programming I-II courses participated in the study. Three groups were randomly assigned to the conditions. The collaborative problem solving method was used in the experimental groups and one of them was supported with web 2.0 technologies whereas the other group was supported with desktop software and face to face communication. The comparison group was taught with traditional methods. The results indicated that there was a significant difference between the experimental groups and the comparison group in terms of achievement. The academic engagement was examined in two subfactors as active learning and collaborative learning. In terms of active learning engagement, the results indicated that a significant difference exists between the experimental groups while the students' levels of collaborative learning engagement in the experimental groups were significantly higher than the students' in the comparison group. Based on the results, a set of implications were presented.
C1 [Unal, Erhan] Afyon Kocatepe Univ, Vocat Sch Distance Educ, Dept Comp Technol, TR-03200 Afyon, Turkey.
   [Cakir, Hasan] Gazi Univ, Fac Educ, Dept Comp Educ & Instruct Technol, TR-06500 Ankara, Turkey.
C3 Afyon Kocatepe University; Gazi University
RP Unal, E (corresponding author), Afyon Kocatepe Univ, Vocat Sch Distance Educ, Dept Comp Technol, TR-03200 Afyon, Turkey.
EM eunal@aku.edu.tr; hasanc@gazi.edu.tr
OI Unal, Erhan/0000-0002-5349-4193
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NR 81
TC 17
Z9 20
U1 13
U2 61
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 JUL
PY 2021
VL 26
IS 4
BP 4127
EP 4150
DI 10.1007/s10639-021-10463-w
EA FEB 2021
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TL6AD
UT WOS:000619898900001
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 The anatomy of adolescents' emotional engagement in schoolwork
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Emotional engagement in schoolwork; Sense of belonging in the
   teacher-student interaction; Sense of belonging in peer interaction;
   Affect towards schoolwork
ID ACADEMIC ENGAGEMENT; STUDENT ENGAGEMENT; PEER-INFLUENCE; MIDDLE SCHOOL;
   PERCEPTIONS; ENVIRONMENT; ADJUSTMENT; MOTIVATION; FRIENDS; SENSE
AB This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher-student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.
C1 [Ulmanen, Sanna; Soini, Tiina] Univ Tampere, Sch Educ, Tampere 33014, Finland.
   [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Teacher Educ, Yliopistokatu 2,POB 111, Joensuu, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Fac Behav Sci, POB 9, FIN-00014 Helsinki, Finland.
   [Pyhalto, Kirsi] Univ Oulu, Fac Educ Sci, POB 2000, Oulu 90014, Finland.
C3 Tampere University; University of Eastern Finland; University of
   Helsinki; University of Oulu
RP Ulmanen, S (corresponding author), Univ Tampere, Sch Educ, Tampere 33014, Finland.
EM Sanna.Ulmanen@uta.fi
OI Soini, Tiina/0000-0002-0637-8931; Ulmanen, Sanna/0000-0002-0361-4265
FU Finnish Cultural Foundation; Ministry of Education and Culture
FX The funding of the study: The Finnish Cultural Foundation and Ministry
   of Education and Culture.
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NR 68
TC 16
Z9 24
U1 2
U2 21
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 SEP
PY 2016
VL 19
IS 3
BP 587
EP 606
DI 10.1007/s11218-016-9343-0
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EC7ZS
UT WOS:000388360300007
DA 2024-07-15
ER

PT J
AU Kladis, K
   Hawken, LS
   O'Neill, RE
   Fischer, AJ
   Fuoco, KS
   O'Keeffe, BV
   Kiuhara, SA
AF Kladis, Kristin
   Hawken, Leanne S.
   O'Neill, Robert E.
   Fischer, Aaron J.
   Fuoco, Kristen Stokes
   O'Keeffe, Breda V.
   Kiuhara, Sharlene A.
TI Effects of Check-In Check-Out on Engagement of Students Demonstrating
   Internalizing Behaviors in an Elementary School Setting
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE internalizing behavior; emotional behavioral disability; behavioral
   intervention; daily progress report; check-in check-out
ID IN/CHECK-OUT; RISK; INTERVENTIONS; PROGRAM; SUPPORT
AB Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to replicate previous research using CICO to support students with internalizing behaviors as well as to extend the research using a standardized Daily Progress Report (DPR) for all students. A multiple baseline design across students was used to examine the effects of CICO-IB on social and academic engagement with four elementary students from an urban elementary school who were exhibiting internalizing behavior problems (e.g., shyness, social withdrawal). Results indicated that CICO-IB was effective in improving active academic and social engagement for all four students included in the study as measured by both teacher rating on a DPR and direct observation. Overall, the majority of teachers, parents, and students found the intervention socially acceptable. Implications for future research and practice with students who are at-risk or exhibiting emotional/behavioral disorders along with limitations are discussed.
C1 [Kladis, Kristin] Judge Mem Catholic High Sch, Salt Lake City, UT USA.
   [Hawken, Leanne S.; O'Neill, Robert E.; Fischer, Aaron J.; O'Keeffe, Breda V.; Kiuhara, Sharlene A.] Univ Utah, Salt Lake City, UT USA.
   [Fuoco, Kristen Stokes] Madeleine Choir Sch, Salt Lake City, UT USA.
C3 Utah System of Higher Education; University of Utah
RP Hawken, LS (corresponding author), Univ Utah, Dept Special Educ, 1721 S Campus Ctr Dr, Salt Lake City, UT 84112 USA.
EM leanne.hawken@utah.edu
CR [Anonymous], 2012, THESIS
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NR 35
TC 4
Z9 8
U1 2
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 FEB
PY 2023
VL 48
IS 2
BP 83
EP 96
AR 0198742920972107
DI 10.1177/0198742920972107
EA NOV 2020
PG 14
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 8J7VU
UT WOS:000599301900001
DA 2024-07-15
ER

PT J
AU Ferreira, JM
   Soini, T
   Kupiainen, R
   Salum, AC
AF Ferreira, Juliene Madureira
   Soini, Tiina
   Kupiainen, Reijo
   Salum, Ana Claudia
TI What is learning for secondary-school students? Students' perceptions
   examined in Brazil and Finland
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Students' perceptions; Learning experiences; Secondary school;
   Multicultural research
ID INTERPERSONAL RELATIONSHIPS; ACADEMIC ENGAGEMENT; CHILDREN; QUALITY;
   PHOTOGRAPHS; CONCEPTIONS; STRATEGIES; MOTIVATION; TEACHERS; BELIEFS
AB In the present study, learning in school was studied from the students' perspectives in two different national contexts. The aim was to explore students' learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is experienced and defined. Participants were two groups of 13-15-year-old students, one from Finland and one from Brazil. Results show that the anatomy of learning is varied in students' experiences and that their perceptions of learning in school are defined by the way students signify the interaction with others, their relation with materials, their understanding of the pedagogical actions and practices, and how learning is contextualized by time. The study contributes to discussions on how to consider and incorporate students' perspectives into the development of pedagogical practices, and by the dialogue between Finnish and Brazilian perspectives, we point out core elements for the learning experiences of secondary school students raising questions of learning processes as complex and culturally contextualized.
C1 [Ferreira, Juliene Madureira; Soini, Tiina; Kupiainen, Reijo] Tampere Univ, Dept Educ & Culture, Akerlundinkatu 5,Virta 509, Tampere 33014, Finland.
   [Kupiainen, Reijo] Norwegian Univ Sci & Technol, Fac Social & Educ Sci, Trondheim, Norway.
   [Salum, Ana Claudia] Univ Fed Uberlandia, Dept Language, Teacher Training Sch, Uberlandia, MG, Brazil.
C3 Tampere University; Norwegian University of Science & Technology (NTNU);
   Universidade Federal de Uberlandia
RP Ferreira, JM (corresponding author), Tampere Univ, Dept Educ & Culture, Akerlundinkatu 5,Virta 509, Tampere 33014, Finland.
EM Juliene.madureiraferreira@tuni.fi; Tiina.soini-ikonen@tuni.fi;
   reijo.p.kupiainen@ntnu.no; Ana.Salum@ufu.br
OI Soini, Tiina/0000-0002-0637-8931; Kupiainen, Reijo/0000-0003-2610-2294;
   Madureira Ferreira, Juliene/0000-0002-8977-5982
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NR 92
TC 1
Z9 3
U1 0
U2 7
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 2019
VL 22
IS 2
BP 447
EP 470
DI 10.1007/s11218-019-09479-5
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HV6HE
UT WOS:000466083700010
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Theurer, J
   Pike, E
   Sehgal, AR
   Fischer, RL
   Collins, C
AF Theurer, Jacqueline
   Pike, Earl
   Sehgal, Ashwini R.
   Fischer, Robert L.
   Collins, Cyleste
TI The Community Research Scholars Initiative: A Mid-Project Assessment
SO CTS-CLINICAL AND TRANSLATIONAL SCIENCE
LA English
DT Article
DE community; CBPR; partnerships; evaluation
ID RESEARCH PARTNERSHIPS; PROGRAM; HEALTH; MODEL
AB Community organizations addressing health and human service needs generally have minimal capacity for research and evaluation. As a result, they are often inadequately equipped to independently carry out activities that can be critical for their own success, such as conducting needs assessments, identifying best practices, and evaluating outcomes. Moreover, they are unable to develop equitable partnerships with academic researchers to conduct community-based research. This paper reports on the progress of the Community Research Scholar Initiative (CRSI), a program that aims to enhance community research and evaluation capacity through training of selected employees from Greater Cleveland community organizations. The intensive 2-year CRSI program includes didactic instruction, fieldwork, multiple levels of community and academic engagement, leadership training, and a mentored research project. The first cohort of CRSI Scholars, their community organizations, and other community stakeholders have incorporated program lessons into their practices and operations. The CRSI program evaluation indicates: the importance of careful Scholar selection; the need to engage executive leadership from Scholar organizations; the value of a curriculum integrating classwork, fieldwork, and community engagement; and the need for continual scholar skill and knowledge assessment. These findings and lessons learned guide other efforts to enhance community organization research and evaluation capacity.
C1 [Theurer, Jacqueline; Pike, Earl; Sehgal, Ashwini R.] Case Western Reserve Univ, Ctr Reducing Hlth Dispar, MetroHlth Med Ctr, Div Nephrol,Dept Med, Cleveland, OH 44106 USA.
   [Fischer, Robert L.; Collins, Cyleste] Case Western Reserve Univ, Jack Joseph & Morton Mandel Sch Appl Social Sci, Cleveland, OH 44106 USA.
   [Sehgal, Ashwini R.] Case Western Reserve Univ, Dept Med, Cleveland, OH 44106 USA.
   [Sehgal, Ashwini R.] Case Western Reserve Univ, Dept Epidemiol & Biostat, Cleveland, OH 44106 USA.
   [Sehgal, Ashwini R.] Case Western Reserve Univ, Dept Bioeth, Cleveland, OH 44106 USA.
   [Fischer, Robert L.] Case Western Reserve Univ, Ctr Urban Poverty & Community Dev, Cleveland, OH 44106 USA.
C3 University System of Ohio; Case Western Reserve University; MetroHealth
   System; University System of Ohio; Case Western Reserve University;
   University System of Ohio; Case Western Reserve University; University
   System of Ohio; Case Western Reserve University; University System of
   Ohio; Case Western Reserve University; University System of Ohio; Case
   Western Reserve University
RP Theurer, J (corresponding author), Case Western Reserve Univ, Ctr Reducing Hlth Dispar, MetroHlth Med Ctr, Div Nephrol,Dept Med, Cleveland, OH 44106 USA.
EM jtheurer@metrohealth.org
RI Fischer, Robert L/Q-2958-2019
OI Fischer, Robert L/0000-0001-5642-6746
FU National Institutes of Health [MD002265, UL1TR000439]
FX J. Theurer was supported by grants MD002265 and UL1TR000439 from the
   National Institutes of Health. E. Pike was supported by grants MD002265
   and UL1TR000439 from the National Institutes of Health. A. R. Sehgal was
   supported by grants MD002265 and UL1TR000439 from the National
   Institutes of Health. R. L. Fischer was supported by grant MD002265 from
   the National Institutes of Health. C. Collins was supported by grant
   MD002265 from the National Institutes of Health
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NR 10
TC 2
Z9 2
U1 0
U2 9
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1752-8054
EI 1752-8062
J9 CTS-CLIN TRANSL SCI
JI CTS-Clin. Transl. Sci.
PD AUG
PY 2015
VL 8
IS 4
BP 341
EP 346
DI 10.1111/cts.12286
PG 6
WC Medicine, Research & Experimental
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Research & Experimental Medicine
GA CQ4OU
UT WOS:000360585200017
PM 26073663
OA Green Accepted, hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Sanetti, LMH
   Collier-Meek, MA
   Long, ACJ
   Kim, J
   Kratochwill, TR
AF Sanetti, Lisa M. Hagermoser
   Collier-Meek, Melissa A.
   Long, Anna C. J.
   Kim, Jisun
   Kratochwill, Thomas R.
TI USING IMPLEMENTATION PLANNING TO INCREASE TEACHERS' ADHERENCE AND
   QUALITY TO BEHAVIOR SUPPORT PLANS
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID PROCEDURAL FIDELITY ASSESSMENT; TREATMENT INTEGRITY; PERFORMANCE
   FEEDBACK; CONSULTATION; OUTCOMES; SCIENCE
AB Evidence-based practices within a response-to-intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence-based treatment integrity promotion strategy. This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach). A multiple baseline across participants design was used to evaluate teachers' adherence to a behavior support plan as well as their quality of implementation. Results indicated that after intervention training, adherence was initially low and variable, and quality of implementation was moderate to high and variable, but both adherence and quality increased and became less variable after implementation planning. The increases in implementation were more pronounced for two teachers, whose students also had subsequent improvements in their academic engagement and disruptive behavior. These findings highlight the relationship between adequate levels of treatment integrity and student outcomes as well as provide initial support for implementation planning. (C) 2014 Wiley Periodicals, Inc.
C1 [Sanetti, Lisa M. Hagermoser; Kim, Jisun] Univ Connecticut, Storrs, CT 06269 USA.
   [Collier-Meek, Melissa A.] Univ Massachusetts Boston, Boston, MA USA.
   [Long, Anna C. J.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
   [Kratochwill, Thomas R.] Univ Wisconsin, Madison, WI 53706 USA.
C3 University of Connecticut; University of Massachusetts System;
   University of Massachusetts Boston; Louisiana State University System;
   Louisiana State University; University of Wisconsin System; University
   of Wisconsin Madison
RP Sanetti, LMH (corresponding author), Univ Connecticut, Dept Educ Psychol, U 3064, Storrs, CT 06269 USA.
EM lisa.sanetti@uconn.edu
OI Collier-Meek, Melissa/0000-0002-5789-7029
CR [Anonymous], 2007, HDB RESPONSE INTERVE
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NR 36
TC 38
Z9 63
U1 1
U2 14
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 2014
VL 51
IS 8
BP 879
EP 895
DI 10.1002/pits.21787
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AN4JZ
UT WOS:000340555200007
DA 2024-07-15
ER

PT J
AU Johnson, W
   Mcgue, M
   Iacono, WG
AF Johnson, Wendy
   McGue, Matt
   Iacono, William G.
TI Genetic and environmental influences on academic achievement
   trajectories during adolescence
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE genetic and environmental influences; school achievement; longitudinal
   twin study; achievement trajectories; covariates of achievement
ID DISRUPTIVE BEHAVIOR; MULTIPLE RISK; SCHOOL; PERSONALITY; PARENT;
   INTELLIGENCE; DISORDERS; CHILDHOOD; CHILDREN; ADJUSTMENT
AB Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11 through 17. Hierarchical linear growth curve modeling showed main effects on initial reported Grades for all variables, and IQ mitigated the deleterious effects of family risk and externalizing. Only engagement affected change in Grades through adolescence. Influences on initial Grades were strongly genetically influenced, associated primarily with IQ, engagement, and externalizing behavior. Shared environmental influences on initial Grades linked engagement, IQ, and family risk. Genetic influences on change in Grades were substantial, but they were not associated with the academic, family risk, and mental health covarying factors. These results indicate that age 11 achievement and change in achievement through adolescence show systematic patterns and document the existence of individual differences in the commonly shared developmental experience of adapting to the school environment.
C1 Univ Minnesota, Dept Psychol, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Johnson, W (corresponding author), Univ Minnesota, Dept Psychol, 75 E River Rd, Minneapolis, MN 55455 USA.
EM john4350@tc.umn.edu
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NR 74
TC 125
Z9 158
U1 3
U2 52
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 MAY
PY 2006
VL 42
IS 3
BP 514
EP 532
DI 10.1037/0012-1649.42.3.514
PG 19
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 051QS
UT WOS:000238176300012
PM 16756442
DA 2024-07-15
ER

PT J
AU Aronson, J
   Fried, CB
   Good, C
AF Aronson, J
   Fried, CB
   Good, C
TI Reducing the effects of stereotype threat on African American college
   students by shaping theories of intelligence
SO JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY
LA English
DT Article
ID ACHIEVEMENT; CONCEPTIONS; MOTIVATION; PREJUDICE; MEDIA
AB African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as "stereotype threat" (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat, Specifically, students in the experimental condition of the experiment were encouraged to see intelligence-the object of the stereotype-as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups. (C) 2001 Elsevier Science (USA).
C1 NYU, Dept Appl Psychol, New York, NY 10003 USA.
   Winona State Univ, Winona, MN 55987 USA.
   Univ Texas, Austin, TX 78712 USA.
C3 New York University; Minnesota State Colleges & Universities; Winona
   State University; University of Texas System; University of Texas Austin
RP NYU, Dept Appl Psychol, New York, NY 10003 USA.
EM joshua.aronson@nyu.edu
OI Good, Catherine/0009-0007-3384-273X
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NR 65
TC 939
Z9 1662
U1 8
U2 202
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0022-1031
EI 1096-0465
J9 J EXP SOC PSYCHOL
JI J. Exp. Soc. Psychol.
PD MAR
PY 2002
VL 38
IS 2
BP 113
EP 125
DI 10.1006/jesp.2001.1491
PG 13
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 524AM
UT WOS:000173989800002
DA 2024-07-15
ER

PT J
AU Azevedo, R
   Rosário, P
   Núñez, JC
   Vallejo, G
   Fuentes, S
   Magalhaes, P
AF Azevedo, R.
   Rosario, P.
   Nunez, J. C.
   Vallejo, G.
   Fuentes, S.
   Magalhaes, P.
TI A school-based intervention on elementary students? school engagement
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE School engagement; School-based intervention; Story tool; Self-regulated
   learning; Elementary school students
ID ACADEMIC ENGAGEMENT; SELF-REGULATION; COGNITIVE ENGAGEMENT; EMOTIONAL
   ENGAGEMENT; ACHIEVEMENT; MATHEMATICS; BEHAVIOR; GENDER; INSTRUCTION;
   PREDICTORS
AB Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students' cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect. Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent's educational level. Findings provide valuable information for future research and educational practice.
C1 [Azevedo, R.; Rosario, P.; Magalhaes, P.] Univ Minho, Dept Appl Psychol, P-4710057 Braga, Portugal.
   [Nunez, J. C.; Vallejo, G.] Univ Oviedo, Dept Psychol, Oviedo, Spain.
   [Fuentes, S.] Univ Cent Chile, Dept Fac Educ & Ciencias Sociales, Santiago, Chile.
C3 Universidade do Minho; University of Oviedo; Universidad Central de
   Chile
RP Azevedo, R (corresponding author), Univ Minho, Dept Appl Psychol, P-4710057 Braga, Portugal.
EM raquel.azevedo.mota@gmail.com
RI Magalhães, Paula/V-1045-2018; Vallejo, Guillermo/B-8233-2011; Magalhães,
   Paula/AAH-2490-2019; Rosário, Pedro/A-1775-2011; Núñez, José
   Carlos/H-4425-2013
OI Magalhães, Paula/0000-0001-8256-0391; Vallejo,
   Guillermo/0000-0002-8010-6854; Magalhães, Paula/0000-0001-8256-0391;
   Rosário, Pedro/0000-0002-3221-1916; 
FU Foundation for Science and Technology (FCT) through the Portuguese State
   Budget [UIDB/01662/2020]; Portuguese Foundation for Science and
   Technology [57/2016]; Transitory Disposition of the Decree; ADIR
   research group; European Regional Development Funds (European Union); 
   [SFRH/BD/128848/2017];  [FC-GRUPIN-IDI/2018/000199]
FX This study was conducted at the Psychology Research Centre (CIPsi/UM)
   School of Psychology, University of Minho, supported by the Foundation
   for Science and Technology (FCT) through the Portuguese State Budget
   (UIDB/01662/2020). RA was supported by a PhD scholarship from the
   Portuguese Foundation for Science and Technology (SFRH/BD/128848/2017).
   PM was supported by the Transitory Disposition of the Decree No.
   57/2016, of 29th of August, amended by Law No. 57/2017 of 19 July.
   Additionally, this research activity received funding from ADIR research
   group, which is granted by the European Regional Development Funds
   (European Union and Principality of Asturias) through the Science,
   Technology, and Innovation Plan (FC-GRUPIN-IDI/2018/000199). The funder
   had no role in research design, data collection, decision to publish, or
   preparation of the manuscript. Authors would like to thank all the
   children, families, and teachers that participated in this project.
   Also, authors would like to thank Eliza Rice for the English editing of
   the manuscript.
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NR 101
TC 5
Z9 6
U1 8
U2 24
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 2023
VL 73
AR 102148
DI 10.1016/j.cedpsych.2023.102148
EA JAN 2023
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8O2JW
UT WOS:000925667200001
DA 2024-07-15
ER

PT J
AU Jenkins, KEH
   Stephens, JC
   Reames, TG
   Hernández, D
AF Jenkins, Kirsten E. H.
   Stephens, Jennie C.
   Reames, Tony G.
   Hernandez, Diana
TI Towards impactful energy justice research: Transforming the power of
   academic engagement
SO ENERGY RESEARCH & SOCIAL SCIENCE
LA English
DT Article
DE Energy justice; Energy policy; Translational research; Research impact
ID DISPARITIES; INSECURITY; EXTRACTION; EQUITY; NEXUS
AB The field of energy justice is at a critical juncture. As the social dimensions of energy systems are becoming more salient, it is time to reflect on what has been achieved, and look towards a future of greater impact and transdisciplinary methods in energy justice research and practice. In the past 10 years, the energy justice literature has grown exponentially demonstrating the appeal and the value of its tangible, applicable explanatory framework. Yet more pessimistically, this rapid growth could also represent a trend in uncritical commitment without appropriate reflectivity and without maximizing societal impact. Carefully considering these different interpretations, this perspective article reflects on four core challenges and opportunities for energy justice scholarship and practice in its next wave of development: (1) the alignment, connectivity and orientation of energy justice terminology, (2) leveraging impact and achieving outcomes in partnership between academic and non-academic communities and activists, (3) the need to acknowledge and define the audience for energy justice contributions and (4) the need for energy justice scholars and practitioners to "practice what we preach". Given the timely salience of energy justice work, more intentional consideration of the possibilities for societal impact is increasingly valuable.
C1 [Jenkins, Kirsten E. H.] Univ Edinburgh, Sci Technol & Innovat Studies, Edinburgh, Midlothian, Scotland.
   [Stephens, Jennie C.] Northeastern Univ, Sch Publ Policy & Urban Affairs, Boston, MA 02115 USA.
   [Reames, Tony G.] Univ Michigan, Sch Environm & Sustainabil, Ann Arbor, MI 48109 USA.
   [Hernandez, Diana] Columbia Univ, Mailman Sch Publ Hlth, New York, NY 10027 USA.
C3 University of Edinburgh; Northeastern University; University of Michigan
   System; University of Michigan; Columbia University
RP Jenkins, KEH (corresponding author), Univ Edinburgh, Sci Technol & Innovat Studies, Edinburgh, Midlothian, Scotland.
EM kirsten.jenkins@ed.ac.uk
RI Reames, Tony G./AAV-3989-2021
OI Reames, Tony G./0000-0002-0738-8525; Stephens, Jennie
   C./0000-0003-0386-8115; Jenkins, Kirsten/0000-0002-3681-647X
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NR 49
TC 68
Z9 74
U1 4
U2 22
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 2214-6296
EI 2214-6326
J9 ENERGY RES SOC SCI
JI Energy Res. Soc. Sci.
PD SEP
PY 2020
VL 67
AR 101510
DI 10.1016/j.erss.2020.101510
PG 6
WC Environmental Studies
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology
GA MA8LX
UT WOS:000542163300001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Cameron, DL
   Cook, BG
   Tankersley, M
AF Cameron, David Lansing
   Cook, Bryan G.
   Tankersley, Melody
TI An analysis of the different patterns of 1:1 interactions between
   educational professionals and their students with varying abilities in
   inclusive classrooms
SO INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
LA English
DT Article
DE inclusive education; special education; disability
ID ACADEMIC ENGAGEMENT; SEVERE DISABILITIES; INSTRUCTIONAL CONTEXTS;
   INCLUDED STUDENTS; PEER INTERACTIONS; TEACHERS; BEHAVIOR; PROXIMITY;
   ATTITUDES; MIDDLE
AB The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n=13), severe disabilities (n=13), and children without disabilities (n=13) in inclusive classrooms. General educators, special educators, and paraprofessionals' 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice.
C1 [Cameron, David Lansing] Univ Agder, N-4604 Kristiansand, Norway.
   [Cook, Bryan G.] Univ Hawaii Manoa, Honolulu, HI 96822 USA.
   [Tankersley, Melody] Kent State Univ, Kent, OH 44242 USA.
C3 University of Agder; University of Hawaii System; University of Hawaii
   Manoa; University System of Ohio; Kent State University; Kent State
   University Salem; Kent State University Kent
RP Cameron, DL (corresponding author), Univ Agder, Post Box 422, N-4604 Kristiansand, Norway.
EM david.l.cameron@uia.no
RI Cook, Bryan/B-7506-2018
OI Cook, Bryan/0000-0001-9294-0873
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NR 47
TC 11
Z9 14
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 1360-3116
EI 1464-5173
J9 INT J INCLUSIVE EDUC
JI Int. J. Incl. Educ.
PD DEC 1
PY 2012
VL 16
IS 12
BP 1335
EP 1354
DI 10.1080/13603116.2011.580459
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 147MC
UT WOS:000319170700007
DA 2024-07-15
ER

PT J
AU Yi, SP
   Zhang, YY
   Lu, YF
   Shadiev, R
AF Yi, Suping
   Zhang, Yanyan
   Lu, Yefeng
   Shadiev, Rustam
TI Sense of belonging, academic self-efficacy and hardiness: Their impacts
   on student engagement in distance learning courses
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article; Early Access
DE academic hardiness; academic self-efficacy; distance learning course;
   sense of belonging; student engagement
ID SCHOOL; SCALE
AB The purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self-efficacy and academic hardiness. The validated self-reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self-efficacy, academic hardiness and postgraduates' emotional engagement. Academic self-efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self-efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self-efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.
C1 [Yi, Suping] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China.
   [Zhang, Yanyan] Nanjing Univ Posts & Telecommun, Coll Educ Sci & Technol, Nanjing, Peoples R China.
   [Lu, Yefeng; Shadiev, Rustam] Zhejiang Univ, Coll Educ, Hangzhou, Peoples R China.
   [Shadiev, Rustam] Zhejiang Univ, Coll Educ, Hangzhou 310058, Peoples R China.
C3 Nanjing Normal University; Nanjing University of Posts &
   Telecommunications; Zhejiang University; Zhejiang University
RP Shadiev, R (corresponding author), Zhejiang Univ, Coll Educ, Hangzhou 310058, Peoples R China.
EM rustamsh@gmail.com
RI Shadiev, Rustam/G-5083-2010
OI Shadiev, Rustam/0000-0001-5571-1158; Lu, Yefeng/0000-0003-0708-6639
FU Postgraduate Research & Practice Innovation Program of Jiangsu Province
   [KYCX23_1570]
FX This work was supported by Postgraduate Research & Practice Innovation
   Program of Jiangsu Province (KYCX23_1570)
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NR 66
TC 2
Z9 3
U1 31
U2 31
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD 2024 JAN 10
PY 2024
DI 10.1111/bjet.13421
EA JAN 2024
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EK7I8
UT WOS:001138881900001
DA 2024-07-15
ER

PT J
AU Simmons, DR
   Ye, YC
   Ohland, MW
   Garahan, K
AF Simmons, Denise R.
   Ye, Yincheng
   Ohland, Matthew W.
   Garahan, Katie
TI Understanding Students' Incentives for and Barriers to Out-of-Class
   Participation: Profile of Civil Engineering Student Engagement
SO JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE
LA English
DT Article
ID UNDERGRADUATE EXPERIENCE; ACADEMIC ENGAGEMENT; PERSISTENCE; EDUCATION;
   PROGRAMS; OUTCOMES
AB This study aims to provide a nuanced profile of civil engineering students' out-of-class engagement by exploring the supporting incentives and barriers to involvement and the related outcomes. Data were collected from undergraduate students using the Postsecondary Student Engagement (PosSE) Survey and were analyzed using descriptive statistics. The most prevalent out-of-class activities in which civil engineering students participate were off- or on-campus employment and sports. Civil engineering students identified personal development as the most reported positive outcome and free time was reduced as the most reported negative outcome. Engineering students identified fulfilling personal interests as the number one incentive to participate in out-of-class engagement, and both engineering and civil engineering students identified lack of time, scheduling issues as the number one barrier. Using demographic information, this study identified three groups potentially at-risk of low engagement: women, students who come from low income families, and students whose parents have earned less than a bachelor's degree. This study suggests that different disciplines and subpopulations within engineering have specific incentives for and barriers to participation, which policy makers and administrators should consider when creating pathways to support engagement. (c) 2017 American Society of Civil Engineers.
C1 [Simmons, Denise R.] Virginia Tech, Dept Civil & Environm Engn, Myers Lawson Sch Construct, Bishop Favrao Hall, Blacksburg, VA 24061 USA.
   [Ye, Yincheng] Michigan State Univ, Coll Educ, E Lansing, MI 48824 USA.
   [Ohland, Matthew W.] Purdue Univ, Sch Engn Educ, W Lafayette, IN 47907 USA.
   [Garahan, Katie] Virginia Tech, Dept English, 202 Major Williams Hall 0192, Blacksburg, VA 24061 USA.
C3 Virginia Polytechnic Institute & State University; Michigan State
   University; Purdue University System; Purdue University; Virginia
   Polytechnic Institute & State University
RP Simmons, DR (corresponding author), Virginia Tech, Dept Civil & Environm Engn, Myers Lawson Sch Construct, Bishop Favrao Hall, Blacksburg, VA 24061 USA.
EM densimm@vt.edu
RI Simmons, Denise R./AAS-1419-2021
OI Simmons, Denise R./0000-0002-3401-2048
FU National Science Foundation under the CAREER Grant [EEC-1351156]
FX The authors gratefully acknowledge the National Science Foundation for
   supporting this work under the CAREER Grant No. EEC-1351156. Any
   opinions, findings, conclusions, or recommendations expressed here are
   those of the authors and do not necessarily reflect the views of the
   National Science Foundation.
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NR 49
TC 11
Z9 13
U1 0
U2 27
PU ASCE-AMER SOC CIVIL ENGINEERS
PI RESTON
PA 1801 ALEXANDER BELL DR, RESTON, VA 20191-4400 USA
SN 1052-3928
EI 1943-5541
J9 J PROF ISS ENG ED PR
JI J. Prof. Issues Eng. Educ. Pract.
PD APR
PY 2018
VL 144
IS 2
DI 10.1061/(ASCE)EI.1943-5541.0000353
PG 13
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA FW8XE
UT WOS:000425619500003
DA 2024-07-15
ER

PT J
AU Shanok, NA
   Sotelo, M
AF Shanok, Nathaniel A.
   Sotelo, Marlene
TI A pilot tennis program for training fitness and social behaviors in
   individuals with autism spectrum disorder
SO JOURNAL OF SPORTS MEDICINE AND PHYSICAL FITNESS
LA English
DT Article
DE Tennis; Social behavior; Autistic disorder
ID PHYSICAL-ACTIVITY; ACADEMIC ENGAGEMENT; CHILDREN
AB BACKGROUND: The aim of this pilot study was to determine the effectiveness of a tennis-training program for individuals with autism spec-trum disorder.METHODS: The program consisted of 12 lessons delivered over a 6-week time frame that incorporated tennis-specific abilities (i.e. forehand, backhand, rallying) with targeted autism skills (social skills, reception skills).RESULTS: In this study, (N-=15) participants showed significant improvements in a variety of tennis-related skills including ready position, side-shuffie, forehand, backhand, volleys, and rallying. Additional advancements were observed on hand-eye coordination (catching balls with one-hand) and leg strength (long-jump) using a structured fitness assessment. Lastly, participants demonstrated improvements in social skills, receptive communication skills, and reception skills from pre-training to-post.CONCLUSIONS: The results of this study highlight the potential of tennis training as a valuable element of autism therapeutic programs, en-abling participants to train motor and social skills in a fun, recreational setting.(Cite this article as: Shanok NA, Sotelo M. A pilot tennis program for training fitness and social behaviors in individuals with autism spectrum disor-der. J Sports Med Phys Fitness 2022;62:1118-26. DOI: 10.23736/S0022-4707.21.12414-4)
C1 [Shanok, Nathaniel A.; Sotelo, Marlene] Els Autism Fdn, 18370 Limestone Creek Rd, Jupiter, FL 33458 USA.
RP Shanok, NA (corresponding author), Els Autism Fdn, 18370 Limestone Creek Rd, Jupiter, FL 33458 USA.
EM nate.shanok@elsforautism.org
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NR 27
TC 1
Z9 1
U1 3
U2 22
PU EDIZIONI MINERVA MEDICA
PI TURIN
PA CORSO BRAMANTE 83-85 INT JOURNALS DEPT., 10126 TURIN, ITALY
SN 0022-4707
EI 1827-1928
J9 J SPORT MED PHYS FIT
JI J. Sports Med. Phys. Fit.
PD AUG
PY 2022
VL 62
IS 8
BP 1118
EP 1126
DI 10.23736/S0022-4707.21.12414-4
PG 9
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Sport Sciences
GA 3M1FM
UT WOS:000835203600014
PM 35860969
DA 2024-07-15
ER

PT J
AU Kruss, G
   Visser, M
AF Kruss, Glenda
   Visser, Mariette
TI Putting university-industry interaction into perspective: a
   differentiated view from inside South African universities
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE University; Industry; Patterns of interaction; Incentives; South Africa
ID ACADEMIC ENTREPRENEURSHIP; CONCEPTUAL-FRAMEWORK; PUBLIC RESEARCH;
   PARTNERSHIPS; ENGAGEMENT; LINKAGES; CHANNELS; COLLABORATION;
   PERFORMANCE; INNOVATION
AB Firms and economic policy makers need an enhanced understanding of universities, in terms of what academics value and how they interact, if they are to enhance collaboration around the generation and transfer of knowledge and technology between universities and industry. The literature increasingly focuses on identifying incentives and barriers within universities, but is largely limited to contexts in Europe and the USA, and favours individual over institutional determinants. The paper contributes by situating university-industry linkages within the total pattern of academic interaction with external actors, in diverse types of institutions. Empirically, it extends the literature to investigate trends in an immature national system of innovation in a late developing economy context, South Africa. The analysis maps the heterogeneity of academic engagement, focusing on firms, through principal component analysis of an original dataset derived from a survey of individual academics. It concludes that the incentives that drive academics and that block university-industry interaction in contexts like South Africa, are strongly related to universities' differentiated nature as reputationally controlled work organisations, and to the ways in which they balance and prioritise their roles in national development.
C1 [Kruss, Glenda; Visser, Mariette] Human Sci Res Council, Educ & Skills Dev, Private Bag X9182, ZA-8000 Cape Town, South Africa.
C3 Human Sciences Research Council-South Africa
RP Kruss, G (corresponding author), Human Sci Res Council, Educ & Skills Dev, Private Bag X9182, ZA-8000 Cape Town, South Africa.
EM gkruss@hsrc.ac.za
OI Kruss, Glenda/0000-0002-0946-785X
FU National Research Foundation (NRF), South Africa
FX The research was funded by a Grant from the National Research Foundation
   (NRF), South Africa.
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TC 32
Z9 35
U1 4
U2 56
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD AUG
PY 2017
VL 42
IS 4
BP 884
EP 908
DI 10.1007/s10961-016-9548-6
PG 25
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
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GA FA6DK
UT WOS:000405533300008
DA 2024-07-15
ER

PT J
AU Tartari, V
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AF Tartari, Valentina
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TI In good company: The influence of peers on industry engagement by
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SO RESEARCH POLICY
LA English
DT Article
DE University-industry relations; Academic engagement; Commercialization;
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ID KNOWLEDGE TRANSFER; UNIVERSITY RESEARCHERS; US UNIVERSITIES; SCIENCE;
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C1 [Tartari, Valentina] Copenhagen Business Sch, Dept Innovat & Org Econ, Copenhagen, Denmark.
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C3 Copenhagen Business School; Imperial College London; University of Bath
RP Tartari, V (corresponding author), Copenhagen Business Sch, Dept Innovat & Org Econ, Copenhagen, Denmark.
EM vt.ino@cbs.dk
RI Tartari, Valentina/B-2599-2012; Tartari, Valentina/ABB-4882-2021;
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NR 97
TC 107
Z9 113
U1 8
U2 128
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD SEP
PY 2014
VL 43
IS 7
BP 1189
EP 1203
DI 10.1016/j.respol.2014.02.003
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AL3NQ
UT WOS:000339035800008
OA Green Published, hybrid
DA 2024-07-15
ER

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   Shin, H
   Stanculescu, E
   Wong, BPH
   Yang, HF
   Zollneritsch, J
AF Lam, Shui-fong
   Jimerson, Shane
   Kikas, Eve
   Cefai, Carmel
   Veiga, Feliciano H.
   Nelson, Brett
   Hatzichristou, Chryse
   Polychroni, Fotini
   Basnett, Julie
   Duck, Robert
   Farrell, Peter
   Liu, Yi
   Negovan, Valeria
   Shin, Hyeonsook
   Stanculescu, Elena
   Wong, Bernard P. H.
   Yang, Hongfei
   Zollneritsch, Josef
TI Do girls and boys perceive themselves as equally engaged in school? The
   results of an international study from 12 countries
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Academic performance; Gender differences; Student engagement; Teacher
   support; Parent support; Peer support
ID TEACHER-CHILD RELATIONSHIP; SEX-DIFFERENCES; STUDENT ENGAGEMENT;
   GENDER-DIFFERENCES; MEDIATING ROLE; SELF-EFFICACY; ACHIEVEMENT;
   MOTIVATION; PERSONALITY; INVOLVEMENT
AB This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Lam, Shui-fong] Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China.
   [Jimerson, Shane] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
   [Kikas, Eve] Univ Tartu, Tartu, Estonia.
   [Kikas, Eve] Tallinn Univ, Tallinn, Estonia.
   [Cefai, Carmel] Univ Malta, Msida, Malta.
   [Veiga, Feliciano H.] Univ Lisbon, P-1699 Lisbon, Portugal.
   [Nelson, Brett] Calif State Univ San Bernardino, San Bernardino, CA 92407 USA.
   [Hatzichristou, Chryse; Polychroni, Fotini] Univ Athens, GR-10679 Athens, Greece.
   [Basnett, Julie] St Helens Metropolitan Borough Council, St Helens, Merseyside, England.
   [Duck, Robert] Laurentian Univ, Sudbury, ON P3E 2C6, Canada.
   [Farrell, Peter] Univ Manchester, Manchester M13 9PL, Lancs, England.
   [Liu, Yi] Yunnan Hlth Educ Inst, Kunming, Peoples R China.
   [Negovan, Valeria; Stanculescu, Elena] Univ Bucharest, Bucharest, Romania.
   [Shin, Hyeonsook] Chonnam Natl Univ, Kwangju, South Korea.
   [Yang, Hongfei] Zhejiang Univ, Hangzhou, Zhejiang, Peoples R China.
   [Zollneritsch, Josef] Styria Local Minist Educ, Graz, Austria.
C3 University of Hong Kong; University of California System; University of
   California Santa Barbara; University of Tartu; Tallinn University;
   University of Malta; Universidade de Lisboa; California State University
   System; California State University San Bernardino; National &
   Kapodistrian University of Athens; Laurentian University; University of
   Manchester; University of Bucharest; Chonnam National University;
   Zhejiang University
RP Lam, SF (corresponding author), Univ Hong Kong, Dept Psychol, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM lamsf@hku.hk
RI Stănculescu, Elena/AAU-8790-2021; Polychroni, Fotini/JPA-1431-2023;
   Stănculescu, Elena/GRJ-4702-2022; Jimerson, Shane/AAK-7031-2020; Veiga,
   Feliciano/M-1335-2019; Yang, Hongfei/IXD-7425-2023; Polychroni,
   Fotini/AAN-9458-2021; Kikas, Eve/I-1867-2018
OI Stănculescu, Elena/0000-0002-3912-812X; Stănculescu,
   Elena/0000-0002-3912-812X; Veiga, Feliciano/0000-0002-2977-6238; Yang,
   Hongfei/0000-0001-5451-6887; Polychroni, Fotini/0000-0002-1550-3271;
   Wong, Bernard/0000-0003-0443-5100; Kikas, Eve/0000-0003-2337-8930;
   Jimerson, Shane/0000-0003-2685-7486
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NR 83
TC 187
Z9 233
U1 2
U2 89
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 FEB
PY 2012
VL 50
IS 1
BP 77
EP 94
DI 10.1016/j.jsp.2011.07.004
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 915AN
UT WOS:000301995400006
PM 22386079
OA Green Published
DA 2024-07-15
ER

PT J
AU Low, S
   Smolkowski, K
   Cook, C
AF Low, Sabina
   Smolkowski, Keith
   Cook, Clay
TI What Constitutes High-Quality Implementation of SEL Programs? A Latent
   Class Analysis of Second StepA® Implementation
SO PREVENTION SCIENCE
LA English
DT Article
DE Implementation; Social-emotional learning; Fidelity; Early intervention
ID DIFFICULTIES QUESTIONNAIRE; EMOTIONAL COMPETENCE; BULLYING-PREVENTION;
   STRENGTHS; FIDELITY; INTERVENTIONS; OUTCOMES; STUDENT; IMPACT;
   SUSTAINABILITY
AB With the increased number of schools adopting social-emotional learning (SEL) programming, there is increased emphasis on the role of implementation in obtaining desired outcomes. Despite this, the current knowledge of the active ingredients of SEL programming is lacking, and there is a need to move from a focus on "whether" implementation matters to "what" aspects of implementation matter. To address this gap, the current study utilizes a latent class approach with data from year 1 of a randomized controlled trial of Second StepA (R) (61 schools, 321 teachers, over 7300 students). Latent classes of implementation were identified, then used to predict student outcomes. Teachers reported on multiple dimensions of implementation (adherence, dosage, competency), as well as student outcomes. Observational data were also used to assess classroom behavior (academic engagement and disruptive behavior). Results suggest that a three-class model fits the data best, labeled as high-quality, low-engagement, and low-adherence classes. Only the low-engagement class showed significant associations with poorer outcomes, when compared to the high-quality class (not the low-adherence class). Findings are discussed in terms of implications for program development and implementation science more broadly.
C1 [Low, Sabina] Arizona State Univ, POB 873701, Tempe, AZ 85287 USA.
   [Smolkowski, Keith] Oregon Res Inst, Eugene, OR 97403 USA.
   [Cook, Clay] Univ Minnesota, Minneapolis, MN USA.
C3 Arizona State University; Arizona State University-Tempe; Oregon
   Research Institute; University of Minnesota System; University of
   Minnesota Twin Cities
RP Low, S (corresponding author), Arizona State Univ, POB 873701, Tempe, AZ 85287 USA.
EM sabina.low@asu.edu
RI Smolkowski, Keith/V-3435-2019
OI Smolkowski, Keith/0000-0003-2565-3297
FU Committee for Children, a non-profit organization in Seattle, WA
FX This study was funded by Committee for Children, a non-profit
   organization in Seattle, WA.
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NR 53
TC 44
Z9 80
U1 0
U2 33
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 NOV
PY 2016
VL 17
IS 8
BP 981
EP 991
DI 10.1007/s11121-016-0670-3
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA EA3HG
UT WOS:000386492100008
PM 27457205
DA 2024-07-15
ER

PT J
AU Archel, P
   Carrasco, F
   Garcia-Benau, MA
   Larrinaga, C
AF Archel, Pablo
   Carrasco, Francisco
   Garcia-Benau, Maria Antonia
   Larrinaga, Carlos
TI Intellectual engagements of accounting academics: The ?forecasted
   losses? intervention
SO CRITICAL PERSPECTIVES ON ACCOUNTING
LA English
DT Article
DE Critical accounting; Industrial relations; Intellectual interventions;
   Reflexivity
ID SPAIN; LABOR; AUTOETHNOGRAPHY; EMPLOYMENT; AUSTERITY; CRISIS
AB This paper explores the social and political potential of accounting scholarship, presenting and discussing an intellectual intervention challenging a legislative reform that significantly affected Spanish industrial relations. In this reform, an accounting artifact (forecasted losses) played an unexpected role and was misrepresented, prompting a sizeable number of scholars to sign two manifestos in 2010 and 2012 against the use of forecasted losses made by the new legislation. As promoters of this manifesto, we perform in this paper a collaborative autoethnography to reflect on the context, events, reactions, and significance of this intervention for both the academic and the industrial relations fields. We mobilize Pierre Bourdieu's ideas on the public intellectual to think more generally about academic engagements in the interplay between accounting, policymaking, and social issues. This intervention illustrates the different manners in which administrative and economic powers interfered in the Spanish accounting academic field, limiting the disposition of Spanish scholars to engage in public debates. We also interpret our engagement as mobilizing intellectual capital to expose how the notion of forecasted losses was used to produce a form of symbolic violence and how this capital is more effective as it produces messages addressed to the producers, i.e., policymakers and the judicature in this specific case.
C1 [Archel, Pablo] Univ Publ Navarra, Dept Gest Empresas, Pamplona, Spain.
   [Carrasco, Francisco] Univ Burgos, Dept Econ & Adm Empresas, Burgos, Spain.
   [Garcia-Benau, Maria Antonia] Univ Valencia, Dept Contabil, Valencia, Spain.
   [Larrinaga, Carlos] Univ Pablo de Olavide Sevilla, Dept Econ Financiera & Contabil, Seville, Spain.
C3 Universidad Publica de Navarra; Universidad de Burgos; University of
   Valencia; Universidad Pablo de Olavide
RP Larrinaga, C (corresponding author), Univ Pablo de Olavide Sevilla, Dept Econ Financiera & Contabil, Seville, Spain.
EM carlos.larrinaga@ubu.es
RI Larrinaga, Carlos/A-7649-2008; Carrasco-Fenech, Francisco/K-3789-2014
OI Larrinaga, Carlos/0000-0002-7000-4619; Carrasco-Fenech,
   Francisco/0000-0002-0592-5673
FU Ministerio de Economia y Competitividad; Consejeria de Educacion; FEDER;
   Junta de Castilla y Leon [RTI2018-099920-B-I00, BU058P17]
FX We are grateful to two anonymous referees and the guest -editors for
   pushing us to develop our thinking around this engagement. 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 RTI2018-099920-B-I00 and BU058P17) .
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NR 49
TC 3
Z9 3
U1 2
U2 6
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1045-2354
EI 1095-9955
J9 CRIT PERSPECT ACCOUN
JI Crit. Perspect. Account.
PD JUL
PY 2022
VL 86
AR 102359
DI 10.1016/j.cpa.2021.102359
EA JUL 2022
PG 13
WC Business, Finance
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 3H0IO
UT WOS:000831727900006
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Duke, NN
AF Duke, Naomi N.
TI Adolescent Adversity and Concurrent Tobacco, Alcohol, and Marijuana Use
SO AMERICAN JOURNAL OF HEALTH BEHAVIOR
LA English
DT Article
DE adolescent health; adverse childhood experiences (ACEs); binge drinking;
   bully victimization; marijuana use; tobacco use
ID BRITISH BIRTH COHORT; CHILDHOOD EXPERIENCES; HOUSEHOLD DYSFUNCTION;
   HEALTH CONSEQUENCES; ALLOSTATIC LOAD; ABUSE; STRESS; ADULT; RISK;
   VICTIMIZATION
AB Objectives: Adolescent health behaviors may be linked to elevated morbidity and mortality in adulthood. This study examines relationships between broad concepts for adverse childhood experiences (ACEs) and adolescent substance use outcomes among youth participating in a statewide, school-based survey. Methods: Data are from 8th, 9th, and 11th graders participating in the 2016 Minnesota Student Survey (N = 126,868). Logistic regression was used to determine whether 10 types of adversity related to abuse, household dysfunction, and food and housing hardship, and 7 types of bully victimization were associated with youth tobacco, alcohol, and marijuana use after adjustment for demographics, risk perceptions, academic engagement, parent communication, self-esteem, and health perceptions. Results: Individual and cumulative measures for adversity were significantly associated with youth increased odds of early substance initiation, binge drinking, and daily tobacco, alcohol, and marijuana use, even with adjustment for demographics and other contextual factors. Conclusions: Findings suggest a significant link between broad concepts for ACEs and adolescent tobacco, alcohol, and marijuana use. Consideration of information related to ACEs may inform timing and content of substance use prevention and intervention activities directed at youth.
C1 [Duke, Naomi N.] Univ Minnesota, Div Geneml Pediat & Adolescent Hlth, Dept Pediat, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Duke, NN (corresponding author), Univ Minnesota, Div Geneml Pediat & Adolescent Hlth, Dept Pediat, Minneapolis, MN 55455 USA.
EM duke0028@umn.edu
CR American Psychological Association, BULL SCH CLIM
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NR 43
TC 36
Z9 46
U1 0
U2 9
PU PNG PUBLICATIONS
PI OAK RIDGE
PA 2205-K OAK RIDGE RD, #115, OAK RIDGE, NC 27310 USA
SN 1945-7359
J9 AM J HEALTH BEHAV
JI Am. J. Health Behav.
PD SEP
PY 2018
VL 42
IS 5
BP 85
EP 99
DI 10.5993/AJHB.42.5.8
PG 15
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA GS0DP
UT WOS:000443157000008
PM 30688644
DA 2024-07-15
ER

PT J
AU Frawley, D
   McCoy, S
   Banks, J
   Thornton, M
AF Frawley, Denise
   McCoy, Selina
   Banks, Joanne
   Thornton, Maeve
TI Affective School Engagement and Self-Concept: How are Irish Boys and
   Girls Faring?
SO CHILD INDICATORS RESEARCH
LA English
DT Article
DE Affective engagement; School engagement; Gender; Self-concept
ID ACADEMIC ENGAGEMENT; STUDENT ENGAGEMENT; GENDER-DIFFERENCES;
   ACHIEVEMENT; EDUCATION; CHILDREN; OUTCOMES; ATTACHMENT; MOTIVATION;
   INQUIRY
AB Internationally and in Ireland, much of the research around gender and educational engagement has centred on the academic differences between boys and girls (Warrington and Younger 2000; Francis 2009; O'Connor 2007). Less is known however about the factors shaping affective school engagement and student self-concept and how this can affect participation in learning. Children and young people emphasise the affective or emotional as much as the learning aspects of school life (Alexander 2008). Drawing on data from the 9-year cohort of the Growing Up in Ireland study, this paper examines self-concept among boys and girls in Irish primary schools. The findings show important differences in terms of the affective elements of school engagement, with boys more likely than girls to score significantly lower levels on measures of 'good' behaviour and intellectual school status, while girls score significantly lower on freedom from anxiety than boys. The findings also illustrate that predictors of disengagement are about more than the child's gender - in that working class children and students with special educational needs are faring less well in terms of affective engagement in school.
C1 [Frawley, Denise; McCoy, Selina; Banks, Joanne; Thornton, Maeve] ESRI, Dublin 2, Ireland.
   [McCoy, Selina] Univ Dublin Trinity Coll, Dublin 2, Ireland.
C3 Economic & Social Research Institute (ESRI); Trinity College Dublin
RP Frawley, D (corresponding author), ESRI, Whitaker Sq, Dublin 2, Ireland.
EM denise.frawley@esri.ie; selina.mccoy@esri.ie; joanne.banks@esri.ie;
   maeve.thornton@esri.ie
RI McCoy, Selina/ABC-9817-2020; Banks, Joanne/B-1073-2019
OI McCoy, Selina/0000-0001-8774-4018; Banks, Joanne/0000-0003-2322-662X
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NR 84
TC 15
Z9 19
U1 0
U2 17
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 2014
VL 7
IS 4
BP 843
EP 859
DI 10.1007/s12187-014-9247-5
PG 17
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA AW0PF
UT WOS:000345994500010
DA 2024-07-15
ER

PT J
AU Gale, T
AF Gale, Trevor
TI Towards a theory and practice of policy engagement: Higher education
   research policy in the making
SO AUSTRALIAN EDUCATIONAL RESEARCHER
LA English
DT Article
AB Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis. This time around, it is not just that our theoretical tools are blunt and irrelevant ( Ball 1990), so are our politics. It seems our attention has been so consumed by 'what is policy' ( Ball 1994a) and with challenging its claims to authority, that we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the most part we have been 'coerced into an era of cooperation'. Getting ourselves out of this mess will take more than just better theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement and to re-establish a field of education that resists the tendency to fragment and/ or the temptation to defend itself 'against' policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE ( the Australian Association for Research in Education) and the Australian RQF ( Research Quality Framework) although the analysis is by no means restricted to these.
C1 Monash Univ, Clayton, Vic 3168, Australia.
C3 Monash University
RP Gale, T (corresponding author), Monash Univ, Clayton, Vic 3168, Australia.
EM trevor.gale@education.monash.edu.au
RI Gale, Trevor/ABC-4848-2020
OI Gale, Trevor/0000-0003-3927-9267
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NR 37
TC 9
Z9 10
U1 2
U2 7
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0311-6999
EI 2210-5328
J9 AUST EDUC RES
JI Aust. Educ. Res.
PD AUG
PY 2006
VL 33
IS 2
BP 1
EP 14
DI 10.1007/BF03216831
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 121OZ
UT WOS:000243168200001
DA 2024-07-15
ER

PT J
AU Tanrikulu, G
   Mouratidis, A
AF Tanrikulu, Gulfem
   Mouratidis, Athanasios
TI Life aspirations, school engagement, social anxiety, social media use
   and fear of missing out among adolescents
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Fear of Missing out; Self-determination Theory; Extrinsic and Intrinsic
   Aspirations; Social Media; Academic Engagement; Social Anxiety;
   Adolescence
ID SELF-DETERMINATION THEORY; PROBLEMATIC INTERNET USE; AMERICAN-DREAM;
   EXTRINSIC ASPIRATIONS; PSYCHIATRIC-DISORDERS; NETWORKING SITES;
   TECHNOLOGY USE; ADDICTIVE USE; DARK SIDE; FOMO
AB Fear of Missing Out (FoMO) - people's intense concerns that they might miss pleasant moments that their peers may enjoy-has been found to relate to a variety of undesired outcomes, including poor academic functioning. Yet, little is known about why some students may exhibit more FoMO than others. In this cross-sectional study with a sample of Turkish adolescents (N-1 = 506; 50.8% males; M-age = 15.8 years; SD = 0.83), we examined to what extent intrinsic and extrinsic life goals for using social media predict FoMO over and above social anxiety. We found through path analyses that extrinsic goals of attaining popularity, garnering attention, and conveying a positive image of oneself to others related to FoMO which in turn related to lower grades by means of in-class distraction and out-of-class study interference. Taken together, the present results suggest that the goals that adolescents try to attain through social media use may explain why FoMO might be more prevalent in that age group.
C1 [Tanrikulu, Gulfem] Univ Edinburgh, Sch Hlth Social Sci Psychotherapy & Counselling, Edinburgh EH8 9AG, Midlothian, Scotland.
   [Mouratidis, Athanasios] Natl & Kapodistrian Univ Athens, Sch Sport & Exercise Sci, Dafni, Greece.
C3 University of Edinburgh; National & Kapodistrian University of Athens
RP Tanrikulu, G (corresponding author), Univ Edinburgh, Sch Hlth Social Sci Psychotherapy & Counselling, Edinburgh EH8 9AG, Midlothian, Scotland.
EM gulfemtan@gmail.com; A.Mouratidis@uoa.gr
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NR 85
TC 4
Z9 4
U1 9
U2 47
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 NOV
PY 2023
VL 42
IS 32
BP 28689
EP 28699
DI 10.1007/s12144-022-03917-y
EA NOV 2022
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U0HR2
UT WOS:000880566100013
OA hybrid
DA 2024-07-15
ER

PT J
AU Cernja Rajter, I
   Galic, Z
   Kuzman, I
   Sverko, I
AF Cernja Rajter, Iva
   Galic, Zvonimir
   Kuzman, Ivana
   Sverko, Iva
TI Antecedents and Outcomes of Students' Engagement
SO DRUSTVENA ISTRAZIVANJA
LA Croatian
DT Article
DE students' engagement; congruence; Job Demands-Resources Model; core
   self-evaluations; academic achievement
ID CORE SELF-EVALUATIONS; WORK ENGAGEMENT; JOB DEMANDS; EMOTIONAL
   STABILITY; CONGRUENCE; SATISFACTION; RESOURCES; PERFORMANCE; BURNOUT;
   METAANALYSIS
AB The aim of this research was to investigate possible antecedents and outcomes of students' engagement. Students' engagement is a positive condition characterized by vigor, dedication and absorption in work and it was measured by the Utrecht Work Engagement Scale for Students (UWES-S). Our study had two research problems. Within the first problem, we relied to the Job Demands-Resources Model to examine the possible determinants of students' engagement: core self-evaluations and the person-environment fit (congruence as measured with the Iachan M index). Within the second research problem we examined the role of students' engagement in explaining academic achievement. Participants were students enrolled in six different study programs at the University of Zagreb (N = 380). The results have shown that congruence and core self-evaluations explained students' engagement. Core self-evaluations were shown to be related to all aspects of students' engagement, while congruence contributed over and above core self-evaluations to dedication and total students' engagement. Academic achievement was determined by gender, age, core self-evaluations and students' engagement, but not by congruence. Students' engagement explained an additional variance of academic achievement s over gender, age, and core self-evaluations.
C1 [Cernja Rajter, Iva] Hrvatski Studiji, Zagreb, Croatia.
   [Galic, Zvonimir] Filozofski Fak, Zagreb, Croatia.
   [Kuzman, Ivana] Grand Hotel Imperial Dd, Dubrovnik, Croatia.
   [Cernja Rajter, Iva] Univ Dept Croatian Studies, Zagreb, Croatia.
   [Galic, Zvonimir] Fac Humanities & Social Sci, Zagreb, Croatia.
   [Sverko, Iva] Inst Social Sci Ivo Pilar, Zagreb, Croatia.
C3 University of Zagreb; University of Zagreb; University of Zagreb
RP Cernja Rajter, I (corresponding author), Sveuciliste Zagrebu, Hrvatski Studiji, Borongajska Cesta 83d, Zagreb 10000, Croatia.
EM icernja@hrstud.hr
OI Cernja Rajter, Iva/0000-0002-5949-4311
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NR 40
TC 0
Z9 0
U1 2
U2 32
PU INST OF SOCIAL SCIENCES IVO PILAR
PI ZAGREB
PA MARULICEV TRG 19/1, 10001 ZAGREB, CROATIA
SN 1330-0288
J9 DRUS ISTRAZ
JI Drus. Istraz.
PD NOV
PY 2019
VL 28
IS 4
BP 607
EP 625
DI 10.5559/di.28.4.03
PG 19
WC Social Issues; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Sociology
GA JQ1AV
UT WOS:000498686900003
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Karabiyik, C
   Mirici, IH
AF Karabiyik, Ceyhun
   Mirici, Ismail Hakki
TI Development and Validation of the Foreign Language Learning Effort Scale
   for Turkish Tertiary-Level Students
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Effort; Learning effort; Foreign language learning effort; Higher
   education; Students; Scale development
ID ACADEMIC ENGAGEMENT; COLLEGE GRADES; MOTIVATION; SCHOOL; VALIDITY;
   ORIENTATIONS; 2ND-LANGUAGE; PERFORMANCE; STRATEGIES; EDUCATION
AB Current research indicates learning effort to be an important determinant of success in learning, yet the field of education lacks an adequate scale for quantifying foreign language learning effort. The Foreign Language Learning Effort Scale (FLUES) has been developed to measure the effort levels of tertiary-level foreign language learners. Data was collected from students learning English at various public and foundation universities in Ankara in Turkey. An item-pool was initially created and expert opinion was taken to ensure content validity. Next, exploratory factor analysis was carried out over 628 students, which yielded a 4-factor model that was then tested for construct validity and verified using confirmatory factor analyses over both the pilot sample and an independent sample consisting of 701 participants. The internal consistency and reliability coefficients for FLLES and its dimensions were calculated for both the pilot and replication samples. In addition, a test-retest reliability analysis was carried out over 64 students. The scale was further assessed for predictive, convergent, and discriminant validities. The results of the research show the FLLES to be a valid and reliable instrument consisting of 17 items and four dimensions.
C1 [Karabiyik, Ceyhun] Ufuk Univ, Fac Educ, Ankara, Turkey.
   [Mirici, Ismail Hakki] Near East Univ, Ataturk Fac Educ, Nicosia, Cyprus.
C3 Ufuk University; Near East University
RP Karabiyik, C (corresponding author), Ufuk Univ, Fac Educ, Ankara, Turkey.
EM ceyhun.karabiyik@ufuk.edu.tr; hakkimirici@gmail.com
RI Mirici, Ismail Hakki/HIR-9163-2022; Karabıyık, Ceyhun/R-2015-2019
OI Mirici, Ismail Hakki/0000-0002-0906-0259; Karabıyık,
   Ceyhun/0000-0003-1408-931X
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NR 99
TC 3
Z9 3
U1 2
U2 14
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 2630-5984
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PD APR
PY 2018
VL 18
IS 2
BP 373
EP 395
DI 10.12738/estp.2018.2.0010
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GQ3SB
UT WOS:000441585700005
OA Bronze
DA 2024-07-15
ER

PT J
AU Espinoza, G
   Gonzales, NA
   Fuligni, AJ
AF Espinoza, Guadalupe
   Gonzales, Nancy A.
   Fuligni, Andrew J.
TI Daily School Peer Victimization Experiences Among Mexican-American
   Adolescents: Associations with Psychosocial, Physical and School
   Adjustment
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Bullying; Peer victimization; Adolescence; Mexican-American students;
   Daily methods
ID LATIN-AMERICAN; SELF-CONCEPT; DEPRESSIVE SYMPTOMS; ACADEMIC ENGAGEMENT;
   LOW-INCOME; CHILDREN; HEALTH; MIDDLE; DISCRIMINATION; AGGRESSION
AB School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents' who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent's mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents' adjustment, across multiple domains.
C1 [Espinoza, Guadalupe; Fuligni, Andrew J.] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
   [Gonzales, Nancy A.] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA.
   [Fuligni, Andrew J.] Univ Calif Los Angeles, Dept Psychiat & Biobehav Sci, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles;
   Arizona State University; Arizona State University-Tempe; University of
   California System; University of California Los Angeles
RP Espinoza, G (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall, Los Angeles, CA 90095 USA.
EM g.espinoza@ucla.edu
FU NICHD NIH HHS [R01 HD057164, R24 HD041022, R01HD057164] Funding Source:
   Medline
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NR 86
TC 40
Z9 62
U1 0
U2 35
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 DEC
PY 2013
VL 42
IS 12
BP 1775
EP 1788
DI 10.1007/s10964-012-9874-4
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 253IR
UT WOS:000327078800001
PM 23238764
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Mascarenhas, C
   Mendes, T
   Galvao, AR
   Marques, CS
   Ferreira, JJ
AF Mascarenhas, Carla
   Mendes, Telma
   Galvao, Anderson R.
   Marques, Carla S.
   Ferreira, Joao J.
TI Academic researchers' motivations to engage in university-industry
   collaboration in cross-border regions
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article; Early Access
DE University-industry collaboration; Researchers' motivations; Interaction
   channels; Academic engagement; I23; O32; O33; O38
ID TECHNOLOGY-TRANSFER; ENTREPRENEURIAL UNIVERSITY; KNOWLEDGE TRANSFER;
   SCIENTISTS; INNOVATION; SCIENCE; COOPERATION; UK; COMMERCIALIZATION;
   GOVERNANCE
AB More than ever, universities and policymakers are paying attention to faculty members' engagement in industries' projects because university-industry collaboration (UIC) is seen as the key to economic development. However, the UIC differs from country to country, and researchers may have different motivations. This study explored the relationship between university researchers' motivations and varied UIC channels. A questionnaire was administered to the relevant faculty in public universities in two cross-border regions of Portugal and Spain. Drawing on data gathered from 841 researchers, the results reveal differences in these academics' motivations to engage in different channels. Pecuniary motivations (i.e., access to funding and commercialization) drive UIC through joint and contract research, while non-pecuniary motivations (i.e., learning opportunities and access to resources) inhibit cooperation through the same two engagement channels. In addition, joint and contract research involvement also depends on researchers' age, academic status, department size, and field of study. This study provides empirical evidence on the motivations and channels of UIC in two cross-border regions of Portugal and Spain. Furthermore, it presents important results for universities and policymakers who need to increase motivation and improve UIC channels.
C1 [Mascarenhas, Carla; Galvao, Anderson R.; Marques, Carla S.] CETRAD, Unit Res, Vila Real, Portugal.
   [Mascarenhas, Carla; Galvao, Anderson R.; Marques, Carla S.] Univ Tras os Montes & Alto Douro, Vila Real, Portugal.
   [Mendes, Telma] Polytech Inst Porto P PORTO, CIICESI, Porto, Portugal.
   [Mendes, Telma] Polytech Inst Porto P PORTO, Sch Technol & Management ESTG, Porto, Portugal.
   [Mendes, Telma] Univ Vigo, Vigo, Spain.
   [Mendes, Telma] Econ & Business Adm Soc Res Ctr ECOBAS, Vigo, Spain.
   [Ferreira, Joao J.] Univ Beira Interior, Dept Management & Econ, Covilha, Portugal.
   [Ferreira, Joao J.] Univ Beira Interior, NECE Res Ctr Business Sci, Covilha, Portugal.
   [Ferreira, Joao J.] QUT Australian Ctr Entrepreneurship Res, Brisbane, Australia.
C3 University of Tras-os-Montes & Alto Douro; Instituto Politecnico do
   Porto; Instituto Politecnico do Porto; Universidade de Vigo;
   Universidade da Beira Interior; Universidade da Beira Interior
RP Galvao, AR (corresponding author), CETRAD, Unit Res, Vila Real, Portugal.; Galvao, AR (corresponding author), Univ Tras os Montes & Alto Douro, Vila Real, Portugal.
EM carlam@utad.pt; tilm@estg.ipp.pt; anderson@utad.pt; smarques@utad.pt;
   jjmf@ubi.pt
RI Mascarenhas, Carla/L-5563-2018
OI Mascarenhas, Carla/0000-0003-1306-8787
FU FCT-Portuguese Foundation for Science and Technology [UIDB/04011/2020,
   UIDP/04728/2020, UIDB/04630/2020]
FX This work is supported by national funds, through the FCT-Portuguese
   Foundation for Science and Technology under the projects
   UIDB/04011/2020, UIDP/04728/2020 and UIDB/04630/2020.
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NR 132
TC 0
Z9 0
U1 24
U2 24
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD 2024 MAR 29
PY 2024
DI 10.1007/s10961-024-10082-w
EA MAR 2024
PG 31
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA MO4C3
UT WOS:001194539900001
OA hybrid
DA 2024-07-15
ER

PT J
AU Zhong, SN
   Wang, YB
   Wu, WJ
AF Zhong, Shuneng
   Wang, Yabing
   Wu, Wangjiao
TI Exploring the Mediating Role of Emotions Between Growth Language Mindset
   and Engagement Among EFL Learners
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article; Early Access
DE Growth language mindset; Positive emotions; Negative emotions; Language
   engagement; Chinese EFL learners
ID ACHIEVEMENT EMOTIONS; ACADEMIC ENGAGEMENT; GOAL ORIENTATIONS;
   SELF-EFFICACY; BUILD THEORY; BELIEFS; MOTIVATION; RESPONSES; FAILURE;
   ENGLISH
AB Although engagement in the language learning process is important for students' language outcomes, factors that contribute to it are underexamined. Therefore, the aim of this study was to explore the roles of individual differences (growth language mindset and academic emotion) in shaping foreign language (FL) engagement. A total of 1,738 Chinese undergraduates (790 males and 948 females) studying English as a foreign language (EFL) completed questionnaires measuring their growth language mindsets, positive emotions (enjoyment, pride and hope), negative emotions (anger, anxiety, shame, hopelessness and boredom) and engagement during the English learning process. Correlational analyses revealed positive relationships between growth language mindsets, positive emotions, and engagement; and negative relationships between negative emotions and the three other variables. Structural equation modelling analyses showed that both positive and negative emotions were partial mediators between growth language mindset and engagement in FL learning, with positive emotions demonstrating larger effects. The findings are indicative of a motivation-emotion-behavior path in the EFL context. The theoretical and practical implications for language learning and teaching are discussed in this paper.
C1 [Zhong, Shuneng; Wu, Wangjiao] South China Univ Technol, Sch Foreign Languages, Guangzhou, Peoples R China.
   [Wang, Yabing] Guangdong Univ Foreign Studies, Ctr Linguist & Appl Linguist, Sch English Educ, Guangzhou, Peoples R China.
C3 South China University of Technology; Guangdong University of Foreign
   Studies
RP Wang, YB (corresponding author), Guangdong Univ Foreign Studies, Ctr Linguist & Appl Linguist, Sch English Educ, Guangzhou, Peoples R China.
EM flzhongshuneng@scut.edu.cn; wangyb@gdufs.edu.cn; laurewu@163.com
RI zhang, jiahao/KEE-9357-2024; zhou, chen/KHW-8121-2024; zhen,
   wang/KBA-3844-2024; Liu, Jiacheng/KHX-5326-2024; zhang,
   lm/JWP-8874-2024; liu, sha/JXL-6600-2024; Huang, Yong/KFA-1191-2024;
   liu, feng/KCL-0778-2024
OI Liu, Jiacheng/0000-0002-0518-3577; Wang, Yabing/0000-0003-3539-2633
FU Guangdong Social Science Planning Project-2023 [GD23YWY03]
FX The funding was provided by Guangdong Social Science Planning
   Project-2023 (Grant No. GD23YWY03).
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NR 78
TC 3
Z9 3
U1 46
U2 78
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 2023 SEP 28
PY 2023
DI 10.1007/s40299-023-00771-9
EA SEP 2023
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA T0IM1
UT WOS:001074909800001
DA 2024-07-15
ER

PT J
AU Rodríguez-González, R
   Martínez-Santos, AE
   de la Fuente, NV
   López-Pérez, ME
   Fernandez-De-La-Iglesia, JD
AF Rodriguez-Gonzalez, Raquel
   Martinez-Santos, Alba -Elena
   De La Fuente, Noelia Vicho
   Lopez-Perez, Maria-Elena
   Fernandez-De-La-Iglesia, Josefa-del-Carmen
TI Identifying engagement and associated factors in nursing students: An
   exploratory study
SO JOURNAL OF PROFESSIONAL NURSING
LA English
DT Article
DE Students nursing; Work engagement; Nursing care; Burnout psychological
ID REGISTERED NURSES; WORK ENGAGEMENT
AB Background: Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. Methods: An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. Results: The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05). Conclusions: The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek stra-tegies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high -quality nursing care and patient safety.
C1 [Rodriguez-Gonzalez, Raquel; Martinez-Santos, Alba -Elena; De La Fuente, Noelia Vicho; Lopez-Perez, Maria-Elena] Univ Santiago de Compostela, Fac Nursing, Dept Psychiat Radiol Publ Hlth Nursing & Med, Santiago De Compostela, Spain.
   [Martinez-Santos, Alba -Elena] UVIGO, DIPO Res Grp, Galicia Sur Hlth Res Inst IIS Galicia Sur, SERGAS, Vigo, Spain.
   [Martinez-Santos, Alba -Elena] Complexo Hosp Univ Pontevedra, Dermatol Dept, Pontevedra, Spain.
   [De La Fuente, Noelia Vicho] Galician Hlth Serv, Nursing Dept, Santiago De Compostela, Galicia, Spain.
   [Fernandez-De-La-Iglesia, Josefa-del-Carmen] Univ Santiago de Compostela, Fac Educ Sci, Dept Pedag & Didact, Santiago De Compostela, Spain.
   [Fernandez-De-La-Iglesia, Josefa-del-Carmen] Univ Santiago de Compostela, Campus Vida,Xose Maria Suarez Nunez S-N, Santiago De Compostela 15782, Spain.
C3 Universidade de Santiago de Compostela; Universidade de Vigo; Complexo
   Hospitalario Universitario de Pontevedra; Universidade de Santiago de
   Compostela; Universidade de Santiago de Compostela
RP Fernandez-De-La-Iglesia, JD (corresponding author), Univ Santiago de Compostela, Campus Vida,Xose Maria Suarez Nunez S-N, Santiago De Compostela 15782, Spain.
EM c.delaiglesia@usc.es
RI Fernandez-de-la-Iglesia, J Carmen/KFT-1397-2024; Rodriguez-Gonzalez,
   Raquel/F-1490-2013
OI Rodriguez-Gonzalez, Raquel/0000-0003-4171-0263; Vicho de la Fuente,
   Noelia/0000-0001-8878-8688
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NR 47
TC 1
Z9 1
U1 10
U2 17
PU W B SAUNDERS CO-ELSEVIER INC
PI PHILADELPHIA
PA 1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA
SN 8755-7223
EI 1532-8481
J9 J PROF NURS
JI J. Prof. Nurs.
PD SEP-OCT
PY 2023
VL 48
BP 77
EP 83
DI 10.1016/j.profnurs.2023.06.003
EA JUN 2023
PG 7
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA M8JB8
UT WOS:001032612700001
PM 37775245
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU López-Díaz, MT
   Peña, M
AF Teresa Lopez-Diaz, Maria
   Pena, Marta
TI Encouraging Students' Motivation and Involvement in STEM Degrees by the
   Execution of Real Applications in Mathematical Subjects: The Population
   Migration Problem
SO MATHEMATICS
LA English
DT Article
DE engineering; linear algebra; mathematics; population migration; STEM;
   students' motivation
ID ACADEMIC ENGAGEMENT; ATTITUDES
AB This paper presents a simplified model of the population migration problem, addressed to first-year engineering students in order to show them the use of linear algebra tools. The study consists of predicting the census in the city centre and in the suburbs, determining the city population equilibrium point, and making a sociological interpretation of population flows. This practical problem is part of the seminar "Applications of Linear Algebra in Engineering", which is being held at the Universitat Politecnica de Catalunya-BarcelonaTech (UPC). This seminar consists in the learning of linear algebra by the implementation of real applications where mathematical tools are required to resolve them. This paper presents an application of linear algebra to the population migration problem and analyses students' appreciation through anonymous surveys and personal interviews. The surveys assessed students' motivation towards the subject of linear algebra and their learning of mathematical concepts. Personal interviews were conducted for students in order to let them express in detail their opinion about the seminar. The results confirm that the introduction of real applications in the learning of mathematics increases students' motivation and involvement, which implies an improvement in students' performance in the first courses of STEM degrees.
C1 [Teresa Lopez-Diaz, Maria; Pena, Marta] Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
C3 Universitat Politecnica de Catalunya
RP Peña, M (corresponding author), Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
EM maria.teresa.lopez.diaz@upc.edu; marta.penya@upc.edu
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NR 31
TC 0
Z9 0
U1 0
U2 1
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7390
J9 MATHEMATICS-BASEL
JI Mathematics
PD APR
PY 2022
VL 10
IS 8
AR 1228
DI 10.3390/math10081228
PG 14
WC Mathematics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Mathematics
GA 0T3IB
UT WOS:000786862500001
OA gold
DA 2024-07-15
ER

PT J
AU Miller, CJ
   Elder, K
   Scavone, A
AF Miller, Carlin J.
   Elder, Katelyn
   Scavone, Antonette
TI The Feasibility of Bringing Brief Mindfulness-Based Training to the
   University Classroom
SO MINDFULNESS
LA English
DT Article
DE Mindfulness; Stress; University students; Feasibility
ID ATTENTION AWARENESS SCALE; STRESS; MEDITATION; HEALTH; INSTRUMENTS;
   DEPRESSION; PSYCHOLOGY; STUDENTS; PROGRAM; ANXIETY
AB Mindfulness has been promoted as a way to increase resiliency during times of stress. Universities are reporting that record numbers of undergraduate students are seeking mental health services related to stress. This study assessed the feasibility of layering brief mindfulness-based practice within a large-scale university course. Data were collected from 115 participants enrolled in a third-year psychology course. The intervention took approximately 5 min of the 80-min class time on alternating course days, resulting in no deleterious effects on learning outcomes. 53.6% of the students indicated that they had used the practice outside of class, possibly leading to long-term positive effects in multiple areas. One-fifth of students reported seeking out other opportunities to learn about mindfulness in the same semester. Participants reported increased stress and decreased mindfulness over the course of the study, which corresponded to the assessment points within the semester, but may also highlight the impact of mindfulness training on awareness of both positive and negative emotional states. Future research should consider the role of brief mindfulness interventions in stress reduction, anxiety reduction, overall coping, and academic engagement in the undergraduate large-class environment.
C1 [Miller, Carlin J.; Elder, Katelyn; Scavone, Antonette] Univ Windsor, Dept Psychol, 401 Sunset Ave, Windsor, ON N9B 3P4, Canada.
C3 University of Windsor
RP Miller, CJ (corresponding author), Univ Windsor, Dept Psychol, 401 Sunset Ave, Windsor, ON N9B 3P4, Canada.
EM cjmiller@uwindsor.ca
FU University of Windsor's Centre for Teaching and Learning through the
   Undergraduate Research Engagement Fund
FX The authors wish to acknowledge the funding for this study provided by
   the University of Windsor's Centre for Teaching and Learning through the
   Undergraduate Research Engagement Fund. The authors also wish to thank
   the three reviewers who provided substantial guidance to improve the
   overall quality of our manuscript.
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NR 40
TC 8
Z9 9
U1 0
U2 54
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1868-8527
EI 1868-8535
J9 MINDFULNESS
JI Mindfulness
PD AUG
PY 2017
VL 8
IS 4
BP 1047
EP 1054
DI 10.1007/s12671-017-0680-7
PG 8
WC Psychology, Clinical; Psychiatry
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA FA4KG
UT WOS:000405411600020
DA 2024-07-15
ER

PT J
AU Liu, J
   Kuhfeld, M
   Lee, M
AF Liu, Jing
   Kuhfeld, Megan
   Lee, Monica
TI Noncognitive Factors and Student Long-Run Success: Comparing the
   Predictive Validity of Observable Academic Behaviors and
   Social-Emotional Skills
SO EDUCATIONAL POLICY
LA English
DT Article; Early Access
DE student absenteeism; social-emotional learning; educational attainment
ID SELF-DISCIPLINE; SCHOOL; METAANALYSIS; LABOR; INTERVENTION;
   IMPLEMENTATION; ACHIEVEMENT; PERSONALITY; ENGAGEMENT; MOTIVATION
AB Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by comparing the predictive validity of two most widely used metrics on noncogntive outcomes-observable academic behaviors (e.g., absenteeism, suspensions) and student self-reported social and emotional learning (SEL) skills-for the likelihood of high school graduation and postsecondary attainment. Our findings suggest that conditional on student demographics and achievement, academic behaviors are several-fold more predictive than SEL skills for all long-run outcomes, and adding SEL skills to a model with academic behaviors improves the model's predictive power minimally. In addition, academic behaviors are particularly strong predictors for low-achieving students' long-run outcomes. Part-day absenteeism (as a result of class skipping) is the largest driver behind the strong predictive power of academic behaviors. Developing more nuanced behavioral measures in existing administrative data systems might be a fruitful strategy for schools whose intended goal centers on predicting students' educational attainment.
C1 [Liu, Jing] Univ Maryland Coll Pk, College Pk, MD USA.
   [Liu, Jing] IZA Inst Lab Econ, Bonn, Germany.
   [Kuhfeld, Megan] NWEA, Portland, OR USA.
   [Lee, Monica] Stanford Univ, Palo Alto, CA USA.
   [Liu, Jing] Univ Maryland Coll Pk, Coll Educ, 2203 Benjamin Bldg, College Pk, MD 20742 USA.
C3 University System of Maryland; University of Maryland College Park; IZA
   Institute Labor Economics; Stanford University; University System of
   Maryland; University of Maryland College Park
RP Liu, J (corresponding author), Univ Maryland Coll Pk, Coll Educ, 2203 Benjamin Bldg, College Pk, MD 20742 USA.
EM jliu28@umd.edu
OI Liu, Jing/0000-0002-9918-8642
FU The authors thank Jim Soland, Marcia Davis, and participants in APPAM
   and SREE annual conferences for helpful comments and discussions. The
   data were provided via in-kind support from a local educational agency
   using a data sharing agreement that requires
FX The authors thank Jim Soland, Marcia Davis, and participants in APPAM
   and SREE annual conferences for helpful comments and discussions. The
   data were provided via in-kind support from a local educational agency
   using a data sharing agreement that requires agency review of the
   findings of the research prior to publication. Opinions reflect those of
   the authors and not necessarily those of the funding agencies or the
   data-sharing partner.
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NR 81
TC 0
Z9 0
U1 5
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0895-9048
EI 1552-3896
J9 EDUC POLICY
JI Educ. Policy
PD 2023 NOV 10
PY 2023
DI 10.1177/08959048231209262
EA NOV 2023
PG 39
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA X6RA6
UT WOS:001099689100001
DA 2024-07-15
ER

PT J
AU Venta, A
   Bailey, C
   Muñoz, C
   Godinez, E
   Colin, Y
   Arreola, A
   Abate, A
   Camins, J
   Rivas, M
   Lawlace, S
AF Venta, Amanda
   Bailey, Cassandra
   Munoz, Carla
   Godinez, Estrella
   Colin, Yessica
   Arreola, Aleyda
   Abate, Anna
   Camins, Joshua
   Rivas, Monico
   Lawlace, Sally
TI Contribution of Schools to Mental Health and Resilience in Recently
   Immigrated Youth
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE immigrant; adolescent; school; engagement; attachment
ID INCOME COUNTRIES RISK; PSYCHOMETRIC PROPERTIES; ACADEMIC ENGAGEMENT;
   STUDENT ENGAGEMENT; ADOLESCENCE; CHILDREN; ACHIEVEMENT; DEPRESSION;
   STRENGTHS; MIDDLE
AB Given the high risk of psychopathology among recently immigrated Central American adolescents, the aim of this study was to examine several putative protective factors: parental attachment, peer attachment, and school engagement. Based on prior research with other immigrant groups, parental and peer attachment were expected to correlate with reduced mental health problems, increased prosocial behavior, and increased resilience. However, the current study sought to add to existing data regarding putative protective factors by testing the incremental contribution of school engagement over and above existing support from parents and peers. The present study included 78 recently immigrated adolescents from Central America who were enrolled at a public high school for recent immigrants. Findings revealed that school engagement made a significant, positive contribution to mental health and resilience for youth above and beyond the effects of parental and peer attachment. Specifically, school engagement (i.e., subscales Behavioral Engagement, Emotional Disaffection, and Active Behavioral Disaffection) uniquely contributed to models predicting externalizing psychopathology, prosocial behavior, and resilience. In sum, the findings of this study preliminarily suggest that fostering school engagement may have protective effects for recently immigrated youth above and beyond traditional (i.e., peer, family) supports.
C1 [Venta, Amanda; Bailey, Cassandra; Munoz, Carla; Godinez, Estrella; Colin, Yessica; Arreola, Aleyda; Abate, Anna; Camins, Joshua] Sam Houston State Univ, Dept Psychol & Philosophy, Campus Box 2447, Huntsville, TX 77341 USA.
   [Rivas, Monico; Lawlace, Sally] Liberty High Sch, Houston Independent Sch Dist, Houston, TX USA.
C3 Texas State University System; Sam Houston State University
RP Venta, A (corresponding author), Sam Houston State Univ, Dept Psychol & Philosophy, Campus Box 2447, Huntsville, TX 77341 USA.
EM aventa@shsu.edu
RI Abate, Anna/AAS-8956-2020; Camins, Joshua/ABG-4387-2020
FU Sam Houston State University FAST Grant; American Psychological
   Association of Graduate Students; Sam Houston State University
   Enhancement Research Grant
FX This study was funded by Sam Houston State University FAST Grant and
   Enhancement Research Grant and the American Psychological Association of
   Graduate Students.
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NR 63
TC 31
Z9 39
U1 2
U2 19
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 MAR
PY 2019
VL 34
IS 2
BP 138
EP 147
DI 10.1037/spq0000271
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN8IZ
UT WOS:000460439700002
PM 30058826
DA 2024-07-15
ER

PT J
AU Datu, JAD
AF Datu, Jesus Alfonso D.
TI Flourishing is Associated with Higher Academic Achievement and
   Engagement in Filipino Undergraduate and High School Students
SO JOURNAL OF HAPPINESS STUDIES
LA English
DT Article
DE Academic achievement; Academic engagement; Flourishing; Well-being
ID LIFE SATISFACTION; MENTAL-HEALTH; POSITIVE PSYCHOLOGY; PERSONALITY;
   ADOLESCENTS; VALIDITY; SCALE; PERFORMANCE; PREDICTORS; EDUCATION
AB Flourishing emphasizes the importance of integrating subjective well-being and psychological well-being to offer a more comprehensive view of mental health. Recognizing the potential advantage of flourishing, previous empirical studies have examined the relations of flourishing to positive psychological outcomes such as hope, life satisfaction, mental health, and positive emotions. However, it appears that limited research has been carried out to assess the role of flourishing in the educational context. Hence, the current research examined the association of flourishing with relevant academic outcomes (i.e., perceived academic achievement, academic achievement, behavioral engagement, and emotional engagement) after controlling for relevant demographic variables, life satisfaction, positive affect, and negative affect among Filipino undergraduate and high school students. Study 1 showed that flourishing positively predicted self-report academic achievement of Filipino undergraduate students after controlling for age, gender, and subjective well-being domains (life satisfaction, positive affect, and negative affect). Similarly, Study 2 showed that flourishing positively predicted objective measure of academic achievement, behavioral engagement, and emotional engagement in Filipino high school students even after controlling for the influence of demographic variables and subjective well-being domains. The theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Ctr Adv Inclus & Special Educ, Room 525 Meng Wah Complex, Pokfulam, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Ctr Adv Inclus & Special Educ, Room 525 Meng Wah Complex, Pokfulam, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
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NR 40
TC 45
Z9 56
U1 6
U2 57
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1389-4978
EI 1573-7780
J9 J HAPPINESS STUD
JI J. Happiness Stud.
PD JAN
PY 2018
VL 19
IS 1
BP 27
EP 39
DI 10.1007/s10902-016-9805-2
PG 13
WC Psychology, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics
GA FV6FE
UT WOS:000424675900002
DA 2024-07-15
ER

PT J
AU Preckel, F
   Niepel, C
   Schneider, M
   Brunner, M
AF Preckel, Franzis
   Niepel, Christoph
   Schneider, Marian
   Brunner, Martin
TI Self-concept in adolescence: A longitudinal study on reciprocal effects
   of self-perceptions in academic and social domains
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Academic self-concept; Social self-concept; Social acceptance; Social
   assertion; Adolescence; Longitudinal data
ID PEER EXPERIENCES; FIT INDEXES; TEST-SCORES; ACHIEVEMENT; ABILITY;
   VICTIMIZATION; CONSEQUENCES; COMPETENCE; VALIDATION; CHILDHOOD
AB Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals. (C) 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
C1 [Preckel, Franzis; Niepel, Christoph; Schneider, Marian] Univ Trier, Dept Psychol, D-54286 Trier, Germany.
   [Brunner, Martin] Univ Berlin, Berlin, Germany.
   [Brunner, Martin] Berlin Brandenburg Inst Sch Qual, Berlin, Germany.
C3 Universitat Trier
RP Preckel, F (corresponding author), Univ Trier, Dept Psychol, Univ Ring 15, D-54286 Trier, Germany.
EM preckel@uni-trier.de
RI Brunner, Martin/HZK-0308-2023; Niepel, Christoph/ACK-9220-2022
OI Brunner, Martin/0000-0001-7182-5622; Niepel,
   Christoph/0000-0001-6376-7901
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NR 73
TC 68
Z9 86
U1 10
U2 144
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 DEC
PY 2013
VL 36
IS 6
BP 1165
EP 1175
DI 10.1016/j.adolescence.2013.09.001
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 275XX
UT WOS:000328713800017
PM 24215963
OA Bronze
DA 2024-07-15
ER

PT J
AU Keyes, MA
   Iacono, WG
   Mcgue, M
AF Keyes, Margaret A.
   Iacono, William G.
   McGue, Matt
TI Early onset problem behavior, young adult psychopathology, and
   contextual risk
SO TWIN RESEARCH AND HUMAN GENETICS
LA English
DT Article; Proceedings Paper
CT 35th Annual Meeting of the Behavior-Genetics-Association
CY JUN 29-JUL 02, 2005
CL Hollywood, CA
SP Behav Genet Assoc
ID ALCOHOL-USE; FIRST DRINK; AGE; DISORDERS; CONSEQUENCES; ADOLESCENCE;
   PERSONALITY; ASSOCIATION; PREVALENCE; DEPENDENCE
AB A prospective study of 692 male twins was undertaken to investigate the relationships among early adolescent problem behavior, contextual risk, and disinhibitory psychopathology. Early adolescent problem behavior was assessed by the number of the following behaviors engaged in by the time of the age-14 assessment: (1) tobacco use, (2) alcohol use, (3) marijuana use, (4) other illicit drug use, (5) sexual intercourse, and (6) police contact. Contextual risk was assessed as a composite of measures of peer models, parent-off spring conflict, and academic engagement from the age-14 assessment. Disinhibitory psychopathology was assessed by symptoms of nicotine dependence, alcohol dependence, drug dependence, and adult antisocial behavior at the age-18 assessment. Early adolescent problem behavior and contextual risk were strongly correlated (r =.53) and both were strongly and independently associated with symptoms of disinhibitory psychopathology V from .35 to .60). The association of early adolescent problem behavior with both contextual risk and disinhibitory psychopathology was mediated entirely by genetic factors while the association between contextual risk and disinhibitory psychopathology was mediated by both genetic and nonshared environmental factors. The results are discussed in the context of emerging research on the prognostic significance of early adolescent problem behavior for risk of adult psychopathology.
C1 Univ Minnesota, Dept Psychol, Minneapolis, MN 55455 USA.
   Univ So Denmark, Dept Epidemiol, Odense, Denmark.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Southern Denmark
RP Keyes, MA (corresponding author), Univ Minnesota, Dept Psychol, 75 E River Rd, Minneapolis, MN 55455 USA.
EM mkeyes@tfs.psych.umn.edu
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NR 24
TC 25
Z9 31
U1 0
U2 11
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1832-4274
EI 1839-2628
J9 TWIN RES HUM GENET
JI Twin Res. Hum. Genet.
PD FEB
PY 2007
VL 10
IS 1
BP 45
EP 53
DI 10.1375/twin.10.1.45
PG 9
WC Genetics & Heredity; Obstetrics & Gynecology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI); Conference Proceedings Citation Index - Science (CPCI-S)
SC Genetics & Heredity; Obstetrics & Gynecology
GA 144VG
UT WOS:000244823800006
PM 17539364
OA Bronze
DA 2024-07-15
ER

PT J
AU Leone-Pizzighella, AR
AF Leone-Pizzighella, Andrea R.
TI Displaying double-voiced expertise in a ?difficult? class
SO LINGUISTICS AND EDUCATION
LA English
DT Article
ID ACADEMIC-PERFORMANCE; LANGUAGE; REVALORIZATION; EDUCATION; CHILDREN;
   DIALECT
AB A class of 16-to 19-year old boys at a technical institute in central Italy was branded as disciplinar-ily problematic by their teachers. Observations in this class over the course of an academic year show, however, that some of the disruptiveness of the students contributed in important ways to the students' social and academic engagement. Specifically, this article explores (1) how student side-talk created in-teractional spaces which served important social and academic functions and (2) how students' displays of expertise in side-talk and in teacher-facing discourse relied on the tactful combination of 'school' and 'non-school' communicative repertoire elements (Rymes 2010). These interactional practices allowed stu-dents who were branded as disciplinarily problematic to both demonstrate their knowledge of how to do school -that is, their classroom competence (Gutierrez 1995)-and engage in academic discussion without ruining their public image (e.g., of toughness, masculinity, etc.). This article argues that adopting the lens of 'little-L language' in classroom contexts-drawing on Bakhtin's heteroglossia (1981) and double-voiced discourse (1984)-can help teachers unpack these and other sociolinguistic strategies that students use, normalizing and operating in cooperation with student side-talk, and creating in-roads for fuller student participation.(c) 2022 Published by Elsevier Inc.
C1 [Leone-Pizzighella, Andrea R.] Univ Penn, Philadelphia, PA 19104 USA.
   [Leone-Pizzighella, Andrea R.] Eurac Res, Bolzano, Italy.
C3 University of Pennsylvania; European Academy of Bozen-Bolzano
RP Leone-Pizzighella, AR (corresponding author), Univ Penn, Philadelphia, PA 19104 USA.; Leone-Pizzighella, AR (corresponding author), Eurac Res, Bolzano, Italy.
EM aleonepizzighella@eurac.edu
OI Leone-Pizzighella, Andrea R./0000-0002-0585-8407
FU University of Pennsylvania Graduate School of Education; Center for
   Italian Studies at the University of Pennsylvania
FX This work was supported by the Dean's Fellowship at the University of
   Pennsylvania Graduate School of Education and by a Salvatori Research
   Award from the Center for Italian Studies at the University of
   Pennsylvania.
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NR 74
TC 3
Z9 3
U1 1
U2 4
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0898-5898
EI 1873-1864
J9 LINGUIST EDUC
JI Linguist. Educ.
PD DEC
PY 2022
VL 72
AR 101033
DI 10.1016/j.linged.2022.101033
EA NOV 2022
PG 11
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 6S8MB
UT WOS:000893236000004
DA 2024-07-15
ER

PT J
AU Roy, L
   Rousseau, J
   Fortier, P
   Mottard, JP
AF Roy, Laurence
   Rousseau, Jacqueline
   Fortier, Pierre
   Mottard, Jean-Pierre
TI Postsecondary academic achievement and first-episode psychosis: A
   mixed-methods study
SO CANADIAN JOURNAL OF OCCUPATIONAL THERAPY-REVUE CANADIENNE D ERGOTHERAPIE
LA English
DT Article
DE Community mental health services; Education; Psychosocial rehabilitation
   (PSR); Students
ID QUALITY-OF-LIFE; SEVERE MENTAL-ILLNESS; EARLY INTERVENTION; 1ST EPISODE;
   FOLLOW-UP; FUNCTIONAL RECOVERY; SCHIZOPHRENIA; PREDICTORS; EMPLOYMENT;
   TRANSITION
AB Background. Postsecondary academic achievement as an area of functional recovery for young adults living with mental illness has received little research attention. Purpose. This study had three purposes: to compare rates of participation, performance, and satisfaction in postsecondary education between young adults with first-episode psychosis and closely matched young adults; to identify characteristics associated with academic participation; and to explore the processes associated with educational experiences. Method. One hundred young adults ages 18 to 30 participated in the study. Quantitative data on academic engagement, performance, and satisfaction, and qualitative data (n = 52) on academic experiences were integrated through pattern analyzes. Findings. Young adults with psychosis were significantly less likely to be engaged in postsecondary education. No difference appeared for the extent of engagement, but performance and satisfaction were lower among participants with psychosis. Participants engaged in reflexive decision making to access postsecondary education and to maintain adequate academic performance. Strategies used by successful students with mental illness were identified. Implications. Assessment and intervention focused on educational needs and skills should become landmark practices for psychiatric rehabilitation practitioners, including occupational therapists.
C1 [Roy, Laurence] McGill Univ, Sch Phys & Occupat Therapy, Fac Med, Textemontreal, PQ, Canada.
   [Roy, Laurence] Douglas Mental Hlth Univ Inst, Textemontreal, PQ, Canada.
   [Roy, Laurence; Rousseau, Jacqueline; Fortier, Pierre] Univ Montreal, Fac Med, Sch Rehabil, Montreal, PQ H3C 3J7, Canada.
   [Rousseau, Jacqueline] Montreal Geriatr Univ Inst, Res Ctr, Montreal, PQ, Canada.
   [Fortier, Pierre; Mottard, Jean-Pierre] Sacre Coeur Hosp Montreal, Montreal, PQ, Canada.
C3 McGill University; Universite de Montreal; Universite de Montreal;
   Universite de Montreal
RP Roy, L (corresponding author), Douglas Mental Hlth Univ Inst, 6875 LaSalle Boul,Pav Perry,E-3103, Verdun, PQ H4H 1R3, Canada.
EM laurence.roy@mcgill.ca
FU Canadian Institutes of Health Research [200710CGD-188144-146281]; Fonds
   de recherche en sante du Quebec [13941]
FX The first author was supported by doctoral grants from the Canadian
   Institutes of Health Research (#200710CGD-188144-146281) and the Fonds
   de recherche en sante du Quebec (#13941).
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NR 59
TC 10
Z9 13
U1 0
U2 19
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0008-4174
EI 1911-9828
J9 CAN J OCCUP THER
JI Can. J. Occup. Ther.
PD FEB
PY 2016
VL 83
IS 1
BP 42
EP 52
DI 10.1177/0008417415575143
PG 11
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA DB5LJ
UT WOS:000368555300009
PM 26755044
DA 2024-07-15
ER

PT J
AU Lam, WC
   King, RB
   Yeung, SSS
   Zhoc, CH
AF Lam, Wing Chung
   King, Ronnel B.
   Yeung, Susanna Siu-Sze
   Zhoc, Ching Hsiang
TI Mind-sets in Early Childhood: The Relations Among Growth Mindset,
   Engagement and Well-Being Among First Grade Students
SO EARLY EDUCATION AND DEVELOPMENT
LA English
DT Article
ID IMPLICIT THEORIES; ACADEMIC-ACHIEVEMENT; SELF-EFFICACY; LEARNED
   HELPLESSNESS; SCHOOL ENGAGEMENT; NEGATIVE AFFECT; INTELLIGENCE;
   MOTIVATION; CHILDREN; TRANSITION
AB Research Findings: Previous studies have found that a growth mind-set was associated with optimal learning and well-being outcomes. However, much of this research has been conducted among adolescents and young adults. Relatively little is known as to whether these associations also apply to young children. The present study aimed to examine whether mind-sets are associated with school engagement and subjective well-being in the early childhood context (i.e. first-grade students). A total of 402 Hong Kong first-grade students (219 boys and 183 girls; mean age = 6.69) were recruited. Self-reported questionnaires were administered to assess students' growth mind-set, engagement, and subjective well-being. Structural equation modeling was used to analyze the data. Results indicated that students who endorsed a growth mind-set were more likely to report higher levels of engagement and subjective well-being. Practice or Policy: Our study demonstrates the importance of growth mind-set for optimal functioning among young children. Growth mind-set may need to be nurtured in the early childhood context as a potential pathway to improving students' academic engagement and subjective well-being.
C1 [Lam, Wing Chung; Yeung, Susanna Siu-Sze; Zhoc, Ching Hsiang] Educ Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China.
   [King, Ronnel B.] Univ Hong Kong, Ctr Enhancement Teaching & Learning, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); University of Hong Kong
RP Yeung, SSS (corresponding author), Educ Univ Hong Kong, Dept Psychol, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM siusze@eduhk.hk
OI Lam, Wing Chung/0009-0002-3664-8063; YEUNG, Siu Sze/0000-0003-0079-7155
FU Quality Education Fund, Hong Kong SAR
FX This work was supported by a grant from Quality Education Fund, Hong
   Kong SAR, given to the last author. Our sincere thanks go to all the
   participating schools, parents and children.
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NR 91
TC 2
Z9 3
U1 3
U2 32
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 AUG 18
PY 2023
VL 34
IS 6
BP 1325
EP 1340
DI 10.1080/10409289.2022.2126656
EA SEP 2022
PG 16
WC Education & Educational Research; Psychology, Educational; Psychology,
   Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA L7ZG8
UT WOS:000860534200001
DA 2024-07-15
ER

PT J
AU Jurado, MDM
   Pérez-Fuentes, MD
   Martín, ABB
   Linares, JJG
   Ruiz, NFO
   Marquez, MDS
AF Molero Jurado, Maria del Mar
   del Carmen Perez-Fuentes, Maria
   Barragan Martin, Ana Belen
   Gazquez Linares, Jose Jesus
   Oropesa Ruiz, Nieves Fatima
   Simon Marquez, Maria del Mar
TI Emotional Intelligence Components as Predictors of Engagement in Nursing
   Professionals by Sex
SO HEALTHCARE
LA English
DT Article
DE engagement; emotional intelligence; nursing; sex
ID WORK ENGAGEMENT; MEDIATING ROLE; JOB-SATISFACTION; SELF-EFFICACY;
   ORGANIZATIONAL COMMITMENT; ACADEMIC ENGAGEMENT; TURNOVER INTENTION;
   NURSES; BURNOUT; STUDENTS
AB Engagement of nursing professionals is related to their psychological wellbeing, and therefore, emotional intelligence acts as a predictor. The purpose of this study was to analyze the explanatory value of the dimensions of emotional intelligence in engagement in both sexes, as well as the conditional effect of interaction of sex as a moderating variable. The sample was comprised of 2126 nurses with a mean age of 31.66 years. The Utrecht Work Engagement Scale and the Brief Inventory of Emotional Intelligence for Senior Citizens (EQ-i-20M) were used for their evaluation. The results revealed the existence of significant differences in engagement depending on the sex of the nursing professionals. Furthermore, this study showed that the interpersonal component of emotional intelligence is the predictor of engagement of female professionals, while mood and the interpersonal dimensions have a higher predictive value of engagement in males. Finally, this study was able to emphasize the sex differences found along with the importance of the role emotional intelligence dimensions have in engagement levels, which must be taken into account when designing intervention programs to improve engagement and promote participation of nursing professionals in their workplace.
C1 [Molero Jurado, Maria del Mar; del Carmen Perez-Fuentes, Maria; Barragan Martin, Ana Belen; Gazquez Linares, Jose Jesus; Oropesa Ruiz, Nieves Fatima; Simon Marquez, Maria del Mar] Univ Almeria, Dept Psychol, Almeria 04120, Spain.
   [Gazquez Linares, Jose Jesus] Univ Autonoma Chile, Dept Psychol, Santiago 4780000, Chile.
C3 Universidad de Almeria; Universidad Autonoma de Chile
RP Pérez-Fuentes, MD; Linares, JJG (corresponding author), Univ Almeria, Dept Psychol, Almeria 04120, Spain.; Linares, JJG (corresponding author), Univ Autonoma Chile, Dept Psychol, Santiago 4780000, Chile.
EM mmj130@ual.es; mpf421@ual.es; abm410@ual.es; jlinares@ual.es;
   foropesa@ual.es; msm112@ual.es
RI GAZQUEZ, JOSE JESUS/AAZ-7371-2021; Linares, José Jesús
   Gázquez/M-9230-2019; Molero Jurado, María del Mar/X-7805-2018; Barragán
   Martín, Ana Belén/ABJ-7252-2022; PEREZ FUENTES, M CARMEN/C-3018-2011
OI Linares, José Jesús Gázquez/0000-0002-6969-1781; Molero Jurado, María
   del Mar/0000-0001-9187-1474; Barragán Martín, Ana
   Belén/0000-0001-8936-0245; PEREZ FUENTES, M CARMEN/0000-0001-5950-5175;
   Simon Marquez, Maria del Mar/0000-0002-4297-6824
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NR 35
TC 8
Z9 10
U1 5
U2 27
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-9032
J9 HEALTHCARE-BASEL
JI Healthcare
PD MAR
PY 2020
VL 8
IS 1
AR 42
DI 10.3390/healthcare8010042
PG 12
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 LA1MZ
UT WOS:000523720400060
PM 32098453
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Pöysä, S
   Vasalampi, K
   Muotka, J
   Lerkkanen, MK
   Poikkeus, AM
   Nurmi, JE
AF Poysa, Sanni
   Vasalampi, Kati
   Muotka, Joona
   Lerkkanen, Marja-Kristiina
   Poikkeus, Anna-Maija
   Nurmi, Jari-Erik
TI Teacher-student interaction and lower secondary school students'
   situational engagement
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE lower secondary school; observations; situational engagement;
   teacher-student interaction
ID ACADEMIC ENGAGEMENT; CLASSROOM QUALITY; ACHIEVEMENT; MOTIVATION; GENDER;
   ADOLESCENCE; MATHEMATICS; EXPERIENCES; ENVIRONMENT; AUTONOMY
AB Background Prior research has shown that engagement plays a significant role in students' academic learning. Aims The present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson. Sample The participants were 709 Grade 7 students (47.7% girls) from 59 classrooms in 26 lower secondary schools and 51 teachers. Methods The data consisted of 155 video-recorded lessons (90 language arts and 65 mathematics lessons) coded using the Classroom Assessment Scoring System - Secondary (CLASS-S) observational instrument. Students' self-ratings of their situation-specific engagement were collected using the mobile-based In Situations (InSitu) Instrument at the end of each lesson. The data were analyzed with cross-classified two-level hierarchical modelling. Results and conclusions The results indicated that emotional support in the classroom was positively associated with students' emotional engagement and help-seeking, whereas classroom organization was associated with students' behavioural and cognitive engagement. Overall, the findings provide novel evidence suggesting that students' engagement can be fostered by supportive teacher-student interactions.
C1 [Poysa, Sanni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija] Univ Jyvaskyla, Dept Teacher Educ, POB 35, Jyvaskyla 10014, Finland.
   [Vasalampi, Kati; Muotka, Joona; Nurmi, Jari-Erik] Univ Jyvaskyla, Dept Psychol, Jyvaskyla, Finland.
   [Lerkkanen, Marja-Kristiina] Univ Stavanger, Norwegian Ctr Learning Environm & Behav Res Educ, Stavanger, Norway.
C3 University of Jyvaskyla; University of Jyvaskyla; Universitetet i
   Stavanger
RP Pöysä, S (corresponding author), Univ Jyvaskyla, Dept Teacher Educ, POB 35, Jyvaskyla 10014, Finland.
EM sanni.poysa@jyu.fi
OI Poikkeus, Anna-Maija/0000-0001-7913-8691; Lerkkanen,
   Marja-Kristiina/0000-0002-5709-5800; Poysa, Sanni/0000-0002-5059-9459;
   Vasalampi, Kati/0000-0002-1249-7566; Muotka, Joona/0000-0002-7113-903X
FU Faculty of Education and Psychology of the University of Jyvaskyla;
   Finnish Cultural Foundation; Central Finland Regional fund; Academy of
   Finland [268586, 263891, 292466]; Academy of Finland (AKA) [263891]
   Funding Source: Academy of Finland (AKA)
FX This study was funded by the Faculty of Education and Psychology of the
   University of Jyvaskyla, Finnish Cultural Foundation, Central Finland
   Regional fund, and the Academy of Finland (No. 268586 for 2013-2017; No.
   263891 for 2013-2015; No. 292466 for 2015-2019). Authors gratefully
   acknowledge the statistical support given by Prof. Asko Tolvanen.
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NR 52
TC 43
Z9 49
U1 15
U2 118
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 JUN
PY 2019
VL 89
IS 2
BP 374
EP 392
DI 10.1111/bjep.12244
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HX9SA
UT WOS:000467747400010
PM 30252125
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Briesch, AM
   Ferguson, TD
   Daniels, B
   Volpe, RJ
   Feinberg, AB
AF Briesch, Amy M.
   Ferguson, Tyler David
   Daniels, Brian
   Volpe, Robert J.
   Feinberg, Adam B.
TI Examining the Influence of Interval Length on the Dependability of
   Observational Estimates
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID GENERALIZABILITY THEORY; BEHAVIORAL OBSERVATION; TIME; ACCURACY
AB Systematic direct observation is a tool commonly employed by school psychologists to investigate student behavior. As these data are used for educational decision-making, ensuring the psychometric adequacy of the obtained data is an important consideration. Given that procedural aspects of systematic direct observation have been shown to influence the psychometric properties of obtained data, this study was designed to explore how interval length influences the dependability of academic engagement data when using a momentary time sampling procedure. Twenty seventh-grade students were each observed for two 15-min sessions during math instruction. A series of generalizability studies were conducted to examine how manipulations to interval length influenced reliability-like coefficients. In general, shorter interval lengths (i.e., 10 s, 15 s) were shown to produce higher levels of dependability. For example, an acceptable level of dependability (i.e., phi = .70) required twice as many 30-min observations when utilizing 20- or 30-s sampling as were required when utilizing 10- or 15-s sampling. Furthermore, whereas an acceptable level of dependability (i.e.,phi = .70) could not be obtained using any interval length when conducting a single observation, this criterion was met using either 10- or 15-s sampling across two 30-min observations.
C1 [Briesch, Amy M.; Volpe, Robert J.] Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
   [Ferguson, Tyler David] Lynn Publ Sch, Lynn, MA USA.
   [Daniels, Brian] Univ Massachusetts, Sch Psychol Program, Boston, MA 02125 USA.
   [Feinberg, Adam B.] Univ Connecticut, Mansfield, PA USA.
C3 Northeastern University; University of Massachusetts System; University
   of Massachusetts Boston; University of Connecticut
RP Briesch, AM (corresponding author), Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
EM a.briesch@northeastern.edu
RI Volpe, Robert J/JCE-1208-2023
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NR 21
TC 8
Z9 8
U1 0
U2 3
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 DEC
PY 2017
VL 46
IS 4
BP 426
EP 432
DI 10.17105/SPR-2016-0006.V46-4
PG 7
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FX7KJ
UT WOS:000426267800007
DA 2024-07-15
ER

PT J
AU Colás-Bravo, P
   Reyes-de-Cózar, S
   Conde-Jiménez, J
AF Colas-Bravo, Pilar
   Reyes-de-Cozar, Salvador
   Conde-Jimenez, Jesus
TI Validation of the mixed multifactorial scale of educational engagement
   (MMSEE)
SO ANALES DE PSICOLOGIA
LA English
DT Article
DE Engagement; Higher Education; Confirmatory validation; Scale;
   Educational engagement
ID SCHOOL ENGAGEMENT; ACADEMIC-ACHIEVEMENT; SELF-EFFICACY; STUDENTS;
   SUPPORT; DIMENSIONALITY; PERCEPTIONS; ENVIRONMENT; CHILDREN; RISK
AB Today, educational engagement is considered one of the most important factors in predicting good student learning and educational success. However, most of the instruments described do not include all the key factors linked to academic engagement motivations, values, learning contexts, emotional state and management strategies. The aim of this study is to develop a scale to assess the level of educational engagement in Higher Education students (MMSEE) that overcomes this limitation. Methods: Exploratory and confirmatory factorial analyses, as well as a study of internal consistency, convergent and discriminant validity, were carried out on a sample of 764 students from the University of Seville (Spain), belonging to all areas of knowledge and different degree courses. Results: A multifactorial structure of educational engagement with five factors that explain a variance close to 65.78%, with an excellent internal consistency (alpha = .91) and with significant indicators of convergent and discriminant validity is explored and confirmed with a very good level of adjustment. Conclusions: It is concluded that MMSEE is a valid and reliable instrument to measure the level of engagement of classrooms, as well as to improve the understanding of the construct through its factors.
C1 [Colas-Bravo, Pilar; Conde-Jimenez, Jesus] Univ Seville, Seville, Spain.
   [Reyes-de-Cozar, Salvador] Loyola Univ Andalusia, Seville, Spain.
C3 University of Sevilla; Universidad Loyola Andalucia
RP Reyes-de-Cózar, S (corresponding author), Loyola Univ Andalusia, Seville, Spain.
EM sreyes@uloyola.es
RI Reyes-de-Cózar, Salvador/GRJ-3844-2022; Colás-Bravo, Pilar/F-6300-2013;
   Conde-Jiménez, Jesús/F-6299-2013
OI Reyes-de-Cózar, Salvador/0000-0001-9602-8988; Colás-Bravo,
   Pilar/0000-0003-3000-075X; 
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NR 71
TC 4
Z9 4
U1 3
U2 21
PU UNIV MURCIA
PI Murcia
PA Edificio Pleiades Campus de Espinardo, Murcia, 30071, SPAIN
SN 0212-9728
EI 1695-2294
J9 AN PSICOL-SPAIN
JI An. Psicol.
PD MAY-SEP
PY 2021
VL 37
IS 2
BP 287
EP 297
DI 10.6018/analesps.338741
PG 11
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA RS6SK
UT WOS:000643906300010
OA gold
DA 2024-07-15
ER

PT J
AU Kim, E
   Jackman, MM
   Jo, SH
   Oh, J
   Ko, SY
   McPherson, CL
   Singh, NN
AF Kim, Eunjin
   Jackman, Monica M.
   Jo, Seong-Hun
   Oh, Jisun
   Ko, Shi-Yong
   McPherson, Carrie L.
   Singh, Nirbhay N.
TI Parental Social Validity of the Mindfulness-Based <i>OpenMind-Korea</i>
   (OM-K) Preschool Program
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE OpenMind-Korea; OM-K; Social validity; Feasibility; Acceptability
ID INTERVENTION
AB Objectives: There is a dearth of studies on the social validity of mindfulness-based school programs because the primary emphasis has been on effectiveness or efficacy of the programs in terms of academic engagement and performance, and classroom behavior of the students. The aim of the present study was to assess secondary outcomes of a mindfulness-based preschool program in terms of parental social validity.
   Methods: Forty parents whose children were in a larger study that evaluated the feasibility and acceptability of the OpenMind-Korea (OM-K) preschool program participated. At the end of the school year, these parents completed a 7-item social validity rating scale on the social significance of the OM-K program.
   Results: The majority of the parents rated the OM-K program as being socially valid. They noted that their children learned skills that they could use both at home and in the preschool, and that they would recommend this program to other parents. The parents rated the program as simple to use, acceptable, effective, and without unintended adverse effects.
   Conclusions: Overall mean parent ratings of the social validity of the OM-K program were high and congruent with overall mean teacher feasibility and acceptability ratings.
C1 [Kim, Eunjin; Jo, Seong-Hun; Oh, Jisun; Ko, Shi-Yong] Wonkwang Univ, Inst Mind Humanities, Iksan, South Korea.
   [Jackman, Monica M.] Little Lotus Therapy & Consulting, Port St Lucie, FL USA.
   [McPherson, Carrie L.] McPherson Therapy & Consulting, Greenville, KY USA.
   [Singh, Nirbhay N.] Augusta Univ, Med Coll Georgia, Dept Psychiat & Hlth Behav, Augusta, GA 30912 USA.
C3 Wonkwang University; University System of Georgia; Augusta University
RP Kim, E (corresponding author), Wonkwang Univ, Inst Mind Humanities, Iksan, South Korea.
EM ejkim2367@wku.ac.kr
RI Kim, Eunjin/KMA-3782-2024
OI Jo, Seong-Hun/0000-0002-7187-7294; Kim, Eunjin/0000-0002-6047-3921
FU National Research Foundation of Korea (NRF) - Korean Government (MEST)
   [NRF-2010-361-A00008]
FX Preparation of this research was supported by a National Research
   Foundation of Korea (NRF) grant (NRF-2010-361-A00008) funded by the
   Korean Government (MEST).
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   Felver JC, 2014, MINDFULNESS, V5, P589, DOI 10.1007/s12671-013-0238-2
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NR 19
TC 3
Z9 4
U1 0
U2 6
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 OCT
PY 2019
VL 28
IS 10
BP 2922
EP 2926
DI 10.1007/s10826-019-01516-3
PG 5
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA IW4OA
UT WOS:000484958300025
DA 2024-07-15
ER

PT J
AU Tindal, S
AF Tindal, Scott
TI Why do social scientists organise knowledge exchange events? A
   qualitative interview study
SO EVIDENCE & POLICY
LA English
DT Article
DE Academic career; academic practice; knowledge exchange event;
   non-academic engagement
ID RESEARCH EXCELLENCE FRAMEWORK; PRODUCTIVE INTERACTIONS; RESEARCH IMPACT;
   POLICY; SCIENCES; LESSONS
AB Organising and participating in Knowledge Exchange (KE) events represent a considerable commitment by social science academics. Yet academics' participation in KE activities is not professionally rewarded as are other academic endeavours, so why do they do it? Understanding academics' perspectives regarding their own motivations for engaging in KE activities is a lacuna within the literature which this article begins to address. Drawing on qualitative interview data with social scientists working within the Centre for Population Change (CPC), the analysis presented in this paper develops a typology of academics' motivations for committing to organise and host KE events. These are: (1) contractual obligation to research funders; (2) professional self-interest; (3) to recompense society. Their narratives are interpreted through a conceptual framework of the institutionalisation of KE practices through the impact agenda which has shifted institutional expectations and professional norms regarding 'good academic practice' within contemporary academia. This paper concludes that the institutional, political, and cultural landscape in which KE events exist has considerable consequences for how academics come to commit to such activities. Understanding this environment can add to our understanding of why academics participate in KE events, and thus why they happen at all.
C1 [Tindal, Scott] Univ Greenwich, Greenwich, England.
C3 University of Greenwich
RP Tindal, S (corresponding author), Univ Greenwich, Greenwich, England.
EM S.R.Tindal@greenwich.ac.uk
OI Tindal, Scott/0000-0002-9262-9898
FU Economic and Social Research Council (ESRC) [ES/K007394/1]
FX This work was supported by the Economic and Social Research Council
   (ESRC) under grant ES/K007394/1, and hosted at the University of
   Edinburgh.
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NR 48
TC 3
Z9 3
U1 1
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 NOV
PY 2020
VL 16
IS 4
BP 541
EP 558
DI 10.1332/174426419X15623126267993
PG 18
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA OW2ED
UT WOS:000592706000002
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Salter, A
   Salandra, R
   Walker, J
AF Salter, Ammon
   Salandra, Rossella
   Walker, James
TI Exploring preferences for impact versus publications among UK business
   and management academics
SO RESEARCH POLICY
LA English
DT Article
DE Impact; Publications; Research assessment systems; Research excellence
   framework; Academic engagement
ID RESEARCH EXCELLENCE FRAMEWORK; RESEARCH-AND-DEVELOPMENT; ORGANIZATIONAL
   COMMITMENT; TECHNOLOGY-TRANSFER; SOCIETAL IMPACT; UNIVERSITY;
   SCIENTISTS; INDUSTRIAL; RELEVANCE; SCIENCE
AB Academics are under increasing pressure to demonstrate the impact of their research with external actors. Some national research assessment systems have mandated academics to document their impact on non-academic actors, and linked research funding to assessments of these impacts. Although there has been considerable debate around the design of these systems, little is known about how academics perceive the value of impact against more conventional academic outputs, such as publications. Using multisource data, including a largescale survey of UK business and management academics, this paper explores the individual and institutional factors that explain an individual's preference for impact versus publication. The results show that academics display a preference for impact over publications, even when that impact is not associated with requirements of the assessment system in terms of rigour of the underpinning research. The preference for impact over publications is heightened by organization tenure, non-academic work experience, intrinsic career motivations and research-intensive contexts, while it is weakened by academic influence, extrinsic career motives and academic rank. We explore the implications of these findings for the design of research assessment systems and academics' reactions to them.
C1 [Salter, Ammon] Univ Bath, Sch Management, Bath, Avon, England.
   [Salandra, Rossella] Imperial Coll London, Imperial Coll Business Sch, London, England.
   [Walker, James] Univ Reading, Henley Business Sch, Int Business & Strategy, Reading, Berks, England.
C3 University of Bath; Imperial College London; University of Reading
RP Salter, A (corresponding author), Univ Bath, Sch Management, Bath, Avon, England.
EM a.j.salter@bath.ac.uk
RI Salter, Ammon/A-9217-2010
OI Salandra, Rossella/0000-0002-9747-7424
FU University of Bath; Henley Business School at the University of Reading;
   Engineering and Physical Sciences Research Council (EPSRC)
   [EP/K502856/1]
FX We are grateful for the valuable comments and suggestions made by the
   editor, Ben Martin, and three anonymous reviewers for this journal. We
   are also grateful for advice and support from Relinde Colen, Paola
   Criscuolo, Keld Laursen, Cornelia Lawson, Christos Kolympiris, Michelle
   Osmond, Cleo Silvestri, Ian Tonics, Anne ter Wal, and Geoffrey Wood. To
   complete this project, we have benefitted from financial support by the
   University of Bath and the Henley Business School at the University of
   Reading. Rossella Salandra is grateful for support from the Engineering
   and Physical Sciences Research Council (EPSRC) [grant number
   EP/K502856/1]. We would also like to give our thanks to faculty at UK
   business and management schools for their support for the project.
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NR 56
TC 32
Z9 33
U1 5
U2 44
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD DEC
PY 2017
VL 46
IS 10
BP 1769
EP 1782
DI 10.1016/j.respol.2017.08.005
PG 14
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FK8YE
UT WOS:000413796800005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Lozada, FT
   Jagers, RJ
   Smith, CD
   Bañales, J
   Hope, EC
AF Lozada, Fantasy T.
   Jagers, Robert J.
   Smith, Chauncey D.
   Banales, Josefina
   Hope, Elan C.
TI Prosocial Behaviors of Black Adolescent Boys: An Application of a
   Sociopolitical Development Theory
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE Black boys' positive development; oppression analysis; prosocial
   behavior; sociopolitical development theory
ID AFRICAN-AMERICAN ADOLESCENTS; RACIAL IDENTITY; ACADEMIC ENGAGEMENT;
   GENDER-DIFFERENCES; CIVIC ENGAGEMENT; ASIAN-AMERICAN; DISCRIMINATION;
   SOCIALIZATION; CONTEXT; LATINO
AB Sociopolitical development theory asserts that critical social analysis informs prosocial behaviors. We suggest that one aspect of Black adolescents' critical social analysis development is an oppression analysis, in which Black adolescents consider (1) the importance of race to they are, (2) their personal feelings about their racial group, and (3) the experience of oppression for minority groups. The current study examined oppression analysis as a latent construct among a sample of 265 Black male adolescents in Grades 7 to 10 from three suburban districts in the Midwestern United States. Structural equation modeling revealed that received parental racial pride messages, but not school-based discrimination experiences, predicted Black male adolescents' oppression analysis. An oppression analysis and school-based discrimination had direct effects on prosocial behaviors. Racial pride messages had an indirect effect on prosocial behaviors through oppression analysis. In addition, an oppression analysis had an indirect effect on prosocial behaviors through social-emotional skills. This research offers insight into the role of Black boys' critical social analysis among individual and contextual factors in facilitating positive developmental outcomes.
C1 [Lozada, Fantasy T.; Jagers, Robert J.; Smith, Chauncey D.; Banales, Josefina] Univ Michigan, 530 East Hall, Ann Arbor, MI 48109 USA.
   [Hope, Elan C.] North Carolina State Univ, Raleigh, NC USA.
C3 University of Michigan System; University of Michigan; North Carolina
   State University
RP Lozada, FT (corresponding author), Univ Michigan, 530 East Hall, Ann Arbor, MI 48109 USA.
EM ftlozada@umich.edu
FU National Science Foundation [BCS0820309]
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   was supported by National Science Foundation Grant BCS0820309.
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NR 56
TC 54
Z9 68
U1 1
U2 7
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 JUL
PY 2017
VL 43
IS 5
BP 493
EP 516
DI 10.1177/0095798416652021
PG 24
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX5PC
UT WOS:000403293500004
OA hybrid
DA 2024-07-15
ER

PT J
AU Wilson, D
   Jones, D
   Bocell, F
   Crawford, J
   Kim, MJ
   Veilleux, N
   Floyd-Smith, T
   Bates, R
   Plett, M
AF Wilson, Denise
   Jones, Diane
   Bocell, Fraser
   Crawford, Joy
   Kim, Mee Joo
   Veilleux, Nanette
   Floyd-Smith, Tamara
   Bates, Rebecca
   Plett, Melani
TI Belonging and Academic Engagement Among Undergraduate STEM Students: A
   Multi-institutional Study
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE STEM; Belonging; Engagement; Self-efficacy
ID PSYCHOLOGICAL SENSE; SELF-EFFICACY; COLLEGE CLASSROOM; INVOLVEMENT;
   PARTICIPATION; TRANSITION; MULTIYEAR; COMMUNITY; VALIDITY; OUTCOMES
AB This study examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States. Data were gathered from a survey specifically designed to capture the links between these key elements of the undergraduate experience. Results from over 1500 student participants in the survey clearly supported the importance of belonging for behavioral and emotional engagement in STEM courses when measured in the context of the classroom. The most consistent and significant links among models for the five participating institutions occurred between belonging at the class level and positive emotional engagement, while the least frequent and least consistent occurred between belonging to the university and all forms of engagement. Patterns of association to engagement were also similar for belonging and self-efficacy. The results of this study confirm the importance of belonging in the STEM classroom context and provide additional insights into the concurrent importance of self-efficacy in supporting student engagement. These results also demonstrate that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.
C1 [Wilson, Denise] Univ Washington, Dept Elect Engn, Seattle, WA 98195 USA.
   [Jones, Diane; Bocell, Fraser; Crawford, Joy; Kim, Mee Joo] Univ Washington, Coll Educ, Seattle, WA 98195 USA.
   [Veilleux, Nanette] Dept Math Stat & Comp Sci, Boston, MA 02115 USA.
   [Floyd-Smith, Tamara] Tuskegee Univ, Dept Chem Engn, Tuskegee, AL 36088 USA.
   [Bates, Rebecca] Minnesota State Univ, Dept Comp Sci, Mankato, MN 56001 USA.
   [Plett, Melani] Seattle Pacific Univ, Sch Engn, Seattle, WA 98119 USA.
C3 University of Washington; University of Washington Seattle; University
   of Washington; University of Washington Seattle; Tuskegee University;
   Minnesota State Colleges & Universities; Minnesota State University
   Mankato; Seattle Pacific University
RP Wilson, D (corresponding author), Univ Washington, Dept Elect Engn, Seattle, WA 98195 USA.
EM denisew@u.washington.edu
OI Bocell, Fraser/0000-0002-2943-2662; Kim, Mee Joo/0000-0002-2773-9011
FU National Science Foundation [DRL-0909817, 0910143, 0909659, 0909900,
   0909850]; Division Of Research On Learning; Direct For Education and
   Human Resources [0910143, 0909900] Funding Source: National Science
   Foundation; Division Of Research On Learning; Direct For Education and
   Human Resources [0909850, 0909659] 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.
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NR 60
TC 137
Z9 216
U1 4
U2 87
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD NOV
PY 2015
VL 56
IS 7
BP 750
EP 776
DI 10.1007/s11162-015-9367-x
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CU1CE
UT WOS:000363256000005
DA 2024-07-15
ER

PT J
AU Evans, J
AF Evans, Julie
TI Living Together Justly in Settler Societies: Legacies of the Coranderrk
   Aboriginal Reserve and the 1881 Inquiry into Its Management
SO JOURNAL OF SOCIAL HISTORY
LA English
DT Article
AB The social and cultural legacies of colonial Christian missions are of course multiple and diverse. This article focuses on just one of those possible legacies, a legacy that could be produced through localized mission engagements and that is particular to contemporary polities that were founded as British settler colonies: the opportunity for Indigenous and non-Indigenous peoples to pursue ways to live together justly despite persistent pressures to see their interests as inevitably opposed. The discussion explores this legacy in relation to the efforts of Koori peoples from the mid-nineteenth century to secure an ethical basis for relations between Aboriginal people and the state in the wake of dispossession in colonial Victoria, Australia, and introduces an innovative research collaboration that seeks to reactivate this productive legacy in the present. With reference to settler-colonial theory, consideration is given to the broader material and ideological forces at play, as well as to the particular experiences and responses of groups and individuals caught up in the complex circumstances that unfold wherever people are living with settler colonialism. The article raises questions about how and why historians and other scholars might wish to pursue opportunities to work outside conventional modes of academic engagement in the places where we live and work.
C1 [Evans, Julie] Univ Melbourne, Criminol Social & Polit Sci, John Medley Bldg Grattan St, Parkville, Vic 3054, Australia.
C3 University of Melbourne
RP Evans, J (corresponding author), Univ Melbourne, Criminol Social & Polit Sci, John Medley Bldg Grattan St, Parkville, Vic 3054, Australia.
EM j.evans@unimelb.edu.au
FU Australian Research Council;  [LP110200054]; Australian Research Council
   [LP110200054] Funding Source: Australian Research Council
FX I gratefully acknowledge funding assistance from the Australian Research
   Council and the support of partners on the Minutes of Evidence project
   (LP110200054). On behalf of project partners, I respectfully acknowledge
   Senior Wurundjeri Elder Aunty Joy Murphy-Wandin; Wurundjeri Elders Aunty
   Dianne Kerr and Uncle Bill Nicholson; Community Elder for Gunai-Kurnai
   people Aunty Vera Briggs and the descendants of the residents of
   Coranderrk and the Aboriginal people from the Kulin nations and other
   clans across Victoria and Australia for their ongoing support for the
   project's work in telling the story of the 1881 inquiry and in fostering
   understanding of how to live together justly. I owe special thanks to
   Claire McLisky whose outstanding conference at the University of
   Copenhagen precipitated this special issue of the journal to Lilly Brown
   for insightful discussion, to Bec Goodbourn and Cameron Louis for
   generous research assistance, and to journal reviewers for perceptive
   comments.
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NR 33
TC 3
Z9 3
U1 0
U2 7
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 0022-4529
EI 1527-1897
J9 J SOC HIST
JI J. Soc. Hist.
PD SPR
PY 2017
VL 50
IS 3
BP 555
EP 571
DI 10.1093/jsh/shw041
PG 17
WC History
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC History
GA EP5LB
UT WOS:000397419000007
DA 2024-07-15
ER

PT J
AU Xie, K
   Vongkulluksn, VW
   Heddy, BC
   Jiang, ZL
AF Xie, Kui
   Vongkulluksn, Vanessa W.
   Heddy, Benjamin C.
   Jiang, Zilu
TI Experience sampling methodology and technology: an approach for
   examining situational, longitudinal, and multi-dimensional
   characteristics of engagement
SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
LA English
DT Article; Early Access
DE Experience sampling method; ESM; Engagement in context; Situational
   engagement; Intensive longitudinal design
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; MOTIVATION; MODELS; CONTEXTS;
   CLASSROOM; LEARNERS; BEHAVIOR; STATE
AB Engagement has been recognized as one of the most important factors of learning and achievement in academic settings. Research on engagement has been gearing toward a "person-in-context" orientation, where both personal characteristics and contextual features in relation to students' engagement are considered. This orientation allows a more in-depth understanding of how a person embedded within a context engages in a task, and it pays particular attention to the interactions between the person and contextual features. Engagement in context is situational, longitudinal, and multi-dimensional. This in-situ orientation requires a research methodology that is embedded in and responsive to the context where learning occurs. In this paper, we provide a conceptual synthesis of research on academic engagement in proposing a framework of engagement in context. We introduce the affordances of Experience Sampling Methodology (ESM) and provide a review of current technologies in supporting ESM. In addition, we provide example cases of examining engagement using ESM and technology. In these cases, we discuss details about how ESM combines with technologies and statistical approaches in providing insights to educational research, theory, and practice.
C1 [Xie, Kui] Michigan State Univ, Coll Educ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA.
   [Vongkulluksn, Vanessa W.] Univ Nevada Vegas, Dept Educ Psychol Leadership & Higher Educ, Las Vegas, NV USA.
   [Heddy, Benjamin C.] Univ Oklahoma, Educ Psychol, Norman, OK USA.
   [Jiang, Zilu] Ohio State Univ, Learning Technol, Dept Educ Studies, Coll Educ & Human Ecol, Columbus, OH 43210 USA.
   [Jiang, Zilu] Ohio State Univ, Res Lab Digital Learning, Columbus, OH 43210 USA.
C3 Michigan State University; Nevada System of Higher Education (NSHE);
   University of Nevada Las Vegas; University of Oklahoma System;
   University of Oklahoma - Norman; University System of Ohio; Ohio State
   University; University System of Ohio; Ohio State University
RP Xie, K (corresponding author), Michigan State Univ, Coll Educ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA.
EM xiekui@gmail.com; vanessa.vongkulluksn@unlv.edu; heddy@ou.edu;
   jiang.1665@buckeyemail.osu.edu
OI Vongkulluksn, Vanessa/0000-0003-1864-5205; Xie, Kui/0000-0002-7173-4859
FU Spencer Foundation project
FX The study reported in this paper is based upon work in the Influence of
   Contextual Features on Learning Engagement in Out-of-Classroom Settings
   for Academically At-Risk College Students project supported by the
   Spencer Foundation project. The conclusions and recommendations
   expressed in this article do not necessarily reflect the views of the
   Spencer Foundation.
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NR 102
TC 5
Z9 5
U1 5
U2 14
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1042-1629
EI 1556-6501
J9 ETR&D-EDUC TECH RES
JI ETR&D-Educ. Tech. Res. Dev.
PD 2023 JUN 20
PY 2023
DI 10.1007/s11423-023-10259-4
EA JUN 2023
PG 31
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA K3OG3
UT WOS:001015560300002
DA 2024-07-15
ER

PT J
AU Park, EY
   Kim, WH
   Blair, KSC
AF Park, Eun-Young
   Kim, Won-Ho
   Blair, Kwan-Sun Cho
TI Effectiveness of Interventions Involving Physical Activities for
   Individuals with Autism Spectrum Disorder: A Meta-Analysis
SO EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID ACADEMIC ENGAGEMENT; ANTECEDENT EXERCISE; CHILDREN; ADULTS; ADOLESCENTS;
   REINFORCEMENT; DISABILITIES; TECHNOLOGY; BEHAVIORS; OBESITY
AB Individuals with autism spectrum disorder (ASD) benefit from physical activity interventions. This study synthesized 14 single-case design (SCD) studies on interventions involving physical activities for individuals with ASD. The study evaluated the methodological quality of the reviewed studies by using What Works Clearinghouse (WWC) design standards and used Tau-U indices to determine the overall magnitudes of intervention effects and the potential variables that moderate improved outcomes for individuals with ASD. The results indicated that three studies met the WWC SCD design standards. Interventions involving physical activities demonstrated an overall moderate-to-large positive effect on behaviors of individuals with ASD. The effect size of sports-related skills was significantly larger than that of exercise. The smallest effect size among dependent variables was engagement and the largest was problem behavior. Interventions implemented by professional practitioners demonstrated a larger effect size than interventions implemented by teachers or teachers with researcher. Questions remain concerning what dosage of physical activity interventions would produce optimum results for individuals with ASD. Further high-quality studies are needed to examine the differences in physical activity intervention outcomes for individuals with ASD according to moderators.
C1 [Park, Eun-Young] Jeonju Univ, Jeollabuk Do, South Korea.
   [Kim, Won-Ho] Ulsan Coll, Ulsan, South Korea.
   [Blair, Kwan-Sun Cho] Univ S Florida, Tampa, FL 33620 USA.
C3 Jeonju University; University of Ulsan; State University System of
   Florida; University of South Florida
RP Park, EY (corresponding author), Jeonju Univ, Dept Secondary Special Educ, Coll Educ, 303 Cheonjam Ro, Jeollabuk Do 56069, South Korea.
EM eunyoung@jj.ac.kr
RI Kim, Won Ho/S-8671-2019
OI Kim, Won Ho/0000-0003-1748-1296
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NR 62
TC 4
Z9 4
U1 1
U2 8
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 SEP
PY 2021
VL 56
IS 3
BP 354
EP 367
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA YT9HH
UT WOS:000751663800008
DA 2024-07-15
ER

PT J
AU Collier-Meek, MA
   Sanetti, LMH
   Gould, K
   Pereira, BA
AF Collier-Meek, Melissa A.
   Sanetti, Lisa M. H.
   Gould, Kaitlin
   Pereira, Brittany A.
TI Using the Performance Diagnostic Checklist to evaluate and promote
   paraeducators' treatment fidelity
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
ID TREATMENT INTEGRITY; IMPLEMENTATION SUPPORTS; PROCEDURAL FIDELITY;
   INITIAL EVALUATION; HUMAN SERVICES; BEHAVIOR; INTERVENTION; STAFF;
   FEEDBACK; STUDENTS
AB Paraeducators, who increasingly serve as implementers for students in special education, can struggle with intervention fidelity. Special educators, often responsible for providing paraeducators with support, receive limited supervision training. From organizational behavior management, the Performance Diagnostic Checklist-Human Services (PDC-HS) is a checklist to detect reasons for poor workplace performance and identify aligned support. Utilizing a multiple baseline design, this study evaluated the impact of PDC-HS indicated implementation support on the intervention fidelity of five paraeducators implementing six behavior intervention plans for students receiving special education services. The PDC-HS indicated that all paraeducators would benefit from behavior skills training and visuals of the plans, in addition to other specific supports for individual paraeducators (e.g., prompts, feedback). These implementation supports were effective in improving intervention fidelity for four paraeducators, whereas one paraeducator (across two students) did not respond to these supports. Changes in student outcomes (i.e., academic engagement, disruptive behavior) were inconsistent, suggesting that the behavior intervention plans may have needed to be revised. Usability data suggested that the PDC-HS and indicated supports were generally acceptable, but revisions may be warranted. The implications of this study for school-based implementation support research are discussed.
C1 [Collier-Meek, Melissa A.; Gould, Kaitlin; Pereira, Brittany A.] Univ Massachusetts Boston, Boston, MA USA.
   [Sanetti, Lisa M. H.] Univ Connecticut, Mansfield, PA USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   University of Connecticut
RP Collier-Meek, MA (corresponding author), Univ Massachusetts Boston, Boston, MA USA.
EM mel.colliermeek@umb.edu
OI Collier-Meek, Melissa/0000-0002-5789-7029
FU University of Massachusetts Boston Healey Research Grant Program
FX Preparation of this article was supported by a grant from the University
   of Massachusetts Boston Healey Research Grant Program. Opinions
   expressed herein do not necessarily reflect the position of University
   of Massachusetts Boston, and such endorsements should not be inferred.
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NR 78
TC 4
Z9 5
U1 1
U2 6
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 1
EP 14
DI 10.1016/j.jsp.2021.02.005
EA MAR 2021
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA SJ1GT
UT WOS:000655278200001
PM 34051906
DA 2024-07-15
ER

PT J
AU Laranjeira, M
   Teixeira, MO
AF Laranjeira, Marcia
   Teixeira, M. O.
TI Relationships between engagement, achievement and well-being: validation
   of the engagement in higher education scale
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Student engagement; higher education; scale validation; academic
   achievement; subjective well-being
ID STUDENT ENGAGEMENT; COGNITIVE ENGAGEMENT; PEER RELATIONSHIPS; SCHOOL;
   ADJUSTMENT; MOTIVATION
AB Addressing the factors associated with students' underperformance, dropout rates, and mental health challenges is a pressing concern for university institutions. Favorable conditions for student engagement emerges as a potential solution to mitigate these issues. Therefore, there is a need for instruments that assess the multiple dimensions of the construct and relate them to significant variables in the lives of students and institutions. This study presents the initial validation of the Higher Education Engagement Scale (EiHES) in a sample of 760 students who responded to an online survey. Results of both exploratory and confirmatory factor analyses using two random subsamples revealed that the scale comprises six dimensions of engagement: academic learning, online, cognitive, social with teachers, social with peers, and affective. All subscales showed adequate reliability indicators. Measurement invariance across gender was established up to the metric models. Evidence of validity was supported by associations between engagement with academic achievement and subjective well-being. The EiHES provides a comprehensive perspective of student engagement and appears to be a suitable instrument for assessing the construct in Portuguese university students. The discussion included limitations and suggestions for future research.
C1 [Laranjeira, Marcia; Teixeira, M. O.] Univ Lisbon, Fac Psychol, CICPSI, Lisbon, Portugal.
C3 Universidade de Lisboa
RP Laranjeira, M (corresponding author), Univ Lisbon, Fac Psychol, CICPSI, Lisbon, Portugal.
EM marcia.laranjeira@edu.ulisboa.pt
FU Portuguese national funding from FCT - Fundacao para a Ciencia e a
   Tecnologia, I.P, through the Research Center for Psychological Science
   of the Faculty of Psychology, University of Lisbon [UIDB/04527/2020,
   UIDP/04527/2020]; FCT - Fundacao para a Ciencia e a Tecnologia, I. P
   [2020.06562.BD]
FX This work received Portuguese national funding from FCT - Fundacao para
   a Ciencia e a Tecnologia, I.P, through the Research Center for
   Psychological Science of the Faculty of Psychology, University of Lisbon
   (UIDB/04527/2020; UIDP/04527/2020). The work was also supported by the
   FCT - Fundacao para a Ciencia e a Tecnologia, I. P, under a Ph.D. grant
   (2020.06562.BD) assigned to the first author. For the purpose of Open
   Access, the author has applied a CC-BY public copyright license to any
   Author's Accepted Manuscript (AAM) version arising from this submission.
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NR 57
TC 0
Z9 0
U1 7
U2 7
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 2024 MAY 16
PY 2024
DI 10.1080/03075079.2024.2354903
EA MAY 2024
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QW4A4
UT WOS:001223881500001
OA hybrid
DA 2024-07-15
ER

PT J
AU Grissom, JA
   Darling-Aduana, J
   Hall, R
AF Grissom, Jason A.
   Darling-Aduana, Jennifer
   Hall, Richard
TI Country of Origin and Representative Bureaucracy
SO JOURNAL OF PUBLIC ADMINISTRATION RESEARCH AND THEORY
LA English
DT Article
ID TEACHER LIKE ME; SEGMENTED ASSIMILATION; ACTIVE REPRESENTATION; ACADEMIC
   ENGAGEMENT; RACE TEACHERS; IMMIGRANT; STUDENTS; ACHIEVEMENT; ETHNICITY;
   GENDER
AB A large body of research shows that clients of government services benefit from the presence of bureaucrats with whom they share race or ethnicity. These benefits arise from active or symbolic representation, which scholars argue are grounded in the shared backgrounds, language, and values that race and ethnicity proxy. We suggest that these shared connections are likely to be even more salient for clients and bureaucrats who share not just the same ethnicity but the same country of origin, and we look for evidence of representation based on country of origin in the context of public schools. Leveraging administrative and survey data from Miami-Dade County Public Schools, the fourth-largest school district in the United States, we employ regression models with school-by-year fixed effects to test for differences in test scores for students taught by a teacher with the same country of origin relative to similar students taught by other-origin teachers in the same school in the same year. We find that immigrant students with origin-matched teachers score modestly higher than their non-matched peers in both math and reading. These increases are most apparent among low-income students and those who are English learners. Patterns vary by immigrant students' origin country.
C1 [Grissom, Jason A.; Hall, Richard] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
   [Darling-Aduana, Jennifer] Georgia State Univ, Atlanta, GA 30303 USA.
C3 Vanderbilt University; University System of Georgia; Georgia State
   University
RP Grissom, JA (corresponding author), Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
EM jason.grissom@vanderbilt.edu
FU Institute of Education Sciences at the U.S. Department of Education
   [R305A100286]
FX Data collection for this study was supported by a grant from the
   Institute of Education Sciences at the U.S. Department of Education
   [grant number R305A100286].
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NR 69
TC 0
Z9 0
U1 1
U2 18
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1053-1858
EI 1477-9803
J9 J PUBL ADM RES THEOR
JI J. Publ. Adm. Res. Theory
PD JUN 13
PY 2023
VL 33
IS 3
BP 468
EP 484
DI 10.1093/jopart/muac034
EA JUL 2022
PG 17
WC Political Science; Public Administration
WE Social Science Citation Index (SSCI)
SC Government & Law; Public Administration
GA J2CM7
UT WOS:000833477500001
DA 2024-07-15
ER

PT J
AU Jang, A
   An, M
AF Jang, Aeri
   An, Minjeong
TI Korean Version of the 17-Item Utrecht Work Engagement Scale for
   University Students: A Validity and Reliability Study
SO HEALTHCARE
LA English
DT Article
DE engagement; reliability; validity; students
AB Work engagement is a factor that has key influence on learning outcomes for college students. The psychometric properties of the Korean version of the 17-item Utrecht work engagement scale for students (UWES-S) survey have yet to be determined. The purpose of this study was to test the reliability and validity of the Korean version of the 17-item UWES-S among Korean college students. A total of 248 college students were recruited from three universities in South Korea. Data were analyzed using IBM SPSS and the Mplus program. Among 248 college students, the mean age was 21.19 years, and 87.5% of the students were female. Reliability was deemed satisfactory by Cronbach's alpha 0.940, McDonald's omega 0.941, and composite reliability 0.941. Construct validity was supported by confirmatory factor analysis results (CFI = 0.93, TLI = 0.91, SRMR = 0.05, RMSEA = 0.08). Convergent validity was supported by the significant relationship between academic engagement and burnout (r = -0.344, p < 0.001). Our findings showed that the Korean version of the 17-item UWES-S was a reliable and valid instrument. This instrument can be used to assess and improve work engagement in college students.
C1 [Jang, Aeri] Nambu Univ, Dept Nursing, Gwangju 62271, South Korea.
   [An, Minjeong] Chonnam Natl Univ, Coll Nursing, 160 Baekseo Ro, Gwangju 61469, South Korea.
C3 Nambu University; Chonnam National University
RP An, M (corresponding author), Chonnam Natl Univ, Coll Nursing, 160 Baekseo Ro, Gwangju 61469, South Korea.
EM sseillerjjang79@gmail.com; anminjeong@jnu.ac.kr
OI jang, aeri/0000-0003-2193-4980; AN, MINJEONG/0000-0003-4318-8755
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NR 20
TC 1
Z9 1
U1 0
U2 7
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-9032
J9 HEALTHCARE-BASEL
JI Healthcare
PD APR
PY 2022
VL 10
IS 4
AR 642
DI 10.3390/healthcare10040642
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 0R1AX
UT WOS:000785338300001
PM 35455820
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Glover, CS
   Li, HL
AF Glover, Ciara Smalls
   Li, Hongli
TI PARENT SOCIALIZATION TO RACIAL COPING: IMPLICATIONS FOR BLACK EMERGING
   ADULTS' GROWTH MINDSET AND PSYCHOLOGICAL WELL-BEING
SO RESEARCH IN HUMAN DEVELOPMENT
LA English
DT Article
ID AMERICAN-COLLEGE-STUDENTS; DEVELOPMENTAL COMPETENCES; ETHNIC
   MICROAGGRESSIONS; ACADEMIC ENGAGEMENT; INTEGRATIVE MODEL; MENTAL-HEALTH;
   EVERYDAY LIFE; DISCRIMINATION; STRESS; IDENTITY
AB The purpose of the current study was to examine parent racial-coping socialization as a moderator of the relation between racial-ethnic microaggressions and two key outcomes for emerging adults- growth mind-set and psychological well-being. A sample of Black emerging adults (N = 441, Mean age = 18.7 years, 81% female) attending a Minority-Serving Institution (MSI) completed the study. Problem-focused (e.g., parents told me to be aware and double my efforts) and support-focused coping (e.g., parents told me to ask for advice) were independently examined as racial coping socialization. Well-being was a composite score of 6 areas (e.g., personal growth, self-acceptance). Growth mind-set captured the belief that intelligence can be developed with effort. Regression results showed racial-ethnic microaggressions were associated with lower well-being and lower growth mind-set. Problem-focused and support-focused coping independently predicted higher well-being and greater growth mind-set. Racial social support coping buffered the negative association between racial microaggressions and well-being. Implications for the role of parents in the development of emerging adults' resilience will be discussed.
C1 [Glover, Ciara Smalls; Li, Hongli] Georgia State Univ, Atlanta, GA 30302 USA.
C3 University System of Georgia; Georgia State University
RP Glover, CS (corresponding author), Georgia State Univ, Dept Psychol, POB 5010, Atlanta, GA 30302 USA.
EM Csmalls@gsu.edu
RI Li, Hongli/GNH-4029-2022; Glover, Ciara/ADA-9151-2022
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NR 54
TC 2
Z9 2
U1 0
U2 11
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.
PD OCT 2
PY 2021
VL 18
IS 4
SI SI
BP 239
EP 255
DI 10.1080/15427609.2021.2014279
EA JAN 2022
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA YZ2QR
UT WOS:000739817400001
DA 2024-07-15
ER

PT J
AU Jiang, S
   Dong, L
AF Jiang, Shan
   Dong, Lei
TI The effects of teacher discrimination on depression among migrant
   adolescents: Mediated by school engagement and moderated by poverty
   status
SO JOURNAL OF AFFECTIVE DISORDERS
LA English
DT Article
DE Teacher discrimination; School engagement; Poverty; Depression;
   Adolescent
ID PERCEIVED DISCRIMINATION; MENTAL-HEALTH; RACIAL-DISCRIMINATION; ACADEMIC
   ENGAGEMENT; SOCIOECONOMIC-STATUS; RACIAL/ETHNIC DISCRIMINATION;
   CHILDREN; SYMPTOMS; ACHIEVEMENT; EXPERIENCES
AB Although discrimination has been validated to be negatively related to mental health, little is known about the effect of hukou-based discrimination by teachers on depression among migrant adolescents in China. The mediating and moderating mechanisms underlying this association are also unknown. Based on a nationally representative sample of migrant adolescents, this study examined whether school engagement mediated the association between teacher discrimination and depression, and whether the direct and mediating effects were moderated by poverty. Our sample comprised 2041 migrant adolescents (46.2% female) from the first two waves of the China Education Panel Survey (CEPS). The results indicated that teacher discrimination (T1) was positively associated with depression (T2). Emotional engagement with school (T1) rather than cognitive engagement with school (T1) partially mediated this association. Moreover, poverty status moderated the direct association between teacher discrimination and migrant adolescents' depression as well as the indirect relationship via emotional school engagement. Specifically, the direct and indirect effects were stronger for migrant adolescents living in poverty than they were for their non-impoverished counterparts. Contributions and implications of this study are discussed.
C1 [Jiang, Shan; Dong, Lei] Chinese Univ Hong Kong, Dept Social Work, United Coll, Shatin, TC Cheng Bldg, Hong Kong, Peoples R China.
C3 Chinese University of Hong Kong
RP Jiang, S (corresponding author), Chinese Univ Hong Kong, Dept Social Work, United Coll, Shatin, TC Cheng Bldg, Hong Kong, Peoples R China.
EM shanjiang@link.cuhk.edu.hk
RI DONG, LEI/GQA-3795-2022
OI DONG, LEI/0000-0002-7485-7619; Jiang, Shan/0000-0002-7278-1446
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NR 77
TC 30
Z9 31
U1 9
U2 108
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 OCT 1
PY 2020
VL 275
BP 260
EP 267
DI 10.1016/j.jad.2020.07.029
PG 8
WC Clinical Neurology; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Psychiatry
GA MQ3FL
UT WOS:000552782400040
PM 32734918
DA 2024-07-15
ER

PT J
AU Fletcher, T
   Carnicelli, S
   Lawrence, S
   Snape, R
AF Fletcher, Thomas
   Carnicelli, Sandro
   Lawrence, Stefan
   Snape, Robert
TI Reclaiming the 'L' word: Leisure Studies and UK Higher Education in
   neoliberal times
SO LEISURE STUDIES
LA English
DT Article
DE Higher Education; ideational border crossings; Leisure Studies;
   neoliberalism; social sciences; vocationalism
ID SOCIOLOGY; SPORT
AB Leisure is a major sphere of both private and public life. It is thus of concern that the identity and profile of Leisure Studies in the Higher Education curricula of the United Kingdom have declined in prominence over the past decade. This trend is not peculiar to Leisure Studies; the social sciences as a whole are threatened by a neoliberal economic discourse which increasingly informs Higher Education strategic management. The aim of this article is to investigate the impacts of the declining status of Leisure Studies as experienced by lecturers and researchers in the subject field. It is based upon a project commissioned by the Higher Education Academy in 2015. It was found that Leisure Studies faces two principal challenges. The first is to re-establish its status as a subject field within the social sciences, the second is to ensure it retains a relevance to leisure practice, particularly in terms of the management of its provision. The article proposes greater academic engagement in ideational 'border crossings' to advance thinking on leisure in the social sciences and to explore opportunities for collaboration within them. We conclude that Leisure Studies arguably suffers from a crisis of representation, as opposed to a crisis of relevance.
C1 [Fletcher, Thomas] Leeds Beckett Univ, Inst Sport Phys Act & Leisure, Leeds, W Yorkshire, England.
   [Carnicelli, Sandro] Univ West Scotland, Sch Business & Enterprise, Hamilton Campus, Hamilton, Scotland.
   [Lawrence, Stefan] Newman Univ, Phys Educ & Sport Studies, Birmingham, W Midlands, England.
   [Snape, Robert] Univ Bolton, Ctr Worktown Studies, Bolton, England.
C3 Leeds Beckett University; Birmingham Newman University; University of
   Bolton
RP Fletcher, T (corresponding author), Leeds Beckett Univ, Inst Sport Phys Act & Leisure, Leeds, W Yorkshire, England.
EM t.e.fletcher@leedsbeckett.ac.uk
RI Lawrence, Stefan/HHS-0332-2022; Fletcher, Thomas/AFI-8682-2022;
   Carnicelli-Filho, Sandro SCF/G-9831-2014; Lawrence, Stefan/U-2625-2019;
   Carnicelli, Sandro/AAU-7069-2021
OI Carnicelli-Filho, Sandro SCF/0000-0003-1629-1343; Lawrence,
   Stefan/0000-0002-0975-8227; Fletcher, Thomas/0000-0002-4618-5480; Snape,
   Robert/0000-0003-4229-0926
FU Higher Education Academy, Teaching and Learning in the Disciplines
FX This work was supported by Higher Education Academy, Teaching and
   Learning in the Disciplines.
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NR 50
TC 15
Z9 15
U1 1
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0261-4367
EI 1466-4496
J9 LEISURE STUD
JI Leis. Stud.
PY 2017
VL 36
IS 2
BP 293
EP 304
DI 10.1080/02614367.2016.1261182
PG 12
WC Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA EO7CY
UT WOS:000396850000013
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Baquet, CR
   Bromwell, JL
   Hall, MB
   Frego, JF
AF Baquet, Claudia R.
   Bromwell, Jeanne L.
   Hall, Margruetta B.
   Frego, Jacob F.
TI Rural Community-Academic Partnership Model for Community Engagement and
   Partnered Research
SO PROGRESS IN COMMUNITY HEALTH PARTNERSHIPS-RESEARCH EDUCATION AND ACTION
LA English
DT Article
DE Rural community-academic engagement; bidirectional partnership; health
   disparities; bioethics; rural health; partnered research; health policy
ID PARTICIPATORY RESEARCH
AB Background: A rural community-academic partnership was developed in 1997 between the Eastern Shore Area Health Education Center (ESAHEC) and the University of Maryland School of Medicine's (UMSOM) Office of Policy and Planning (OPP). The model supports partnered research, bidirectional interactions, and community and health professional education.
   Objectives: The primary aim was to develop a sustainable community-academic partnership that addressed health and social issues on the rural Eastern Shore.
   Lessons Learned: Mutual respect and trust led to sustained, bidirectional interactions and communication. Community and academic partner empowerment were supported by shared grant funds. Continual refinement of the partnership and programs occurred in response to community input and qualitative and quantitative research.
   Results: The partnership led to community empowerment, increased willingness to participate in clinical trials and biospecimen donation, leveraged grant funds, partnered research, and policies to support health and social interventions.
   Conclusions: This partnership model has significant benefits and demonstrates its relevance for addressing complex rural health issues. Innovative aspects of the model include shared university grants, community inclusion on research protocols, bidirectional research planning and research ethics training of partners and communities. The model is replicable in other rural areas of the United States.
C1 [Baquet, Claudia R.] Univ Maryland, Sch Med, Baltimore, MD 21201 USA.
C3 University System of Maryland; University of Maryland Baltimore
RP Baquet, CR (corresponding author), Univ Maryland, Sch Med, Baltimore, MD 21201 USA.
FU NCI NIH HHS [U01 CA086249, U56 CA096302, U01CA86249, U01 CA114650, U01
   CA114650-01, U56 CA096303, U01CA114650-0554] Funding Source: Medline;
   NIMHD NIH HHS [RC2 MD004761, P60 MD000532, RC2MD004761, MD000532,
   RC2MD004800] Funding Source: Medline
CR [Anonymous], 2012, NIH HLTH DISPARITIES
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   U.S. Census Bureau, DAT DER POP EST CENS
   University of Wisconsin Population Health Institute The Robert Wood Johnson Foundation, 2012, COUNT HLTH RANK ROAD
   Wells KB, 2006, BUILDING ACAD COMMUN, P16
NR 20
TC 20
Z9 25
U1 1
U2 21
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 FAL
PY 2013
VL 7
IS 3
SI SI
BP 281
EP 290
PG 10
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 239GD
UT WOS:000326009700007
PM 24056510
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Sun, JCY
AF Sun, Jerry Chih-Yuan
TI Influence of polling technologies on student engagement: An analysis of
   student motivation, academic performance, and brainwave data
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Improving classroom teaching; Interactive learning environments;
   Teaching/learning strategies
ID AUDIENCE RESPONSE SYSTEMS; PARTICIPATION; BENEFITS; CLICKER
AB This study compared clicker technology against mobile polling and the Just-in-Time Teaching (JiTT) strategy to investigate how these methods may differently affect students' anxiety, self-efficacy, engagement, academic performance, and attention and relaxation as indicated by brainwave activity. The study utilized a quasi-experimental research design. To assess the differences between the effects of clickers and mobile polling, the study collected data from two courses at a large research university in Taiwan in which 69 students used either clickers or mobile polling. The results showed that mobile polling along with the JiTT strategy and in-class polls reduce graduate students' anxiety, improve student outcomes in an environment comprising both graduate and undergraduate students, and increase students' attention during polling. However, brainwave data revealed that during the polling activities, students' attention in the clicker and mobile polling groups respectively increased and decreased. Students nowadays do not find smartphones a novelty; however, incorporating them into class is still a potentially effective way to increase student attention and provide a direct way for instructors to observe the learning effects of lectures and improve their teaching approach on that basis. (C) 2013 Elsevier Ltd. All rights reserved.
C1 Natl Chiao Tung Univ, Inst Educ, Hsinchu, Taiwan.
C3 National Yang Ming Chiao Tung University
RP Sun, JCY (corresponding author), Natl Chiao Tung Univ, Inst Educ, 1001 Ta Hsueh Rd, Hsinchu, Taiwan.
EM csun@nctu.edu.tw
RI Sun, Jerry Chih-Yuan/C-5255-2009
OI Sun, Jerry Chih-Yuan/0000-0002-7892-4313
FU National Science Council of the Republic of China [NSC
   100-2511-S-009-012, NSC 101-2511-S-009-MY3]
FX This study is supported in part by the National Science Council of the
   Republic of China under contract numbers NSC 100-2511-S-009-012 and NSC
   101-2511-S-009-MY3. The author would like to thank instructors and the
   students who participated in this study and acknowledge the
   contributions of Chao-Hsiu Chen, Chih-Chien Lin, and William Shao-Chin
   who supported this research study and provided valuable comments.
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NR 36
TC 110
Z9 131
U1 2
U2 109
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 MAR
PY 2014
VL 72
BP 80
EP 89
DI 10.1016/j.compedu.2013.10.010
PG 10
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 AA2MN
UT WOS:000330928800008
DA 2024-07-15
ER

PT J
AU Garbers, S
   Crinklaw, AD
   Brown, AS
   Russell, R
AF Garbers, Samantha
   Crinklaw, Allyson D.
   Brown, Adam S.
   Russell, Roxanne
TI Increasing student engagement with course content in graduate public
   health education: A pilot randomized trial of behavioral nudges
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Academic engagement; Learning management system; Learning analytics;
   Behavioral nudge; Graduate public health education
ID LEARNING ANALYTICS
AB Digital advances in the learning space have changed the contours of student engagement as well as how it is measured. Learning management systems and other learning technologies now provide information about student behaviors with course materials in the form of learning analytics. In the context of a large, integrated and interdisciplinary Core curriculum course in a graduate school of public health, this study undertook a pilot randomized controlled trial testing the effect of providing a "behavioral nudge" in the form of digital images containing specific information derived from learning analytics about past student behaviors and performance. The study found that student engagement varied significantly from week to week, but nudges linking coursework completion to assessment grade performance did not significantly change student engagement. While the a priori hypotheses of this pilot trial were not upheld, this study yielded significant findings that can guide future efforts to increase student engagement. Future work should include a robust qualitative assessment of student motivations, testing of nudges that tap into these motivations and a richer examination of student learning behaviors over time using stochastic analyses of data from the learning management system.
C1 [Garbers, Samantha; Crinklaw, Allyson D.] Columbia Univ, Heilbrunn Dept Populat & Family Hlth, Mailman Sch Publ Hlth, 60 Haven Ave,Room B3-311, New York, NY 10032 USA.
   [Brown, Adam S.] Columbia Univ, Off Vice Provost Teaching Learning & Innovat, 201 Int Affairs Bldg 420 West 118th St, New York, NY 10027 USA.
   [Russell, Roxanne] Columbia Univ, Digital Learning Studio, Mailman Sch Publ Hlth, 722 West 168th St,10th Floor, New York, NY 10032 USA.
C3 Columbia University; Columbia University; Columbia University
RP Garbers, S (corresponding author), Columbia Univ, Heilbrunn Dept Populat & Family Hlth, Mailman Sch Publ Hlth, 60 Haven Ave,Room B3-311, New York, NY 10032 USA.
EM Svg2108@cumc.columbia.edu; allycrinklaw@hotmail.com;
   asb2280@columbia.edu; lrr2153@cumc.columbia.edu
OI Garbers, Samantha/0000-0002-5936-6811
FU Science of Learning Research (SOLER) Initiative at Columbia University
FX This research was supported by an internal grant from the Science of
   Learning Research (SOLER) Initiative at Columbia University. The funding
   agency contributed to formulation of the study hypotheses and design but
   was not involved in data collection or analysis.
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NR 32
TC 1
Z9 1
U1 2
U2 6
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 OCT
PY 2023
VL 28
IS 10
BP 13405
EP 13421
DI 10.1007/s10639-023-11709-5
EA MAR 2023
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EI1D7
UT WOS:000983456600003
PM 37361785
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU May, RW
   Rivera, PM
   Rogge, RD
   Fincham, FD
AF May, Ross W.
   Rivera, Peter M.
   Rogge, Ronald D.
   Fincham, Frank D.
TI School Burnout Inventory: Latent Profile and Item Response Theory
   Analyses in Undergraduate Samples
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE item response theory; latent profile analysis; person-oriented approach;
   repeated measures latent profile analysis; School Burnout Inventory
ID ENGAGEMENT; VARIABLES; STUDENTS
AB The current research reports both latent profile (person-oriented) and item response theory (IRT) analyses of the School Burnout Inventory (SBI) in United States undergraduate samples. Study 1 (n = 1,007) comprises a latent profile analysis (LPA) that identified four mutually exclusive subgroups based on patterns of school burnout responses. Covariate analyses of grade point average and negative affect suggested that school burnout profiles function similarly to variable-oriented approaches. Study 2 (n = 544) explored longitudinal patterns of school burnout among college students via use of a repeated measures LPA. Findings suggested that the profiles identified reflect a relatively stable school burnout trajectory over time. Covariate analysis of sleep quality and academic engagement demonstrated differences across profiles, but the patterns were similar to variable-oriented statistical approaches. Study 3 (n = 2,364) utilized an IRT analysis of the SBI to identify a short, efficient measure. Item information curves and graded response model item discrimination parameters identified a 4-item SBI scale (SBI-4) that offered reasonably high levels of information for assessing school burnout in comparison to the original nine-item SBI. Implications and future research are identified.
C1 [May, Ross W.; Fincham, Frank D.] Florida State Univ, Family Inst, Tallahassee, FL 32306 USA.
   [Rivera, Peter M.] Seattle Pacific Univ, Sch Psychol Family & Community, Seattle, WA 98119 USA.
   [Rogge, Ronald D.] Univ Rochester, Dept Clin & Social Sci Psychol, Rochester, NY USA.
C3 State University System of Florida; Florida State University; Seattle
   Pacific University; University of Rochester
RP May, RW (corresponding author), Florida State Univ, Family Inst, Tallahassee, FL 32306 USA.
EM rossmay00@gmail.com
RI Fincham, Frank/A-2357-2008
OI Fincham, Frank/0000-0001-5081-2283
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NR 50
TC 12
Z9 16
U1 22
U2 75
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 6
PY 2020
VL 11
AR 188
DI 10.3389/fpsyg.2020.00188
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA LC3NJ
UT WOS:000525231300001
PM 32210858
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Mitchell, BS
   Lewis, TJ
   Stormont, M
AF Mitchell, Barbara S.
   Lewis, Timothy J.
   Stormont, Melissa
TI A Daily Check-In/Check-Out Intervention for Students with Internalizing
   Concerns
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Check-in; check-out; Behavior intervention; Internalizing; Tier II;
   School-wide positive behavior interventions and support
ID SECONDARY PREVENTION EFFORTS; SINGLE-SUBJECT RESEARCH; TARGETED
   INTERVENTION; BEHAVIOR; IMPLEMENTATION; DISORDERS; RISK
AB This study investigated the impact of a self-management intervention, known as "Check-in/Check-out" (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students' research design was used to examine effects of CICO on student academic engagement. Classroom teacher ratings of student anxiety, depression, somatic complaints and overall internalizing problems were collected pre- and post-intervention. Participant perceptions of the intervention when applied to students with internalizing concerns were also gathered. Visual analysis of direct observation data and single-case effect size estimates indicated positive effect for one student, questionable effect for a second student, and limited effect on academic engaged time for the third student. Post-intervention teacher ratings of student behavior showed decreases in several problem areas including anxiety, depression, and overall internalizing problems. Finally, student and parent participants generally viewed the intervention favorably and school personnel were able to implement a majority of intervention components with fidelity. Implications for practice and future research are discussed.
C1 [Mitchell, Barbara S.; Lewis, Timothy J.; Stormont, Melissa] Univ Missouri, Dept Special Educ, 303 Townsend Hall, Columbia, MO 65211 USA.
C3 University of Missouri System; University of Missouri Columbia
RP Mitchell, BS (corresponding author), Univ Missouri, Dept Special Educ, 303 Townsend Hall, Columbia, MO 65211 USA.
EM mitchellbs@missouri.edu
RI Mitchell, Barbara/GWM-5611-2022; Mitchell, Barbara/B-3409-2016
OI Mitchell, Barbara/0000-0003-2792-8055
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NR 49
TC 7
Z9 13
U1 2
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 178
EP 201
DI 10.1007/s10864-020-09365-7
EA JAN 2020
PG 24
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SB0XF
UT WOS:000510301900001
DA 2024-07-15
ER

PT J
AU Snow, PC
   Graham, LJ
   Mclean, EJ
   Serry, TA
AF Snow, Pamela C.
   Graham, Linda J.
   Mclean, Emina J.
   Serry, Tanya A.
TI The oral language and reading comprehension skills of adolescents in
   flexible learning programmes
SO INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
LA English
DT Article
DE Oral language; literacy; flexible learning programmes
ID NEW-SOUTH-WALES; COMMUNICATIVE ABILITY; DISADVANTAGE; PREVALENCE;
   CHILDREN; STUDENTS; OUTCOMES; SCHOOLS; SPEECH
AB Purpose: Access to flexible learning programmes (FLPs) for students who have been excluded or diverted from mainstream school settings is increasing internationally. While still technically "engaged with education" such students face long-term vulnerability with respect to acquiring marketable employment skills post-school. Language and literacy skills are central to such training; hence, this study describes the oral language and reading comprehension profiles of a sample of flexible learning programmes (FLP) students. Method: Fifty young people (mean age 16 years) enrolled in three FLPs in Victoria, Australia were assessed by a speech-language pathologist in order to profile their oral language and reading comprehension skills. Result: Seventy-two percent of participants had oral language skills that placed them in an at-risk range on standardised measures, and 47.5% had reading comprehension ages of <= 12 years. A moderate significant association existed between oral language and reading comprehension skills. Conclusion: Language and reading comprehension difficulties are prevalent in this population and may be missed in the context of the mental health and adjustment difficulties experienced by this group, but are likely to be key to academic engagement and success. Speech-language pathology scope of practice needs to include FLP settings.
C1 [Snow, Pamela C.; Mclean, Emina J.] La Trobe Univ, La Trobe Rural Hlth Sch, POB 199, Bendigo, Vic 3552, Australia.
   [Graham, Linda J.] Queensland Univ Technol, Sch Early Childhood & Inclus Educ, Brisbane, Qld, Australia.
   [Serry, Tanya A.] La Trobe Univ, Sch Allied Hlth Human Serv & Sport, Bundoora, Vic, Australia.
C3 La Trobe University; Queensland University of Technology (QUT); La Trobe
   University
RP Snow, PC (corresponding author), La Trobe Univ, La Trobe Rural Hlth Sch, POB 199, Bendigo, Vic 3552, Australia.
EM p.snow@latrobe.edu.au
RI Serry, Tanya/Y-7132-2019
OI Serry, Tanya/0000-0003-1538-7327; Graham, Linda J./0000-0002-6827-808X;
   McLean, Emina/0000-0002-8199-8495
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NR 59
TC 8
Z9 9
U1 0
U2 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1754-9507
EI 1754-9515
J9 INT J SPEECH-LANG PA
JI Int. J. Speech-Lang. Pathol.
PD JUL 3
PY 2020
VL 22
IS 4
BP 425
EP 434
DI 10.1080/17549507.2019.1652343
EA AUG 2019
PG 10
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA NZ6IG
UT WOS:000482665400001
PM 31448628
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Bahrami, F
   Movahedi, A
   Marandi, SM
   Abedi, A
AF Bahrami, Fatimah
   Movahedi, Ahmadreza
   Marandi, Sayed Mohammad
   Abedi, Ahmad
TI Kata techniques training consistently decreases stereotypy in children
   with autism spectrum disorder
SO RESEARCH IN DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE Stereotypy; Autism; Kata techniques training; Exercise
ID SELF-STIMULATORY BEHAVIORS; SCHOOL-AGE-CHILDREN; AEROBIC EXERCISE;
   ACADEMIC ENGAGEMENT; ANTECEDENT EXERCISE; PHYSICAL EXERCISE;
   YOUNG-CHILDREN; PROGRAM; SKILLS; INDIVIDUALS
AB The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (n = 15) or a no-exercise control group (n = 15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions). Stereotypy was assessed at baseline (pre-intervention), week 14 (post-intervention), and at one month follow up in both groups. Results showed that Kata techniques training significantly reduced stereotypy in the exercise group. Following participation in Kata techniques training, stereotypy decreased from baseline levels by a M of 42.54% across participants. Interestingly, after 30 days of no practice, stereotypy in the exercise group remained significantly decreased compared to pre-intervention time. The participants of the control group did not show significant changes in the stereotypy. Teaching martial arts techniques to children with ASD for a long period of time consistently decreased their stereotypic behaviors. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Bahrami, Fatimah; Movahedi, Ahmadreza; Marandi, Sayed Mohammad] Univ Isfahan, Coll Sport Sci, Esfahan, Iran.
   [Abedi, Ahmad] Univ Isfahan, Coll Educ Psychol, Esfahan, Iran.
C3 University of Isfahan; University of Isfahan
RP Movahedi, A (corresponding author), Univ Isfahan, Coll Sport Sci, Hezar Jarib St, Esfahan, Iran.
EM fbahrami20@yahoo.com; a.movahedi@spr.ui.ac.ir; s.m.marandi@spr.ui.ac.ir;
   a.abedi@edu.ui.ac.ir
RI Movahedi, Ahmadreza/AAH-3856-2020; Movahedi, Ahmadreza/V-5778-2019;
   McCann, Brian/N-9504-2014
OI Movahedi, Ahmadreza/0000-0002-2313-4752; 
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NR 93
TC 98
Z9 119
U1 5
U2 68
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 JUL-AUG
PY 2012
VL 33
IS 4
BP 1183
EP 1193
DI 10.1016/j.ridd.2012.01.018
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 937XW
UT WOS:000303698500025
PM 22502844
DA 2024-07-15
ER

PT J
AU Studsrod, I
   Bru, E
AF Studsrod, Ingunn
   Bru, Edvin
TI Upper secondary school students' perceptions of teacher socialization
   practices and reports of school adjustment
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE late adolescents; school adjustment; student perceptions; teacher
   socialization; teacher-student relationship; upper secondary school
ID ADOLESCENT SOCIALIZATION; LEARNING-ENVIRONMENT; ACADEMIC ENGAGEMENT;
   CHILD RELATIONSHIPS; SELF-DETERMINATION; MIDDLE SCHOOL; AUTONOMY;
   SUPPORT; CONNECTION; MOTIVATION
AB Lack of adjustment or school failure is of concern to educators, child welfare workers, educational, and school psychologists as well as parents, but there are few studies on this aspect of education, especially among late adolescents. Furthermore, there is a lack of research on teachers as socialization agents as an independent variable in adolescents' school adjustment. The present study was conducted to explore how upper secondary school students' perceptions of teacher socialization practices were related to motivation for continued education, school alienation, intention to quit school, truancy, and class absence. The sample consisted of Norwegian adolescents aged 15- to 18-years-old (n = 564) in vocational and general educational courses from one upper secondary school. Perceptions of teacher socialization practices accounted for unique variances in school adjustment. Of the teacher socialization variables, academic support best explained variances in school adjustment. The findings suggest that the associations between teachers as socializing agents and motivation for continued education were relatively strong, but the other associations were relatively modest. The limitations and implications of this study are discussed.
C1 [Studsrod, Ingunn] Univ Stavanger, Dept Social Studies, Fac Social Sci, N-4036 Stavanger, Norway.
   [Bru, Edvin] Univ Stavanger, Ctr Behav Res, Fac Arts & Educ, N-4036 Stavanger, Norway.
C3 Universitetet i Stavanger; Universitetet i Stavanger
RP Studsrod, I (corresponding author), Univ Stavanger, Dept Social Studies, Fac Social Sci, N-4036 Stavanger, Norway.
EM Ingunn.studsrod@uis.no; Edvin.bru@uis.no
OI Studsrod, Ingunn/0000-0001-8408-1706
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NR 61
TC 17
Z9 18
U1 2
U2 33
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 JUN
PY 2012
VL 33
IS 3
BP 308
EP 324
DI 10.1177/0143034311412841
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 944LE
UT WOS:000304202300005
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Smalls, C
AF Smalls, Ciara
TI Effects of Mothers' Racial Socialization and Relationship Quality on
   African American Youth's School Engagement: A Profile Approach
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE racial socialization; parenting; person-centered; school engagement;
   African American
ID ACADEMIC-ACHIEVEMENT; MINORITY CHILDREN; ETHNIC-IDENTITY; ADOLESCENTS;
   FAMILIES; DISCRIMINATION; MESSAGES; BEHAVIOR; PARENTS; CLASSROOM
AB The purpose of this study was to examine the relation between profiles of adolescents' reports of their mothers' racial socialization (e.g., racial pride and racial barrier messages) and feelings toward their mothers' parenting (e.g., providing a warm, positive climate; using child-centered strategies) and youth engagement. This research addresses the paucity of literature that examines the impact of mothers' parenting as a buffer to declines in school engagement for African American youth. Given that parenting is embedded in a specific cultural niche, this study examines the synergy between racial socialization and mother-child relationship quality. Engagement outcomes consisted of a participant's ability to persist on task in the face of obstacles (task persistence) and their interest and active participation in class (academic engagement). Latent profile analysis on the sample of 94 self-identified African American youth (ages 11-14) revealed three profiles of racial socialization and affective relationship quality. The profiles and their associations with adolescent engagement are discussed. The findings support the importance of examining racial messages in tandem with broad parenting.
C1 Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA.
C3 University System of Georgia; Georgia State University
RP Smalls, C (corresponding author), Georgia State Univ, Dept Psychol, Box 5010, Atlanta, GA 30302 USA.
EM csmalls@gsu.edu
RI Glover, Ciara/ADA-9151-2022
FU NIMH NIH HHS [5 T32 MH15742] Funding Source: Medline
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NR 51
TC 35
Z9 52
U1 0
U2 14
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 OCT
PY 2010
VL 16
IS 4
BP 476
EP 484
DI 10.1037/a0020653
PG 9
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA 680MO
UT WOS:000284237500004
PM 21058810
DA 2024-07-15
ER

PT J
AU Suárez-Orozco, C
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   Pakes, J
   O'Connor, E
   Rhodes, J
AF Suarez-Orozco, Carola
   Gaytan, Francisco X.
   Bang, Hee Jin
   Pakes, Juliana
   O'Connor, Erin
   Rhodes, Jean
TI Academic Trajectories of Newcomer Immigrant Youth
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE immigrants; adolescence; academic trajectories; mixed methods
ID HIGH-SCHOOL; MIDDLE SCHOOL; FAMILY-STRUCTURE; ACHIEVEMENT; ENGAGEMENT;
   ADOLESCENTS; TRANSITION; RISK; MOBILITY; CONTEXT
AB Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer 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. In keeping with ecological developmental and stage environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings.
C1 [Suarez-Orozco, Carola] NYU, Dept Appl Psychol, New York, NY 10003 USA.
   [Suarez-Orozco, Carola] Inst Adv Study, Princeton, NJ 08540 USA.
   [Gaytan, Francisco X.] NE Illinois Univ, Social Work Program, Chicago, IL 60625 USA.
   [Bang, Hee Jin] William T Grant Fdn, New York, NY USA.
   [Pakes, Juliana] Harvard Univ, Ctr Amer Polit Studies, Cambridge, MA 02138 USA.
   [O'Connor, Erin] NYU, Dept Teaching & Learning, New York, NY 10003 USA.
   [Rhodes, Jean] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA.
C3 New York University; Institute for Advanced Study - USA; Northeastern
   Illinois University; Harvard University; New York University; University
   of Massachusetts System; University of Massachusetts Boston
RP Suárez-Orozco, C (corresponding author), NYU, Dept Appl Psychol, 246 Greene St, New York, NY 10003 USA.
EM cso2@nyu.edu
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NR 95
TC 153
Z9 291
U1 2
U2 63
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 MAY
PY 2010
VL 46
IS 3
BP 602
EP 618
DI 10.1037/a0018201
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 588WO
UT WOS:000277105500005
PM 20438174
DA 2024-07-15
ER

PT J
AU Belderbos, R
   Braito, N
   Wang, J
AF Belderbos, Rene
   Braito, Nazareno
   Wang, Jian
TI Heterogeneous university research and firm R&D location decisions:
   research orientation, academic quality, and investment type
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article; Early Access
DE Location choice; R&D FDI; Industry science links; Basic and applied
   research; Academic quality
ID BAYH-DOLE ACT; STATES PHARMACEUTICAL-INDUSTRY; ABSORPTIVE-CAPACITY;
   TECHNOLOGY-TRANSFER; MULTINATIONAL-CORPORATIONS; SCIENTIFIC-RESEARCH;
   KNOWLEDGE FLOWS; BASIC RESEARCH; SCIENCE; FOREIGN
AB Universities play an important role in regional development and innovation and engage with the industry through various channels. In this paper, we examine the role of heterogeneous characteristics of university research, in particular universities' orientation towards basic or applied research and the quality of this research, in attracting firms' R&D investment. We analyze the location decisions in the United States by foreign multinational firms at the level of metropolitan areas. We contrast research and development projects and explore whether they are driven by different factors. We find that the drivers of location choice differ importantly as a consequence of the type of the focal R&D investment of the firm. Universities with an orientation towards applied scientific research and exhibiting higher academic quality of applied research attract more R&D investment focusing on development activities. In contrast, firms' investments in research activities are attracted by the academic quality of basic scientific research of local universities. Hence, increased university emphasis on academic engagement and applied research may have negative consequences for industrial research in the region.
C1 [Belderbos, Rene] Katholieke Univ Leuven, Fac Econ & Business, Dept Management Strategy & Innovat, Naamsestr 69, B-3000 Louvain, Belgium.
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   [Belderbos, Rene] Maastricht Univ, Sch Business & Econ, Tongersestr 53, NL-6211 LM Maastricht, Netherlands.
   [Braito, Nazareno] Katholieke Univ Leuven, Fac Econ & Business, Dept Management Strategy & Innovat, Brussels Campus,Warmoesberg 26, B-1000 Brussels, Belgium.
   [Wang, Jian] Lancaster Univ Leipzig, Nikolaistr 10, D-04109 Leipzig, Germany.
C3 KU Leuven; Maastricht University; Maastricht University; KU Leuven
RP Wang, J (corresponding author), Lancaster Univ Leipzig, Nikolaistr 10, D-04109 Leipzig, Germany.
EM rene.belderbos@kuleuven.be; nazareno.braito@kuleuven.be;
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RI Wang, Jian/E-6080-2011
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NR 145
TC 1
Z9 1
U1 14
U2 14
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD 2024 MAR 2
PY 2024
DI 10.1007/s10961-024-10066-w
EA MAR 2024
PG 31
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA JR8P3
UT WOS:001174986900001
OA hybrid
DA 2024-07-15
ER

PT J
AU King, RB
   Datu, JAD
AF King, Ronnel B.
   Datu, Jesus Alfonso D.
TI Grateful students are motivated, engaged, and successful in school:
   Cross-sectional, longitudinal, and experimental evidence
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Gratitude; Academic motivation; Academic engagement; Positive
   psychology; Positive education
ID POSITIVE PSYCHOLOGY; ACADEMIC MOTIVATION; FILIPINO ADOLESCENTS; COUNTING
   BLESSINGS; PERCEIVED CONTROL; MENTAL-HEALTH; GRATITUDE; SELF;
   ACHIEVEMENT; EMOTIONS
AB Previous research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, p < .05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, p < .05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, p < .05), and achievement (rs ranging from 0.38 to 0.41, p < .05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed.
C1 [King, Ronnel B.; Datu, Jesus Alfonso D.] Educ Univ Hong Kong, 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; Datu, Jesus Alfonso/0000-0002-8790-1113
FU Education University of Hong Kong [RG14/15-16R]
FX This research was partially supported by grant RG14/15-16R awarded to
   the first author by The Education University of Hong Kong.
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NR 105
TC 22
Z9 24
U1 3
U2 51
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 2018
VL 70
BP 105
EP 122
DI 10.1016/j.jsp.2018.08.001
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GZ6RI
UT WOS:000449568700008
PM 30340699
DA 2024-07-15
ER

PT J
AU Alonzo, D
   Oo, CZ
AF Alonzo, Dennis
   Oo, Cherry Zin
TI The use of Messenger for research collaboration: An auto-ethnographic
   study
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE social media; Messenger; academic work; publishing; collaboration
ID SOCIAL MEDIA USE; COMMUNICATION
AB The use of social media for the collaboration of academics has been increasing in recent years. However, there are no reported studies on using Messenger as a collaborative platform to write and publish journal articles and apply for research and development grants. We use an auto-ethnography to reflect on our experiences over the last 3 years, using Messenger as our medium for our ongoing collaborative research activities. Our results highlight the benefits and challenges of using social media for this engagement. The capabilities of Messenger, as opposed to traditional correspondence through email, have paved our preference to use this platform. We can engage in dynamic collaboration and focussed discussion with less formal communication conventions through Messenger. In addition, the extra features, including easy phone calls, sending links, resources and screenshots, and using emojis and stickers for more socially cohesive interactions, are valued features of Messenger. We used the activity theory to highlight the interrelationships of factors (i.e., personal, social-emotional, structural, technological, and organisational) contributing to the success of collaborative academic activities, including the successful publication of journal articles and securing research and development grants. The findings of our study significantly contribute to understanding how social media can be effectively used for academic engagement.
C1 [Alonzo, Dennis] Univ New South Wales, Sch Educ, Kensington, NSW, Australia.
   [Oo, Cherry Zin] Yangon Univ Educ, Dept Educ Psychol, Yangon, Myanmar.
C3 University of New South Wales Sydney
RP Alonzo, D (corresponding author), Univ New South Wales, Sch Educ, Kensington, NSW, Australia.
EM d.alonzo@unsw.edu.au
RI Oo, Cherry Zin/AGF-3852-2022
OI Oo, Cherry Zin/0000-0002-3227-8010
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NR 59
TC 1
Z9 1
U1 0
U2 2
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 10
PY 2023
VL 13
AR 1076340
DI 10.3389/fpsyg.2022.1076340
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8F4VR
UT WOS:000919663300001
PM 36704700
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Al-Tabbaa, O
   Ankrah, S
AF Al-Tabbaa, Omar
   Ankrah, Samuel
TI 'Engineered' University-Industry Collaboration: A Social Capital
   Perspective
SO EUROPEAN MANAGEMENT REVIEW
LA English
DT Article
DE University-industry; partnership; social capital dimensions; technology
   transfer; technology translation
ID KNOWLEDGE TRANSFER; TECHNOLOGY-TRANSFER; ORGANIZATIONAL PRACTICES;
   SCIENTIFIC-KNOWLEDGE; ABSORPTIVE-CAPACITY; TRUST FORMATION; INNOVATION;
   NETWORKS; EXCHANGE; PARTNERSHIPS
AB While there is an extensive body of knowledge on university-industry collaboration (UIC) for technology transfer, two salient gaps remain. First, studies on UIC have predominately focused on situations when the relationship is established based on perceived complementary needs between collaborators. However, research on 'engineered' UIC, or when the collaboration has been triggered and coordinated by a third-party, is still scarce. Second, we lack proper understanding into the micro-foundations of technology transfer process using the lens of social capital (SC). This is a necessary inquiry given the prevailing conception of technology transfer as a socio-technical process. We address these two gaps by investigating the idiosyncrasy of SC in five case studies of the Faraday Partnership Initiative, a UK public-sponsored programme designed to enhance cross-sector technology transfer. As key contributions, we develop a conceptual framework that explains how social capital facilitates technology transfer in engineered UIC. We also advance the debate on academic engagement and commercialization by elaborating how knowledge produced by academics can be transformed into useable forms of technology by distinguishing between technology translation and transfer. The former emerged as a critical element of the latter.
C1 [Al-Tabbaa, Omar] Univ Kent, Kent Business Sch, Canterbury, Kent, England.
C3 University of Kent
RP Al-Tabbaa, O (corresponding author), Univ Kent, Strategy & Int Business, Kent Business Sch, Canterbury, Kent, England.
EM ofoa@kent.ac.uk
OI AL-Tabbaa, Omar/0000-0003-2669-4576
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NR 127
TC 39
Z9 40
U1 3
U2 45
PU WILEY PERIODICALS, INC
PI SAN FRANCISCO
PA ONE MONTGOMERY ST, SUITE 1200, SAN FRANCISCO, CA 94104 USA
SN 1740-4754
EI 1740-4762
J9 EUR MANAG REV
JI Eur. Manag. Rev.
PD SEP
PY 2019
VL 16
IS 3
BP 543
EP 565
DI 10.1111/emre.12174
PG 23
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA JR6ZS
UT WOS:000499771600005
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Burns, EC
   Martin, AJ
   Collie, RJ
AF Burns, Emma C.
   Martin, Andrew J.
   Collie, Rebecca J.
TI A future time perspective of secondary school students' academic
   engagement and disengagement: A longitudinal investigation
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Future time perspectives; Engagement; Disengagement; Cross-lagged panel
   analysis; Adolescence; Importance value; Aspirations; School completion
ID OF-FIT INDEXES; POSSIBLE SELVES; MIDDLE SCHOOL; VALUE BELIEFS;
   MOTIVATION; ASPIRATIONS; ASSOCIATION; MATHEMATICS; ACHIEVEMENT;
   PERCEPTIONS
AB Students' conceptions of their academic futures, such as completing secondary school, have been found to play a significant role in their current behavior. Indeed, research regarding future time perspectives (FTP) indicates that students with extended FTPs are likely to be more engaged and less disengaged over time. Extended FTPs comprise two critical motivating elements: the cognitive (i.e., importance value) and the dynamic (i.e., school completion aspirations). Although these elements are hypothetically reciprocally related and without temporal limitation to their motivational effects, these claims have largely gone untested. These claims were examined via longitudinal structural equation modelling with cross-lagged panel analysis and invariance testing in a sample of 1327 Australian secondary school students. Findings indicated that importance value is directionally salient over school completion aspirations (such that it may precede school completion aspirations), both are associated with higher engagement and lower disengagement over time, and evidence of temporal limitations on the motivational benefits of the elements of extended FTPs was not found. School-based interventions that focus on improving importance value and school completion aspirations are discussed.
C1 [Burns, Emma C.] Macquarie Univ, Sch Educ, N Ryde, NSW, Australia.
   [Martin, Andrew J.; Collie, Rebecca J.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
C3 Macquarie University; University of New South Wales Sydney
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
FU Australian Research Council [DP140104294]
FX This study was funded by the Australian Research Council (Grant
   #DP140104294).
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NR 67
TC 14
Z9 20
U1 4
U2 41
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 FEB
PY 2021
VL 84
BP 109
EP 123
DI 10.1016/j.jsp.2020.12.003
EA JAN 2021
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QG9GF
UT WOS:000617887100008
PM 33581766
DA 2024-07-15
ER

PT J
AU Harding, JF
   Hughes, DL
   Way, N
AF Harding, Jessica F.
   Hughes, Diane L.
   Way, Niobe
TI Racial/Ethnic Differences in Mothers' Socialization Goals for Their
   Adolescents
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE race/ethnicity; adolescence; socialization; parenting; goals
ID AFRICAN-AMERICAN; MEXICAN-AMERICAN; CULTURAL MODELS; PARENTING STYLE;
   ASIAN-AMERICAN; CONTEXT; SCHOOL; PERCEPTIONS; BELIEFS; CHINESE
AB We explored the socialization goals that African American, Latino, Chinese and White mothers held for their adolescents within 4 domains that are centrally relevant during adolescence-proper demeanor, academics, race/ethnicity, and peers. Method: A card sort task and subsequent logistic regression analyses were used to explore mothers' choice of the most important socialization goals for their ethnically/racially diverse 6th-grade adolescents (N = 185). Results: Compared to White mothers, African American, Latino, and Chinese mothers were significantly more likely to select proper demeanor goals that emphasize deference over benevolence, and peer goals that emphasize instrumental over relational friendships. African American and Latino mothers were more likely to select race/ethnicity goals that emphasize cultural over egalitarian goals compared to Chinese and White mothers. All mothers were more likely to select academic engagement as more important than performance. In contrast to mothers' emphases within domains, mothers' ranked the importance of these different domains remarkably similarly. Conclusions: Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences.
C1 [Harding, Jessica F.; Hughes, Diane L.; Way, Niobe] NYU, Dept Appl Psychol, 246 Greene St, New York, NY 10003 USA.
C3 New York University
RP Harding, JF (corresponding author), NYU, Dept Appl Psychol, 246 Greene St, New York, NY 10003 USA.
EM jess.harding@nyu.edu
RI Harding, Jessica/M-2606-2019; Harding, JessIca F./AAJ-9786-2020
OI Harding, JessIca F./0000-0002-7052-6660; Hughes,
   Diane/0000-0002-2605-1186
FU William T. Grant Foundation; New Zealand Federation of Graduate Women
FX The research reported here was supported by the William T. Grant
   Foundation and the New Zealand Federation of Graduate Women. We thank
   Nicole Walden for her early work on this topic.
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NR 63
TC 11
Z9 18
U1 2
U2 19
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 APR
PY 2017
VL 23
IS 2
BP 281
EP 290
DI 10.1037/cdp0000116
PG 10
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA ER6ME
UT WOS:000398918600011
PM 27429062
DA 2024-07-15
ER

PT J
AU McHugh, MB
   Tingstrom, DH
   Radley, KC
   Barry, CT
   Walker, KM
AF McHugh, Melissa B.
   Tingstrom, Daniel H.
   Radley, Keith C.
   Barry, Christopher T.
   Walker, Kelly M.
TI Effects of Tootling on Classwide and Individual Disruptive and
   Academically Engaged Behavior of Lower-Elementary Students
SO BEHAVIORAL INTERVENTIONS
LA English
DT Article
ID CONTINGENCIES; ACCEPTABILITY; CLASSROOM; GAME; INTERVENTIONS
AB The current study was designed to replicate and extend the literature on the effectiveness of a classroom intervention known as Tootling, a strategy that encourages and prompts students to report instances of their peers' positive behaviors. The purpose of the present study was to assess the effects of the Tootling intervention on decreasing classwide and individual target students' disruptive behavior as well as increasing classwide and individual target students' academic engagement in lower elementary, general education classrooms using a criterion number of tootles that could reasonably be attained daily, thus potentially allowing more immediate and frequent access to reinforcement. Participants included second and third graders and their teachers in three classrooms in two Southeastern elementary schools. An ABAB withdrawal design was used in the three classrooms, along with a multiple baseline element across two of the classrooms, to determine the effectiveness of the intervention. Results demonstrated decreases in disruptive behaviors and increases in academically engaged behaviors during intervention phases as compared to baseline and withdrawal phases in all classrooms. Effect sizes were moderate to large for all comparisons. Limitations of the present study, directions for future research, and implications for practice are discussed. Copyright (c) 2016 John Wiley & Sons, Ltd.
C1 [McHugh, Melissa B.; Tingstrom, Daniel H.; Radley, Keith C.; Walker, Kelly M.] Univ Southern Mississippi, Hattiesburg, MS USA.
   [Barry, Christopher T.] Washington State Univ, Dept Psychol, Pullman, WA 99164 USA.
C3 University of Southern Mississippi; Washington State University
RP Tingstrom, DH (corresponding author), Univ Southern Mississippi, Dept Psychol, 118 Coll Dr 5025, Hattiesburg, MS 39406 USA.
EM Daniel.Tingstrom@usm.edu
OI Barry, Christopher/0000-0003-0803-1269
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NR 32
TC 22
Z9 24
U1 0
U2 6
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1072-0847
EI 1099-078X
J9 BEHAV INTERVENT
JI Behav. Intervent.
PD NOV
PY 2016
VL 31
IS 4
BP 332
EP 354
DI 10.1002/bin.1447
PG 23
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA EA9DO
UT WOS:000386941600002
DA 2024-07-15
ER

PT J
AU Peksen, S
   Queirós, A
   Flander, A
   Leisyte, L
   Tenhunen, V
AF Peksen, Sude
   Queiros, Anabela
   Flander, Alenka
   Leisyte, Liudvika
   Tenhunen, Ville
TI The Determinants of External Engagement of Hard Scientists: A Study of
   Generational and Country Differences in Europe
SO HIGHER EDUCATION POLICY
LA English
DT Article
DE external engagement; generational effects; patenting; spin-off creation;
   commercialization; knowledge transfer
ID ACADEMIC PROFESSION; KNOWLEDGE TRANSFER; UNIVERSITY; COMMERCIALIZATION;
   ENTREPRENEURSHIP; INVENTION; MATTER; WORK; UK
AB In the context of transformation of the higher education landscape by Knowledge Society imperatives, there is an increase in academics' external engagement, especially in the fields of hard sciences. This trend is noticeable in various European countries with different higher education models, but rather limited knowledge in understanding the generational influence on external engagement of academics exists, taking into account the broad range of external engagement activities. The aim of this paper is to examine generational differences by conducting cross-country analyses (N = 976) across different European countries and higher education models. The findings show that there is a trend towards academics' engagement in spin-off/start-up creation in Finland, volunteer-based activities in Slovenia, teaching-related activities in Portugal and consultancy activities in Lithuania and in additional also is evidence for generational differences in academics' external engagement. The logistic regression shows positive relationship between consolidate generation academics and patenting/licensing activities, younger generation and spin-off/start-up creation as well as intermediate generation and giving public lectures/speeches and producing publications for broader society.
C1 [Peksen, Sude; Leisyte, Liudvika] TU Dortmund Univ, Dortmund, Germany.
   [Queiros, Anabela] Univ Aveiro, Aveiro, Portugal.
   [Flander, Alenka] CMEPIUS, Ctr Republ Slovenia, Mobil Programme, Ljubljana, Slovenia.
   [Flander, Alenka] CMEPIUS, Ctr Republ Slovenia, Educ & Training Programme, Ljubljana, Slovenia.
   [Tenhunen, Ville] Univ Helsinki, Helsinki, Finland.
C3 Dortmund University of Technology; Universidade de Aveiro; University of
   Helsinki
RP Peksen, S (corresponding author), TU Dortmund Univ, Dortmund, Germany.
EM sude.peksen@tu-dortmund.de
OI Flander, Alenka/0000-0002-3420-1770; Leisyte,
   Liudvika/0000-0001-8757-3781; Queiros, Anabela/0000-0001-5176-0526;
   Peksen, Sude/0000-0002-8971-0054; Tenhunen, Ville/0000-0003-0217-0831
FU FEDER, through COMPETE2020 - Programa Operacional Competitividade e
   InternacionalizacAo (POCI) [POCI-01-0145-FEDER-029427]; national funds
   (OE), through FCT/MCTES
FX The APIKS country study Portugal was financially supported by the
   Project POCI-01-0145-FEDER-029427-funded by FEDER, through COMPETE2020 -
   Programa Operacional Competitividade e InternacionalizacAo (POCI), and
   by national funds (OE), through FCT/MCTES.
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NR 52
TC 5
Z9 5
U1 3
U2 16
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD MAR
PY 2021
VL 34
IS 1
BP 18
EP 41
DI 10.1057/s41307-020-00214-w
EA OCT 2020
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QU6JF
UT WOS:000580457500001
DA 2024-07-15
ER

PT J
AU McKenna, JW
   Adamson, R
   Solis, M
AF McKenna, John William
   Adamson, Reesha
   Solis, Michael
TI Reading Instruction for Students with Emotional Disturbance: A
   Mixed-Methods Investigation
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE emotional disturbance; behavior disorder; reading instruction;
   observation study
ID SCHOOL-DISTRICT 2017; BEHAVIORAL-DISORDERS; LEARNING-DISABILITIES;
   VOCABULARY INSTRUCTION; STRUGGLING READERS; ACADEMIC STATUS;
   INTERVENTIONS; METAANALYSIS; GRADES; RISK
AB Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed.
C1 [McKenna, John William] Univ Massachusetts Lowell, CARE, Lowell, MA USA.
   [Adamson, Reesha] Missouri State Univ, Dept Counseling Leadership & Special Educ, Springfield, MO USA.
   [Solis, Michael] Univ Calif Riverside, Grad Sch Educ, Special Educ, Riverside, CA 92521 USA.
C3 University of Massachusetts System; University of Massachusetts Lowell;
   Missouri State University; University of California System; University
   of California Riverside
RP McKenna, JW (corresponding author), Univ Massachusetts Lowell, OLeary Lib, 61 Wilder St, Lowell, MA 01854 USA.
EM john_mckenna@uml.edu
RI Adamson, Reesha M./AAJ-9987-2020; McKenna, John/AAA-9343-2019
OI Solis, Michael/0000-0003-4818-549X
FU University of Massachusetts Lowell Seed Grant
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was supported by a University of Massachusetts Lowell Seed Grant.
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NR 65
TC 7
Z9 14
U1 1
U2 9
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 2021
VL 45
IS 3
BP 399
EP 437
AR 0145445519868804
DI 10.1177/0145445519868804
EA AUG 2019
PG 39
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA RG6YJ
UT WOS:000481124000001
PM 31394913
OA Green Published
DA 2024-07-15
ER

PT J
AU Flynn, D
AF Flynn, Daniel
TI Baccalaureate Attainment of College Students at 4-Year Institutions as a
   Function of Student Engagement Behaviors: Social and Academic Student
   Engagement Behaviors Matter
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Academic engagement; Social engagement; Persistence; Attainment;
   Logistic regression; 2004/09 Beginning Postsecondary Students
   Longitudinal Study (BPS: 04/09)
ID PERSISTENCE
AB Vincent Tinto originally asserted, "aEuro broken vertical bar it is the individual's integration into the academic and social systems of the college that most directly related to his continuance in that college" (Tinto, Review of Educational Research 45(10): 89-125, 1975), yet the rates of college degree attainment are still stagnant. Institution-level research on student engagement indicates that both types of engagement contribute to increased student persistence and degree attainment. Research has prompted going beyond institutional-level data and calls for using of nationally representative, longitudinal data to addressing engagement. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and logistic regression, this study finds that both academic and social student engagement behaviors significantly impact degree attainment in postsecondary education net of individual and institutional factors. Interaction analysis of the two different types of engagement finds that the impact is not additive but instead is differential and dependent upon the student's engagement typology as proposed by Coates (Assessment and Evaluation in Higher Education 32(2): 121-141, 2007).
C1 Univ Calif Irvine, Sch Educ, Irvine, CA 92387 USA.
C3 University of California System; University of California Irvine
RP Flynn, D (corresponding author), Univ Calif Irvine, Sch Educ, Irvine, CA 92387 USA.
EM dflynn@uci.edu
OI Flynn, PhD, Daniel T./0000-0001-6437-6734
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NR 39
TC 40
Z9 148
U1 1
U2 37
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD AUG
PY 2014
VL 55
IS 5
BP 467
EP 493
DI 10.1007/s11162-013-9321-8
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AM5TW
UT WOS:000339924500002
DA 2024-07-15
ER

PT J
AU Perez-Brena, NJ
   Sang, S
   Kuo, SIC
   De Jesús, SAR
   Updegraff, KA
   Umaña-Taylor, AJ
   McHale, SM
AF Perez-Brena, Norma J.
   Sang, Samantha
   Kuo, Sally I-Chun
   De Jesus, Sue A. Rodriguez
   Updegraff, Kimberly A.
   Umana-Taylor, Adriana J.
   McHale, Susan M.
TI Patterns of Academic Risk and Resilience: Post-High School Educational
   Pathways in the Context of the 2007 Economic Recession
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE academic engagement; motivation; early; emerging adulthood; Latinos (U;
   S; ); mixed-methods; poverty; resilience
ID MEASUREMENT MODELS; COPING STRATEGIES; LIFE-COURSE; GENDER
AB Academic resilience reflects individuals' high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context- the 2007 U.S. economic recession - informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth's narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth's theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.
C1 [Perez-Brena, Norma J.] Texas State Univ, Sch Family & Consumer Sci, 601 Univ Dr, San Marcos, TX 78666 USA.
   [Sang, Samantha; De Jesus, Sue A. Rodriguez] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ USA.
   [Updegraff, Kimberly A.] Arizona State Univ, Sch Social & Family Dynam, Tempe, AZ USA.
   [Kuo, Sally I-Chun] Virginia Commonwealth Univ, Richmond, VA USA.
   [Umana-Taylor, Adriana J.] Harvard Univ, Educ, Harvard Grad Sch Educ, Cambridge, MA USA.
   [McHale, Susan M.] Penn State Univ, Human Dev, University Pk, PA USA.
   [McHale, Susan M.] Penn State Univ, Demog, University Pk, PA USA.
   [McHale, Susan M.] Penn State Univ, Social Sci Res Inst, University Pk, PA USA.
C3 Texas State University System; Texas State University San Marcos;
   Arizona State University; Arizona State University-Tempe; Arizona State
   University; Arizona State University-Tempe; Virginia Commonwealth
   University; Harvard University; 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; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); Pennsylvania State University; Pennsylvania
   State University - University Park
RP Perez-Brena, NJ (corresponding author), Texas State Univ, Sch Family & Consumer Sci, 601 Univ Dr, San Marcos, TX 78666 USA.
EM n_p85@txstate.edu
FU NICHD [R01HD39666, R01HD32336]; Cowden Fund
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   was provided by NICHD grants R01HD39666 (Updegraff, principal
   investigator [PI]) and R01HD32336 (Ann C. Crouter & Susan M. McHale,
   Co-PIs) and by the Cowden Fund to the School of Social and Family
   Dynamics at Arizona State University.
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NR 46
TC 2
Z9 5
U1 3
U2 15
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 JUL
PY 2019
VL 34
IS 4
BP 351
EP 380
DI 10.1177/0743558418810842
PG 30
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IC2AL
UT WOS:000470761500001
DA 2024-07-15
ER

PT J
AU Royer, DJ
   Lane, KL
   Cantwell, ED
   Messenger, ML
AF Royer, David J.
   Lane, Kathleen Lynne
   Cantwell, Emily D.
   Messenger, Mallory L.
TI A Systematic Review of the Evidence Base for Instructional Choice in
   K-12 Settings
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE choice; evidence-based practice; instructional choice; quality
   indicators
ID QUALITY INDICATORS; SELF-DETERMINATION; PROBLEM BEHAVIORS; STUDENTS;
   INTERVENTION; CHILDREN; PERFORMANCE; STRATEGIES; MOTIVATION; PREFERENCE
AB We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council for Exceptional Children (CEC). Included articles met five criteria: (a) independent variables included instructional choice; (b) dependent variables included behavior (e.g., disruptive behavior, problem behavior, aggression), time on task/academic engaged time, and/or academic performance (e.g., task initiation, completion, accuracy, fluency); (c) interventions occurred with school-age students in traditional school settings; (d) the study followed an experimental design; and (e) the article was published in English in a refereed journal. Twenty-five articles (26 studies) from 13 journals met inclusion criteria. Findings indicated providing students instructional choices increased desired academic behavior while decreasing instances of disruptive behavior. Of the 26 studies, three met all QIs, with nine additional studies addressing 80% or more. Due to small participant numbers, effect sizes, and other factors in these studies, we classified instructional choice into the CEC evidence-based category of insufficient evidence. We conclude with a discussion of limitations and directions for future inquiry.
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C3 University of Kansas; University System of Ohio; Miami University
RP Royer, DJ (corresponding author), Univ Kansas, 1122 W Campus Rd,521, Lawrence, KS 66045 USA.
EM david.royer@ku.edu
RI Royer, David James/AFU-3778-2022
OI Royer, David James/0000-0003-2882-1049
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NR 80
TC 35
Z9 53
U1 0
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 89
EP 107
DI 10.1177/0198742916688655
PG 19
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA EX2TI
UT WOS:000403079300001
DA 2024-07-15
ER

PT J
AU Ntelioglou, BY
   Fannin, J
   Montanera, M
   Cummins, J
AF Ntelioglou, Burcu Yaman
   Fannin, Jennifer
   Montanera, Mike
   Cummins, Jim
TI A multilingual and multimodal approach to literacy teaching and learning
   in urban education: a collaborative inquiry project in an inner city
   elementary school
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE urban education; multilingualism; multiliteracies; multimodality;
   collaborative inquiry; identity texts
ID LANGUAGE; MULTILITERACIES; PLURILINGUALISM; BILINGUALISM; CLASSROOM
AB This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners(ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade3 teachers and university-based researchers sought to create instructional approaches that would support students' academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students' lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.
C1 [Ntelioglou, Burcu Yaman; Cummins, Jim] Ontario Inst Studies Educ, Dept Curriculum Teaching & Learning, Toronto, ON M2N 7H5, Canada.
   [Fannin, Jennifer; Montanera, Mike] Toronto Dist Sch Board, Toronto, ON, Canada.
C3 University of Toronto; University Health Network Toronto
RP Ntelioglou, BY (corresponding author), Ontario Inst Studies Educ, Dept Curriculum Teaching & Learning, 706-2 Clairtrell Rd, Toronto, ON M2N 7H5, Canada.
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NR 80
TC 43
Z9 52
U1 5
U2 83
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 18
PY 2014
VL 5
AR 533
DI 10.3389/fpsyg.2014.00533
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AK8KW
UT WOS:000338677500001
PM 24994986
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Zimmer-Gembeck, MJ
   Chipuer, HM
   Hanisch, M
   Creed, PA
   McGregor, L
AF Zimmer-Gembeck, Melanie J.
   Chipuer, Heather M.
   Hanisch, Michelle
   Creed, Peter A.
   McGregor, Leanne
TI Relationships at school and stage-environment fit as resources for
   adolescent engagement and achievement
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE school engagement; peer relationships; teacher-student relationships;
   achievement; stage-environment fit
ID SELF-DETERMINATION THEORY; MIDDLE SCHOOL; MOTIVATIONAL BELIEFS;
   ACADEMIC-ACHIEVEMENT; MISSING DATA; BEHAVIOR; PERCEPTIONS; ADJUSTMENT;
   NEED; SATISFACTION
AB Guided by Self-Determination and associated theories, we examined whether adolescent (N = 324, M age = 15, 52% female) competence (academic engagement and achievement) were supported by relationships at school and school fit. Aspects of relationships and school fit that were measured included adolescents' perceptions of each context as promoting autonomy, relatedness and competence. Within a latent-variable structural equation model, direct and indirect path estimates, standard errors and confidence intervals were produced using maximum likelihood and bootstrapping. Results supported the hypothesized model. As predicted, school fit partially mediated the association between teacher student relationships and engagement, but fully mediated the association between peer relationships and engagement. Engagement fully mediated the path from school fit to achievement. The use of SEM and bootstrapping are encouraged as the combination of these techniques can increase power to detect direct and indirect effects, and can be a better choice for data that do not conform to normal theory assumptions. Overall, these techniques allowed for more firm conclusions about the importance of a hierarchy of multidimensional contextual experiences for adolescent competence. (c) 2006 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
C1 Griffith Univ, Sch Psychol, Nathan, Qld 9726, Australia.
C3 Griffith University
RP Zimmer-Gembeck, MJ (corresponding author), Griffith Univ, Sch Psychol, Gold Coast Campus,PMB 50 GCMC, Nathan, Qld 9726, Australia.
EM m.zimmer-gembeck@griffith.edu.au
RI Zimmer-Gembeck, Melanie/H-3031-2015
OI Zimmer-Gembeck, Melanie/0000-0001-9100-010X; Creed, Peter
   A/0000-0002-8671-501X
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NR 76
TC 132
Z9 220
U1 0
U2 16
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 DEC
PY 2006
VL 29
IS 6
BP 911
EP 933
DI 10.1016/j.adolescence.2006.04.008
PG 23
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 110II
UT WOS:000242371400004
PM 16750848
DA 2024-07-15
ER

PT J
AU Diaz, B
   Edwards, EC
   Seider, S
AF Diaz, Brianna
   Edwards, Elianny C.
   Seider, Scott
TI Exploring Black and Latinx Adolescents' Beliefs About Achievement,
   Resistance, and Activism
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article; Early Access
DE civic engagement; education/school; race/ethnicity; social justice;
   academic engagement/motivation
ID CRITICAL CONSCIOUSNESS; ETHNIC-IDENTITY; CRITICAL RACE; ENGAGEMENT;
   DISCRIMINATION; PARTICIPATION; ADJUSTMENT; PREDICTORS
AB This mixed methods study investigates the beliefs about achievement, resistance, and activism of Black and Latinx adolescents attending six charter high schools in five U.S. cities. We report on both OLS regression analyses of survey data (n = 344) and thematic analysis of interview data (n = 26) collected during participants' final year of high school. Quantitative analyses revealed that youths' belief that their academic achievement represents a form of resistance against racism ("achievement-as-resistance") significantly predicted their commitment to activism, and this relationship was moderated by participants' school type. Youth attending "no-excuses" schools demonstrated a stronger relationship between their achievement-as-resistance beliefs and commitment to activism than their peers attending "progressive" schools. Explanatory qualitative analyses of interview data demonstrated that youth at no-excuses schools received strong messaging from their educators that achievement was the best way for Black and Latinx youth to resist racism. Youth also reported that their no-excuses schools did not engage students in activism and in some cases, responded negatively to student-led activism. Findings suggest that Black and Latinx youths' achievement-as-resistance beliefs may have supported their commitment to activism, but this relationship may have been strengthened by youths' desire to push beyond their schools' narrow messaging about resistance.
C1 [Diaz, Brianna; Edwards, Elianny C.; Seider, Scott] Boston Coll, Appl Dev & Educ Psychol, Chestnut Hill, MA 02467 USA.
   [Diaz, Brianna] Boston Coll, 140 Commonwealth Ave, Chestnut Hill, MA 02467 USA.
C3 Boston College; Boston College
RP Diaz, B (corresponding author), Boston Coll, 140 Commonwealth Ave, Chestnut Hill, MA 02467 USA.
EM diazbf@bc.edu
FU John Templeton Foundation Grant [54909]; Spencer Foundation Grant
   [201500137]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: John
   Templeton Foundation Grant (#54909), Spencer Foundation Grant
   (#201500137).
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NR 47
TC 0
Z9 0
U1 2
U2 2
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 2024 JAN 13
PY 2024
DI 10.1177/07435584231223338
EA JAN 2024
PG 34
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA EW7X5
UT WOS:001142046600001
DA 2024-07-15
ER

PT J
AU Teuber, Z
   Tang, X
   Salmela-Aro, K
   Wild, E
AF Teuber, Ziwen
   Tang, Xin
   Salmela-Aro, Katariina
   Wild, Elke
TI Assessing Engagement in Chinese Upper Secondary School Students Using
   the Chinese Version of the Schoolwork Engagement Inventory: Energy,
   Dedication, and Absorption (CEDA)
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE Chinese adolescents; well-being; high school students; vocational school
   students; depression; school engagement; academic engagement
ID ACADEMIC-ACHIEVEMENT; UNIVERSITY-STUDENTS; WORK ENGAGEMENT; BURNOUT;
   VALIDATION; SCALE; ADOLESCENCE; SUPPORT; CONTEXT; GRIT
AB The schoolwork engagement inventory: Energy, Dedication, and Absorption (EDA) is a measure of students' engagement in schoolwork and has been demonstrated valid in Western student populations. In this study, we adapted this inventory to and tested its psychometric appropriates in Chinese upper secondary school students (CEDA). Participants were 1,527 general high school students and 850 vocational high school students. The mean age of the total sample was 16.21 years (54.4% females, age span: 15-19 years). The results of confirmatory factor analyses (CFA) showed that a modified one-factor model fitted the data best. The results of the multigroup CFA showed that the factor structure was metrically invariant across school tracks (i.e., general or vocational high school) and scalarly invariant across gender and school types (i.e., ordinary or key school). Moreover, schoolwork engagement was negatively related to emotional exhaustion and positively related to self-efficacy, perseverance of effort, teacher-student relationships, and life satisfaction. Overall, the CEDA can be regarded as a valid measure for the assessment of student engagement in the Chinese upper secondary school context.
C1 [Teuber, Ziwen; Wild, Elke] Bielefeld Univ, Dept Psychol, Bielefeld, Germany.
   [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 Bielefeld; University of Helsinki; Central China Normal
   University
RP Teuber, Z (corresponding author), Bielefeld Univ, Dept Psychol, Bielefeld, Germany.; 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 zteuber@uni-bielefeld.de; xin.tang@helsinki.fi
RI Tang, Xin/I-7765-2012; Teuber, Ziwen/ABE-1720-2021
OI Tang, Xin/0000-0002-0155-4967; Teuber, Ziwen/0000-0002-3745-9021;
   salmela-aro, katariina/0000-0003-1901-4712
FU Business Finland, AI in learning project
FX XT and KS-A have been supported by Business Finland, AI in learning
   project.
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NR 62
TC 5
Z9 5
U1 10
U2 38
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 FEB 18
PY 2021
VL 12
AR 638189
DI 10.3389/fpsyg.2021.638189
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA QR3UN
UT WOS:000625137800001
PM 33679565
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Vico, EP
AF Perez Vico, Eugenia
TI When Average Joe met the Inexperienced Superstar-a case study of the
   consequences for a university of a partnership with IKEA
SO HIGHER EDUCATION
LA English
DT Article
DE University-industry; Consequences; Outreach; Technology transfer;
   Academic engagement; Resource-based view; University management
ID HIGHER-EDUCATION; INDUSTRY; ENTERPRISE; BENEFITS; STUDENTS; SCIENCE
AB The aim of this study was to explore how consequences from a university-wide partnership unfolded at various levels within a university and induced intra-organizational dynamics. This was achieved via an in-depth investigation of "The Bridge," a collaborative partnership between the young mid-range Swedish Linnaeus University ("Average Joe") and the home furnishing retail giant IKEA, which despite its global reach has only limited research capacity (the "Inexperienced Superstar"). Based on previous research that conceptualizes consequences of collaborations as changes in wide-ranging resource categories over time, this article develops a conceptual framework that advances the understanding of the consequences of collaborative efforts at both the level of faculty individuals and groups, as well as on a university-wide level. The study identified both differences and similarities between the two levels related to material, knowledge, and social resource mobilization, and revealed consequent tensions within the university due to an imbalance in material resource mobilization and social resource mobilization. The resource-based multi-level perspective that this study puts forward enables a more fine-grained and dynamic understanding of the conditions for undertaking and organizing university-wide long-term collaborative efforts.
C1 [Perez Vico, Eugenia] Lund Univ, Dept Business Adm, Res Policy Grp, Lund, Sweden.
C3 Lund University
RP Vico, EP (corresponding author), Lund Univ, Dept Business Adm, Res Policy Grp, Lund, Sweden.
EM Eugenia.perez_vico@fek.lu.se
FU Lund University
FX Open access funding provided by Lund University.
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NR 35
TC 1
Z9 1
U1 1
U2 12
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 APR
PY 2021
VL 81
IS 4
BP 795
EP 813
DI 10.1007/s10734-020-00577-4
EA JUL 2020
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RV6BI
UT WOS:000546238900001
OA hybrid
DA 2024-07-15
ER

PT J
AU Turner, M
   Holdsworth, S
   Scott-Young, CM
AF Turner, Michelle
   Holdsworth, Sarah
   Scott-Young, Christina M.
TI Resilience at University: the development and testing of a new measure
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Measure; resilience; undergraduate students; university; well-being
ID CONNOR-DAVIDSON RESILIENCE; SCALE CD-RISC; COLLEGE-STUDENTS; STRESS;
   ACHIEVEMENT; RELIABILITY; VALIDATION; DEPRESSION; WORKPLACE; CONSTRUCT
AB While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting.
C1 [Turner, Michelle; Holdsworth, Sarah; Scott-Young, Christina M.] RMIT Univ, Property Construct & Project Management, Melbourne, Vic, Australia.
C3 Royal Melbourne Institute of Technology (RMIT)
RP Turner, M (corresponding author), RMIT Univ, Melbourne, Vic, Australia.
EM michelle.turner@rmit.edu.au
RI Turner, Michelle/J-1757-2015
OI Turner, Michelle/0000-0002-7893-5848; Holdsworth,
   Sarah/0000-0002-9813-0932
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NR 58
TC 41
Z9 47
U1 1
U2 50
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 MAR
PY 2017
VL 36
IS 2
BP 386
EP 400
DI 10.1080/07294360.2016.1185398
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EM0JU
UT WOS:000395005400012
DA 2024-07-15
ER

PT J
AU Simons-Morton, BG
AF Simons-Morton, BG
TI The protective effect of parental expectations against early adolescent
   smoking initiation
SO HEALTH EDUCATION RESEARCH
LA English
DT Article
ID CIGARETTE-SMOKING; SUBSTANCE USE; START SMOKING; PREDICTORS; SCHOOL;
   BEHAVIORS; CHILDREN; ALCOHOL; MODEL; RISK
AB Substantial research and theory suggests that smoking initiation is socially mediated, with both peers and parents playing important roles. To learn more about how parenting behaviors influence smoking initiation, students (n = 1002) from four middle schools were surveyed at the beginning of the sixth grade (T1), and the end of the sixth (T2) and seventh (T3) grades. T1 and T2 - T1 predictors were regressed on smoking initiation at the end of seventh grade. In bivariate logistic regression analyses, association with friends who smoke, attitudes toward deviance, outcome expectations for smoking, perceived school climate, parental expectations, parental involvement at T1 and increases in these variables (T2 - T1) were associated with smoking initiation at T3, but only the T1 measures of social competence, academic engagement, school adjustment, perceived prevalence, parental monitoring and parental involvement were associated with smoking initiation at T3. In multivariate logistic regression analyses, parental expectations were negatively associated, and increases in attitudes accepting of deviance and affiliation with friends who smoke were positively associated with smoking initiation. Analysis of interactions indicated that parental expectations and monitoring did not mediate the effect on smoking initiation of attitudes toward deviance or the number of friends who smoke. These findings provide evidence that parental expectations may protect early adolescents against smoking even in the context of increases in favorable attitudes and friends who smoking.
C1 NICHHD, Div Epidemiol Stat & Prevent Res, Prevent Res Branch, NIH, Rockville, MD 20852 USA.
C3 National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver
   National Institute of Child Health & Human Development (NICHD)
RP NICHHD, Div Epidemiol Stat & Prevent Res, Prevent Res Branch, NIH, Rockville, MD 20852 USA.
EM MORTONB@exchange.nih.gov
OI Simons-Morton, Bruce/0000-0003-1099-6617
FU NICHD NIH HHS [N01-HD-4-3207] Funding Source: Medline
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NR 32
TC 71
Z9 91
U1 0
U2 15
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0268-1153
EI 1465-3648
J9 HEALTH EDUC RES
JI Health Educ. Res.
PD OCT
PY 2004
VL 19
IS 5
BP 561
EP 569
DI 10.1093/her/cyg071
PG 9
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA 854YU
UT WOS:000223940700008
PM 15150137
OA Bronze
DA 2024-07-15
ER

PT J
AU Ba, S
   Hu, X
   Law, N
AF Ba, Shen
   Hu, Xiao
   Law, Nancy
TI Daily activities and social interactions predict students' positive
   feelings
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article; Early Access
DE Adolescent; well-being; positive feeling; day reconstruction method;
   hierarchical linear modelling
ID TIME MANAGEMENT; MENTAL-HEALTH; ADOLESCENTS; ANXIETY; SCHOOL;
   ENGAGEMENT; SYMPTOMS; EMOTIONS; BEHAVIOR; STRESS
AB Positive feelings are essential for students' well-being and are associated with their academic performance and long-term development. While prior studies have revealed relationships between certain events (e.g., activities and social interactions) and student feelings, little attention was paid to the influence of event durations. In order to address this gap, the present study investigates how time spent on daily activities (e.g., studying) and interactions with social companions (e.g., family/friends) predict adolescent students' positive feelings. Moreover, the potential moderating roles of personal factors (e.g., health consciousness) were considered. We collected longitudinal data associated with the physical, social, emotional, and digital well-being of 36 middle school students in Hong Kong consecutively for three weeks, using a day reconstruction method. In total, 279 reconstructed days with 2433 events have been recorded. Hierarchical linear modelling was then employed to analyse the nested relationships between events, positive feelings, and personal factors. Results indicated several significant associations between time allocated to daily activities/social interactions and duration of positive feelings. Furthermore, we found that personal factors such as mental health and academic engagement were not only significantly associated with duration of positive feelings but also moderated the relationships between daily activities/social interactions and positive feelings.
C1 [Ba, Shen; Hu, Xiao; Law, Nancy] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Hu, Xiao] Univ Hong Kong, Fac Educ, Room 209,Runme Shaw Bldg, Hong Kong, Peoples R China.
C3 University of Hong Kong; University of Hong Kong
RP Hu, X (corresponding author), Univ Hong Kong, Fac Educ, Room 209,Runme Shaw Bldg, Hong Kong, Peoples R China.
EM xiaoxhu@hku.hkm
FU Research Grants Council of Hong Kong [T44-707/16-N, HKU17607018]
FX The work was supported by the~Research Grants Council of Hong Kong
   [Grant numbers:T44-707/16-N and HKU17607018].
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NR 55
TC 0
Z9 0
U1 5
U2 11
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 2023 JUN 7
PY 2023
DI 10.1080/02188791.2023.2219414
EA JUN 2023
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA I0JT8
UT WOS:000999731300001
DA 2024-07-15
ER

PT J
AU De Silva, M
   Al-Tabbaa, O
   Pinto, J
AF De Silva, Muthu
   Al-Tabbaa, Omar
   Pinto, Jonathan
TI Academics engaging in knowledge transfer and co-creation: Push causation
   and pull effectuation?
SO RESEARCH POLICY
LA English
DT Article
DE Academic engagement; Knowledge transfer; Knowledge co-creation;
   Motivation; Effectuation; Causation
ID UNIVERSITY-INDUSTRY COLLABORATION; DECISION-MAKING; SELF-EMPLOYMENT;
   ENTREPRENEURSHIP; IMPACT; TECHNOLOGY; ALLIANCES; COMMERCIALIZATION;
   UNCERTAINTY; ACQUISITION
AB Although academics are increasingly engaging with businesses, some fundamental aspects of this phenomenon (i. e., their motivations, decision-making approaches, and the interplay between the two) remain understudied. We therefore conducted a qualitative inductive study comprising 68 interviews with academics who had engaged in two forms of activities-knowledge transfer and co-creation. Whereas the entrepreneurship literature offers a resource-based argument, we made an original contribution to the literature by introducing an engagement-based argument in order to offer a more accurate prediction of the motivations and decision-making approaches of academics engaged in knowledge transfer and co-creation activities. We found that when the resource-and engagement-based arguments offer different predictions of the interplay between the motivations and decision -making approaches adopted, the cognitive proximity between academics and business researchers, which re-flects whether the partners are from the same/different disciplines, resolves the puzzle. We captured these situational contingencies by developing six propositions that indicate how the engagement-and resource-based arguments jointly offer a more comprehensive explanation of the interplay. We discuss the implications of our findings with regard to how universities could offer customized training, rewards, and support structures based on the four types of interplay between the motivation and decision-making approaches.
C1 [De Silva, Muthu] Birkbeck Univ London, Dept Management, Innovat & Entrepreneurship, Malet St, London WC1E 7HX, England.
   [De Silva, Muthu] Univ Vaasa, InnoLab, PB 700, Vaasa 65101, Finland.
   [Al-Tabbaa, Omar] Univ Leeds, Leeds Univ Business Sch, Int Business Strategy, Leeds, W Yorkshire, England.
   [Pinto, Jonathan] Imperial Coll London, Imperial Coll Business Sch, Org Behav & Negotiat, London SW7 2AZ, England.
C3 University of London; Birkbeck University London; University of Vaasa;
   University of Leeds; Imperial College London
RP De Silva, M (corresponding author), Birkbeck Univ London, Dept Management, Malet St, London WC1E 7HX, England.
EM m.desilva@bbk.ac.uk; busofoa@leeds.ac.uk; j.pinto@imperial.ac.uk
OI de Silva, Muthu/0000-0003-4800-3684
FU Birkbeck School of Business, Economics and Informatics
FX Acknowledgement We would like to convey our heartiest gratitude to the
   editor Prof Ben Martin and three anonymous reviewers, whose comments
   have significantly improved the paper. We also gratefully acknowledge
   the funding offered by the Birkbeck School of Business, Economics and
   Informatics to conduct this project.
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NR 92
TC 9
Z9 9
U1 13
U2 64
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD MAR
PY 2023
VL 52
IS 2
AR 104668
DI 10.1016/j.respol.2022.104668
EA NOV 2022
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 8Z7PG
UT WOS:000933565600004
OA Green Accepted, Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Paton, S
   Ates, A
   Sminia, H
   Smith, M
AF Paton, Steve
   Ates, Aylin
   Sminia, Harry
   Smith, Marissa
TI Making sense of high value manufacturing: relating policy and theory
SO PRODUCTION PLANNING & CONTROL
LA English
DT Article
DE Operations strategy; innovation; high value manufacturing; manufacturing
   competitiveness; supply chain management
ID SUPPLY CHAIN MANAGEMENT; COMPETITIVE ADVANTAGE; SERVICE STRATEGIES;
   POWER REGIMES; PERFORMANCE; INNOVATION; APPROPRIATION; TRANSITION;
   CAPABILITY; PRODUCTS
AB Government policy agendas in high-cost economies focus on manufacturing competitiveness promoting what they term High Value Manufacturing (HVM). HVM is seen as the solution to the problem of manufacturers in high-cost economies being outcompeted by those in low-cost economies. Despite the ubiquity of the term HVM, there is little academic engagement with it leaving HVM an under-theorized, emerging phenomenon lacking in academic legitimization. Our purpose is therefore to gain a 'theoretical foothold' to allow the phenomenon of HVM to be characterized. Policy documents from the UK and German governments and the European Commission are empirically analysed to determine the themes within their arguments. A literature consultation is conducted to reveal the underlying theoretical strands informing these arguments. A synthesis follows that relates the themes within the policy documents to the identified theoretical strands. We find that policy uses a plurality of multi-disciplinary, randomly drawn elements. However, despite this, some patterns can be identified with elements drawn from operations strategy, supply chain management and innovation. By defining these elements, this article makes sense of the policy rhetoric and builds a clearer understating of HVM so facilitating sharper and more structured research into its nature and its contribution to contemporary manufacturing competitiveness.
C1 [Paton, Steve; Ates, Aylin; Smith, Marissa] Strathclyde Business Sch, Glasgow G1 1XQ, Lanark, Scotland.
   [Sminia, Harry] Strathclyde Business Sch, Strateg Management, Glasgow, Lanark, Scotland.
C3 University of Strathclyde; University of Strathclyde
RP Paton, S (corresponding author), Strathclyde Business Sch, Glasgow G1 1XQ, Lanark, Scotland.
EM steve.paton@strath.ac.uk
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NR 137
TC 6
Z9 6
U1 0
U2 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0953-7287
EI 1366-5871
J9 PROD PLAN CONTROL
JI Prod. Plan. Control
PD MAR 12
PY 2023
VL 34
IS 4
BP 359
EP 370
DI 10.1080/09537287.2021.1922777
EA MAY 2021
PG 12
WC Engineering, Industrial; Engineering, Manufacturing; Operations Research
   & Management Science
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Engineering; Operations Research & Management Science
GA 9G2WK
UT WOS:000649160000001
OA hybrid, Green Accepted
DA 2024-07-15
ER

PT J
AU Chen, X
   Mao, J
   Ma, YX
   Li, G
AF Chen, Xi
   Mao, Jin
   Ma, Yaxue
   Li, Gang
TI The knowledge linkage between science and technology influences
   corporate technological innovation: Evidence from scientific
   publications and patents
SO TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE
LA English
DT Article
DE Science; Technology; Corporations; Technological innovation
ID BASIC RESEARCH; ACADEMIC ENGAGEMENT; FIRM PERFORMANCE; IN-HOUSE; IMPACT;
   INDUSTRY; CAPABILITIES; SEMICONDUCTOR; LEAD
AB Scientific knowledge has been shown to be a key contributor to corporate technological innovation; hence, modern inventive firms place a strong emphasis on scientific research. However, little is known about how the knowledge linkage between science and technology (ST linkage) of corporations fosters their technological innovation. In an effort to fill this vacuum in the literature, we investigate how multiple properties of ST linkage influence corporate technological innovation. We conducted a Zero-inflated Negative Binomial regression using scientific publications, patents, and firm-level data from 671 pharmaceutical and 686 semiconductor corporations to test our hypotheses. We find that the higher the proportion of corporations citing their published scientific publications in patents, the more likely they are to produce more patents, and corporate technological innovation benefits from the utilization of scientific knowledge produced in the early stages. Furthermore, the positive effects of the aforementioned factors on the technological innovation performance of corporations are present in both scientific research strategies (e.g., independent vs. joint research). These findings contribute to the understanding of the underlying mechanism of corporate basic research facilitating technological innovation. This study also provides meaningful advice regarding how corporations can enhance their technological innovation through scientific research.
C1 [Chen, Xi; Mao, Jin; Li, Gang] Wuhan Univ, Ctr Studies Informat Resources, Bayi Rd 299, Wuhan 430072, Peoples R China.
   [Chen, Xi; Mao, Jin; Li, Gang] Wuhan Univ, Sch Informat Management, Bayi Rd 299, Wuhan 430072, Peoples R China.
   [Ma, Yaxue] Nanjing Univ, Sch Informat Management, Nanjing 210008, Peoples R China.
C3 Wuhan University; Wuhan University; Nanjing University
RP Mao, J; Li, G (corresponding author), Wuhan Univ, Ctr Studies Informat Resources, Bayi Rd 299, Wuhan 430072, Peoples R China.
EM danveno@163.com
FU National Natural Science Foundation of China (NSFC) [71921002, 72174154]
FX This work was funded by the National Natural Science Foundation of China
   (NSFC) , Grant Nos. 71921002 and 72174154.
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NR 85
TC 3
Z9 3
U1 43
U2 60
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 JAN
PY 2024
VL 198
AR 122985
DI 10.1016/j.techfore.2023.122985
EA NOV 2023
PG 13
WC Business; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Public Administration
GA Z7HB6
UT WOS:001113736100001
DA 2024-07-15
ER

PT J
AU Jackson, K
   Faroa, BD
   Augustyn, NA
   Padmanabhanunni, A
AF Jackson, Kyle
   Faroa, Brendon Duran
   Augustyn, Nicolaas Adriaan
   Padmanabhanunni, Anita
TI What motivates South African students to attend university? A
   cross-sectional study on motivational orientation
SO SOUTH AFRICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE ANOVA; motivational orientation; South Africa; student's motivation;
   undergraduate students; university attendance
ID COLLEGE; OUTCOMES; REASONS
AB Students' reasons for attending university are likely to impact their participation, academic engagement, and learning outcomes. This study aims to investigate undergraduate students' motivations for attending a South African university and its association with specific socio-demographic factors. The study used a cross-sectional survey design. Participants were undergraduate students (N = 220) who completed a socio-demographic survey and the Student Motivations for Attending University Questionnaire-Revised scale. Descriptive statistics, correlations, and analysis of variance were used to determine associations between the study variables. The reasons for attending university were significantly related to racial identity, student generational status, parental educational status, and family characteristics. Students in their first and second years of study were motivated to attend university to prove their self-worth. Students who identified as Black as well as those coming from a single- or double-parent household and students whose parents had a school-level education were more likely to attend university to help their families. The findings suggest that students are motivated beyond the immediate benefits of employment and personal earnings and that the upliftment of their families is a central reason for attending university. For universities striving to connect with their students, understanding students' motivational orientation can inform intervention efforts aimed at enhancing retention and throughput.
C1 [Jackson, Kyle; Faroa, Brendon Duran; Augustyn, Nicolaas Adriaan; Padmanabhanunni, Anita] Univ Western Cape, Dept Psychol, Bellville, South Africa.
   [Jackson, Kyle] Univ Western Cape, Dept Psychol, Private Bag X17, ZA-7535 Bellville, Western Cape, South Africa.
C3 University of the Western Cape; University of the Western Cape
RP Jackson, K (corresponding author), Univ Western Cape, Dept Psychol, Private Bag X17, ZA-7535 Bellville, Western Cape, South Africa.
EM kmjackson@uwc.ac.za
RI Faroa, Brendon D./HKM-8229-2023
OI Faroa, Brendon D./0000-0003-4375-6433; Padmanabhanunni,
   Anita/0000-0001-7733-7486; Jackson, Kyle/0000-0002-6682-1579
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NR 45
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 0081-2463
EI 2078-208X
J9 S AFR J PSYCHOL
JI South Afr. J. Psychol.
PD DEC
PY 2023
VL 53
IS 4
BP 565
EP 575
DI 10.1177/00812463231196297
EA SEP 2023
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA X9MN6
UT WOS:001059353800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Lim, J
   Shin, Y
   Lee, S
   Chun, MS
   Park, J
   Ihm, J
AF Lim, Jaeseo
   Shin, Yongmin
   Lee, Seunghee
   Chun, Myung-Sun
   Park, Jooyong
   Ihm, Jungjoon
TI Improving Learning Effects of Student-Led and Teacher-Led Discussion
   Contingent on Prediscussion Activity
SO JOURNAL OF EXPERIMENTAL EDUCATION
LA English
DT Article; Early Access
DE discussion; engagement; lecture; prediscussion activity; self-study
ID READING-COMPREHENSION; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT; ICAP
   FRAMEWORK; CLASSROOM; MOTIVATION; SCIENCE; SUPPORT; COHERENCE; KNOWLEDGE
AB This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture groups attained better scores through teacher-led discussions. To substantiate the joint effect, we attempted to elucidate students' outcomes through moment-by-moment analyses of cognitive-behavioral engagement observed during discussions. Students assigned to the self-study and student-led discussion groups displayed consistently high engagement throughout their discussions, however, the engagement dropped sharply in teacher-led discussion. Meanwhile, student engagement increased over time in the teacher-led discussion group after the class listened to a lecture. The results of moderated mediation analysis showed that discussion formats moderated by prediscussion activity affected students' cognitive-behavioral engagement, which led to their learning. Therefore, our findings contribute to a new perspective of engagement as a student learning in discussions and imply that teachers can induce students' engagement leading to superior learning outcome by combining appropriate instructional strategies and classroom discussion.
C1 [Lim, Jaeseo; Park, Jooyong; Ihm, Jungjoon] Seoul Natl Univ, Interdisciplinary Program Cognit Sci, Seoul, South Korea.
   [Shin, Yongmin; Ihm, Jungjoon] Seoul Natl Univ, Dent Res Inst, Seoul, South Korea.
   [Lee, Seunghee] Seoul Natl Univ, Coll Med, Dept Med Educ, Seoul, South Korea.
   [Chun, Myung-Sun] Seoul Natl Univ, Res Inst Vet Sci, Coll Vet Med, Seoul, South Korea.
   [Park, Jooyong] Seoul Natl Univ, Dept Psychol, Seoul, South Korea.
   [Ihm, Jungjoon] Seoul Natl Univ, Dent Res Inst, Sch Dent, 1 Gwanak Ro, Seoul 08826, South Korea.
   [Park, Jooyong] Seoul Natl Univ, Dept Psychol, 1 Gwanak Ro, Seoul 08826, South Korea.
C3 Seoul National University (SNU); Seoul National University (SNU); Seoul
   National University (SNU); Seoul National University (SNU); Seoul
   National University (SNU); Seoul National University (SNU); Seoul
   National University (SNU)
RP Ihm, J (corresponding author), Seoul Natl Univ, Dent Res Inst, Sch Dent, 1 Gwanak Ro, Seoul 08826, South Korea.; Park, J (corresponding author), Seoul Natl Univ, Dept Psychol, 1 Gwanak Ro, Seoul 08826, South Korea.
EM joopark@snu.ac.kr; ijj127@snu.ac.kr
OI Chun, Myung-Sun/0000-0002-0658-2895; Shin, Yongmin/0000-0002-9917-2632;
   Lim, Jaeseo/0000-0003-0978-9098; Lee, Seung-Hee/0000-0001-8672-5253;
   IHM, JUNGJOON/0000-0002-3136-5956; Park, Joo Yong/0000-0002-5113-5111
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2021R1A6A3A13039453]
FX This work was supported by the Ministry of Education of the Republic of
   Korea and the National Research Foundation of Korea
   (NRF-2021R1A6A3A13039453).
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NR 77
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 0022-0973
EI 1940-0683
J9 J EXP EDUC
JI J. Exp. Educ.
PD 2023 JUN 8
PY 2023
DI 10.1080/00220973.2023.2221394
EA JUN 2023
PG 18
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA J2GN9
UT WOS:001007848000001
DA 2024-07-15
ER

PT J
AU Yuan, XM
   Kaewsaeng-on, R
   Jin, S
   Anuar, MM
   Shaikh, JM
   Mehmood, S
AF Yuan, Xuemei
   Kaewsaeng-on, Rudsada
   Jin, Shuai
   Anuar, Marhana Mohamed
   Shaikh, Junaid M.
   Mehmood, Saqib
TI Time lagged investigation of entrepreneurship school innovation climate
   and students motivational outcomes: Moderating role of students'
   attitude toward technology
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE entrepreneurship; school innovation climate; students' attitude toward
   technology; students' motivational outcome; reinforcement theory of
   motivation; innovation
ID SELF-EFFICACY; TEAM CLIMATE; ACHIEVEMENT; PERCEPTIONS; ENVIRONMENT;
   ENGAGEMENT; BEHAVIOR; LEVEL; MODEL
AB Based on the reinforcement theory of motivation, the purpose of this research was to measure the effect of school innovation climate on students' motivational outcomes, including behavioral engagement, academic selfefficacy, interest, and utility value. Furthermore, the conditional influence of students' attitude toward technology on the link between school innovation climate and students' motivating outcomes has been investigated and reported. Data were gathered from the 305 entrepreneurship program students of five different universities located in Wuhan, China. In the SamrtPLS 3.3.3 program, the analysis was carried out using SEM. Results revealed that the school innovation climate has a favorable impact on improving the motivating outcomes of students. Additionally, results also provided support for moderation hypotheses that "students' attitude toward technology" moderated the relationship between "school innovation climate" and academic self-efficacy. On the contrary, "students' attitudes about technology," did not appear to be a significant moderator in terms of enhancing the influence of the "school innovation atmosphere" on the students' behavioral engagement, interest, and utility value. This study provides key policy and theoretical and practical implications as well as future research avenues for entrepreneurial school managers and education scholars.
C1 [Yuan, Xuemei] Jiangsu Univ, Financial Dept, Zhenjiang, Jiangsu, Peoples R China.
   [Kaewsaeng-on, Rudsada] Prince Songkla Univ, Fac Humanities & Social Sci, Pattani, Thailand.
   [Jin, Shuai] Jiangsu Univ, Sch Management, Zhenjiang, Jiangsu, Peoples R China.
   [Anuar, Marhana Mohamed] Univ Malaysia Terengganu, Fac Business Econ & Social Dev, Kuala Terengganu, Malaysia.
   [Shaikh, Junaid M.] Univ Teknol Brunei, Sch Business, Dept Accounting, Jerudong, Brunei.
   [Mehmood, Saqib] Int Islamic Univ, Fac Management Sci, Islamabad, Pakistan.
C3 Jiangsu University; Prince of Songkla University; Jiangsu University;
   Universiti Malaysia Terengganu; University of Technology Brunei;
   International Islamic University, Pakistan
RP Kaewsaeng-on, R (corresponding author), Prince Songkla Univ, Fac Humanities & Social Sci, Pattani, Thailand.; Jin, S (corresponding author), Jiangsu Univ, Sch Management, Zhenjiang, Jiangsu, Peoples R China.
EM rudsada.k@psu.ac.th; sjin@ujs.edu.cn
RI JIN, Shuai/GZA-8490-2022; Mehmood, Dr Saqib/JRX-6078-2023; Mohamed
   Anuar, Marhana/AAD-6048-2019
OI JIN, Shuai/0000-0002-9553-3963; Mehmood, Dr Saqib/0000-0001-5829-1849;
   Mohamed Anuar, Marhana/0000-0002-8777-6412
FU University-Industry Collaborative Education Program of MOE of China
   [202102308018]; key project of Philosophy and Social Sciences Research
   in Colleges and Universities of Jiangsu Province [2020sjzda063]
FX This work was supported by University-Industry Collaborative Education
   Program of MOE of China (202102308018) and the key project of Philosophy
   and Social Sciences Research in Colleges and Universities of Jiangsu
   Province (2020sjzda063).
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NR 86
TC 3
Z9 4
U1 6
U2 22
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 AUG 8
PY 2022
VL 13
AR 979562
DI 10.3389/fpsyg.2022.979562
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5V2GD
UT WOS:000877052200001
PM 36003111
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Morley, L
   Alexiadou, N
   Garaz, S
   González-Monteagudo, J
   Taba, M
AF Morley, Louise
   Alexiadou, Nafsika
   Garaz, Stela
   Gonzalez-Monteagudo, Jose
   Taba, Marius
TI Internationalisation and migrant academics: the hidden narratives of
   mobility
SO HIGHER EDUCATION
LA English
DT Article
DE Internationalisation; Migrant academics; Mobility; Identity; Roma;
   Epistemic justice
ID HIGHER-EDUCATION; MIGRATION; KNOWLEDGE; LANGUAGE; PATTERNS
AB Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention-an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics' engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including 'otherness', affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy.
C1 [Morley, Louise] Univ Sussex, CHEER, Dept Educ, Essex House, Brighton BN1 9QQ, E Sussex, England.
   [Alexiadou, Nafsika] Umea Univ, Dept Appl Educ Sci, S-90187 Umea, Sweden.
   [Garaz, Stela] Roma Educ Fund, Budapest, Hungary.
   [Gonzalez-Monteagudo, Jose] Univ Seville, Dept Theory & Hist Educ & Social Pedag, Pirotecnia St S-N, E-41013 Seville, Spain.
   [Taba, Marius] Corvinus Univ Budapest, Inst Sociol & Social Policy, Room 424 Floor 4 Kozraktar Utca 4-6, H-1093 Budapest, Hungary.
C3 University of Sussex; Umea University; University of Sevilla; Corvinus
   University Budapest
RP Morley, L (corresponding author), Univ Sussex, CHEER, Dept Educ, Essex House, Brighton BN1 9QQ, E Sussex, England.
EM L.morley@sussex.ac.uk; nafsika.alexiadou@umu.se; stela.garaz@gmail.com;
   monteagu@us.es; tabamarius@yahoo.com
RI Morales, Fabián/HNS-0601-2023; Alexiadou, Nafsika/JFK-7115-2023;
   González-Monteagudo, José/A-4078-2017
OI Morley, Louise/0000-0001-6316-756X
FU European Union [H2020-RISE-2014-643739]
FX We wish to thank the European Union Horizon 2020 Framework Programme for
   Research and Innovation for funding the HEIM project (Grant number:
   H2020-RISE-2014-643739), the 14 interview participants, Emily Danvers
   for research assistance and the Centre for Higher Education and Equity
   Research (CHEER), University of Sussex, for their contribution to the
   data collection, and the anonymous reviewers for their constructive and
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NR 96
TC 94
Z9 102
U1 4
U2 84
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 2018
VL 76
IS 3
BP 537
EP 554
DI 10.1007/s10734-017-0224-z
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GQ7SY
UT WOS:000441947600009
OA Green Published, Green Submitted, Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Suizzo, MA
   Jackson, KM
   Pahlke, E
   McClain, S
   Marroquin, Y
   Blondeau, LA
   Hong, K
AF Suizzo, Marie-Anne
   Jackson, Karen Moran
   Pahlke, Erin
   McClain, Shannon
   Marroquin, Yesenia
   Blondeau, Lauren A.
   Hong, KyongJoo
TI Parents' School Satisfaction and Academic Socialization Predict
   Adolescents' Autonomous Motivation: A Mixed-Method Study of Low-Income
   Ethnic Minority Families
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE academic engagement; adolescence; African Americans; at-risk youth;
   autonomy; Latinos; low income; middle school; motivation; parental
   involvement
ID AMERICAN ADOLESCENTS; AFRICAN-AMERICAN; EDUCATIONAL-ATTAINMENT;
   CHILDRENS PERCEPTIONS; SOCIAL-CONTEXT; SELF-EFFICACY; ACHIEVEMENT;
   INVOLVEMENT; SUPPORT; ASPIRATIONS
AB In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents' achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents' questionnaires measured their satisfaction with their childhood school experiences, their current academic socialization practices, and their educational aspirations for their adolescents. Adolescents' questionnaires measured their motivation to achieve to please their family and their autonomous motivation (internal locus of control and internalized value of learning). In Step 1, we conducted quantitative analyses to test two path models from parental school satisfaction to each adolescent autonomous motivation dimension. Results indicated that relations between parents' school satisfaction and their adolescents' autonomous motivation are fully mediated by parents' academic socialization practices and adolescents' motivation to achieve for their family. In Step 2, we coded interviews and identified themes to help explain how mothers' memories of their school satisfaction inform their parenting goals and practices, and how adolescents have internalized their parents' messages and are autonomously motivated to achieve.
C1 [Suizzo, Marie-Anne; Jackson, Karen Moran; Blondeau, Lauren A.; Hong, KyongJoo] Univ Texas Austin, Austin, TX 78712 USA.
   [Pahlke, Erin] Whitman Coll, Walla Walla, WA 99362 USA.
   [McClain, Shannon] Towson Univ, Towson, MD USA.
   [Marroquin, Yesenia] Univ Calif Los Angeles, Los Angeles, CA USA.
C3 University of Texas System; University of Texas Austin; Whitman College;
   University System of Maryland; Towson University; University of
   California System; University of California Los Angeles
RP Suizzo, MA (corresponding author), Univ Texas Austin, Dept Educ Psychol, 1 Univ Stn,Mail Code D5800, Austin, TX 78712 USA.
EM msuizzo@austin.utexas.edu
RI McClain, Shannon/AAG-2732-2020; Jackson, Karen/U-2819-2019; McClain,
   Shannon/JFC-4992-2023
OI Jackson, Karen/0000-0002-7746-9937; McClain, Shannon/0000-0001-6143-8426
FU Spencer Foundation [200800101]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was funded by a grant from The Spencer Foundation (Grant 200800101).
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NR 66
TC 21
Z9 35
U1 3
U2 61
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 MAY
PY 2016
VL 31
IS 3
BP 343
EP 374
DI 10.1177/0743558415605617
PG 32
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DJ2RN
UT WOS:000374052900003
DA 2024-07-15
ER

PT J
AU Creed, PA
   French, J
   Hood, M
AF Creed, Peter A.
   French, Jessica
   Hood, Michelle
TI Working while studying at university: The relationship between work
   benefits and demands and engagement and well-being
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Work university conflict; Work university facilitation; Work-based
   benefits; Work-based demands; Engagement; Eell-being; Role-conflict;
   Depletion; Enrichment; Working while studying
ID FAMILY CONFLICT; JOB CHARACTERISTICS; SCHOOL CONFLICT; COLLEGE;
   STUDENTS; OUTCOMES; BALANCE; FACILITATION; ADOLESCENTS; PERFORMANCE
AB We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work university conflict and work university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age = 22.7 years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work university facilitation; more time demands and fewer psychological rewards were associated with more work university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory. (C) 2014 Elsevier Inc. All rights reserved.
C1 Griffith Univ, Sch Appl Psychol, Parklands, Qld 4222, Australia.
   Griffith Univ, Griffith Hlth Inst, Parklands, Qld 4222, Australia.
C3 Griffith University; Griffith University
RP Creed, PA (corresponding author), Griffith Univ, Parklands, Qld 4222, Australia.
EM p.creed@griffith.edu.au
RI Hood, Michelle/AAI-4000-2021; Hood, Michelle/Q-9787-2019
OI Hood, Michelle/0000-0002-2240-030X; Hood, Michelle/0000-0002-2240-030X;
   Creed, Peter A/0000-0002-8671-501X
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NR 70
TC 63
Z9 72
U1 12
U2 97
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD FEB
PY 2015
VL 86
BP 48
EP 57
DI 10.1016/j.jvb.2014.11.002
PG 10
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA AZ4ET
UT WOS:000348175500006
OA Green Published
DA 2024-07-15
ER

PT J
AU Harris, L
AF Harris, Lois
TI Delivering, modifying or collaborating? Examining three teacher
   conceptions of how to facilitate student engagement
SO TEACHERS AND TEACHING
LA English
DT Article
DE student engagement; teacher attitudes; teacher behaviour;
   teacher-student interaction; qualitative research
ID HIGH-SCHOOL CLASSROOMS; ACADEMIC ENGAGEMENT; BELIEFS; WORK;
   PHENOMENOGRAPHY
AB Across Australia, recent policy initiatives have focused on student engagement in school and in learning. Although teachers play a significant role in the implementation of these policy reforms, little research has looked at student engagement from teachers' perspectives or sought to identify and understand the strategies teachers report using to promote engagement in their classrooms. The study reported in this paper utilised a phenomenographic approach to investigate teacher conceptions of how to facilitate student engagement. Semi-structured interviews were used to gather data and a phenomenographic process of analysis was employed to identify qualitative differences between participant understandings. The data from this qualitative study indicated that teachers hold diverse understandings about how to facilitate student engagement; three categories described teachers' ways of engaging students. In the first category, teachers conceptualised delivering set activities and discipline to students to promote engagement. In the second category, teachers suggested that they must modify curriculum and class activities. In the third category, teachers proposed that genuine collaboration with students was necessary to truly engage them in learning; in this category, teachers reported the deepest levels of student engagement. Teacher self-reports of success when using a collaborative approach suggest that more research should be conducted using a range of approaches to investigate the fruitfulness of this strategy.
C1 Univ Auckland, Sch Teaching Learning & Dev, Auckland 1, New Zealand.
C3 University of Auckland
RP Harris, L (corresponding author), Univ Auckland, Sch Teaching Learning & Dev, Auckland 1, New Zealand.
EM lois.harris@auckland.ac.nz
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NR 91
TC 16
Z9 31
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 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PY 2010
VL 16
IS 1
BP 131
EP 151
DI 10.1080/13540600903478037
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 835AM
UT WOS:000296005600008
DA 2024-07-15
ER

PT J
AU Bohan, C
   McDowell, C
   Smyth, S
AF Bohan, Clare
   McDowell, Claire
   Smyth, Sinead
TI Does the Immediacy of Feedback Matter in Game-Based Classroom
   Management? Analysis of the Caught Being Good Game With Adolescent
   Students
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE adolescent; academic engagement; Caught Being Good Game; Tier 1 positive
   behavior intervention
ID GOOD BEHAVIOR GAME; GROUP CONTINGENCY INTERVENTIONS; ACCEPTABILITY;
   METAANALYSIS
AB This study evaluated the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention, the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behavior. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.
C1 [Bohan, Clare; Smyth, Sinead] Dublin City Univ, Dublin, Ireland.
   [McDowell, Claire] Ulster Univ, Coleraine, Londonderry, North Ireland.
C3 Dublin City University; Ulster University
RP Bohan, C (corresponding author), Dublin City Univ, Sch Psychol, DCU Glasnevin Campus,H268, Dublin 9, Ireland.
EM Clare.bohan22@mail.dcu.ie
OI Smyth, Sinead/0000-0002-8736-0505; Bohan, Clare/0000-0003-2783-5633
FU Dublin City University Career Enhancement Grant
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research was partially funded by a Dublin City University Career
   Enhancement Grant awarded to senior author and primary research
   supervisor, Dr Sinead Smyth.
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NR 41
TC 5
Z9 6
U1 2
U2 5
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 2022
VL 24
IS 3
BP 208
EP 221
AR 10983007211068534
DI 10.1177/10983007211068534
EA JAN 2022
PG 14
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 2E5ZT
UT WOS:000751433000001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Nguyen, D
   Kleeman, NJ
   Yager, Z
   Parker, AG
   Shean, MB
   Jefferies, W
   Wilson-Evered, E
   Pucinischi, CP
   Pascoe, MC
AF Nguyen, Dong
   Kleeman, Nicholas J.
   Yager, Zali
   Parker, Alexandra G.
   Shean, Mandie B.
   Jefferies, Willow
   Wilson-Evered, Elisabeth
   Pucinischi, Christopher P.
   Pascoe, Michaela C.
TI Identifying barriers and facilitators to implementing mindfulness-based
   programmes into schools: A mixed methods study
SO APPLIED PSYCHOLOGY-HEALTH AND WELL BEING
LA English
DT Article
DE implementation; mindfulness programme; school; stress management;
   theoretical domains framework
ID QUALITATIVE EVALUATION; MENTAL-HEALTH; YOGA; STUDENTS; STRESS;
   ADOLESCENTS; PERFORMANCE; DEPRESSION; CURRICULUM
AB Mindfulness-based initiatives have been shown to improve psychological wellbeing and increase academic engagement in school settings. The current study explored barriers and facilitators to the implementation of mindfulness-based (MB) programmes in schools. Ninety-five teachers completed an online survey, and six principals were interviewed, with questions for both informed by the Theoretical Domains Framework (TDF). Quantitative data was analysed via descriptive statistics and independent sample t tests. Qualitative interview data were analysed via thematic analysis. Teachers reported facilitators to successful MB programme implementation as self-efficacy and motivation, knowledge about MB programmes, acceptance of responsibility to deliver MB programmes and belief of negative consequences if MB programmes are not delivered. Principals reported organisational-level facilitators as having a school-wide positive education framework relevant to the school context, taking a long-term approach, school leaders supporting the initiatives and understanding the evidence behind MB programmes and empowering staff to engage in mindfulness. Individual-level facilitators included staff buy-in and commitment to practice and understanding mindfulness. Barriers included time, resources/money, staff buy-in and competing strategic priorities within the school. These findings are important for consideration by policymakers determining the way forward for more widespread implementation of MB programmes in Australia.
C1 [Nguyen, Dong; Kleeman, Nicholas J.; Yager, Zali; Parker, Alexandra G.; Wilson-Evered, Elisabeth; Pucinischi, Christopher P.; Pascoe, Michaela C.] Victoria Univ, Inst Hlth & Sport, Melbourne, Vic 3011, Australia.
   [Parker, Alexandra G.] Univ Melbourne, Ctr Youth Mental Hlth & Orygen, Melbourne, Vic, Australia.
   [Shean, Mandie B.; Jefferies, Willow] Edith Cowan Univ, Sch Educ, Mt Lawley, Australia.
   [Wilson-Evered, Elisabeth] Northern Hlth, Off Res, Epping, Vic, Australia.
   [Pascoe, Michaela C.] Peter MacCallum Canc Ctr, Dept Canc Experiences, Melbourne, Vic, Australia.
C3 Victoria University; University of Melbourne; Edith Cowan University;
   Peter Maccallum Cancer Center
RP Pascoe, MC (corresponding author), Victoria Univ, Inst Hlth & Sport, Melbourne, Vic 3011, Australia.
EM michaela.pascoe@vu.edu.au
RI Parker, Alexandra/AER-0997-2022
OI Parker, Alexandra/0000-0002-2398-6306; Pascoe,
   Michaela/0000-0002-3831-5660; Kleeman, Nicholas/0000-0003-4263-5744;
   Wilson-Evered, Elisabeth/0000-0002-9053-0683
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NR 70
TC 5
Z9 5
U1 1
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1758-0846
EI 1758-0854
J9 APPL PSYCHOL-HLTH WE
JI Appl. Psychol.-Health Well Being
PD NOV
PY 2022
VL 14
IS 4
BP 1172
EP 1188
DI 10.1111/aphw.12329
EA DEC 2021
PG 17
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5Z6FM
UT WOS:000730021800001
PM 34907664
DA 2024-07-15
ER

PT J
AU Cadima, J
   Doumen, S
   Verschueren, K
   Buyse, E
AF Cadima, Joana
   Doumen, Sarah
   Verschueren, Karine
   Buyse, Evelien
TI Child engagement in the transition to school: Contributions of
   self-regulation, teacher-child relationships and classroom climate
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Engagement in learning; School transition; Self-regulation;
   Teacher-child relationship; Classroom organization
ID EFFORTFUL CONTROL; ACADEMIC ENGAGEMENT; STUDENT-TEACHER; INTERACTIONS
   ASSOCIATIONS; ACHIEVEMENT TRAJECTORIES; MEASUREMENT INVARIANCE;
   BEHAVIORAL ENGAGEMENT; 1ST-GRADE CLASSROOM; AGGRESSIVE-BEHAVIOR;
   ADJUSTMENT PROBLEMS
AB Framed by a systemic-ecological model of engagement, this study examined cross-grade patterns of behavioral engagement in learning over kindergarten and first grade and the contributions of child inhibitory control and facets of the classroom context (i.e., teacher-child relationship quality, perceived peer-teacher conflict, and classroom organization) to behavioral engagement over this period. Participants were 145 children. Behavioral engagement was rated by teachers in kindergarten, and it was both observed by independent observers and rated by teachers in first grade. At the beginning of kindergarten, inhibitory control was observed and kindergarten teachers reported on teacher-child relationship quality. In first grade, observers rated the quality of classroom organization. Multilevel analyses indicated that inhibitory control, closer teacher-child relationships and lower levels of perceived peer-teacher conflict contributed to higher levels of behavioral engagement in kindergarten, which in turn combined with the quality of classroom organization in first grade to predict both observed and teacher-reported engagement in first grade. The results suggest that multiple contributors at the individual, dyadic, and classroom-level are relevant for behavioral engagement over the important period of transition to school. (C) 2015 Elsevier Inc. All rights reserved.
C1 [Cadima, Joana] Univ Porto, P-4200135 Oporto, Portugal.
   [Doumen, Sarah; Verschueren, Karine; Buyse, Evelien] Katholieke Univ Leuven, Dept Psychol, Louvain, Belgium.
C3 Universidade do Porto; KU Leuven
RP Cadima, J (corresponding author), Univ Porto, Fac Psychol & Educ Sci, Rua Alfredo Allen, P-4200135 Oporto, Portugal.
EM jcadima@fpce.up.pt
RI Doumen, Sarah/CAH-5727-2022; Doumen, Sarah/CAF-0192-2022; Cadima,
   Joana/M-1433-2017; Doumen, Sarah/GLV-6897-2022
OI Doumen, Sarah/0000-0003-4208-4751; Cadima, Joana/0000-0002-8814-8899;
   Verschueren, Karine/0000-0003-2172-1424
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NR 98
TC 96
Z9 137
U1 4
U2 70
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 2015
VL 32
BP 1
EP 12
DI 10.1016/j.ecresq.2015.01.008
PG 12
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CL1WN
UT WOS:000356735700001
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Krauss, S
   Wong, EJY
   Zeldin, S
   Kunasegaran, M
   Hui, JNL
   Ma'arof, AM
   Tien, WYM
   Ismail, IA
AF Krauss, Steven
   Wong, Emily J. Y.
   Zeldin, Shepherd
   Kunasegaran, Mageswari
   Hui, Janice Nga Lay
   Ma'arof, Aini Marina
   Tien, Wendy Yee Mei
   Ismail, Ismi Arif
TI Positive School Climate and Emotional Engagement: A Mixed Methods Study
   of Chinese Students as Ethnocultural Minorities in Malaysian Secondary
   Schools
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article; Early Access
DE school climate; emotional engagement; mixed methods; ethnocultural
   minority students; Malaysia
ID YOUTH-ADULT PARTNERSHIP; PARTICIPATORY ACTION RESEARCH;
   ACADEMIC-ACHIEVEMENT; MIDDLE SCHOOL; ADOLESCENTS; ADJUSTMENT; MODEL;
   EXPERIENCE; SUPPORT; DISCRIMINATION
AB Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students (M-age = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students (M-age = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students' sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students' feelings of engagement. Support from peers increased students' emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.
C1 [Krauss, Steven; Wong, Emily J. Y.; Ma'arof, Aini Marina; Ismail, Ismi Arif] Univ Putra Malaysia, Fac Educ Studies, Serdang, Malaysia.
   [Krauss, Steven] Univ Putra Malaysia, Inst Social Sci Studies, Serdang 43400, Malaysia.
   [Kunasegaran, Mageswari] Univ Putra Malaysia, Serdang, Malaysia.
   [Zeldin, Shepherd] Univ Wisconsin, Sch Human Ecol, Madison, WI USA.
   [Hui, Janice Nga Lay] Univ Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia.
   [Tien, Wendy Yee Mei] Univ Malaya, Ctr Internship Training & Acad Enrichment CITRA, Kuala Lumpur, Malaysia.
C3 Universiti Putra Malaysia; Universiti Putra Malaysia; Universiti Putra
   Malaysia; University of Wisconsin System; University of Wisconsin
   Madison; Universiti Malaysia Sabah; Universiti Malaya
RP Krauss, S (corresponding author), Univ Putra Malaysia, Inst Social Sci Studies, Serdang 43400, Malaysia.
EM lateef@upm.edu.my
RI Krauss, Steven/AAL-3953-2020
OI Krauss, Steven/0000-0003-4168-6224
FU Spencer Foundation [2018000101]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   for this project was provided by the Spencer Foundation (Grant
   #2018000101).
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NR 129
TC 3
Z9 3
U1 7
U2 16
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 2022 JUL 3
PY 2022
DI 10.1177/07435584221107431
EA JUL 2022
PG 39
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2T1GS
UT WOS:000822229700001
DA 2024-07-15
ER

PT J
AU Kessels, U
   Heyder, A
AF Kessels, Ursula
   Heyder, Anke
TI Not stupid, but lazy? Psychological benefits of disruptive classroom
   behavior from an attributional perspective
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Academic achievement; Attribution; Disruptive behavior; Effort;
   Adolescence; Masculinity
ID STUDENT MISBEHAVIOR; GENDER-DIFFERENCES; DEVELOPMENTAL-CHANGES; ACADEMIC
   ENGAGEMENT; SELF-CONCEPT; PEER GROUPS; SCHOOL; ACHIEVEMENT; ADOLESCENCE;
   PERCEPTIONS
AB Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students' ratings of a target student who displayed disruptive behavior (instead of unobtrusive behavior) in a vignette would evoke lack-of-effort attributions for academic failure through students' expectations of teachers' reprimands. In order to account for the nested data structure (vignettes nested in participants), we applied multilevel analysis while testing for mediation effects. Results showed that the disruptive behavior of a target student triggered lack-of-effort attributions in students instead of lack-of-ability attributions for low academic achievement. This effect was mediated by students' expectations of teachers' reprimands. In addition, low-achieving students showing disruptive behavior were perceived as more popular but less liked personally and as more masculine and less feminine. The study adds to the understanding of disruptive behavior in class as an attempt of poor-performing students to elicit face-saving attributions for academic failure and enhance their peer status.
C1 [Kessels, Ursula; Heyder, Anke] Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
   [Heyder, Anke] Tech Univ Dortmund, Dept Psychol, Emil Figge Str 50, D-44227 Dortmund, Germany.
C3 Free University of Berlin; Dortmund University of Technology
RP Kessels, U (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM ursula.kessels@fu-berlin.de; anke.heyder@tu-dortmund.de
RI Heyder, Anke/U-2248-2019
OI Heyder, Anke/0000-0002-1578-4894; Kessels, Ursula/0000-0002-1764-9442
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NR 89
TC 8
Z9 11
U1 3
U2 14
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 JUL
PY 2020
VL 23
IS 3
BP 583
EP 613
DI 10.1007/s11218-020-09550-6
PG 31
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA ML6RV
UT WOS:000549591600002
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Ford, WB
   Radley, KC
   Tingstrom, DH
   Dufrene, BA
AF Ford, W. Blake
   Radley, Keith C.
   Tingstrom, Daniel H.
   Dufrene, Brad A.
TI Efficacy of a No-Team Version of the Good Behavior Game in High School
   Classrooms
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE adolescent age group; challenging behavior; single-case design studies;
   classroom intervention(s)
ID GROUP CONTINGENCY INTERVENTIONS; IMPLEMENTATION; CONSULTATION;
   METAANALYSIS; SUPPORTS
AB Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.
C1 [Ford, W. Blake] Childrens Alabama, Birmingham, AL USA.
   [Radley, Keith C.] Univ Utah, Salt Lake City, UT 84112 USA.
   [Tingstrom, Daniel H.; Dufrene, Brad A.] Univ Southern Mississippi, Hattiesburg, MS 39406 USA.
C3 Utah System of Higher Education; University of Utah; University of
   Southern Mississippi
RP Radley, KC (corresponding author), Univ Utah, Dept Educ Psychol, 1721 Campus Ctr Dr 3225, Salt Lake City, UT 84112 USA.
EM keith.radley@utah.edu
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NR 30
TC 7
Z9 9
U1 0
U2 8
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 2020
VL 22
IS 3
BP 181
EP 190
AR 1098300719890059
DI 10.1177/1098300719890059
EA JAN 2020
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA LS6ZH
UT WOS:000507048000001
DA 2024-07-15
ER

PT J
AU Higgins, C
   Ponte, E
AF Higgins, Christina
   Ponte, Eva
TI Legitimating Multilingual Teacher Identities in the Mainstream Classroom
SO MODERN LANGUAGE JOURNAL
LA English
DT Article
DE teacher identities; multilingual language learners; professional
   development; mainstream classrooms
ID PEDAGOGY
AB This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners.1 We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual repertoires in classroom practices. Drawing onresearch that has sought to open up more spaces for multilingualism in North American, English-medium schooling, the teachers were invited to create multilingual print environments (Lotherington, ), use group work to increase oral participation among multilingual learners, invite students to take on the role of language teacher' (Cary, ), and encourage students to author multilingual identity texts (Cummins & Early, ). As the teachers grappled with these ideas, we collected data in the form of classroom observation notes, interviews, assignments, and WebCT posts. Using Gee's (2001) framework for identity, our analysis sheds light on how the teachers enacted their professional identities as they worked to put the PD concepts and recommendations into practice. Our analysis reveals how the teachers' own linguistic histories strongly shaped their views about multilingualism in schools, but it also demonstrates that a formally sanctioned opportunity to experiment with multilingual pedagogies opened up new spaces for critical self-reflection about the links among languages, teachers' identities, and academic engagement for multilingual learners.
C1 [Higgins, Christina] Univ Hawaii Manoa, Dept Language Studies 2, 585 Moore Hall,1890 East West Rd, Honolulu, HI 96822 USA.
   [Ponte, Eva] Univ Hawaii Manoa, Coll Educ, 222 E Everly Hall,1776 Univ Ave, Honolulu, HI 96822 USA.
C3 University of Hawaii System; University of Hawaii Manoa; University of
   Hawaii System; University of Hawaii Manoa
RP Higgins, C (corresponding author), Univ Hawaii Manoa, Dept Language Studies 2, 585 Moore Hall,1890 East West Rd, Honolulu, HI 96822 USA.
EM cmhiggin@hawaii.edu; evaponte@hawaii.edu
RI Ponte, Eva/AAC-4820-2020
CR [Anonymous], 2003, Becoming Critical: Education Knowledge and Action Research
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NR 35
TC 23
Z9 41
U1 1
U2 25
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0026-7902
EI 1540-4781
J9 MOD LANG J
JI Mod. Lang. J.
PY 2017
VL 101
SU S1
BP 15
EP 28
DI 10.1111/modl.12372
PG 14
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA EK5QF
UT WOS:000393980200002
DA 2024-07-15
ER

PT J
AU Riley-Tillman, TC
   Christ, TJ
   Chafouleas, SM
   Boice-Mallach, CH
   Briesch, A
AF Riley-Tillman, T. Chris
   Christ, Theodore J.
   Chafouleas, Sandra M.
   Boice-Mallach, Christina H.
   Briesch, Amy
TI The Impact of Observation Duration on the Accuracy of Data Obtained From
   Direct Behavior Rating (DBR)
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE behavior assessment; direct behavior rating; accuracy; reliability
ID REPORT CARDS; SOCIAL-BEHAVIOR; TASK
AB In this study, evaluation of direct behavior rating (DBR) occurred with regard to two primary areas: (a) accuracy of ratings with varied instrumentation (anchoring: proportional or absolute) and procedures (observation length: 5 min, 10 min, or 20 min) and (b) one-week test-retest reliability. Participants viewed video clips of a typical third grade student and then used single-item DBR scales to rate disruptive and academically engaged behavior. Overall, ratings tended to overestimate the actual occurrence of behavior. Although ratings of academic engagement were not affected by duration of the observation, ratings of disruptive behavior were, as the longer the duration, the more the ratings of disruptive behavior were overestimated. In addition, the longer the student was disruptive, the greater the overestimation effect. Results further revealed that anchoring the DBR scale as proportional versus absolute number of minutes did not affect rating accuracy. Finally, test-retest analyses revealed low to moderate consistency across time points for 10-min and 20-min observations, with increased consistency as the number of raters or number of ratings increased (e.g., four 5-min vs. one 20-min). Overall, results contribute to the technical evaluation of DBR as a behavior assessment method and provide preliminary information regarding the influence of duration of an observation period on DBR data.
C1 [Riley-Tillman, T. Chris] E Carolina Univ, Dept Psychol, Greenville, NC 27858 USA.
   [Christ, Theodore J.; Boice-Mallach, Christina H.] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA.
   [Christ, Theodore J.] Univ Minnesota, Res Inst Problem Solving, Minneapolis, MN USA.
   [Chafouleas, Sandra M.] Univ Connecticut, Neag Sch Educ, Storrs, CT USA.
   [Chafouleas, Sandra M.] Univ Connecticut, Ctr Behav Educ & Res, Storrs, CT USA.
   [Boice-Mallach, Christina H.] Univ Minnesota, Mahtomedi Publ Sch, Minneapolis, MN USA.
   [Briesch, Amy] Northeastern Univ, Bouve Coll Hlth Sci, Dept Counseling & Appl Educ Psychol, Boston, MA 02115 USA.
C3 University of North Carolina; East Carolina University; University of
   Minnesota System; University of Minnesota Twin Cities; University of
   Minnesota System; University of Minnesota Twin Cities; University of
   Connecticut; University of Connecticut; University of Minnesota System;
   University of Minnesota Twin Cities; Northeastern University
RP Riley-Tillman, TC (corresponding author), E Carolina Univ, Dept Psychol, 104 Rawl, Greenville, NC 27858 USA.
EM rileytillmant@ecu.edu
OI Christ, Theodore/0000-0002-5397-0364; Riley-Tillman,
   Timothy/0000-0001-7057-0429
CR Chafouleas S., 2007, School-based behavioral assessment: Informing intervention and instruction
   Chafouleas SM, 2007, SCHOOL PSYCHOL REV, V36, P63
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   Riley-Tillman TC, 2007, PSYCHOL SCHOOLS, V44, P77, DOI 10.1002/pits.20207
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NR 19
TC 18
Z9 42
U1 0
U2 4
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 2011
VL 13
IS 2
BP 119
EP 128
DI 10.1177/1098300710361954
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 736QK
UT WOS:000288509000007
DA 2024-07-15
ER

PT J
AU Geng, LN
   Zheng, Q
   Zhong, XY
   Li, LY
AF Geng, Lina
   Zheng, Qiao
   Zhong, Xiaoyu
   Li, Lingyan
TI Longitudinal Relations Between Students' Engagement and Their Perceived
   Relationships with Teachers and Peers in a Chinese Secondary School
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Student engagement; Teacher-student relationships; Peer relationships;
   Longitudinal study; Cross-lagged model
ID BEHAVIORAL ENGAGEMENT; COGNITIVE ENGAGEMENT; ACADEMIC ENGAGEMENT;
   ACHIEVEMENT; TRAJECTORIES; ADOLESCENCE; ELEMENTARY; MATTERS;
   INTERRELATIONS; RELATEDNESS
AB The purpose of this study was to examine the reciprocal relationships between students' engagement and their relationships with teachers and peers in the context of Chinese educational reform. The participants were 628 7th-grade students from a public secondary school in Beijing. All of the students completed self-reported student engagement, teacher-student relationships and peer relationships measures at three time points within 3 years (at the end of the 7th grade, 8th grade and 9th grade). Through cross-lagged models, this study found that prior-year teacher-student relationships could predict the cognitive component of student engagement only in the 9th grade. However, higher levels of behavioural, emotional and cognitive engagement predicted subsequent higher-quality teacher-student relationships from the 7th to the 9th grades. Moreover, previous peer relationships predicted student behavioural and cognitive engagement in the 8th grade and emotional engagement in the 9th grade. Prior-year behavioural, emotional and cognitive engagement predicted peer relationships in the 8th grade, but the prediction was significant only for the influence of behavioural engagement on peer relationships for older students between the 8th grade and the 9th grade. Implications for supportive interpersonal relationships with teachers and peers that facilitate student engagement are discussed.
C1 [Geng, Lina; Zheng, Qiao; Zhong, Xiaoyu; Li, Lingyan] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, 19 XinJieKouWai St, Beijing 100875, Peoples R China.
C3 Beijing Normal University
RP Li, LY (corresponding author), Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, 19 XinJieKouWai St, Beijing 100875, Peoples R China.
EM genglina@mail.bnu.edu.cn; 201631630010@mail.bnu.edu.cn;
   zhongxiaoyu1996@163.com; lilingyan@bnu.edu.cn
RI Zhang, Can/JUU-9511-2023; zhan, xiao/JEZ-3810-2023; yin,
   yue/JQV-9753-2023
CR [Anonymous], 2010, OUTL NAT MED TERM LO
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   Tan C, 2015, COMPARE, V45, P686, DOI 10.1080/03057925.2013.871397
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   Wang J., 2019, STRUCTURAL EQUATION, V2nd
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
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   Yeager DS, 2014, J PERS SOC PSYCHOL, V107, P559, DOI 10.1037/a0037637
NR 46
TC 17
Z9 17
U1 6
U2 52
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 APR
PY 2020
VL 29
IS 2
BP 171
EP 181
DI 10.1007/s40299-019-00463-3
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KW0EM
UT WOS:000520846400007
DA 2024-07-15
ER

PT J
AU Maricutoiu, LP
   Payne, BK
   Iliescu, D
AF Maricutoiu, Laurentiu P.
   Payne, B. Keith
   Iliescu, Dragos
TI It works both ways. Enhancing explicit self-esteem using the
   self-reference task
SO JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY
LA English
DT Article
DE Self-reference task; Evaluating learning; Self-esteem; Well-being
ID IMPLICIT; ASSOCIATION; ATTITUDES; COGNITION; NAME
AB The self-reference task (SRT) is an evaluative learning paradigm that uses the positive valence of the self to change the attitude towards new and neutral stimuli. In this contribution, we present evidence regarding the possibility of changing the attitudes towards the self, following a modified SRT. In three independent research studies, we provided participants in experimental groups with an SRT that paired the self with highly positive pictures. After the completion of the modified SRT, participants in the experimental group reported significantly higher explicit self-esteem (in all studies) and more positive self-views (Study 1 and Study 2), as compared with a control group. In the second study, students completed the modified SRT each day for two weeks. The participants in the experimental group reported more positive explicit self-esteem and higher psychological wellbeing (e.g., higher academic engagement and lower academic burnout), as compared to the control group. However, Study 3 did not provide evidence regarding the effect of the modified SRT on self-reported mental health. Our results suggest that asking individuals to relate the self with another stimulus can be used in both directions to transfer valence from the self to external targets, and from external targets to the self.
C1 [Maricutoiu, Laurentiu P.] West Univ Timisoara, Dept Psychol, 4 Vasile Parvan Blvd,Room 303, Timisoara 300223, Romania.
   [Payne, B. Keith] Univ N Carolina, Dept Psychol, Chappel Hill, NC USA.
   [Iliescu, Dragos] Univ Bucharest, Dept Psychol, Bucharest, Romania.
C3 West University of Timisoara; University of North Carolina; University
   of North Carolina Chapel Hill; University of Bucharest
RP Maricutoiu, LP (corresponding author), West Univ Timisoara, Dept Psychol, 4 Vasile Parvan Blvd,Room 303, Timisoara 300223, Romania.
EM laurentiu.maricutoiu@e-uvt.ro
RI Iliescu, Dragos/V-9557-2018; Maricutoiu, Laurentiu/O-9568-2019;
   Maricutoiu, Laurentiu P./B-6875-2011
OI Maricutoiu, Laurentiu/0000-0001-8358-3130; Maricutoiu, Laurentiu
   P./0000-0001-8358-3130
FU Romanian Ministry of National Education, CNCS - UEFISCDI
   [PNII-RU-TE-2014-4-0398]
FX This work was supported by a grant of the Romanian Ministry of National
   Education, CNCS - UEFISCDI, project number PNII-RU-TE-2014-4-0398. This
   organization had no role in the design and implementation of the study.
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NR 28
TC 10
Z9 10
U1 3
U2 26
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0022-1031
EI 1096-0465
J9 J EXP SOC PSYCHOL
JI J. Exp. Soc. Psychol.
PD JAN
PY 2019
VL 80
BP 8
EP 16
DI 10.1016/j.jesp.2018.08.017
PG 9
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA HD8NM
UT WOS:000452813800002
DA 2024-07-15
ER

PT J
AU Brantnell, A
   Baraldi, E
AF Brantnell, Anders
   Baraldi, Enrico
TI Understanding the roles and involvement of technology transfer offices
   in the commercialization of university research
SO TECHNOVATION
LA English
DT Article
DE Commercialization of science; Technology transfer office; Invention
   ownership; Patent; Involvement; Case study
ID SELF-MANAGEMENT PROGRAM; USER INVOLVEMENT; PROFESSORS PRIVILEGE;
   INTELLECTUAL PROPERTY; BUSINESS INCUBATORS; ACADEMIC ENGAGEMENT;
   KNOWLEDGE TRANSFER; UNITED-STATES; START-UPS; PERFORMANCE
AB Technology Transfer Offices (TTOs) can play important roles in university-based innovation processes, for example, by handling patenting issues and providing advice about funding. This study explores how patentability and ownership of academic inventions are connected to the roles and involvement of TTOs in commercialization of medical inventions. This in-depth exploration of four invention cases from two universities found that the number of TTO roles is related to patentability (i.e., patentable inventions entail more TTO roles than nonpatentable inventions), that the types of TTO roles are related to ownership (i.e., university-owned inventions entail more common roles than inventor-owned inventions), and TTO involvement in an innovation process is more related to patentability than to ownership (i.e., non-patentable inventions entail higher involvement than patentable inventions). We map the roles and divide them into two categories: intellectual property (IP) sheltering and intellectual property (IP) pushing. These categories align with previous understandings concerning TTO roles and contribute to theoretical and conceptual clarity. IP pushing is related more to inventor ownership than IP sheltering and IP sheltering is related more to university ownership than IP pushing.
C1 [Brantnell, Anders] Uppsala Univ, Dept Civil & Ind Engn, Dept Womens & Childrens Hlth, Uppsala, Sweden.
   [Baraldi, Enrico] Uppsala Univ, Dept Civil & Ind Engn, Uppsala, Sweden.
   [Brantnell, Anders] Uppsala Univ, Dept Civil & Ind Engn, Box 169, S-75104 Uppsala, Sweden.
C3 Uppsala University; Uppsala University; Uppsala University
RP Brantnell, A (corresponding author), Uppsala Univ, Dept Civil & Ind Engn, Box 169, S-75104 Uppsala, Sweden.
EM anders.brantnell@angstrom.uu.se
OI Baraldi, Enrico/0000-0003-1618-701X
FU Svenska Handelsbankens Research Foundation, Sweden; Uppsala University,
   Sweden
FX We thank SCANCOR scholars and conference participants in the Academy of
   Management Annual Meeting (2020) for helpful input. We also thank all
   study respondents for their participation. This paper was supported by
   Svenska Handelsbankens Research Foundation, Sweden and U-CARE research
   program at Uppsala University, Sweden.
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NR 109
TC 9
Z9 11
U1 10
U2 65
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0166-4972
EI 1879-2383
J9 TECHNOVATION
JI Technovation
PD JUL
PY 2022
VL 115
AR 102525
DI 10.1016/j.technovation.2022.102525
EA JUN 2022
PG 17
WC Engineering, Industrial; 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 2U0LY
UT WOS:000822857800002
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Alonso-Tapia, J
   Merino-Tejedor, E
   Huertas, JA
AF Alonso-Tapia, Jesus
   Merino-Tejedor, Enrique
   Huertas, Juan Antonio
TI Academic engagement: assessment, conditions, and effects-a study in
   higher education from the perspective of the person-situation
   interaction
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Engagement; Motivation; Self-efficacy; Emotional self-regulation;
   Person-situation interaction
ID STUDENT ENGAGEMENT; BURNOUT; ACHIEVEMENT; MOTIVATION
AB This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities-agency, behavior, cognition, and emotion-are affected by the interaction with several learning situations, listening to a lecture, carrying out practical tasks alone, reading a text while studying, working in groups, or participating in practical classes. The second is to test its relationships with potential moderator variables-motivation, self-efficacy, emotion self-regulation, and stress-and its potential effects on performance and satisfaction. Participants were 531 university students. They filled in a questionnaire that allowed testing alternative theoretical models on the person-situation hypothesis using confirmatory factor analyses. Results showed that if items refer both to engagement modalities and learning situations, the traditional hierarchical model that considers that engagement depends on a personal disposition with four components does not fit well. Instead, the multitrait model does. It shows that engagement, as a general disposition, is activated by the set of situations and that each of its components only plays a role in some of them. The hypotheses on the relationship between engagement and the rest of the variables received positive support. These results open new perspectives for studying and improving engagement.
C1 [Alonso-Tapia, Jesus; Huertas, Juan Antonio] Univ Autonoma Madrid, Fac Psicol, C Ivan Pavlov 6, Madrid 28049, Spain.
   [Merino-Tejedor, Enrique] Univ Valladolid, Fac Psychol, Plaza Colmenares 1, Valladolid 40001, Spain.
C3 Autonomous University of Madrid; Universidad de Valladolid
RP Alonso-Tapia, J (corresponding author), Univ Autonoma Madrid, Fac Psicol, C Ivan Pavlov 6, Madrid 28049, Spain.
EM jesus.alonso@uam.es; enrique.merino@uva.es; juanantonio.huertas@uam.es
RI Alonso-Tapia, Jesus/B-7787-2011; MERINO-TEJEDOR, ENRIQUE/D-5935-2016
OI Alonso-Tapia, Jesus/0000-0001-6544-0224; MERINO-TEJEDOR,
   ENRIQUE/0000-0002-5408-7514
FU Spanish Ministry of Economy and Competitiveness [EDU2017-89036-P]; Banco
   Interamericano de Desarrollo; Ministerio de Educacion Publica of Costa
   Rica; CRUE-CSIC agreement; Springer Nature
FX Open Access funding provided thanks to the CRUE-CSIC agreement with
   Springer Nature. This work was carried out with funding from the Spanish
   Ministry of Economy and Competitiveness (Project EDU2017-89036-P), from
   the Banco Interamericano de Desarrollo, and from the Ministerio de
   Educacion Publica of Costa Rica.
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NR 43
TC 8
Z9 8
U1 2
U2 18
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 JUN
PY 2023
VL 38
IS 2
BP 631
EP 655
DI 10.1007/s10212-022-00621-0
EA MAY 2022
PG 25
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA F9BE5
UT WOS:000801216200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Antúnez, A
   Pérez-Herrero, MD
   Rosário, P
   Vallejo, G
   Núñez, JC
AF Antunez, Angela
   del Henar Perez-Herrero, Maria
   Rosario, Pedro
   Vallejo, Guillermo
   Carlos Nunez, Jose
TI Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated
   Learning Approach
SO SUSTAINABILITY
LA English
DT Article
DE school engagement; Roma children; dropout prevention; inclusive
   intervention; self-regulated learning
ID ADOLESCENTS PERCEPTIONS; ACADEMIC-ACHIEVEMENT; SECONDARY-EDUCATION;
   TRAVELER PUPILS; GYPSY; ROMA; CHILDREN; PROGRAM; DISENGAGEMENT;
   ENVIRONMENT
AB SPIRALS program was designed in accordance with the inclusive Universal Design for Learning approach and the social cognitive model of self-regulated learning. This project aims to promote cognitive, emotional, and behavioral engagement among elementary students, and especially those at high risk of dropping out (such as Roma students). To test the efficacy of the program, an intervention study was performed for four months within a truly inclusive learning environment, involving the whole classes. A quasi-experimental pre-test/post-test design with a control group (n = 63) and an experimental group (n = 57) was used. The dependent variables were student engagement (cognitive, emotional, and behavioral), academic self-concept, perceived climate of support, reading comprehension, and academic performance. Students in the experimental group exhibited statistically significant improvements compared to the control group in six of the seven dependent variables analyzed (behavioral and emotional engagement, academic self-concept, perceived climate of support, reading comprehension, and academic performance). Further, the magnitude of differences tended to be larger in student engagement, perceived climate of support, and reading comprehension than in academic self-concept or academic performance. These results provide evidence supporting the usefulness of intervention programs aimed at promoting student engagement, specifically among students at higher risk of failure or dropout.
C1 [Antunez, Angela; Vallejo, Guillermo; Carlos Nunez, Jose] Univ Oviedo, Dept Psychol, ADIR Res Grp, Oviedo 33003, Spain.
   [del Henar Perez-Herrero, Maria] Univ Oviedo, Dept Educ Sci, IEFES Res Grp, Oviedo 33005, Spain.
   [Rosario, Pedro] Univ Minho, Sch Psychol, GUIA Res Grp, P-4700032 Braga, Portugal.
C3 University of Oviedo; University of Oviedo; Universidade do Minho
RP Núñez, JC (corresponding author), Univ Oviedo, Dept Psychol, ADIR Res Grp, Oviedo 33003, Spain.
EM antunezangela@uniovi.es; henar@uniovi.es; prosario@psi.uminho.pt;
   gvallejo@uniovi.es; jcarlosn@uniovi.es
RI Rosário, Pedro/A-1775-2011; Núñez, José Carlos/AAE-9972-2021; Antúnez,
   Ángela/AAB-8251-2019; Vallejo, Guillermo/B-8233-2011
OI Rosário, Pedro/0000-0002-3221-1916; Núñez, José
   Carlos/0000-0002-9187-1201; Antúnez, Ángela/0000-0003-2897-2621;
   Vallejo, Guillermo/0000-0002-8010-6854
FU Asturian Regional Ministry of Education [BP14-108]; ADIR research group
   - European Regional Development Funds (European Union) through the
   Science, Technology and Innovation Plan [GRUPIN14-100, GRUPIN14-053,
   FC-GRUPIN-IDI/2018/000199]; ADIR research group - European Regional
   Development Funds (Principality of Asturias) through the Science,
   Technology and Innovation Plan [GRUPIN14-100, GRUPIN14-053,
   FC-GRUPIN-IDI/2018/000199]
FX Our work was mainly funded by a "Severo Ochoa" research scholarship from
   the Asturian Regional Ministry of Education awarded to Angela Antunez
   (Project BP14-108). Additionally, this research activity received some
   funding from ADIR research group, which is granted by the European
   Regional Development Funds (European Union and Principality of Asturias)
   through the Science, Technology and Innovation Plan (GRUPIN14-100,
   GRUPIN14-053 and FC-GRUPIN-IDI/2018/000199).
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NR 81
TC 5
Z9 7
U1 4
U2 38
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAY
PY 2020
VL 12
IS 9
AR 3894
DI 10.3390/su12093894
PG 22
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 LU0TK
UT WOS:000537476200392
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Jackson, DB
   Vaughn, MG
AF Jackson, Dylan B.
   Vaughn, Michael G.
TI Adolescent Health Lifestyles and Educational Risk: Findings From the
   Monitoring the Future Study, 2010-2016
SO AMERICAN JOURNAL OF PREVENTIVE MEDICINE
LA English
DT Article
ID SCHOOL DISENGAGEMENT; ACADEMIC-PERFORMANCE; PHYSICAL-ACTIVITY;
   UNITED-STATES; ACHIEVEMENT; BEHAVIORS; STUDENTS; DROPOUT; SLEEP;
   ASSOCIATIONS
AB Introduction: Research has linked educational risk to various risky health behaviors (e.g., drug use, violence, risky sexual behaviors). This study builds upon this research by examining the link between additional health lifestyle indicators-nutritional risk factors, low sleep quantity, and low exercise frequency-and academic risk factors among a recent, nationally representative sample of adolescents.
   Methods: Data from the 7 most recent cohorts (2010-2016) of the Monitoring the Future survey were analyzed in 2018 (n=45,757-46,206). A multistage random sampling technique was used to acquire the sample.
   Results: All examined risky health lifestyle indicators were associated with significantly greater odds of school disengagement and lower academic expectations. Youth were especially likely to exhibit educational risks when they engaged in multiple risky health behaviors. Each additional risky health lifestyle indicator conferred significant increases in the odds of every examined educational risk factor, with the odds of school disengagement increasing by a factor of 7.48 when youth engaged in 4 or more risky health behaviors (relative to none).
   Conclusions: Findings suggest that activities that promote adolescent health across multiple dimensions (i.e., nutrition, physical exercise, and sleep) may also promote academic engagement and expectations for future academic achievements. (C) 2019 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
C1 [Jackson, Dylan B.] Univ Texas San Antonio, Coll Publ Policy, Dept Criminal Justice, 501 W Cesar E Chavez Blvd, San Antonio, TX 78207 USA.
   [Vaughn, Michael G.] St Louis Univ, Coll Publ Hlth & Social Justice, Sch Social Work, St Louis, MO 63103 USA.
   [Vaughn, Michael G.] Yonsei Univ, Grad Sch Social Welf, Seoul, South Korea.
C3 University of Texas System; University of Texas at San Antonio (UTSA);
   Saint Louis University; Yonsei University
RP Jackson, DB (corresponding author), Univ Texas San Antonio, Coll Publ Policy, Dept Criminal Justice, 501 W Cesar E Chavez Blvd, San Antonio, TX 78207 USA.
EM dylan.jackson@utsa.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 work was supported by three 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 42
TC 8
Z9 8
U1 0
U2 16
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0749-3797
EI 1873-2607
J9 AM J PREV MED
JI Am. J. Prev. Med.
PD OCT
PY 2019
VL 57
IS 4
BP 470
EP 477
DI 10.1016/j.amepre.2019.05.008
PG 8
WC Public, Environmental & Occupational Health; Medicine, General &
   Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; General & Internal Medicine
GA IY4UQ
UT WOS:000486388900010
PM 31303388
DA 2024-07-15
ER

PT J
AU Park, S
   Holloway, SD
   Arendtsz, A
   Bempechat, J
   Li, J
AF Park, Sira
   Holloway, Susan D.
   Arendtsz, Amanda
   Bempechat, Janine
   Li, Jin
TI What Makes Students Engaged in Learning? A Time-Use Study of Within- and
   Between-Individual Predictors of Emotional Engagement in Low-Performing
   High Schools
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Self-determination; Emotional engagement; Within- and between-individual
   predictors
ID SELF-DETERMINATION-THEORY; ACADEMIC ENGAGEMENT; ACHIEVEMENT; AUTONOMY;
   COMPETENCE; MIDDLE; WELL; RACE; RELATEDNESS; MOTIVATION
AB Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.
C1 [Park, Sira; Holloway, Susan D.; Arendtsz, Amanda] Univ Calif Berkeley, Grad Sch Educ, Dept Educ Cognit & Dev, Berkeley, CA 94720 USA.
   [Bempechat, Janine] Wheelock Coll, Dept Psychol & Human Dev, Boston, MA 02215 USA.
   [Li, Jin] Brown Univ, Dept Educ, Providence, RI 02912 USA.
C3 University of California System; University of California Berkeley;
   Brown University
RP Park, S (corresponding author), Univ Calif Berkeley, Grad Sch Educ, Dept Educ Cognit & Dev, 4316 Tolman Hall, Berkeley, CA 94720 USA.
EM sirapark@berkeley.edu; s_hollo@berkeley.edu; jbempechat@wheelock.edu;
   Jin_Li@Brown.edu
RI Bempechat, Janine/AAJ-7938-2020
OI Bempechat, Janine/0000-0003-0554-7534
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NR 44
TC 70
Z9 171
U1 1
U2 55
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 2012
VL 41
IS 3
BP 390
EP 401
DI 10.1007/s10964-011-9738-3
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 905VM
UT WOS:000301304200012
PM 22193357
DA 2024-07-15
ER

PT J
AU McDermott, ER
   Umaña-Taylor, AJ
   Schaefer, DR
   Martinez-Fuentes, S
   Co, L
   Ison, A
   Ryan, AM
   Rivas-Drake, D
AF McDermott, Elana R.
   Umana-Taylor, Adriana J.
   Schaefer, David R.
   Martinez-Fuentes, Stefanie
   Co, Lindsey
   Ison, Ashley
   Ryan, Allison M.
   Rivas-Drake, Deborah
TI The structure of educational inequity: Adolescents' access to parent
   education through friendship networks and its impact on academic
   outcomes
SO SOCIAL DEVELOPMENT
LA English
DT Article
DE adolescence; ethnicity&#8208; race; friends; parent education; social
   network
ID FAMILY; SCHOOL; AUTOCORRELATION; EXPECTATIONS; INEQUALITY; CONTEXT;
   FATHERS; RACE
AB Parents and friends are important influences on adolescents' academic outcomes. We examine whether and how adolescents' social networks compensate for or enhance the effects of their parents' education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern (N = 2,136) and Midwestern (N = 1,055) United States, results from network autocorrelation models showed that higher levels of mother and father education were related to greater academic self-efficacy and engagement and higher aspirations, expectations, and grade point averages at both schools. Friends' parents' education levels were positively associated with adolescents' academic aspirations, expectations, and grade point averages across all of the models; higher levels of friends' parents' education were related to greater academic self-efficacy across all models, except for mothers in the Southwest; and friends' fathers' education levels were positively related to adolescents' academic engagement for students in the Midwestern school only. There were no significant interaction effects between parents' and friends' parents' education levels in predicting academic outcomes. Differences in the distribution of parental education across ethnic-racial groups shaped the implications of the model for adolescents' academic adjustment. Findings highlight the impact of educational opportunity across generations in shaping academic inequities.
C1 [McDermott, Elana R.; Umana-Taylor, Adriana J.; Co, Lindsey; Ison, Ashley] Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA.
   [Schaefer, David R.] Univ Calif Irvine, Dept Sociol, Irvine, CA USA.
   [Martinez-Fuentes, Stefanie] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ USA.
   [Ryan, Allison M.; Rivas-Drake, Deborah] Univ Michigan, Dept Psychol, Ann Arbor, MI USA.
C3 Harvard University; University of California System; University of
   California Irvine; Arizona State University; Arizona State
   University-Tempe; University of Michigan System; University of Michigan
RP McDermott, ER (corresponding author), Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA.
EM elana.r.mcdermott@mass.gov
FU National Science Foundation [1625277, 1625196]; Direct For Social, Behav
   & Economic Scie; Division Of Behavioral and Cognitive Sci [1625196]
   Funding Source: National Science Foundation; Division Of Behavioral and
   Cognitive Sci; Direct For Social, Behav & Economic Scie [1625277]
   Funding Source: National Science Foundation
FX This research was supported by grants from the National Science
   Foundation (BCS No. 1625277, PI: Umana-Taylor; BCS No. 1625196, PI:
   Rivas-Drake)
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NR 52
TC 5
Z9 5
U1 1
U2 17
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 2022
VL 31
IS 1
BP 27
EP 51
DI 10.1111/sode.12494
EA DEC 2020
PG 25
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZI6QL
UT WOS:000595833400001
OA Green Published
DA 2024-07-15
ER

PT J
AU Harris, C
   Vazsonyi, AT
   Özdemir, Y
   Sagkal, AS
AF Harris, Charlene
   Vazsonyi, Alexander T.
   Ozdemir, Yalcun
   Sagkal, Ali Serdar
TI Family environment and school engagement:An investigation of
   cross-lagged effects
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Academic achievement; Adolescents; Cross-lagged; Family environment;
   School engagement; Longitudinal
ID OF-FIT INDEXES; ACADEMIC-ACHIEVEMENT; RECIPROCAL RELATIONS; STUDENT
   ENGAGEMENT; HEALTH OUTCOMES; SELF-REGULATION; SUBSTANCE USE; PREDICTORS;
   MIDDLE; TURKISH
AB Introduction: Although an extensive body of work has shown that family functioning is linked to adolescent outcomes, less is known about how the family affects school outcomes and vice versa. The present longitudinal study tested reciprocal relationships between the family environment and school engagement during the middle school years.
   Methods: A cross-lagged latent model tested these effects in 378 Turkish youth (53.7% males; M = 11.73, SD = 0.53) evaluated annually (Waves 1, 2, and 3) in grades 6 through 8.
   Results: Findings showed the family environment positively predicted developmental changes in school engagement at each time point (beta range = 0.18 to 0.24); school engagement also positively predicted developmental changes in the family environment (beta range = 0.12 to 0.28). Follow-up multigroup tests by age, sex, and family structure showed that the reciprocal links between the family environment and school engagement were invariant.
   Conclusions: Study findings supported reciprocal longitudinal links between developmental changes of the family environment and school engagement. They extend previous research by highlighting the continued importance of the home environment on developmental changes in academic performance in adolescents, and thus, inform parents, educators, and policymakers on the relevance of the family in promoting academic engagement and achievement in adolescence.
C1 [Harris, Charlene] SUNY Coll Oswego, Oswego, NY 13126 USA.
   [Vazsonyi, Alexander T.] Univ Kentucky, Lexington, KY 40506 USA.
   [Ozdemir, Yalcun; Sagkal, Ali Serdar] Adnan Menderes Univ, Aydin, Turkey.
C3 State University of New York (SUNY) System; State University of New York
   (SUNY) - Oswego; University of Kentucky; Adnan Menderes University
RP Harris, C (corresponding author), SUNY Coll Oswego, Oswego, NY 13126 USA.
EM charlene.harris@oswego.edu
RI Vazsonyi, Alexander T/B-1229-2008; Sağkal, Ali Serdar/O-8179-2014;
   Harris, Charlene/S-9068-2017
OI Sağkal, Ali Serdar/0000-0002-2597-8115; Harris,
   Charlene/0000-0002-2797-4791; Vazsonyi, Alexander/0000-0001-7163-1705
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NR 53
TC 5
Z9 7
U1 2
U2 34
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 OCT
PY 2020
VL 84
BP 171
EP 179
DI 10.1016/j.adolescence.2020.08.006
PG 9
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA OH1VT
UT WOS:000582359800017
PM 32937219
DA 2024-07-15
ER

PT J
AU Cappella, E
   Kim, HY
   Neal, JW
   Jackson, DR
AF Cappella, Elise
   Kim, Ha Yeon
   Neal, Jennifer W.
   Jackson, Daisy R.
TI Classroom Peer Relationships and Behavioral Engagement in Elementary
   School: The Role of Social Network Equity
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE Social networks; Behavioral engagement; Classroom organization;
   Behavioral difficulties
ID DEFICIT HYPERACTIVITY DISORDER; ACADEMIC ENGAGEMENT; ACHIEVEMENT;
   CHILDREN; VICTIMIZATION; AGGRESSION; ATTENTION; STUDENTS; RISK;
   INTERDEPENDENCE
AB Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.
C1 [Cappella, Elise; Kim, Ha Yeon; Jackson, Daisy R.] NYU, Dept Appl Psychol, New York, NY 10003 USA.
   [Neal, Jennifer W.] Michigan State Univ, Dept Psychol, E Lansing, MI 48824 USA.
C3 New York University; Michigan State University
RP Cappella, E (corresponding author), NYU, Dept Appl Psychol, 246 Greene St, New York, NY 10003 USA.
EM elise.cappella@nyu.edu
RI Neal, Jennifer/C-3173-2009
OI Neal, Jennifer/0000-0002-7749-8121; Kim, Ha Yeon/0000-0001-7468-1310
FU NIMH NIH HHS [P20 MH078458, 1P20MH078458-01A2] Funding Source: Medline
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NR 73
TC 68
Z9 110
U1 4
U2 68
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 DEC
PY 2013
VL 52
IS 3-4
BP 367
EP 379
DI 10.1007/s10464-013-9603-5
PG 13
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA 245HD
UT WOS:000326452900014
PM 24081319
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Pham, YK
   Murray, C
   Gau, J
AF Pham, Yen K.
   Murray, Christopher
   Gau, Jeff
TI The Inventory of Teacher-Student Relationships: Factor structure and
   associations with school engagement among high-risk youth
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE high school; school engagement; self-report instruments; students with
   disabilities; teacher-student relationships
ID AFRICAN-AMERICAN YOUTH; CHILD RELATIONSHIPS; ATTACHMENT RELATIONSHIPS;
   ACADEMIC ENGAGEMENT; MEDIATING ROLE; ACHIEVEMENT; QUALITY; ADOLESCENTS;
   PERCEPTIONS; ADJUSTMENT
AB Teacher-student relationships have been studied with increasing intensity during the past three decades, but the majority of this study has focused on young children and has relied on teacher perceptions of these relationships. The current study was designed to add to this growing body of research by exploring the factor structure, reliability, and validity of an instrument designed to measure adolescents' perceptions of their own relationships with teachers. Participants included 687 high school students, half of whom were students with diagnosed disabilities and the other half were students considered at risk of academic failure due to placement in dropout retrieval programs. All youth completed a self-report instrument of teacher-student relationships along with multidimensional measures of school engagement. Findings from a confirmatory factor analysis of the Inventory of Teacher-Student Relationships indicated that the three hypothesized factors (i.e., Communication, Trust, and Alienation) had robust factor loadings, adequate internal consistency, and were associated with multiple measures of school engagement. These findings align with previous research linking teacher-student relationships with school engagement and support the need for continued research on the importance of teacher-student relationships among adolescents who are at-risk of experiencing difficulties in school.
C1 [Pham, Yen K.] Univ New Mexico, Dept Special Educ, Albuquerque, NM 87131 USA.
   [Murray, Christopher; Gau, Jeff] Univ Oregon, Coll Educ, Ctr Human Dev, Eugene, OR 97403 USA.
C3 University of New Mexico; University of Oregon
RP Pham, YK (corresponding author), Univ New Mexico, Dept Special Educ, Albuquerque, NM 87131 USA.
EM ykp@unm.edu
RI Pham, Yen/HGA-8591-2022
OI Pham, Yen/0000-0002-5919-4191
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NR 78
TC 6
Z9 10
U1 3
U2 26
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 FEB
PY 2022
VL 59
IS 2
BP 413
EP 429
DI 10.1002/pits.22617
EA NOV 2021
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA YE0AQ
UT WOS:000714419000001
DA 2024-07-15
ER

PT J
AU Nwanosike, CL
   Ujoatuonu, IVN
   Kanu, GC
   Ike, OO
   Okeke, TJ
AF Nwanosike, Chinonso L.
   Ujoatuonu, Ikechukwu V. N.
   Kanu, Gabriel C.
   Ike, Obinna O.
   Okeke, Tochukwu J.
TI Social Bullying Among Undergraduates: The Roles of Internet Gaming
   Disorder, Risk-Taking Behavior, and Internet Addiction
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE internet addiction; Internet gaming disorder (IGD); risk-taking
   behavior; social bullying; undergraduate students
ID RELATIONAL AGGRESSION; ADOLESCENTS; VICTIMIZATION; ASSOCIATION; SCHOOLS;
   SCALE
AB An issue that affects the academic engagement, performance, health and wellbeing of university undergraduates is bullying. Substantial literature has examined the predictors of bullying perpetration, but there is little research on the contributions of internet-related factors and the propensity to take risks in bullying. We examined the roles of IGD, risk-taking behavior, and internet addiction in social bullying. Four instruments were used for data collection, namely: Young Adult Social Behavior Scale (YASB), the Internet Gaming Disorder Scale (IGDS9-SF), Domain-Specific Risk-Taking Scale, and the Internet Addiction Test (IAT) Scale. Participants were 552 undergraduate students from the University of Nigeria, Nsukka consisting of 143 males and 409 females (age range = 17-32 years; M = 21.45; SD = 2.71). Results of regression analysis showed that gaming disorder (GD) and risk-taking behavior had positive associations with social bullying. Thus, the more people grow addicted to internet gaming and takes more risks, the more they are likely to become bullies. Internet addiction had no significant association with social bullying. Efforts should be made to minimize the rate of dysfunctional Internet use, GD and risk-taking behaviors of undergraduates in order to curtail bullying perpetration.
C1 [Nwanosike, Chinonso L.; Ujoatuonu, Ikechukwu V. N.; Kanu, Gabriel C.; Ike, Obinna O.; Okeke, Tochukwu J.] Univ Nigeria, Fac Social Sci, Dept Psychol, Nsukka, Nigeria.
C3 University of Nigeria
RP Ujoatuonu, IVN (corresponding author), Univ Nigeria, Fac Social Sci, Dept Psychol, Nsukka, Nigeria.
EM ikechukwu.ujoatuonu@unn.edu.ng
RI Kanu, Gabriel Chinyere/GRE-7230-2022
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NR 58
TC 3
Z9 3
U1 4
U2 21
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 13
PY 2022
VL 13
AR 830794
DI 10.3389/fpsyg.2022.830794
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6J6PP
UT WOS:000886944700001
PM 35911020
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Holt, EA
   Nielson, A
AF Holt, Emily A.
   Nielson, Amanda
TI Learning Communities and Unlinked Sections: A Contrast of Student
   Backgrounds, Student Outcomes, and In-class Experiences
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Collaboration; Engagement; Performance; Retention
ID COLLEGE-STUDENTS; 1ST YEAR; IMPACT; PROGRAMS
AB Learning communities, the co-registration of student cohorts sharing curricular goals, are often associated with greater academic achievement, retention, inclusivity, and engagement. While not all previous studies unequivocally demonstrate a positive learning community effect on performance, many suggest that students participating in learning communities identify a greater sense of community and interaction with their peers and instructors. Few studies, however, have compiled both academic metrics of success as well as multiple quantitative measures of academic engagement. Moreover, few studies have contrasted these metrics to roughly equivalent classes where the only difference was linkage by a learning community, while holding course content, semester, and instructor constant. Our research goal was to compare academic performance, retention, student background, and engagement of students participating in learning communities to those in similar but unlinked sections. We found no significant differences in academic performance, student background, or engagement between linked learning community classes and unlinked, freestanding sections of the same class. We also found student retention was lower in learning community sections compared to unlinked sections. Some of our findings may reflect our student population of a non-residential, commuter campus where building relationships may be more difficult. We suggest that other metrics of success, including those that quantify interdisciplinary knowledge or skills and collaboration, may better reflect gains of success in learning community environments.
C1 [Holt, Emily A.] Univ Northern Colorado, Sch Biol Sci, 2480 Ross Hall,Campus Box 92, Greeley, CO 80639 USA.
   [Nielson, Amanda] Utah Valley Univ, Univ Coll, 800 W Univ Pkwy, Orem, UT 84058 USA.
C3 University of Northern Colorado; Utah System of Higher Education; Utah
   Valley University
RP Holt, EA (corresponding author), Univ Northern Colorado, Sch Biol Sci, 2480 Ross Hall,Campus Box 92, Greeley, CO 80639 USA.
EM Emily.holt@unco.edu
FU UVU University College
FX We thank the UVU University College for its support of this assessment,
   and Doug Gardner for his collaborations and assistance with the student
   survey data. Ethan Keller contributed to analysis of observation data.
   Ash Heim provided a critical review of an early version of this
   manuscript, and two anonymous reviewers provided insight to improve this
   manuscript.
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NR 37
TC 3
Z9 11
U1 0
U2 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD AUG
PY 2019
VL 60
IS 5
BP 670
EP 683
DI 10.1007/s11162-018-9531-1
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IE0XG
UT WOS:000472109500003
DA 2024-07-15
ER

PT J
AU Upton, S
   Vallance, P
   Goddard, J
AF Upton, Stevie
   Vallance, Paul
   Goddard, John
TI From outcomes to process: evidence for a new approach to research impact
   assessment
SO RESEARCH EVALUATION
LA English
DT Article
DE universities; research impact; knowledge exchange; evaluation; outcomes;
   process
ID RESEARCH EXCELLENCE FRAMEWORK; PRODUCTIVE INTERACTIONS;
   HIGHER-EDUCATION; UNIVERSITIES; INSTITUTIONS; ENGAGEMENT; POLICY; UK
AB This article reports evidence from two studies conducted in nine British universities into individual academic and institutional perspectives on research impact. We analyse our findings in the context of global developments in performance measurement. Mechanisms for assessing the quality of research and associated knowledge exchange serve a dual purpose: used retrospectively, they enable public funding agencies to hold universities to account for the monies they have received and, looking forward, they allow those same agencies to incentivize desired activities or outcomes. Whilst existing mechanisms offer seemingly attractive, albeit contested, ways of pursuing the former, we particularly question their effectiveness in achieving the latter goal. We observe among our respondents a wide variety of intended impacts and mechanisms for pursuing them, and argue that this renders any monitoring and reward system based on achieved outcomes prone to complexity and lack of comprehensiveness. By contrast, a high level of consistency in motivations-across institutions and disciplines-points to a focus on the process of knowledge exchange as a far more effective driver. We identify a key role for university managers in fostering academic engagement in knowledge exchange. Ultimately, however, we conclude that effective incentivization is likely to depend on the replacement of impact-based evaluations with a new, process-based approach.
C1 [Upton, Stevie] Univ Georgia, Inst Higher Educ, Athens, GA 30602 USA.
   [Vallance, Paul; Goddard, John] Newcastle Univ, Ctr Urban & Reg Dev Studies, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England.
C3 University System of Georgia; University of Georgia; Newcastle
   University - UK
RP Upton, S (corresponding author), Univ Georgia, Inst Higher Educ, Athens, GA 30602 USA.
EM stevie@uga.edu
OI Vallance, Paul/0000-0002-0024-7105; Goddard, John/0000-0001-8262-5394
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NR 62
TC 52
Z9 56
U1 1
U2 62
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD OCT
PY 2014
VL 23
IS 4
BP 352
EP 365
DI 10.1093/reseval/rvu021
PG 14
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA AS4IQ
UT WOS:000344238400007
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Ritosa, A
   Almqvist, L
   Danielsson, H
   Granlund, M
AF Ritosa, Andrea
   Almqvist, Lena
   Danielsson, Henrik
   Granlund, Mats
TI Profiles of State and Trait Engagement of Preschool Children
SO EARLY EDUCATION AND DEVELOPMENT
LA English
DT Article; Early Access
ID CLASSROOM ENGAGEMENT; DIFFICULTIES QUESTIONNAIRE; ACADEMIC ENGAGEMENT;
   SCHOOL ENGAGEMENT; KINDERGARTEN; TEACHER; BEHAVIORS; STRENGTHS;
   LANGUAGE; QUALITY
AB Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and observations to measure momentary engagement (state). Using a person-oriented approach with cluster analysis, we identified five distinct profiles of global and momentary engagement, with four of them showing discrepancies between global and observed engagement levels. We found that age, hyperactivity, and second language learner (SLL) status were related to a specific engagement profile. Specifically, children high in hyperactivity tended to be in clusters with higher momentary engagement than global engagement, whereas second language learners were overrepresented in clusters with lower momentary engagement. Practice or Policy: The findings suggest that global and observed measures of engagement capture different aspects of children's engagement and should not be used interchangeably. Children with low engagement ratings on both measures of engagement are more likely to have an extreme score on the global engagement measure, indicating that difficulties they experience will be more noticeable in their global engagement. On the other hand, displays of high levels of momentary engagement could signal children's inherent potential, prompting tailored encouragement and support within Early Childhood Education and Care (ECEC) settings and promoting their overall engagement levels.
C1 [Ritosa, Andrea; Granlund, Mats] Jonkoping Univ, Sch Educ & Commun, Jonkoping, Sweden.
   [Almqvist, Lena] Malardalen Univ, Dept Psychol, Vasteras, Sweden.
   [Danielsson, Henrik] Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden.
   [Ritosa, Andrea] Jonkoping Univ, Sch Educ & Commun, Box 1026, Jonkoping, Sweden.
C3 Jonkoping University; Malardalen University; Linkoping University;
   Jonkoping University
RP Ritosa, A (corresponding author), Jonkoping Univ, Sch Educ & Commun, Box 1026, Jonkoping, Sweden.
EM andrea.ritosa@ju.se
RI Ritosa, Andrea/JVO-5661-2024
OI Ritosa, Andrea/0000-0002-8788-4851
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NR 70
TC 0
Z9 0
U1 4
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 2023 DEC 23
PY 2023
DI 10.1080/10409289.2023.2297656
EA DEC 2023
PG 15
WC Education & Educational Research; Psychology, Educational; Psychology,
   Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA DA5R6
UT WOS:001129330900001
OA hybrid
DA 2024-07-15
ER

PT J
AU López-Díaz, MT
   Peña, M
AF Teresa Lopez-Diaz, Maria
   Pena, Marta
TI Mathematics Training in Engineering Degrees: An Intervention from
   Teaching Staff to Students
SO MATHEMATICS
LA English
DT Article
DE mathematics education; engineering degrees; STEM; student motivation
ID STEM-RELATED SUBJECTS; IN-SERVICE; ACADEMIC ENGAGEMENT; EDUCATION;
   LECTURERS; ATTITUDES; SUPPORT; SCIENCE; CONTEXT
AB There has always been a great concern about the teaching of mathematics in engineering degrees. This concern has increased because students have less interest in these studies, which is mainly due to the low motivation of the students towards mathematics, and which is derived in most cases from the lack of awareness of undergraduate students about the importance of mathematics for their career. The main objective of the present work is to achieve a greater motivation for engineering students via an intervention from the teaching staff to undergraduate students. This intervention consists of teaching and learning mathematical concepts through real applications in engineering disciplines. To this end, starting in the 2017/2018 academic year, sessions addressed to the teaching staff from Universitat Politecnica de Catalunya in Spain were held. Then, based on the material extracted from these sessions, from 2019/2020 academic year the sessions "Applications of Mathematics in Engineering I: Linear Algebra" for undergraduate students were offered. With the aim of assessing these sessions, anonymous surveys have been conducted. The results of this intervention show an increase in students' engagement in linear algebra. These results encourage us to extend this experience to other mathematical subjects and basic sciences taught in engineering degrees.
C1 [Teresa Lopez-Diaz, Maria; Pena, Marta] Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
C3 Universitat Politecnica de Catalunya
RP Peña, M (corresponding author), Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
EM maria.teresa.lopez.diaz@upc.edu; marta.penya@upc.edu
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NR 54
TC 4
Z9 4
U1 1
U2 12
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7390
J9 MATHEMATICS-BASEL
JI Mathematics
PD JUL
PY 2021
VL 9
IS 13
AR 1475
DI 10.3390/math9131475
PG 21
WC Mathematics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Mathematics
GA TG0RE
UT WOS:000671119800001
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Middleton, J
AF Middleton, Jennie
TI Sense and the city: exploring the embodied geographies of urban walking
SO SOCIAL & CULTURAL GEOGRAPHY
LA English
DT Article
DE walking; senses; embodiment; the city; pedestrian policy
ID ENVIRONMENTS; EXPERIENCES; POLICY; DIARY; MOBILITIES; LANDSCAPE;
   RELEVANCE; WORLDS; SPACE; SELF
AB Within UK pedestrian policy, walking is promoted as a sustainable mode of transport that benefits both the body and mind. However, much policy discussion assumes all walking to be the same and a largely self-evident means of transport, whilst many academic engagements with walking are highly abstract theorisations that lack any systematic empirical exploration of actual pedestrian practices. As such, there is little that unpacks the experiences of those who navigate, negotiate, and traverse the city streets in their day-to-day lives. In contrast, this paper aims to situate and understand the practice of everyday walking in the unfolding experiences of urban pedestrians. Walking is positioned and understood as a socio-technical assemblage that enables specific attention to be drawn to the embodied, material and technological relations and their significance for engaging with everyday urban movements on foot. The analysis draws upon in-depth interview and walking photo diary data from participants in the inner London boroughs of Islington and Hackney. Particular analytic attention to the different styles and conventions of urban walking and how these are intimately linked to bodily senses and the materiality of the city provides an opportunity for creating an increased engagement between urban and pedestrian policy and urban and social theory.
C1 Univ Plymouth, Dept Geog Earth & Environm Sci, Plymouth PL4 8AA, Devon, England.
C3 University of Plymouth
RP Middleton, J (corresponding author), Univ Plymouth, Dept Geog Earth & Environm Sci, Plymouth PL4 8AA, Devon, England.
EM jennie.middleton@plymouth.ac.k
FU ESRC [ES/E016383/1] Funding Source: UKRI
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NR 123
TC 206
Z9 235
U1 10
U2 97
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.
PY 2010
VL 11
IS 6
BP 575
EP 596
AR PII 925218409
DI 10.1080/14649365.2010.497913
PG 22
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA 635SF
UT WOS:000280675800004
DA 2024-07-15
ER

PT J
AU Chen, HZ
   Zeng, ZJ
AF Chen, Hezhi
   Zeng, Zhijia
TI Associations of hedonic and eudaimonic orientations with subjective
   experience and objective functioning in academic settings: The mediating
   roles of academic behavioral engagement and procrastination
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE happiness orientation; affective well-being; academic achievement;
   academic engagement; procrastination
ID ACHIEVEMENT; HAPPINESS; STRATEGIES; PREDICTS; VALIDITY
AB The question of how the pursuit of happiness affects an individual's actual well-being has received much scholarly attention in recent years. However, few studies have investigated the associations of happiness orientation with people's subjective experience and objective functioning simultaneously. The current research examines the possibility that hedonic and eudaimonic orientations have different relationships with college students' affective well-being and academic achievement, while taking into consideration the behavioral mechanism that underlies the process. We conducted online surveys to collect data including hedonic and eudaimonic orientations at the beginning of the semester and academic behavioral engagement, procrastination, and affective well-being at the end of the semester with a final sample of 566 Chinese undergraduate students. Their official grade point average for the semester was extracted from the university records system. The results confirmed that overall hedonic orientation was negatively associated with affective well-being and academic achievement, whereas eudaimonic orientation was positively associated with these outcomes. The study further found that both academic behavioral engagement and procrastination played mediating roles in the associations of happiness orientation with positive affect and academic achievement. However, only procrastination mediated the relationship between happiness orientation and negative affect. Theoretical and practical implications were discussed.
C1 [Chen, Hezhi] Zhejiang Int Studies Univ, Sch Educ, Dept Psychol, Hangzhou, Peoples R China.
   [Zeng, Zhijia] Zhejiang Univ Finance & Econ, Mental Hlth Educ Ctr, Hangzhou, Peoples R China.
C3 Zhejiang International Studies University; Zhejiang University of
   Finance & Economics
RP Zeng, ZJ (corresponding author), Zhejiang Univ Finance & Econ, Mental Hlth Educ Ctr, Hangzhou, Peoples R China.
EM zhijiazeng@zufe.edu.cn
OI Chen, Hezhi/0000-0002-2068-6009; Zeng, Zhijia/0000-0001-8780-4922
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NR 56
TC 5
Z9 5
U1 6
U2 31
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 AUG 11
PY 2022
VL 13
AR 948768
DI 10.3389/fpsyg.2022.948768
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3Z4AZ
UT WOS:000844359800001
PM 36032996
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Antaramian, SP
   Huebner, ES
   Hills, KJ
   Valois, RF
AF Antaramian, Susan P.
   Huebner, E. Scott
   Hills, Kimberly J.
   Valois, Robert F.
TI A Dual-Factor Model of Mental Health: Toward a More Comprehensive
   Understanding of Youth Functioning
SO AMERICAN JOURNAL OF ORTHOPSYCHIATRY
LA English
DT Article
DE middle school students; positive mental health; subjective well-being;
   psychopathology; student engagement; academic achievement; school
   climate
ID LIFE SATISFACTION; STUDENT ENGAGEMENT; SCHOOL; ADOLESCENTS; VALIDATION;
   CHILDREN; SCALE; STATE
AB Traditional mental health models focus on psychological problems and distress; accordingly, health is viewed as the absence of illness or disability. In contrast, a dual-factor model of mental health incorporates both indicators of positive subjective well-being (SWB) and measures of psychopathological symptoms to comprehensively determine an individual's psychological adjustment. This study used such a dual-factor model to measure the mental health status of young adolescents. A total of 764 middle school students were classified into one of four distinct groups based on having high or low psychopathology and high or low SWB. Furthermore, group differences in student engagement, academic achievement, and environmental support for learning were investigated. Results demonstrated the existence of a traditionally neglected group of adolescents (low SWB and low psychopathology) who are nonetheless at risk for academic and behavior problems in school and who performed no better than the most troubled group of adolescents. Overall, both the presence of positive well-being and the absence of symptoms were necessary for ensuring the most advantageous school performance. These results highlight the importance of incorporating positive indicators of well-being along with traditional negative factors in more fully understanding relationships between individuals' mental health and educational outcomes.
C1 [Huebner, E. Scott] Univ S Carolina, Dept Psychol, Columbia, SC 29208 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia
RP Huebner, ES (corresponding author), Univ S Carolina, Dept Psychol, Barnwell Hall 237B, Columbia, SC 29208 USA.
EM huebner@sc.edu
OI Antaramian, Susan/0000-0002-3957-5683
FU American Orthopsychiatric Association; Clemson University Institute on
   Family and Neighborhood Life; International Family Therapy Association;
   International Society for Child Indicators
FX This article is based on a plenary address presented at the Second
   Greenville Family Symposium (cosponsored by the American
   Orthopsychiatric Association, the Clemson University Institute on Family
   and Neighborhood Life, the International Family Therapy Association, and
   the International Society for Child Indicators) at University Center in
   Greenville, SC, in April 2010.
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NR 42
TC 246
Z9 347
U1 16
U2 103
PU AMER 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.
PD OCT
PY 2010
VL 80
IS 4
BP 462
EP 472
DI 10.1111/j.1939-0025.2010.01049.x
PG 11
WC Psychiatry; Social Work
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry; Social Work
GA 666CY
UT WOS:000283089900003
PM 20950287
DA 2024-07-15
ER

PT J
AU Kocsis, A
   Molnár, G
AF Kocsis, Adam
   Molnar, Gyongyver
TI Factors influencing academic performance and dropout rates in higher
   education
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article; Early Access
DE Dropout; academic success; research methods; background factors
ID 1ST YEAR; UNIVERSITY DROPOUT; STUDENTS; RETENTION; PERSISTENCE;
   PREDICTORS; VARIABLES; SUCCESS
AB The aim of this study was to identify and evaluate the most frequently used research methods and factors influencing academic performance, based on a pool of 95 studies, published after 2012. We considered only peer-reviewed papers containing 78 empirical and 17 meta-analytic studies. Our theoretical background lies in the different approaches of the terms 'university dropout' and 'academic performance'. After the systematic analysis we ascertained the most commonly used methods are Educational Data Mining (EDM) algorithms (decision tree, logistic regression and neural networks) and Structural Equation Modelling (SEM). The strength of the predictive power depends on the dataset, however Support Vector Machines, Multilayer Perceptron, Naive Bayes algorithm were found to be the most precise in prediction. Regarding factors influencing academic performance we derived our results based on 600,000 university students. Considering the data from meta-analyses and systematic reviews, reaching up to 900 studies, we found grade point average (GPA), obtained credits (ECTS) and gender to be the most consistent and decisive predictors of academic performance. Nevertheless, GPA and ECTS (as output variables) are mediated by student factors (intrinsic motivation, self-regulated learning strategies, self-efficacy, prior education) and throughput factors (work, finances, academic engagement). We had contradictory results on age and family background.
C1 [Kocsis, Adam] Univ Szeged, Doctoral Sch Educ, PetofiS Sgt, H-3034 Szeged, Hungary.
   [Molnar, Gyongyver] Univ Szeged, Inst Educ, Szeged, Hungary.
C3 Szeged University; Szeged University
RP Kocsis, A (corresponding author), Univ Szeged, Doctoral Sch Educ, PetofiS Sgt, H-3034 Szeged, Hungary.
EM kocsis.adam@edu.u-szeged.hu
FU Hungarian National Research, Development and Innovation Fund [OTKA
   K135727]; Hungarian Academy of Sciences Research Programme for Public
   Education Development grant [KOZOKT2021-16]; Centre of Excellence for
   Interdisciplinary Research, Development and Innovation of the University
   of Szeged
FX This research was supported by a Hungarian National Research,
   Development and Innovation Fund grant [under the OTKA K135727 funding
   scheme], by the Hungarian Academy of Sciences Research Programme for
   Public Education Development grant [KOZOKT2021-16] and by the Centre of
   Excellence for Interdisciplinary Research, Development and Innovation of
   the University of Szeged.
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NR 83
TC 1
Z9 1
U1 18
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-4985
EI 1465-3915
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD 2024 FEB 24
PY 2024
DI 10.1080/03054985.2024.2316616
EA FEB 2024
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JF4I4
UT WOS:001171734200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Granero-Gallegos, A
   Phan, HP
   Ngu, BH
AF Granero-Gallegos, Antonio
   Phan, Huy
   Ngu, Bing
TI Advancing the study of levels of best practice pre-service teacher
   education students from Spain: Associations with both positive and
   negative achievement-related experiences
SO PLOS ONE
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; SCHOOL ENGAGEMENT; LEARNED HELPLESSNESS; HUMAN
   AGENCY; OPTIMISM; PSYCHOLOGY; DISENGAGEMENT; PERFORMANCE; ADAPTATION;
   MOTIVATION
AB The study of optimal best practice, coinciding with a person's 'motivational mindset', is an interesting research inquiry for development. Optimal best practice, in brief, relates to the maximization of a person's state of functioning (e.g., cognitive functioning). Moreover, the nature of optimal best practice is positive and motivational, helping individuals to flourish in different courses of action (e.g., academic performance at school). Several research undertakings, non-experimental in design, have provided clear and consistent evidence to substantiate the existing viewpoints and perspectives of optimal best practice. Our proposed investigation, which involved physical education pre-service teacher students from Spain (N = 681), explored one notable focus of inquiry-namely, the formation of optimal best practice and its predictive and explanatory account on future adaptive outcomes. As such, using Likert-scale measures and path analysis techniques, we were able to identify two associative patterns: achievement of optimal best practice is positively accounted for by academic self-concept, optimism, and current best practice and, in contrast, negatively accounted for by pessimism; and that optimal best practice could act as a determinant of academic engagement for effective learning. Such associations are significant, providing relevant information for different teaching and research purposes.
C1 [Granero-Gallegos, Antonio] Univ Almeria, Dept Educ, Almeria, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria, Spain.
   [Phan, Huy; Ngu, Bing] Univ New England, Sch Educ, Armidale, Australia.
C3 Universidad de Almeria; Universidad de Almeria; University of New
   England
RP Granero-Gallegos, A (corresponding author), Univ Almeria, Dept Educ, Almeria, Spain.; Granero-Gallegos, A (corresponding author), Univ Almeria, Hlth Res Ctr, Almeria, Spain.
EM agranero@ual.es
RI Phan, Huy P./AAJ-6166-2021; Granero-Gallegos, Antonio/P-4888-2015
OI Phan, Huy P./0000-0002-3066-4647; Granero-Gallegos,
   Antonio/0000-0002-1385-8386; Ngu, Bing/0000-0001-9623-2938
FU ANDALUSIAN PLAN FOR RESEARCH, DEVELOPMENT, AND INNOVATION (PAIDI 2020)
   OF THE JUNTA DE ANDALUCIA [P20_00148]
FX & nbsp; "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 93
TC 4
Z9 4
U1 8
U2 11
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 JUN 30
PY 2023
VL 18
IS 6
AR e0287916
DI 10.1371/journal.pone.0287916
PG 23
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA L7ZK9
UT WOS:001025404600038
PM 37390102
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Balaguer, I
   Duda, JL
   Castillo, I
AF Balaguer, Isabel
   Duda, Joan L.
   Castillo, Isabel
TI Motivational Antecedents of Well-Being and Health Related Behaviors in
   Adolescents
SO JOURNAL OF HUMAN KINETICS
LA English
DT Article
DE adolescent health; health determinants; school health; structural
   equation modeling; psychosocial theories
ID SCHOOL-AGED CHILDREN; INTRINSIC MOTIVATION; LIFE SATISFACTION;
   ACHIEVEMENT; STUDENTS; ALCOHOL; SPORT; ASSOCIATION
AB Grounded in the Achievement Goal Theory framework of motivation and optimal functioning, there were two objectives of this study: (a) to test a model hypothesizing links between personal theories of school achievement, indices of the quality of academic engagement, wellbeing, and health-related behaviors, and (b) to explore whether the hypothesized model was invariant across gender groups. A multisection questionnaire pack tapping the targeted variables was administered to 967 teenagers (475 boys and 492 girls) aged between 11 to 16 years old. Structural equation modeling analysis revealed that Task theory of achievement predicted positively satisfaction in school and negatively boredom in school. An Ego theory of achievement was linked to higher levels of boredom in school. Satisfaction in school corresponded to higher life satisfaction, while boredom was negatively related. Higher life satisfaction was associated with lower tobacco, alcohol and marijuana consumption, more healthy food intake and greater levels of physical activity. The results revealed partial invariance of the model by gender. The quality of adolescents' involvement in the classroom holds important implications for adolescent's well-being and their health related behaviors. Interventions on the creation of a task-involving motivational climate in the school are proposed to promote healthy lifestyles among young people.
C1 [Balaguer, Isabel; Castillo, Isabel] Univ Valencia, Dept Social Psychol, Ave Blasco Ibanez 21, Valencia 46010, Spain.
   [Duda, Joan L.] Univ Birmingham, Sch Sport Exercise & Rehabil Sci, Birmingham, W Midlands, England.
C3 University of Valencia; University of Birmingham
RP Castillo, I (corresponding author), Univ Valencia, Dept Social Psychol, Ave Blasco Ibanez 21, Valencia 46010, Spain.
EM Isabel.Castillo@uv.es
RI Duda, Joan/ABA-5207-2020; Castillo, Isabel/E-1317-2016; Balaguer,
   Isabel/L-2516-2017
OI Castillo, Isabel/0000-0001-6821-4038; Balaguer,
   Isabel/0000-0001-8918-6099
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NR 30
TC 14
Z9 17
U1 2
U2 15
PU DE GRUYTER OPEN LTD
PI WARSAW
PA BOGUMILA ZUGA 32A ST, 01-811 WARSAW, POLAND
SN 1640-5544
EI 1899-7562
J9 J HUM KINET
JI J. Hum. Kinet.
PD OCT
PY 2017
VL 59
IS 1
BP 121
EP 130
DI 10.1515/hukin-2017-0152
PG 10
WC Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Sport Sciences
GA FQ2QM
UT WOS:000418201500011
PM 29134053
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Graham, S
   Bellmore, AD
   Mize, J
AF Graham, Sandra
   Bellmore, Amy D.
   Mize, Jennifer
TI Peer victimization, aggression, and their co-occurrence in middle
   school: Pathways to adjustment problems
SO JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
LA English
DT Article
DE aggresive victim; academic achievement; victim; self-blame
ID SELF-BLAME; VICTIMS; ADOLESCENTS; DEPRESSION; HARASSMENT; STEREOTYPES;
   LONELINESS; COMPETENCE; VIOLENCE; BULLIES
AB An ethnically diverse sample of 6th-grade students completed peer nomination procedures that were used to create subgroups of students with reputations as victims, aggressors, aggressive victims, and socially adjusted (neither aggressive nor victimized). Self-report data on psychological adjustment, attributions for peer harassment, and perceived school climate were gathered. In addition, homeroom teachers rated participating students on academic engagement and students' grades were collected from school records. Victims reported the most negative self-views, aggressors enjoyed the most positive self-views, and aggressive victims fell between these two groups, although their psychological profile more closely resembled that of victims. However, all three subgroups encountered more school adjustment problems when compared to their socially adjusted classmates. Different pathways to school adjustment problems for aggressors and victims were examined. For victims, characterological self-blame for victimization and psychological maladjustment were the key mediators, whereas for aggressors, the significant pathway was mainly through perceived unfairness of school rules. Analyses by ethnicity revealed that African American boys were most likely to be perceived as aggressive and as aggressive victims and they were doing most poorly in school. Implications for intervention with subgroups of problem behavior youth and the particular vulnerabilities of African American adolescents were discussed.
C1 Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
   Univ Kansas, Lawrence, KS 66045 USA.
C3 University of California System; University of California Los Angeles;
   University of Kansas
RP Graham, S (corresponding author), Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
EM shgraham@ucla.edu
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NR 59
TC 169
Z9 260
U1 3
U2 44
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 JUN
PY 2006
VL 34
IS 3
BP 363
EP 378
DI 10.1007/s10802-006-9030-2
PG 16
WC Psychology, Clinical; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 057ZD
UT WOS:000238632800007
PM 16648999
DA 2024-07-15
ER

PT J
AU Yu, JH
   Huang, CQ
   He, T
   Wang, XZ
   Zhang, LJ
AF Yu, Jianhui
   Huang, Changqin
   He, Tao
   Wang, Xizhe
   Zhang, Linjie
TI Investigating students' emotional self-efficacy profiles and their
   relations to self-regulation, motivation, and academic performance in
   online learning contexts: A person-centered approach
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Emotional self-efficacy; Latent profile analysis; Self-regulation;
   Motivation; Academic performance
ID ACHIEVEMENT; STRATEGIES; MANAGEMENT; INTERVENTION; SATISFACTION;
   VALIDATION; LANGUAGE; OUTCOMES; GOALS
AB Emotional self-efficacy is a vital component in student academic engagement and performance, but few studies have identified emotional self-efficacy profiles from a person-centered perspective and examined their relations to self-regulation, motivation and academic performance in online learning environments. To address this gap, we performed latent profile analysis on a dataset of 318 students and identified four profiles, namely, low, average, above average with a low ability to handle the emotions of others and high emotional self-efficacy profiles. The results of a multinomial logistic regression further indicated that self-regulation (i.e., goal setting, time management, task strategies and help seeking) and motivation (i.e., identified regulation and external regulation) played significant roles in determining profile membership. Furthermore, students who possessed high emotional self-efficacy also achieved better academic performance than the other three profiles. The results not only reinforce the understanding of students' emotional self-efficacy in online learning but also offer researchers both methodological and theoretical insights concerning students' emotional self-efficacy. Moreover, the study also reveals a potential relationship between leveraging students' self-regulation and motivation to improve their emotional self-efficacy in an online learning context.
C1 [Yu, Jianhui; Huang, Changqin; Wang, Xizhe; Zhang, Linjie] Zhejiang Normal Univ, Key Lab Intelligent Educ Technol & Applicat Zheji, Jinhua 321004, Zhejiang, Peoples R China.
   [He, Tao] South China Normal Univ, Sch Informat Technol Educ, Guangzhou 510631, Peoples R China.
C3 Zhejiang Normal University; South China Normal University
RP Huang, CQ (corresponding author), Zhejiang Normal Univ, Key Lab Intelligent Educ Technol & Applicat Zheji, Jinhua 321004, Zhejiang, Peoples R China.
EM jianhuiyu@126.com; cqhuang@zju.edu.cn; tao.he2016@gmail.com;
   xzwang@zjnu.edu.cn; ljzhang@zjnu.edu.cn
RI Wang, Xizhe/JDW-3874-2023; Huang, Changqin/AAD-4590-2020; ZHANG,
   LIN/GYD-9123-2022; Zhang, Lin/HZH-4842-2023; zhang, lin/IZQ-4870-2023
OI Huang, Changqin/0000-0003-1371-2608; 
FU National Nature Science Foundation of China [61877020, 62177016]; Key
   Research and Development Program of Zhejiang Province [2021C03141]; Open
   Research Fund of College of Teacher Education, Zhejiang Normal
   University [jykf21002]
FX This work was supported by the National Nature Science Foundation of
   China (No. 61877020, 62177016), the Key Research and Development Program
   of Zhejiang Province (No. 2021C03141), and the Open Research Fund of
   College of Teacher Education, Zhejiang Normal University (No.
   jykf21002).
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NR 57
TC 9
Z9 10
U1 16
U2 87
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 SEP
PY 2022
VL 27
IS 8
BP 11715
EP 11740
DI 10.1007/s10639-022-11099-0
EA MAY 2022
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 5N0UV
UT WOS:000797755100001
DA 2024-07-15
ER

PT J
AU Barghaus, KM
   Henderson, CM
   Fantuzzo, JW
   Brumley, B
   Coe, K
   LeBoeuf, WA
   Weiss, EM
AF Barghaus, Katherine M.
   Henderson, Cassandra M.
   Fantuzzo, John W.
   Brumley, Benjamin
   Coe, Kristen
   LeBoeuf, Whitney A.
   Weiss, Emily M.
TI Classroom Engagement Scale: Validation of a Teacher-Report Assessment
   Used to Scale in the Kindergarten Report Card of a Large Urban School
   District
SO EARLY EDUCATION AND DEVELOPMENT
LA English
DT Article
ID CONFIRMATORY FACTOR-ANALYSIS; EXPLORATORY FACTOR-ANALYSIS; MEASUREMENT
   INVARIANCE; MODEL FIT; EMOTIONAL COMPETENCES; FACTORIAL INVARIANCE;
   FORMATIVE ASSESSMENT; SENSITIVITY; FRAMEWORK; VARIANCE
AB Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two distinct dimensions of the measure - academic engagement and social engagement - that comport with the educational research literature. Measurement invariance investigations provided initial support for the applicability of the CES across student subgroups and time. Finally, the two dimensions of the CES were found to be differentially predictive of important kindergarten and third-grade outcomes, providing evidence of concurrent and predictive validity. Practice or Policy: This study was designed in response to both the national call for routine monitoring of critical engagement competencies and the lack of validated teacher-report measures of these skills that can be used to inform ongoing instruction. This initial validation is an important step in institutionalizing practical, quality measurement within schools. Because of its strategic placement on the kindergarten report card, the CES provides an opportunity for teachers and families to share information about students' engagement skills and coordinate confluent supports to foster these critical competencies.
C1 [Barghaus, Katherine M.; Henderson, Cassandra M.; Fantuzzo, John W.; Brumley, Benjamin; Coe, Kristen; LeBoeuf, Whitney A.; Weiss, Emily M.] Univ Penn, Penn Child Res Ctr, Grad Sch Educ, 3720 Walnut St, Philadelphia, PA 19104 USA.
C3 University of Pennsylvania
RP Henderson, CM (corresponding author), Univ Penn, Penn Child Res Ctr, Grad Sch Educ, 3720 Walnut St, Philadelphia, PA 19104 USA.
EM chende@upenn.edu
OI Weiss, Emily/0000-0003-1424-4973
FU William Penn Foundation [178-15]
FX This work was supported by the William Penn Foundation under Grant
   #178-15. The opinions expressed in this report are those of the authors
   and do not necessarily reflect the views of the William Penn Foundation.
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NR 66
TC 1
Z9 2
U1 1
U2 14
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 JAN 2
PY 2023
VL 34
IS 1
BP 306
EP 328
DI 10.1080/10409289.2021.1985047
EA OCT 2021
PG 23
WC Education & Educational Research; Psychology, Educational; Psychology,
   Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 7J7HD
UT WOS:000704564200001
DA 2024-07-15
ER

PT J
AU van Braak, M
   van de Pol, J
   Poorthuis, AMG
   Mainhard, T
AF Braak, Marije van
   Pol, Janneke van de
   Poorthuis, Astrid M. G.
   Mainhard, Tim
TI A micro-perspective on students ? behavioral engagement in the context
   of teachers ? instructional support during seatwork: Sources of
   variability and the role of teacher adaptive support *
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Behavioral engagement; On-task behavior; Adaptive support;
   Cross-classified multilevel modeling; Classroom observation
ID ON-TASK BEHAVIOR; HIGH-SCHOOL; ACADEMIC ENGAGEMENT; AUTONOMY SUPPORT;
   CLASSROOM; TIME; CHILDREN; IMPACT; ELEMENTARY; MOTIVATION
AB Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher student dyads, or situational (i.e., variation in time) effects. Additionally, we studied whether adaptive support during teacher-student interactions contributes to student engagement following that interaction. A cross classified multilevel analysis of 324 video-and audio-recorded secondary school teacher-student interactions showed that situational factors and error were the strongest source of variability in student engagement. Other than expected, teacher-related and dyad-related variability were limited. Although behavioral engagement after teacher-student interaction was significantly higher than pre-interaction student engagement, higher post interaction levels were not related to the level of adaptive support provided during the teacher-student interaction. These findings imply that situational factors deserve more attention in engagement research, for example by investigating what situational factors contribute to engagement. For teachers, the time-variant, situation dependent nature of engagement opens up valuable opportunities to actively design optimal learning situations.
C1 [Braak, Marije van; Pol, Janneke van de; Mainhard, Tim] Univ Utrecht, Dept Educ, Utrecht, Netherlands.
   [Poorthuis, Astrid M. G.] Univ Utrecht, Dept Psychol, Utrecht, Netherlands.
   [Braak, Marije van] Erasmus MC, Dept Gen Practice, Rotterdam, Netherlands.
C3 Utrecht University; Utrecht University; Erasmus University Rotterdam;
   Erasmus MC
RP van Braak, M (corresponding author), Erasmus MC, Dept Gen Practice, Postbus 2040,Dr Molewaterpl 40, NL-3015 GD Rotterdam, Netherlands.; van Braak, M (corresponding author), Erasmus MC, Dept Gen Practice, Rotterdam, Netherlands.
EM m.vanbraak@erasmusmc.nl
OI Mainhard, Tim/0000-0003-2151-1398; Poorthuis, Astrid/0000-0002-6541-5288
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NR 73
TC 12
Z9 15
U1 2
U2 27
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 2021
VL 64
AR 101928
DI 10.1016/j.cedpsych.2020.101928
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA RD3EF
UT WOS:000633365100008
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Dart, EH
   Radley, KC
   Fischer, AJ
   Collins, TA
   Terjesen, MD
   Wright, SJ
   McCargo, M
   Hicks, AJ
AF Dart, Evan H.
   Radley, Keith C.
   Fischer, Aaron J.
   Collins, Tai A.
   Terjesen, Mark D.
   Wright, Sarah J.
   McCargo, Morgan
   Hicks, Ashley J.
TI Accuracy in direct behavior rating is minimally impacted by completion
   latency
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE behavior assessment; completion latency; direct behavior rating
ID SYSTEMATIC DIRECT OBSERVATION; ACADEMIC ENGAGEMENT; DBR-SIS;
   GENERALIZABILITY; DEPENDABILITY; INTERVENTION; SCALES; TASK
AB Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low-inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two-hundred forty-one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one-way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, (2) = .028.
C1 [Dart, Evan H.; Radley, Keith C.; Wright, Sarah J.; McCargo, Morgan] Univ Southern Mississippi, 118 Coll Dr,5025, Hattiesburg, MS 39406 USA.
   [Fischer, Aaron J.] Univ Utah, Salt Lake City, UT 84112 USA.
   [Collins, Tai A.] Univ Cincinnati, Cincinnati, OH 45221 USA.
   [Terjesen, Mark D.; Hicks, Ashley J.] St Johns Univ, New York, NY USA.
C3 University of Southern Mississippi; Utah System of Higher Education;
   University of Utah; University System of Ohio; University of Cincinnati;
   Saint John's University
RP Dart, EH (corresponding author), Univ Southern Mississippi, 118 Coll Dr,5025, Hattiesburg, MS 39406 USA.
EM evan.dart@usm.edu
RI Terjesen, Mark/K-4216-2019
OI Dart, Evan/0000-0003-4437-5632
CR Briesch AM, 2010, SCHOOL PSYCHOL REV, V39, P408
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NR 26
TC 1
Z9 3
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 NOV
PY 2017
VL 54
IS 9
BP 1123
EP 1133
DI 10.1002/pits.22047
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FJ3VQ
UT WOS:000412660900017
DA 2024-07-15
ER

PT J
AU Phan, HP
AF Phan, Huy P.
TI Interrelations that foster learning: An investigation of two
   correlational studies
SO INTERNATIONAL JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Personal self-efficacy; Motivation-related attributes; Achievement;
   Longitudinal studies
ID SELF-EFFICACY BELIEFS; UNIVERSITY-STUDENTS; SCHOOL ENGAGEMENT;
   ACHIEVEMENT GOALS; BURNOUT; TASK; PERFORMANCE; STRATEGIES; PREDICT;
   MIDDLE
AB The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination-for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. MPlus 7.2 yielded a number of key findings-for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor.
C1 [Phan, Huy P.] Univ New England, Sch Educ, Armidale, NSW 2351, Australia.
C3 University of New England
RP Phan, HP (corresponding author), Univ New England, Sch Educ, Armidale, NSW 2351, Australia.
EM hphan2@une.edu.au
RI Phan, Huy P./AAJ-6166-2021
OI Phan, Huy P./0000-0002-3066-4647
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NR 38
TC 3
Z9 6
U1 0
U2 21
PU JOHN WILEY & SONS LTD
PI CHICHESTER
PA THE ATRIUM, SOUTHERN GATE, CHICHESTER PO19 8SQ, W SUSSEX, ENGLAND
SN 0020-7594
EI 1464-066X
J9 INT J PSYCHOL
JI Int. J. Psychol.
PD JUN
PY 2016
VL 51
IS 3
BP 185
EP 195
DI 10.1002/ijop.12127
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DR3PV
UT WOS:000379816000003
PM 25501749
DA 2024-07-15
ER

PT J
AU Lane, KL
   Harris, K
   Graham, S
   Driscoll, S
   Sandmel, K
   Morphy, P
   Hebert, M
   House, E
   Schatschneider, C
AF Lane, Kathleen Lynne
   Harris, Karen
   Graham, Steve
   Driscoll, Steven
   Sandmel, Karin
   Morphy, Paul
   Hebert, Michael
   House, Emily
   Schatschneider, Christopher
TI Self-Regulated Strategy Development at Tier 2 for Second-Grade Students
   With Writing and Behavioral Difficulties: A Randomized Controlled Trial
SO JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS
LA English
DT Article
DE Three-tiered models of prevention; writing; behavior; self-regulated
   strategies development; emotional or behavioral disorders
ID SOCIAL-SKILLS; PREREADING INTERVENTION; EMOTIONAL DISTURBANCE;
   READING-INSTRUCTION; PERFORMANCE; SCHOOL; RISK; ATTENTION; CHILDREN;
   OUTCOMES
AB We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4 1/2 weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed.
C1 [Lane, Kathleen Lynne; Harris, Karen; Graham, Steve; Driscoll, Steven; Morphy, Paul; Hebert, Michael; House, Emily] Vanderbilt Univ, Nashville, TN 37203 USA.
   [Sandmel, Karin] Johns Hopkins Univ, Baltimore, MD USA.
   [Schatschneider, Christopher] Florida State Univ, Tallahassee, FL 32306 USA.
C3 Vanderbilt University; Johns Hopkins University; State University System
   of Florida; Florida State University
RP Lane, KL (corresponding author), Vanderbilt Univ, Dept Special Educ, Nashville, TN 37203 USA.
EM kathleen.lane@vanderbilt.edu
RI Hebert, Michael/IUM-5125-2023; Morphy, Paul/M-4834-2019; Graham,
   Steve/AAR-2339-2020
OI Morphy, Paul/0000-0001-6981-9135; Hebert, Michael/0000-0003-4235-1266
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NR 78
TC 39
Z9 53
U1 1
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1934-5747
EI 1934-5739
J9 J RES EDUC EFF
JI J. Res. Educ. Eff.
PY 2011
VL 4
IS 4
BP 322
EP 353
DI 10.1080/19345747.2011.558987
PG 32
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V29QL
UT WOS:000208762800002
DA 2024-07-15
ER

PT J
AU Schoenberg, NE
   Bowling, B
   Cardarelli, K
   Feltner, F
   Mudd-Martin, G
   Surratt, HL
   Kern, PA
AF Schoenberg, Nancy E.
   Bowling, Beth
   Cardarelli, Kathryn
   Feltner, Frances
   Mudd-Martin, Gia
   Surratt, Hilary L.
   Kern, Philip A.
TI The Community Leadership Institute of Kentucky (CLIK): A Collaborative
   Workforce and Leadership Development Program
SO PROGRESS IN COMMUNITY HEALTH PARTNERSHIPS-RESEARCH EDUCATION AND ACTION
LA English
DT Article
DE Education; Professional; Education; Sociology and Social Phenomena;
   Community Health Partnerships; Health Promotion; Appalachian; Rural
   Population; Health Care
AB Background: The Community Leadership Institute of Kentucky (CLIK), a workforce development and leadership program within the Community Engagement and Research Core of the University of Kentucky's Center for Clinical and Translational Science (UK CCTS), was developed to enhance community members' capacity to address pernicious rural health inequities.
   Objectives/Methods: In this article, we describe the development, implementation, and results of the program, examining program and project completion rates, quantitative and qualitative evaluations from participants, and professional achievements.
   Results: Based on existing models from other Clinical and Translational Science Awards Programs (CTSAs), CLIK provides diverse programming in a local, supportive setting and supports mentors/academic partners through education and networking. Now in its sixth year, CLIK participants have included 41 leaders from varied local settings, including public school systems, health departments, county and local governments, and other non-profit organizations. Shaped by extensive CLIK participant input, the program offers eleven didactic and hands-on training sessions in evidencebased programming and health promotion; a mentored research project addressing relevant local health inequities; and extensive networking opportunities.
   Conclusions: CLIK has become an enrichment opportunity for local communities as well as a platform for academic engagement and bi-directional learning. Such communityacademic partnerships are particularly needed in traditionally under-resourced rural communities.
C1 [Schoenberg, Nancy E.; Bowling, Beth; Feltner, Frances; Surratt, Hilary L.] Ctr Clin & Translat Sci, Ctr Hlth Equ Transformat, Lexington, KY USA.
   [Schoenberg, Nancy E.; Bowling, Beth; Feltner, Frances; Surratt, Hilary L.] Univ Kentucky, Ctr Excellence Rural Hlth, Dept Behav Sci, Lexington, KY 40536 USA.
   [Cardarelli, Kathryn] Univ Kentucky, Dept Hlth Behav & Soc, Lexington, KY 40536 USA.
   [Mudd-Martin, Gia] Univ Kentucky, Coll Nursing, Lexington, KY 40536 USA.
   [Kern, Philip A.] Univ Kentucky, Dept Med, Lexington, KY 40536 USA.
   [Kern, Philip A.] Univ Kentucky, Ctr Clin & Translat Sci, Lexington, KY 40536 USA.
C3 University of Kentucky; University of Kentucky; University of Kentucky;
   University of Kentucky; University of Kentucky
RP Schoenberg, NE (corresponding author), Univ Kentucky, Behav Sci, 372 Hlth Kentucky Res Bldg, Lexington, KY 40536 USA.
EM nesch@uky.edu
OI Mudd-Martin, Gia/0000-0003-2585-5534
FU National Center for Research Resources, National Institutes of Health
   [UL1TR001998-01]; National Center for Advancing Translational Sciences,
   National Institutes of Health [UL1TR001998-01]
FX We acknowledge the significant contributions of our fellow CTSAs and
   CLIK co-founders Dr. Patrick Kitzman and Mr. Ernie Scott. We are
   appreciative of the significant contributions over the years from Wayne
   Noble, Carol White, the 41 stellar CLIK graduates, and many others. CLIK
   is supported by the National Center for Research Resources and the
   National Center for Advancing Translational Sciences, National
   Institutes of Health, through Grant UL1TR001998-01. The content is
   solely the responsibility of the authors and does not necessarily
   represent the official views of the NIH.
CR Beatty K, ISSUE BRIEF HLTH DIS
   Brownson RC, 2018, ANNU REV PUBL HEALTH, V39, P27, DOI 10.1146/annurev-publhealth-040617-014746
   Community tools to promote health equity. National Academies of Sciences Engineering and Medicine, 2017, COMM ACT PATHW HLTH
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   Martinez LS, 2018, J CLIN TRANSL SCI, V2, P371, DOI 10.1017/cts.2018.341
   National Institutes of Health, CLIN TRANSLATIONAL S
   Singh GK, 2017, HEALTH AFFAIR, V36, P1423, DOI 10.1377/hlthaff.2016.1571
   Woolf S, 2016, Front Public Health Serv Syst Res, V5, P1, DOI [10.13023/FPHSSR.0503.01, DOI 10.13023/FPHSSR.0503.01]
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NR 13
TC 3
Z9 3
U1 1
U2 3
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 SPR
PY 2021
VL 15
IS 1
BP 95
EP 105
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA RB1XW
UT WOS:000631910300010
PM 33775965
DA 2024-07-15
ER

PT J
AU Ribeiro, AR
   Pereira, AI
   Pedro, M
   Roberto, MS
AF Ribeiro, Ana Raquel
   Pereira, Ana Isabel
   Pedro, Marta
   Roberto, Magda Sofia
TI Predictors of child student engagement in elementary school: A
   mixed-methods study exploring the role of externalising problems
SO INFANT AND CHILD DEVELOPMENT
LA English
DT Article
DE ecological approach; elementary school children; externalising problems;
   longitudinal study; school engagement
ID PARENTAL INVOLVEMENT; ACADEMIC ENGAGEMENT; BEHAVIOR PROBLEMS; PEER
   ACCEPTANCE; MIDDLE SCHOOL; TEACHER; ACHIEVEMENT; CLASSROOM;
   TRAJECTORIES; ASSOCIATIONS
AB Student engagement promotes school learning and adapta-tion and can be a protective factor for children who are vul-nerable to school failure. A longitudinal mixed-methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems. The sample consisted of 369 elementary school children (53.7% girls) and their parents as well as 35 teachers. Participants completed several measures to evaluate emotional and behavioural engagement at school, externalising behaviours, parental emotional support, paren -tal involvement with the school and student-teacher rela-tionships. Semi structured interviews were conducted with a subsample of 17 parents of children with high levels of externalising problems. Problems with externalising behav-iours and student-teacher relationships were significant predictors of school engagement. Parents' reports showed that family support, positive student-teacher relationships, and positive relationships with peers are the main facilita-tors of school engagement in children with high levels of externalising problems. Our study highlights the role played by externalising problems in school engagement. Limitations of the study and implications for prevention research and practice are discussed.
C1 [Ribeiro, Ana Raquel; Pereira, Ana Isabel; Roberto, Magda Sofia] Univ Lisbon, Fac Psicol, CICPSI, Lisbon, Portugal.
   [Pedro, Marta] Univ Catol Portuguesa, Fac Ciencias Humanas, Lisbon, Portugal.
C3 Universidade de Lisboa; Universidade Catolica Portuguesa
RP Ribeiro, AR (corresponding author), Univ Lisbon, Fac Psicol, CICPSI, Lisbon, Portugal.
EM ana.raquel.ribeiro@campus.ul.pt
RI Pereira, Ana/AAJ-9742-2021; Roberto, Magda Sofia/Y-3294-2018
OI Pereira, Ana/0000-0003-4532-6947; Pedro, Marta/0000-0002-2703-3932;
   Roberto, Magda Sofia/0000-0003-4127-561X; Ribeiro,
   Ana/0000-0003-4927-8743
FU FCT-Fundacao para a Ciencia e a Tecnologia [UIDB/04527/2020]
FX FCT-Fundacao para a Ciencia e a Tecnologia, Grant/Award Number:
   UIDB/04527/2020
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NR 90
TC 0
Z9 0
U1 7
U2 15
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 SEP
PY 2023
VL 32
IS 5
DI 10.1002/icd.2449
EA JUL 2023
PG 19
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HC1M2
UT WOS:001031335500001
DA 2024-07-15
ER

PT J
AU Hillier, A
   Buckingham, A
   Schena, D
AF Hillier, Ashleigh
   Buckingham, Abigail
   Schena, David, II
TI Physical Activity Among Adults With Autism: Participation, Attitudes,
   and Barriers
SO PERCEPTUAL AND MOTOR SKILLS
LA English
DT Article
DE autism spectrum disorder; adults; physical activity; theory of planned
   behavior; exercise
ID ACADEMIC ENGAGEMENT; YOUNG-ADULTS; SPECTRUM DISORDER; AEROBIC EXERCISE;
   CHILDREN; ADOLESCENTS; INDIVIDUALS; BEHAVIORS; INTENTION; FITNESS
AB Children and adolescents with autism spectrum disorder (ASD) have shown have low levels of physical fitness, increasing risks for health-related problems associated with inactivity, such as being overweight, when compared with typically developing children. Few studies have examined physical activity (PA) among adults with ASD. This U.S.-based study examined participation in and attitudes and barriers toward PA among adults with ASD and their peers without ASD. We used standardized existing scales to survey participants for data regarding their frequency of engagement in weekly PA (strenuous, moderate, light), attitudes toward PA, expectations of others, perceived behavioral control, intention toward PA, and perceived PA barriers. Findings indicated that, on average, the ASD group compared with the comparison group reported (a) less frequent strenuous or moderate PA, (b) less positive attitudes toward PA, (c) less perceived behavioral control or ease of performing PA, and (d) more PA barriers. There was also evidence that the ASD group reported less PA intent, but there was no difference between groups regarding beliefs about others' PA expectations for them. These findings suggest a need for more PA for adults with ASD, particularly because PA has potential to attenuate such ASD challenges as anxiety, stress, and sleeping difficulties.
C1 [Hillier, Ashleigh; Buckingham, Abigail; Schena, David, II] Univ Massachusetts Lowell, Dept Psychol, 113 Wilder St,Suite 300, Lowell, MA 01854 USA.
C3 University of Massachusetts System; University of Massachusetts Lowell
RP Hillier, A (corresponding author), Univ Massachusetts Lowell, Dept Psychol, 113 Wilder St,Suite 300, Lowell, MA 01854 USA.
EM Ashleigh_hillier@uml.edu
RI Schena, David/GYU-7223-2022
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NR 64
TC 26
Z9 30
U1 2
U2 19
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 OCT
PY 2020
VL 127
IS 5
BP 874
EP 890
AR 0031512520927560
DI 10.1177/0031512520927560
EA MAY 2020
PG 17
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA NC6SF
UT WOS:000535094800001
PM 32443953
DA 2024-07-15
ER

PT J
AU Liu, JY
   Liu, YH
   Yang, JP
AF Liu, Jing-Ying
   Liu, Yan-Hui
   Yang, Ji-Peng
TI IMPACT OF LEARNING ADAPTABILITY AND TIME MANAGEMENT DISPOSITION ON STUDY
   ENGAGEMENT AMONG CHINESE BACCALAUREATE NURSING STUDENTS
SO JOURNAL OF PROFESSIONAL NURSING
LA English
DT Article
DE Baccalaureate nursing students; Study engagement; Learning adaptability;
   Time management disposition; Nursing education
ID ACADEMIC ENGAGEMENT; SELF-EFFICACY; PERFORMANCE; BURNOUT; TEACHER;
   SKILLS; PEER
AB The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management.
C1 [Liu, Jing-Ying; Liu, Yan-Hui] Tianjin Univ Tradit Chinese Med, Sch Nursing, Tianjin 300193, Peoples R China.
   [Yang, Ji-Peng] Tianjin Univ Tradit Chinese Med, Sch Acupuncture, Tianjin 300193, Peoples R China.
C3 Tianjin University of Traditional Chinese Medicine; Tianjin University
   of Traditional Chinese Medicine
RP Liu, YH (corresponding author), Tianjin Univ Tradit Chinese Med, Sch Nursing, 312 Anshan West Rd, Tianjin 300193, Peoples R China.
EM 15102295393@163.com; yh_liu888@163.com; y516942713@yeah.net
FU National Ministry of Education [11YJCZH112]
FX Financial support for this research was received from the National
   Ministry of Education (11YJCZH112). The authors also gratefully
   acknowledge the supervisors and the 467nursing students who participated
   in this study for their assistance, as well as all the experts and
   members of our group for their help and advice.
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NR 58
TC 23
Z9 28
U1 3
U2 97
PU W B SAUNDERS CO-ELSEVIER INC
PI PHILADELPHIA
PA 1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA
SN 8755-7223
EI 1532-8481
J9 J PROF NURS
JI J. Prof. Nurs.
PD NOV-DEC
PY 2014
VL 30
IS 6
BP 502
EP 510
DI 10.1016/j.profnurs.2014.05.002
PG 9
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA AU5XC
UT WOS:000345675900009
PM 25455332
DA 2024-07-15
ER

PT J
AU Ruan, XL
   Zhu, YB
   Toom, A
AF Ruan, Xiaolei
   Zhu, Yubin
   Toom, Auli
TI 'Making it possible': the complex dynamics of university foreign
   language teacher agency for research in funding applications
SO HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
LA English
DT Article
ID PROFESSIONAL AGENCY; IDENTITY; SCIENCE; TOOL
AB Teacher agency for research, which refers to teachers' decision-making and initiative acts in the context of academic engagement, plays a pivotal role for teacher learning, teacher research, and thus teachers' professional development. Despite the burgeoning number of studies that have examined teachers' research and publishing experiences, it is unclear how university teachers exercise their agency for research in funding applications. This study examines how foreign language teachers at a university in China practice agency in the application of the National Social Science Fund of China from a Complex Dynamic Systems Theory perspective. Narrative frames and semi-structured interviews were used to collect the data, and thematic analysis was adopted to elucidate the complexity and dynamics of teacher agency for research. Revealing that there are subsystems of teacher agency for research in funding applications, i.e., agency beliefs, agency practice, and agency emotions and that the developmental trajectories of their agency for research are situated and relational, the findings highlight the need to view teacher agency as complex systems and dynamic entities. This study not only offers a conceptual framework as to unravel teacher agency for research in funding applications but also provides a tentative pathway for teachers exercising agency in applying for external funding both in the context of China and beyond.
C1 [Ruan, Xiaolei; Zhu, Yubin] Anhui Univ, Sch Foreign Studies, 111 Jiulong Rd, Hefei, Anhui, Peoples R China.
   [Toom, Auli] Univ Helsinki, Fac Educ Sci, POB 9, FI-00014 Helsinki, Finland.
C3 Anhui University; University of Helsinki
RP Ruan, XL (corresponding author), Anhui Univ, Sch Foreign Studies, 111 Jiulong Rd, Hefei, Anhui, Peoples R China.
EM ruanxiaolei@ahu.edu.cn
RI Ruan, Xiaolei/IAP-7653-2023
OI Ruan, Xiaolei/0000-0001-8136-4831; Toom, Auli/0000-0002-3261-3376
FU National Education Sciences Planning Project of China-National Youth
   Project [CIA 220286]
FX This work was supported by a grant from the National Education Sciences
   Planning Project of China-National Youth Project (Grant number CIA
   220286). We would like to express our heartfelt gratitude to the
   participants for their active engagement and generous support.
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NR 85
TC 0
Z9 0
U1 14
U2 14
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2662-9992
J9 HUM SOC SCI COMMUN
JI Hum. Soc. Sci. Commun.
PD JAN 30
PY 2024
VL 11
IS 1
AR 181
DI 10.1057/s41599-024-02696-0
PG 16
WC Humanities, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics; Social Sciences - Other Topics
GA GF0Z5
UT WOS:001151146400001
OA gold
DA 2024-07-15
ER

PT J
AU Goulet, M
   Cantin, S
   Archambault, I
   Vitaro, F
AF Goulet, Melissa
   Cantin, Stephane
   Archambault, Isabelle
   Vitaro, Frank
TI The influence of friends on the academic engagement in high school: the
   popularity of students as moderating variable?
SO CANADIAN JOURNAL OF BEHAVIOURAL SCIENCE-REVUE CANADIENNE DES SCIENCES DU
   COMPORTEMENT
LA French
DT Article
DE friendships; friends' characteristics; popularity; school engagement;
   adolescence
ID EARLY ADOLESCENCE; PEER INFLUENCE; ACHIEVEMENT; ADJUSTMENT; AGE;
   EXPERIENCES; AGGRESSION; ADAPTATION; ACCEPTANCE; MOTIVATION
AB Friendships are a very important aspect of the teen years. The influence of friends can be observed in many domains, including school engagement. Affiliation with peers that are disengaged in school has been associated with an increase in students' school disengagement during the high school years. Nevertheless, all students are not influenced by their friends in the same way. This study examines the moderating effect of adolescents' peer-perceived popularity on the association between friends' selfreported disengagement in school and subsequent changes in students' own school disengagement. Specifically, the goal of this study was to evaluate whether popular students would be more sensitive to their friends' negative influence (as implied in the popular youth socialization theory) or, in contrary, it would be the less popular students that are more sensitive to their friends' negative influence (as implied in the social discrepancy theory). Data were collected during 2 consecutive years among 402 seventh and eigth graders (12-13 years old). We find that affiliation with disengaged friends predicts increases in school disengagement for popular students only. These results highlight the importance of social status as a moderating variable when trying to understand the influence of friends on student's school adjustment in the early high school years.
C1 [Goulet, Melissa; Cantin, Stephane; Archambault, Isabelle; Vitaro, Frank] Univ Montreal, Ecole Psychoeduc, Montreal, PQ H3C 3J7, Canada.
C3 Universite de Montreal
RP Goulet, M (corresponding author), Univ Montreal, Ecole Psychoeduc, CP 6128 Succursale Ctr Ville, Montreal, PQ H3C 3J7, Canada.
EM melissa.goulet@umontreal.ca
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NR 56
TC 5
Z9 5
U1 1
U2 23
PU CANADIAN PSYCHOLOGICAL  ASSOC
PI OTTAWA
PA 141 LAURIER AVE WEST, STE 702, OTTAWA, ONTARIO K1P 5J3, CANADA
SN 0008-400X
EI 1879-2669
J9 CAN J BEHAV SCI
JI Can. J. Behav. Sci.-Rev. Can. Sci. Comport.
PD APR
PY 2015
VL 47
IS 2
BP 141
EP 152
DI 10.1037/a0038104
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA CF1PQ
UT WOS:000352320000001
DA 2024-07-15
ER

PT J
AU Waasdorp, TE
   Paskewich, BS
   Waanders, C
   Fu, R
   Leff, SS
AF Waasdorp, Tracy Evian
   Paskewich, Brooke S.
   Waanders, Christine
   Fu, Rui
   Leff, Stephen S.
TI The Preventing Relational Aggression in Schools Everyday (PRAISE)
   Program: Adaptations to Overcome Subgroup Differences in Program
   Benefits
SO PREVENTION SCIENCE
LA English
DT Article
ID INTENT ATTRIBUTIONS; SOCIAL-STATUS; URBAN; METAANALYSIS; BEHAVIOR;
   CLIMATE; IMPACT; CHILDHOOD; STUDENTS; VIOLENCE
AB The Preventing Relational Aggression in Schools Everyday (PRAISE) Program is a school-based program that has shown promise for reducing aggression. PRAISE, 20-session classroom-based universal prevention program, was designed to be appropriate and responsive to the needs of youth within the urban school context. A preliminary trial of PRAISE evinced positive effects for girls but was less effective for boys. Following the trial, the PRAISE program was adapted to enhance its impact for boys while maintaining its impact for girls. The current paper describes the changes and a new 3-school trial of the PRAISE program that examines its impact on subgroups. Results indicate that girls in PRAISE classrooms showed improvements in knowledge of social problem-solving strategies (SIP), reductions in hostile attributions (HAB), decreases in relational aggression, and suppression of overt aggression. Boys in PRAISE classrooms showed decreases in relational aggression and improvements in academic engagement, but no improvement in knowledge of SIP or HAB. Pooled analyses comparing boys' results from the initial trial and the current trial showed significant improvements in relational aggression and relational HAB with no differences in overt aggression, overt HAB, or SIP knowledge. Taken together, this iterative adaptation of PRAISE overcame many subgroup differences in program effects.
C1 [Waasdorp, Tracy Evian; Paskewich, Brooke S.; Waanders, Christine; Fu, Rui; Leff, Stephen S.] Childrens Hosp Philadelphia, Ctr Violence Prevent, Philadelphia, PA 19104 USA.
   [Waasdorp, Tracy Evian; Leff, Stephen S.] Univ Penn, Sch Med, Philadelphia, PA 19104 USA.
C3 University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia; University of Pennsylvania
RP Waasdorp, TE (corresponding author), Childrens Hosp Philadelphia, Ctr Violence Prevent, Philadelphia, PA 19104 USA.; Waasdorp, TE (corresponding author), Univ Penn, Sch Med, Philadelphia, PA 19104 USA.
EM waasdorpt@chop.edu
RI Paskewich, Brooke/KCK-9615-2024
OI Paskewich, Brooke/0000-0001-7569-5044; Waasdorp,
   Tracy/0000-0002-6176-7817
FU Institute of Educational Sciences in the Department of Education
   [R305AI30175]; Pew Charitable Trusts; National Institute of Child Health
   and Human Development (NICHD) [1R01HD094833-01A1, 1R01HD102491-01A1];
   School District of Philadelphia; National Institute of Health; Center
   for Violence Prevention at CHOP; Eunice Kennedy Shriver National
   Institute of Child Health and Human Development [R01HD094833,
   R01HD102491] Funding Source: NIH RePORTER
FX The research for this study was supported by a grant from the Institute
   of Educational Sciences in the Department of Education (R305AI30175) and
   from The Pew Charitable Trusts. The writing of the manuscript was
   supported by the National Institute of Child Health and Human
   Development (NICHD; 1R01HD094833-01A1 and 1R01HD102491-01A1). This
   research was made possible, in part, by the support of the School
   District of Philadelphia. Opinions contained in this report reflect
   those of the authors and do not necessarily represent those of the
   School District of Philadelphia or any funding agency. The authors wish
   to acknowledge the following individuals who contributed to this
   research study: Branlyn DeRosa, Wanda Moore, Katherine Streit, Krista
   Mehari, Leah Brogan, Courtney Calloway, Shani Gardner, and Amanda Parks.
   Funding for the writing of the manuscript comes from the National
   Institute of Health and the Center for Violence Prevention at CHOP.
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NR 53
TC 3
Z9 3
U1 0
U2 5
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 2022
VL 23
IS 4
BP 552
EP 562
DI 10.1007/s11121-022-01348-6
EA JAN 2022
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 0Z8PF
UT WOS:000748670900001
PM 35089506
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Kalar, B
   Antoncic, B
AF Kalar, Barbara
   Antoncic, Bostjan
TI The entrepreneurial university, academic activities and technology and
   knowledge transfer in four European countries
SO TECHNOVATION
LA English
DT Article
DE Entrepreneurial university; Technology and knowledge transfer;
   Entrepreneurially oriented university department; Entrepreneurial
   academic activities; Traditional academic activities; Cross-cultural
   study
ID TESTING MEASUREMENT INVARIANCE; INDUSTRY KNOWLEDGE; WORK-ENVIRONMENT;
   COMMERCIALIZATION; SCIENTISTS; ORIENTATION; PERFORMANCE; INVENTION;
   SCIENCE; IMPACT
AB This paper aims to provide an insight into academics' perceptions of an entrepreneurial university. In spite of all the initiatives, environmental changes and desire to create entrepreneurial universities, there is limited research on how the entrepreneurial orientation within a university may influence academics' engagement in different activities. Based on analyzing academics' survey responses at four European universities (University of Amsterdam, University of Antwerp, University of Ljubljana and the University of Oxford), our findings indicate that more academics in the natural sciences perceive their university department as being highly entrepreneurially oriented than their counterparts in the social sciences. The results also reveal that perceiving a university department as having a high or low entrepreneurial orientation may have a significant effect on whether an academic would engage in some activities that are more entrepreneurial in nature, but a negligible effect on whether an academic would engage in more traditional activities. Further, academics perceiving their university department as being highly entrepreneurially oriented are less likely to believe that engagement in technology and knowledge transfer can be harmful to academic science. At the end, the implications, limitations and future research areas are discussed. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Kalar, Barbara; Antoncic, Bostjan] Univ Ljubljana, Fac Econ, Ljubljana, Slovenia.
C3 University of Ljubljana
RP Antoncic, B (corresponding author), Univ Ljubljana, Fac Econ, Ljubljana, Slovenia.
EM barbara.kalar@gmail.com; b.antoncic@gmail.com
RI Kalar, Barbara/JGL-9139-2023; Antoncic, Bostjan/H-4223-2011
OI Antoncic, Bostjan/0000-0003-1030-6567
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   University of Oxford, 2014, STAFF FIG
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NR 70
TC 120
Z9 141
U1 3
U2 173
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0166-4972
EI 1879-2383
J9 TECHNOVATION
JI Technovation
PD FEB-MAR
PY 2015
VL 36-37
BP 1
EP 11
DI 10.1016/j.technovation.2014.11.002
PG 11
WC Engineering, Industrial; 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 CA2OM
UT WOS:000348747500001
DA 2024-07-15
ER

PT J
AU Chu, CE
   Cheong, GSW
   Mishra, A
   Wen, Y
   Leo, CH
   Yeo, DJ
   Cheong, KH
AF Chu, Chui Ee
   Cheong, Gideon Sian Wee
   Mishra, Ankit
   Wen, Yun
   Leo, Chen Huei
   Yeo, Darren J.
   Cheong, Kang Hao
TI Enhancing Biology Laboratory Learning: Student Perceptions of Performing
   Heart Dissection With Virtual Reality
SO IEEE ACCESS
LA English
DT Article
DE Virtual reality; biology laboratory; immersive technology;
   visualisation; Oculus Quest 2; biomedical engineering
ID USER
AB In this study, we investigate the attitudes of students towards an immersive educational instruction method used to augment in-person biology laboratories. Specifically, we employ the Oculus Quest 2 in a mid-sized biology classroom setting to conduct a virtual heart dissection instructional class using Virtual Reality (VR). We engaged with 23 students from a Singaporean secondary school to gather insights into their experiences and perspectives. The focus of this study is twofold: firstly, to assess the potential of VR technology, particularly the Oculus Quest 2, as a tool for enhancing learning in biology, and secondly, to evaluate the feasibility of replacing traditional in-person laboratory settings with VR-based learning environments. By examining the students' experiences, this research sheds light on the effectiveness of VR technology in enhancing academic engagement and understanding of this specific content taught in a standardized biology syllabus. Our findings reveal that Oculus Quest 2 with VR can significantly stimulate student interest in this topic. The study provides insights into how VR as part of educational technology can transform the traditional learning experience, offering a more interactive and engaging approach to education in biology. These preliminary results have important implications for the future of educational methodologies in science and technology subjects.
C1 [Chu, Chui Ee; Cheong, Gideon Sian Wee; Mishra, Ankit; Cheong, Kang Hao] Singapore Univ Technol & Design, Sci Math & Technol, Singapore 487372, Singapore.
   [Wen, Yun] Nanyang Technol Univ, Natl Inst Educ, Jurong West 637616, Singapore.
   [Leo, Chen Huei] Natl Univ Singapore, Dept Biomed Engn, Coll Design & Engn, Singapore 117583, Singapore.
   [Yeo, Darren J.] Nanyang Technol Univ, Sch Social Sci, Div Psychol, Singapore 639818, Singapore.
   [Cheong, Kang Hao] Nanyang Technol Univ, Sch Phys & Math Sci, Singapore 637371, Singapore.
   [Cheong, Kang Hao] Nanyang Technol Univ, Sch Comp Sci & Engn, Singapore 639798, Singapore.
C3 Singapore University of Technology & Design; Nanyang Technological
   University; National Institute of Education (NIE) Singapore; National
   University of Singapore; Nanyang Technological University; Nanyang
   Technological University; Nanyang Technological University
RP Cheong, KH (corresponding author), Singapore Univ Technol & Design, Sci Math & Technol, Singapore 487372, Singapore.; Cheong, KH (corresponding author), Nanyang Technol Univ, Sch Phys & Math Sci, Singapore 637371, Singapore.; Cheong, KH (corresponding author), Nanyang Technol Univ, Sch Comp Sci & Engn, Singapore 639798, Singapore.
EM kanghao.cheong@ntu.edu.sg
OI Leo, Chen Huei/0000-0003-1424-9694
FU Singapore Ministry of Education Education Research Funding Programme
   under Grant DEV 03/21 CKH.
FX No Statement Available
CR Adegboye M. C., 2018, MOJES,Malaysian Online J. Educ. Sci, V5, P1
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NR 34
TC 0
Z9 0
U1 1
U2 1
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 2169-3536
J9 IEEE ACCESS
JI IEEE Access
PY 2024
VL 12
BP 76682
EP 76691
DI 10.1109/ACCESS.2024.3394713
PG 10
WC Computer Science, Information Systems; Engineering, Electrical &
   Electronic; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering; Telecommunications
GA TR2R0
UT WOS:001242926000001
OA gold
DA 2024-07-15
ER

PT J
AU Shih, SS
AF Shih, Shu-Shen
TI The relation of self-determination and achievement goals to Taiwanese
   eighth graders' behavioral and emotional engagement in schoolwork
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article
ID DETERMINATION THEORY PERSPECTIVE; INTRINSIC MOTIVATION; HIERARCHICAL
   MODEL; AUTONOMY SUPPORT; INDIVIDUAL-DIFFERENCES; PERCEIVED COMPETENCE;
   ACADEMIC MOTIVATION; STUDENTS; WELL; INTERNALIZATION
AB In this study I examined how Taiwanese junior high school students' perceptions of autonomy support were related to their motivational characteristics, and the ability of these constructs to explain students' academic engagement. A total of 343 eighth-grade students completed a self-report survey assessing their perceptions of autonomy support from teachers, achievement goal orientations, self-regulatory styles, and behavioral as well as emotional engagement in schoolwork. Results supported the contention of self-determination theory (SDT) that, when students learn out of personal interest and personal relevance, they are more fully engaged in schoolwork, both behaviorally and emotionally. Moreover, students who perceived higher levels of autonomy support provided by teachers also reported more adaptive patterns of learning. In terms of effects of achievement goals, results suggested that, when constructs from SDT were accounted for, mastery-approach and performance-avoidance goals remained important for explaining Taiwanese students' academic functioning. This study also documented profiles of behaviorally engaged students with different levels of emotional engagement. Findings showed that behaviorally engaged students with higher levels of emotional engagement reported higher perceptions of autonomy support from teachers, identified regulation, intrinsic motivation, and mastery-approach goal orientation than did behaviorally engaged students with lower levels of emotional engagement. Implications for education and future research are discussed.
C1 Natl Chengchi Univ, Inst Teacher Educ, Taipei 11623, Taiwan.
C3 National Chengchi University
RP Shih, SS (corresponding author), Natl Chengchi Univ, Inst Teacher Educ, 64 Chihnan Rd,Sec 2 Wenshan, Taipei 11623, Taiwan.
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NR 67
TC 55
Z9 87
U1 0
U2 35
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD MAR
PY 2008
VL 108
IS 4
BP 313
EP 334
DI 10.1086/528974
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 270LC
UT WOS:000253721300003
DA 2024-07-15
ER

PT J
AU Patall, EA
   Yates, N
   Lee, J
   Chen, M
   Bhat, BH
   Lee, KJ
   Beretvas, SN
   Lin, SJ
   Yang, SM
   Jacobson, NG
   Harris, E
   Hanson, DJ
AF Patall, Erika A.
   Yates, Nicole
   Lee, Jihyun
   Chen, Man
   Bhat, Bethany H.
   Lee, Kejin
   Beretvas, S. Natasha
   Lin, Shengjie
   Man Yang, Sophia
   Jacobson, Neil G.
   Harris, Eboneigh
   Hanson, Derek J.
TI A meta-analysis of teachers' provision of structure in the classroom and
   students' academic competence beliefs, engagement, and achievement
SO EDUCATIONAL PSYCHOLOGIST
LA English
DT Article
ID AUTONOMY SUPPORT; INTRINSIC MOTIVATION; ELEMENTARY-SCHOOL; MANAGEMENT;
   BEHAVIOR; FEEDBACK; CHILDREN; QUALITY; ORGANIZATION; ASSOCIATIONS
AB Structure reflects a variety of practices teachers use with the intent to guide students' behavior and increase academic success. A research synthesis was conducted on the role of classroom structure in the academic engagement, disengagement, competence beliefs, and achievement of preschool through high school students. A meta-analysis of 191 samples from 165 correlational studies revealed statistically significant correlations with achievement (.11), engagement (.28), and competence beliefs (.22), and a statistically non-significant relationship with disengagement (-.08). A meta-analysis of 71 samples from 46 structure intervention studies revealed a positive statistically significant average effect (g) on achievement (0.33), engagement (0.46), and disengagement (-0.34), but a statistically non-significant effect for competence beliefs (0.26). Consistent with a dual process model of engagement, associations were stronger for engagement than disengagement. Results related to variation suggested some universality, particularly across grade levels, and underscored the importance of emphasizing anticipatory strategies, minimizing the controlling aspects of structure, and considering the broader context, including the country context, income background of students, or whether structure is paired with other psychological supports. Methodological features also explained variation, highlighting the importance of using methods that center teachers' and students' experiences and align with the nature of the focal outcome.
C1 [Patall, Erika A.; Yates, Nicole; Jacobson, Neil G.] Univ Southern Calif, Rossier Sch Educ, Los Angeles, CA USA.
   [Lee, Jihyun] Univ North Texas, Coll Educ, Denton, TX USA.
   [Chen, Man] Univ Wisconsin Madison, Madison, WI USA.
   [Bhat, Bethany H.; Beretvas, S. Natasha; Lin, Shengjie; Man Yang, Sophia; Harris, Eboneigh; Hanson, Derek J.] Univ Texas Austin, Austin, TX USA.
   [Lee, Kejin] Pusan Natl Univ, Busan, South Korea.
   [Patall, Erika A.] Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
C3 University of Southern California; University of North Texas System;
   University of North Texas Denton; University of Wisconsin System;
   University of Wisconsin Madison; University of Texas System; University
   of Texas Austin; Pusan National University; University of Southern
   California
RP Patall, EA (corresponding author), Univ Southern Calif, Rossier Sch Educ, 3470 Trousdale Pkwy,Waite Phillips Hall, Los Angeles, CA 90089 USA.
EM patall@rossier.usc.edu
OI Patall, Erika/0000-0003-3448-8932
FU The authors would like to thank Ed Emmer for his consultation and
   Denisse Carrasco, Rose Aristakessian, Anjali Kumar, Sherry Wei, Jennifer
   Sung, Eva Wang, Noor Alwadi, and Crystal Aguilera for help with coding
   for this project.
FX The authors would like to thank Ed Emmer for his consultation and
   Denisse Carrasco, Rose Aristakessian, Anjali Kumar, Sherry Wei, Jennifer
   Sung, Eva Wang, Noor Alwadi, and Crystal Aguilera for help with coding
   for this project.
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NR 109
TC 3
Z9 3
U1 12
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0046-1520
EI 1532-6985
J9 EDUC PSYCHOL-US
JI Educ. Psychol.
PD JAN 2
PY 2024
VL 59
IS 1
BP 42
EP 70
DI 10.1080/00461520.2023.2274104
EA NOV 2023
PG 29
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA HS4X5
UT WOS:001104409100001
DA 2024-07-15
ER

PT J
AU Djebrouni, M
   Wolbring, G
AF Djebrouni, Manel
   Wolbring, Gregor
TI Impact of robotics and human enhancement on occupation: what does it
   mean for rehabilitation?
SO DISABILITY AND REHABILITATION
LA English
DT Article
DE Occupation; occupational concepts; science; technology; robotics; human
   enhancement; rehabilitation; ultrabilitation; disabled people; people
   with disabilities
ID UPPER-LIMB FUNCTION; INDUSTRIAL ROBOTS; IDENTITY; THERAPY; EMPLOYMENT;
   SCIENCE; STROKE; PERFORMANCE; JUSTICE; PEOPLE
AB Purpose: People with disabilities face participation challenges in all occupations. Scientific and technological advancements impact the occupational landscape of humans. This scoping review aimed to ascertain the academic engagement with occupation in relation to robotics and human enhancement focusing in particular on how people with disabilities and rehabilitation were mentioned. Method: SCOPUS and the 70 databases of EBSCO host were searched. Manifest and latent content coding and thematic grouping of codes relevant to answering the review questions was performed. Results: Only four articles engaged with occupation in relation to human enhancement. As to occupation and robotics, some occupational fields were visible and not others; occupational health and safety was the most visible one; people with disabilities were covered from a medical, therapeutic angle and not in relation to social issues caused by the occupational impact of robotics. Change in the scope, meaning, and clients of rehabilitation efforts related to occupation enabled by human enhancement and robotics was not covered. Conclusions: The gaps found should be filled. The impact of robotics and human enhancement on the occupational landscape indicates the need for rehabilitation to think beyond recovery to the species typical as a goal. The ultrabilitation concept could help to meet this need.
C1 [Djebrouni, Manel; Wolbring, Gregor] Univ Calgary, Dept Community Hlth Sci, Program Community Rehabil & Disabil Studies, Calgary, AB, Canada.
C3 University of Calgary
RP Wolbring, G (corresponding author), Univ Calgary, Dept Community Hlth Sci, Program Community Rehabil & Disabil Studies, Cumming Sch Med, 3330 Hosp Dr NW, Calgary, AB T2N 4N1, Canada.
EM gwolbrin@ucalgary.ca
RI Wolbring, Gregor/A-6804-2013
OI Wolbring, Gregor/0000-0003-1363-0346
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NR 161
TC 7
Z9 7
U1 1
U2 12
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0963-8288
EI 1464-5165
J9 DISABIL REHABIL
JI Disabil. Rehabil.
PD MAY 21
PY 2020
VL 42
IS 11
BP 1518
EP 1528
DI 10.1080/09638288.2018.1527401
PG 11
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA LV8OX
UT WOS:000538699400006
PM 30672345
DA 2024-07-15
ER

PT J
AU Yu, MVB
   Johnson, HE
   Deutsch, NL
   Varga, SM
AF Yu, Mark Vincent B.
   Johnson, Haley E.
   Deutsch, Nancy L.
   Varga, Shannon M.
TI "She Calls Me by My Last Name": Exploring Adolescent Perceptions of
   Positive Teacher-Student Relationships
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE education; school; adolescence; qualitative methods; positive youth
   development; academic engagement; motivation
ID SELF-DETERMINATION THEORY; SOCIAL SUPPORT; SCHOOL; ENGAGEMENT;
   CLASSROOM; YOUTH; CONNECTEDNESS; ACHIEVEMENT; TRANSITION; BEHAVIOR
AB Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of free and same-level conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents' developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.
C1 [Yu, Mark Vincent B.] Univ Virginia, Curry Sch Educ, Educ Psychol Appl Dev Sci Program, Charlottesville, VA 22903 USA.
   [Johnson, Haley E.] Univ Virginia, Charlottesville, VA USA.
   [Deutsch, Nancy L.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
   [Varga, Shannon M.] Boston Univ, Ctr Promise, Sch Educ, Boston, MA 02215 USA.
C3 University of Virginia; University of Virginia; University of Virginia;
   Boston University
RP Yu, MVB (corresponding author), Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
EM mby2at@virginia.edu
RI Yu, Mark Vincent B/AAZ-2761-2021
OI Yu, Mark Vincent/0000-0002-7964-4540; Deutsch, Nancy/0000-0001-6021-8747
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NR 51
TC 41
Z9 84
U1 2
U2 24
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 MAY
PY 2018
VL 33
IS 3
BP 332
EP 362
DI 10.1177/0743558416684958
PG 31
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GD2LU
UT WOS:000430331900003
DA 2024-07-15
ER

PT J
AU Liew, J
   Cao, Q
   Hughes, JN
   Deutz, MHF
AF Liew, Jeffrey
   Cao, Qian
   Hughes, Jan N.
   Deutz, Marike H. F.
TI Academic Resilience Despite Early Academic Adversity: A Three-Wave
   Longitudinal Study on Regulation-Related Resiliency, Interpersonal
   Relationships, and Achievement in First to Third Grade
SO EARLY EDUCATION AND DEVELOPMENT
LA English
DT Article
ID CHILDRENS EFFORTFUL CONTROL; EGO-RESILIENCY; SELF-REGULATION; CLASSROOM
   ENGAGEMENT; RELATIONSHIP QUALITY; PERSONALITY-TRAITS; SCHOOL ENGAGEMENT;
   EMOTIONAL SUPPORT; PEER RELATIONS; TEACHER
AB Research Findings: Using a bio-social-ecological systems framework, we examined whether interpersonal relationships at school (specifically teacher-student and peer relationships) mediated the link between child resiliency (temperament-based adaptability) and reading or math achievement in a sample of children assessed as experiencing early academic adversity. Participants were 784 ethnically diverse students (mean age at Year 1=6.57years, SD=0.39) who began school as struggling readers or as weak in reading skills relative to their peers (scoring below the median on a school-wide standardized literacy exam). Data on children's resiliency, teacher-student warmth and conflict, peer social preference and peer liking, and reading and math achievement were collected across 3years, and 3-wave longitudinal models of mediation were tested. When we accounted for students nested within classrooms and for baseline covariates (i.e., ethnicity, socioeconomic status, gender), results showed that peer relationships mediated the effect of resiliency on reading, but not math, achievement. Teacher-student relationships were not found to be a mediator between resiliency and achievement. Practice or Policy: Findings suggest that for children with early academic adversity, resiliency is a protective factor against future academic problems, with peer competence facilitating children's academic engagement and achievement.
C1 [Liew, Jeffrey; Cao, Qian; Hughes, Jan N.] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
   [Deutz, Marike H. F.] Univ Utrecht, Utrecht Ctr Child & Adolescent Studies, Utrecht, Netherlands.
C3 Texas A&M University System; Texas A&M University College Station;
   Utrecht University
RP Liew, J (corresponding author), Texas A&M Univ, Dept Educ Psychol, Coll Educ & Human Dev, 622 Harrington Tower, College Stn, TX 77843 USA.
EM jeffrey.liew@tamu.edu
RI Liew, Jeffrey/AAS-9125-2020; Deutz, Marike/AAH-1741-2022; Deutz,
   Marike/AFG-0577-2022
OI Liew, Jeffrey/0000-0002-0784-8448; Deutz, Marike/0000-0002-8801-7557;
   Deutz, Marike/0000-0002-8801-7557
FU National Institute of Child Health and Human Development of the National
   Institutes of Health [R01HD039367]
FX Research reported in this publication was supported by the National
   Institute of Child Health and Human Development of the National
   Institutes of Health under award number R01HD039367.
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NR 76
TC 22
Z9 29
U1 0
U2 56
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.
PY 2018
VL 29
IS 5
SI SI
BP 762
EP 779
DI 10.1080/10409289.2018.1429766
PG 18
WC Education & Educational Research; Psychology, Educational; Psychology,
   Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA GI5WF
UT WOS:000434440600010
PM 30197488
OA Green Accepted, Green Published
DA 2024-07-15
ER

PT J
AU Chafouleas, SM
   Kilgus, SP
   Riley-Tillman, TC
   Jaffery, R
   Harrison, S
AF Chafouleas, Sandra M.
   Kilgus, Stephen P.
   Riley-Tillman, T. Chris
   Jaffery, Rose
   Harrison, Sayward
TI Preliminary evaluation of various training components on accuracy of
   Direct Behavior Ratings
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Direct Behavior Rating; Behavior assessment; Formative assessment;
   Rating scales
ID SOCIAL-BEHAVIOR; DBR; GENERALIZABILITY; DEPENDABILITY; IMPACT;
   OBSERVERS; OTHERS; ERRORS; SCALES
AB This study examined the impact of various components of rater training on the accuracy of rating behavior using Direct Behavior Rating-Single Item Scales (DBR-SIS). Specifically, the addition of frame-of-reference and rater error training components to a standard package involving an overview and then modeling, practice, and feedback was investigated. In addition, amount of exposure to the direct training component (i.e., number of practice and feedback opportunities) was evaluated, and the rates at which behavior was displayed were carefully manipulated to control for and evaluate training impact by target and rate of behavior. The sample consisted of undergraduate students assigned to one of 6 possible conditions. Overall findings suggested that completion of a training package did result in enhanced accuracy when using DBR-SIS to rate academic engagement and disruption. However, results also supported that the most comprehensive package of DBR training may not always result in greater improvements over a standard package involving direct training. In general, a more intensive training package appeared beneficial at improving ratings for targets that had previously been difficult to rate accurately (e.g., medium rate disruptive behavior). Limitations and implications for future research are discussed. (C) 2011 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.
   [Harrison, Sayward] E Carolina Univ, Greenville, NC 27858 USA.
   [Riley-Tillman, T. Chris] Univ Missouri Columbia, Columbia, MO USA.
C3 University of Connecticut; University of North Carolina; East Carolina
   University; University of Missouri System; University of Missouri
   Columbia
RP Chafouleas, SM (corresponding author), Univ Connecticut, Dept Educ Psychol, U-2064, Storrs, CT 06269 USA.
EM sandra.chafouleas@uconn.edu
OI Riley-Tillman, Timothy/0000-0001-7057-0429; Harrison,
   Sayward/0000-0002-7316-7640; Kilgus, Stephen/0000-0003-0218-1004
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NR 49
TC 28
Z9 30
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 2012
VL 50
IS 3
BP 317
EP 334
DI 10.1016/j.jsp.2011.11.007
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 969GF
UT WOS:000306043000002
PM 22656075
DA 2024-07-15
ER

PT J
AU Cinar, R
   Benneworth, P
AF Cinar, Ridvan
   Benneworth, Paul
TI Why do universities have little systemic impact with social innovation?
   An institutional logics perspective
SO GROWTH AND CHANGE
LA English
DT Article
ID ACADEMIC ENGAGEMENT; AGENCY; INDUSTRY; ORGANIZATIONS; POLICY; ROLES
AB Social innovation has been increasingly regarded as an instrument through which transformative structural change, necessary to address grand societal challenges can be achieved. Social innovations are encouraged by the emergence of innovation systems that support changes not exclusively driven by a techno-economic rationality. In the context of this special issue, there has been both little understanding of social innovation systems within mainstream innovation ecosystem approaches and little analysis of the roles played by universities in social innovation systems. We here focus on the institutional complexity of universities and their field-level dynamics as serving as a potential break on the institutionalisation of social innovation. To deepen our understanding of this, we utilise a literature around institutional logics to foreground characteristics of organisational fields with regard to social innovation. Drawing on empirical data gathered in two public universities located in different countries, we show that in one case the potential of social innovation is undermined by two dominant institutional logics, in the other its permeation across the organisational field is seriously challenged by a more powerful dominant logic. The institutional logic approach is useful to highlighting the barriers to building productive innovation ecosystems incorporating social considerations, and helps to explain the persistent difficulties in reframing ecosystems approaches to reflect wider societal dynamics.
C1 [Cinar, Ridvan] Univ Aveiro, Dept Social Polit & Terr Sci, Aveiro, Portugal.
   [Benneworth, Paul] Western Norway Univ Appl Sci, Dept Business Adm & Social Sci, Bergen, Norway.
   [Benneworth, Paul] Univ Twente, Ctr Higher Educ Policy Studies, Enschede, Netherlands.
C3 Universidade de Aveiro; Western Norway University of Applied Sciences;
   University of Twente
RP Cinar, R (corresponding author), Univ Aveiro, Dept Social Polit & Terr Sci, Aveiro, Portugal.
EM rcinar@ua.pt
OI Cinar, Ridvan/0000-0002-5640-224X; Benneworth, Paul/0000-0003-0539-235X
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NR 58
TC 25
Z9 24
U1 2
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0017-4815
EI 1468-2257
J9 GROWTH CHANGE
JI Growth Change
PD JUN
PY 2021
VL 52
IS 2
BP 751
EP 769
DI 10.1111/grow.12367
PG 19
WC Development Studies; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Development Studies; Public Administration
GA US6SM
UT WOS:000697556500009
OA hybrid
DA 2024-07-15
ER

PT J
AU Dermentzi, E
   Papagiannidis, S
   Toro, CO
   Yannopoulou, N
AF Dermentzi, Eleni
   Papagiannidis, Savvas
   Toro, Carlos Osorio
   Yannopoulou, Natalia
TI Academic engagement: Differences between intention to adopt Social
   Networking Sites and other online technologies
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Social Networking Sites; Online technologies; Academia; Theory of
   planned behaviour; Uses and gratifications
ID IMPRESSION MANAGEMENT; SELF-ORGANIZATION; INFORMATION; MEDIA; SCHOLARS;
   COLLABORATION; CONTINUANCE; ACCEPTANCE; PREDICTORS; PURPOSES
AB This article studies firstly academic willingness to use online technologies in order to engage with their peers and secondly, whether there are any differences between academics using Social Networking Sites (SNS) and other online technologies. We synthesised the Decomposed Theory of Planned Behaviour and the Uses and Gratifications Theory, proposing a conceptual model that is evaluated twice using Structural Equation Modelling. Differences were observed between the model of SNS and the model of online technologies. Academics consider SNS more suitable for networking and presenting a professional image and the rest of online technologies for making new acquaintances in their research area and seeking academic information. Our findings have important implications as we were able to demonstrate the ecological validity of the joint model in two different cases and provide information about how academics approach online engagement. The need for providing training in utilising online technologies is evident, especially in the case of SNS, as self-efficacy is the main factor that affects perceived behavioural control, which in turn affects behavioural intention. In addition, the non-significant effect that social norms have on intention in the case of SNS indicates that universities may have to use different promotional techniques internally. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Dermentzi, Eleni; Papagiannidis, Savvas; Yannopoulou, Natalia] Newcastle Univ, Sch Business, 5 Barrack Rd, Newcastle Upon Tyne NE1 4SE, Tyne & Wear, England.
   [Toro, Carlos Osorio] Liverpool Business Sch, Redmonds Bldg,Brownlow Hill, Liverpool L3 5UG, Merseyside, England.
C3 Newcastle University - UK; Liverpool John Moores University; University
   of Liverpool
RP Papagiannidis, S (corresponding author), Newcastle Univ, Sch Business, 5 Barrack Rd, Newcastle Upon Tyne NE1 4SE, Tyne & Wear, England.
EM e.dermentzi@newcastle.ac.uk; savvas.papagiannidis@ncl.ac.uk;
   c.a.osoriotoro@fimu.ac.uk; natalia.yannopoulou@newcastle.ac.uk
RI Dermentzi, Eleni/AGC-6896-2022
OI Dermentzi, Eleni/0000-0002-6022-751X; Osorio Toro,
   Carlos/0000-0002-5562-3868; Papagiannidis, Savvas/0000-0003-0799-491X
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NR 80
TC 44
Z9 49
U1 2
U2 71
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 AUG
PY 2016
VL 61
BP 321
EP 332
DI 10.1016/j.chb.2016.03.019
PG 12
WC Psychology, Multidisciplinary; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA DO4BI
UT WOS:000377726400033
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Chen, Q
   Zhang, QC
   Yu, FL
   Hou, B
   Cassady, J
   Xie, XC
AF Chen, Qian
   Zhang, Qingchuo
   Yu, Fenglong
   Hou, Bing
   Cassady, Jerrel
   Xie, Xiaochun
TI Investigating Structural Relationships between Professional Identity,
   Learning Engagement, Academic Self-Efficacy, and University Support:
   Evidence from Tourism Students in China
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE professional identity; academic self-efficacy; learning engagement;
   university support
ID JOB-SATISFACTION; BELIEFS; IDENTIFICATION; PERFORMANCE; MOTIVATION;
   3-YEAR
AB In order to foster students' development and enhance the training quality within tourism programs at universities, this study aims to investigate the relationships among tourism students' professional identity, academic self-efficacy, learning engagement, and university support. Professional identity refers to learners' recognition and understanding of their study programs and is viewed as a dynamic, progressive process consisting of professional cognition, professional emotion, and professional appraisal. Data were collected from 333 tourism students studying at Chinese universities. They were analyzed through SPSS and SmartPLS. The results revealed that there is no significant correlation between students' professional cognition and learning engagement. However, students' professional emotions and professional appraisals positively influence learning engagement. Moreover, all three dimensions of professional identity exhibit positive effects on students' academic self-efficacy. Additionally, students' academic self-efficacy demonstrates a positive impact on learning engagement, and university support is associated with increased learning engagement and academic self-efficacy. This study contributes to a comprehensive understanding of the learning experience of tourism students and aims to facilitate the advancement of tourism education through cultivating students' professional identity towards tourism and developing students' career commitment in the tourism industry. Theoretical and practical implications are discussed.
C1 [Chen, Qian; Zhang, Qingchuo; Yu, Fenglong; Hou, Bing] Yangzhou Univ, Sch Tourism & Cuisine, Yangzhou 225127, Peoples R China.
C3 Yangzhou University
RP Hou, B (corresponding author), Yangzhou Univ, Sch Tourism & Cuisine, Yangzhou 225127, Peoples R China.
EM qian.chen@yzu.edu.cn; mx120231296@stu.yzu.edu.cn; 006541@yzu.edu.cn;
   bhou@yzu.edu.cn
OI CHEN, QIAN/0000-0003-0050-835X
FU Yangzhou University Teaching Reform Research Project
FX No Statement Available
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NR 99
TC 1
Z9 1
U1 44
U2 44
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD JAN
PY 2024
VL 14
IS 1
AR 26
DI 10.3390/bs14010026
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FX5J1
UT WOS:001149161000001
PM 38247678
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Acuff, SF
   Soltis, KE
   Dennhardt, AA
   Borsari, B
   Martens, MP
   Murphy, JG
AF Acuff, Samuel F.
   Soltis, Kathryn E.
   Dennhardt, Ashley A.
   Borsari, Brian
   Martens, Matthew P.
   Murphy, James G.
TI Future So Bright? Delay Discounting and Consideration of Future
   Consequences Predict Academic Performance Among College Drinkers
SO EXPERIMENTAL AND CLINICAL PSYCHOPHARMACOLOGY
LA English
DT Article
DE academic performance; behavioral economics; college student drinkers;
   delay discounting; protective behavioral strategies
ID PROTECTIVE BEHAVIORAL STRATEGIES; ALCOHOL-RELATED CONSEQUENCES;
   DRUG-USE; SENSATION SEEKING; SELF-REGULATION; BINGE DRINKING; SUBSTANCE
   USE; HIGH-SCHOOL; SUCCESS; DETERMINANTS
AB College student drinking is a major public health concern and can result in a range of negative consequences, from acute health risks to decreased academic performance and drop out. Harm reduction interventions have been developed to reduce problems associated with drinking but there is a need to identify specific risk/protective factors related to academic performance among college drinkers. Behavioral economics suggests that chronic alcohol misuse reflects a dysregulated behavioral process or reinforcer pathology-alcohol is overvalued and the value of prosocial rewards are sharply discounted due, in part, to their delay. This study examined delay discounting, consideration of future consequences (CFC) and protective behavioral strategies (PBS) as predictors of academic success (grade point average; GPA) and engagement (time devoted to academic activities) among 393 college drinkers (61% female). In multivariate models, PBS were associated with greater academic engagement, but were not with academic success. Lower discounting of delayed rewards and greater CFC were associated with both academic success and engagement among drinkers. Previous research suggests that future time orientation is malleable, and the current results provide support for efforts to enhance future time orientation as part of alcohol harm-reduction approaches.
C1 [Acuff, Samuel F.; Soltis, Kathryn E.; Dennhardt, Ashley A.; Murphy, James G.] Univ Memphis, Dept Psychol, 400 Innovat Dr, Memphis, TN 38152 USA.
   [Borsari, Brian] San Francisco VA Med Ctr, Mental Hlth Serv 116B, San Francisco, CA USA.
   [Martens, Matthew P.] Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA.
C3 University of Memphis; US Department of Veterans Affairs; Veterans
   Health Administration (VHA); San Francisco VA Medical Center; University
   of Missouri System; University of Missouri Columbia
RP Murphy, JG (corresponding author), Univ Memphis, Dept Psychol, 400 Innovat Dr, Memphis, TN 38152 USA.
EM jgmurphy@memphis.edu
RI Acuff, Samuel/GWM-9606-2022; Acuff, Samuel/AGW-4866-2022; lee,
   sooyoon/JEP-0415-2023
OI Acuff, Samuel/0000-0002-1934-2639; Dennhardt,
   Ashley/0000-0001-6332-6575; Murphy, James/0000-0001-9378-8754; BORSARI,
   BRIAN/0000-0002-1491-7771
FU National Institute of Health [R01 AA020829]
FX Some of the data presented in this article was first presented as a
   poster at the Research Society on Alcoholism's annual meeting in 2016.
   This data has not been disseminated in any other form. This work was
   supported by National Institute of Health Grant R01 AA020829 (PI: JGM).
   The funding source had no role other than financial support. The content
   is solely the responsibility of the authors and does not necessarily
   represent the official views of the National Institute on Alcohol Abuse
   and Alcoholism or the National Institutes of Health, or the Department
   of Veterans Affairs or the United States Government.
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NR 80
TC 21
Z9 33
U1 0
U2 35
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1064-1297
EI 1936-2293
J9 EXP CLIN PSYCHOPHARM
JI Exp. Clin. Psychopharmacol.
PD OCT
PY 2017
VL 25
IS 5
BP 412
EP 421
DI 10.1037/pha0000143
PG 10
WC Psychology, Biological; Psychology, Clinical; Pharmacology & Pharmacy;
   Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Pharmacology & Pharmacy; Psychiatry
GA FK2DO
UT WOS:000413293000010
PM 28910128
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Farmer, TW
   Lines, MM
   Hamm, JV
AF Farmer, Thomas W.
   Lines, Meghan McAuliffe
   Hamm, Jill V.
TI Revealing the invisible hand: The role of teachers in children's peer
   experiences
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Social dynamics; Classroom management; School context; Teacher-student
   relationships
ID LATE ELEMENTARY-SCHOOL; AFRICAN-AMERICAN; SOCIAL-STATUS; PERCEIVED
   POPULARITY; AGGRESSIVE-BEHAVIOR; ACADEMIC ENGAGEMENT; MIDDLE SCHOOL;
   CLASSROOM; ADOLESCENTS; ADJUSTMENT
AB To introduce this special issue, the concept of the teacher as an "invisible hand" is presented as a metaphor to describe the potentially influential but relatively understudied contribution that educators are likely to have on children's peer relationships and their broader interpersonal growth. Building from conceptual work distinguishing between the role of adults and peers in children's social development, we summarize empirical support for the view that teachers are in a position to develop and guide the classroom as a society by simultaneously directing institutional expectations while also providing students with opportunities to collectively construct their own peer culture. Key social development constructs are reviewed from this lens, and the four articles and two commentaries that constitute this special issue are discussed in relation to their contributions to clarifying and extending current views of the role of teachers in school social dynamics. We conclude by considering intervention implications of this work, and we argue that teachers are the one professional in a child's life who have the opportunity to view the whole child in relation to the social ecology in which he or she is embedded. (C) 2011 Elsevier Inc. All rights reserved.
C1 [Farmer, Thomas W.] Penn State Univ, University Pk, PA 16802 USA.
   [Lines, Meghan McAuliffe] Nemours AI DuPont Hosp Children, Wilmington, DE USA.
   [Hamm, Jill V.] Univ N Carolina, Chapel Hill, NC USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Nemours Alfred I. duPont Hospital for Children;
   University of North Carolina; University of North Carolina Chapel Hill
RP Farmer, TW (corresponding author), Penn State Univ, University Pk, PA 16802 USA.
EM twf2@psu.edu
RI Farmer, Tom/AFR-4877-2022
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NR 118
TC 347
Z9 412
U1 5
U2 118
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 SEP-OCT
PY 2011
VL 32
IS 5
SI SI
BP 247
EP 256
DI 10.1016/j.appdev.2011.04.006
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 831DE
UT WOS:000295708100001
DA 2024-07-15
ER

PT J
AU Grund, A
   Senker, K
AF Grund, Axel
   Senker, Kerstin
TI Motivational foundations of self-control and mindfulness and their role
   in study-leisure conflicts
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Mindfulness; Need satisfaction; Self-control; Study leisure conflicts;
   Value orientations
ID EGO DEPLETION; INTERFERENCE; PERSPECTIVE; INTERVENTIONS; DISCIPLINE;
   CLASSROOM; VALUES; GRADES; SATISFACTION; PERSONALITY
AB In the present paper, we compared two self-regulatory capacities, trait self-control and mindfulness, with respect to their potential to help students deal with motivational conflicts between studying and leisure time, by either promoting a selective, normatively oriented versus open-minded, non-judgmental stance toward conflicting motivations. We also investigated the role of value orientations and need satisfaction is this regard. Study 1 (N = 196) initially showed that trait self-control, but not trait mindfulness, goes along with a preference for achievement-oriented over well-being-oriented values, which might explain the academic benefits associated with self-control. Study 2 (N = 306) replicated the link between value orientations and trait self-control. In line with this motivational pattern, we found context-specific effects for self-control in study leisure conflict scenarios, consolidating academic engagement, but not leisure engagement. Consolidating effects for trait mindfulness were context-transcending and independent from value orientations. Finally, in Study 3 (N = 160), we found evidence that the total effects of trait self-control and mindfulness are differentially mediated via either activity preferences (self-control) or need satisfaction (mindfulness). We discuss motivational interpretations for self-control and mindfulness with respect to the daily juggle between students' academic and leisure-related strivings.
C1 [Grund, Axel; Senker, Kerstin] Bielefeld Univ, Bielefeld, Germany.
C3 University of Bielefeld
RP Grund, A (corresponding author), Bielefeld Univ, Dept Psychol, POB 10 01 31, D-33501 Bielefeld, Germany.
EM axel.grund@uni-bielefeld.de
OI Grund, Axel/0000-0002-8448-2072
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NR 81
TC 12
Z9 13
U1 2
U2 27
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 2018
VL 68
BP 72
EP 84
DI 10.1016/j.lindif.2018.10.007
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HB8QC
UT WOS:000451354500008
DA 2024-07-15
ER

PT J
AU Strambler, MJ
   Weinstein, RS
AF Strambler, Michael J.
   Weinstein, Rhona S.
TI Psychological disengagement in elementary school among ethnic minority
   students
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Psychological disengagement; Academic engagement; Ethnic minority;
   Achievement gap
ID CLASSROOM; ACHIEVEMENT; STEREOTYPES; ENGAGEMENT; PERFORMANCE; IDENTITY;
   THREAT; RACE
AB This study examined dimensions of psychological disengagement as predictors of achievement and teacher-rated behavioral engagement over the course of a school year among a sample of 111 African American and Latino children in 1st-5th grades at an urban elementary school. In addition, classroom and school contextual factors were investigated as predictors of psychological disengagement. Findings suggest that, on average, students exhibited moderate levels of academic devaluing and high levels of academic valuing. There were largely no grade differences for any constructs and African Americans had higher alternative identification than Latinos. Given equal prior achievement, greater alternative identification predicted lower behavioral engagement and only the devaluing of academics consistently predicted poorer outcomes on language arts and math scores. in contrast, academic valuing was not found to be predictive of behavioral engagement or achievement. The valuing of academics measure may reflect dominant societal views on academics (abstract attitudes) and the devaluing measures, more nuanced and personal views (concrete attitudes). Higher perceived negative teacher feedback predicted more devaluing of academics and at the level of a trend, greater perceived teacher care at a classroom level predicted less devaluing. Findings highlight the importance of proximal interactions between teachers and students in the link between psychological disengagement from learning and achievement among ethnic minority children. (C) 2009 Elsevier Inc. All rights reserved.
C1 [Strambler, Michael J.] Yale Univ, Dept Psychiat, Sch Med, New Haven, CT 06520 USA.
   [Weinstein, Rhona S.] Univ Calif Berkeley, Dept Psychol, Berkeley, CA 94720 USA.
C3 Yale University; University of California System; University of
   California Berkeley
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
CR [Anonymous], ATLANTIC MONTHLY
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NR 49
TC 25
Z9 63
U1 0
U2 15
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 MAR-APR
PY 2010
VL 31
IS 2
BP 155
EP 165
DI 10.1016/j.appdev.2009.11.006
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 575TD
UT WOS:000276090300006
DA 2024-07-15
ER

PT J
AU March, RE
   Horner, RH
AF March, RE
   Horner, RH
TI Feasibility and contributions of functional behavioral assessment in
   schools
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
ID DISRUPTIVE BEHAVIOR; INTERVENTION; STUDENTS; SUPPORT
AB Two types of analysis were used to examine the feasibility and utility of functional behavioral assessment (FBA) in a general education middle school. The authors used a descriptive analysis to assess whether a group-based behavior-support program was differentially effective based on the perceived consequences maintaining student problem behavior. Twenty-four middle school students were monitored over an academic year as they received a traditional check-in, check-out (progress report) intervention. At the end of the school year, an FBA interview was completed to assess the perceived function of each student's problem behavior. Although the absence of experimental controls precluded making any inferences, the results were consistent with the hypothesis that behavioral function was associated with student improvement under the program. These results led to a second analysis using a multiple-baseline-across-students design to determine if there was a functional relationship between function-based behavior support and (a) decreases in problem behavior and (b) increases in academic engagement FBAs were used to develop and implement behavior support plans for three students who were not improving under the group-based intervention. The results supported the presence of functional relationships. Implications for the professional role of school psychologists and other behavior specialists, the value of FBA in schools, and the need for future research are discussed.
C1 Univ Oregon, Eugene, OR 97403 USA.
C3 University of Oregon
RP Univ Oregon, 1235, Eugene, OR 97403 USA.
EM rob.march@nyu.edu
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NR 43
TC 111
Z9 206
U1 0
U2 6
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 FAL
PY 2002
VL 10
IS 3
BP 158
EP 170
DI 10.1177/10634266020100030401
PG 13
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 587HA
UT WOS:000177633400004
DA 2024-07-15
ER

PT J
AU Chen, CYC
   Panebianco, A
   Verkuilen, J
AF Chen, Cliff Yung-Chi
   Panebianco, Andrea
   Verkuilen, Jay
TI Exploration of the Experiences of Sexual and Gender Minority Students in
   School Psychology Programs
SO PSYCHOLOGY OF SEXUAL ORIENTATION AND GENDER DIVERSITY
LA English
DT Article
DE school psychology; graduate student; sexual minority; gender diversity;
   LGBTQ
ID SOCIAL-WORK; COLLEGE-STUDENTS; AFRICAN-AMERICAN; CAMPUS CLIMATE; LESBIAN
   WOMEN; GAY; MICROAGGRESSIONS; DEPRESSION; STRESS; PERCEPTIONS
AB This study explored the potential barriers to the success of sexual and gender minority (SGM) students in school psychology programs by assessing their experiences in academic and professional environments. The sample consisted of 34 SGM and 170 non-SGM school psychology graduate students in the United States. Results revealed that SGM and non-SGM students reported similar levels of academic engagement, peer and faculty support, self-efficacy, and perceived stress. However, SGM students, when compared to non-SGM students, perceived their academic and professional environments as less supportive of their gender and sexual identities. In addition, SGM students, especially those perceiving higher levels of microaggressions, reported significantly higher levels of worry about their future employment opportunity and job security as school psychologists. Training program and faculty support were related to SGM graduate students' psychological distress and sense of career perspectives. Implications suggest a need for creating more supportive academic and professional environments for SGM school psychology students.
   Public Significance Statement This was the first study to explore the potential barriers to the success of sexual and gender minority graduate students in school psychology programs. The results highlight the unique challenges facing sexual and gender minority students in their academic and professional environments. Implications suggest a need for fostering a more positive climate in the profession of school psychology for sexual and gender minority graduate students.
C1 [Chen, Cliff Yung-Chi] CUNY, Queens Coll, Educ & Community Programs, 65-30 Kissena Blvd, Flushing, NY 11367 USA.
   [Chen, Cliff Yung-Chi; Panebianco, Andrea] CUNY, Queens Coll, Sch Psychol Program, Flushing, NY 11367 USA.
   [Verkuilen, Jay] CUNY, Grad Ctr, Educ Psychol Program, New York, NY USA.
C3 City University of New York (CUNY) System; Queens College NY (CUNY);
   City University of New York (CUNY) System; Queens College NY (CUNY);
   City University of New York (CUNY) System
RP Chen, CYC (corresponding author), CUNY, Queens Coll, Educ & Community Programs, 65-30 Kissena Blvd, Flushing, NY 11367 USA.
EM yungchi.chen@qc.cuny.edu
RI Verkuilen, Jay/V-4362-2019; Chen, Cliff Yung-Chi/K-4115-2016
OI Chen, Cliff Yung-Chi/0000-0001-8659-5305
CR American Psychological Association, SCHOOL PSYCHOL
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NR 66
TC 5
Z9 6
U1 0
U2 22
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 2329-0382
EI 2329-0390
J9 PSYCHOL SEX ORIENTAT
JI Psychol. Sex. Orientat. Gend. Divers.
PD MAR
PY 2023
VL 10
IS 1
BP 44
EP 55
DI 10.1037/sgd0000485
EA JUL 2021
PG 12
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA F0VA4
UT WOS:000733114800001
DA 2024-07-15
ER

PT J
AU Sureda-García, I
   Jiménez-López, R
   Alvarez-García, O
   Quintana-Murci, E
AF Sureda-Garcia, Inmaculada
   Jimenez-Lopez, Rafael
   Alvarez-Garcia, Olaya
   Quintana-Murci, Elena
TI Emotional and Behavioural Engagement among Spanish Students in
   Vocational Education and Training
SO SUSTAINABILITY
LA English
DT Article
DE student engagement; emotional engagement; behavioural engagement;
   student-teacher relations; vocational education and training (VET)
ID SCHOOL ENGAGEMENT; SOCIAL SUPPORT; ACADEMIC ENGAGEMENT;
   ELEMENTARY-SCHOOL; DROP-OUT; AT-RISK; YOUTH; TRAJECTORIES; ACHIEVEMENT;
   INTENTION
AB The purpose of this study is to analyse the importance of student engagement in Vocational Education and Training (VET) in Spain. In accordance with this concept, we analyse how emotional engagement (relations with teachers, relations with peers, family support for learning, and perception of family commitment) influences the behavioural engagement (school effort and commitment, school indiscipline) in academic activities of students in basic and intermediate VET. The sample comprises 1180 students (65.4% male), 28.8% in basic VET and 71.2% in intermediate VET, ranging in age from 14 to 19 years. Data analysis bases on linear regression and regression trees enable the prediction of behavioural engagement according to the subdimensions of emotional engagement, sociodemographic characteristics of the subpopulations, and level of studies. Significant differences were found (t(1013.8) = 8.37, p < 0.001) for the variable of sex (a higher value in females), and variable of the level of studies (t(579.1) = 3.60, p < 0.001) in behavioural engagement. All correlations between the indicators for the behavioural and emotional dimensions were significant. The results provide favourable profiles of behavioural engagement related to having good relationships with the teaching staff, being female, and being enrolled in intermediate VET. These findings imply the reorientation of educational intervention.
C1 [Sureda-Garcia, Inmaculada; Alvarez-Garcia, Olaya; Quintana-Murci, Elena] Univ Balearic Isl, Fac Educ, Dept Appl Educ & Educ Psychol, Palma De Mallorca 07122, Spain.
   [Jimenez-Lopez, Rafael] Univ Balearic Isl, Fac Psychol, Dept Psychol, Palma De Mallorca 07122, Spain.
   [Jimenez-Lopez, Rafael] Balearic Isl Hlth Res Inst IdISBa, Palma De Mallorca 07120, Spain.
C3 Universitat de les Illes Balears; Universitat de les Illes Balears;
   Institut Investigacio Sanitaria Illes Balears (IdISBa)
RP Quintana-Murci, E (corresponding author), Univ Balearic Isl, Fac Educ, Dept Appl Educ & Educ Psychol, Palma De Mallorca 07122, Spain.
EM inmaculada.sureda@uib.es; rafa.jimenez@uib.es; olaya.alvarez@uib.es;
   elena.quintana@uib.cat
RI Jiménez, Rafael/Z-5833-2019; Sureda, Inmaculada/AAU-7768-2021; Álvarez
   García, Olaya/AAA-9324-2019; MURCI, ELENA QUINTANA/AAA-3332-2019
OI Jiménez, Rafael/0000-0002-1181-3221; Sureda,
   Inmaculada/0000-0002-5024-1799; Álvarez García,
   Olaya/0000-0002-6554-0409; MURCI, ELENA QUINTANA/0000-0002-6533-6280
FU Ministry of Economy and Competitiveness (Spain Government); Spanish
   National Research Council; European Regional Development Fund
   [EDU2013-42854-R]
FX This research was funded by Ministry of Economy and Competitiveness
   (Spain Government), the Spanish National Research Council and the
   European Regional Development Fund, grant number EDU2013-42854-R.
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NR 64
TC 4
Z9 4
U1 9
U2 44
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD APR
PY 2021
VL 13
IS 7
AR 3882
DI 10.3390/su13073882
PG 15
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 RL3OG
UT WOS:000638886500001
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Ford-Paz, RE
   Crown, L
   Lawton, K
   Goldenthal, H
   Day, G
   Coyne, CA
   Gill, T
   Harris, N
   Blakemore, S
   Cicchetti, C
AF Ford-Paz, Rebecca E.
   Crown, Laurel
   Lawton, Kathryn
   Goldenthal, Hayley
   Day, Gail
   Coyne, Claire A.
   Gill, Tara
   Harris, Ngozi
   Blakemore, Sheree
   Cicchetti, Colleen
TI Working on Womanhood (WOW): A participatory formative evaluation of a
   community-developed intervention
SO EVALUATION AND PROGRAM PLANNING
LA English
DT Article
DE Formative evaluation; Feasibility; Acceptability; Initial promise;
   Community-developed intervention; Bottom-up approach; Community-based
   participatory research; Participatory evaluation; Ethnic minority youth;
   Girls; School-based mental health; Social-emotional learning
ID MENTAL-HEALTH-CARE; PSYCHOMETRIC PROPERTIES; CHILD; DIFFICULTIES;
   DISORDERS; DISSEMINATION; ADOLESCENTS; VALIDATION; PREVENTION; IMPROVE
AB The well-documented disparities in availability, accessibility, and quality of behavioral health services suggest the need for innovative programs to address the needs of ethnic minority youth. The current study aimed to conduct a participatory, formative evaluation of "Working on Womanhood" (WOW), a community-developed, multifaceted, school-based intervention serving primarily ethnic minority girls living in underserved urban communities. Specifically, the current study aimed to examine the feasibility, acceptability, and initial promise of WOW using community-based participatory research (CBPR) and represented the third phase of a community academic partnership. Qualitative and quantitative data were collected from 960 WOW participants in 21 urban public schools, as well as WOW counselors, parents, and school staff over the course of one academic year. Results demonstrated evidence of acceptability of WOW and noteworthy improvements for WOW participants in targeted outcomes, including mental health, emotion regulation, and academic engagement. Findings also indicated several challenges to implementation feasibility and acceptability, including screening and enrollment processes and curriculum length. Additionally, we discuss how, consistent with participatory and formative research, findings were used by program implementers to inform program improvements, including modifications to screening processes, timelines, curriculum, and trainings - all in preparation for a rigorous effectiveness evaluation.
C1 [Ford-Paz, Rebecca E.; Goldenthal, Hayley; Coyne, Claire A.; Gill, Tara; Cicchetti, Colleen] Ann & Robert H Lurie Childrens Hosp Chicago, Ctr Childhood Resilience, Chicago, IL 60611 USA.
   [Ford-Paz, Rebecca E.; Gill, Tara; Cicchetti, Colleen] Northwestern Univ, Feinberg Sch Med, Psychiat & Behav Sci, Evanston, IL 60208 USA.
   [Goldenthal, Hayley] Northwestern Univ, Feinberg Sch Med, Clin Psychol Doctoral Program, Evanston, IL 60208 USA.
   [Crown, Laurel] Youth Guidance, Chicago, IL USA.
   [Day, Gail] Youth Guidance, WOW Program, Chicago, IL USA.
   [Harris, Ngozi; Blakemore, Sheree] Youth Guidance, Working Womanhood WOW Program, Chicago, IL USA.
   [Lawton, Kathryn] Univ Illinois, Dept Psychiat, Chicago, IL 60612 USA.
C3 Ann & Robert H. Lurie Children's Hospital of Chicago; Northwestern
   University; Feinberg School of Medicine; Northwestern University;
   Feinberg School of Medicine; University of Illinois System; University
   of Illinois Chicago; University of Illinois Chicago Hospital
RP Ford-Paz, RE (corresponding author), Ann & Robert H Lurie Childrens Hosp Chicago, 225 E Chicago Ave,Box 10B, Chicago, IL 60611 USA.
EM rfordpaz@luriechildrens.org
RI Azevedo, Micheline/JHT-0825-2023
OI Gill, Tara/0000-0003-4827-9648; Centola, Hayley/0000-0001-5998-8971
FU Evergreen Invitational Women's Health Grants Initiative
FX The research described herein was supported by a grant from Evergreen
   Invitational Women's Health Grants Initiative (Ford-Paz & Day [Co-PIs]).
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NR 56
TC 6
Z9 7
U1 0
U2 16
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0149-7189
EI 1873-7870
J9 EVAL PROGRAM PLANN
JI Eval. Program Plan.
PD FEB
PY 2019
VL 72
BP 237
EP 249
DI 10.1016/j.evalprogplan.2018.10.007
PG 13
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA HE7TR
UT WOS:000453643400026
PM 30458364
DA 2024-07-15
ER

PT J
AU Shrivastava, A
   Azhar, H
   Hyland, L
AF Shrivastava, Anita
   Azhar, Humna
   Hyland, Lynda
TI A Personal Journey of Studying Positive Psychology: Reflections of
   Undergraduate Students in the United Arab Emirates
SO TEACHING OF PSYCHOLOGY
LA English
DT Article; Early Access
DE positive psychology; student reflections; changed perspective; positive
   psychology interventions; relationships
ID THERAPEUTIC ALLIANCE; ACADEMIC ENGAGEMENT; COLLEGE-STUDENTS;
   MENTAL-ILLNESS; STIGMA; INTERVENTIONS; HAPPINESS; FAMILY
AB Background An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. Objective This study aimed to explore UAE-based undergraduate students' reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). Method This qualitative study explored 21 UAE-based undergraduate students' reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Results Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. Conclusion and Teaching Implications The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.
C1 [Shrivastava, Anita; Azhar, Humna; Hyland, Lynda] Middlesex Univ Dubai, Dept Psychol, Knowledge Pk, Dubai 500697, U Arab Emirates.
C3 Middlesex University
RP Shrivastava, A (corresponding author), Middlesex Univ Dubai, Dept Psychol, Knowledge Pk, Dubai 500697, U Arab Emirates.
EM a.kashi@mdx.ac.ae
RI Hyland, Lynda/S-6976-2019
OI Hyland, Lynda/0000-0001-5813-6400
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NR 71
TC 1
Z9 1
U1 4
U2 20
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0098-6283
EI 1532-8023
J9 TEACH PSYCHOL
JI Teach. Psychol.
PD 2022 JUN 1
PY 2022
AR 00986283221106689
DI 10.1177/00986283221106689
EA JUN 2022
PG 11
WC Education & Educational Research; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 1V8KO
UT WOS:000806333600001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Dan, QY
   Bai, B
   Huang, QH
AF Dan, Qingyao
   Bai, Barry
   Huang, Qinhui
TI Gender differences in the relations between EFL students' classroom
   relationships and English language proficiency: The mediating role of
   self-regulated learning strategy use
SO SYSTEM
LA English
DT Article
DE Classroom relationships; Self -regulated learning; EFL learning
   achievement; Gender differences; Social and cultural context
ID TEACHER-CHILD RELATIONSHIPS; ACADEMIC ENGAGEMENT; ELEMENTARY-SCHOOL;
   SOCIAL SUPPORT; PEER; ACHIEVEMENT; FRIENDSHIP; MOTIVATION; EFFICACY;
   BEHAVIOR
AB This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls' English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.
C1 [Dan, Qingyao; Bai, Barry; Huang, Qinhui] Chinese Univ Hong Kong, Fac Educ, Shatin, Ho Tim Bldg, Hong Kong, Peoples R China.
C3 Chinese University of Hong Kong
RP Bai, B (corresponding author), Chinese Univ Hong Kong, Fac Educ, Shatin, Ho Tim Bldg, Hong Kong, Peoples R China.
EM danqy@link.cuhk.edu.hk; barry.bai@cuhk.edu.hk; huangqh@link.cuhk.edu.hk
OI Bai, Barry/0000-0002-2124-5061; Dan, Qingyao/0009-0004-1083-6431
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NR 80
TC 0
Z9 0
U1 4
U2 4
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0346-251X
EI 1879-3282
J9 SYSTEM
JI System
PD JUL
PY 2024
VL 123
AR 103311
DI 10.1016/j.system.2024.103311
PG 14
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Linguistics
GA SH2A9
UT WOS:001233487400001
DA 2024-07-15
ER

PT J
AU Hall, GJ
   Garbacz, SA
   Jordan, P
   Zahn, M
   Smolkowski, K
   Stormshak, EA
   Seeley, JR
AF Hall, Garret J.
   Garbacz, S. Andrew
   Jordan, Phoebe
   Zahn, Miranda
   Smolkowski, Keith
   Stormshak, Elizabeth A.
   Seeley, John R.
TI Examining Links Between Parental Monitoring and School Engagement Among
   Middle School Students With and Without Elevated Behavior Ratings
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE family-school involvement; behavior risk; peer affiliation; conduct
   problems; school engagement
ID FAMILY-CENTERED INTERVENTION; DEVIANT PEER AFFILIATION; DEVELOPMENTAL
   CASCADES; SOCIAL SUPPORT; SELF-REPORT; ADOLESCENTS; INVOLVEMENT;
   VALIDITY; OUTCOMES; TRAJECTORIES
AB Impact and Implications Conduct problems and peer affiliation in seventh grade mediated the relationship between student-reported parental monitoring in sixth-grade and eighth-grade academic engagement variables (student-reported grades and school participation). These effects did not vary significantly across students with elevated and unelevated behavior ratings, suggesting that parental monitoring may be a meaningful factor to target for prevention of behavioral difficulties at the universal level.
   The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multitiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed.
C1 [Hall, Garret J.] Florida State Univ, Dept Educ Psychol & Learning Syst, Tallahassee, FL 32306 USA.
   [Garbacz, S. Andrew; Zahn, Miranda] Univ Wisconsin, Dept Educ Psychol, 1025 West Johnson St,316E, Madison, WI 53706 USA.
   [Jordan, Phoebe] Cincinnati Childrens Hosp Med Ctr, Cincinnati, OH 45229 USA.
   [Smolkowski, Keith; Seeley, John R.] Oregon Res Inst, Eugene, OR 97403 USA.
   [Stormshak, Elizabeth A.] Univ Oregon, Prevent Sci Inst, Eugene, OR 97403 USA.
   [Stormshak, Elizabeth A.] Univ Oregon, Dept Counseling Psychol & Human Serv, Eugene, OR 97403 USA.
   [Seeley, John R.] Univ Oregon, Dept Special Educ & Clin Sci, Eugene, OR 97403 USA.
C3 State University System of Florida; Florida State University; University
   of Wisconsin System; University of Wisconsin Madison; Cincinnati
   Children's Hospital Medical Center; Oregon Research Institute;
   University of Oregon; University of Oregon; University of Oregon
RP Garbacz, SA (corresponding author), Univ Wisconsin, Dept Educ Psychol, 1025 West Johnson St,316E, Madison, WI 53706 USA.
EM andy.garbacz@wisc.edu
RI Stormshak, Elizabeth/JPL-9863-2023; Zahn, Miranda/GSM-9404-2022
OI Stormshak, Elizabeth/0000-0001-6779-5459; Zahn,
   Miranda/0000-0002-2527-1750; Hall, Garret/0000-0002-8285-3239;
   Smolkowski, Keith/0000-0003-2565-3297; Jordan,
   Phoebe/0000-0002-1123-4828
FU Institute of Education Sciences, U.S. Department of Education
   [R305B150003, R324A090111]
FX We have no known conflicts of interest to disclose. The research
   reported here was supported by the Institute of Education Sciences, U.S.
   Department of Education, through Award No. R305B150003 to the University
   of Wisconsin-Madison and Award No. R324A090111 to Oregon Research
   Institute. 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 63
TC 1
Z9 2
U1 7
U2 13
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 MAY
PY 2022
VL 37
IS 3
BP 259
EP 272
DI 10.1037/spq0000500
EA MAR 2022
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1I3TF
UT WOS:000772156400001
PM 35324236
OA hybrid
DA 2024-07-15
ER

PT J
AU Kilgus, SP
   Riley-Tillman, TC
   Stichter, JP
   Schoemann, AM
   Bellesheim, K
AF Kilgus, Stephen P.
   Riley-Tillman, T. Chris
   Stichter, Janine P.
   Schoemann, Alexander M.
   Bellesheim, Katie
TI Reliability of Direct Behavior Ratings - Social Competence (DBR-SC)
   Data: How Many Ratings Are Necessary?
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE direct behavior rating; progress monitoring; rating scale; social
   competence
ID ACADEMIC ENGAGEMENT; SKILLS; GENERALIZABILITY; DEPENDABILITY;
   ELEMENTARY; SCREENER; STUDENTS
AB The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings-Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general education setting on a daily basis across approximately 5 months. During this time, each student was assigned to 1 of 2 intervention conditions, including the Social Competence Intervention-Adolescent (SCI-A) and a business-as-usual (BAU) intervention. Ratings were collected across 3 intervention phases, including pre-, mid-, and postintervention. Results suggested DBR-SC ratings were highly consistent across time within each student, with reliability coefficients predominantly falling in the .80 and .90 ranges. Findings further indicated such levels of reliability could be achieved with only a small number of ratings, with estimates varying between 2 and 10 data points. Group comparison analyses further suggested the reliability of DBR-SC ratings increased over time, such that student behavior became more consistent throughout the intervention period. Furthermore, analyses revealed that for 2 of the 5 DBR-SC behavior targets, the increase in reliability over time was moderated by intervention grouping, with students receiving SCI-A demonstrating greater increases in reliability relative to those in the BAU group. Limitations of the investigation as well as directions for future research are discussed herein.
C1 [Kilgus, Stephen P.; Riley-Tillman, T. Chris] Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
   [Stichter, Janine P.] Univ Missouri, Dept Special Educ, 16 Hill Hall, Columbia, MO 65211 USA.
   [Schoemann, Alexander M.] East Carolina Univ, Dept Psychol, Greenville, NC USA.
   [Bellesheim, Katie] Univ Missouri, Dept Psychol Sci, 16 Hill Hall, Columbia, MO 65211 USA.
C3 University of Missouri System; University of Missouri Columbia;
   University of Missouri System; University of Missouri Columbia;
   University of North Carolina; East Carolina University; University of
   Missouri System; University of Missouri Columbia
RP Kilgus, SP (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
EM kilguss@missouri.edu
RI Schoemann, Alex/L-9554-2019
OI Schoemann, Alex/0000-0002-8479-8798; Kilgus,
   Stephen/0000-0003-0218-1004; Riley-Tillman, Timothy/0000-0001-7057-0429
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 35
TC 6
Z9 10
U1 1
U2 5
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 2016
VL 31
IS 3
BP 431
EP 442
DI 10.1037/spq0000128
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DX2WJ
UT WOS:000384233000012
PM 26524424
DA 2024-07-15
ER

PT J
AU Bailey, R
AF Bailey, Richard
TI Exploring the engagement of lecturers with learning and teaching agendas
   through a focus on their beliefs about, and experience with, student
   support
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE academic engagement; academic experiences; educational research;
   teaching and learning; learning to learn
ID HIGHER-EDUCATION; CONCEPTIONS
AB This article reports on research which aimed to examine academic staff attitudes to, and beliefs regarding the role and efficacy of, support for students' broader learning needs once engaged in degree study. It is contended here that the perspective of teachers represents a gap in current pedagogical research. The study has two complementary aims: one is to explore the subjective experience of academic staff at the interpersonal and organisational levels of academic life. Second, to gauge their engagement with learning and teaching issues, current agendas and practices by assessing their effects on teachers' lived experience. The context of the study was a new university with a wide spectrum of academic programmes, and which actively embraced the widening participation agenda. The research was a qualitative, ethnographic style approach, in which 48 teachers from a cross-section of faculties and fields of study were interviewed. Data are presented in two sections with accompanying analysis and interpretative commentary. In reporting the findings there is a focus on the interplay between agency and structure in pedagogical interactions and practices. Discussion focuses on the main findings and identifies a number of factors which appear to subtly and obliquely impact on teaching staff at the operational level of lived experience. The article considers how this seems to affect their engagement with current practices at the pedagogical and organisational levels of academic life.
C1 Univ Aberdeen, Dept Language & Literature, Aberdeen AB24 3FX, Scotland.
C3 University of Aberdeen
RP Bailey, R (corresponding author), Univ Aberdeen, Dept Language & Literature, Aberdeen AB24 3FX, Scotland.
EM r.bailey@abdn.ac.uk
OI Bailey, Richard/0000-0002-0876-8802
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NR 49
TC 14
Z9 17
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 FEB 1
PY 2013
VL 38
IS 1
BP 143
EP 155
DI 10.1080/03075079.2011.578246
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 071ST
UT WOS:000313615200010
DA 2024-07-15
ER

PT J
AU Giménez-Toledo, E
   Olmos-Peñuela, J
   Castro-Martínez, E
   Perruchas, F
AF Gimenez-Toledo, Elea
   Olmos-Penuela, Julia
   Castro-Martinez, Elena
   Perruchas, Francois
TI The forms of societal interaction in the social sciences, humanities and
   arts: Below the tip of the iceberg
SO RESEARCH EVALUATION
LA English
DT Article; Early Access
DE sexenio; valorization; knowledge transfer and exchange; dissemination;
   social sciences; humanities and arts
ID KNOWLEDGE TRANSFER; TECHNOLOGY-TRANSFER; ACADEMIC ENGAGEMENT; RESEARCH
   IMPACT; INDUSTRY; RESEARCHERS; CHANNELS; FOCUS; SSH
AB Science policymakers are devoting increasing attention to enhancing the social valorization of scientific knowledge. Since 2010, several international evaluation initiatives have been implemented to assess knowledge transfer and exchange practices and the societal impacts of research. Analysis of these initiatives would allow investigation of the different knowledge transfer and exchange channels and their effects on society and how their effects could be evaluated and boosted. The present study analyses the transfer sexenio programme, which is a first (pilot) assessment that was conducted in Spain to evaluate the engagement of individual researchers in knowledge transfer to and knowledge exchange with non-academic stakeholders, including professionals and society at large. The breadth of the information and supporting documentation available (more than 16,000 applications and 81,000 contributions) allows an exploration of knowledge valorization practices in terms of the transfer forms used and the researchers involved-distinguishing between the Science, Technology, Engineering and Mathematics (STEM) and Social Sciences, Humanities and Arts (SSHA) areas. By focusing on SSHA fields, we explore knowledge dissemination via enlightenment or professional outputs. We conduct quantitative and qualitative analysis which provide a more comprehensive overview of knowledge transfer practices in Spain in the SSHA field, in particular, and has implications for future assessment exercises.
C1 [Gimenez-Toledo, Elea] CSIC, Inst Philosophy, ILIA Res Team, C Albasanz,26-28, Madrid, Spain.
   [Olmos-Penuela, Julia; Perruchas, Francois] Univ Valencia, Fac Econ, Dept Management, Avenida Tarongers,S-N, Valencia 46022, Spain.
   [Castro-Martinez, Elena] Univ Politen Valencia, INGENIO, CSIC, Ave Tarongers,S-N, Valencia 46022, Spain.
C3 Consejo Superior de Investigaciones Cientificas (CSIC); CSIC - Instituto
   de Filosofia (IFS); University of Valencia; Consejo Superior de
   Investigaciones Cientificas (CSIC); Universitat Politecnica de Valencia;
   CSIC-UPV - Instituto de Gestion de la Innovacion y del Conocimiento
   (INGENIO)
RP Olmos-Peñuela, J (corresponding author), Univ Valencia, Fac Econ, Dept Management, Avenida Tarongers,S-N, Valencia 46022, Spain.
EM julia.olmos@uv.es
RI Olmos-Peñuela, Julia/K-7945-2014; Perruchas, Francois/K-7844-2014;
   Castro-Martinez, Elena/F-3523-2012
OI Olmos-Peñuela, Julia/0000-0001-8524-3551; Perruchas,
   Francois/0000-0003-3821-0014; Castro-Martinez, Elena/0000-0003-3540-4315
FU National Agency for Quality Assessment and Accreditation (ANECA);
   MCIN/AEI [PID2021-124474OA-I00]; UE; CSIC Interdisciplinary Thematic
   Platform (PTI) ES CIENCIA; Ramon y Cajal program; European Union
FX The authors would like to thank the National Agency for Quality
   Assessment and Accreditation (ANECA) for its financial support and for
   the data on the knowledge transfer sexenios. The empirical work received
   a favourable evaluation from the CSIC Ethics Committee on 13 October
   2020 (code 155/2020). This research is framed within the project
   PID2021-124474OA-I00 funded by MCIN/AEI/10.13039/501100011033/FEDER, UE
   and within CSIC Interdisciplinary Thematic Platform (PTI) ES CIENCIA.
   Francois Perruchas acknowledges financial support from the Ramon y Cajal
   program, funded by MCIN/AEI/10.13039/501100011033 and by the European
   Union fund NextGenerationEU/PRTR. Conflict of interest statement. None
   declared.
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NR 63
TC 2
Z9 2
U1 1
U2 7
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD 2023 JUN 1
PY 2023
DI 10.1093/reseval/rvad016
EA JUN 2023
PG 14
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA I0AX7
UT WOS:000999498200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Hoi, VN
AF Ngoc Hoi, Vo
TI Augmenting student engagement through the use of social media: the role
   of knowledge sharing behaviour and knowledge sharing self-efficacy
SO INTERACTIVE LEARNING ENVIRONMENTS
LA English
DT Article
DE Facebook pedagogical affordance; knowledge sharing; cognitive
   engagement; moderated mediation
ID FACEBOOK GROUPS; TEACHERS INTENTIONS; ACADEMIC ENGAGEMENT; SCHOOL
   ENGAGEMENT; IMPACT; CONTEXT; BENEFITS; TRUST
AB Student disengagement and dropout have been a concern among higher education institutions that adopt a mass lecture mode of knowledge delivery. Lack of student-student and student-teacher interactions is the primary reason causing student engagement to suffer. Recently, the widespread use of social networking sites such as Facebook has prompted researchers and educators to explore the use of this online platform to promote student engagement. Drawing on the development-in-sociocultural context perspective of student engagement, the current study contributes to this line of research by examining the indirect effect of perceived pedagogical affordance of Facebook on students' cognitive engagement with knowledge sharing behaviour as a mediator and knowledge sharing self-efficacy as a moderator. Results of the moderated mediation analysis of the Rasch-calibrated self-report data from 399 higher education students revealed that the indirect effect of perceived pedagogical affordance of Facebook on cognitive engagement through knowledge sharing behaviour was significant among students who had moderate to strong confidence in knowledge sharing, but not significant among those with low confidence. The study findings inform educators of appropriate instructional approaches to leveraging students' self-efficacy in knowledge sharing and fostering a knowledge sharing culture that has potential to enhance students' cognitive engagement in higher education.
C1 [Ngoc Hoi, Vo] Quy Nhon Univ, Dept Foreign Languages, Quy Nhon, Vietnam.
C3 Quy Nhon University
RP Hoi, VN (corresponding author), Quy Nhon Univ, Dept Foreign Languages, Quy Nhon, Vietnam.
EM vongochoi@qnu.edu.vn
OI Vo, Ngoc Hoi/0000-0001-5962-8108
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NR 49
TC 17
Z9 17
U1 13
U2 63
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.
PD OCT 3
PY 2023
VL 31
IS 7
BP 4021
EP 4033
DI 10.1080/10494820.2021.1948871
EA JUL 2021
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA S1DG0
UT WOS:000669821200001
DA 2024-07-15
ER

PT J
AU Kotiranta, A
   Tahvanainen, A
   Kovalainen, A
   Poutanen, S
AF Kotiranta, Annu
   Tahvanainen, Antti
   Kovalainen, Anne
   Poutanen, Seppo
TI Forms and varieties of research and industry collaboration across
   disciplines
SO HELIYON
LA English
DT Article
DE Industry; Sociology; Research institution-industry links; Types of
   research-industry collaboration; Levels of research-industry
   collaboration; Disciplines; Individual motivation; Science and
   technology studies; Research policy studies; University-industry
   collaboration; Knowledge transfer
ID TECHNOLOGY-TRANSFER OFFICES; SOCIAL-SCIENCES; MULTIPLE IMPUTATION;
   ACADEMIC ENGAGEMENT; PUBLIC-POLICY; UNIVERSITY; KNOWLEDGE; PERFORMANCE;
   COMMERCIALIZATION; INNOVATION
AB Academic scientists' engagement with industry is a central mechanism in university-industry knowledge transfer and the development of collaborative research. However, most empirical studies are limited to researchers in technical disciplines. We extend the analysis beyond engineers to include broader disciplinary fields, including humanists, economists, medicine, biosciences and cross-disciplinary scientists. Our findings suggest that cross-disciplinary researchers and researchers in technical sciences engage in more industry interaction than their peers. The motivations for the choice of research area play an important role in industry collaboration. Furthermore, we identify three types of industry interaction (interaction modes) among researchers: 1. educational interaction, consisting of conferences or seminars, corporate training programs, or supervising thesis work; 2. research interaction, consisting of shared publications, research-related consulting, public research programs and contract research; 3. integrated interaction, consisting of joint research in shared premises and employment contracts with companies.
   Of these, the educational and research interaction modes (1 and 2) are motivated by the possibility of individual academic advancement. Integrated interaction (3) is rare and significantly correlates with only one of the three types of industry cooperation motivations: commercialization of research findings. We conclude by identifying future research needs, opportunities for methodological improvement and policy interventions.
C1 [Kotiranta, Annu] Business Finland, Helsinki, Finland.
   [Tahvanainen, Antti] Finnish Forest Ind Federat, Helsinki, Finland.
   [Kovalainen, Anne; Poutanen, Seppo] Univ Turku, Sch Econ, Turku, Finland.
C3 University of Turku
RP Kovalainen, A (corresponding author), Univ Turku, Sch Econ, Turku, Finland.
EM anne.kovalainen@utu.fi
RI Kovalainen, Anne/AAB-7814-2021
OI Kovalainen, Anne/0000-0003-2044-0348; Poutanen,
   Seppo/0000-0002-3287-1850
FU Academy of Finland, Strategic Research Council, Finland [303667];
   Academy of Finland, Finland [292448]; Academy of Finland (AKA) [303667]
   Funding Source: Academy of Finland (AKA)
FX This work was supported by the Academy of Finland, Strategic Research
   Council, Finland (Grant number 303667), and by the Academy of Finland,
   Finland (University Profiling Grant number 292448).
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NR 86
TC 6
Z9 7
U1 1
U2 21
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
EI 2405-8440
J9 HELIYON
JI Heliyon
PD MAR
PY 2020
VL 6
IS 3
AR e03404
DI 10.1016/j.heliyon.2020.e03404
PG 18
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA KY2SL
UT WOS:000522422500006
PM 32195382
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU López-Guerra, V
   Ocampo-Vásquez, K
   Quinde, L
   Guevara-Mora, S
   Guerrero-Alcedo, J
AF Lopez-Guerra, Victor
   Ocampo-Vasquez, Karina
   Quinde, Lucia
   Guevara-Mora, Sandra
   Guerrero-Alcedo, Jesus
TI Psychometric properties and factorial structure of the Spanish version
   of the psychological capital scale in Ecuadorian university students
SO PLOS ONE
LA English
DT Article
ID PERFORMANCE; ADAPTATION; QUESTIONNAIRE; RELIABILITY; VALIDITY
AB BackgroundPsychological capital (PsyCap) as a higher-order positive psychological resources (that include hope, efficacy, resilience, and optimism, or the HERO within). This construct was widely described and evaluated in the workplace; however, there is little research in other contexts, such as education, due to the lack of validated and adapted instruments in Latin America. Therefore, the objective of this study is to analyze the psychometric properties and factorial structure of the Spanish version of the psychological capital scale in a large sample of Ecuadorian university students. MethodsA non-probabilistic convenience sample of 1732 university students (mean age 20 years, SD = 2,29; 55% female) from the city of Loja-Ecuador were surveyed online using a cross-sectional design. ResultsThe respecified second-order 4-factor model showed the best fit to the data (CMIN/DF = 7.99, CFI = .977, TLI = .970 NFI = .974, IFI = .980, AIC = 443.833, RMSEA = .064 [058, .070]), and such model remained invariant across sex, age and public and private institutions. The internal consistency was adequate, with Alpha and Omega coefficients for the total scale (alpha = .941, omega = .942) and its four factors: self-efficacy (alpha = .869, omega = .872), hope (alpha = .888, omega = .889), resilience (alpha = .774, omega = .785), and optimism (alpha = .840, omega = .840). Finally, the PsyCap and its dimensions correlated with academic engagement and satisfaction. ConclusionsThe psychological capital showed adequate psychometric properties in university students, and its use in this context is supported.
C1 [Lopez-Guerra, Victor; Ocampo-Vasquez, Karina; Quinde, Lucia; Guevara-Mora, Sandra] Univ Tecn Particular Loja, Dept Psychol, Loja, Ecuador.
   [Guerrero-Alcedo, Jesus] Univ Cient Sur, Fac Hlth Sci, Villa El Salvador, Peru.
C3 Universidad Tecnica Particular de Loja; Universidad Cientifica del Sur
   (CIENTIFICA)
RP Ocampo-Vásquez, K (corresponding author), Univ Tecn Particular Loja, Dept Psychol, Loja, Ecuador.
RI Guerrero-Alcedo, Jesús Manuel/KIJ-5761-2024
OI Lopez-Guerra, Victor/0000-0002-9732-8066; Guerrero Alcedo, Jesus
   Manuel/0000-0001-7429-1515
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NR 41
TC 1
Z9 1
U1 1
U2 2
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 MAY 25
PY 2023
VL 18
IS 5
AR e0285842
DI 10.1371/journal.pone.0285842
PG 12
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA H4ZZ2
UT WOS:000996075100060
PM 37228054
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Fitzpatrick, D
   Collier, DA
   Parnther, C
   Du, Y
   Brehm, C
   Willson-Conrad, A
   Beach, A
   Hearit, K
AF Fitzpatrick, Dan
   Collier, Daniel A.
   Parnther, Ceceilia
   Du, Yu
   Brehm, Chelsea
   Willson-Conrad, Angela
   Beach, Andrea
   Hearit, Keith
TI Experimental evidence for a first-year experience course plus mentoring
   on moderate-income university students' engagement, achievement, and
   persistence
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE First-year experience (FYE); college persistence; experimental
   assignment; non-cognitive; Pell-eligible
ID ACADEMIC-PERFORMANCE; COLLEGE-STUDENTS; HIGHER-EDUCATION; MOTIVATION;
   PROGRAM; PREDICTORS; ATTRITION; SEMINARS; OUTCOMES; SUCCESS
AB Colleges and universities are paying increasing attention to students' transition into post-secondary education, including the provision of support to freshmen through structured First-Year Experiences (FYEs). Although low- and-moderate-income students are participating in post-secondary education at increased rates, their performance remains behind that of affluent students. We evaluated the effects of a two-arm experimental-assignment treatment for low- and moderate-income U.S. students eligible for Federal Pell grants at a four-year high-research university (N = 178): 57 control condition, 61 in professional learning communities, 60 in community mentoring, with computerized random assignment conducted by an external evaluator. The intensive (3 credit) two-semester research-based FYE plus mentoring program showed no effect on students' GPA or likelihood of good academic status, probation, or year two persistence. The treated students also showed no differences in fall-to-spring growth or spring level for non-cognitive measures, including academic engagement, amotivation, peer interaction, faculty interaction, and staff interaction. The null findings are consistent across unadjusted treatment-control comparisons, multivariate regression analyses for continuous outcomes, and logistic, probit, or linear analyses of dichotomous outcomes. Our findings have implications for generalizability about FYE effectiveness for low- and moderate-income students and for the design characteristics of FYE programing to reliably improve student outcomes.
C1 [Fitzpatrick, Dan; Collier, Daniel A.; Du, Yu; Brehm, Chelsea; Willson-Conrad, Angela; Beach, Andrea; Hearit, Keith] Western Michigan Univ, Ctr Res Instruct Change Postsecondary Educ, Kalamazoo, MI 49008 USA.
   [Parnther, Ceceilia] St Johns Univ, Adm & Instruct Leadership, Queens, NY USA.
   [Fitzpatrick, Dan] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Collier, Daniel A.] WE Upjohn Inst Employment Res, Promise Policies, Kalamazoo, MI USA.
   [Du, Yu] Univ N Carolina, Pembroke, NC USA.
C3 Western Michigan University; Saint John's University; University of
   Michigan System; University of Michigan; W.E. Upjohn Institute for
   Employment Research; University of North Carolina
RP Fitzpatrick, D (corresponding author), Western Michigan Univ, 000E Walwood Hall, Kalamazoo, MI 49008 USA.
EM Fitzpa88@gmail.com
RI Collier, Daniel/AAJ-9231-2021
OI Collier, Daniel/0000-0002-3164-0815
FU United States Department of Education Fund for the Improvement of
   Postsecondary Education (FIPSE) program under a First in the World
   (FiTW) [P116F140353]
FX This work was supported by the United States Department of Education
   Fund for the Improvement of Postsecondary Education (FIPSE) program
   under a First in the World (FiTW) [grant number: P116F140353].
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NR 67
TC 3
Z9 5
U1 0
U2 21
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 APR 16
PY 2021
VL 40
IS 3
BP 491
EP 507
DI 10.1080/07294360.2020.1761303
EA MAY 2020
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RG8LI
UT WOS:000540114500001
DA 2024-07-15
ER

PT J
AU Cruz, MD
   da Silva, NA
AF Cruz, Mariana de Moura
   da Silva, Natalia Alves
TI Intersections in Subaltern Urbanism: The narratives of women in urban
   occupations in Brazil
SO ENVIRONMENT AND PLANNING C-POLITICS AND SPACE
LA English
DT Article; Early Access
DE Urban occupations; southern theory; feminism
AB In the past decade in Brazil, we have witnessed the rise of a new subaltern space, which has prompted a new theoretical category, incorporated in the contemporary epistemologies of Subaltern Urbanism: Urban Occupations. These new terrains of livelihood and self-organization have prompted a series of new resistance strategies, everyday practices and narratives that must be understood and decodified. The Metropolitan Region of Belo Horizonte-third largest in the country-accounts for over 25 housing occupations in its territory, more than half of which settled in the last five years. Occupation Rosa Leao, established in 2013, is one of them. As it happens in many other occupations, most of its dwellers are black women. They constitute majority in the coordination groups and are often more closely involved in the collective necessities of the community. The present article draws upon the experiences of these women as subjects of their own history to showcase urban occupation as a powerful place for understanding and dismantling the always existing but often overlooked intersection between coloniality and gender. It relies on the activist and academic engagement of both authors in these territories, and specifically in the experience with a women-only self-construction workshop organized in October 2017. Through this workshop, we sought to understand how "usually male" construction knowledge was employed (or not) by women, how it could be used as a tool for domination/emancipation and how gender relations intertwined with such issues in the process.
C1 [Cruz, Mariana de Moura; da Silva, Natalia Alves] Univ Fed Minas Gerais, Belo Horizonte, MG, Brazil.
C3 Universidade Federal de Minas Gerais
RP Cruz, MD (corresponding author), Univ Fed Minas Gerais, Escola Arquitetura, Rua Paraiba 697, BR-30140140 Belo Horizonte, MG, Brazil.
EM marimoura.arq@gmail.com
RI Moura, Mariana/AAK-2367-2020
OI Moura, Mariana/0000-0001-7186-4031
FU Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior - Brasil
   (CAPES) [001]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was financed in part by the Coordenacao de Aperfeicoamento de Pessoal de
   Nivel Superior - Brasil (CAPES) - Finance Code 001.
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NR 37
TC 6
Z9 6
U1 1
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 2399-6544
EI 2399-6552
J9 ENVIRON PLAN C-POLIT
JI Env. Plan. C-Polit. Space
PD 2019 DEC 16
PY 2019
AR 2399654419887969
DI 10.1177/2399654419887969
EA DEC 2019
PG 17
WC Environmental Studies; Geography; Regional & Urban Planning; Public
   Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Geography; Public Administration
GA JW2WF
UT WOS:000502917100001
DA 2024-07-15
ER

PT J
AU Zhu, XX
   Tian, LL
   Zhou, JH
   Huebner, ES
AF Zhu, Xinxin
   Tian, Lili
   Zhou, Jianhua
   Huebner, E. Scott
TI The developmental trajectory of behavioral school engagement and its
   reciprocal relations with subjective well-being in school among Chinese
   elementary school students
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Behavioral school engagement; Subjective well-being in school;
   Reciprocal relations; Developmental trajectory; Chinese elementary
   school students
ID SOCIAL SUPPORT; ADOLESCENCE IMPLICATIONS; POSITIVE PSYCHOLOGY; ACADEMIC
   ENGAGEMENT; LIFE SATISFACTION; UNITED-STATES; 3 DIMENSIONS; FIT INDEXES;
   ACHIEVEMENT; CONTEXT
AB Although the development of elementary school students' behavioral school engagement in Western societies has received much research attention, longitudinal research on its development and predictors in China is still sparse. This two-year, four-wave, accelerated longitudinal study investigated the developmental trajectory of behavioral school engagement across Grades 3-6 among Chinese school students. Based on positive psychology constructs, we investigated the longitudinal relations between subjective well-being (SWB) in school and behavioral school engagement. Data were collected from self-report questionnaires completed by 1057 children (572 males, M-age = 9.4) from Grades 3-5 at the time of the first assessment. Analyses of latent growth curve models indicated a curvilinear trend of behavioral school engagement with an initial increase followed by a slight decrease. Analyses of autoregressive cross-lagged models showed that SWB in school and behavioral school engagement were reciprocally predictive over time. Although cross-cultural research is needed, our findings suggest a possible, unique influence of Chinese culture in shaping the developmental pattern of Chinese students' behavioral school engagement and the role of school-aged children's SWB in school in their behavioral school engagement. Limitations and implications of this study were discussed.
C1 [Zhu, Xinxin; Tian, Lili; Zhou, Jianhua] South China Normal Univ, Sch Psychol, Guangzhou 510631, Guangdong, Peoples R China.
   [Zhu, Xinxin; Tian, Lili; Zhou, Jianhua] South China Normal Univ, Ctr Studies Psychol Applicat, Guangzhou 510631, Guangdong, Peoples R China.
   [Zhu, Xinxin; Tian, Lili; Zhou, Jianhua] South China Normal Univ, Guangdong Key Lab Mental Hlth & Cognit Sci, Guangzhou 510631, Guangdong, Peoples R China.
   [Huebner, E. Scott] Univ South Carolina, Dept Psychol, Columbia, SC 29208 USA.
C3 South China Normal University; South China Normal University; South
   China Normal University; University of South Carolina System; University
   of South Carolina Columbia
RP Tian, LL (corresponding author), South China Normal Univ, Sch Psychol, Guangzhou 510631, Guangdong, Peoples R China.; Tian, LL (corresponding author), South China Normal Univ, Ctr Studies Psychol Applicat, Guangzhou 510631, Guangdong, Peoples R China.; Tian, LL (corresponding author), South China Normal Univ, Guangdong Key Lab Mental Hlth & Cognit Sci, Guangzhou 510631, Guangdong, Peoples R China.
EM paipaishu@163.com
RI zhu, xin/JXN-3188-2024; Tian, li/HQY-8623-2023; You,
   Baiqiang/T-2438-2019
OI You, Baiqiang/0000-0003-2516-2893
FU Humanities Social Sciences Research Planning Foundation from Ministry of
   Education, China [15YJA190003]; "12th Five-Year" Plan of Philosophy and
   Social Science Development in Guangdong Province, China [GDCXL01]; MOE
   Project of Key Research Institute of Humanities and Social Sciences at
   Universities, China [16JJD190002]; "13th Five-Year" Plan of Philosophy
   and Social Science Development in Guangzhou, China [2018GZGJ22];
   Postgraduate Research and Innovation Fund from South China Normal
   University, China; Postgraduate Research and Innovation Fund from School
   of Psychology, South China Normal University, China
FX This work was supported by Humanities Social Sciences Research Planning
   Foundation from Ministry of Education, China, 2015 (No. 15YJA190003),
   "12th Five-Year" Plan of Philosophy and Social Science Development in
   Guangdong Province, China, 2015 (No. GDCXL01), the MOE Project of Key
   Research Institute of Humanities and Social Sciences at Universities,
   China, 2016 (No. 16JJD190002), and "13th Five-Year" Plan of Philosophy
   and Social Science Development in Guangzhou, China, 2018 (No.
   2018GZGJ22). This work was also supported by the Postgraduate Research
   and Innovation Fund from South China Normal University, China, and the
   Postgraduate Research and Innovation Fund from School of Psychology,
   South China Normal University, China.
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NR 91
TC 22
Z9 24
U1 5
U2 46
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 APR
PY 2019
VL 99
BP 286
EP 295
DI 10.1016/j.childyouth.2019.01.024
PG 10
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA HR0FH
UT WOS:000462803200032
DA 2024-07-15
ER

PT J
AU Fotaki, M
   Prasad, A
AF Fotaki, Marianna
   Prasad, Ajnesh
TI Social justice interrupted? Values, pedagogy, and purpose of business
   school academics
SO MANAGEMENT LEARNING
LA English
DT Article
DE Management education; pedagogy; values; social justice; critical
   management
AB This commentary results from a 2-day Critical Management Studies workshop at the Academy of Management that we organized in the summer of 2010, entitled Whose business? Business, ethics, and society in critical management studies. It summarizes ideas presented by a variety of scholars who were actively grappling with questions and challenges of contemporary management education, specifically with its role in bringing about social change while introducing Madeline Toubiana's article, Business pedagogy for social justice? by way of example. Extending from the insights emerging from in this article, we briefly discuss the importance of reflecting on the values of social justice that we hold as business school academics, in order to begin to imagine the possibilities of the classroom as an arena in which we can inspire social change. We argue that academics ought to be reflexive about the values of social justice that they espouse, and that they ought to vigorously and substantively integrate these values into management education, such as through their infusion into curricula. Returning to Paulo Friere's (1970) idea of conscientization, we propose that business school academics should use the classroom as a forum in which to develop what Friere calls critical understanding. In sum, these two points present discursive sources of agency to move toward redressing the systems of institutional constraints, which are currently thwarting business school academics engagement with social justice as identified in Toubiana's article.
C1 [Fotaki, Marianna] Univ Manchester, Manchester M13 9PL, Lancs, England.
   [Prasad, Ajnesh] Univ New S Wales, Sydney, NSW 2052, Australia.
C3 University of Manchester; University of New South Wales Sydney
RP Fotaki, M (corresponding author), Manchester Business Sch, Booth St East, Manchester M15 6PB, Lancs, England.
EM Marianna.Fotaki@mbs.ac.uk
RI Prasad, Ajnesh/AAS-3674-2020
OI Prasad, Ajnesh/0000-0002-4368-1796; Fotaki, Marianna/0000-0002-2130-6936
CR Cunliffe AL, 2009, MANAGE LEARN, V40, P87, DOI 10.1177/1350507608099315
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NR 9
TC 25
Z9 27
U1 0
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1350-5076
EI 1461-7307
J9 MANAGE LEARN
JI Manage. Learn.
PD FEB
PY 2014
VL 45
IS 1
BP 103
EP 106
DI 10.1177/1350507613476617
PG 4
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 295FD
UT WOS:000330101100007
DA 2024-07-15
ER

PT J
AU Nicholson, M
   Bennett, JM
   Modesto, O
   Gould, R
AF Nicholson, Morgan
   Bennett, Joanne M. M.
   Modesto, Oscar
   Gould, Rachael
TI Understanding University Students during COVID-19: A Longitudinal
   Mixed-Methods Analysis of Their Experiences of Online Learning, Mental
   Health, Academic Engagement, and Academic Self-Efficacy
SO PSYCHOPATHOLOGY
LA English
DT Article
DE Mental health; Student experiences; COVID-19; Academic self-efficacy
ID STRESS; DEPRESSION; CARE
AB Introduction: Research has consistently demonstrated that the COVID-19 pandemic, and resulting sudden shift to online learning (OL), had detrimental impacts on the motivation and mental health of university students. To date however this research has been cross-sectional and quantitative. Method: This study employed a mixed-methods design to examine the experiences of students at a large national Australian University both at the outset of the pandemic in 2020 (n = 824) and again 6 months later (n = 254) at the conclusion of their academic year. Results: Key findings from this study highlighted that despite quantitative findings suggesting poorer attitudes toward learning during the pandemic, qualitatively students perceived both positives and negatives to studying online. The qualitative results further highlighted that this experience was not the same for all and suggests the need to reconsider the standard approaches to offering support for students. Conclusion: Students reported poor mental health in both time points, but outlined avenues which improved not only their mental health but also their motivation for studying such as increased peer engagement and self-care activities. Students reported that OL negatively impacted on both their engagement with studies and their mental health, highlighting the need for universities to prioritize supporting their students' mental health as much as their development of academic skills.
C1 [Nicholson, Morgan; Bennett, Joanne M. M.; Modesto, Oscar; Gould, Rachael] Australian Catholic Univ, Sch Behav & Hlth Sci, Strathfield, NSW, Australia.
C3 Australian Catholic University; Australian Catholic University -
   Strathfield Campus
RP Modesto, O (corresponding author), Australian Catholic Univ, Sch Behav & Hlth Sci, Strathfield, NSW, Australia.
EM oscar.modesto@acu.edu.au
OI Modesto, Oscar/0000-0002-9993-6364; Nicholson,
   Morgan/0000-0002-5578-8427
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NR 54
TC 2
Z9 2
U1 1
U2 11
PU KARGER
PI BASEL
PA ALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND
SN 0254-4962
EI 1423-033X
J9 PSYCHOPATHOLOGY
JI Psychopathology
PD SEP
PY 2023
VL 56
IS 5
BP 342
EP 358
DI 10.1159/000528441
EA FEB 2023
PG 17
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry
GA S6IB0
UT WOS:000921944000001
PM 36731439
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Boraita, RJ
   Alsina, DA
   Ibort, EG
   Torres, JMD
AF Jimenez Boraita, Raul
   Arriscado Alsina, Daniel
   Gargallo Ibort, Esther
   Dalmau Torres, Josep Maria
TI Determinants of health in adolescence: cardiorespiratory fitness and
   body composition
SO NUTRICION HOSPITALARIA
LA Spanish
DT Article
DE Body composition; Overweight; Obesity; Cardiorespiratory fitness;
   Adolescent health
ID SCHOOL-AGED CHILDREN; PHYSICAL-ACTIVITY; QUESTIONNAIRE; RELIABILITY;
   VALIDITY; YOUTH
AB Introduction: cardiorespiratory fitness and body composition are determining indicators of health status during adolescence. The objective of the study was to analyze the relationship of both parameters with indicators of mental and psychosocial health, lifestyle habits, and sociodemographic variables, establishing their predictive factors.
   Method: a cross-sectional study was conducted with a representative sample of 761 students (14.51 +/- 1.63 years old) from 25 educational centers in a northern region of Spain. Body mass index, maximum oxygen uptake, health-related quality of life, self-esteem, hours of nightly sleep, adherence to the Mediterranean diet, physical activity engagement, academic performance, and different sociodemographic factors were analyzed for all participants.
   Results: the results determined that being a boy, being younger, sleeping fewer hours at night, and presenting a lower academic performance were predictors of suffering from obesity, while being younger and being a migrant were predictors of being overweight. On the other hand, lower physical activity engagement, poorer academic performance, being a migrant, and not practicing extracurricular sports activities were predictive factors of cardiorespiratory fitness in the risk zone. In addition, the environment for performing physical activity and socioeconomic level also showed associations with cardiorespiratory fitness.
   Conclusions: given the influence of body composition and cardiorespiratory fitness on the physical and psychosocial health of adolescents, promotion strategies are required that take into account the identified predictors, with special attention to promoting healthy lifestyles.
C1 [Jimenez Boraita, Raul; Arriscado Alsina, Daniel; Gargallo Ibort, Esther; Dalmau Torres, Josep Maria] Univ La Rioja, Dept Ciencias Educ, Logrono, Spain.
C3 Universidad de La Rioja
RP Boraita, RJ (corresponding author), Univ La Rioja, Logrono, Spain.
EM rauljbcity@gmail.com
RI ARRISCADO, DANIEL/ABG-4503-2021; Jiménez Boraita, Raúl/ABH-1065-2020;
   Gargallo Ibort, Esther/ABG-6058-2021; Dalmau Torres, Josep
   Mª/ABD-5091-2021
OI Jiménez Boraita, Raúl/0000-0003-0494-591X; Dalmau Torres, Josep
   Mª/0000-0002-8003-9241
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NR 40
TC 3
Z9 3
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PU ARAN EDICIONES, S L
PI MADRID
PA C/ CASTELLO, 128, 1O, MADRID, 28006, SPAIN
SN 0212-1611
EI 1699-5198
J9 NUTR HOSP
JI Nutr. Hosp.
PD JUL-AUG
PY 2021
VL 38
IS 4
BP 697
EP 703
DI 10.20960/nh.03507
PG 7
WC Nutrition & Dietetics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Nutrition & Dietetics
GA TP9OS
UT WOS:000677922200004
PM 33720742
OA gold
DA 2024-07-15
ER

PT J
AU Dasgupta, N
   Thiem, KC
   Coyne, AE
   Laws, H
   Barbieri, M
   Wells, RS
AF Dasgupta, Nilanjana
   Thiem, Kelsey C.
   Coyne, Alice E.
   Laws, Holly
   Barbieri, Marielena
   Wells, Ryan S.
TI The Impact of Communal Learning Contexts on Adolescent Self-Concept and
   Achievement: Similarities and Differences Across Race and Gender
SO JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY
LA English
DT Article
DE communal goals; motivation; self; social identity; STEM
ID UTILITY-VALUE INTERVENTION; MOTIVATE ADOLESCENTS; COGNITIVE APPRAISAL;
   ENHANCING INTEREST; MINORITY-STUDENTS; ALTRUISTIC VALUES;
   SEX-DIFFERENCES; VALUE BELIEFS; SAMPLE-SIZE; WOMEN OPT
AB Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) what psychological processes mediate these relations, and (c) whether the influence of perceived communal practices in classrooms have similar or different effects on students with varying social identities based on race, ethnicity, and gender. Results showed that middle school classes that emphasize communality (both social relevance of math and peer collaboration) significantly predicted stronger math self-concept, more behavioral engagement, and better performance in math. These associations were mediated through three psychological processes-belonging, challenge, and self-efficacy. Among racial ethnic minority adolescents, feelings of belonging and challenge in math class were key psychological processes that enhanced math learning outcomes. These processes were activated when classes connected communal values to math. Finally, communal learning contexts benefited girls and boys equally. In sum, communal values practiced by emphasizing social relevance of academic content and using collaborative learning practices engage all students, especially students of color, at a formative period of academic learning in mathematics.
C1 [Dasgupta, Nilanjana; Coyne, Alice E.; Laws, Holly; Barbieri, Marielena] Univ Massachusetts, Dept Psychol & Brain Sci, Tobin Hall,135 Hicks Way, Amherst, MA 01003 USA.
   [Thiem, Kelsey C.] Ball State Univ, Dept Counseling Psychol Social Psychol & Counseli, Muncie, IN 47306 USA.
   [Wells, Ryan S.] Univ Massachusetts, Dept Educ Policy Res & Adm, Amherst, MA 01003 USA.
C3 University of Massachusetts System; University of Massachusetts Amherst;
   Ball State University; University of Massachusetts System; University of
   Massachusetts Amherst
RP Dasgupta, N (corresponding author), Univ Massachusetts, Dept Psychol & Brain Sci, Tobin Hall,135 Hicks Way, Amherst, MA 01003 USA.
EM dasgupta@psych.umass.edu
OI Barbieri, Marielena/0000-0002-0809-3390; Dasgupta,
   Nilanjana/0000-0003-1438-6066; Thiem, Kelsey/0000-0002-3837-7028
FU National Science Foundation [HRD 1348789]
FX This research was supported by the National Science Foundation (HRD
   1348789) to the first author. We are grateful to students, parents,
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   administrators for their logistical support. Thanks to the National
   Coalition of Girls' Schools for introducing us to schools interested in
   participating in educational research. Many thanks to Jacqueline Smith,
   Chelsea Moore, and James Rae for their critical role in project and data
   management. Thanks to our team of research assistants for their
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NR 140
TC 10
Z9 11
U1 8
U2 39
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 SEP
PY 2022
VL 123
IS 3
BP 537
EP 558
DI 10.1037/pspi0000377
EA APR 2022
PG 22
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3Q5JA
UT WOS:000782236300001
PM 35420864
OA Bronze
DA 2024-07-15
ER

PT J
AU Yu, L
   Shek, DTL
   Zhu, XQ
AF Yu, Lu
   Shek, Daniel T. L.
   Zhu, Xiaoqin
TI The Influence of Personal Well-Being on Learning Achievement in
   University Students Over Time: Mediating or Moderating Effects of
   Internal and External University Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE university engagement; personal growth; academic achievement; GPA;
   Chinese student
ID YOUTH DEVELOPMENT SCALE; SCHOOL CLIMATE; HONG-KONG;
   ACADEMIC-ACHIEVEMENT; HOLISTIC DEVELOPMENT; DEPRESSIVE SYMPTOMS;
   CHINESE; COLLEGE; PERCEPTIONS; ADJUSTMENT
AB The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong.
C1 [Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Hong Kong, Peoples R China.
   [Shek, Daniel T. L.] East China Normal Univ, Dept Social Work, Shanghai, Peoples R China.
   [Shek, Daniel T. L.] Kiang Wu Nursing Coll Macau, Macau, Peoples R China.
   [Shek, Daniel T. L.] Hong Kong Inst Serv Leadership & Management Ltd, Hog Kong, Peoples R China.
   [Shek, Daniel T. L.] Univ Kentucky, Coll Med, Kentucky Childrens Hosp, Div Adolescent Med,Dept Pediat, Lexington, KY USA.
C3 Hong Kong Polytechnic University; East China Normal University; Kiang Wu
   Nursing College of Macau; University of Kentucky
RP Yu, L (corresponding author), Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Hong Kong, Peoples R China.
EM lu.yu@polyu.edu.hk
RI zhu, xiaoqin/AAB-4368-2019; Shek, Daniel/N-9576-2014; Yu, Lu/I-5649-2014
OI zhu, xiaoqin/0000-0002-5527-9729; Shek, Daniel/0000-0003-3359-6229; Yu,
   Lu/0000-0003-3003-8432
FU Teaching Development Grant of The Hong Kong Polytechnic University
   [420E]
FX The preparation for this paper and the project entitled "Longitudinal
   Evaluation of the General University Requirements (GUR) under the New
   4-Year Curriculum" are financially supported by the Teaching Development
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NR 66
TC 47
Z9 50
U1 7
U2 46
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 9
PY 2018
VL 8
AR 2287
DI 10.3389/fpsyg.2017.02287
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FS2GO
UT WOS:000419597000001
PM 29375421
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Diez, T
AF Diez, Thomas
TI Normative power as hegemony
SO COOPERATION AND CONFLICT
LA English
DT Article
DE EU foreign policy; hegemony; normative power
ID EUROPEAN-UNION; DEMOCRACY PROMOTION; EXPECTATIONS GAP; COMMON FOREIGN;
   EU; POLICY; SECURITY; POLITICS; AFRICA; CHINA
AB This article identifies four key problems in the debate about normative power Europe that may be fruitfully tackled when linking it to the concept of hegemony: the debate about whether EU foreign and external policy is driven by norms or interests; the problem of inconsistent behaviour as a result of competing and contested norms; the question of the role of state and non-state actors in EU foreign and external policy; and the problematic standing of normative power as an academic engagement, in particular in regard to whether the theory is of primarily explanatory, descriptive or normative value. The author suggests that the concept of hegemony may address these problems. First, it combines norms and interests, thus transcending the divide that has resulted in endless debates about the EU's standing as a normative power. Second, hegemony does not start from a pre-given set of norms with fixed meanings, but rather puts the struggles about these norms at centre stage, thus seeing inconsistencies not as undermining but as part and parcel of normative power. Third, hegemony expands our understanding of the actors involved in the construction and exercise of normative power, thus bringing not only Member States but also social forces in a much broader sense into the picture. Finally, hegemony reorientates the debate about normative power so as to reinstate the critical purpose that the concept was supposed to have from the start.
C1 [Diez, Thomas] Univ Tubingen, DE-72074 Tubingen, Germany.
C3 Eberhard Karls University of Tubingen
RP Diez, T (corresponding author), Univ Tubingen, Dept Polit Sci, Melanchthonstr 36, DE-72074 Tubingen, Germany.
EM thomas.diez@uni-tuebingen.de
RI Diez, Thomas/AFJ-9323-2022
OI Diez, Thomas/0000-0001-8056-6693
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NR 81
TC 129
Z9 141
U1 3
U2 98
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0010-8367
EI 1460-3691
J9 COOP CONFL
JI Coop. Confl.
PD JUN
PY 2013
VL 48
IS 2
SI SI
BP 194
EP 210
DI 10.1177/0010836713485387
PG 17
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA 157RZ
UT WOS:000319918100003
DA 2024-07-15
ER

PT J
AU Wang, YL
   Derakhshan, A
   Zhang, LJ
AF Wang, Yongliang
   Derakhshan, Ali
   Zhang, Lawrence Jun
TI Researching and Practicing Positive Psychology in Second/Foreign
   Language Learning and Teaching: The Past, Current Status and Future
   Directions
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE broaden-and-build theory; positive emotions; positive institutions;
   positive individual features; positive psychology; second; foreign
   language education
ID EMOTIONAL INTELLIGENCE; EFL TEACHERS; ENJOYMENT; ACHIEVEMENT; ANXIETY;
   GRIT; ENGAGEMENT; MOTIVATION; CONTEXT; PREDICT
AB In addressing the recent special issue in Frontiers in Psychology, namely "Positive Psychology in Foreign and Second Language Education: Approaches and Applications, " calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.
C1 [Wang, Yongliang] Henan Univ, Sch Coll English Teaching & Res, Ctr Second Language Writing Res, Kaifeng, Peoples R China.
   [Derakhshan, Ali] Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Golestan, Iran.
   [Zhang, Lawrence Jun] Univ Auckland, Fac Educ & Social Work, Auckland, New Zealand.
C3 Henan University; Golestan University; University of Auckland
RP Derakhshan, A (corresponding author), Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Golestan, Iran.
EM a.derakhshan@gu.ac.ir
RI Zhang, Lawrence Jun/H-1756-2018; Derakhshan, Ali/AAJ-4592-2020
OI Zhang, Lawrence Jun/0000-0003-1025-1746; Derakhshan,
   Ali/0000-0002-6639-9339; Wang, Yongliang/0000-0002-4672-8481
FU School of Teachers' Education of Henan University [YB-JFZX-22]
FX This paper was supported by School of Teachers' Education of Henan
   University, entitled A Study on Chinese EFL Teachers' Emotion
   Regulation, Resilience and Their Work Engagement Based on Positive
   Psychology (Grant No. YB-JFZX-22), 2021-2022.
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NR 109
TC 383
Z9 389
U1 165
U2 1101
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 AUG 19
PY 2021
VL 12
AR 731721
DI 10.3389/fpsyg.2021.731721
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA UK9XN
UT WOS:000692316300001
PM 34489835
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Descals-Tomás, A
   Rocabert-Beut, E
   Abellán-Roselló, L
   Gómez-Artiga, A
   Doménech-Betoret, F
AF Descals-Tomas, Adela
   Rocabert-Beut, Esperanza
   Abellan-Rosello, Laura
   Gomez-Artiga, Amparo
   Domenech-Betoret, Fernando
TI Influence of Teacher and Family Support on University Student Motivation
   and Engagement
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE teaching support; family support; expectancy beliefs; value beliefs;
   achievement goals; student engagement
ID SITUATION QUALITY MODEL; EXPECTANCY-VALUE THEORY; SCHOOL ENGAGEMENT;
   ACHIEVEMENT GOALS; MIDDLE SCHOOL; PARENTAL INVOLVEMENT;
   LEARNING-STRATEGIES; ACADEMIC ENGAGEMENT; SELF-DETERMINATION; CLASSROOM
AB Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy-value beliefs and achievement goals) as a mediating motivational variable in the relation between university students' external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy-value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students' involvement in their learning process.
C1 [Descals-Tomas, Adela; Rocabert-Beut, Esperanza; Gomez-Artiga, Amparo] Univ Valencia, Dev & Educ Psychol, Valencia 46010, Spain.
   [Abellan-Rosello, Laura; Domenech-Betoret, Fernando] Univ Jaume 1, Dev & Educ Psychol, Castellon de La Plana 12071, Spain.
C3 University of Valencia; Universitat Jaume I
RP Descals-Tomás, A (corresponding author), Univ Valencia, Dev & Educ Psychol, Valencia 46010, Spain.; Doménech-Betoret, F (corresponding author), Univ Jaume 1, Dev & Educ Psychol, Castellon de La Plana 12071, Spain.
EM Adela.Descals@uv.es; Esperanza.Rocabert@uv.es; labellan@uji.es;
   Amparo.Gomez@uv.es; betoret@uji.es
RI Rocabert, Esperanza/AAD-6015-2022; Abellan-Rosello, Laura/AAC-4366-2019
OI Abellan-Rosello, Laura/0000-0003-3009-9024; Descals,
   Adela/0000-0003-4315-3448; Domenech Betoret,
   Fernando/0000-0003-4931-4847
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NR 90
TC 13
Z9 13
U1 11
U2 61
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 5
AR 2606
DI 10.3390/ijerph18052606
PG 21
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 QV7PO
UT WOS:000628158700001
PM 33807813
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Kong, LL
   Ma, ZQ
   Li, XC
   Kim, H
AF Kong, Lanlan
   Ma, Zhiqiang
   Li, Xinchao
   Kim, Hyungjun
TI Interactions between international doctoral students studying in China
   and their advisors: The role of intercultural adaptive guidance and
   psychological safety
SO INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS
LA English
DT Article
DE Intercultural student-advisor interaction (ISAI); Intercultural adaptive
   guidance; Psychological safety; Student-advisor Interaction engagement;
   Cultural distance
ID CULTURAL DISTANCE; SOCIAL SUPPORT; ADAPTATION; ENGAGEMENT; ADJUSTMENT;
   SUPERVISOR; BEHAVIOR; PROGRESS; LEVEL; TEAMS
AB Student-advisor interaction has a crucial effect on the academic growth and career development of doctoral students. However, cultural differences between international doctoral students and their advisors may cause the students to perceive a lack of psychological safety and be unwilling to interact with their advisor. This phenomenon is very common in Chinese universities, where the student-advisor relationship tends to be advisor-centered and hierarchical. Therefore, we explored the effects of intercultural adaptive guidance and psychological safety on student-advisor interaction engagement, and the moderating effect of cultural distance in the context of intercultural student-advisor interaction (ISAI). A quantitative survey methodology was used to collect data from 225 international doctoral students studying in China, and statistical analysis was performed using SPSS 24.0 and AMOS 20.0 applications. The results showed that advisors' intercultural adaptive guidance positively affects the student-advisor interaction engagement (academic and social) of international doctoral students, and that psychological safety mediates the relationship. Furthermore, deep-level cultural distance enhances the effect of intercultural adaptive guidance on psychological safety. The results of this study enrich research in the field of international education management and could provide strategic guidance for managing international doctoral students in Chinese universities.
C1 [Kong, Lanlan; Ma, Zhiqiang] Jiangsu Univ, Sch Management, Zhenjiang 212013, Peoples R China.
   [Li, Xinchao] Jiangsu Univ, Teaching Affairs Off, Zhenjiang 212013, Peoples R China.
   [Kim, Hyungjun] Chungnam Natl Univ, Coll Econ & Management, Daejeon 305764, South Korea.
   [Kim, Hyungjun] Chungnam Natl Univ, Coll Econ & Management, 99 Daehak Ro, Daejeon 34134, South Korea.
   [Kong, Lanlan; Ma, Zhiqiang] Jiangsu Univ, Sch Management, 301 Xuefu Rd, Zhenjiang, Jiangsu, Peoples R China.
   [Li, Xinchao] Jiangsu Univ, 301 Xuefu Rd, Zhenjiang, Jiangsu, Peoples R China.
C3 Jiangsu University; Jiangsu University; Chungnam National University;
   Chungnam National University; Jiangsu University; Jiangsu University
RP Kim, H (corresponding author), Chungnam Natl Univ, Coll Econ & Management, 99 Daehak Ro, Daejeon 34134, South Korea.
EM bizguru@cnu.ac.kr
RI Ma, Zhiqiang/J-7603-2019
OI Ma, Zhiqiang/0000-0002-6791-1162; Kim, Hyung-jun/0000-0002-9039-882X
FU Ministry of Education of Humanities and Social Science project
   [20YJCZH064]; National Research Fund (NRF) of Korea
   [2022S1A5A2A030531601231482092640102]; 2022 Jiangsu Postgraduate
   Education and Teaching Reform Project [JGKT22_C091]; Jiangsu Provincial
   Social Science Fund Project [22GLD021]; Senior Professional Research
   Launch Fund of Jiangsu University [2018JDG012]
FX This work was supported by The Ministry of Education of Humanities and
   Social Science project [20YJCZH064] , National Research Fund (NRF) of
   Korea [2022S1A5A2A030531601231482092640102] , 2022 Jiangsu Postgraduate
   Education and Teaching Reform Project [JGKT22_C091] , Jiangsu Provincial
   Social Science Fund Project [22GLD021] , and Senior Professional
   Research Launch Fund of Jiangsu University [2018JDG012] .
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NR 52
TC 0
Z9 0
U1 9
U2 20
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 2023
VL 96
AR 101872
DI 10.1016/j.ijintrel.2023.101872
EA AUG 2023
PG 11
WC Psychology, Social; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics; Sociology
GA R8DA5
UT WOS:001066593700001
DA 2024-07-15
ER

PT J
AU Estévez, I
   Rodríguez-Llorente, C
   Piñeiro, I
   González-Suárez, R
   Valle, A
AF Estevez, Iris
   Rodriguez-Llorente, Carolina
   Pineiro, Isabel
   Gonzalez-Suarez, Rocio
   Valle, Antonio
TI School Engagement, Academic Achievement, and Self-Regulated Learning
SO SUSTAINABILITY
LA English
DT Article
DE school engagement; self-regulated learning; academic achievement;
   person-centered approach; primary education; sustainable development
ID STUDENT ENGAGEMENT; COGNITIVE ENGAGEMENT; MOTIVATIONAL BELIEFS;
   SECONDARY STUDENTS; EFFORTFUL CONTROL; CLASSROOM; BURNOUT; TRAJECTORIES;
   ELEMENTARY; VALIDATION
AB School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students-one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)-were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.
C1 [Estevez, Iris] Univ A Coruna, Coll Educ, Dept Pedag & Didact, Campus Elvina S-N, La Coruna 15071, Spain.
   [Rodriguez-Llorente, Carolina; Pineiro, Isabel; Gonzalez-Suarez, Rocio; Valle, Antonio] Univ A Coruna, Coll Educ, Dept Psychol, Campus Elvina S-N, La Coruna 15071, Spain.
C3 Universidade da Coruna; Universidade da Coruna
RP Rodríguez-Llorente, C (corresponding author), Univ A Coruna, Coll Educ, Dept Psychol, Campus Elvina S-N, La Coruna 15071, Spain.
EM iris.estevezb@udc.es; carolina.rodriguez.llorente@udc.es;
   isabel.pineiro.aguin@udc.es; rocio.gonzalez.suarez@udc.es;
   antonio.valle@udc.es
RI Piñeiro, Isabel/F-3192-2015; Rodríguez-Llorente, Carolina/ABA-2105-2020;
   Valle, Antonio/A-6776-2013; González-Suárez, Rocío/AAP-9267-2021
OI Rodríguez-Llorente, Carolina/0000-0002-2894-5271; Valle,
   Antonio/0000-0001-8160-9181; González-Suárez, Rocío/0000-0002-7065-1015;
   Estevez, Iris/0000-0003-2821-5663
FU MINECO [EDU2013-44062-P]; MEIC [EDU2017-82984-P]
FX This study was performed thanks to financing from research project
   EDU2013-44062-P (MINECO) and EDU2017-82984-P (MEIC).
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NR 77
TC 22
Z9 27
U1 13
U2 70
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAR
PY 2021
VL 13
IS 6
AR 3011
DI 10.3390/su13063011
PG 15
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 RV3HW
UT WOS:000645729300001
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Wang, XH
   Tan, SC
   Li, L
AF Wang, Xinghua
   Tan, Seng Chee
   Li, Lu
TI Technostress in university students' technology-enhanced learning: An
   investigation from multidimensional person-environment misfit
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Technostress; Multidimensional person-environment misfit; University
   students; Technology-enhanced learning
ID ACADEMIC ENGAGEMENT; STRESS; FIT; SATISFACTION; IMPACT; CONSEQUENCES;
   INFORMATION; PERFORMANCE; ACCEPTANCE; INTENTION
AB This study investigated technostress among university students in technology-enhanced learning (TEL) from a multidimensional person-environment misfit perspective: technostress on the dimensions of person-organization (P-O) misfit, person-TEL (P-TEL) misfit, and person-people (P-O) misfit, respectively. A research model was created to examine how the three dimensions of technostress were related to one another and how they predicted students' burnout, persistence in TEL, and perceived performance. It was validated by 740 university students from two public universities in China. The findings show that P-O misfit of technostress strongly predicted technostress on both P-TEL misfit and P-P misfit dimensions. P-P misfit of technostress predicted P-TEL misfit of technostress. The three dimensions of technostress were positively associated with students' burnout, which negatively affected their perceived performance in TEL. Moreover, P-O misfit of technostress demonstrated the most salient effect on students' burnout. Additionally, group comparisons based on gender and grade levels indicate that females and lower-grade students were more susceptible to burnout associated with P P misfit of technostress than others. And female students' performance tended to be more negatively affected by burnout than males. This study has important implications for disentangling factors affecting students' wellbeing and academic success in TEL and developing effective solutions to technostress.
C1 [Wang, Xinghua] Qingdao Univ, Normal Coll, Qingdao, Peoples R China.
   [Wang, Xinghua] Nanyang Technol Univ, Ctr Res & Dev Learning, Singapore, Singapore.
   [Tan, Seng Chee] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
   [Li, Lu] Qingdao Univ, Sch Journalism & Commun, Qingdao, Peoples R China.
C3 Qingdao University; Nanyang Technological University; Nanyang
   Technological University; National Institute of Education (NIE)
   Singapore; Qingdao University
RP Wang, XH (corresponding author), Qingdao Univ, Normal Coll, Qingdao, Peoples R China.
EM wangxinghua379@gmail.com; sengchee.tan@nie.edu.sg; lilu227@msn.cn
RI sdf, sdf/ABH-9300-2020; Tan, Seng Chee/S-3918-2017
OI Wang, Xinghua/0000-0002-4246-8600; Tan, Seng Chee/0000-0002-8406-0144
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NR 56
TC 70
Z9 77
U1 20
U2 120
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 106208
DI 10.1016/j.chb.2019.106208
PG 10
WC Psychology, Multidisciplinary; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA KH3CK
UT WOS:000510523800012
DA 2024-07-15
ER

PT J
AU Llurba, C
   Fretes, G
   Palau, R
AF Llurba, Celia
   Fretes, Gabriela
   Palau, Ramon
TI Classroom Emotion Monitoring Based on Image Processing
SO SUSTAINABILITY
LA English
DT Article
DE image processing; emotion recognition; secondary school students;
   academic performance; students' emotions; students' well-being; Py-Feat
ID ACHIEVEMENT; COGNITION; STUDENTS; CONTEXT
AB One challenge of teaching and learning the lack of information during these processes, including information about students' emotions. Emotions play a role in learning and processing information, impacting accurate comprehension. Furthermore, emotions affect students' academic engagement and performance. Consideration of students' emotions, and therefore their well-being, contributes to building a more sustainable society. A new way of obtaining such information is by monitoring students' facial emotions. Accordingly, the purpose of this study was to explore whether the use of such advanced technologies can assist the teaching-learning process while ensuring the emotional well-being of secondary school students. A model of Emotional Recognition (ER) was designed for use in a classroom. The model employs a custom code, recorded videos, and images to identify faces, follow action units (AUs), and classify the students' emotions displayed on screen. We then analysed the classified emotions according to the academic year, subject, and moment in the lesson. The results revealed a range of emotions in the classroom, both pleasant and unpleasant. We observed significant variations in the presence of certain emotions based on the beginning or end of the class, subject, and academic year, although no clear patterns emerged. Our discussion focuses on the relationship between emotions, academic performance, and sustainability. We recommend that future research prioritise the study of how teachers can use ER-based tools to improve both the well-being and performance of students.
C1 [Llurba, Celia; Fretes, Gabriela; Palau, Ramon] Univ Rovira & Virgili, Dept Pedag, Crta Valls S-N, Tarragona 43007, Spain.
C3 Universitat Rovira i Virgili
RP Llurba, C (corresponding author), Univ Rovira & Virgili, Dept Pedag, Crta Valls S-N, Tarragona 43007, Spain.
EM celia.llurba@urv.cat; ramon.palau@urv.cat
RI ; Palau, Ramon/AAG-3585-2020
OI Fretes Torruella, Gabriela/0000-0002-8395-7945; Palau,
   Ramon/0000-0002-9843-3116
FU NAIST (Nara Institute of Science and Technology)
FX We wish to acknowledge NAIST (Nara Institute of Science and Technology),
   specifically Hiroki Tanaka, Kana Myamoto, Kazuhiro Shidara, Takeshi
   Saga, and Satoshi Nakamura.
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NR 53
TC 1
Z9 1
U1 6
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD JAN
PY 2024
VL 16
IS 2
AR 916
DI 10.3390/su16020916
PG 14
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 GF3K5
UT WOS:001151209400001
OA gold, Green Submitted
DA 2024-07-15
ER

PT J
AU Lin, S
   Mahoney, M
   Singh, B
   Schillinger, E
AF Lin, Steven
   Mahoney, Megan
   Singh, Baldeep
   Schillinger, Erika
TI An Academic Achievement Calculator for Clinician-Educators in Primary
   Care
SO FAMILY MEDICINE
LA English
DT Article
ID MEDICAL-CENTERS; PROMOTION; FACULTY; SCHOLARSHIP; CHALLENGES; PROGRAM
AB BACKGROUND AND OBJECTIVES: Academic medical centers need better ways to quantify the diverse academic contributions of primary care clinician-educators. We examined the feasibility and acceptability of an "academic achievement calculator" that quantifies academic activities using a point system.
   METHODS: A cohort of 16 clinician-educators at a single academic medical center volunteered to assess the calculator using a questionnaire. Key measures included time needed to complete the calculator, how well it reflected participants' academic activities, whether it increased their awareness of academic opportunities, whether they intend to pursue more academic work, and their overall satisfaction with the calculator.
   RESULTS: Most participants (69%) completed the calculator in less than 20 minutes. Three-quarters (75%) reported that the calculator reflected the breadth of their academic work either "very well" or "extremely well". The majority (81%) stated that it increased their awareness of opportunities for academic engagement, and that they intend to pursue more academic activities. Overall, three-quarters (75%) were "very satisfied" or "extremely satisfied" with the calculator.
   CONCLUSIONS: To our knowledge, this is the first report of a tool designed to quantify the diverse academic activities of primary care clinician-educators. In this pilot study, we found that the use of an academic achievement calculator may be feasible and acceptable. This tool, if paired with an annual bonus plan, could help incentivize and reward academic contributions among primary care clinician-educators, and assist department leaders with the promotion process.
C1 [Lin, Steven; Mahoney, Megan; Singh, Baldeep; Schillinger, Erika] Stanford Univ, Dept Med, Div Primary Care & Populat Hlth, Stanford, CA 94305 USA.
C3 Stanford University
RP Lin, S (corresponding author), 211 Quarry Rd,Suite 405,MC 5985, Palo Alto, CA 94304 USA.
EM stevenlin@stanford.edu
OI Lin, Steven/0000-0001-8108-053X; Mahoney, Megan/0000-0001-9166-9575
CR Beasley BW, 2003, J GEN INTERN MED, V18, P705, DOI 10.1046/j.1525-1497.2003.20639.x
   Bertram A, 2015, MED TEACH, V37, P131, DOI 10.3109/0142159X.2014.911269
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NR 13
TC 1
Z9 1
U1 0
U2 2
PU SOC TEACHERS FAMILY MEDICINE
PI LEAWOOD
PA 11400 TOMAHAWK CREEK PARKWAY, STE 540, LEAWOOD, KS 66207 USA
SN 0742-3225
EI 1938-3800
J9 FAM MED
JI Fam. Med.
PD SEP
PY 2017
VL 49
IS 8
BP 640
EP 643
PG 4
WC Primary Health Care; Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED)
SC General & Internal Medicine
GA FH6EC
UT WOS:000411264500011
PM 28953298
DA 2024-07-15
ER

PT J
AU Alvarez-Nuñez, L
   Vásquez-Echeverría, A
   Antino, M
AF Alvarez-Nunez, Lucia
   Vasquez-Echeverria, Alejandro
   Antino, Mirko
TI Consideration of future consequences: evidence of weekly fluctuations
   and domain-specificity in association with health, academic, and work
   outcomes
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Consideration of future consequences; Repeated measure design;
   Fluctuations; Domain-specificity
ID IMMEDIATE CONSEQUENCES; RELIABILITY; ADOLESCENTS; ORIENTATION; EXERCISE;
   EAT
AB Consideration of future consequences (CFC) was originally proposed to be a stable personality trait that describes the degree to which individuals consider the immediate versus distant results of their actions. Recent studies debate whether CFC fluctuates over short periods of time and whether it is a domain-specific construct. The present study aims to explore the fluctuation of CFC scale scores over a weekly interval and explore how this variability is associated with three relevant outcomes. For this purpose, the general CFC scale was adapted to three domain-specific scales: health, academic, and work. A total of 737 adults (Mage = 36.58, SD = 14.73) participated and completed the questionnaires over eight waves of data collection separated by one week. The results indicate that CFC scale scores fluctuates at weekly intervals. Healthy eating, academic engagement, and innovation at work at the intra-individual level were associated with fluctuations in the corresponding domain-specific scales over and above the general CFC scale. The results suggest that CFC is, to some extent, variable within short periods of time. Furthermore, we found evidence in favour of the reliability and validity of all CFC scales in Spanish used in this study. These findings may be useful for public policies that depend on people's future orientation.
C1 [Alvarez-Nunez, Lucia; Vasquez-Echeverria, Alejandro] Univ Republica, Inst Fundamentos & Metodos Psicol, Fac Psicol,Dept Montevideo,Ctr Invest Basica Psic, Ctr Interdisciplinario Cognic Ensenanza & Aprendi, Dr Tristan Narvaja 1674, Montevideo 11200, Uruguay.
   [Alvarez-Nunez, Lucia; Antino, Mirko] Univ Complutense Madrid, Fac Psicol, Dept Psicobiol & Metodol Ciencias Comportamiento, Campus Somosagua,Ctra Humera S-N, Madrid 28223, Spain.
C3 Universidad de la Republica, Uruguay; Complutense University of Madrid
RP Alvarez-Nuñez, L (corresponding author), Univ Republica, Inst Fundamentos & Metodos Psicol, Fac Psicol,Dept Montevideo,Ctr Invest Basica Psic, Ctr Interdisciplinario Cognic Ensenanza & Aprendi, Dr Tristan Narvaja 1674, Montevideo 11200, Uruguay.; Alvarez-Nuñez, L (corresponding author), Univ Complutense Madrid, Fac Psicol, Dept Psicobiol & Metodol Ciencias Comportamiento, Campus Somosagua,Ctra Humera S-N, Madrid 28223, Spain.
EM lucia.alvarez@psico.edu.uy
FU Academic Postgraduate Commission (Comision de Posgrado Academico) of the
   University of the Republic of Uruguay (Universidad de la Republica de
   Uruguay)
FX This work was supported by the Academic Postgraduate Commission
   (Comision de Posgrado Academico) of the University of the Republic of
   Uruguay (Universidad de la Republica de Uruguay) through a PhD
   scholarship awarded to the first author of the article.
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NR 44
TC 0
Z9 0
U1 5
U2 12
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 NOV
PY 2023
VL 42
IS 32
BP 28406
EP 28416
DI 10.1007/s12144-022-03910-5
EA NOV 2022
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U0HR2
UT WOS:000880359100006
DA 2024-07-15
ER

PT J
AU Rosli, A
   de Silva, M
   Rossi, F
   Yip, N
AF Rosli, Ainurul
   de Silva, Muthu
   Rossi, Federica
   Yip, Nick
TI The long-term impact of engaged scholarship: How do SMEs capitalise on
   their engagement with academics to explore new opportunities?
SO INTERNATIONAL SMALL BUSINESS JOURNAL-RESEARCHING ENTREPRENEURSHIP
LA English
DT Article
DE academic engagement; boundary spanner; engaged scholarship; Knowledge
   Transfer Partnerships; new business opportunities; small and
   medium-sized enterprises
ID MANAGEMENT RESEARCH; KNOWLEDGE TRANSFER; MODE 2; UNIVERSITY; INDUSTRY;
   COLLABORATION; INNOVATION; ENTREPRENEURSHIP; COPRODUCTION; STRATEGIES
AB We investigate whether - and how - small and medium-sized enterprises (SMEs) are able to capitalise on their engagement with academics in order to explore new opportunities beyond the achievement of the immediate objectives of their collaboration. Using empirical evidence drawn from academic-SME collaborations supported by the Knowledge Transfer Partnership programme in the United Kingdom, we find that for many SMEs, engagement with academics has led to new business opportunities, including new market creation, new project engagement, new venture creation and new strategic network development. The exploration of new business opportunities is facilitated when three overarching factors are present: (1) a capable boundary spanner, who creates bridges within the SME and between the SME and the university, and gains an in-depth knowledge of the collaboration's content; (2) a committed SME leadership willing to allocate resources and permissions to the collaboration, and encouraging an open flow of communication; (2) a strong relationship, characterised by trust and cognitive proximity, between the collaboration's partners, who engage in open discussions and acknowledge and respect their different roles and responsibilities. These findings offer suggestions to SMEs, universities and policymakers in relation to improving the generation of long-term impacts on SMEs through engaged scholarship.
C1 [Rosli, Ainurul] Univ Westminster, Westminster Business Sch, 35 Marylebone Rd, London NW1 5LS, England.
   [de Silva, Muthu] Univ Kent, Kent Business Sch, Innovat & Entrepreneurship, Canterbury, Kent, England.
   [de Silva, Muthu] Univ London, London, England.
   [Rossi, Federica] Birkbeck Univ London, London, England.
   [Yip, Nick] Univ East Anglia, Norwich Business Sch, Mkt, Norwich, Norfolk, England.
C3 University of Westminster; University of Kent; University of London;
   University of London; Birkbeck University London; University of East
   Anglia
RP Rosli, A (corresponding author), Univ Westminster, Westminster Business Sch, 35 Marylebone Rd, London NW1 5LS, England.
EM a.rosli@westminster.ac.uk
RI Rossi, Federica/AFP-2812-2022
OI Rossi, Federica/0000-0002-5869-4469; de Silva, Muthu/0000-0003-4800-3684
FU Birkbeck, University of London (School of Business, Economics and
   Informatics); British Academy of Management
   [BAMRDGS2013_28291_13935_22282]; British Academy - Leverhulme [SG150100]
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 Birkbeck, University of London (research grant
   from the School of Business, Economics and Informatics), the British
   Academy of Management (contract BAMRDGS2013_28291_13935_22282)and
   British Academy - Leverhulme (contract SG150100).
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NR 82
TC 16
Z9 17
U1 4
U2 51
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0266-2426
EI 1741-2870
J9 INT SMALL BUS J
JI Int. Small Bus. J.-Res. Entrep.
PD JUN
PY 2018
VL 36
IS 4
SI SI
BP 400
EP 428
DI 10.1177/0266242617749885
PG 29
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA GH8JC
UT WOS:000433913400004
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Huang, J
   Siu, CTS
   Cheung, H
AF Huang, Jing
   Siu, Carrey Tik-Sze
   Cheung, Him
TI Longitudinal relations among teacher-student closeness, cognitive
   flexibility, intrinsic reading motivation, and reading achievement
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Teacher -student closeness; Cognitive flexibility; Intrinsic reading
   motivation; Reading achievement; Latent growth curve modeling
ID EXECUTIVE FUNCTION; CHILD RELATIONSHIPS; MEASUREMENT INVARIANCE;
   ELEMENTARY-SCHOOL; CLASSROOM ENVIRONMENT; ACADEMIC ENGAGEMENT;
   DOMAIN-SPECIFICITY; INHIBITORY CONTROL; SELF-REGULATION; COMPREHENSION
AB This study examines the roles of cognitive flexibility and reading motivation in explaining the longitudinal link between teacher-student closeness and reading achievement. The investigation is motivated by the fact that cognitive flexibility and reading motivation have been shown to be correlates of teacherstudent relationship and reading achievement, yet their mediating roles are less well understood. The current study uses a sample of 17,342 students (8463 females; mean age = 73.42 months) from the Early Childhood Longitudinal Study with different ethnic backgrounds. A declining trend of teacher-student closeness from kindergarten to Grade 2 was found. Teacher-student closeness at kindergarten was positively associated with reading achievement at Grade 4 and the effect was mediated by cognitive flexibility and reading motivation at Grade 3. Declining closeness from kindergarten to Grade 2 was not related to the other associations. Consistent with the extended attachment view, these findings highlight the importance of an early supportive teacher-student relationship in promoting flexibility in thinking and interest in reading. This enhances subsequent reading performance in the middle elementary school years. (c) 2022 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )
C1 [Huang, Jing] Lingnan Univ, Hong Kong, Peoples R China.
   [Huang, Jing; Siu, Carrey Tik-Sze; Cheung, Him] Educ Univ Hong Kong, Hong Kong, Peoples R China.
C3 Lingnan University; Education University of Hong Kong (EdUHK)
RP Cheung, H (corresponding author), Educ Univ Hong Kong, Hong Kong, Peoples R China.
EM cheunghim@eduhk.hk
OI Huang, Jing/0000-0002-6205-0025; Cheung, Him/0000-0002-1553-2339; SIU,
   Tik Sze, Carrey/0000-0002-9092-0032
FU Research Grants Council of the Hong Kong Special Administrative Region,
   China [EDUHK PDFS2022- 8H06]; Faculty Strategic Area Project Fund
   [02127]; Education University of Hong Kong [04A16]
FX unding The work described in this paper was supported by a fellowship
   award from the Research Grants Council of the Hong Kong Spe- cial
   Administrative Region, China (Project No. EDUHK PDFS2022- 8H06) , a
   Faculty Strategic Area Project Fund (02127) , and a CRAC grant (04A16)
   from The Education University of Hong Kong. The data used in this paper
   are from the Early Childhood Longitudi- nal Study, Kindergarten Class of
   2010-11 (ECLS-K: 2011) developed by the National Center for Education
   Statistics (NCES) . The quanti- tative analysis code is available upon
   request. This study was not preregistered.
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NR 100
TC 4
Z9 8
U1 8
U2 39
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 2022
VL 61
BP 179
EP 189
DI 10.1016/j.ecresq.2022.07.009
EA AUG 2022
PG 11
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 4E7BZ
UT WOS:000847978500002
OA hybrid
DA 2024-07-15
ER

PT J
AU Hartman, C
   Callahan, R
   Yu, HW
AF Hartman, Catherine
   Callahan, Rebecca
   Yu, Hongwei
TI Optimizing Intent to Transfer: Engagement and Community College English
   Learners
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Community college transfer; English learners; Student engagement;
   Student success
ID STUDENT ENGAGEMENT; MINORITY-STUDENTS; AFRICAN-AMERICAN; INSTITUTIONAL
   AGENTS; LANGUAGE LEARNERS; EXPERIENCES; PERSISTENCE; TRANSITION;
   ADJUSTMENT; ACCESS
AB Researchers have long struggled to accurately identify the needs of English learner (EL) students and the factors that facilitate their postsecondary success. Although prior research suggests that EL students disproportionately select into community colleges, there is a dearth research that examines transfer to four-year schools among community college English learner (CCEL) students. In this study, we examined whether and to what extent community college students' linguistic status shapes the relationship between engagement and intent to transfer to a four-year institution. Using data from the Community College Survey of Student Engagement, we used logistic regression to examine how, if at all, the relationships between the multiple forms of student engagement and intent to transfer might differ by linguistic status, net of various student and school-level controls. Ultimately, our findings suggest that students' returns to engagement do differ by linguistic status, with CCEL students experiencing the greatest gains relative to their intent to transfer. Not only are CCEL students are more likely to engage in academic discourse, internalize teachers' pedagogical offerings, and recognize institutional supports than their non-CCEL peers, but they appear to derive greater benefits from both academic engagement and instruction in the use critical thinking skills than their non-CCEL peers. We conclude with recommendations for educators, policymakers, and researchers seeking to improve CCEL students' educational attainment and engagement.
C1 [Hartman, Catherine] Univ South Carolina, Natl Resource Ctr First Year Experience & Student, 1728 Coll St, Columbia, SC 29208 USA.
   [Callahan, Rebecca] Univ Texas Austin, Dept Educ Leadership & Policy, 1912 Speedway D5400, Austin, TX 78712 USA.
   [Yu, Hongwei] Texas State Univ, Dept Curriculum & Instruct, San Marcos, TX USA.
C3 University of South Carolina System; University of South Carolina
   Columbia; University of Texas System; University of Texas Austin; Texas
   State University System; Texas State University San Marcos
RP Hartman, C (corresponding author), Univ South Carolina, Natl Resource Ctr First Year Experience & Student, 1728 Coll St, Columbia, SC 29208 USA.
EM cehartman@utexas.edu
RI Yu, Hongwei/D-1998-2015
OI Callahan, Rebecca/0000-0002-6928-4852; Hartman,
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NR 122
TC 5
Z9 8
U1 0
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD SEP
PY 2021
VL 62
IS 6
BP 789
EP 828
DI 10.1007/s11162-020-09619-3
EA JAN 2021
PG 40
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TW6GN
UT WOS:000604083900001
PM 38283943
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Collier, A
   Marton, G
   Chun, S
   Nijssen-Jordan, C
   Bartels, SA
   Pulfrey, S
   Lang, E
   Schull, M
   Landes, M
   Johnson, K
AF Collier, Amanda
   Marton, Gregory
   Chun, Shannon
   Nijssen-Jordan, Cheri
   Bartels, Susan A.
   Pulfrey, Simon
   Lang, Eddy
   Schull, Michael
   Landes, Megan
   Johnson, Kirsten
TI CAEP 2018 Academic Symposium: Recommendations for developing and
   supporting Global Emergency Medicine in Canadian academic emergency
   departments and divisions
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
LA English
DT Article; Proceedings Paper
CT Canadian-Association-of-Emergency-Physicians (CAEP) Meeting
CY MAY 26-30, 2018
CL Calgary, CANADA
SP Canadian Assoc Emergency Physicians
DE Global Emergency Medicine; International Emergency Medicine; global
   health; academic engagement
ID PROGRAM
AB Objectives: The objective of the CAEP Global Emergency Medicine (EM) panel was to identify successes, challenges, and barriers to engaging in global health in Canadian academic emergency departments, formulate recommendations for increasing engagement of faculty, and guide departments in developing a Global EM program.
   Methods: A panel of academic Global EM practitioners and residents met regularly via teleconference in the year leading up to the CAEP 2018 Academic Symposium. Recommendations were drafted based on a literature review, three mixed methods surveys (CAEP general members, Canadian Global EM practitioners, and Canadian academic emergency department leaders), and panelmembers' experience. Recommendations were presented at the CAEP 2018 Academic Symposium in Calgary and further refined based on feedback from the Academic Section.
   Results: A total of nine recommendations are presented here. Seven of these are directed towards Canadian academic departments and divisions and intend to increase their engagement in Global EM by recognizing it as an integral part of the practice of emergency medicine, deliberately incorporating it into strategic plans, identifying local leaders, providing tangible supports (i.e., research, administration or financial support, shift flexibility), mitigating barriers, encouraging collaboration, and promoting academic deliverables. The final two recommendations pertain to CAEP increasing its own engagement and support of Global EM.
   Conclusions: These recommendations serve as guidance for Canadian academic emergency departments and divisions to increase their engagement in Global EM.
C1 [Collier, Amanda; Bartels, Susan A.] Queens Univ, Dept Emergency Med & Publ Hlth Sci, Kingston, ON, Canada.
   [Marton, Gregory; Johnson, Kirsten] McGill Univ, Dept Emergency Med, Montreal, PQ, Canada.
   [Chun, Shannon] Univ Toronto, Dept Med, Toronto, ON, Canada.
   [Nijssen-Jordan, Cheri] Univ Calgary, Dept Pediat, Calgary, AB, Canada.
   [Lang, Eddy] Univ Calgary, Dept Emergency Med, Calgary, AB, Canada.
   [Pulfrey, Simon] Univ British Columbia, Dept Emergency Med, Vancouver, BC, Canada.
   [Schull, Michael] Univ Toronto, Sunnybrook Hlth Sci Ctr, Toronto, ON, Canada.
   [Landes, Megan] Univ Toronto, Dept Family & Community Med, Toronto, ON, Canada.
C3 Queens University - Canada; McGill University; University of Toronto;
   University of Calgary; University of Calgary; University of British
   Columbia; University of Toronto; Sunnybrook Health Science Center;
   Sunnybrook Research Institute; University of Toronto
RP Collier, A (corresponding author), Queens Univ, Dept Emergency Med, 76 Stuart St, Kingston, ON K7L 2V7, Canada.
EM ac219@queensu.ca
RI Schull, Michael J/A-7955-2013; Johnson, Kirsten/AAF-7009-2020; Lang,
   Eddy/AAS-2080-2020
OI Bartels, Susan/0000-0003-2782-3480
CR Alagappan K, 2007, ACAD EMERG MED, V14, P451, DOI 10.1197/j.aem.2007.01.003
   American College of Emergency Physicians, 2019, INT EM MED SECT
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   GEMLR, 2018, CONS DEF GLOB EM MED
   Global Emergency Medicine Academy, 2019, MISS STRAT PLAN
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NR 18
TC 3
Z9 3
U1 1
U2 1
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1481-8035
EI 1481-8043
J9 CAN J EMERG MED
JI Can. J. Emerg. Med.
PD SEP
PY 2019
VL 21
IS 5
BP 600
EP 606
DI 10.1017/cem.2019.377
PG 7
WC Emergency Medicine
WE Science Citation Index Expanded (SCI-EXPANDED); Conference Proceedings Citation Index - Science (CPCI-S)
SC Emergency Medicine
GA JC5ST
UT WOS:000489343900024
PM 31608851
OA Bronze
DA 2024-07-15
ER

PT J
AU Dawes, M
   Sterrett, BI
   Norwalk, KE
   Farmer, TW
   Hamm, JV
AF Dawes, Molly
   Sterrett, Brittany I.
   Norwalk, Kate E.
   Farmer, Thomas W.
   Hamm, Jill V.
TI Teachers' perceptions of middle schoolers' social concerns: strategies
   and barriers to supporting students' social success
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Middle school; Social issues; Peer acceptance; Teacher perspectives;
   Focus groups
ID CLASSROOM SEATING ARRANGEMENTS; ACADEMIC-ACHIEVEMENT; PEER
   VICTIMIZATION; DEVELOPMENTAL-CHANGES; EARLY ADOLESCENCE; POPULARITY;
   ENGAGEMENT; ATTUNEMENT; ASSOCIATIONS; AGGRESSION
AB Teachers are often at the forefront of efforts to help students struggling socially at school and their support may be particularly critical during the early adolescent developmental period after youth transition to middle school when social concerns become increasingly salient to students. Given their daily interactions with students, teachers have the unique opportunity to observe students' day-to-day experiences and can provide insight into the social challenges their students face. Our main study aim was to learn teachers' perspectives about the pressing social issues they see for students, the types of strategies they use to mitigate those struggles, and the barriers teachers face in supporting youth socially. To assess teachers' perspectives, we employed a qualitative study design and collected data from 39 middle school teachers who participated in 6 focus groups. Results reveal that teachers see students as highly concerned with peer acceptance, often at the cost of their academic engagement. To support students socially, teachers reported strategies such as establishing classroom expectations, having positive teacher-student interactions, and managing peer social dynamics. Barriers to providing support included difficulty keeping track of peer relationship and lack of understanding about how best to manage peer dynamics. Implications for teacher training and students' overall adjustment at school are discussed.
C1 [Dawes, Molly] Univ South Carolina, Coll Educ, Wardlaw Coll Room 128, Columbia, SC 29208 USA.
   [Sterrett, Brittany I.] Virginia Commonwealth Univ, Sch Educ, Richmond, VA USA.
   [Norwalk, Kate E.] North Carolina State Univ, Dept Psychol, Raleigh, NC USA.
   [Farmer, Thomas W.] Univ Pittsburg, Sch Educ, Pittsburgh, PA USA.
   [Hamm, Jill V.] Univ N Carolina, Sch Educ, Chapel Hill, NC 27515 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia; Virginia Commonwealth University; North Carolina State
   University; Pennsylvania Commonwealth System of Higher Education
   (PCSHE); University of Pittsburgh; University of North Carolina;
   University of North Carolina Chapel Hill
RP Dawes, M (corresponding author), Univ South Carolina, Coll Educ, Wardlaw Coll Room 128, Columbia, SC 29208 USA.
EM mollydawes@sc.edu
RI Dawes, Molly/KRQ-5907-2024; Farmer, Tom/AFR-4877-2022
OI Dawes, Molly/0000-0002-6029-0420; 
FU Institute of Education Sciences [R305A140434, R305A160398]
FX This research was supported by grants from the Institute of Education
   Sciences (R305A140434, R305A160398). The views expressed in this paper
   are those of the authors' and do not reflect the view of the granting
   agency.
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NR 99
TC 1
Z9 5
U1 0
U2 11
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 2021
VL 24
IS 2
BP 465
EP 488
DI 10.1007/s11218-021-09622-1
EA MAR 2021
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA SB0UE
UT WOS:000628514800001
DA 2024-07-15
ER

PT J
AU Lee, E
   Reynolds, KJ
   Subasic, E
   Bromhead, D
   Lin, HZ
   Marinov, V
   Smithson, M
AF Lee, Eunro
   Reynolds, Katherine J.
   Subasic, Emina
   Bromhead, Dave
   Lin, Hanzhang
   Marinov, Vladmir
   Smithson, Michael
TI Development of a dual school climate and school identification
   measure-student (SCASIM-St)
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE School climate; School identification; Social identity; Scale
   development; Multilevel model; Reliability and validity
ID OF-FIT INDEXES; ACADEMIC ENGAGEMENT; SOCIAL-ENVIRONMENT;
   CULTURAL-PLURALISM; SAFETY CLIMATE; ACHIEVEMENT; ADOLESCENTS;
   CONNECTEDNESS; PERCEPTIONS; MOTIVATION
AB Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed- the School Climate and School Identification Measure-Student (SCASIMSt). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7-10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students' academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined. (C) 2017 Elsevier Inc. All rights reserved.
C1 [Lee, Eunro] Charles Darwin Univ, Sch Psychol & Clin Sci, Darwin, NT, Australia.
   [Reynolds, Katherine J.; Lin, Hanzhang; Marinov, Vladmir; Smithson, Michael] Australian Natl Univ, Res Sch Psychol, Canberra, ACT, Australia.
   [Subasic, Emina] Univ Newcastle, Sch Psychol, Callaghan, NSW, Australia.
   [Bromhead, Dave] Educ & Training Directorate, Canberra, ACT, Australia.
C3 Charles Darwin University; Australian National University; University of
   Newcastle
RP Lee, E (corresponding author), Charles Darwin Univ, Sch Psychol & Clin Sci, Darwin, NT, Australia.
EM eunro.lee@cdu.edu.au
RI Reynolds, Katherine/GRR-4312-2022; Lee, Eunro/J-6373-2017
OI Subasic, Emina/0000-0001-7987-4859; Lee, Eunro/0000-0002-0830-9083;
   Smithson, Michael/0000-0003-4455-2192; Reynolds,
   Katherine/0000-0002-2282-7290
FU Australian Capital Territory Directorate of Education and Training
FX This project was funded by the Australian Capital Territory Directorate
   of Education and Training. We thank the Performance and Planning unit
   staff for their data support. We also appreciate efforts and inputs of
   research assistants, the staff and students at the participating schools
   for their participation and help with data collection.
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NR 141
TC 37
Z9 53
U1 1
U2 27
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 91
EP 106
DI 10.1016/j.cedpsych.2017.01.003
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX2BK
UT WOS:000403030300007
DA 2024-07-15
ER

PT J
AU Bradshaw, CP
   Waasdorp, TE
   Debnam, KJ
   Johnson, SL
AF Bradshaw, Catherine P.
   Waasdorp, Tracy E.
   Debnam, Katrina J.
   Johnson, Sarah Lindstrom
TI Measuring School Climate in High Schools: A Focus on Safety, Engagement,
   and the Environment
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE school climate; safety; engagement; environment; school improvement;
   measurement
ID POSITIVE BEHAVIORAL INTERVENTIONS; FIT INDEXES; STUDENT; COMMUNITIES;
   CONNECTEDNESS; PERCEPTIONS; PREDICTORS; MULTILEVEL; INVARIANCE;
   ATTITUDES
AB BACKGROUND: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
   METHODS: Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
   RESULTS: The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
   CONCLUSIONS: Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate.
C1 [Bradshaw, Catherine P.; Waasdorp, Tracy E.; Debnam, Katrina J.] Johns Hopkins Bloomberg Sch Publ Hlth, Johns Hopkins Ctr Prevent Youth Violence, Baltimore, MD 21295 USA.
   [Johnson, Sarah Lindstrom] Johns Hopkins Sch Med, Baltimore, MD 21287 USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health; Johns Hopkins University; Johns Hopkins Medicine
RP Bradshaw, CP (corresponding author), Johns Hopkins Bloomberg Sch Publ Hlth, Johns Hopkins Ctr Prevent Youth Violence, 624 North Broadway, Baltimore, MD 21295 USA.
EM cbradsha@jhsph.edu; twaasdor@jhsph.edu; kdebnam@jhsph.edu; slj@jhmi.edu
RI Waasdorp, Tracy/X-6281-2019
OI Waasdorp, Tracy/0000-0002-6176-7817
FU US Department of Education; William T. Grant Foundation; Maryland State
   Department of Education and Sheppard Pratt Health System through the
   Maryland Safe and Supportive Schools Project
FX This work was funded in part by grants from the US Department of
   Education and William T. Grant Foundation awarded to Catherine Bradshaw
   of Johns Hopkins University. We would like to thank 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 65
TC 202
Z9 357
U1 13
U2 175
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 SEP
PY 2014
VL 84
IS 9
BP 593
EP 604
DI 10.1111/josh.12186
PG 12
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 AN3MX
UT WOS:000340493500007
PM 25117894
DA 2024-07-15
ER

PT J
AU Barnett, D
   Vondra, JI
   Shonk, SM
AF Barnett, D
   Vondra, JI
   Shonk, SM
TI Self-perceptions, motivation, and school functioning of low-income
   maltreated and comparison children
SO CHILD ABUSE & NEGLECT
LA English
DT Article
DE child maltreatment; self-concept; school functioning
ID ABUSED-CHILDREN; SOCIOEMOTIONAL DEVELOPMENT; PERCEIVED COMPETENCE;
   NEGLECTED CHILDREN; DISTURBED-CHILDREN; PICTORIAL SCALE; FAMILIES;
   VULNERABILITY; ATTACHMENT; ACCEPTANCE
AB Maltreated children are at risk for disturbances and delays in their socioemotional and scholastic functioning. This study examined the impact of child maltreatment and age on perceptions of competence, and the relations among perceived competence, motivation, and school functioning. The sample included 76 school children living in poverty, approximately two-thirds of whom had been victims of child maltreatment. Results indicated that both maltreated and nonmaltreated children exhibited maladaptive motivational orientations toward scholastic tasks and poor academic performance, supporting the idea that threats to scholastic functioning reside as much within the ecology of poverty as in that of maltreatment. Over and above the general effects of poverty, maltreatment was found to disrupt the psychological processes accounting for children's scholastic performance. Results revealed that younger maltreated children (6- and 7-year-olds) reported more inflated self-perceptions of competence and social acceptance than nonmaltreated children. In contrast, older maltreated children (8- through Ii-year-olds) reported lower perceived social acceptance than nonmaltreated children. Among older nonmaltreated children, perceived competence was positively related to teacher's ratings of their effort, intrinsic motivation, ana grades. Wr older maltreated children, these relations among self-perceptions and school functioning were in the opposite direction from those of nonmaltreated children, suggesting that the determinants of academic engagement are different for maltreated and nonmaltreated children.
C1 UNIV PITTSBURGH, DEPT EDUC PSYCHOL, PITTSBURGH, PA USA.
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C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; State University of New York (SUNY) System; SUNY Geneseo
RP WAYNE STATE UNIV, DEPT PSYCHOL, 71 W WARREN AVE, DETROIT, MI 48202 USA.
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NR 50
TC 37
Z9 55
U1 2
U2 15
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0145-2134
EI 1873-7757
J9 CHILD ABUSE NEGLECT
JI Child Abuse Negl.
PD MAY
PY 1996
VL 20
IS 5
BP 397
EP 410
DI 10.1016/0145-2134(96)00015-4
PG 14
WC Family Studies; Psychology, Social; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Social Work
GA UJ026
UT WOS:A1996UJ02600003
PM 8735376
DA 2024-07-15
ER

PT J
AU Anderson, RC
   Graham, M
   Kennedy, P
   Nelson, N
   Stoolmiller, M
   Baker, SK
   Fien, H
AF Anderson, Ross C.
   Graham, Matthew
   Kennedy, Patrick
   Nelson, Nancy
   Stoolmiller, Michael
   Baker, Scott K.
   Fien, Hank
TI Student agency at the crux: Mitigating disengagement in middle and high
   school
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Agency; Self-efficacy; Engagement; Latent growth curve analysis; Dual
   change score model
ID SELF-EFFICACY; ACHIEVEMENT-MOTIVATION; ACADEMIC ENGAGEMENT; ELEMENTARY;
   TRAJECTORIES; ADOLESCENCE; TRANSITION; CHILDHOOD; EDUCATION; BELIEFS
AB Considerable evidence indicates that students' academic motivation and engagement generally decline as they move through middle school and on to high school. This study applied social cognitive theory to explore how self-efficacy and perceived control-two main factors of personal agency-may play a role in mitigating this decline in engagement and further contribute to academic performance. We used dual change score modeling to examine the dynamic structure of personal agency and disengagement during grades 8-10 for a large sample of students from the Pacific Northwest in the U.S. In that model, we analyzed how those variables predicted grade point average and attendance for students at the end of 10th grade. Students did not necessarily become more disengaged as a result of lower perceptions of control, rather they became more disengaged without the resilience factor of self-efficacy. The actual influence of disengagement on attendance and academic performance appears to be far weaker than the role of personal agency factors. Our results indicate that when student's self-efficacy drops, disengagement in school increases during the years transitioning to high school. Increased disengagement weakens perceived control and change in both the control and self-efficacy dimensions of personal agency drive academic performance. Schools should prioritize the development of personal agency in each student during the middle school to high school transition years.
C1 [Anderson, Ross C.; Graham, Matthew] Inflexion, Eugene, OR 97403 USA.
   [Kennedy, Patrick; Nelson, Nancy; Stoolmiller, Michael; Fien, Hank] Univ Oregon, Ctr Teaching & Learning, 1600 Millrace,Suite 207, Eugene, OR 97403 USA.
   [Baker, Scott K.] Fac Southern Methodist Univ, Dallas, TX USA.
C3 University of Oregon
RP Anderson, RC (corresponding author), Inflexion, 1700 Millrace, Eugene, OR 97405 USA.
EM ross.anderson@inflexion.org
OI Kennedy, Patrick/0000-0002-5525-3983; Anderson, Ross/0000-0002-2250-4686
FU Institute of Education Sciences, U.S. Department of Education (PR/Award)
   [R305E100043]
FX This research used data collected in a project supported by a grant from
   the Institute of Education Sciences, U.S. Department of Education
   (PR/Award No. R305E100043), to the 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. We would like to thank
   Dr. Mark Van Ryzin for his invaluable support and encouragement in
   applying DCSM to the context of this study.
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NR 63
TC 23
Z9 43
U1 0
U2 18
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 2019
VL 56
BP 205
EP 217
DI 10.1016/j.cedpsych.2018.12.005
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HQ0RI
UT WOS:000462102300018
DA 2024-07-15
ER

PT J
AU Pietarinen, J
   Soini, T
   Pyhälto, K
AF Pietarinen, Janne
   Soini, Tiina
   Pyhalto, Kirsi
TI Students' emotional and cognitive engagement as the determinants of
   well-being and achievement in school
SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Emotional and cognitive engagement; Subjective well-being; Learning
   outcomes
ID CLASSROOM SOCIAL-ENVIRONMENT; ACADEMIC ENGAGEMENT; ADOLESCENTS
   PERCEPTIONS; WORK ENGAGEMENT; MIDDLE SCHOOL; MOTIVATION; TRAJECTORIES;
   ELEMENTARY; BURNOUT; SELF
AB This study aims to gain a better understanding of the interrelation between students' emotional and cognitive engagement that is mediated by experienced well-being in school. The main hypothesis was that perceived emotional engagement constructed in the peer group and in teacher-student interaction together with school-related well-being contributes to students' perceived cognitive engagement and, further, to their school achievement. A total of 170 students from three case study schools were surveyed, and the hypothesis was tested using structural equation modelling (SEM). The results showed that students' cognitive engagement was highly dependent both on the dynamic interplay between students and the school environment and, more broadly, on the daily pedagogical practices adopted in schools. Moreover, the students' experience of school-related wellbeing was a key mediator for emotional and cognitive engagement and, further, contributed to their school achievement. The detected interrelation between student learning and subjective school-related well-being has potentially significant implications for further studies attempting to understand the complexity of the experience of engagement in the multiple social contexts provided by schools. The findings further imply that the focus in developing school pedagogical practices should be the dynamics between students and their learning environment rather than solely the individual or the environment. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
   [Soini, Tiina] Univ Tampere, Sch Educ, FI-33014 Tampere, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Ctr Res & Dev Higher Educ, Inst Behav Sci, FIN-00014 Helsinki, Finland.
C3 University of Eastern Finland; Tampere University; University of
   Helsinki
RP Pietarinen, J (corresponding author), Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Yliopistokatu 2,POB 111, Joensuu, Finland.
EM janne.pietarinen@uef.fi; tiina.soini@uta.fi; kirsi.pyhalto@helsinki.fi
OI Pyhalto, Kirsi/0000-0002-8766-0559; Soini, Tiina/0000-0002-0637-8931
FU Ministry of Education and Culture
FX This research is funded by the Ministry of Education and Culture.
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NR 87
TC 142
Z9 189
U1 7
U2 89
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 2014
VL 67
BP 40
EP 51
DI 10.1016/j.ijer.2014.05.001
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CD1JF
UT WOS:000350830500005
DA 2024-07-15
ER

PT J
AU Bjugstad, A
   Cardoso, JB
   Chen, TA
   Brabeck, KM
   Borja, S
AF Bjugstad, Arlene
   Cardoso, Jodi Berger
   Chen, Tzuan A.
   Brabeck, Kalina M.
   Borja, Sharon
TI Exploring social and environmental predictors of school engagement among
   first- and second-generation Latino youth: A multidimensional approach
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE discrimination; Latino youth; school engagement; trauma exposure
ID COMMUNITY VIOLENCE EXPOSURE; IMMIGRANT PARADOX; COGNITIVE ENGAGEMENT;
   ACADEMIC ENGAGEMENT; MENTAL-HEALTH; SUBSTANCE USE; DEVELOPMENTAL
   COMPETENCES; RACIAL-DISCRIMINATION; POSTTRAUMATIC-STRESS; MULTILEVEL
   ANALYSIS
AB Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first- and second-generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty-three percent were first-generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school.
   Environmental factors, such as community trauma exposure and discrimination predicted lower behavioral and relational engagement in school.Greater economic hardship also predicted lower behavioral and relational engagement in school.Being a first-generation immigrant and having limited English proficiency predicted greater cognitive engagement but lower relational engagement in school.
C1 [Bjugstad, Arlene] Univ Colorado Colorado Springs, Coll Publ Serv, Dept Social Work, Colorado Springs, CO USA.
   [Cardoso, Jodi Berger; Borja, Sharon] Univ Houston, Grad Coll Social Work, Houston, TX USA.
   [Cardoso, Jodi Berger; Chen, Tzuan A.] Univ Houston, Hlth Res Inst, Houston, TX USA.
   [Chen, Tzuan A.] Univ Houston, Dept Psychol Hlth & Learning Sci, Houston, TX USA.
   [Brabeck, Kalina M.] Rhode Isl Coll, Dept Counseling Educ Leadership & Sch Psychol, Providence, RI USA.
   [Bjugstad, Arlene] Univ Colorado Colorado Springs, Coll Publ Serv, Dept Social Work, Colorado Springs, CO 80918 USA.
C3 University of Colorado System; University of Colorado at Colorado
   Springs; University of Houston System; University of Houston; University
   of Houston System; University of Houston; University of Houston System;
   University of Houston; Rhode Island College; University of Colorado
   System; University of Colorado at Colorado Springs
RP Bjugstad, A (corresponding author), Univ Colorado Colorado Springs, Coll Publ Serv, Dept Social Work, Colorado Springs, CO 80918 USA.
EM abjugsta@uccs.edu
OI Bjugstad, Arlene/0000-0002-0992-2402
FU Robert Wood Johnson Foundation; National Institute on Minority Health
   and Health Disparities through the University of Houston's HEALTH Center
   for Addictions Research and Cancer Prevention [U54MD015946]
FX We would like to thank the participating school districts and all of the
   students who participated in the study for their contributions. This
   work was supported by the Robert Wood Johnson Foundation under grant and
   National Institute on Minority Health and Health Disparities through the
   University of Houston's HEALTH Center for Addictions Research and Cancer
   Prevention under grant U54MD015946 in which T. A. C. is supported.
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NR 97
TC 0
Z9 0
U1 1
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 APR
PY 2024
VL 61
IS 4
BP 1375
EP 1392
DI 10.1002/pits.23119
EA DEC 2023
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA KC1Y7
UT WOS:001112866900001
DA 2024-07-15
ER

PT J
AU Zhang, B
AF Zhang, Bo
TI The Relationship Between Teacher-Student Rapport and EFL Learners'
   Engagement in Online Scaffolding Setting
SO JOURNAL OF PSYCHOLINGUISTIC RESEARCH
LA English
DT Article
DE Engagement; Online setting; Positive psychology; Scaffolding;
   Teacher-student rapport
ID LEARNING-ENVIRONMENT; ACADEMIC ENGAGEMENT; INSTRUCTOR RAPPORT; SCHOOL
   ENGAGEMENT; FRAMEWORK; WORK
AB Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners' serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided.
C1 [Zhang, Bo] Zhoukou Normal Univ, Coll Foreign Languages, Zhoukou 466000, Henan, Peoples R China.
C3 Zhoukou Normal University
RP Zhang, B (corresponding author), Zhoukou Normal Univ, Coll Foreign Languages, Zhoukou 466000, Henan, Peoples R China.
EM 20091008@zknu.edu.cn
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NR 99
TC 1
Z9 2
U1 6
U2 20
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0090-6905
EI 1573-6555
J9 J PSYCHOLINGUIST RES
JI J. Psycholinguist. Res.
PD OCT
PY 2023
VL 52
IS 5
BP 1685
EP 1705
DI 10.1007/s10936-023-09954-3
EA MAY 2023
PG 21
WC Linguistics; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Linguistics; Psychology
GA T0SL0
UT WOS:000986396100004
PM 37171685
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Peng, X
   Xie, YW
   Xiong, ZQ
   Yang, L
AF Peng Xia
   Xie Yangwei
   Xiong Zequan
   Yang Li
TI Exploring librarians' intentions to collaborate in research: A model
   integrating the Theory of Planned Behavior and Social Exchange Theory
SO JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE
LA English
DT Article
DE Academic librarians; multigroup analysis; research collaboration; Social
   Exchange Theory; structural equation modeling; Theory of Planned
   Behavior
ID PAST BEHAVIOR; RESEARCH PRODUCTIVITY; ACADEMIC LIBRARIANS; PUBLICATION;
   ATTITUDES; UNIVERSITIES; MOTIVATIONS; INVOLVEMENT; INSTITUTE; VARIABLES
AB While many studies have attempted to understand librarians' academic engagement (e.g. publication), there is a dearth of knowledge about the determinants of the research collaboration behavior of librarians, especially in Chinese libraries. This study focused on Chinese academic librarians and investigated factors that affect their intentions to engage in research collaboration based on a conceptual framework integrating the Theory of Planned Behavior and Social Exchange Theory. A survey containing 318 respondents was used to evaluate the research model by partial least square based structural equation modeling. The results showed that the integrative model could explain 53% of the variance of academic librarians' intentions to collaborate. The findings revealed that attitude, subjective norms, perceived behavior control, and perceived benefits showed significant direct influence on Chinese academic librarians' collaborative intentions. Perceived positive consequences (benefits, relationships, and reputation) in research collaboration had indirect effects on academic librarians' intentions through attitude. Meanwhile, there were significant differences existing in path coefficients for librarians with different disciplinary backgrounds, professional ranks, and research projects. This study contributes to the existing literature by empirically studying factors that impact Chinese librarians' intention to research collaboration and examining the intrinsic relations among these factors. It helps the universities' managers and librarians finding ways to boost factors in supporting the research collaboration.
C1 [Peng Xia; Xiong Zequan; Yang Li] East China Normal Univ, Shanghai, Peoples R China.
   [Xie Yangwei] East China Normal Univ, Sch Social Dev, Shanghai, Peoples R China.
C3 East China Normal University; East China Normal University
RP Xiong, ZQ (corresponding author), East China Normal Univ, Lib, 500 Dongchuan Rd, Shanghai 200241, Peoples R China.
EM zqxiong@library.ecnu.edu.cn
OI Peng, Xia/0000-0002-8560-7818
FU Shanghai Planning Office of Philosophy and Social Science [2019ETQ004];
   Fundamental Research Funds for the Central Universities
   [2021ECNU-YYJ011]; Research and Innovation Program of the library in
   East China Normal University [48609230/009]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research received support from the Shanghai Planning Office of
   Philosophy and Social Science (Project No.2019ETQ004), Fundamental
   Research Funds for the Central Universities (2021ECNU-YYJ011) and the
   Research and Innovation Program of the library in East China Normal
   University (Project No.48609230/009).
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NR 60
TC 1
Z9 1
U1 5
U2 28
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0961-0006
EI 1741-6477
J9 J LIBR INF SCI
JI J. Libr. Inf. Sci.
PD SEP
PY 2023
VL 55
IS 3
BP 744
EP 762
AR 09610006221104259
DI 10.1177/09610006221104259
EA JUN 2022
PG 19
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA Q1GW0
UT WOS:000813559300001
DA 2024-07-15
ER

PT J
AU Gavín-Chocano, O
   García-Martínez, I
   Pérez-Navío, E
   de la Rosa, AL
AF Gavin-Chocano, Oscar
   Garcia-Martinez, Inmaculada
   Perez-Navio, Eufrasio
   de la Rosa, Antonio Luque
TI Learner Engagement, academic motivation and learning strategies of
   university students
SO EDUCACION XX1
LA English
DT Article
DE learner engagement; learning strategies; university students; motivation
AB The establishment and promotion of effective learning strategies in the university context is essential for improving academic performance and personal development. This stage is based on the convergence of behavioural, cognitive and emotional factors, which allow students to successfully adjust to the demands of the academic context as well as define their strategies. The aim of this research is to study the learner engagement enhancement effect between motivation and learning strategies. A reflective structural equation model (PLS-SEM) was applied according to the proposed theoretical framework, from an explanatory-predictive perspective. In this study, 648 university students participated, 417 were women (64.3%) and 231 were men (31.7%), with a mean age of 19.40 years (+/- 3.67). The instruments used were: echelle de Motivation en education (EME), Utrecht Work Engagement Scale (UWES) and Learning Strategies Scale (ACRA). The results showed the relationship between variables, with the following coefficients of determination: learning strategies [(Q2 = .295); (R2 = .456)]; engagement [(Q2 = .314); (R2 = .364)], in the model estimation, indicating an adequate fit. In addition, the learner engagement enhancement effect between motivation and learning strategies was corroborated and contrasted with the empirical evidence. This research has shown that there is a significant relationship between the variables under study. This confirms the need to implement cross-disciplinary training in learning strategies based on internal factors, such as learner engagement and motivation, in order to strengthen both adaptive processes and personal and academic performance.
C1 [Gavin-Chocano, Oscar; Perez-Navio, Eufrasio] Univ Jaen, Jaen, Spain.
   [Garcia-Martinez, Inmaculada] Univ Granada, Granada, Spain.
   [de la Rosa, Antonio Luque] Univ Almeria, Almeria, Spain.
C3 Universidad de Jaen; University of Granada; Universidad de Almeria
RP Gavín-Chocano, O (corresponding author), Univ Jaen, Jaen, Spain.
EM ogavin@ujaen.es
RI Luque de la Rosa, Antonio/AAS-2151-2021
OI Luque de la Rosa, Antonio/0000-0001-7981-029X
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NR 41
TC 0
Z9 0
U1 24
U2 24
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 2024
VL 27
IS 1
DI 10.5944/educxx1.36951
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EG6O9
UT WOS:001137810800011
OA gold
DA 2024-07-15
ER

PT J
AU Vaughn, MG
   Roberts, G
   Fall, AM
   Kremer, K
   Martinez, L
AF Vaughn, Michael G.
   Roberts, Greg
   Fall, Anna-Maria
   Kremer, Kristen
   Martinez, Leticia
TI Preliminary validation of the dropout risk inventory for middle and high
   school students
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Academic risk; Adolescents; At-risk youth; School disengagement; School
   dropout
ID ANTISOCIAL-BEHAVIOR; SUBSTANCE USE; ENGAGEMENT; ADOLESCENCE;
   PERSONALITY; DEPENDENCE; ADULTHOOD
AB Purpose: The aim of the present study is to describe the Dropout Risk Inventory (NU) and provide preliminary validation of its psychometric properties using a normative sample.
   Method: Participants were recruited from a large urban southwestern U.S. district with diverse demographics. Across the 343 students included in the analytic sample, the participants were primarily male (61.22%, n = 210) and Hispanic (44.02%, n = 151). We conducted factor analytic, reliability (including test retest), and predictivity validity tests were conducted.
   Results: Results of factor analyses found the support for the sub-scale structure of the DRI composed of 58 items and nine subscales (student-teacher relationships, behavioral disengagement, psychological engagement, academic and cognitive engagement, self-efficacy, economic stress, positive and negative peer influences, and goal setting and problem solving). Most sub-scales possessed good internal consistency reliability (alpha > 0.80) and test-retest reliability from grade 9 to subsequent grades. Predictive validity tests indicated consistent relationships (e.g., r's between 0.10 and 0.40, p < 0.001) between subscales and behavioral and academic subject performance grades. The economic stress and peer index subscales were found to be largely unrelated to these outcomes.
   Conclusions: Findings provide initial evidence for the Dropout Risk Inventory for use with middle and high school students. Findings suggest that the DRI is reliable and possesses useful predictive validity with respect to behavioral and academic risk.
C1 [Vaughn, Michael G.] St Louis Univ, St Louis, MO 63103 USA.
   [Vaughn, Michael G.] MCPER, Austin, TX USA.
   [Roberts, Greg; Fall, Anna-Maria; Martinez, Leticia] Univ Texas Austin, MCPER, Austin, TX 78712 USA.
   [Kremer, Kristen] Kansas State Univ, Manhattan, KS 66506 USA.
C3 Saint Louis University; University of Texas System; University of Texas
   Austin; Kansas State University
RP Vaughn, MG (corresponding author), St Louis Univ, Sch Social Work, 3550 Lindell Blvd, St Louis, MO 63103 USA.
EM michael.vaughn@slu.edu
RI Roberts, Greg/GWV-5653-2022; Vaughn, Michael/W-2694-2019
OI Roberts, Greg/0000-0002-3636-8590; Martinez, Leticia/0000-0001-6564-434X
FU Institute of Education Sciences, U.S. Department of Education
   [R3214A100022, R305F100013]
FX This research was supported by two grants from the Institute of
   Education Sciences, U.S. Department of Education (R3214A100022 and
   R305F100013). 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 43
TC 10
Z9 11
U1 2
U2 16
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 APR
PY 2020
VL 111
AR 104855
DI 10.1016/j.childyouth.2020.104855
PG 8
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA KW9PK
UT WOS:000521515400024
DA 2024-07-15
ER

PT J
AU Cook-Sather, A
AF Cook-Sather, Alison
TI Listening to equity-seeking perspectives: how students' experiences of
   pedagogical partnership can inform wider discussions of student success
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Success; student engagement; belonging; student perspectives;
   pedagogical partnership
ID IDENTITY
AB Discussions in higher education have proliferated in recent years regarding not only how to recruit a greater diversity of students but also how to support their success. The voices of students themselves, particularly those students traditionally underrepresented in and underserved by higher education, have important contributions to make to these discussions. This article draws on a larger study of the perspectives of undergraduate students who identify as members of equity-seeking groups (e.g., students who are racialized, LGBTQ+ and first generation) and who have collaborated with faculty in a bi-college, classroom-focused, pedagogical partnership program in the United States. Using constant comparison/grounded theory, I analyzed these students' responses to a question about how participating in this program affected their sense of themselves as students. The themes that emerged across students' responses included how participation in pedagogical partnership (1) fosters important affective experiences in relation to all faculty and to fellow students, (2) informs students' academic engagement in their own classes and (3) contributes to students' sense of their evolution as active agents in their own and others' development. Both affirming and expanding established understandings of what contributes to student success presented in the literature on belonging, engagement and persistence, these themes have implications for how we might support the success of a diversity of students both within and beyond formal pedagogical partnership.
C1 [Cook-Sather, Alison] Bryn Mawr Coll, Teaching & Learning Inst, Bryn Mawr, PA 19010 USA.
   [Cook-Sather, Alison] Haverford Coll, Teaching & Learning Inst, Haverford, PA 19041 USA.
C3 Bryn Mawr College; Haverford College
RP Cook-Sather, A (corresponding author), Bryn Mawr Coll, Teaching & Learning Inst, Bryn Mawr, PA 19010 USA.; Cook-Sather, A (corresponding author), Haverford Coll, Teaching & Learning Inst, Haverford, PA 19041 USA.
EM acooksat@brynmawr.edu
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NR 52
TC 41
Z9 51
U1 0
U2 13
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.
PY 2018
VL 37
IS 5
SI SI
BP 923
EP 936
DI 10.1080/07294360.2018.1457629
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GL6YA
UT WOS:000437339800003
DA 2024-07-15
ER

PT J
AU Minguillo, D
   Thelwall, M
AF Minguillo, David
   Thelwall, Mike
TI Which are the best innovation support infrastructures for universities?
   Evidence from R&D output and commercial activities
SO SCIENTOMETRICS
LA English
DT Article
DE Science and research parks; Academic commercialisation; Academic
   engagement; Support infrastructures; Incubators; Academic spin-offs; UK
ID TECHNOLOGY-BASED FIRMS; ACADEMIC-INDUSTRY LINKS; SCIENCE PARKS; BUSINESS
   INCUBATORS; KNOWLEDGE; EVOLUTION; GRADUATION; DIFFUSION; NETWORKS;
   LINKAGES
AB We explore which innovation support infrastructures help Higher Education Institutions (HEIs) with research and technology (R&T) production and knowledge commercialisation. The objectives are to determine (1) the time required by innovation support infrastructures like science parks (SPs) to promote research activities and the factors that may influence it; and (2) if a HEI's R&T output and commercial performance are helped by innovation support infrastructures like SPs or incubators. The analysis is based upon publications produced by on-park firms (1975-2010), as well as patents and quantitative data from national HEIs with collaborative ties with 92 support infrastructures. Statistical analyses reveal that research parks & campuses and SPs are the infrastructures that are most likely to promote prompt R&T activities and University-Industry (U-I) collaboration for their residents and newer parks seem to be the most successful at encouraging U-I interactions. HEIs' efforts to exploit their academic research base through support infrastructures have no significant impact on the volume of patents or research publications produced by them, and on entrepreneurial activities with less institutionalised support, such as joint research, contract research or consultancy. However, relationships with SPs and incubators strongly associate with the commercial performance of universities in terms of their academic spin-offs and facilities and equipment services.
C1 [Minguillo, David; Thelwall, Mike] Wolverhampton Univ, Fac Sci & Engn, Stat Cybermetr Res Grp, Wolverhampton WV1 1SB, W Midlands, England.
C3 University of Wolverhampton
RP Minguillo, D (corresponding author), Wolverhampton Univ, Fac Sci & Engn, Stat Cybermetr Res Grp, Wulfruna St, Wolverhampton WV1 1SB, W Midlands, England.
EM david.brehaut@chalmers.se; M.Thelwall@wlv.ac.uk
RI Minguillo, David/AAD-5318-2019; Thelwall, Mike/JDV-4700-2023; Minguillo,
   David/F-9593-2013
OI Minguillo, David/0000-0002-7048-5950; Thelwall,
   Mike/0000-0001-6065-205X; Minguillo, David/0000-0002-7048-5950
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NR 80
TC 24
Z9 26
U1 2
U2 144
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0138-9130
EI 1588-2861
J9 SCIENTOMETRICS
JI Scientometrics
PD JAN
PY 2015
VL 102
IS 1
BP 1057
EP 1081
DI 10.1007/s11192-014-1458-5
PG 25
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 AY0OZ
UT WOS:000347297400051
DA 2024-07-15
ER

PT J
AU Rumberger, RW
   Larson, KA
AF Rumberger, RW
   Larson, KA
TI Student mobility and the increased risk of high school dropout
SO AMERICAN JOURNAL OF EDUCATION
LA English
DT Article
ID RESIDENTIAL-MOBILITY
AB A variety of evidence suggests that students in the United States change schools frequently. But there has been relatively little research that examines the educational consequences of student mobility. This study examined the incidence of student mobility between the eighth and twelfth grades and its effect on high school completion using the National Educational Longitudinal Survey third follow-up data. Three models were tested on two groups of students. For eighth-grade students in 1988, we predicted (1) whether students changed schools or dropped out between the eighth and twelfth grades and (2) high school completion status two years after twelfth grade. For twelfth-grade students in 1992 we predicted high school completion status two years after twelfth grade. The models were developed from a conceptual framework based on theories of dropping out, postsecondary institutional departure, and student transfer adjustment that suggest school mobility may represent a less severe form of educational. disengagement similar to dropping out. The results generally support this idea. That is, measures of social and academic engagement, such as low grades, misbehavior, and high absenteeism, predicted both whether students changed schools or dropped out. The results further indicate that, controlling for other predictors, students who made even one nonpromotional school change between the eighth and twelfth grades were twice as likely to not complete high school as students who did not change schools. Together, the findings suggest that student mobility is both a symptom of disengagement and an important risk factor for high school dropout.
C1 Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
C3 University of California System; University of California Santa Barbara
RP Rumberger, RW (corresponding author), Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
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NR 40
TC 293
Z9 631
U1 1
U2 47
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 5720 SOUTH WOODLAWN AVE, CHICAGO, IL 60637-1603 USA
SN 0195-6744
J9 AM J EDUC
JI Am. J. Educ.
PD NOV
PY 1998
VL 107
IS 1
BP 1
EP 35
DI 10.1086/444201
PG 35
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 172BU
UT WOS:000078903100001
DA 2024-07-15
ER

PT J
AU Rudolph, KD
   Lambert, SF
   Clark, AG
   Kurlakowsky, KD
AF Rudolph, KD
   Lambert, SF
   Clark, AG
   Kurlakowsky, KD
TI Negotiating the transition to middle school: The role of self-regulatory
   processes
SO CHILD DEVELOPMENT
LA English
DT Article
ID JUNIOR-HIGH-SCHOOL; ADOLESCENTS PERCEPTIONS; PSYCHOLOGICAL
   SYMPTOMATOLOGY; INDIVIDUAL-DIFFERENCES; GENDER-DIFFERENCES; DEPRESSION;
   STRESS; ESTEEM; COMPETENCE; CHILDHOOD
AB The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience.
C1 Univ Illinois, Dept Psychol, Champaign, IL 61820 USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign
RP Univ Illinois, Dept Psychol, 603 E Daniel St, Champaign, IL 61820 USA.
EM krudolph@uiuc.edu
FU NIMH NIH HHS [MH 56327-01] Funding Source: Medline
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NR 71
TC 157
Z9 279
U1 0
U2 30
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 2001
VL 72
IS 3
BP 929
EP 946
DI 10.1111/1467-8624.00325
PG 18
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 438JA
UT WOS:000169048800022
PM 11405592
DA 2024-07-15
ER

PT J
AU Cao, XY
   Somerville, MP
   Shou, YY
   Xue, ZJ
   Allen, JL
AF Cao, Xinyi
   Somerville, Matthew P.
   Shou, Yiyun
   Xue, Zijing
   Allen, Jennifer L.
TI Callous-unemotional Traits and Child Response to Teacher Rewards,
   Discipline, and Instructional Methods in Chinese Preschools: A Classroom
   Observation Study
SO RESEARCH ON CHILD AND ADOLESCENT PSYCHOPATHOLOGY
LA English
DT Article
DE Callous-unemotional traits; Teacher-child interaction; Rewards;
   Discipline; Instructional methods; School engagement
ID CONDUCT PROBLEMS; KINDERGARTEN; BEHAVIOR; QUALITY; ACHIEVEMENT;
   ADJUSTMENT; CONFLICTS
AB Atypical responses to teacher rewards, discipline and different forms of instructional methods have been identified as potential contributors to disruptive behavior, low school engagement, and academic underachievement in children with elevated callous-unemotional (CU) traits. To date, research on CU traits in schools has relied on interview or questionnaire methods and has predominantly been conducted in Western countries. Thus, the present study aims to investigate the relationships between CU traits and children's responses to teacher rewards, discipline and instructional methods in the Chinese preschool context using classroom observation. Eight teachers (7 females, 1 male; M = 37.66 years) and 116 children (56% girls; M = 5.16 years) from two mainstream Chinese preschools participated in the study. Of the 116 eligible children, the behavior of 108 children from four classes were observed during classroom activities. Findings indicated that CU traits were not related to children's responses to discipline, nor did CU traits moderate the relationship between instructional methods and children's academic engagement. Higher CU traits predicted a greater frequency of one-to-one teacher-child interaction. Our findings offer initial insights into the potential of early school-based interventions in fostering engagement and prosocial behavior among children with CU traits. However, they also highlight the need for additional support for preschool teachers, who face the challenge of managing these high-risk children who appear to require more individual time and attention.
C1 [Cao, Xinyi; Somerville, Matthew P.] UCL, Inst Educ, Dept Psychol & Human Dev, 25 Woburn Sq, London WC1H 0AA, England.
   [Shou, Yiyun] Natl Univ Singapore, Lloyds Register Fdn Inst Publ Understanding Risk, Singapore 117602, Singapore.
   [Shou, Yiyun] Natl Univ Singapore, Saw Swee Hock Sch Publ Hlth, Singapore 117549, Singapore.
   [Shou, Yiyun] Natl Univ Hlth Syst, Singapore 117549, Singapore.
   [Shou, Yiyun] Australian Natl Univ, Res Sch Psychol, Canberra, ACT 2600, Australia.
   [Xue, Zijing] Shanghai Normal Univ, Early Childhood Educ Coll, 100 Guilin Rd, Shanghai 200234, Peoples R China.
   [Allen, Jennifer L.] Univ Bath, Dept Psychol, 10 West,Claverton Down, Bath BA2 7AY, England.
C3 University of London; University College London; UCL Institute of
   Education; National University of Singapore; National University of
   Singapore; National University of Singapore; Australian National
   University; Shanghai Normal University; University of Bath
RP Allen, JL (corresponding author), Univ Bath, Dept Psychol, 10 West,Claverton Down, Bath BA2 7AY, England.
EM ja980@bath.ac.uk
RI Allen, Jennifer/K-7677-2019; Cao, Xinyi/JWO-5072-2024
OI Allen, Jennifer/0000-0003-3566-3747; Cao, Xinyi/0000-0002-9837-2683;
   Shou, Yiyun/0000-0002-7386-0031; Somerville, Matthew/0000-0002-3460-4369
FU We wish to thank all the teachers and children who kindly participated
   in this research. We would also express our gratitude to Professor Yan
   Li and Professor Jing Gao for their help in participant recruitment and
   data collection for the classroom observat
FX We wish to thank all the teachers and children who kindly participated
   in this research. We would also express our gratitude to Professor Yan
   Li and Professor Jing Gao for their help in participant recruitment and
   data collection for the classroom observation, especially given that we
   faced many challenges due to COVID-19.
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NR 63
TC 0
Z9 0
U1 6
U2 7
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2730-7166
EI 2730-7174
J9 RES CHILD ADOLES PSY
JI Res. Child Adolesc. Psychopathol.
PD MAR
PY 2024
VL 52
IS 3
BP 339
EP 352
DI 10.1007/s10802-023-01137-x
EA OCT 2023
PG 14
WC Psychology, Clinical; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA JB1V0
UT WOS:001087839100001
PM 37847458
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU McNicholl, A
   Desmond, D
   Gallagher, P
AF McNicholl, Aoife
   Desmond, Deirdre
   Gallagher, Pamela
TI Assistive technologies, educational engagement and psychosocial outcomes
   among students with disabilities in higher education
SO DISABILITY AND REHABILITATION-ASSISTIVE TECHNOLOGY
LA English
DT Article
DE Assistive technology; educational engagement; academic self-efficacy;
   well-being; quality of life; higher education; disability
ID POSTSECONDARY STUDENTS; COLLEGE-STUDENTS; IMPACT; EXPERIENCES;
   PREDICTORS; DEVICES; ILLNESS; PEOPLE
AB Purpose
   Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland.
   Methods
   One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale.
   Results
   AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self-efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement.
   Conclusion
   These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions.
C1 [McNicholl, Aoife; Gallagher, Pamela] Dublin City Univ, Sch Psychol, Dublin 9, Glasnevin, Ireland.
   [Desmond, Deirdre] Maynooth Univ, Dept Psychol, Maynooth, Kildare, Ireland.
   [Desmond, Deirdre] Maynooth Univ, Assisting Living & Learning Inst, Maynooth, Kildare, Ireland.
C3 Dublin City University; Maynooth University; Maynooth University
RP Gallagher, P (corresponding author), Dublin City Univ, Sch Psychol, Dublin 9, Glasnevin, Ireland.
EM Pamela.Gallagher@dcu.ie
RI McNicholl, Aoife/IVV-2412-2023
OI McNicholl, Aoife/0000-0002-1799-1483; Desmond,
   Deirdre/0000-0002-6746-7006; Gallagher, Pamela/0000-0001-5558-1269
FU Irish Research Council Government of Ireland Postgraduate Scholarship
   [GOIPG/2019/2471]
FX This work was supported by the Irish Research Council Government of
   Ireland Postgraduate Scholarship (Project ID GOIPG/2019/2471).
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NR 67
TC 12
Z9 14
U1 2
U2 24
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 1748-3107
EI 1748-3115
J9 DISABIL REHABIL-ASSI
JI Disabil. Rehabil.-Assist. Technol.
PD JAN 2
PY 2023
VL 18
IS 1
BP 50
EP 58
DI 10.1080/17483107.2020.1854874
EA NOV 2020
PG 9
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 8K7LR
UT WOS:000598932100001
PM 33320728
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Li, RX
   Yao, ML
   Liu, HR
   Chen, YX
AF Li, Ruoxuan
   Yao, Meilin
   Liu, Hongrui
   Chen, Yunxiang
TI Chinese Parental Involvement and Adolescent Learning Motivation and
   Subjective Well-Being: More is not Always Better
SO JOURNAL OF HAPPINESS STUDIES
LA English
DT Article
DE Parental involvement; Autonomy support; Psychological control;
   Achievement goal; Subjective well-being
ID BASIC PSYCHOLOGICAL NEEDS; AUTONOMY-SUPPORT; ACHIEVEMENT GOALS;
   ACADEMIC-ACHIEVEMENT; HIERARCHICAL MODEL; SELF-DETERMINATION; SCHOOL
   ENGAGEMENT; MEDIATING ROLE; UNITED-STATES; MIDDLE SCHOOL
AB Parental involvement in education has been positively associated with children's academic development and well-being, but whether high parental involvement, regardless of its form, always yields desirable results in adolescent development remains debatable. The purpose of this study was to investigate the integral contributions of parental involvement, autonomy support, and psychological control in predicting adolescent learning motivation (i.e., achievement goals and academic engagement) and subjective well-being (SWB) by implementing a person-centered approach. Participants included 3378 Chinese adolescents (M-age = 15.60, SD = 1.55; 1513 boys), who completed a survey. Results revealed four parenting profiles: high control-low involvement (Profile 1; 7.55%), moderate all (Profile 2; 50.65%), high all (Profile 3; 4.00%), and high autonomy support-moderate involvement (Profile 4; 37.80%). Adolescents in Profile 4 were more adaptive, more engaged, and happier than those in other profiles; and those in Profile 1 were more maladaptive, a condition relating to poorer development. Although adolescents in Profile 3 also perceived both high involvement and autonomy support from parents, they actually exhibited levels of learning motivation and SWB similar to those in Profile 2 and experienced higher performance-avoidance goals, negative affect, and lower life satisfaction relative to Profile 4. Findings suggest that more perceived parental involvement is not always better because the effectiveness of involvement partly depends on the approach that parents take.
C1 [Li, Ruoxuan; Yao, Meilin; Liu, Hongrui; Chen, Yunxiang] Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Houzhu Bldg,19 Xinjiekouwai St, Beijing 100875, Peoples R China.
C3 Beijing Normal University
RP Yao, ML (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Houzhu Bldg,19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM ruoxuanli@mail.bnu.edu.cn; mlyao@bnu.edu.cn; smileforever2012@126.com;
   chen1033@mail.bnu.edu.cn
RI Wang, Xiaoman/JYP-1144-2024
OI Li, Ruoxuan/0000-0001-6095-7945
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NR 105
TC 22
Z9 23
U1 6
U2 74
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1389-4978
EI 1573-7780
J9 J HAPPINESS STUD
JI J. Happiness Stud.
PD OCT
PY 2020
VL 21
IS 7
BP 2527
EP 2555
DI 10.1007/s10902-019-00192-w
EA OCT 2019
PG 29
WC Psychology, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics
GA NV3LR
UT WOS:000492325200001
DA 2024-07-15
ER

PT J
AU Alejandria, MCP
   Casimiro, KMD
   Gibe, JAL
   Fernandez, NSF
   Tumaneng, DC
   Sandoval, ECA
   Hernandez, PJS
   Quan-Nalus, MA
   Alipao, FA
   Alejandria, MACP
AF Alejandria, Maria Carinnes P.
   Casimiro, Kristel May D.
   Gibe, Jolly Anne L.
   Fernandez, Ninna Sandra F.
   Tumaneng, Denise C.
   Sandoval, Erin Ceejay A.
   Hernandez, Philippe Jose S.
   Quan-Nalus, Marie Antonette
   Alipao, Froilan A.
   Alejandria, Maria Ana Caterina P.
TI Attaining well-being beyond the home: A socio-cultural framing of mental
   health among university students in the Philippines
SO HEALTH EDUCATION JOURNAL
LA English
DT Article
DE Mental health; mental health programmes; social determinants of health;
   well-being; youth
ID SOCIAL SUPPORT; CHILDREN; YOUTH
AB Objectives: Mental health problems such as anxiety and depression have been steadily rising among university students in the Philippines. While there exists literature determining students' quality of life and health access behaviour, there remains a substantial gap in having a local framework with which to understand their vulnerabilities. In this paper, we aim to identify the socio-cultural factors that exacerbate the challenges that Filipino university students navigate in their attainment of well-being. Design: The study used an exploratory qualitative design. Setting: Data were collected from university students attending a private higher education institution in Manila, the Philippines. Method: Using a cultural epidemiological approach and a qualitative design, semi-structured interviews were conducted online with 60 university-level students. Interviews were recorded, transcribed and translated into English. Data were open coded and thematically analysed. Results: The lived experience of 60 university students revealed that factors including volatile household dynamics, intergenerational [mis]understanding of mental illness, stressful academic engagement and religious associations contributed to the individual framing of their conditions, which ranged from self-stigma to self-prescribed isolation. Various experiences linked to the Filipino value of pagdamay (sharing the burden) significantly aided students' management of their conditions. Conclusion: Drawing on the narratives elicited, a community-based approach using the university as the core for intervention delivery is proposed that may positively impact on students' mental health seeking behaviour.
C1 [Alejandria, Maria Carinnes P.] Univ Brunei Darussalam, Dept Sociol & Anthropol, Room 2-17 FASS Bldg,Jalan Tungku Link, BB-4313 Bandar Seri Begawan, Brunei.
   [Casimiro, Kristel May D.; Gibe, Jolly Anne L.; Alejandria, Maria Ana Caterina P.] Univ Santo Tomas, Res Ctr Social Sci & Educ, Manila, Philippines.
   [Fernandez, Ninna Sandra F.; Tumaneng, Denise C.; Sandoval, Erin Ceejay A.; Alipao, Froilan A.] Univ Santo Tomas, Dept Sociol, Manila, Philippines.
   [Hernandez, Philippe Jose S.; Quan-Nalus, Marie Antonette] Univ Santo Tomas, Sr High Sch, Manila, Philippines.
C3 University Brunei Darussalam; University of Santo Tomas; University of
   Santo Tomas; University of Santo Tomas
RP Alejandria, MCP (corresponding author), Univ Brunei Darussalam, Dept Sociol & Anthropol, Room 2-17 FASS Bldg,Jalan Tungku Link, BB-4313 Bandar Seri Begawan, Brunei.
EM carinnes.alejandria@ubd.edu.bn
RI alejandria, maria carinnes/HSE-0129-2023; Hernandez, Philippe
   Jose/ITU-1830-2023
OI alejandria, maria carinnes/0000-0001-5867-4970; Hernandez, Philippe
   Jose/0000-0002-7854-1240
FU Philippine Department of Science and Technology-Philippine Council for
   Health Research and Development; University of Santo Tomas Research
   Center for Social Sciences and Education
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publi-cation of this article: Received
   funding from the Philippine Department of Science and
   Technology-Philippine Council for Health Research and Development and
   the University of Santo Tomas Research Center for Social Sciences and
   Education
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NR 32
TC 0
Z9 0
U1 3
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0017-8969
EI 1748-8176
J9 HEALTH EDUC J
JI Health Educ. J.
PD MAR
PY 2023
VL 82
IS 2
BP 143
EP 155
DI 10.1177/00178969221141547
EA DEC 2022
PG 13
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA A0VN6
UT WOS:000903046000001
DA 2024-07-15
ER

PT J
AU D'Este, P
   Robinson-García, N
AF D'Este, Pablo
   Robinson-Garcia, Nicolas
TI Interdisciplinary research and the societal visibility of science: The
   advantages of spanning multiple and distant scientific fields
SO RESEARCH POLICY
LA English
DT Article
DE Interdisciplinary research; Societal visibility; Altmetrics; Academic
   engagement; Science; society interactions; Scientific impact
ID PRODUCTIVE INTERACTIONS; IMPACT; KNOWLEDGE; MEDIA; COMMERCIALIZATION;
   PARTICIPATION; ALTMETRICS; INNOVATION; EXAMPLE; METRICS
AB Science policy discourse often encourages interdisciplinary research as an approach that enhances the potential of science to produce breakthrough discoveries and solutions to real-world, complex problems. While there is a large body of research examining the relationship between interdisciplinarity and scientific discovery, there is comparatively limited evidence on and understanding of the connection between interdisciplinarity and the generation of scientific findings that address societal problems. Drawing on a large-scale survey, we investigate whether scientists who conduct interdisciplinary research are more likely to generate scientific findings with high societal visibility -that is, research findings that attract the attention of non-academic audiences, as measured by mentions to scientific articles in blogs, news media and policy documents. Our findings provide support for the idea that two facets of interdisciplinarity -variety and disparity -are associated positively with societal visibility. Our results show, also, that the interplay between these two facets of interdisciplinarity has a systematic positive and significant association with societal visibility, suggesting a reinforcing effect of spanning multiple and distant scientific fields. Finally, we find support for the contingent role of scientists' collaboration with non-academic actors, suggesting that the positive association between interdisciplinary research and so-cietal visibility is particularly strong among scientists who collaborate with actors outside academia. We argue that this study provides useful insights for science policy oriented to fostering the scientific and societal relevance of publicly funded research.
C1 [D'Este, Pablo] Univ Politecn Valencia, INGENIO, CSIC, UPV, Camino Vera S-N, Valencia 46022, Spain.
   [Robinson-Garcia, Nicolas] Univ Granada, Dept Informac & Comunicac, Colegio Maximo Cartuja S-N, Granada 18071, Spain.
C3 Consejo Superior de Investigaciones Cientificas (CSIC); Universitat
   Politecnica de Valencia; CSIC-UPV - Instituto de Gestion de la
   Innovacion y del Conocimiento (INGENIO); University of Granada
RP D'Este, P (corresponding author), Univ Politecn Valencia, INGENIO, CSIC, UPV, Camino Vera S-N, Valencia 46022, Spain.
EM pdeste@ingenio.upv.es; elrobin@ugr.es
RI Robinson-Garcia, Nicolas/B-3590-2012
OI Robinson-Garcia, Nicolas/0000-0002-0585-7359; D'Este,
   Pablo/0000-0002-4040-8209
FU Spanish Ministry of Economy, Industry and Competitiveness
   [CSO2013-48053-R]; Spanish Ministry of Science [RYC2019-027886-I]
FX The authors thank editor Ben Martin and three anonymous reviewers for
   their insightful comments and suggestions. The authors are also grateful
   to the valuable feedback received by Andre's Barge-Gil, Nicolas Carayol,
   Elena Cefis, Adri?an A. D?az-Faes, Jarno Hoekman, Cornelia Lawson,
   ?Oscar Llopis, Orietta Marsili, Francesco Rentocchini, Ammon Salter, and
   participants in the following workshops and conferences: CREI Ideas
   Development Workshop (Univ. of Bath, 2021) , DRUID (2021) , Academy of
   Management (2021) , EU-SPRI (2021) and theWorkshop on the Organisation,
   Economics, and Policy of Scientific Research (WOEPSR, 2022) . The
   authors acknowledge funding from the Spanish Ministry of Economy,
   Industry and Competitiveness (CSO2013-48053-R) ; Nicolas Robinson-Garcia
   is currently supported by a Ramon y Cajal grant from the Spanish
   Ministry of Science (RYC2019-027886-I) . The usual disclaimers apply.
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NR 100
TC 7
Z9 7
U1 21
U2 94
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD MAR
PY 2023
VL 52
IS 2
AR 104609
DI 10.1016/j.respol.2022.104609
EA NOV 2022
PG 21
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 8E4RA
UT WOS:000918961300001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Salgado, CD
AF Salgado, Casandra D.
TI Racial Lessons: Parental Narratives and Secondary Schooling Experiences
   Among Second- and Third-Generation Mexican Americans
SO RACE AND SOCIAL PROBLEMS
LA English
DT Article
DE Mexican Americans; Education; Parental narratives; Racialization
ID EDUCATIONAL ASPIRATIONS; AFRICAN-AMERICAN; ACHIEVEMENT; STUDENTS;
   SOCIALIZATION; EXPECTATIONS; IMMIGRANT; MINORITY; IDENTITY; OPTIMISM
AB Research on Mexican American educational incorporation has consistently shown educational stagnation between the second and third generations. Whether educational stagnation is attributable to generational differences in parental narratives that affect the academic motivation between members of the second and third generation, or negative school conditions that lead to their low educational attainment regardless of generational status, remains in question. Utilizing 41 interviews, I examine how the parental narratives and high school experiences of Mexican Americans differ by generational status, that is, for the second and third generation. My findings demonstrate that both second-and third-generation participants received encouraging parental messages to pursue higher education, regardless of parents' nativity. Consequently, generational differences in parental narratives inadequately account for educational stagnation among Mexican Americans. Furthermore, my findings substantiate the role of educator messages in shaping Mexican Americans' educational trajectories. I find no generational differences in how Mexican Americans perceived and responded to the racialized treatment in high school, whether they attended a diverse or majority-Latino institution. Specifically, the racialized content of educator messages directed toward Mexican Americans negatively affected their academic engagement and whether they enrolled in college-preparatory classes. In all, I argue that educator messages are equally or more important than parental narratives in shaping Mexican American educational incorporation. My findings support a longer line of research calling attention to the importance of educators and their significant influence over students' educational trajectories.
C1 [Salgado, Casandra D.] Univ Calif Los Angeles, Dept Sociol, 264 Haines Hall,375 Portola Plaza, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Salgado, CD (corresponding author), Univ Calif Los Angeles, Dept Sociol, 264 Haines Hall,375 Portola Plaza, Los Angeles, CA 90095 USA.
EM casandrasalgado@ucla.edu
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NR 38
TC 3
Z9 9
U1 0
U2 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1867-1748
EI 1867-1756
J9 RACE SOC PROBL
JI Race Soc. Probl.
PD MAR
PY 2015
VL 7
IS 1
SI SI
BP 60
EP 72
DI 10.1007/s12552-014-9136-z
PG 13
WC Ethnic Studies; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Social Sciences - Other Topics; Sociology
GA VB7BW
UT WOS:000416723800006
DA 2024-07-15
ER

PT J
AU Lewis, MM
   Eckes, SE
AF Lewis, Maria M.
   Eckes, Suzanne E.
TI Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand
   the Impact of School District Policies and Practices Related to
   Transgender Student Inclusion
SO EDUCATIONAL ADMINISTRATION QUARTERLY
LA English
DT Article
DE education law; equity; LGBTQ; storytelling; transgender
ID SOCIAL-SCIENCE; MENTAL-HEALTH; LGBT STUDENTS; CLIMATE; LEGAL; YOUTH;
   EDUCATION; GAY; SENSE; EXPERIENCES
AB Purpose: In 2017, the U.S. Supreme Court agreed to hear a highly publicized case brought by a transgender student, G.G., who was denied access to the bathroom that corresponds with his gender identity. Ultimately, the Court never heard this case, but the documents submitted to the Court remain a part of the historical record, worthy of examination beyond their legal value. In this study, we analyze the first person accounts presented in the "friend of the court" (amicus) briefs to better understand the human impact of policies and practices related to transgender student inclusion. Method: This research utilizes legal research methods to bound the study design. We draw from legal storytelling, which originates in law, and narrative inquiry, which can be found in educational research. In doing so, we provide a synthesis of all amicus briefs submitted in the G.G. case that include personal, firsthand accounts, stories, and experiences. Findings: Overall, the personal stories highlight the implications of inclusive and noninclusive policies and practices. Where noninclusive policies were in place, individuals shared experiences of bullying, academic harm, medical concerns, and inconsistencies in implementation. On the other hand, inclusive policies were associated with confidence building and academic engagement, and a benefit to all students. Stories also reveal that common fears such as safety or privacy did not materialize in the experiences of individuals represented in the briefs.
C1 [Lewis, Maria M.] Penn State Univ, Educ Policy Studies, University Pk, PA 16802 USA.
   [Eckes, Suzanne E.] Indiana Univ, Educ Leadership & Policy Studies, Bloomington, IN USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; Indiana University System; Indiana University
   Bloomington
RP Lewis, MM (corresponding author), Penn State Univ, 204G Rackley Bldg, University Pk, PA 16802 USA.
EM mml25@psu.edu
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NR 115
TC 10
Z9 15
U1 1
U2 25
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-161X
EI 1552-3519
J9 EDUC ADMIN QUART
JI Educ. Admin. Q.
PD FEB
PY 2020
VL 56
IS 1
BP 46
EP 88
DI 10.1177/0013161X19840389
PG 43
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JZ2VT
UT WOS:000504962500002
DA 2024-07-15
ER

PT J
AU McWhirter, EH
   Valdez, M
   Caban, AR
AF McWhirter, Ellen Hawley
   Valdez, Marina
   Caban, Alisia R.
TI Latina Adolescents' Plans, Barriers, and Supports: A Focus Group Study
SO JOURNAL OF LATINA-O PSYCHOLOGY
LA English
DT Article
DE Latinas; high school; career development; focus group
ID MEXICAN-AMERICAN; PERCEIVED BARRIERS; CAREER-DEVELOPMENT; HIGH-SCHOOL;
   ACADEMIC ENGAGEMENT; STUDENTS; YOUTH; EXPECTATIONS; ASPIRATIONS;
   ACHIEVEMENT
AB Latina adolescents' career and educational aspirations form in the context of their families, schools, and the larger ecologies of their lives. Contextual barriers and supports have been identified as factors that inhibit or enhance the translation of aspirations to educational and career outcomes. The purpose of this study was to provide descriptive information about postsecondary goals and the barriers and supports experienced by Latina high school girls. We also sought participants' recommendations for how their schools could better support them. Six semistructured focus groups were conducted with a total of 41 Latina high school students ages 14 to 19. Findings illustrate perceptions of family, friends, and school microsystems as sources of both difficulty and motivation. Barriers experienced by participants included lack of financial and language resources, negative peer influences, and discrimination from teachers, peers, and even from within their own families. Supports included parents wanting more opportunities for their daughters than they had themselves, and individualized advice and caring expectations from teachers. Based on our findings, we recommend interventions that increase access to adult advocates in schools, incorporate families, facilitate language acquisition, utilize relational-cultural models of career intervention, and provide opportunities for Latinas to provide critical feedback to their schools. We also recommend interventions that engage family strengths, counteract barriers to family-school engagement, increase teacher critical consciousness and multicultural competency, counteract racism in schools, and generate a climate of caring and high expectations.
C1 [McWhirter, Ellen Hawley; Valdez, Marina; Caban, Alisia R.] Univ Oregon, Counseling Psychol & Human Serv, Eugene, OR 97403 USA.
C3 University of Oregon
RP McWhirter, EH (corresponding author), 5251 Univ Oregon, Eugene, OR 97403 USA.
EM ellenmcw@uoregon.edu
RI McWhirter, Ellen/ADZ-2033-2022
OI McWhirter, Ellen/0000-0002-9670-3629
FU University of Oregon Center
FX Marina Valdez and Alisia R. Caban contributed equally to this article.
   This project was made possible by a grant from the University of Oregon
   Center for the Study of Women in Society. We thank CSWS, our community
   consultants, Adriana Delgadillo, Christina Aranda for assisting with
   organization, focus group facilitation, and transcription, Cynthia
   Medina for focus group facilitation, Alicia Martinez for verification of
   transcripts and data entry, and Dr. Anselmo Villanueva for consultation,
   connections, and hosting our community meetings. We especially thank our
   participants for their open and courageous sharing.
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NR 68
TC 25
Z9 54
U1 1
U2 4
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2168-1678
EI 2163-0070
J9 J LAT O PSYCHOL
JI J. Lat. Psychol.
PD FEB
PY 2013
VL 1
IS 1
BP 35
EP 52
DI 10.1037/a0031304
PG 18
WC Psychology, Clinical; Psychology, Developmental; Psychology,
   Multidisciplinary; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA VE8WU
UT WOS:000440897000004
DA 2024-07-15
ER

PT J
AU Paliliunas, D
   Lee, B
   Barker, K
   Caughron, M
AF Paliliunas, Dana
   Lee, Breanna
   Barker, Kam
   Caughron, Madeline
TI Verbal relations in the context of university experience: An exploratory
   analysis using a relational density theoretical framework and case
   example
SO JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE
LA English
DT Article
DE College student wellbeing; Psychological flexibility; Relational
   density; Relational framing; Acceptance and commitment therapy;
   Self-management
ID COLLEGE-STUDENTS; PSYCHOLOGICAL FLEXIBILITY; ACCEPTANCE; BEHAVIOR;
   VALIDATION; ACT
AB College students report experiencing challenges to their mental health and wellbeing that impact their academic performance and experience in the university setting, however analyses of their verbal relations in the context of university experience are more limited. The present studies attempt to provide an exploratory analysis of the verbal experience of college students using a Relational Density Theory framework and a case example demonstrating the impact of a synthesized approach that targets both relational behavior and environmental context. In Study 1, we modeled relational frames related to university experience using a multidimensional scaling procedure. Participants were divided into groups based on reported psychological flexibility, and the differences between high- and low-flexibility groups were examined. In Study 2, we provide a case example of the effect of an intervention framework referred to as Values-Based Self-Management that targets psychological flexibility development and behavior change using Acceptance and Commitment Therapy and self-management approaches on a participant's university experience, examining changes in participant psychological wellbeing, academic engagement, and performance, including a measure of relational behavior via the multidimensional scaling procedure. Results suggest improvements in self-reported and self-monitored variables as well as differences in relational behavior from pre-to post-test. Implications for assessment and intervention for college students are discussed, however the results of this study should be considered exploratory due to the novel procedures and limited sample.
C1 [Paliliunas, Dana; Lee, Breanna; Barker, Kam; Caughron, Madeline] Missouri State Univ, Springfield, MO USA.
   [Paliliunas, Dana] Dept Psychol, 901 S Natl Ave,Hill Hall 319, Springfield, MO 65897 USA.
C3 Missouri State University
RP Paliliunas, D (corresponding author), Dept Psychol, 901 S Natl Ave,Hill Hall 319, Springfield, MO 65897 USA.
EM dpaliliunas@missouristate.edu
OI Lee, Breanna/0000-0001-5356-2056
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NR 57
TC 1
Z9 1
U1 1
U2 1
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 2212-1447
EI 2212-1455
J9 J CONTEXT BEHAV SCI
JI J. Contextual Behav. Sci.
PD JAN
PY 2024
VL 31
AR 100719
DI 10.1016/j.jcbs.2023.100719
EA JAN 2024
PG 11
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA GT5O6
UT WOS:001154937500001
DA 2024-07-15
ER

PT J
AU Steenberghs, N
   Lavrijsen, J
   Verschueren, K
AF Steenberghs, Nina
   Lavrijsen, Jeroen
   Verschueren, Karine
TI Teacher-student relationships and engagement of high-ability students:
   An exploration from the perspective of the academic risk hypothesis
SO HIGH ABILITY STUDIES
LA English
DT Article
DE Affective quality of teacher-student relationships; school engagement;
   high-ability students; academic risk hypothesis
ID CHILD RELATIONSHIPS; MOTIVATIONAL PATHWAYS; BEHAVIORAL ENGAGEMENT;
   SCHOOL ENGAGEMENT; GIFTED EDUCATION; ACHIEVEMENT; UNDERACHIEVEMENT;
   EXPECTATIONS; DISAFFECTION; ADOLESCENTS
AB Teachers are key guidance figures in the lives of high-ability students. By building and maintaining close relationships with their students, teachers may heavily affect the socioemotional development of high-ability students. This study investigated how the teacher-student relationship quality affected the development of high-ability students' academic engagement. Additionally, we examined if the teacher-student relationship quality was more important for the engagement of at-risk high-ability students (i.e. students with a low SES background or students with a diagnosed learning disability or developmental disorder). A sample of 403 Flemish high-ability students (IQ >= 120) reported on their behavioral and emotional (dis)engagement using scales developed by Skinner and colleagues (2009) and their relationship with their teachers using the People in My Life questionnaire (Cook et al. 1995). Multilevel growth curve analyses showed that positive and negative teacher-student relationships both contributed to the development of high-ability students' behavioral and emotional (dis)engagement. Analyses also revealed that negative relationships had a stronger effect on the behavioral disengagement of low SES students. The emotional (dis)engagement of students with a diagnosed learning disability or developmental disorder was less affected by a negative teacher-student relationship. Results highlight the key position of the teacher in creating an engaging environment for high ability students.
C1 [Steenberghs, Nina; Lavrijsen, Jeroen; Verschueren, Karine] Sch Psychol & Dev Context, Fac Psychol & Educ Sci, Leuven, Belgium.
   [Steenberghs, Nina] Sch Psychol & Dev Context, Fac Psychol & Educ Sci, Tiensestr 102, B-3000 Leuven, Belgium.
RP Steenberghs, N (corresponding author), Sch Psychol & Dev Context, Fac Psychol & Educ Sci, Tiensestr 102, B-3000 Leuven, Belgium.
EM nina.steenberghs@kuleuven.be
RI Steenberghs, Nina/HZL-2974-2023
OI Steenberghs, Nina/0000-0002-0083-7906; Lavrijsen,
   Jeroen/0000-0001-9005-8350; Verschueren, Karine/0000-0003-2172-1424
FU Fonds Wetenschappelijk Onderzoek [S002917N]; KU Leuven [C14/20/057]
FX The work was supported by the Fonds Wetenschappelijk Onderzoek
   [S002917N]; KU Leuven [C14/20/057]
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NR 56
TC 2
Z9 2
U1 6
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1359-8139
EI 1469-834X
J9 HIGH ABIL STUD
JI High Abil. Stud.
PD JUL 3
PY 2023
VL 34
IS 2
BP 249
EP 273
DI 10.1080/13598139.2023.2189573
EA MAR 2023
PG 25
WC Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA X6WV8
UT WOS:000952515200001
DA 2024-07-15
ER

PT J
AU Naujoks, N
   Bedenlier, S
   Gläser-Zikuda, M
   Kammerl, R
   Kopp, B
   Ziegler, A
   Händel, M
AF Naujoks, Nick
   Bedenlier, Svenja
   Glaeser-Zikuda, Michaela
   Kammerl, Rudolf
   Kopp, Barbel
   Ziegler, Albert
   Haendel, Marion
TI Self-Regulated Resource Management in Emergency Remote Higher Education:
   Status Quo and Predictors
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE emergency remote teaching; resource management strategies; digital
   readiness; higher education; self-regulated learning
ID LEARNING-STRATEGIES; ACADEMIC ENGAGEMENT; DIGITAL READINESS; ONLINE;
   STUDENTS; TIME; HELP; PROCRASTINATION; ANALYTICS; GOALS
AB Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students' digital readiness for the sudden switch to online learning; differences between students' intended and actual use of external resource management strategies; and the influence of students' digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students' help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.
C1 [Naujoks, Nick; Bedenlier, Svenja; Glaeser-Zikuda, Michaela; Kammerl, Rudolf; Kopp, Barbel] Friedrich Alexander Univ Erlangen Nuremberg, Dept Educ, Erlangen, Germany.
   [Ziegler, Albert; Haendel, Marion] Friedrich Alexander Univ Erlangen Nuremberg, Dept Psychol, Erlangen, Germany.
C3 University of Erlangen Nuremberg; University of Erlangen Nuremberg
RP Naujoks, N (corresponding author), Friedrich Alexander Univ Erlangen Nuremberg, Dept Educ, Erlangen, Germany.; Händel, M (corresponding author), Friedrich Alexander Univ Erlangen Nuremberg, Dept Psychol, Erlangen, Germany.
EM nick.naujoks@fau.de; marion.haendel@fau.de
RI Händel, Marion/R-9136-2019; Naujoks-Schober, Nick/HLQ-5086-2023
OI Händel, Marion/0000-0002-3069-5582; Naujoks-Schober,
   Nick/0000-0003-3211-6887
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NR 72
TC 20
Z9 20
U1 4
U2 38
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 2
PY 2021
VL 12
AR 672741
DI 10.3389/fpsyg.2021.672741
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SS6EN
UT WOS:000661847500001
PM 34149567
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Almroth, M
   László, KD
   Kosidou, K
   Galanti, MR
AF Almroth, Melody
   Laszlo, Krisztina D.
   Kosidou, Kyriaki
   Galanti, Maria Rosaria
TI Individual and familial factors predict formation and improvement of
   adolescents' academic expectations: A longitudinal study in Sweden
SO PLOS ONE
LA English
DT Article
ID EDUCATIONAL ASPIRATIONS; ACHIEVEMENT; IDENTITY; MOTIVATION; SCHOOL;
   GOALS; TRANSITION; ENGAGEMENT; DEPRESSION; SCALE
AB Background
   Adolescents' high academic expectations predict future health and successful societal integration. Yet, little is known about which factors may promote adolescents' expectations of their future education and academic achievement.
   Aims
   To explore whether potentially modifiable factors such as parents' engagement and expectations regarding their child's education; or student individual factors such as school engagement, academic achievement, sense of identity, and positive mental health predict positive development of academic expectations in early adolescence.
   Methods
   A longitudinal study of 3,203 adolescents and their parents was conducted with information collected between 7th grade (13 years of age) and 9th grade (16 years of age). Parental and adolescents' own academic expectations and engagement in school, academic achievement, identity synthesis, and mental health were self-reported in annual questionnaires. We used logistic regression to analyze the associations between the aforementioned factors and two binary outcomes related to changes in expectations from 7th to 9th grade: A. resolved uncertainty regarding own academic expectations; B. raised academic expectations.
   Results
   Student engagement, and higher academic grades predicted both resolved uncertainty in expectations and raised academic expectations. Higher parental involvement in education was related to resolved uncertainty, while high parental expectations were related to raised student expectations. Identity synthesis and mental health did not appear to predict either outcome.
   Conclusion
   Our findings indicate that a supportive parental attitude concerning their child's education during adolescence, student engagement, and positive progressions in academic achievements may contribute to a positive development of academic expectations, thus to positive educational trajectories.
C1 [Almroth, Melody; Laszlo, Krisztina D.; Kosidou, Kyriaki; Galanti, Maria Rosaria] Karolinska Inst, Dept Global Publ Hlth, Stockholm, Sweden.
   [Kosidou, Kyriaki; Galanti, Maria Rosaria] Stockholm Country Council, Ctr Epidemiol & Community Med CES, Stockholm, Sweden.
C3 Karolinska Institutet
RP Almroth, M (corresponding author), Karolinska Inst, Dept Global Publ Hlth, Stockholm, Sweden.
EM melody.almroth@ki.se
RI Almroth, Melody/AAZ-8873-2020
OI Galanti, Maria Rosaria/0000-0002-7805-280X
FU Swedish Research Council Formas [259-2012-48]; Swedish Research Council
   for Health, Working Life and Welfare; Swedish Research
   Council-Vetenskapsradet
FX The KUPOL study is funded by a grant (nr 259-2012-48) containing funds
   from the Swedish Research Council Formas, The Swedish Research Council
   for Health, Working Life and Welfare, and The Swedish Research
   Council-Vetenskapsradet awarded to MRG. The funders had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
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NR 44
TC 6
Z9 7
U1 6
U2 39
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 FEB 24
PY 2020
VL 15
IS 2
AR e0229505
DI 10.1371/journal.pone.0229505
PG 12
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA LQ8DW
UT WOS:000535229300062
PM 32092118
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Chaffee, BW
   Cheng, J
   Couch, ET
   Halpern-Felsher, B
AF Chaffee, Benjamin W.
   Cheng, Jing
   Couch, Elizabeth T.
   Halpern-Felsher, Bonnie
TI Engagement, Mental Health, and Substance Use Under In-Person or Remote
   School Instruction During the COVID-19 Pandemic
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE adolescent health; COVID-19 pandemic; tobacco use; mental health;
   academic engagement; cannabis
ID TOBACCO PRODUCT USE; E-CIGARETTE USE; UNITED-STATES; ADOLESCENTS;
   STUDENTS; MIDDLE; PARENT
AB BACKGROUND: Adolescents' school engagement, mental health, and substance use have been major concerns during the COVID-19 pandemic, particularly given disruptions to school instruction. We examined how the instructional setting was associated with academic and health-related outcomes within an adolescent cohort followed during the pandemic.METHODS: During 3 semi-annual follow-up surveys, adolescents (N = 1066 students; 2242 observations) from 8 California high schools responded to items measuring academic self-efficacy, school connectedness, internalizing and externalizing problems, and use of substances. Separate generalized estimating equation models predicted outcomes based on the instructional setting.RESULTS: Relative to in-person instruction, students in remote instruction reported lower academic self-efficacy (Beta: -0.11; 95% confidence interval [CI]: -0.22, -0.01) and school connectedness (Beta: -0.37; 95% CI: -0.48, -0.25), greater odds of past 30-day internalizing problems (AOR: 1.46; 95% CI: 1.09, 1.95), externalizing problems (AOR: 1.36; 95% CI: 1.02, 1.82), and cigarette, cigar, smokeless tobacco, or hookah use (AOR: 2.50; 95% CI: 1.06, 5.91), but lower odds of past 30-day e-cigarette use (AOR: 0.50; 95% CI: 0.30, 0.86).CONCLUSIONS: Multiple adverse outcomes related to school engagement, mental health, and substance use were associated with remote instruction. To reduce such impacts under future emergencies, schools should rely sparingly on remote instruction and provide appropriate supportive resources.
C1 [Chaffee, Benjamin W.; Cheng, Jing; Couch, Elizabeth T.] Univ Calif San Francisco, Ctr Tobacco Control Res & Educ, 707 Parnassus Ave,D3214 Box 0758, San Francisco, CA 94143 USA.
   [Halpern-Felsher, Bonnie] Stanford Univ, Div Adolescent Med, REACH Lab, 770 Welch Rd Suite 100, Stanford, CA 94304 USA.
C3 University of California System; University of California San Francisco;
   Stanford University
RP Chaffee, BW (corresponding author), Univ Calif San Francisco, Ctr Tobacco Control Res & Educ, 707 Parnassus Ave,D3214 Box 0758, San Francisco, CA 94143 USA.
EM benjamin.chaffee@ucsf.edu; jing.cheng@ucsf.edu;
   elizabeth.couch@ucsf.edu; bonnie.halpernfelsher@stanford.edu
OI Halpern-Felsher, Bonnie/0000-0001-9276-1322
FU National Institutes of Health
FX No Statement Available
CR [Anonymous], NATL HLTH NUTR EXAMI
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NR 37
TC 0
Z9 0
U1 1
U2 1
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 JUN
PY 2024
VL 94
IS 6
BP 501
EP 508
DI 10.1111/josh.13418
EA DEC 2023
PG 8
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 QM4W8
UT WOS:001124174100001
PM 38086782
DA 2024-07-15
ER

PT J
AU Xin, ZY
AF Xin, Zhongyi
TI Perceived social support and college student engagement: moderating
   effects of a grateful disposition on the satisfaction of basic
   psychological needs as a mediator
SO BMC PSYCHOLOGY
LA English
DT Article
DE Perceived social support; Engagement; Grateful disposition; Satisfaction
   basic psychological needs
ID SELF-DETERMINATION; SCHOOL ENGAGEMENT; PERSPECTIVE; MOTIVATION; SCALE;
   STATE
AB Background: Previous research has examined the role of support provided by the workplace in promoting employee engagement. This study aimed to extend this research to the academic environment by testing a proposed model of the relationship between perceived social support and student engagement and its underlying mechanisms, with the latter involving the satisfaction of basic psychological needs and a grateful disposition.Methods: A total of 622 Chinese college students were selected by convenience sampling. I adopted the Perceived Social Support Scale, Basic Needs Satisfaction in General Scale, Gratitude Questionnaire, and Utrecht Work Engagement Scale-Student to collect their responses. The data were analyzed by using a moderated mediation model with SPSS and the Process 4.0 macro.Results: The results showed that the satisfaction of basic psychological needs played a mediating role in the association between perceived social support and student engagement, while a grateful disposition played a moderating role. The moderating mediation model further revealed that this effect was more robust for students with a higher grateful disposition than for those with a lower level.Conclusion: Perceived social support can significantly and positively predict student engagement through the satisfaction of their basic psychological needs. Students with a high grateful disposition benefit more than those with a low grateful disposition from using social support, as well as can use the received social support fully in order to meet their psychological needs and promote academic engagement.
C1 [Xin, Zhongyi] Shaanxi Xue Qian Normal Univ, Fac Educ, 101 Shenhe 2nd Rd, Xian 710100, Peoples R China.
RP Xin, ZY (corresponding author), Shaanxi Xue Qian Normal Univ, Fac Educ, 101 Shenhe 2nd Rd, Xian 710100, Peoples R China.
EM 287043879@qq.com
RI ZHONGYI, XIN/CAF-5645-2022
OI ZHONGYI, XIN/0000-0001-5023-7661
FU Social Science Foundation of Shaanxi Province; Science Foundation of
   Shaanxi Xue Qian Normal University in China [2019Q026]; National College
   Student Innovation and Entrepreneurship Training Program [2021YBRS19]; 
   [202114390024]
FX This study was financially supported by the Social Science Foundation of
   Shaanxi Province (2019Q026), the Science Foundation of Shaanxi Xue Qian
   Normal University in China (2021YBRS19), and the National College
   Student Innovation and Entrepreneurship Training Program (202114390024).
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NR 50
TC 2
Z9 2
U1 12
U2 41
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD DEC 11
PY 2022
VL 10
IS 1
AR 298
DI 10.1186/s40359-022-01015-z
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6Z4GM
UT WOS:000897737200001
PM 36503628
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Sanchez, GR
   Espinosa, PR
AF Sanchez, Gabriel R.
   Rodriguez Espinosa, Patricia
TI Does the Race of the Discrimination Agent in Latinos' Discrimination
   Experiences Influence Latino Group Identity?
SO SOCIOLOGY OF RACE AND ETHNICITY
LA English
DT Article
DE discrimination; group identity; linked fate; race; Latino
ID AFRICAN-AMERICAN MEN; RACIAL-DISCRIMINATION; GROUP CONSCIOUSNESS;
   PERCEIVED DISCRIMINATION; UNITED-STATES; RESIDENTIAL SEGREGATION;
   PSYCHOLOGICAL DISTRESS; CARDIOVASCULAR-DISEASE; ACADEMIC ENGAGEMENT;
   ASIAN-AMERICAN
AB Discrimination experiences are among the dominant conditions that define racial and ethnic populations in the United States. Although scholars in the social sciences have investigated the relationship between racial discrimination and various outcomes, less is known about how the sources of discrimination may vary within populations. Most studies and theories driving those studies assume that racial and ethnic minorities are being discriminated against by members of the dominant group. The authors test this assumption using the Latino National Survey, a nationally representative survey of 8,634 Latinos. Nearly 40 percent of Latinos in this rich sample report being discriminated against by other racial or ethnic minorities, many indicating that they were discriminated against by other Latinos. The authors then examine whether the race of the discrimination agent matters and find that the relationship between discrimination and group identity is dependent on the race of the discrimination agent. Although discrimination from out-groups (i.e., whites and blacks) motivates greater linked fate and perceptions of commonality among Latinos, internal discrimination negatively affects these two outcomes. Thus, contrary to discrimination from either whites or African Americans, internal discrimination actually suppresses a sense of group identity among Latinos. This work could similarly inform collective theories and measurement approaches in this area and should therefore be perceived as an important and timely modification to our research methodologies.
C1 [Sanchez, Gabriel R.; Rodriguez Espinosa, Patricia] Univ New Mexico, Robert Wood Johnson Fdn, Ctr Hlth Policy, MSC02 1645,1 Univ New Mexico,1909 Las Lomas, Albuquerque, NM 87131 USA.
C3 University of New Mexico; Robert Wood Johnson Foundation (RWJF)
RP Sanchez, GR (corresponding author), Univ New Mexico, Robert Wood Johnson Fdn, Ctr Hlth Policy, MSC02 1645,1 Univ New Mexico,1909 Las Lomas, Albuquerque, NM 87131 USA.
EM sanchezg@unm.edu
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NR 88
TC 14
Z9 18
U1 1
U2 3
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2332-6492
EI 2332-6505
J9 SOCIOL RACE ETHNIC
JI Sociol. Race Ethnic.
PD OCT
PY 2016
VL 2
IS 4
BP 531
EP 547
DI 10.1177/2332649215624237
PG 17
WC Ethnic Studies; Sociology
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Sociology
GA VI7AX
UT WOS:000509761600009
DA 2024-07-15
ER

PT J
AU Streck, H
   Kessels, U
AF Streck, Hannah
   Kessels, Ursula
TI Nice, but not smart? Attributional backlash from displaying prosocial
   behavior in the classroom
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Academic achievement; Attribution; Gender; Paradoxical effects of
   praise; Prosocial behavior
ID GENDER-DIFFERENCES; FUNDAMENTAL DIMENSIONS; PSYCHOLOGICAL BENEFITS;
   SCHOOL INTERVENTION; CAUSAL EXPLANATIONS; ACADEMIC ENGAGEMENT; CHILDRENS
   BELIEFS; SOCIAL-BEHAVIOR; TEACHER PRAISE; STUDENT
AB According to attributional theory, when the application of effort leads to success we praise the achievement. Effort and ability, however, are seen as compensatory and thus, paradoxically, being praised can lead to attributions of low ability. Our study investigates whether praise, not for academic performance, but for social classroom behavior, would also incur attributional backlash. We examined whether prosociality relates to attributions of high effort and low ability, mediated by expected teacher praise and happiness. In adolescence, prosocial behavior is displayed more by females and aligns with femininity. We conducted an experimental vignette study with 324 German ninth graders to examine whether prosocial students experience a denigration of achievement via expected teacher reaction. Multilevel modelling showed that compared to nondescript students, prosocial students were judged to receive good grades as a result of effort and less due to ability, but this was not related to expected teacher reactions. Prosocial students were also judged to be more likeable and popular. Examination of gender-related outcomes showed that prosocial students were believed to be more feminine, but also more masculine than the nondescript student. Female prosocial targets were thought to be more typical, but not as occurring more frequently than their male counterparts. The results are discussed in reference to the paradox of praise. The limitations and implications of the research are discussed, particularly regarding female students' achievements.
C1 [Streck, Hannah; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
C3 Free University of Berlin
RP Streck, H (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM Hannah.streck@fu-berlin.de
OI Streck, Hannah/0000-0001-9804-7728; Kessels, Ursula/0000-0002-1764-9442
FU Projekt DEAL
FX & nbsp;Open Access funding enabled and organized by Projekt DEAL.
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NR 131
TC 0
Z9 0
U1 2
U2 8
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 2023
VL 26
IS 6
BP 1621
EP 1649
DI 10.1007/s11218-023-09811-0
EA JUL 2023
PG 29
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AU0S1
UT WOS:001024539200001
OA hybrid
DA 2024-07-15
ER

PT J
AU Owens, EB
   Hinshaw, SP
AF Owens, Elizabeth B.
   Hinshaw, Stephen P.
TI Adolescent Mediators of Unplanned Pregnancy among Women with and without
   Childhood ADHD
SO JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY
LA English
DT Article
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; RISKY SEXUAL-BEHAVIOR;
   SUBSTANCE USE; UNINTENDED PREGNANCY; CONDUCT PROBLEMS; CHILDREN; HEALTH;
   VULNERABILITY; IMPULSIVITY; ATTITUDES
AB We aimed to identify adolescent mediators of the significant and sizable link between childhood attention deficit/hyperactivity disorder (ADHD) and later unplanned pregnancy in our prospectively followed, all-female sample. Participants included an ethnically diverse (47% non-White) sample of women with (n= 140) and without (n= 88) childhood ADHD who were assessed 4 times across childhood, adolescence, and adulthood. Potential mediators were measured via self, parent, and teacher report on questionnaires and interviews and by objective testing. We tested 5 early adolescent variables in three domains (personality, behavioral, and academic) as components of serial mediation pathways from (a) childhood ADHD status to (b) the early adolescent putative mediator to (c) risky sexual behavior in late adolescence and finally to (d) unplanned pregnancy by early adulthood. Of these, academic achievement (indirect effect = .1339,SE= .0721), 95% confidence interval (CI) [.0350, .3225] and substance use frequency (indirect effect = .0211,SE= .0167), 95% CI [.0013, .0711] operated through late-adolescent risky sexual behavior to explain rates of unplanned pregnancy, even adjusting for the effects of age, IQ, and family socioeconomic status (SES). When these 2 indirect effects were entered simultaneously, only the pathway from childhood ADHD to low academic achievement to higher rates of risky sexual behavior to unplanned pregnancy was significant (indirect effect = .0295,SE= .0145), 95% CI [.0056, .0620]. We discuss the significance of these early adolescent mediators, particularly academic engagement, as potential intervention targets intended to reduce rates of later unplanned pregnancies among female individuals with ADHD.
C1 [Owens, Elizabeth B.; Hinshaw, Stephen P.] Univ Calif Berkeley, Dept Psychol, 2121 Berkeley Way, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley
RP Owens, EB (corresponding author), Univ Calif Berkeley, Dept Psychol, 2121 Berkeley Way, Berkeley, CA 94720 USA.
EM lizowens@berkeley.edu
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NR 55
TC 25
Z9 27
U1 0
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1537-4416
EI 1537-4424
J9 J CLIN CHILD ADOLESC
JI J. Clin. Child Adolesc. Psychol.
PD MAR 3
PY 2020
VL 49
IS 2
BP 229
EP 238
DI 10.1080/15374416.2018.1547970
PG 10
WC Psychology, Clinical; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA ME1EK
UT WOS:000544404700007
PM 30689435
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Navarro-Abal, Y
   Gómez-Salgado, J
   López-López, MJ
   Climent-Rodríguez, JA
AF Navarro-Abal, Yolanda
   Gomez-Salgado, Juan
   Jose Lopez-Lopez, Maria
   Antonio Climent-Rodriguez, Jose
TI Organisational Justice, Burnout, and Engagement in University Students:
   A Comparison between Stressful Aspects of Labour and University
   Organisation
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE academic well-being; burnout; academic engagement; students;
   organisational justice; stress
ID WORK ENGAGEMENT; VALIDATION; INEQUITY
AB Burnout, engagement, and organisational justice concepts are usually studied in the context of labour organisations, but not in universities. For this, the objective of this research is to identify the students' empirically evidenced relationships in the employment context, such as levels of organisational justice, stress indicators, burnout and work commitment. On the other hand, engagement is analysed as a mediating variable that explains the relationship between organisational justice and burnout. A sample of 543 students from three Spanish universities, selected by purposive sampling, is used ensuring voluntary and anonymous participation. The instruments used to measure the four variables to analyse are a protocol for data collection, MBI-SS instrument for Academic Burnout, Utrecht Work Engagement Student Scale (UWES) for Engagement and the Scale of Organisational Justice for Organisational Justice. As a result, college students show behaviours that promote academic achievement, and they feel more engaged when they are treated fairly. As for the burnout syndrome dimensions, average levels of emotional exhaustion and academic efficacy, and high levels of cynicism are revealed. In addition, the proposed structural equation model supports the main hypothesis; engagement is a mediating variable in the organisational justice and burnout relationship. To conclude, academic stress and its explanatory framework cannot be conceived only from an organisational perspective, where the context of each student must be considered. The adoption of organisational preventive measures can be relevant in ensuring a healthy and conducive academic performance in our students.
C1 [Navarro-Abal, Yolanda; Antonio Climent-Rodriguez, Jose] Univ Huelva, Dept Social Evolutionary & Educ Psychol, Huelva 21071, Spain.
   [Gomez-Salgado, Juan] Univ Huelva, Dept Nursing, Huelva 21071, Spain.
   [Gomez-Salgado, Juan] Espiritu Santo Univ, Guayaquil 092301, Ecuador.
   [Jose Lopez-Lopez, Maria] Univ Huelva, Dept Clin & Expt Psychol, Huelva 21071, Spain.
C3 Universidad de Huelva; Universidad de Huelva; Universidad de
   Especialidades Espiritu Santo; Universidad de Huelva
RP Gómez-Salgado, J (corresponding author), Univ Huelva, Dept Nursing, Huelva 21071, Spain.; Gómez-Salgado, J (corresponding author), Espiritu Santo Univ, Guayaquil 092301, Ecuador.
EM yolanda.navarro@dpsi.uhu.es; jgsalgad@gmail.com; mjlopez@uhu.es;
   jose.climent@dpsi.uhu.es
RI Navarro-Abal, Yolanda/AAB-7911-2020; Climent-Rodríguez,
   José/K-2163-2019; Gómez -Salgado, Juan/G-7252-2017
OI Navarro-Abal, Yolanda/0000-0002-0438-844X; Climent-Rodríguez,
   José/0000-0001-7529-3854; Gómez -Salgado, Juan/0000-0001-9053-7730
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NR 52
TC 22
Z9 24
U1 3
U2 23
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 OCT
PY 2018
VL 15
IS 10
AR 2116
DI 10.3390/ijerph15102116
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 GY7TQ
UT WOS:000448818100058
PM 30261618
OA Green Submitted, Green Published, gold
DA 2024-07-15
ER

PT J
AU Davis, AS
   Van der Heijden, BIJM
AF Davis, Amanda S.
   Van der Heijden, Beatrice I. J. M.
TI Launching the dynamic employee engagement framework: towards a better
   understanding of the phenomenon
SO EMPLOYEE RELATIONS
LA English
DT Article
DE Employee engagement; Dynamic employee engagement framework;
   Psychological state engagement; Psychological presence; Behavioural
   engagement
ID MULTIDIMENSIONAL CONSTRUCTS; WORK ENGAGEMENT; LIFE-CYCLE; ANTECEDENTS;
   MANAGEMENT; RESOURCES; POLICE
AB Purpose The dynamic employee engagement framework visually delineates employee engagement from its antecedents and responds to the debates regarding how employee engagement is positioned within the academic literature. Design/methodology/approach A narrative literature review was conducted. Findings The new framework visually demonstrates the impact of contextual changes on employee engagement. Additionally, it positions employee engagement as a psychological state (psychological presence) and as a behaviour. Research limitations/implications The new framework promotes the study of behavioural engagement when the incorporation of context and/or multiple voices is required. Accordingly, studying behavioural engagement may help scholars understand more about the dynamics of employee engagement within and across different settings, reduce the reliance on self-reported studies and help bridge the employee engagement academic and practitioner discourses. Practical implications Human resource management/development practitioners and line managers may use the new structured framework in several ways to help them foster employee engagement. Originality/value The new framework extends five integrated employee engagement models by incorporating the macro and micro external context, and repositioning trust and feedback. In doing so, it more accurately conveys diagrammatically the dynamic nature of employee engagement following significant contextual changes. It also visually separates out the antecedents to employee engagement thus respecting construct boundaries and positions employee engagement as a multi-dimensional construct comprised of psychological state (psychological presence) and behavioural engagement. Building on this, we also argue that double-loop learning is an example of behavioural engagement.
C1 [Davis, Amanda S.] Manchester Metropolitan Univ, Business Sch, Manchester, Lancs, England.
   [Van der Heijden, Beatrice I. J. M.] Radboud Univ Nijmegen, Inst Management Res, Nijmegen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Open Univ, Fac Management, Heerlen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Univ Ghent, Dept Mkt Innovat & Org, Ghent, Belgium.
   [Van der Heijden, Beatrice I. J. M.] Hubei Univ, Hubei Business Sch, Wuhan, Peoples R China.
   [Van der Heijden, Beatrice I. J. M.] Kingston Univ, Kingston Business Sch, London, England.
C3 Manchester Metropolitan University; Radboud University Nijmegen; Open
   University Netherlands; Ghent University; Hubei University; Kingston
   University
RP Davis, AS (corresponding author), Manchester Metropolitan Univ, Business Sch, Manchester, Lancs, England.
EM asd51987@aol.com
RI Davis, Amanda S./ABB-7639-2021
OI Davis, Amanda/0000-0002-1720-6529
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NR 59
TC 7
Z9 8
U1 10
U2 52
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0142-5455
EI 1758-7069
J9 EMPL RELAT
JI Empl. Relat.
PD FEB 1
PY 2023
VL 45
IS 2
BP 421
EP 436
DI 10.1108/ER-08-2021-0338
EA OCT 2022
PG 16
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 8I7EP
UT WOS:000870288700001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Zoromski, A
   Evans, SW
   Owens, JS
   Holdaway, A
   Romero, ASR
AF Zoromski, Allison
   Evans, Steven W.
   Owens, Julie Sarno
   Holdaway, Alex
   Romero, Angela S. Royo
TI Middle School Teachers' Perceptions of and Use of Classroom Management
   Strategies and Associations With Student Behavior
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE classroom management; school discipline; behavior(s); middle school;
   education
ID ACADEMIC ENGAGEMENT; VARYING RATES; PRAISE; CONSULTATION; ADOLESCENTS;
   PROFILES; CHILDREN; RESPOND; PACKAGE; SKILLS
AB Disruptive student behavior in middle school is associated with negative outcomes including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing achievement with elementary students, but less is known regarding these strategies for middle school students. The purpose of the current study was to assess (a) the rates of disruptive and on-task student behaviors in middle school classrooms, overall and by academic context including individual seatwork, group/partner work, small group instruction, and whole group instruction; (b) the rates of observed (appropriate and inappropriate commands, labeled and unlabeled praise, opportunities to respond; appropriate response to rule violations) and self-reported (appropriate commands, reprimands for inappropriate behavior, strategic ignoring, if/then contingencies, and send to principal's office) CBM strategies; and (c) relationships between observed teacher strategy use and rates of disruptive and on-task behaviors. The results indicated that there was wide variability in teachers' use of CBM strategies, their perceptions of the effectiveness of CBM strategies, and the frequency of disruptive student behavior. In addition, overall, teachers demonstrated low rates of appropriate responses to disruptive behavior. Notably, appropriate responses to disruptive behavior had the strongest association with total rates of disruptive and on-task behaviors. The implications of these findings for teacher training are discussed.
C1 [Zoromski, Allison; Evans, Steven W.; Owens, Julie Sarno; Holdaway, Alex] Ohio Univ, Cincinnati, OH USA.
   [Romero, Angela S. Royo] Salem Coll, Winston Salem, NC USA.
C3 University System of Ohio; Ohio University
RP Zoromski, A (corresponding author), Cincinnati Childrens Hosp Med Ctr, 3333 Burnet Ave,MLC 10006, Cincinnati, OH 45229 USA.
EM allison.zoromski@cchmc.org
FU Ohio University Graduate Student Senate
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 a grant from the Ohio University Graduate
   Student Senate.
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NR 68
TC 6
Z9 22
U1 5
U2 35
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 DEC
PY 2021
VL 29
IS 4
BP 199
EP 212
AR 1063426620957624
DI 10.1177/1063426620957624
EA SEP 2020
PG 14
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA WW0ZX
UT WOS:000574905300001
DA 2024-07-15
ER

PT J
AU Moreno, M
   Schnabel, R
   Lancia, G
   Woodruff, E
AF Moreno, Matthew
   Schnabel, Rose
   Lancia, Gabriella
   Woodruff, Earl
TI Between text and platforms: A case study on the real-time emotions &
   psychophysiological indicators of video gaming and academic engagement
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Engagement; Gaming; Confusion
ID GAME ENGAGEMENT; LEARNING ENGAGEMENT; MULTICHANNEL DATA; ONLINE COURSES;
   MODEL; EXPERIENCE; COMPUTER; STATES
AB Literature indicates that both academic tasks (Deater-Deckard et al. 2013; Skinner et al. Educational and Psychological Measurement, 69(3): 493-525, 2009) and video gaming (Irwin The Journal of Psychology, 133, 157-164, 1999; Laffan et al. Computers in Human Behavior, 65, 544-549, 2016; Whitton Simulation & Gaming, 42(5), 596-609, 2011) have qualities that engage and captivate individuals. This case study reports the findings of a new method for simultaneously capturing the emotional, psychophysiological response and personal experiences of one expert videogamer and one expert writer (N = 2). This method used a combination of 1) participant pre- and post- task activities/objectives questionnaires, 2) measurement of an engaged task using Galvanic Skin Response (GSR), Electroencephalogram (EEG), and facio-muscular emotional recognition Emotient software, and 3) a Flow State Scale (FSS-2) to understand the participant's depth of engagement. After completing a thematic analysis of each expert's activity, findings indicated both experienced a flow-like state that coincided with increased facio-emotional values of confusion (D'Mello et al. Learning and Instruction, 29, 153-170, 2014), decreased GSR, and increased EEG brain activity (Beta and Gamma), providing indicators of engagement. This combination of emotional and psychophysiological indicators that coincide with goal attainment suggests the possibility of shared states that quantify engagement across different tasks. The findings provide an outlet to explore the characteristics of complex learning tasks and suggest the possibility of universal indicators of individualized engagement across learning domains.
C1 [Moreno, Matthew; Schnabel, Rose; Lancia, Gabriella; Woodruff, Earl] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.
C3 University of Toronto; University Health Network Toronto
RP Moreno, M (corresponding author), Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.
EM matthew.moreno@mail.utoronto.ca
OI Woodruff, Earl/0000-0002-0958-8379
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NR 75
TC 6
Z9 6
U1 4
U2 32
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 MAY
PY 2020
VL 25
IS 3
BP 2073
EP 2099
DI 10.1007/s10639-019-10031-3
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LN2ON
UT WOS:000532783100029
DA 2024-07-15
ER

PT J
AU Douglas, S
   Slusser, E
   Felton, M
AF Douglas, Sara
   Slusser, Emily
   Felton, Mark
TI Academic discourse and peer collaboration in online high school learning
   environments
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE academic discourse; dialogic engagement; distance learning; K-12 online
   learning; peer collaboration
ID EDUCATION; FUTURE
AB Background: Dialogic engagement is instrumental in promoting higher-order thinking, motivation, and learning. Despite their dramatic uptake in the US in the past decade, there is limited evidence that online high school courses offer sufficient opportunities for students to communicate and collaborate with teachers and peers.Objectives: This two-part study explores teacher perspectives and the experiences of students in online learning environments to determine if, how, and why students engage in two forms of dialogic engagement-academic discourse and peer collaboration.Methods: To identify the extent to which teachers perceive academic discourse and peer collaboration to be valuable and feasible in online learning environments, Study 1 surveyed educators and advisors of online learning programs (n = 49). To determine whether these perspectives align with student experiences, Study 2 included a series of over-the-shoulder observations of five high school students engaging in their online coursework.Results and Conclusions: Findings reveal a disconnect between best practices in education and reality. Online teachers report that academic discourse is valuable and feasible, but also detail several challenges to successful implementation in online coursework. At the same time, direct observations of high school students indicate that they rarely, if ever, engage in peer collaboration and academic discourse activities.Major Takeaways:Although valued as a means to improve educational outcomes, opportunities for dialogic engagement are not translating to online learning environments. The solution is to develop curriculum, policies, and procedures that centre on meaningful integration of dialogic activities, motivating students to engage.
C1 [Douglas, Sara] San Jose State Univ, Connie L Lurie Coll Educ, San Jose, CA 95192 USA.
   [Slusser, Emily] San Jose State Univ, Connie L Lurie Coll Educ, Dept Child & Adolescent Dev, San Jose, CA USA.
   [Felton, Mark] San Jose State Univ, Connie L Lurie Coll Educ, Dept Teacher Educ, San Jose, CA USA.
C3 California State University System; San Jose State University;
   California State University System; San Jose State University;
   California State University System; San Jose State University
RP Douglas, S (corresponding author), San Jose State Univ, Connie L Lurie Coll Educ, San Jose, CA 95192 USA.
EM sara.u.douglas@gmail.com
RI Felton, Mark/I-3493-2017
OI Felton, Mark/0000-0002-6302-2448; Douglas, Sara/0000-0003-2307-1103;
   Slusser, Emily/0000-0002-9422-8393
FU San Jose State University; Doctoral Dissertation Research Award
FX San Jose State University, Grant/Award Number: Doctoral Dissertation
   Research Award
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NR 51
TC 2
Z9 2
U1 3
U2 17
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 2023
VL 39
IS 5
BP 1479
EP 1492
DI 10.1111/jcal.12809
EA MAR 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA R6UD1
UT WOS:000960630900001
DA 2024-07-15
ER

PT J
AU Heyder, A
   Kessels, U
AF Heyder, Anke
   Kessels, Ursula
TI Is School Feminine? Implicit Gender Stereotyping of School as a
   Predictor of Academic Achievement
SO SEX ROLES
LA English
DT Article
DE Gender gap in academic achievement; Gender role self-concept; Implicit
   measures; Stereotypes; School
ID ROLE SELF-CONCEPT; ELEMENTARY-SCHOOL; SEX-DIFFERENCES; MATH; BOYS;
   STUDENTS; MASCULINITY; MATHEMATICS; CHILDREN; FEMALE
AB One cause proposed for boys' relatively lower academic achievement is a "feminisation" of schools that might result in a lack of fit between boys' self-concept and academic engagement. Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Our study tested for implicit gender stereotyping of school and its impact on boys' achievement in N = 122 ninth-graders from a large city in Western Germany using the Go/No-go Association Task (GNAT). Gender role self-concept and grades in math (representing an academic domain stereotyped as male) and German (domain stereotyped as female) were assessed using written questionnaires. It was found that, overall, students associated school more strongly with female than with male, and that this association of school with female was related to boys' academic achievement. The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were. Boys' academic achievement in math was unrelated to the extent to which they perceived school as feminine and themselves as masculine. Girls' grades in both German and math were unrelated to their gender stereotyping of school. These findings emphasize the importance of fit between a student's gender, gender role self-concept and gender stereotyping of school for academic achievement. Strategies to improve this fit are discussed.
C1 [Heyder, Anke; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, D-14195 Berlin, Germany.
C3 Free University of Berlin
RP Heyder, A (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM anke.heyder@fu-berlin.de
RI Heyder, Anke/U-2248-2019
OI Heyder, Anke/0000-0002-1578-4894
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NR 75
TC 79
Z9 102
U1 0
U2 78
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
EI 1573-2762
J9 SEX ROLES
JI Sex Roles
PD DEC
PY 2013
VL 69
IS 11-12
BP 605
EP 617
DI 10.1007/s11199-013-0309-9
PG 13
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA 253KX
UT WOS:000327085700005
DA 2024-07-15
ER

PT J
AU Loscalzo, Y
   Rice, KG
   Giannini, M
AF Loscalzo, Yura
   Rice, Kenneth G. G.
   Giannini, Marco
TI Psychometric properties of the Italian oldenburg burnout inventory
   (student version) and measurement invariance with the USA
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Burnout; Study engagement; Academic engagement; Academic disengagement;
   Negative affect; Studyholism
ID SINGLE-ITEM; MOTIVATIONAL MODEL; CONSTRUCT-VALIDITY; ACADEMIC BURNOUT;
   WORK ENGAGEMENT; NEGATIVE AFFECT; FIT INDEXES; VALIDATION; ADAPTATION;
   FACTORIAL
AB Burnout has been studied extensively in work-related contexts and more recently investigated in academic settings. The present study aimed to analyze the psychometric properties of the student version of the Oldenburg Burnout Inventory (OLBI-S; Reis et al., 2015) on an Italian sample of university students (n = 339, M-age = 22.67 +/- 4.10), and its measurement invariance with a USA sample (n = 553, M-age = 23.47 +/- 5.96). Separate sample analyses provided psychometric support for 14 but not all 16 of the original OLBI-S items. Cross-sectional model comparisons supported partial metric invariance for the 14-item OLBI-S items when comparing the Italian and USA samples. However, scalar invariance was not supported. Finally, we found good internal reliability, and convergent, concurrent, and discriminant validity for the 14-item Italian OLBI-S. Hence, results supported using the 14-item OLBI-S in future studies of academic burnout in Italian and USA samples, and as a possible screening instrument to identify students experiencing burnout, especially during academic periods associated with higher stress. However, the 14-item OLBI-S should not be used to compare levels of burnout factors between Italian and USA students due to the lack of scalar invariance. Future work could entail further scale revisions or the development of burnout measures specifically related to the academic context rather than adapting work-related burnout scales to the study area.
C1 [Loscalzo, Yura; Giannini, Marco] Univ Florence, Sch Psychol, Dept Hlth Sci, Via San Salvi 12,Padiglione 26, I-50135 Florence, Italy.
   [Rice, Kenneth G. G.] Georgia State Univ, Coll Educ & Human Dev, Ken Matheny Ctr Study Stress Trauma & Resilience, 30 Pryor St, Atlanta, GA 30303 USA.
C3 University of Florence; University System of Georgia; Georgia State
   University
RP Loscalzo, Y (corresponding author), Univ Florence, Sch Psychol, Dept Hlth Sci, Via San Salvi 12,Padiglione 26, I-50135 Florence, Italy.
EM yura.loscalzo@gmail.com
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NR 58
TC 1
Z9 1
U1 2
U2 2
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 MAR
PY 2024
VL 43
IS 9
BP 8241
EP 8251
DI 10.1007/s12144-023-05020-2
EA JUL 2023
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA WP7A6
UT WOS:001040552400006
DA 2024-07-15
ER

PT J
AU Ratelle, CF
   Duchesne, S
   Guay, F
   Châteauvert, GB
AF Ratelle, Catherine F.
   Duchesne, Stephane
   Guay, Frederic
   Chateauvert, Genevieve Boisclair
TI Comparing the contribution of overall structure and its specific
   dimensions for competence-related constructs: A bifactor model
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Parental structure; Parents; Adolescents; Competence in school; Bifactor
   model
ID CHILDRENS MENTAL-HEALTH; PARENTAL CONTROL; AUTONOMY SUPPORT;
   SELF-EFFICACY; ADOLESCENT ADJUSTMENT; ACADEMIC ENGAGEMENT; SCHOOL
   ADJUSTMENT; AMERICAN MOTHERS; DECISION-MAKING; FIT INDEXES
AB Through structure, parents provide information that makes their children's environment predictable, thereby contributing to the satisfaction of their need for competence. More recently, researchers have proposed that within parental structure, it is possible to identify six specific dimensions: clear and consistent rules, guidelines, and expectations; predictability; information feedback; opportunities to meet expectations; rationales for rules and expectations; and authority (Farkas & Grolnick, 2010). Because past studies typically assessed one or two of these dimensions, we do not know how useful adding other dimensions would be for predicting constructs related to competence satisfaction. The goal of this one-year prospective study was therefore to determine if including all dimensions of parental structure would improve the prediction of students' competence-related constructs. The sample included 378 adolescents (53% girls) who completed a survey assessing the six dimensions of parental structure (Time 1) and competence-related constructs (academic achievement and adjustment, vocational efficacy and self-concept; Time 2). Using exploratory structural equation modeling, we tested a bifactorial model of structure, which allowed comparing within a single model the contribution of global structure to that of its underlying dimensions. Results supported the utility of considering all indicators of parental structure, without needing to discriminate among those relating to a specific dimension. Indeed, the global factor was a stronger predictor of constructs, compared to specific dimensions. Implications for research on motivation and parenting are proposed.
C1 [Ratelle, Catherine F.; Guay, Frederic; Chateauvert, Genevieve Boisclair] Univ Laval, Fac Sci Educ, Dept Fondements & Prat Educ, Quebec City, PQ G1K 7P4, Canada.
   [Duchesne, Stephane] Univ Laval, Fac Sci Educ, Dept Etud Enseignement & Apprentissage, Quebec City, PQ, Canada.
C3 Laval University; Laval University
RP Ratelle, CF (corresponding author), Univ Laval, Fac Sci Educ, Dept Fondements & Prat Educ, Quebec City, PQ G1K 7P4, Canada.
EM Catherine.Ratelle@fse.ulaval.ca
RI BoisclairChateauvert, Genevieve/KMY-2748-2024; Guay,
   Frederic/KHY-7189-2024
OI BoisclairChateauvert, Genevieve/0000-0002-0909-2840; Guay,
   Frederic/0000-0002-5207-3303; Ratelle, Catherine/0000-0002-4789-9274
FU Canada Research Chair Program; Social Sciences and Humanities Research
   Council of Canada (SSHRC) [410-2010-0902]
FX This study was supported by the Canada Research Chair Program and the
   Social Sciences and Humanities Research Council of Canada (SSHRC; grant
   # 410-2010-0902).
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NR 78
TC 11
Z9 12
U1 1
U2 13
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 JUL
PY 2018
VL 54
BP 89
EP 98
DI 10.1016/j.cedpsych.2018.05.005
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GR5XW
UT WOS:000442716200008
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Bodovski, K
   Farkas, G
AF Bodovski, Katerina
   Farkas, George
TI Mathematics growth in early elementary school: The roles of beginning
   knowledge, student engagement, and instruction
SO ELEMENTARY SCHOOL JOURNAL
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the American-Educational-Research-Association
CY APR 07-11, 2006
CL San Francisco, CA
SP Amer Educ Res Assoc, Inst Educ Sci, US Dept Educ
ID LEARNING-DIFFICULTIES; NUMBER SENSE; CHILDREN; ACHIEVEMENT; DISABILITY;
   RISK; PERFORMANCE; RESILIENCE; ETHNICITY; OUTCOMES
AB We used the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS-K selected a nationally representative sample of kinder-gartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments that were administered to the students by ECLS-K staff. Separately for students who began kindergarten with low, medium-low, medium-high, and high mathematics skill, we examined achievement growth through third grade and the effects of teacher-reported time on mathematics instruction and student engagement (as perceived by the teacher) on such growth. We found that students who began with the lowest achievement also showed the least growth over this period. Students in the two highest skills groups had similar growth, and the highest levels of growth. Students in the lowest group received the most time on instruction but had the lowest engagement with instruction. Time on instruction increased achievement for all students equally, but the effect of engagement was strongest among the lowest-performing group. The lower engagement of the lowest-performing group explained more than half of their lower achievement growth in grades K-3. If inequality in mathematics achievement is to be reduced, teachers must make greater efforts to improve the beginning knowledge and academic engagement of this group.
C1 Penn State Univ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Bodovski, K (corresponding author), Penn State Univ, University Pk, PA 16802 USA.
RI Hoffman, Shannah K/B-4104-2012
OI Bodovski, Katerina/0000-0003-1997-5214
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NR 54
TC 166
Z9 273
U1 1
U2 35
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0013-5984
J9 ELEM SCHOOL J
JI Elem. Sch. J.
PD NOV
PY 2007
VL 108
IS 2
BP 115
EP 130
DI 10.1086/525550
PG 16
WC Education & Educational Research
WE Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 227FM
UT WOS:000250642600003
DA 2024-07-15
ER

PT J
AU Saqr, M
   López-Pernas, S
AF Saqr, Mohammed
   Lopez-Pernas, Sonsoles
TI The longitudinal trajectories of online engagement over a full program
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Longitudinal engagement; Trajectories of engagement; Learning analytics;
   Sequence mining; Survival analysis
ID STUDENT ENGAGEMENT; LEARNING ANALYTICS; SCHOOL ENGAGEMENT; ACADEMIC
   ENGAGEMENT; MOTIVATION; ACHIEVEMENT; ADOLESCENCE; COMMUNITIES;
   CHILDHOOD; CLASSROOM
AB Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners' motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to studying online longitudinal engagement, i.e., the evolution of student engagement over a full educational program. This learning analytics study examines the engagement states (sequences, successions, stability, and transitions) of 106 students in 1396 course enrollments over a full program. All data of students enrolled in the academic year 2014-2015, and their subsequent data in 2015-2016, 2016-2017, and 2017-2018 (15 courses) were collected. The engagement states were clustered using Hidden Markov Models (HMM) to uncover the hidden engagement trajectories which resulted in a mostly-engaged (33% of students), an intermediate (39.6%), and a troubled (27.4%) trajectory. The mostly-engaged trajectory was stable with infrequent changes, scored the highest, and was less likely to drop out. The troubled trajectory showed early disengagement, frequent dropouts and scored the lowest grades. The results of our study show how to identify early program disengagement (activities within the third decile) and when students may drop out (first year and early second year).
C1 [Saqr, Mohammed] KTH Royal Inst Technol, EECS Sch Elect Engn & Comp Sci, Lindstedtsvagen 3, SE-10044 Stockholm, Sweden.
   [Saqr, Mohammed] Univ Eastern Finland, Sch Comp, Joensuu Campus,Yliopistokatu 2,POB 111, FI-80100 Joensuu, Finland.
   [Lopez-Pernas, Sonsoles] Univ Politecn Madrid, ETSI Telecomunicac, Dept Ingn Sistemas Telemat, Avda Complutense 30, Madrid 28040, Spain.
C3 Royal Institute of Technology; University of Eastern Finland;
   Universidad Politecnica de Madrid
RP Saqr, M (corresponding author), Univ Eastern Finland, Sch Comp, Joensuu Campus,Yliopistokatu 2,POB 111, FI-80100 Joensuu, Finland.
EM mohammed.saqr@uef.fi
RI López-Pernas, Sonsoles/M-7375-2019; Saqr, Mohammed/AAH-2520-2020
OI López-Pernas, Sonsoles/0000-0002-9621-1392; Saqr,
   Mohammed/0000-0001-5881-3109
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NR 84
TC 33
Z9 33
U1 9
U2 55
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 DEC
PY 2021
VL 175
AR 104325
DI 10.1016/j.compedu.2021.104325
EA SEP 2021
PG 20
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 WB4UX
UT WOS:000703569700006
OA hybrid
DA 2024-07-15
ER

PT J
AU Garriott, PO
   Pinedo, AC
   Hunt, HK
   Navarro, RL
   Flores, LY
   Desjarlais, CD
   Diaz, D
   Brionez, J
   Lee, BH
   Ayala, E
   Martinez, LD
   Hu, XT
   Smith, MK
   Suh, HN
   McGillen, GG
AF Garriott, Patton O. O.
   Pinedo, Ayli Carrero
   Hunt, Heather K. K.
   Navarro, Rachel L. L.
   Flores, Lisa Y. Y.
   Desjarlais, Cerynn D. D.
   Diaz, David
   Brionez, Julio
   Lee, Bo Hyun
   Ayala, Evelyn
   Martinez, Leticia D. D.
   Hu, Xiaotian
   Smith, Megan K. K.
   Suh, Han Na
   McGillen, Gloria G. G.
TI How Latine engineering students resist White male engineering culture: A
   multi-institution analysis of academic engagement
SO JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE engineering; engineering identity; Latine; social cognitive career
   theory; Whiteness
ID SOCIAL COGNITIVE PREDICTORS; QUALITATIVE RESEARCH; GENDER; EDUCATION;
   SATISFACTION; PERSISTENCE; SCIENCE; RACE
AB BackgroundAlthough participation rates vary by field, Latine and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latine and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.PurposeTo address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year.MethodWe interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data.ResultsOur findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree.ConclusionsFindings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latine students' cultural wealth, and counter-framing traditional recruitment pitches for engineering appear to be key in these efforts.
C1 [Garriott, Patton O. O.] Univ Denver, Dept Counseling Psychol, 1999 East Evans Ave,201A KRH, Denver, CO 80208 USA.
   [Pinedo, Ayli Carrero; Navarro, Rachel L. L.; Desjarlais, Cerynn D. D.; Brionez, Julio; Ayala, Evelyn; Smith, Megan K. K.] Univ North Dakota, Dept Counseling Psychol & Community Serv, Grand Forks, ND USA.
   [Hunt, Heather K. K.] Univ Missouri, Dept Biomed Biol & Chem Engn, Columbia, MO USA.
   [Flores, Lisa Y. Y.; Diaz, David; Lee, Bo Hyun; Martinez, Leticia D. D.; Hu, Xiaotian; McGillen, Gloria G. G.] Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO USA.
   [Suh, Han Na] Georgia State Univ, Dept Counseling & Psychol Serv, Atlanta, GA USA.
C3 University of Denver; University of North Dakota Grand Forks; University
   of Missouri System; University of Missouri Columbia; University of
   Missouri System; University of Missouri Columbia; University System of
   Georgia; Georgia State University
RP Garriott, PO (corresponding author), Univ Denver, Dept Counseling Psychol, 1999 East Evans Ave,201A KRH, Denver, CO 80208 USA.
EM pat.garriott@du.edu
RI Zandonade, Viviane/JKI-1817-2023
FU National Science Foundation [DUE-1430614/1430640]
FX National Science Foundation, Grant/Award Number: DUE-1430614/1430640
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NR 45
TC 0
Z9 0
U1 2
U2 9
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 2023
VL 112
IS 3
BP 695
EP 718
DI 10.1002/jee.20536
EA JUN 2023
PG 24
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 L4FD5
UT WOS:001007553800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Yin, XJ
   Huang, YM
   Zhang, X
   Chen, YQ
   Wang, MY
   Qian, HW
AF Yin, Xiangju
   Huang, Yiming
   Zhang, Xin
   Chen, Yuqian
   Wang, Mingyue
   Qian, Hongwei
TI Influencing Factors and Improvement Path of Academic Engagement among
   College Students in the Context of Epidemic Prevention and Control
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE health behaviors; perceived social support; learning engagement; online
   teaching
ID SOCIAL SUPPORT; SCHOOL ENGAGEMENT; BEHAVIORS; ADOLESCENTS; DEPRESSION;
   HEALTH
AB Objective: The implementation of online teaching in the context of epidemic prevention and control has had an impact on the learning engagement of college students to some extent. This study aims to investigate the mechanisms that influence perceived social support and health behaviors on learning engagement, so as to make college students more focused on their studies by improving their physical and mental health as well as their ability to perceive social support. Methods: A total of 538 college students from Henan Province, China, were studied using the Perceived Social Support Scale, Health Behavior Scale and Learning Engagement Scale, and the data were analyzed by IBM SPSS Amos 26.0 software (IBM SPSS Inc., Chicago, IL, USA). Results: (1) The level of health behavior among college students was positively correlated with perceived social support ability (beta = 0.289, p < 0.001); both perceived social support and health behaviors predicted college students' learning engagement significantly (beta = 0.200, p < 0.01; beta = 0.406, p < 0.001). (2) College students' perceived social support partially mediated the relationship between health behaviors and learning engagement. Conclusion: One of the main ways to improve college students' learning engagement is to improve their health behavior and perceived social support. This study contributes to a better understanding of the relationships between health behaviors and learning engagement, as well as to the development of interventions to improve learning engagement among college students.
C1 [Yin, Xiangju; Huang, Yiming; Zhang, Xin; Chen, Yuqian; Wang, Mingyue; Qian, Hongwei] Henan Polytech Univ, Sch Emergency Management, Jiaozuo 454000, Henan, Peoples R China.
   [Wang, Mingyue; Qian, Hongwei] Henan Polytech Univ, Emergency Sci & Engn Res Ctr, Jiaozuo 454003, Henan, Peoples R China.
C3 Henan Polytechnic University; Henan Polytechnic University
RP Qian, HW (corresponding author), Henan Polytech Univ, Sch Emergency Management, Jiaozuo 454000, Henan, Peoples R China.; Qian, HW (corresponding author), Henan Polytech Univ, Emergency Sci & Engn Res Ctr, Jiaozuo 454003, Henan, Peoples R China.
EM yingjikexue@hpu.edu.cn
FU Science and Technology Department of Henan Province; Henan Polytechnic
   University
FX H The work was supported by Science and Technology Department of Henan
   Province and Henan Polytechnic University.
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NR 45
TC 4
Z9 4
U1 1
U2 35
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 OCT
PY 2022
VL 19
IS 19
AR 12939
DI 10.3390/ijerph191912939
PG 15
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 5G2JP
UT WOS:000866830700001
PM 36232241
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Heyder, A
   Kessels, U
AF Heyder, Anke
   Kessels, Ursula
TI Boys Don't Work? On the Psychological Benefits of Showing Low Effort in
   High School
SO SEX ROLES
LA English
DT Article
DE Human sex differences; Gender roles; Gender stereotypes; Academic
   achievement; Effort; Popularity; Masculinity
ID TEACHERS GRADING PRACTICES; DOUBLE-EDGED-SWORD; SEX-DIFFERENCES;
   ACADEMIC-PERFORMANCE; DEVELOPMENTAL-CHANGES; STUDENT ENGAGEMENT; GENDER
   STEREOTYPES; SOCIAL ACCEPTANCE; SELF-CONCEPT; PEER GROUPS
AB Male students show less academic effort and lower academic achievement than do female students. The present study aimed to shed more light on the reasons for why male students show low academic effort despite the finding that this undermines their academic achievement. We explored whether students experience psychological benefits from showing low effort or "effortless" achievement in school and whether these benefits are greater for male than for female students. In two experimental vignette studies with independent samples of German ninth graders (N = 210) and teachers (N = 176), we systematically varied student targets' gender, effort, and achievement and tested for effects on targets' ascribed intelligence, popularity, likeability, masculinity, femininity, and gender-typicality. The "effortless" achiever was rated as more popular than students showing high effort. Teachers perceived the effortless achiever as the most intelligent target. Academic effort further increased students' ratings of a low-achieving target's likeability and students' and teachers' ratings of all targets' femininity as well as decreased students' ratings of all targets' masculinity. Students and teachers perceived targets showing low (vs. high) effort as more similar to a typical boy, whereas teachers perceived targets showing high (vs. low) effort as more similar to a typical girl. Results indicate a need to understand the psychological benefits of low academic engagement, especially for male students, and to address the feminine stereotyping of (academic) effort.
C1 [Heyder, Anke; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
   [Heyder, Anke] Tech Univ Dortmund, Dept Psychol, Emil Figge Str 50, D-44227 Dortmund, Germany.
C3 Free University of Berlin; Dortmund University of Technology
RP Heyder, A (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.; Heyder, A (corresponding author), Tech Univ Dortmund, Dept Psychol, Emil Figge Str 50, D-44227 Dortmund, Germany.
EM anke.heyder@tu-dortmund.de
RI Heyder, Anke/U-2248-2019
OI Heyder, Anke/0000-0002-1578-4894
FU Deutsche Forschungsgemeinschaft (DFG) [KE 1412/2-2]
FX The current research was supported by a grant from the Deutsche
   Forschungsgemeinschaft (DFG) allocated to the second author (KE
   1412/2-2). Preliminary findings from the first study were presented at
   the Sixth Gender Development Research Conference, October 2014, San
   Francisco.
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NR 83
TC 44
Z9 54
U1 3
U2 27
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
EI 1573-2762
J9 SEX ROLES
JI Sex Roles
PD JUL
PY 2017
VL 77
IS 1-2
BP 72
EP 85
DI 10.1007/s11199-016-0683-1
PG 14
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA EX9BT
UT WOS:000403548700006
DA 2024-07-15
ER

PT J
AU Hua, M
   Wang, L
AF Hua, Meng
   Wang, Lin
TI The relationship between Chinese university students' learning
   preparation and learning achievement within the EFL blended teaching
   context in COVID-19 post-epidemic era: The mediating effect of learning
   methods
SO PLOS ONE
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; COURSE EXPERIENCE; HIGHER-EDUCATION; ENGAGEMENT;
   PROCRASTINATION; PERCEPTIONS; PERFORMANCE; OUTCOMES; SKILLS; ONLINE
AB The effectiveness of the blended teaching model in improving university students' English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students' entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students' academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students' academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.
C1 [Hua, Meng] Xuzhou Kindergarten Teachers Coll, Int Off, Xuzhou, Jiangsu, Peoples R China.
   [Wang, Lin] Xuzhou Kindergarten Teachers Coll, Sch Presch & Special Educ, Xuzhou, Jiangsu, Peoples R China.
   [Wang, Lin] Lyceum Philippines Univ, Grad Sch, Trias City, Cavite, Philippines.
C3 Lyceum of the Philippines University
RP Hua, M (corresponding author), Xuzhou Kindergarten Teachers Coll, Int Off, Xuzhou, Jiangsu, Peoples R China.
EM doraemon1685197840@163.com
RI hua, meng/JKI-9794-2023
OI Wang, Lin/0009-0002-8459-8195
FU tenth Chinese Foreign Language Educational Fund [ZGWYJYJJ10Z016,
   2019-R-77086]; Jiangsu Province Modern Educational Technology Research
FX Initials of the authors who received each award: Meng Hua Grant numbers
   awarded to each author: ZGWYJYJJ10Z016; 2019-R-77086 The full name of
   each funder: the tenth Chinese Foreign Language Educational Fund;
   Jiangsu Province Modern Educational Technology Research URL of each
   funder website: http://www.sinotefl.org.cn/kxyj/zgwyjyjj.htm
   http://jsmeti.jssnu.edu.cn/Did the sponsors or funders play any role in
   the study design, data collection and analysis, decision to publish, or
   preparation of the manuscript? NO -The funders had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
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NR 143
TC 5
Z9 5
U1 13
U2 37
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 JAN 24
PY 2023
VL 18
IS 1
AR e0280919
DI 10.1371/journal.pone.0280919
PG 24
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 9R3ZE
UT WOS:000945593200001
PM 36693072
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Stegers-Jager, KM
   Cohen-Schotanus, J
   Themmen, APN
AF Stegers-Jager, Karen M.
   Cohen-Schotanus, Janke
   Themmen, Axel P. N.
TI The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS)
   Model: An Integrated Model for Medical Student Success
SO ACADEMIC MEDICINE
LA English
DT Article
ID NOTTINGHAM-UNIVERSITY; CLINICAL-PERFORMANCE; SKILLS PROGRAM; SCHOOL;
   REMEDIATION; RISK; EDUCATION; INTERVENTION; FRAMEWORK; FAILURE
AB Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficulties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.
   Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program.
   Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.
C1 [Stegers-Jager, Karen M.] Erasmus MC Univ Med Ctr Rotterdam, Inst Med Educ Res Rotterdam, Rotterdam, Netherlands.
   [Cohen-Schotanus, Janke] Univ Groningen, Univ Med Ctr Groningen, Ctr Res & Innovat Med Educ, Med Educ, Groningen, Netherlands.
   [Themmen, Axel P. N.] Erasmus MC Univ Med Ctr Rotterdam, Inst Med Educ Res Rotterdam, Expt Endocrinol & Med Educ, Rotterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus MC; University of Groningen;
   Erasmus University Rotterdam; Erasmus MC
RP Stegers-Jager, KM (corresponding author), Erasmus MC, Inst Med Educ Res Rotterdam, POB 2040, NL-3000 CA Rotterdam, Netherlands.
EM k.stegers-jager@erasmusmc.nl
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NR 45
TC 10
Z9 12
U1 0
U2 12
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 1040-2446
EI 1938-808X
J9 ACAD MED
JI Acad. Med.
PD NOV
PY 2017
VL 92
IS 11
BP 1525
EP 1530
DI 10.1097/ACM.0000000000001685
PG 6
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA FP6WI
UT WOS:000417766800012
PM 28445223
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Abreu, M
   Grinevich, V
AF Abreu, Maria
   Grinevich, Vadim
TI The nature of academic entrepreneurship in the UK: Widening the focus on
   entrepreneurial activities
SO RESEARCH POLICY
LA English
DT Article
DE Academic entrepreneurship; University-business links; Technology
   transfer; Third stream funding
ID TECHNOLOGY-TRANSFER; UNIVERSITY INVENTIONS; GENDER-DIFFERENCES; LIFE
   SCIENCES; INDUSTRY; PRODUCTIVITY; SCIENTISTS; EXPERIENCE; DETERMINANTS;
   RESEARCHERS
AB We argue that the current focus of the academic entrepreneurship literature, which is mostly on patent-based activities such as spinouts and licensing, should be widened to also include other informal commercial and non-commercial activities that are entrepreneurial in nature. We define as entrepreneurial any activity that occurs beyond the traditional academic roles of teaching and/or research, is innovative, carries an element of risk, and leads to financial rewards for the individual academic or his/her institution. These financial rewards can occur directly or indirectly via an increase in reputation, prestige, influence or societal benefits. Informal activities are particularly common in disciplines such as the social sciences, the creative arts and the humanities and are often overlooked by TTOs and by the academic literature. Our aim is to fill this gap by empirically analysing the determinants of academic engagement in a wider range of activities than those that are typically considered. Our findings have implications for the practice of academic entrepreneurship, and for the effectiveness of university efforts to promote entrepreneurial activities via the formal IP system and through TTOs. Our analysis is based on a recently completed survey of UK academics, providing micro-data on over 22,000 academics in the sciences, social sciences, arts and humanities. The data are complemented using institution-level information on financial and logistical support for entrepreneurial activities. (C) 2012 Elsevier B.V. All rights reserved.
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C3 University of Cambridge
RP Abreu, M (corresponding author), Univ Cambridge, Pembroke Coll, Dept Land Econ, Cambridge CB2 1RF, England.
EM ma405@cam.ac.uk; v.grinevich@ucs.ac.uk
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NR 81
TC 303
Z9 326
U1 17
U2 259
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD MAR
PY 2013
VL 42
IS 2
BP 408
EP 422
DI 10.1016/j.respol.2012.10.005
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 111OK
UT WOS:000316530400009
OA Bronze
DA 2024-07-15
ER

PT J
AU Lim, CP
AF Lim, Cher Ping
TI Global citizenship education, school curriculum and games: Learning
   Mathematics, English and Science as a global citizen
SO COMPUTERS & EDUCATION
LA English
DT Article
DE multi-user virtual environment; game-like elements; global citizenship;
   curriculum; engagement; social commitment
ID STUDENTS
AB Based on an account of how two classes of primary five students in Singapore engage in the learning of English, Mathematics and Science by playing the role of global citizens, the paper suggests an alternative but realistic approach to teaching global citizenship education. Set against the back story of Atlantis facing ecological, social and cultural decay due to the blind pursuit of prosperity and modernisation by its rulers, each student became a quester called on to save Atlantis. Throughout the mission they were presented with different problems in Atlantis (similar to existing global issues) and were expected to research and suggest solutions to the problems by alone or with fellow questers. These problems were tied to the primary five English, Mathematics and Science curriculum. Through documenting and making sense of these activities via observations, interviews and pre-post questionnaire surveys, the paper shows how the new approach may enhance the learning engagement, academic motivation and social commitments among the students. We also explore the sustainability and scalability of such an approach in the school system and highlight constraints. The paper then draws implications for global citizenship education in schools that include designing a meaningful context for engaged learning in schools with components of global citizenship, developing a research culture in schools as a stepping stone for global citizenship education and building capacity of teachers and school leaders in global citizenship. (c) 2007 Elsevier Ltd. All rights reserved.
C1 Edith Cowan Univ, Sch Educ, Asia Pacific Ctr Excellence Teacher Educ & Innovat, Perth, WA 6050, Australia.
C3 Edith Cowan University
RP Lim, CP (corresponding author), Edith Cowan Univ, Sch Educ, Asia Pacific Ctr Excellence Teacher Educ & Innovat, 2 Bradford St,Mt Lawley, Perth, WA 6050, Australia.
EM c.lim@ecu.edu.au
RI Lim, Cher Ping/O-6068-2016
OI Lim, Cher Ping/0000-0002-4797-1870
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NR 31
TC 57
Z9 77
U1 2
U2 79
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2008
VL 51
IS 3
BP 1073
EP 1093
DI 10.1016/j.compedu.2007.10.005
PG 21
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 331PJ
UT WOS:000258024000007
DA 2024-07-15
ER

PT J
AU Rautanen, P
   Soini, T
   Pietarinen, J
   Pyhältö, K
AF Rautanen, Pihla
   Soini, Tiina
   Pietarinen, Janne
   Pyhalto, Kirsi
TI Primary school students' perceived social support in relation to study
   engagement
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Social support; Study engagement; SEM modelling; Gender differences
ID ACADEMIC ENGAGEMENT; EMOTIONAL ENGAGEMENT; POSITIVE EMOTIONS; GOAL
   STRUCTURES; PARENT GOALS; JOB DEMANDS; ACHIEVEMENT; CLASSROOM; BURNOUT;
   RESOURCES
AB The aim of this research was to study the dynamics of fourth graders' perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was hypothesised to be associated with social support for schoolwork among peers. Differences between genders were studied in relation to perceived social support and study engagement. Structural equation modelling was used to test the hypotheses with cross-sectional survey data from 2400 fourth grade students from Finland. They were 10 years of age on average. The results indicate that social support from teachers and among peers has stronger effects on study engagement compared to support from guardians. Moreover, it was found that social support from teachers and guardians is associated with the social support that students share among their peers. Girls were found to be more engaged in studying and to experience more social support from teachers and among peers compared to boys. The perceived social support from teachers was found to be partly determined by the class group to which the student belongs. These results suggest that by providing emotional and informational support for their students, teachers might be able to promote students' study engagement, as well as such peer interaction that further enhances the students' study engagement.
C1 [Rautanen, Pihla; Soini, Tiina] Tampere Univ, Fac Educ & Culture, POB 700, FI-33014 Tampere, Finland.
   [Pietarinen, Janne] Univ Eastern Finland, Philosoph Fac, Sch Appl Educ Sci & Teacher Educ, POB 111, Joensuu 80101, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Ctr Univ Teaching & Learning, Fac Educ Sci, POB 9,Siltavuorenpenger 1B, Helsinki 00014, Finland.
C3 Tampere University; University of Eastern Finland; University of
   Helsinki
RP Rautanen, P (corresponding author), Tampere Univ, Fac Educ & Culture, POB 700, FI-33014 Tampere, Finland.
EM pihla.rautanen@tuni.ti; tiina.soini-ikonen@tuni.fi;
   janne.pietarinen@uef.fi; kirsi.pyhalto@helsinki.fi
OI Soini, Tiina/0000-0002-0637-8931; Pietarinen, Janne/0000-0003-4696-1977;
   Pyhalto, Kirsi/0000-0002-8766-0559; Rautanen, Pihla/0000-0003-4880-5564
FU Academy of Finland [295022]; Finnish Ministry of Education and Culture
   [6600567]; Tampere University; Academy of Finland (AKA) [295022] Funding
   Source: Academy of Finland (AKA)
FX This work was supported by the Academy of Finland under Grant 295022 and
   Finnish Ministry of Education and Culture under Grant 6600567. Open
   access funding provided by Tampere University.
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NR 87
TC 28
Z9 32
U1 11
U2 56
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 SEP
PY 2021
VL 36
IS 3
BP 653
EP 672
DI 10.1007/s10212-020-00492-3
EA AUG 2020
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA UI9TQ
UT WOS:000560259200001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Bandola-Gill, J
   Smith, KE
AF Bandola-Gill, Justyna
   Smith, Katherine E.
TI Governing by narratives: REF impact case studies and restrictive
   storytelling in performance measurement
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Research impact; academic engagement; REF(the UK Research Excellence
   Framework); research evaluation; impact agenda
AB Performance assessment is permeating increasingly diverse domains of higher education, even in areas previously perceived to be too complex and idiosyncratic to quantify. The UK's attempts to assess 'research impact' within the Research Excellence Framework (REF) are illustrative of this trend and are being closely monitored by several other countries. A fundamental rationale for employing narrative case studies to assess impact within REF, rather than taking a (less resource intensive) quantified approach, was that this would allow for the variation, complexity and idiosyncrasy inherent in research impact. This paper considers whether this promise of narrative flexibility has been realised, by analysing a combination of REF impact case study reports and interviews and focus group discussions with actors involved in case study production. Informed by this analysis, our central argument is that the very quality which allows narratives to govern is their ability to standardise performance (albeit whilst retaining a degree of flexibility). The paper proposes that REF impact case studies position narratives of impact as technologies of governance in ways that restrict the 'plot line' and belie the far more complex accounts held by those working to achieve research impact. This is partly because, as research impact becomes institutionalised within universities' measurement infrastructures, higher education institutions become impact gatekeepers, filtering out narratives that are deemed overly complex or insufficiently persuasive, while perpetuating particular approaches to recounting tales of impact that are deemed likely to perform well. Crucially, these narratives not only describe impact but actively construct it as an auditable phenomenon.
C1 [Bandola-Gill, Justyna] Univ Edinburgh, Sch Social & Polit Sci, 22 George Sq, Edinburgh EH8 91D, Midlothian, Scotland.
   [Smith, Katherine E.] Univ Strathclyde, Sch Social Work & Social Policy, Glasgow, Lanark, Scotland.
C3 University of Edinburgh; University of Strathclyde
RP Bandola-Gill, J (corresponding author), Univ Edinburgh, Sch Social & Polit Sci, 22 George Sq, Edinburgh EH8 91D, Midlothian, Scotland.
EM Justyna.bandola-gill@ed.ac.uk
OI Smith, Katherine/0000-0002-1060-4102; Bandola-Gill,
   Justyna/0000-0002-3418-4085
FU University of Edinburgh
FX This work was supported by University of Edinburgh.
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NR 64
TC 14
Z9 14
U1 6
U2 14
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 SEP 2
PY 2022
VL 47
IS 9
BP 1857
EP 1871
DI 10.1080/03075079.2021.1978965
EA SEP 2021
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4I3DY
UT WOS:000700469500001
OA Green Published, hybrid, Green Accepted
DA 2024-07-15
ER

PT J
AU Grieco, LA
   Jowers, EM
   Errisuriz, VL
   Bartholomew, JB
AF Grieco, Lauren A.
   Jowers, Esbelle M.
   Errisuriz, Vanessa L.
   Bartholomew, John B.
TI Physically active vs. sedentary academic lessons: A dose response study
   for elementary student time on task
SO PREVENTIVE MEDICINE
LA English
DT Article
DE Elementary school; Academic engagement; Child; Physical activity
ID INTERVENTION; EXERCISE; CHILDREN
AB Background. Physically active academic lessons are an effective intervention to reduce sedentary time and increase student physical activity. They have also been shown to enhance task engagement, as indicated by observations of attention and behavior control, time on task (TOT). However, it is not clear if the improved TOT stems fromthe physical activity or if it is the result of an enjoyable break fromtraditional instruction. If it is due to physical activity, what dose of intensity is required for the effect? This study was designed to test these questions.
   Methods. Participants were 320 children (7-9 years) recruited from school districts in Central Texas in 2012. They were assigned by classroom (n= 20) to one of four conditions: 1) sedentary, standard lesson (n= 72); 2) sedentary academic game (n= 87); 3) low to moderate intensity PA (LMPA), academic game (n= 81); and 4) moderate to vigorous intensity PA (MVPA), academic game (n = 76). Measures included PA via accelerometer and TOT.
   Results. Mixed-method RMANOVA indicated TOT decreased following the standard lesson (p<0.001), showed no change following the sedentary academic game (p = 0.68), and increased following the LMPA (p<0.01) and MVPA (p<0.001) academic games.
   Conclusions. While the sedentary, academic game prevented the reduction in TOT observed in the standard lesson, PA resulted in increased TOT. Future research should be designed to examine the potential academic benefits of the change in TOT. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Grieco, Lauren A.; Jowers, Esbelle M.; Errisuriz, Vanessa L.; Bartholomew, John B.] Univ Texas Austin, Dept Kinesiol & Hlth Educ, 2109 San Jacinto Blvd,Mail Stop D3700, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Bartholomew, JB (corresponding author), Univ Texas Austin, Dept Kinesiol & Hlth Educ, 2109 San Jacinto Blvd,Mail Stop D3700, Austin, TX 78712 USA.
EM jbart@austin.utexas.edu
OI Bartholomew, John/0000-0002-3963-0195; Errisuriz,
   Vanessa/0000-0001-6930-0763
FU National Institute of Diabetes and Digestive and Kidney Diseases of the
   National Institutes of Health [R21DK071975]
FX Research reported in this publication was supported by the National
   Institute of Diabetes and Digestive and Kidney Diseases of the National
   Institutes of Health under award number: R21DK071975. The content is
   solely the responsibility of the authors and does not necessarily
   represent the official views of the National Institutes of Health.
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NR 39
TC 73
Z9 87
U1 1
U2 31
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0091-7435
EI 1096-0260
J9 PREV MED
JI Prev. Med.
PD AUG
PY 2016
VL 89
BP 98
EP 103
DI 10.1016/j.ypmed.2016.05.021
PG 6
WC Public, Environmental & Occupational Health; Medicine, General &
   Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; General & Internal Medicine
GA EC7KJ
UT WOS:000388316700015
PM 27235602
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Vollet, JW
   Kindermann, TA
AF Vollet, Justin W.
   Kindermann, Thomas A.
TI Promoting persistence: Peer group influences on students' re-engagement
   following academic problems and setbacks
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE Motivational resilience; academic re-engagement; peer group influence;
   peer group stability
ID SCHOOL ENGAGEMENT; MOTIVATIONAL RESILIENCE; ADOLESCENT FRIENDSHIPS;
   CHILDRENS; ELEMENTARY; CLASSROOM; TEACHERS; ACHIEVEMENT; PERCEPTIONS;
   ENVIRONMENT
AB This study examined the role that peer groups play in shaping students' academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were collected on an entire cohort of 366 sixth graders (48% female) in a small town. Students reported on their behavioral re-engagement-or persistence following academic problems or failure, on the extent to which they experienced academic setbacks, and on their teachers' involvement. Teachers rated students' academic engagement. Peer groups were identified in fall and spring using socio-cognitive mapping, distinguishing fluid peers (i.e., group members in fall only) and stable peers (i.e., members in both fall and spring). Peer group profiles of re-engagement were calculated for fluid peers, stable peers, and both combined. Results showed that the overall peer group profiles of re-engagement in fall did not predict changes in students' re-engagement over the school year when unstable members were included. However, when modeled separately, stable peer group profiles of re-engagement were a positive predictor of changes in students' own re-engagement, whereas profiles of fluid peers' re-engagement were not. The findings suggest that peer group members with whom students maintain consistent group affiliations across the year play a central role in supporting students' re-engagement when overcoming academic difficulties.
C1 [Vollet, Justin W.] Univ Texas Dallas, Dallas, TX USA.
   [Kindermann, Thomas A.] Portland State Univ, Portland, OR 97207 USA.
C3 University of Texas System; University of Texas Dallas; Portland State
   University
RP Vollet, JW (corresponding author), Univ Texas Richardson, Sch Behav & Brain Sci, 800 W Campbell Rd, Richardson, TX 75080 USA.
EM justin.vollet@utdallas.edu
RI Vollet, Justin/AAD-1940-2019
OI Vollet, Justin/0000-0001-8508-5602
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NR 58
TC 4
Z9 6
U1 5
U2 20
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 354
EP 364
AR 0165025419880614
DI 10.1177/0165025419880614
EA OCT 2019
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA MB0FF
UT WOS:000490667800001
DA 2024-07-15
ER

PT J
AU Kaynak, S
   Kan, AD
AF Kaynak, Semih
   Kan, Adnan
TI School adjustment scale for high school students: Development and
   initial validation
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article; Early Access
DE educational psychology; high school; scale development; school
   adjustment
ID EXPLORATORY FACTOR-ANALYSIS; ACADEMIC ADJUSTMENT; SAMPLE-SIZE;
   SHORT-FORM; YOUTH; RECOMMENDATIONS; ADAPTATION; TRANSITION; MIDDLE
AB Although research has consistently highlighted the importance of school adjustment for high school students, validated tools for assessing this construct are currently lacking. To address this gap, our study aimed to develop and validate a scale to measure school adjustment among high school students. Employing a two-stage approach, we first examined the concept of adjustment and generated scale items. Subsequently, we surveyed 1121 high school students, and randomly split the data into two groups for subsequent analyses. Through exploratory in the first stage and confirmatory factor analyses in the second stage, we identified two higher-order factors within the scale: social adjustment and academic adjustment, with academic adjustment consisting of two sub-factors, academic performance and, academic engagement. The results indicated that the scale has an excellent model fit, as well as adequate reliability and high construct validity. Overall, our study provides a valuable tool for assessing school adjustment in high school students.
   Given that high school students' adjustment to school encompasses both academic and social dimensions, it is essential to consider both aspects when evaluating students' overall school adjustment. The school adjustment scale demonstrates satisfactory levels of validity and reliability in assessing high school students' school adjustment levels. Educators and school counselors can utilize this scale to differentiate between students who have successfully adjusted to school and those who have not. Additionally, the scale can be instrumental in evaluating the effectiveness of school adaptation programs.
C1 [Kaynak, Semih] Amasya Univ, Fac Educ, Amasya, Turkiye.
   [Kan, Adnan] Gazi Univ, Fac Educ, Ankara, Turkiye.
C3 Amasya University; Gazi University
RP Kaynak, S (corresponding author), Amasya Univ, Fac Educ, Amasya, Turkiye.
EM semih.kaynak@amasya.edu.tr
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NR 67
TC 0
Z9 0
U1 1
U2 1
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 2024 JUN 25
PY 2024
DI 10.1002/pits.23269
EA JUN 2024
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA WH5Q2
UT WOS:001253995500001
DA 2024-07-15
ER

PT J
AU Eddy, CL
   Huang, FL
   Prewett, SL
   Herman, KC
   Hrabal, KM
   de Marchena, SL
   Reinke, WM
AF Eddy, Colleen Lloyd
   Huang, Francis L.
   Prewett, Sara L.
   Herman, Keith C.
   Hrabal, Kirsten M.
   de Marchena, Sarah L.
   Reinke, Wendy M.
TI Positive student-teacher relationships and exclusionary discipline
   practices
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher-student relationships; Exclusionary discipline; Suspensions
ID AUTHORITATIVE SCHOOL CLIMATE; EXTERNALIZING BEHAVIOR; CHILD
   RELATIONSHIP; ELEMENTARY-SCHOOL; ACADEMIC ENGAGEMENT; AFRICAN-AMERICAN;
   SOCIAL SUPPORT; CLASSROOM; OUTCOMES; TRAJECTORIES
AB Teacher-student relationships are beneficial for students and especially important in the middle school context. Suspensions are critical to reduce as it can be detrimental to the educational trajectory of students, particularly for marginalized students in underfunded schools. This study looked at the relations between teacher-student relationships and suspensions across the academic year in a sample of students (N = 541) and teachers (N = 51) in two urban school districts in the Midwest. A brief measure of teachers' perceptions of relationships with students completed in the fall of the academic year predicted the odds of receiving in-school suspension (ISS; odds ratio [OR] = 0.65) and out-of-school suspension (OSS; OR = 0.72) by the end of the school year. Student reports of the relationships were also associated with ISS (OR = 0.94), but not OSS. On average, teachers' report on the scale improved over the course of the school year (d = 0.11); however, student report of the relationships worsened (d = 0.30). The difference in the student report of the relationships from fall to spring was also associated with the odds of receiving ISS and OSS (ORs = 0.94). These findings suggest that student and teacher perceptions together are associated with harsh discipline practices that can negatively impact students' developmental trajectories. Relationships can change but direct action is necessary to develop, maintain, and repair relationships during the academic year.
C1 [Eddy, Colleen Lloyd] Univ Pittsburgh, Sch Educ, Dept Hlth & Human Dev, 5114 Welsey W Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA.
   [Huang, Francis L.; Herman, Keith C.; de Marchena, Sarah L.; Reinke, Wendy M.] Univ Missouri, Coll Educ & Human Dev, Sch & Counseling Psychol, Dept Educ, 118 Hill Hall, Columbia, MO 65211 USA.
   [Prewett, Sara L.] Riverside Insights, One Pierce Pl ST900, Itasca, IL 60143 USA.
   [Hrabal, Kirsten M.] Cornerstone Behav Hlth & Pediat Therapies, 1900 E 15th St Bldg 800,Suite B, Edmond, OK 73013 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; University of Missouri System; University of Missouri
   Columbia
RP Eddy, CL (corresponding author), Univ Pittsburgh, Sch Educ, Dept Hlth & Human Dev, 5114 Welsey W Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA.
EM ceddy@pitt.edu
FU Institute of Education Sciences, U.S. Department of Education
   [R305A130143]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R305A130143 to the
   University of Missouri (PI: Keith C. Herman) . The opinions expressed
   are those of the authors and do not represent views of the Institute or
   the U.S. Department of Education. Correspondence concerning this article
   should be addressed to Colleen Eddy at ceddy@pitt.edu.
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NR 81
TC 0
Z9 0
U1 5
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 AUG
PY 2024
VL 105
AR 101314
DI 10.1016/j.jsp.2024.101314
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA TD0O8
UT WOS:001239207700001
PM 38876543
DA 2024-07-15
ER

PT J
AU Alali, KF
   Crouse, HL
   Rus, MC
   Marton, S
   Haq, H
AF Alali, Kimberley F.
   Crouse, Heather L.
   Rus, Marideth C.
   Marton, Stephanie
   Haq, Heather
TI Debriefing Trainees After Global Health Experiences: An Expert Consensus
   Delphi Study
SO ACADEMIC PEDIATRICS
LA English
DT Article
DE debriefing; education; global health; pediatrics
ID INTERNATIONAL HEALTH; PEDIATRIC RESIDENCY; EDUCATION; US
AB BACKGROUND: Global health (GH) opportunities in pediatric residencies are prevalent. Debriefing trainees after a GH experience is a tool to optimize educational processing, identify post-return stressors, and facilitate coping skills; however, there are no consensus recommendations for debriefing in this context. OBJECTIVE: Our objective was to develop structure and content guidelines for standardized debriefing of residents returning from short-term clinical GH rotations abroad. METHODS: Through a modified Delphi methodology, we developed a standardized consensus-based debriefing tool. Eleven pediatric GH education experts were recruited. Experts were individuals with leadership experience in GH education who demonstrated academic engagement by either primary or senior authorship of a publication or relevant presentation at a conference. The expert panel (EP) completed 4 surveys that were amended after each round based on qualitative data, which was assessed for emergent themes. In the final round, the EP rated each consensus recommendation in importance using a 4-point Likert scale. RESULTS: Ten of the 11 panelists completed all study rounds. The EP achieved consensus that residents should complete post-return debriefing and rated 32 consensus recommendations in importance. Twelve recommendations were deemed "essential"; these debriefing recommendations focused on timing and preparation, reflection and feedback, trainee well-being and coping skills, ethical concerns, and the need to provide mental health support and resources for trainees with psychological distress. CONCLUSIONS: According to GH experts, all residents who participate in GH experiences should participate in a post-return debrief. Thirty-two consensus recommendations regarding content, timing, structure, and actions for post-return debriefing were formulated.
C1 [Alali, Kimberley F.; Crouse, Heather L.; Rus, Marideth C.; Marton, Stephanie; Haq, Heather] Bayor Coll Med, Dept Pediat, Houston, TX USA.
RP Alali, KF (corresponding author), Univ Penn, Perelman Sch Med, Dept Pediat, 3501 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
EM alalik@chop.edu
OI Haq, Heather/0000-0003-4710-9911
CR ACGME, 2022, Program directors' guide to the common program requirements
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   World Bank Country and Lending Groups, 2021, World Bank Group
NR 32
TC 0
Z9 0
U1 0
U2 0
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1876-2859
EI 1876-2867
J9 ACAD PEDIATR
JI Acad. Pediatr.
PD JAN-FEB
PY 2024
VL 24
IS 1
BP 155
EP 161
PG 7
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics
GA HJ6D3
UT WOS:001159162700001
PM 37524166
DA 2024-07-15
ER

PT J
AU Kamps, D
   Kravits, T
   Rauch, J
   Kamps, JL
   Chung, N
AF Kamps, D
   Kravits, T
   Rauch, J
   Kamps, JL
   Chung, N
TI A prevention program for students with or at risk for ED: Moderating
   effects of variation in treatment and classroom structure
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
ID GENERAL-EDUCATION; INTERVENTIONS; ISSUES; DISORDERS; CHILDREN; OUTCOMES
AB In a recent report, positive outcomes were described for use of a prevention program serving students with behavioral and emotional disturbance and those at risk for emotional disturbance (ED) in urban elementary schools. This primarily school-based prevention program consisted of social skills activities, peer tutoring, and individual and classwide behavior management components. Improved behaviors and decreased aggression were noted for the experimental group in treatment for approximately I 1/2 school years, compared to a control-wait group. This report is a further analysis of the prevention program investigation, including (a) findings from implementation across multiple school years with longitudinal student outcome data; (b) replication effects for the prevention program for the second cohort; (c) effects of variations in program implementation; specifically, strength of treatment and classroom structure; and (d) individual cases of treatment successes and failures. Results for two cohorts indicated that inappropriate behaviors decreased (i.e., aggression, out of seat negative verbal behaviors) and positive behaviors increased (academic engagement, behavioral compliance) under conditions of strong implementation of program components and in the context of high classroom structure. Individual case studies further confirmed that students exposed to more treatment in each year of the program and in classrooms with more structure had better outcomes. Implications of these findings supporting early, multiyear, high-quality prevention and the adverse effects of weak treatment efforts and low structure are discussed in the concert: of current practice and the need for additional research.
RI Yves, rauch Jean/ABG-6494-2021; Berger, Emily/N-7268-2017
OI Yves, rauch Jean/0000-0001-5462-1855; Berger, Emily/0000-0001-5550-807X
CR Alberto P.A., 1999, APPL BEHAV ANAL TEAC, Vfifth
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NR 32
TC 14
Z9 29
U1 0
U2 9
PU PRO-ED INC
PI AUSTIN
PA 8700 SHOAL CREEK BLVD, AUSTIN, TX 78757-6897 USA
SN 1063-4266
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD FAL
PY 2000
VL 8
IS 3
BP 141
EP 154
DI 10.1177/106342660000800302
PG 14
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 347LQ
UT WOS:000088931400002
DA 2024-07-15
ER

PT J
AU El Zein, F
   Gevarter, C
   Bryant, B
   Son, SH
   Bryant, D
   Kim, M
   Solis, M
AF El Zein, Farah
   Gevarter, Cindy
   Bryant, Brian
   Son, Seung-Hyun
   Bryant, Diane
   Kim, Min
   Solis, Michael
TI A Comparison between iPad-Assisted and Teacher-Directed Reading
   Instruction for Students with Autism Spectrum Disorder (ASD)
SO JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES
LA English
DT Article
DE Autism; Reading comprehension; Task refusal; Teacher-directed
   instruction; iPad (R)-assisted instruction; Intervention
ID DEVELOPMENTAL-DISABILITIES; ACADEMIC ENGAGEMENT; SCHOOL-STUDENTS;
   YOUNG-CHILDREN; COMPREHENSION; INDIVIDUALS; INTERVENTIONS; DIAGNOSIS;
   BEHAVIOR; READER
AB We conducted an alternating treatment research design to investigate the effects of a multicomponent reading comprehension intervention on reading comprehension performance and task refusal behavior of three elementary students with autism spectrum disorder (ASD). This study also sought to investigate the effects of utilizing teacher-directed instruction (TDI) in comparison to iPadA (R) -assisted instruction (IAI) as the primary mode of instructional delivery during reading sessions. The multicomponent intervention during the TDI sessions consisted of teaching text preview strategy (i.e., looking at text and picture, making predictions), identifying the main idea of each paragraph using a graphic organizer, and the use of a token economy system. Whereas IAI treatment sessions consisted of the use of an iPadA (R) application that focused on identifying main idea paired with implementing a token economy system for task completion. Three elementary students identified with ASD participated in this study. Results indicate that the multicomponent intervention implemented during both conditions was associated with improved performance on curriculum-based measure (CBM) probes during TDI and IAI treatments, with an indication that the TDI treatment was more effective in increasing accuracy of responding on CBM probes in comparison to the IAI condition. Findings from this study also indicate that both treatment conditions (TDI and IAI) were associated with a reduction of task refusal for the three participants with fewer occurrences of the challenging behavior during IAI in comparison to TDI treatment.
C1 [El Zein, Farah; Gevarter, Cindy; Bryant, Brian; Son, Seung-Hyun; Bryant, Diane; Kim, Min; Solis, Michael] Cleveland State Univ, Cleveland, OH 44115 USA.
C3 University System of Ohio; Cleveland State University
RP El Zein, F (corresponding author), Cleveland State Univ, Cleveland, OH 44115 USA.
EM zein_farah@hotmail.com
RI El Zein, Farah El/AAX-4480-2021
OI Son, Seunghyun/0009-0000-1999-0065; El Zein, Farah/0000-0001-8498-3507;
   Solis, Michael/0000-0003-4818-549X
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NR 65
TC 34
Z9 41
U1 2
U2 57
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1056-263X
EI 1573-3580
J9 J DEV PHYS DISABIL
JI J. Dev. Phys. Disabil.
PD APR
PY 2016
VL 28
IS 2
BP 195
EP 215
DI 10.1007/s10882-015-9458-9
PG 21
WC Education, Special; Psychology, Developmental; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Rehabilitation
GA DG7IN
UT WOS:000372258100001
DA 2024-07-15
ER

PT J
AU Fallon, LM
   Collier-Meek, MA
   Kurtz, KD
   DeFouw, ER
AF Fallon, Lindsay M.
   Collier-Meek, Melissa A.
   Kurtz, Kathryn D.
   DeFouw, Emily R.
TI Emailed implementation supports to promote treatment integrity:
   Comparing the effectiveness and acceptability of prompts and performance
   feedback
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Implementation support; Prompts; Performance feedback; Treatment
   integrity
ID GOOD BEHAVIOR GAME; TEACHER TREATMENT INTEGRITY; GENERAL-EDUCATION
   SETTINGS; INTERVENTION IMPLEMENTATION; CONSULTATION; REINFORCEMENT;
   METAANALYSIS; CLASSROOM; CONTINGENCIES; CONSEQUENCES
AB Teachers struggle to maintain high levels of treatment integrity, which are associated with efficient improvements in student outcomes. To address this challenge, school psychologists can provide implementation support, such as prompts or perforlittle time to provide. Performance feedback is an evidence-based practimance feedback, to increase teachers' treatment integrity when it is low. Implementation prompts are an emerging implementation support having been investigated in one previous study, but are feasible and require ce, but requires more time for school psychologists to coordinate and deliver. The current study sought to compare the emailed delivery of prompts and performance feedback directly. Three elementary school teachers from a diverse setting participated with their students in this experimental multiple baseline single-case design research study. Teachers were trained to implement a classwide group contingency intervention and, when treatment integrity was low, received prompts and then performance feedback. Direct observation of treatment integrity and classwide behavior indicated that performance feedback was slightly more effective at increasing treatment integrity, but implementation prompts were modestly effective, took less time to provide, and were viewed as more acceptable by teachers. Furthermore, student outcomes (academic engagement and disruptive behavior) were relatively stable across the emailed prompts and performance feedback phases, suggesting the supports were similarly effective. Future research might further investigate these findings and continue to build the research base for implementation supports to promote treatment integrity.
C1 [Fallon, Lindsay M.; Collier-Meek, Melissa A.; Kurtz, Kathryn D.; DeFouw, Emily R.] Univ Massachusetts Boston, Boston, MA 02125 USA.
C3 University of Massachusetts System; University of Massachusetts Boston
RP Fallon, LM (corresponding author), Univ Massachusetts Boston, Boston, MA 02125 USA.
EM lindsay.fallon@umb.edu
RI Fallon, Lindsay M./HPF-4534-2023
OI Fallon, Lindsay M./0000-0003-0813-3337; Collier-Meek,
   Melissa/0000-0002-5789-7029
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NR 53
TC 21
Z9 30
U1 1
U2 3
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 2018
VL 68
BP 113
EP 128
DI 10.1016/j.jsp.2018.03.001
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GL7OD
UT WOS:000437390300008
PM 29861022
DA 2024-07-15
ER

PT J
AU de la Fuente, J
   Sander, P
   Martínez-Vicente, JM
   Vera, M
   Garzón, A
   Fadda, S
AF de la Fuente, Jesus
   Sander, Paul
   Martinez-Vicente, Jose M.
   Vera, Mariano
   Garzon, Angelica
   Fadda, Salvattore
TI Combined Effect of Levels in Personal Self-Regulation and Regulatory
   Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic
   Achievement Variables in Undergraduate Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE personal self-regulation; regulatory teaching; learning approaches;
   resilience; engagement; confidence; test anxiety; academic achievement
ID DAVIDSON RESILIENCE SCALE; PERFORMANCE; EMOTIONS; CONFIDENCE; CLASSROOM;
   BEHAVIOR; CONTEXT
AB The Theory of Self- vs. Externally-Regulated Learnin (TM) (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 x 1, 3 x 3, and 4 x 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.
C1 [de la Fuente, Jesus] Univ Almeri, Sch Psychol, Dept Psychol, Educ & Dev Psychol, Almeria, Spain.
   [de la Fuente, Jesus] Univ Autonoma Chile, Dept Psychol, Associate Res, Santiago, Chile.
   [Sander, Paul] Arden Univ, Dept Psychol, Coventry, W Midlands, England.
   [Martinez-Vicente, Jose M.] Univ Almeria, Sch Psychol, Dept Psychol, Almeria, Spain.
   [Vera, Mariano] Univ Granada, Escuela Univ Maria Inmaculada, Granada, Spain.
   [Garzon, Angelica] Fdn Univ Konrad Lorenz, Sch Psychol, Dept Psychol, Bogota, Colombia.
   [Fadda, Salvattore] Univ Sassari, Prevent Serv, Sassari, Italy.
C3 Universidad Autonoma de Chile; Universidad de Almeria; University of
   Granada; University of Sassari
RP de la Fuente, J (corresponding author), Univ Almeri, Sch Psychol, Dept Psychol, Educ & Dev Psychol, Almeria, Spain.; de la Fuente, J (corresponding author), Univ Autonoma Chile, Dept Psychol, Associate Res, Santiago, Chile.
EM jfuente@ual.es
RI MARTINEZ-VICENTE, JOSE MANUEL/J-2288-2017; de la Fuente,
   Jesús/AAT-2390-2020; de la Fuente, Jesus/H-3781-2014
OI MARTINEZ-VICENTE, JOSE MANUEL/0000-0003-4831-1628; Garzon,
   Angelica/0000-0002-6813-5521; de la Fuente, Jesus/0000-0002-1829-9202;
   Fadda, Salvatore/0000-0003-0465-2754; Sander, Paul/0000-0002-1124-4970
FU Ministry of Science and Innovation (Spain), [EDU2011-24805]; Federal
   Funds (European Union); R D Project
FX This research was funded through an R & D Project, ref. EDU2011-24805
   (2012-2015) of the Ministry of Science and Innovation (Spain), and with
   Federal Funds (European Union).
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NR 90
TC 60
Z9 66
U1 3
U2 40
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 FEB 23
PY 2017
VL 8
AR 232
DI 10.3389/fpsyg.2017.00232
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EL4MZ
UT WOS:000394596600001
PM 28280473
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Gómez-Aguayo, AM
   Azagra-Caro, JM
   Benito-Amat, C
AF Gomez-Aguayo, Ana Maria
   Azagra-Caro, Joaquin M.
   Benito-Amat, Carlos
TI The steady effect of knowledge co-creation with universities on business
   scientific impact throughout the economic cycle
SO SCIENTOMETRICS
LA English
DT Article
DE Scientific production; University-industry interaction; Knowledge
   transfer; Academic engagement; Co-authored research publications;
   Economic growth; Mixed methods research
ID RESEARCH-AND-DEVELOPMENT; INNOVATION PERFORMANCE; INDUSTRY
   COLLABORATION; CITATION IMPACT; SCIENCE POLICY; FIRMS; COOPERATION;
   PUBLICATIONS; CRISIS; TIMES
AB Economic ups and downs condition science and innovation. The research strength of business firms and their cooperation with universities are important functions of science systems. The aim of this research is to analyse some of the links between business scientific output co-creation and impact throughout the economic cycle. Economic growth increases the probability of firms fostering both their scientific knowledge co-creation output and their scientific impact, until reaching an inflection point, after which those relationships become negative. Co-creation with universities intensifies the scientific impact of firms' output; however, although in theory this effect should vary according to the economic phase, the evidence shows that it remains steady. In this mixed-method study, the theory is grounded through interviews with key university and firm co-authors, and an empirical test is conducted on publications from 15,000 Spanish firms between 2000 and 2016 and their citations-a period which includes the Spanish Great Recession (2008-2014). The analysis suggests that policies to promote business co-creation output with universities should be more stable throughout the economic cycle: with high growth, governments should maintain the support for co-creation that is typical with low growth; with low growth, governments should not expect co-creation with universities to have an even greater positive effect on firms' scientific quality than it already has with high growth.
C1 [Gomez-Aguayo, Ana Maria; Azagra-Caro, Joaquin M.; Benito-Amat, Carlos] Univ Politecn Valencia, CSIC, INGENIO, Camino Vera S-N, Valencia 46022, Spain.
C3 Consejo Superior de Investigaciones Cientificas (CSIC); Universitat
   Politecnica de Valencia; CSIC-UPV - Instituto de Gestion de la
   Innovacion y del Conocimiento (INGENIO)
RP Gómez-Aguayo, AM; Azagra-Caro, JM (corresponding author), Univ Politecn Valencia, CSIC, INGENIO, Camino Vera S-N, Valencia 46022, Spain.
EM angoag@upvnet.upv.es; jazagra@ingenio.upv.es
OI Gomez-Aguayo, Ana Maria/0000-0003-0905-3654
FU CRUE-CSIC; Springer Nature
FX Open Access funding provided thanks to the CRUE-CSIC agreement with
   Springer Nature.
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NR 108
TC 0
Z9 0
U1 5
U2 5
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0138-9130
EI 1588-2861
J9 SCIENTOMETRICS
JI Scientometrics
PD MAY
PY 2024
VL 129
IS 5
BP 2771
EP 2799
DI 10.1007/s11192-024-04986-5
EA APR 2024
PG 29
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 SR7F7
UT WOS:001209638800007
OA hybrid
DA 2024-07-15
ER

PT J
AU León, SP
   Augusto-Landa, JM
   García-Martínez, I
AF Leon, Samuel P.
   Augusto-Landa, Jose Maria
   Garcia-Martinez, Inmaculada
TI Moderating Factors in University Students' Self-Evaluation for
   Sustainability
SO SUSTAINABILITY
LA English
DT Article
DE self-evaluation; learner engagement; student attitudes; learning
   strategies; self-regulation
ID ENGAGEMENT; EFFICACY; ASSESSMENTS; CONCEPTIONS; DESIGN; GENDER; IMPACT
AB Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student Self-Assessment plays in improving student learning and ensuring the sustainability in instructional and evaluation processes. Method: The aim of this study with 630 university students is to analyze how engagement profiles and study strategies (measured by questionnaire) can predict the accuracy of students' self-assessment of their achievements. For this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques Questionnaire scale to measure study strategies and a content-based test to evaluate performance, along with a self-assessment test in which the student had to estimate the level of achievement obtained in the content-based test, once the test had been completed. Results: The results show that both the academic engagement and the study strategies undertaken by students can be important factors that may influence different aspects of learning in the educational context. Students with higher performance and more engagement tend to show greater skills with student self-assessment (SSA) and students with better study habits tend to have better scores, greater confidence in the SSAs delivered and better skills for self-assessment. Conclusions: Findings suggests that providing opportunities for students to have a greater involvement in the construction of their learning and in its evaluation raises positive attitudes, which results in increased performance in order to achieve greater sustainability in the learning process assessment.
C1 [Leon, Samuel P.] Univ Jaen, Dept Pedag, Jaen 23071, Spain.
   [Augusto-Landa, Jose Maria] Univ Jaen, Dept Psychol, Jaen 23071, Spain.
   [Garcia-Martinez, Inmaculada] Univ Granada, Sch Org, Dept Didact, Granada 18071, Spain.
C3 Universidad de Jaen; Universidad de Jaen; University of Granada
RP Augusto-Landa, JM (corresponding author), Univ Jaen, Dept Psychol, Jaen 23071, Spain.
EM sparra@ujaen.es; jaugusto@ujaen.es; igmartinez@ugr.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 57
TC 5
Z9 5
U1 2
U2 16
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD APR
PY 2021
VL 13
IS 8
AR 4199
DI 10.3390/su13084199
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 RU7NF
UT WOS:000645329700001
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Zhang, ZH
   Lee, JCK
AF Zhang Zhonghua
   Lee, John Chi-Kin
TI Students' Behavioral and Emotional Participation in Academic Activities
   in the Mathematics Classroom: A Multilevel Confirmatory Factor Analysis
SO JOURNAL OF EXPERIMENTAL EDUCATION
LA English
DT Article
DE Academic engagement; behavioral and emotional participation; classroom;
   disaffection; multilevel confirmatory factor analysis
ID MAXIMUM-LIKELIHOOD; SCHOOL ENGAGEMENT; FIT INDEXES; ACHIEVEMENT; MODEL;
   RELIABILITY; MOTIVATION; SUPPORT; MATTER; MIDDLE
AB In this research, the authors raised the issue that prior studies had failed to address the nested structure of data in examining the construct validity of an instrument measuring students' behavioral and emotional participation in academic activities in the classroom. To address this question, the authors illustrated the utility of the multilevel confirmatory factor analysis (MCFA) approach to reexamine the construct validity of this instrument. The sample consisted of 2,041 students in 5th grade from 67 classes in Hong Kong. First, the results justified the requirement of MCFA and indicated that the 4-factor model tested with MCFA provided better fit to the data than that tested with a single-level confirmatory factor analysis (CFA). Second, the study also provided adequate support for a multilevel second-order two-factor model that distinguished engagement from disaffection. Third, the factor structure was invariant across the student level and the classroom level for both the 4-factor model and the second-order two-factor model. Fourth, the results highlighted the presence of ambiguity in differentiating between the dimensions at the classroom level and supported the unidimensionality of the classroom-level construct. Fifth, student engagement was significantly and positively correlated with mathematics test scores, teachers' classroom-management practices, teacher support, and student order in the classroom. Finally, the authors discuss the implications of the study and its limitations and offer suggestions for model selection and explorations for future research.
C1 [Zhang Zhonghua] Univ Melbourne, Melbourne Grad Sch Educ, Carlton, Vic, Australia.
   [Lee, John Chi-Kin] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China.
C3 University of Melbourne; Education University of Hong Kong (EdUHK)
RP Zhang, ZH (corresponding author), Univ Melbourne, Melbourne Grad Sch Educ, Assessment Res Ctr, Level 8,100 Leicester St, Carlton, Vic 3053, Australia.
EM zhonghua.zhang@unimelb.edu.au
OI LEE, Chi Kin John/0000-0002-3235-0967
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NR 87
TC 3
Z9 4
U1 1
U2 19
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 2018
VL 86
IS 4
BP 610
EP 632
DI 10.1080/00220973.2017.1335684
PG 23
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA HE4UI
UT WOS:000453362600007
DA 2024-07-15
ER

PT J
AU Griffith, AN
   Hurd, NM
   Hussain, SB
AF Griffith, Aisha N.
   Hurd, Noelle M.
   Hussain, Saida B.
TI "I Didn't Come to School for This": A Qualitative Examination of
   Experiences With Race-Related Stressors and Coping Responses Among Black
   Students Attending a Predominantly White Institution
SO JOURNAL OF ADOLESCENT RESEARCH
LA English
DT Article
DE Black college students; predominantly White institution; race-related
   stressors; coping; natural mentors
ID NATURAL MENTORS; RACIAL-DISCRIMINATION; ACADEMIC ENGAGEMENT; EXPLORING
   PATHWAYS; SOCIAL SUPPORT; MENTAL-HEALTH; SUBSTANCE USE;
   MICROAGGRESSIONS; IDENTITIES; CONTEXT
AB Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black students' experiences of race-related stressors, coping responses, and the role of natural mentors (i.e., nonparental adults from students' preexisting social networks who serve a mentoring role in students' lives) in the coping process. We conducted semi-structured interviews with Black college students (n = 12) at a PWI and their natural mentors (n = 10) with whom they discussed issues related to race. Thematic analysis of data indicated that Black students faced a number of race-related stressors yet employed a set of coping responses including processing the event on one's own, talking about it with others, and engaging in behavioral strategies such as working harder in school in an effort to disprove negative stereotypes. Findings reflected intentional socialization processes in regard to coping with race-related stressors. We discuss trade-offs associated with identified coping responses and the need for institutional efforts to reduce race-related stressors and foster more inclusive campus environments.
C1 [Griffith, Aisha N.; Hussain, Saida B.] Univ Virginia, Charlottesville, VA USA.
   [Hurd, Noelle M.] Univ Virginia, Dept Psychol, 102 Gilmer Hall,POB 400400, Charlottesville, VA 22904 USA.
C3 University of Virginia; 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
OI Griffith, Aisha/0000-0002-6421-4310
FU National Science Foundation CHARGE Enhancement Grant - University of
   Virginia; National Academy of Education and Spencer Foundation; William
   T. Grant Foundation Scholar Award
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was funded through a National Science Foundation CHARGE Enhancement
   Grant awarded by the University of Virginia to the second and third
   authors. The writing of this article was supported in part by a
   postdoctoral fellowship through the National Academy of Education and
   Spencer Foundation as well as a William T. Grant Foundation Scholar
   Award to the second author and a William T. Grant Scholar Foundation
   Mentoring Award to the first and second authors.
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NR 37
TC 69
Z9 124
U1 5
U2 26
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 MAR
PY 2019
VL 34
IS 2
BP 115
EP 139
DI 10.1177/0743558417742983
PG 25
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HK1BV
UT WOS:000457640600001
DA 2024-07-15
ER

PT J
AU Wu, L
   Ma, CS
AF Wu, Li
   Ma, Changsong
TI RETRACTED: An Empirical Study on the Relationship among Mental Health,
   Learning Engagement, and Academic Self-Efficacy of Senior High School
   Students (Retracted Article)
SO JOURNAL OF ENVIRONMENTAL AND PUBLIC HEALTH
LA English
DT Article; Retracted Publication
AB This study examines the mediating role of the academic self-efficacy of high school students in Tibetan and Qiang areas of China on the relationship between their mental health and learning engagement, as well as their gender and grade-specific differences in mental health, learning engagement, and academic self-efficacy. The authors drew 600 valid samples in Tibetan and Qiang areas of China, built a measurement model and a structure model, established a structural equation model comprising the mental health scale, the learning engagement scale, and the academic self-efficacy scale, and conducted an independent sample t-tests and a one-way analysis of variance. The questionnaires took the form of the 5-point Likert scale. This research shows that the mental health of high school students in Tibetan and Qiang areas of China has a significant positive impact on their learning engagement and academic self-efficacy and that their academic self-efficacy has a significant positive impact on their learning engagement. Academic self-efficacy produces an overwhelming mediating effect on the ways mental health influences learning engagement. High school students, male and female, in Tibetan and Qiang areas of China show no marked gender-specific differences in mental health, learning engagement, and academic self-efficacy, while junior high school students show marked grade-specific differences in mental health, and senior high school students show marked grade-specific differences in learning engagement and academic self-efficacy. This article concludes that improving the academic self-efficacy of high school students in Tibetan and Qiang areas of China can boost their learning engagement.
C1 [Wu, Li; Ma, Changsong] Krirk Univ, Int Coll, Bangkok, Thailand.
RP Wu, L (corresponding author), Krirk Univ, Int Coll, Bangkok, Thailand.
EM 20059610@abtu.edu.cn; machangsong@bgu.edu.cn
OI Wu, Li/0000-0001-7348-0074
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NR 25
TC 2
Z9 3
U1 9
U2 54
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1687-9805
EI 1687-9813
J9 J ENVIRON PUBLIC HEA
JI J. Environ. Public Health
PD SEP 22
PY 2022
VL 2022
AR 4253142
DI 10.1155/2022/4253142
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 5E1ND
UT WOS:000865394800012
PM 36193414
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU O'Keeffe, J
   Thurston, A
   Kee, F
   O'Hare, L
   Lloyd, K
AF O'Keeffe, Joanne
   Thurston, Allen
   Kee, Frank
   O'Hare, Liam
   Lloyd, Katrina
TI An Exploratory, Cluster Randomised Control Trial of the PAX Good
   Behaviour Game
SO SOCIAL INCLUSION
LA English
DT Article
DE elementary school; good behaviour game; mental health; primary school;
   self-regulation; students behaviour; universal prevention
ID EVIDENCE-BASED KERNELS; AGGRESSIVE-BEHAVIOR; SELF-REGULATION;
   PREVENTION; CLASSROOM; INTERVENTION; 1ST-GRADE; IMPACT; ENVIRONMENT;
   DISORDERS
AB This article presents the findings of an exploratory randomised controlled trial of the PAX Good Behaviour Game (PAX GBG) in Northern Ireland. The PAX GBG is an evidence-based universal prevention programme designed to improve mental health by increasing self-regulation, academic engagement, and decreasing disruptive behaviour in children. The study was designed in line with the Medical Research Council guidance on the development of complex interventions and is based on the Medical Research Council framework, more specifically within a Phase 2 exploratory trial. The study used a cluster randomised controlled trial design with a total of 15 schools (19 classes) randomised to intervention and control. This article reports specifically on the outcome of self-regulation with 355 elementary school pupils in year 3 (age M = 7.40, SD = 0.30). Participating schools in the trial were located in areas of socio-economic disadvantage. The teachers in the intervention group received training in the delivery of the PAX GBG and implemented the PAX GBG intervention for 12 weeks. A range of pre- and post-test measures, including child reported behaviours, were undertaken. After the 12 weeks of implementation, this exploratory trial provided some evidence that the PAX GBG may help improve self-regulation (d =.42) in participating pupils, while the findings suggest that it may offer a feasible mental health prevention and early intervention approach for Northern Ireland classrooms. However, a larger definitive trial would be needed to verify the findings in this study.
C1 [O'Keeffe, Joanne; Thurston, Allen; O'Hare, Liam; Lloyd, Katrina] Queens Univ Belfast, Sch Social Sci Educ & Social Work, Belfast, Antrim, North Ireland.
   [Kee, Frank] Queens Univ Belfast, Ctr Publ Hlth, Belfast, Antrim, North Ireland.
C3 Queens University Belfast; Queens University Belfast
RP O'Keeffe, J (corresponding author), Queens Univ Belfast, Sch Social Sci Educ & Social Work, Belfast, Antrim, North Ireland.
EM j.okeeffe@qub.ac.uk; a.thurston@qub.ac.uk; f.kee@qub.ac.uk;
   l.ohare@qub.ac.uk; k.lloyd@qub.ac.uk
RI Thurston, Allen/ABA-8367-2020
OI Thurston, Allen/0000-0001-9518-3257
FU Department of Education in Northern Ireland; Public Health Agency
   Northern Ireland
FX The authors would like to express their gratitude to the following
   people and institutions: The PAXis Institute, Dr Dennis Embry, The
   Public Health Agency Northern Ireland, and Queen's University Belfast.
   The trial was part of a PhD study funded by the Department of Education
   in Northern Ireland and a contribution of 30,000 pound from the Public
   Health Agency Northern Ireland. Consent was obtained from all of the
   participants involved in this PAX GBG trial. Teachers and principals
   gave consent through consent forms issued at the recruitment stage. This
   trial was approved by the Ethics Committee of the School of Social
   Sciences Education and Social Work, Queen's University Belfast, prior to
   any contact with schools or pupils.
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NR 76
TC 0
Z9 0
U1 0
U2 6
PU COGITATIO PRESS
PI LISBON
PA RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL
EI 2183-2803
J9 SOC INCL
JI Soc. Incl.
PY 2021
VL 9
IS 4
BP 47
EP 59
DI 10.17645/si.v9i4.4612
PG 13
WC Social Issues; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics
GA WH3AL
UT WOS:000707555100005
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Froiland, JM
   Worrell, FC
   Olenchak, FR
   Kowalski, MJ
AF Froiland, John Mark
   Worrell, Frank C.
   Olenchak, F. Richard
   Kowalski, Monica J.
TI Positive and negative time attitudes, intrinsic motivation, behavioral
   engagement and substance use among urban adolescents
SO ADDICTION RESEARCH & THEORY
LA English
DT Article
DE Engagement; drug use; happiness; adolescence; intrinsic motivation; time
   attitudes
ID ALCOHOL-USE; MARIJUANA USE; ACADEMIC-ACHIEVEMENT; AUTONOMY SUPPORT;
   LEARNING-GOALS; SELF-EFFICACY; COURSE-TAKING; CANNABIS USE; PROFILES;
   TRAJECTORIES
AB Introduction: Behavioral engagement in schools is an important contributor to academic outcomes for adolescents, but may also protect them from substance abuse. Positive and negative attitudes to the past, present, and future have been linked to adaptive and maladaptive behaviors in adolescence, respectively, but there is a need for research that examines whether time attitudes promote behavioral engagement and lower risk for substance use.
   Methods: Structural equation models involving 1961 diverse high school students were utilized, which controlled for sex, GPA, and alcohol use.
   Results: Positive time attitudes were positively associated with behavioral engagement and students' GPA. Girls had stronger levels of behavioral engagement. Positive time attitudes were indirectly associated with less marijuana use via intrinsic motivation, engagement, and less alcohol use. The indirect effect of positive time attitudes on engagement via intrinsic motivation was significant and substantial. In a second structural model, we examined the effects of negative time attitudes, intrinsic motivation, and behavioral engagement on marijuana use. Negative time attitudes and intrinsic motivation were indirectly associated with less marijuana use via behavioral engagement. Both models explained 41% of the variance in engagement and 36% of the variance in marijuana use, suggesting that positive and negative time attitudes are equally valuable in understanding academic engagement and marijuana use among adolescents. A third model indicated that behavioral engagement was negatively related to a latent variable composed of binge drinking and alcohol use.
   Conclusions: Implications for practice and future research are discussed, as the current findings suggest the importance of positive time attitudes as promotive of behavioral engagement and protective against substance use.
C1 [Froiland, John Mark; Olenchak, F. Richard] Purdue Univ, Dept Educ Studies, Beering Hall,100 N Univ St, W Lafayette, IN 47907 USA.
   [Worrell, Frank C.] Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA.
   [Kowalski, Monica J.] Univ Notre Dame, Inst Educ Initiat, Notre Dame, IN 46556 USA.
C3 Purdue University System; Purdue University; University of California
   System; University of California Berkeley; University of Notre Dame
RP Froiland, JM (corresponding author), Purdue Univ, Dept Educ Studies, Beering Hall,100 N Univ St, W Lafayette, IN 47907 USA.
EM jfroilan@purdue.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; Worrell, Frank C./0000-0002-7122-527X;
   Olenchak, F. Richard/0000-0002-0396-4214
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NR 78
TC 11
Z9 11
U1 6
U2 18
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1606-6359
EI 1476-7392
J9 ADDICT RES THEORY
JI Addict. Res. Theory
PD JUL 4
PY 2021
VL 29
IS 4
BP 347
EP 357
DI 10.1080/16066359.2020.1857740
EA DEC 2020
PG 11
WC Substance Abuse; Social Issues
WE Social Science Citation Index (SSCI)
SC Substance Abuse; Social Issues
GA TP8SD
UT WOS:000599386600001
DA 2024-07-15
ER

PT J
AU Kollerová, L
   Killen, M
AF Kollerova, Lenka
   Killen, Melanie
TI An experimental study of teachers' evaluations regarding peer exclusion
   in the classroom
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE adolescence; bullying; morality; peer exclusion; teachers
ID RACIAL MINORITY; VICTIMIZATION; GENDER; DISCRIMINATION; ASSOCIATIONS;
   PREJUDICE; AMERICAN; STUDENTS; EXPECTATIONS; STEREOTYPES
AB Background While research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion. Aims This study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying. Sample Teachers (N = 740; 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic. Methods Using a between-subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target's ethnicity (majority Czech vs. minority Arab), target's gender, and excluders' gender. Results Analyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders' gender had significant interactions with the target's gender on reasoning about wrongfulness of exclusion and the target's ethnicity for viewing exclusion as impairing the target's academic engagement. Conclusions The findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts.
C1 [Kollerova, Lenka] Czech Acad Sci, Inst Psychol, Hybernska 8, Prague 11000, Czech Republic.
   [Killen, Melanie] Univ Maryland, Dept Human Dev & Quantitat Methodol, College Pk, MD 20742 USA.
C3 Czech Academy of Sciences; Institute of Psychology of the Czech Academy
   of Sciences; University System of Maryland; University of Maryland
   College Park
RP Kollerová, L (corresponding author), Czech Acad Sci, Inst Psychol, Hybernska 8, Prague 11000, Czech Republic.
EM kollerova@praha.psu.cas.cz
RI Kollerová, Lenka/I-3619-2012
OI Kollerová, Lenka/0000-0002-1050-454X; Killen,
   Melanie/0000-0002-6392-9373
FU Czech Science Foundation [18-09443S]; Fulbright Commission in the Czech
   Republic under the Fulbright-Masaryk Grant; National Science Foundation
   grant, BCS [1728918]; Division Of Behavioral and Cognitive Sci; Direct
   For Social, Behav & Economic Scie [1728918] Funding Source: National
   Science Foundation
FX This study was supported by the Czech Science Foundation under Grant
   Number #18-09443S and by the Fulbright Commission in the Czech Republic
   under the Fulbright-Masaryk Grant awarded to the first author. The
   second author was supported by a National Science Foundation grant,
   BCS#1728918.
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NR 39
TC 4
Z9 4
U1 0
U2 18
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 2021
VL 91
IS 1
BP 463
EP 481
DI 10.1111/bjep.12373
EA AUG 2020
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QM1WA
UT WOS:000554669800001
PM 32744410
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Low, MP
AF Low, Mei Peng
TI The Divergent Influence of Social Responsibility on Employee Engagement
   through the Lens of Marital Status: Evidence from Higher Education
   Institutions
SO RBGN-REVISTA BRASILEIRA DE GESTAO DE NEGOCIOS
LA English
DT Article
DE ethics and social responsibility; Internal Corporate Social
   Responsibility; employee engagement; academics; Multi-group analysis
ID WORK-LIFE BALANCE; ORGANIZATIONAL COMMITMENT; PLS-SEM; PERCEIVED
   IMPORTANCE; CORPORATE; ETHICS; WORKPLACE; IMPACT; VALUES; PERFORMANCE
AB Purpose - This research paper has two purposes. Firstly, it aims to study the influence of social responsibility on employee engagement in a non-business setting, particularly higher education institutions. Internal Corporate Social Responsibility and Perceived Roles of Ethics and Social Responsibility were used to measure the social responsibility aspect. Secondly, the study further explores the difference between two heterogeneous groups of academics.
   Design/methodology/approach -A quantitative approach and nonprobability judgmental sampling method were used in this research. A self-administered questionnaire containing the respondents' demographic information and the main constructs of the research framework was distributed among the respondents targeted. Partial least squares structural equation modelling was used to assess the predictability of the model and a multi-group analysis was conducted to examine the differences between the non-married and married academics.
   Findings - The findings reveal that Perceived Roles of Ethics and Social Responsibility and Internal Corporate Social Responsibility are significantly related to academics' Employee Engagement. The conclusion is that ethics and social responsibility have a similar influence in a non-business setting, such as a higher education institution. An insignificant result is obtained for the two heterogeneous groups of non-married and married academics.
   Originality/value - This research paper provides informative insights on the roles of ethics and social responsibility in a non-business setting, i.e., higher education institutions. It also complements the understanding of their insignificant influence on married and non-married academics. This serves as good information for higher education institutions' administrators for devising alternative means to improve academics' engagement in the workplace.
C1 [Low, Mei Peng] Univ Tunku Abdul Rahman, Dept Int Business, Bandar Sungai Long, Malaysia.
RP Low, MP (corresponding author), Univ Tunku Abdul Rahman, Dept Int Business, Bandar Sungai Long, Malaysia.
EM lowmp@utar.edu.my
RI LOW, Mei Peng/L-9113-2017
OI LOW, Mei Peng/0000-0002-3141-3081
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NR 93
TC 2
Z9 4
U1 1
U2 13
PU FUND ESCOLA COMERCIO ALVARES PENTEADO-FECAP
PI SAO PAULO SP
PA AV DA LIBERDADE 532, SAO PAULO SP, CEP01502-001, BRAZIL
SN 1806-4892
EI 1983-0807
J9 RBGN-REV BRAS GEST N
JI RBGN-Rev. Bras. Gest. Negocios
PD APR-JUN
PY 2020
VL 22
IS 2
BP 205
EP 231
DI 10.7819/rbgn.v22i2.4046
PG 27
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA LU6JY
UT WOS:000537860800001
OA gold
DA 2024-07-15
ER

PT J
AU Mejlgaard, N
   Ryan, TK
AF Mejlgaard, Niels
   Ryan, Thomas Kjeldager
TI Patterns of third mission engagement among scientists and engineers
SO RESEARCH EVALUATION
LA English
DT Article
DE third mission activities; third mission clusters; third mission
   classification; societal interaction
ID ACADEMIC ENGAGEMENT; PUBLIC ENGAGEMENT; HIGHER-EDUCATION; UNIVERSITY;
   INDUSTRY; COMMERCIALIZATION; COLLABORATION; ORGANIZATION; INDICATORS;
   SCIENCE
AB In the context of growing societal demand and interdependency, universities need to prioritize their 'third mission' activities and balance them against core functions. Individual researchers too are faced with multiple external constituencies and various mechanisms for interaction. The degree, target, and mode of their involvement with societal actors must be considered in light also of high performance expectations concerning traditional teaching and research activities. In this study, we explore patterns of third mission involvement among 652 researchers at the Science and Technology Faculty, Aarhus University from 2009 to 2012 using register-based data. First, we collect 13 indicators of third mission involvement from the university register system PURE, and find that these can be organized in distinct sets. External interaction and knowledge sharing can take many shapes, but they appear to group together empirically in ways that reflect the external partners and mode of involvement. Secondly, we determine five clusters of researchers based on their third mission activities. The majority of researchers have limited engagement in any kind of third mission activities, while an almost negligible minority entertain activities across the board. The remaining researchers focus their engagement on one type of third mission activity: public sector service, industrial collaboration, or executive involvement. Finally, we explore the interrelatedness of third mission involvement and research performance. Researchers who work closely with industry perform extremely well in terms of both publication productivity and impact, while those primarily engaged with public authorities perform considerably below average. We contextualize the results and highlight the limitations of the study.
C1 [Mejlgaard, Niels; Ryan, Thomas Kjeldager] Aarhus Univ, Danish Ctr Studies Res & Res Policy, Dept Polit Sci, Bartholins Alle 7, DK-8000 Aarhus C, Denmark.
C3 Aarhus University
RP Mejlgaard, N (corresponding author), Aarhus Univ, Danish Ctr Studies Res & Res Policy, Dept Polit Sci, Bartholins Alle 7, DK-8000 Aarhus C, Denmark.
EM nm@ps.au.dk
OI Mejlgaard, Niels/0000-0002-9785-1746; Ryan, Thomas/0000-0002-4763-5308
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NR 53
TC 11
Z9 12
U1 0
U2 37
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD OCT
PY 2017
VL 26
IS 4
BP 326
EP 336
DI 10.1093/reseval/rvx032
PG 11
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA FL1UE
UT WOS:000413999100006
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Dorio, NB
   Demaray, MK
   Riffle, LN
AF Dorio, Nicole B.
   Demaray, Michelle K.
   Riffle, Logan N.
TI Bullying bystanders and emotional school engagement: The roles of
   rumination and depression
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE bystander behavior; depression; emotional school engagement; rumination
ID RELATIONAL AGGRESSION; ACADEMIC-PERFORMANCE; PEER VICTIMIZATION; STUDENT
   ENGAGEMENT; GENDER-DIFFERENCES; RESPONSE STYLES; ELEMENTARY;
   EXPERIENCES; ADJUSTMENT; MEDIATORS
AB It is important to understand the mechanisms behind student academic engagement, as engagement in school is associated with a host of positive outcomes. As children mature, their peers become more important compared to adults in regard to their emotional engagement in school. Thus, this study sought to examine an aspect of peer relations, bullying-related behavior, and its associations with emotional engagement in school. Additionally, this study aimed to examine the potential mediating roles of depression and rumination in the association between bystander role behaviors and emotional school engagement. With a diathesis-stress theoretical foundation, it was hypothesized that low emotional school engagement would result from a combination of witnessing bullying and experiencing rumination and/or depression symptoms. Bystander behavior has been studied significantly less compared to bully- and victim-role behaviors, despite the significant role that bystanders can play in bullying scenarios. There is a gap in the literature regarding how bystanders' behaviors in bullying situations are associated with emotional engagement in school. Further, the role(s) of rumination and depression have not been studied within these associations. The current study utilized structural equation modeling as well as double mediation analyses to investigate the associations between bystander role behaviors (assisting, defending, and outsider behaviors) and emotional engagement in school and to determine if those associations are mediated by rumination and/or depression. From a sample of 847 middle school students (47.1% female), results suggested a significant indirect effect of rumination and depression on emotional school engagement for defending and outsider behaviors, but not assisting behaviors. Additional results and implications will be discussed.
C1 [Dorio, Nicole B.; Demaray, Michelle K.; Riffle, Logan N.] Northern Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA.
C3 Northern Illinois University
RP Dorio, NB (corresponding author), Northern Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA.
EM ndorio16@gmail.com
OI Riffle, Logan/0000-0003-1963-759X
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NR 56
TC 0
Z9 0
U1 2
U2 19
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 FEB
PY 2022
VL 59
IS 2
BP 430
EP 446
DI 10.1002/pits.22619
EA NOV 2021
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA YE0AQ
UT WOS:000718429500001
DA 2024-07-15
ER

PT J
AU Rodríguez-Izquierdo, RM
AF Rodriguez-Izquierdo, Rosa M.
TI Service learning and academic commitment in higher education
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Service learning; Academic engagement; Higher Education; Active leaching
   methodologies; Quality teaching; Comparative study
ID CIVIC RESPONSIBILITY; STUDENT ENGAGEMENT; METAANALYSIS; VALIDATION;
   PROGRAM
AB As a result of the university reform, the challenge for universities is to promote the quality of teaching, for which it is necessary to implement student-centered teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. To date, work on the relationship between service learning (SL) and academic commitment (AC) has been scarce. The aims of this paper are two-fold: to validate the Utrecht Work Engagement Scale for Students (UWES-S-9) and to evaluate the effect of the SL-based methodology on the AC of university students. A quasi-experimental design of repeated pretest-postest measurements with control group was carried out. The sample consists of 342 students, 168 experimental students who participate in SL practices and 174 control students who had not participated in SL. Both groups complete the UWES-S-9 in pretest and postest. The baseline hypothesis was that students who participated in ApS practices would achieve higher levels of AC with their studies. The results verify the existence of significant differences, in favor of the experimental group, in three of the factors that compose the AC: vigor, dedication and absorption. The discussion focuses on the potential value of the SL methodology for improving the AC of university students and paves the way for rethinking the implementation of active teaching methodologies as a key issue for optimising the quality of teaching at university. (C) 2019 Universidad de Pais Vasco. Published by Elsevier Espana. S.L.U. All rights reserved.
C1 [Rodriguez-Izquierdo, Rosa M.] UPO, Seville, Spain.
C3 Universidad Pablo de Olavide
RP Rodríguez-Izquierdo, RM (corresponding author), UPO, Seville, Spain.
EM rmrodizq@upo.es
RI Rodríguez-Izquierdo, Rosa M./B-9525-2015
OI Rodríguez-Izquierdo, Rosa M./0000-0002-9432-1280
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NR 55
TC 28
Z9 31
U1 3
U2 26
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 2020
VL 25
IS 1
BP 45
EP 51
DI 10.1016/j.psicod.2019.09.001
PG 7
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA KD6VH
UT WOS:000508002600006
OA Green Published
DA 2024-07-15
ER

PT J
AU Bartholomew, JB
   Golaszewski, NM
   Jowers, E
   Korinek, E
   Roberts, G
   Fall, A
   Vaughn, S
AF Bartholomew, J. B.
   Golaszewski, N. M.
   Jowers, E.
   Korinek, E.
   Roberts, G.
   Fall, A.
   Vaughn, S.
TI Active learning improves on-task behaviors in 4th grade children
SO PREVENTIVE MEDICINE
LA English
DT Article
DE Physically active academic lessons; Elementary school; Academic
   engagement; Children
ID PHYSICAL-ACTIVITY; ACTIVITY MONITORS; ACADEMIC LESSONS; INTERVENTIONS;
   ATTENTION; IMPACT; TIME; EDUCATION; TEACHERS; RECESS
AB While increased opportunities for physical activity (PA) are a critical, public health need for children, school-based interventions often place teachers in the position to choose between PA and time spent on academic lessons. Active learning is designed to overcome this by combining PA with academic material. Moreover, teachers are likely to be more responsive to change in academic-related outcomes than in PA. This study utilizes a large, cluster randomized control trial in which student attention, or time on task (TOT) and accelerometer-based PA is assessed in conjunction with active learning. Participants were 2716 children (46% male, 46% white) from 28 elementary schools in Central Texas that were assigned to either: 1) active learning (math n = 10; spelling n = 9); or 2) traditional, sedentary academic lessons (n= 9). PA was measured with accelerometers. TOT was measured through a momentary time sampling protocol. A series of three-level (student, classroom, school) regression models estimated the effect of the intervention. The intervention lead to significantly increased TOT. Moreover, the dose of PA (steps) during the intervention was positively associated with the increase in TOT. In contrast, a greater dose of PA was associated with reduced TOT for students in control schools. Race, gender, and SES did not moderate these effects. Planned PA - as a part of an active, academic lesson - positively impacted TOT. In contrast, a traditional, sedentary lesson was associated with lower TOT. This differential impact offers intriguing possibilities to better understand the relationship between PA and academic performance.
C1 [Bartholomew, J. B.; Golaszewski, N. M.; Jowers, E.; Korinek, E.] Univ Texas Austin, Austin, TX 78712 USA.
   [Roberts, G.; Fall, A.; Vaughn, S.] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin; University of
   Texas System; University of Texas Austin
RP Bartholomew, JB (corresponding author), Univ Texas Austin, Dept Kinesiol & Hlth Educ, 2109 San Jacinto Blvd,Mail Stop D3700, Austin, TX 78712 USA.
EM jbart@austin.utexas.edu
RI Roberts, Greg/GWV-5653-2022
OI Roberts, Greg/0000-0002-3636-8590; Yarish, Natalie
   M./0000-0003-3524-0285; Vaughn, Sharon/0000-0001-8305-5549; Bartholomew,
   John/0000-0002-3963-0195
FU Eunice Kennedy Shriver National Institute of Child Health & Human
   Development [1R01HD070741]
FX The project described was supported by Award Number 1R01HD070741 from
   the Eunice Kennedy Shriver National Institute of Child Health & Human
   Development. The content is solely the responsibility of the authors and
   does not necessarily represent the official views of the Eunice Kennedy
   Shriver National Institute of Child Health & Human Development or the
   National Institutes of Health.
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NR 36
TC 23
Z9 37
U1 2
U2 38
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0091-7435
EI 1096-0260
J9 PREV MED
JI Prev. Med.
PD JUN
PY 2018
VL 111
BP 49
EP 54
DI 10.1016/j.ypmed.2018.02.023
PG 6
WC Public, Environmental & Occupational Health; Medicine, General &
   Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; General & Internal Medicine
GA GG7GV
UT WOS:000432867400008
PM 29474851
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Staff, J
   Maggs, JL
   Cundiff, K
   Evans-Polce, RJ
AF Staff, Jeremy
   Maggs, Jennifer L.
   Cundiff, Kelsey
   Evans-Polce, Rebecca J.
TI Childhood cigarette and alcohol use: Negative links with adjustment
SO ADDICTIVE BEHAVIORS
LA English
DT Article
DE Childhood cigarette use; Childhood alcohol use; Substance use
   initiation; Intergenerational associations; Millennium Cohort Study
ID EARLY SUBSTANCE USE; AGE-OF-ONSET; 1ST DRINK; DRUG-USE; UNDERAGE
   DRINKING; USE DISORDERS; RISK; INITIATION; ADULTHOOD; EPIDEMIOLOGY
AB Children who initiate cigarette or alcohol use early during childhood or early adolescence experience a heightened risk of nicotine and alcohol dependence in later life as well as school failure, crime, injury, and mortality. Using prospective intergenerational data from the Millennium Cohort Study (MCS), we investigate the association between early substance use initiation (cigarettes or alcohol) and age 11 school engagement, academic achievement, and wellbeing. The ongoing MCS tracks the development of a nationally representative sample of children in the United Kingdom (born 2000-2002) from infancy through adolescence. At age 11, MCS children (n = 13,221) indicated whether they had ever used cigarettes or alcohol; at age 7 and 11 they reported on school engagement and wellbeing and completed investigator-assessed tests of academic achievement. Using propensity score methods, children who had initiated cigarette or alcohol use by age 11 were matched to abstaining children with similar risks (or propensities) of early substance use, based on numerous early life risk and protective factors assessed from infancy to age 7. We then examined whether early initiators differed from non-initiators in age 11 adjustment and achievement. Results show that substance use by age 11 was uncommon (3% cigarettes; 13% alcohol). After matching for propensity for early initiation, school engagement and wellbeing were significantly lower among initiators compared to non-initiators. Academic achievement was not consistently related to early initiation. We conclude that initiation of smoking and drinking in childhood is associated with poorer adjustment. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Staff, Jeremy] Penn State Univ, Dept Sociol, 917 Oswald Tower, University Pk, PA 16802 USA.
   [Maggs, Jennifer L.] Penn State Univ, Dept Human Dev & Family Studies, 119 Hlth & Human Dev Bldg, University Pk, PA 16802 USA.
   [Cundiff, Kelsey] Penn State Univ, Dept Sociol, 211 Oswald Tower, University Pk, PA 16802 USA.
   [Evans-Polce, Rebecca J.] Penn State Univ, Methodol Ctr, 217 Hlth & Human Dev Bldg, University Pk, PA 16802 USA.
   [Evans-Polce, Rebecca J.] Prevent Res Ctr, 217 Hlth & Human Dev Bldg, University Pk, PA 16802 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; 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
RP Staff, J (corresponding author), Penn State Univ, Dept Sociol, 917 Oswald Tower, University Pk, PA 16802 USA.
EM jus25@psu.edu; jmaggs@psu.edu; kxc399@psu.edu; revanspolce@psu.edu
RI , Jennifer/HPD-4891-2023
OI , Jennifer/0000-0003-1601-6990; Cundiff, Kelsey/0000-0001-8987-1571
FU Economic and Social Research Council (UK); National Institute on Alcohol
   Abuse and Alcoholism (US) [AA019606]; National Institute on Drug Abuse
   (US) [T32DA017629]; ESRC [ES/M008584/1, ES/M001660/1] Funding Source:
   UKRI
FX This research is based on analysis of data from the UK Millennium Cohort
   Study (MCS), which is funded primarily by the Economic and Social
   Research Council (UK). Measures of alcohol use at age 11 in the MCS and
   manuscript preparation time for Drs. Staff and Maggs and Ms. Cundiff
   were supported by grant AA019606 from the National Institute on Alcohol
   Abuse and Alcoholism (US). Dr. Evans-Polce's time was supported by grant
   T32DA017629 from the National Institute on Drug Abuse (US). MCS data are
   deposited at the UK Data Archive by the Centre for Longitudinal Studies
   at the UCL Institute of Education. The funding agencies had no role in
   the study design, collection, analysis or interpretation of the data,
   writing the manuscript, or the decision to submit the paper for
   publication.
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NR 50
TC 14
Z9 15
U1 2
U2 48
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0306-4603
EI 1873-6327
J9 ADDICT BEHAV
JI Addict. Behav.
PD NOV
PY 2016
VL 62
BP 122
EP 128
DI 10.1016/j.addbeh.2016.06.022
PG 7
WC Psychology, Clinical; Substance Abuse
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Substance Abuse
GA DT2QQ
UT WOS:000381325900019
PM 27347653
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Galla, BM
   Wood, JJ
   Tsukayama, E
   Har, K
   Chiu, AW
   Langer, DA
AF Galla, Brian M.
   Wood, Jeffrey J.
   Tsukayama, Eli
   Har, Kim
   Chiu, Angela W.
   Langer, David A.
TI A longitudinal multilevel model analysis of the within-person and
   between-person effect of effortful engagement and academic self-efficacy
   on academic performance
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Self-efficacy; Self-regulation; Noncognitive
   skills; Academic performance
ID STUDENT ENGAGEMENT; EXECUTIVE FUNCTION; SCHOOL ENGAGEMENT; ACHIEVEMENT;
   BELIEFS; TRAJECTORIES; BEHAVIOR; CLASSROOM; TEACHER; COMPETENCE
AB Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N = 135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B = 2.71, p = .043, Pseudo-R-2 = .02 and B = 4.72, p = .005, Pseudo-R-2 = .04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B = 10.03, p = .001, Pseudo-R-2 = .09, and math test scores, B = 1120, p < .001, Pseudo-R-2 = .15, whereas participants with higher between-person levels of Academic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B = 10.21, p = .036, Pseudo-R-2 = .25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance. (C) 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Galla, Brian M.; Wood, Jeffrey J.; Har, Kim] Univ Calif Los Angeles, Dept Educ, Los Angeles, CA USA.
   [Tsukayama, Eli] Univ Penn, Dept Psychol, Philadelphia, PA 19104 USA.
   [Chiu, Angela W.; Langer, David A.] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90024 USA.
C3 University of California System; University of California Los Angeles;
   University of Pennsylvania; University of California System; University
   of California Los Angeles
RP Galla, BM (corresponding author), Univ Penn, Dept Psychol, 3815 Walnut St, Philadelphia, PA 19104 USA.
EM gallabri@sas.upenn.edu
RI Tsukayama, Eli/K-6653-2019; Langer, Daniel/B-7307-2014
OI Langer, Daniel/0000-0001-8738-9482; Wood, Jeffrey/0000-0002-0759-6156
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NR 68
TC 79
Z9 100
U1 3
U2 94
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 2014
VL 52
IS 3
BP 295
EP 308
DI 10.1016/j.jsp.2014.04.001
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AL5AC
UT WOS:000339144900004
PM 24930821
DA 2024-07-15
ER

PT J
AU Safa, MD
   Long, YR
   Umaña-Taylor, AJ
AF Safa, M. Dalal
   Long, Yinru
   Umana-Taylor, Adriana J.
TI Bicultural identity and adjustment among ethnoracially minoritized and
   immigrant adolescents
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE Ethnic-racial identity; national identity; bicultural identity
   integration; global identity coherence; adolescents; adjustment
ID INTEGRATION; STYLES; LINKS; SELF
AB For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents' psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents' identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents' ethnic-racial and national identities informs their psychosocial adjustment.
C1 [Safa, M. Dalal] Univ North Carolina Chapel Hill, Chapel Hill, NC USA.
   [Long, Yinru] Vanderbilt Univ, Nashville, TN USA.
   [Umana-Taylor, Adriana J.] Harvard Univ, Cambridge, MA USA.
   [Safa, M. Dalal] Univ North Carolina Chapel Hill, Dept Psychol & Neurosci, Davie Hall 221, Chapel Hill, NC 27599 USA.
C3 University of North Carolina; University of North Carolina Chapel Hill;
   University of North Carolina School of Medicine; Vanderbilt University;
   Harvard University; University of North Carolina School of Medicine;
   University of North Carolina; University of North Carolina Chapel Hill
RP Safa, MD (corresponding author), Univ North Carolina Chapel Hill, Dept Psychol & Neurosci, Davie Hall 221, Chapel Hill, NC 27599 USA.
EM dalal.safa@unc.edu
OI Safa Pernett, Maria Dalal/0000-0001-6406-0289; Umana-Taylor,
   Adriana/0000-0002-8618-0115
FU National Science Foundation SBE Postdoctoral Research Fellowship [NSF
   1911722]; SRCD Early Career Scholar Research Award; Harvard Graduate
   School of Education Dean's Venture Fund
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   material is based on work supported by the National Science Foundation
   SBE Postdoctoral Research Fellowship under Grant No. (NSF 1911722), the
   SRCD Early Career Scholar Research Award, and the Harvard Graduate
   School of Education Dean's Venture Fund.
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NR 35
TC 0
Z9 0
U1 1
U2 1
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 MAY
PY 2024
VL 48
IS 3
BP 269
EP 278
DI 10.1177/01650254231218284
EA DEC 2023
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA QO3C0
UT WOS:001129488000001
OA hybrid
DA 2024-07-15
ER

PT J
AU Nouwen, W
   Clycq, N
   Struyf, A
   Donche, V
AF Nouwen, Ward
   Clycq, Noel
   Struyf, Annemie
   Donche, Vincent
TI The role of work-based learning for student engagement in vocational
   education and training: an application of the self-system model of
   motivational development
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Work-based learning; Student engagement; Self-system model of
   motivational development; Structural equation modelling
ID ACADEMIC ENGAGEMENT; AUTONOMY SUPPORT; SCHOOL; DISAFFECTION; PATHWAYS;
   QUALITY
AB Educational policy strategies give work-based learning (WBL) and dual learning pathways a prominent role in strengthening student engagement. Given this mounting policy attention, the current study aims to fill a knowledge gap with regard to the relation between WBL and student engagement, particularly within the context of dual pathways combining school- and work-based learning. To this end, we situated student engagement in the wider motivational framework of the self-system model of motivational development (SSMMD) to help theorize its antecedents in students' learning contexts and psychological self-system processes. The main purpose of this study was to test the hypotheses based on the SSMMD within a WBL context and to relate student engagement in WBL to engagement in school-based learning. As most measurements of the elements making up the SSMMD were validated within a school-based learning context, we used confirmatory factor analyses to test the measurement transferability to a WBL context. Our findings show the relevance of applying the SSMMD to the context of WBL, hereby confirming the facilitating or inhibiting role of a WBL context in fulfilling the basic psychological needs of needs of autonomy, relatedness and competence, which in turn supports engagement in WBL. Our findings also show the potential to study work- and school-based learning as two interrelated learning contexts, stimulating researchers, policy makers and practitioners to further study and invest in dual learning pathways that purposefully combine learning in school- and work-based contexts.
C1 [Nouwen, Ward; Struyf, Annemie] Univ Antwerp, Fac Social Sci, Ctr Migrat & Intercultural Studies, Antwerp, Belgium.
   [Clycq, Noel; Donche, Vincent] Univ Antwerp, Fac Social Sci, Dept Training & Educ Sci, Antwerp, Belgium.
C3 University of Antwerp; University of Antwerp
RP Clycq, N (corresponding author), Univ Antwerp, Fac Social Sci, Dept Training & Educ Sci, Antwerp, Belgium.
EM noel.clycq@uantwerpen.be
RI Clycq, Noel/N-7570-2017
OI Clycq, Noel/0000-0003-2123-5098; Struyf, Annemie/0000-0002-9668-1271;
   Nouwen, Ward/0000-0002-5666-440X; Donche, Vincent/0000-0002-9405-3896
FU Flemish Government [7428]
FX This paper is based on a research project that was funded by the Flemish
   Government, project nuber 7428 - Evaluatie Proefprojecten Duaal Leren.
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NR 52
TC 3
Z9 4
U1 3
U2 32
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 SEP
PY 2022
VL 37
IS 3
BP 877
EP 900
DI 10.1007/s10212-021-00561-1
EA MAY 2021
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3X6DO
UT WOS:000650516700001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Santana-Vega, LE
   Ruiz-Alfonso, Z
   Feliciano-Garcíia, L
AF Santana-Vega, Lidia E.
   Ruiz-Alfonso, Zuleica
   Feliciano-Garcia, Luis
TI Gender stereotypes and vocational variables in secondary education
   female students
SO REVISTA DE EDUCACION
LA English
DT Article
DE gender stereotypes; career choice; secondary school students;
   self-efficacy; career adaptability; life-design
ID DECISION SELF-EFFICACY; CAREER ADAPTABILITY; INTERVENTION PROGRAM;
   ACADEMIC ENGAGEMENT; BELIEFS; CONSTRUCTION; STEM; SATISFACTION;
   ACHIEVEMENT; INDECISION
AB Gender stereotypes are at the root of gender inequalities in education and employment. These stereotypes affect adolescent girls' academic performance, interests, behaviours and career choices. The aims of the study are: a) to examine whether there are differences in career decision self-efficacy, career adaptability and clarity of lifedesign of adolescent girls according to their gender stereotypes; b) to introduce a model with the independent variable "gender stereotype" to understand the relationship between the analyzed variables. The study involved 1,012 female students in the 3rd and 4th years of secondary education. Data collection was carried out using the Academic and Vocational Guidance Questionnaire. Correlation analyses and parametric tests were carried out; a structural equation model was run to understand the relationships between variables and to test a hypothetical model predicting the effect of gender ste-reotypes. Results showed that girls with high gender stereotypes have lower scores on career decision-making self-efficacy, career adaptability and clarity of life-design than girls with low stereotypes. A parsimonious model was con-structed to fit the data, in which adolescent girls' stereotypes predicted career decision-making self-efficacy, and in turn self-efficacy predicted career adapt-ability and clarity of life-design. The improvement of these vocational variables in adolescent female students requires a critical analysis of the beliefs that underlie gender stereotypes; an analysis that allows them to become aware of the socio-cultural nature of these stereotypes, promote their deconstruction and empower them vocationally.
C1 [Santana-Vega, Lidia E.] Univ La Laguna, IUEM, San Cristobal la Laguna, Spain.
   [Ruiz-Alfonso, Zuleica; Feliciano-Garcia, Luis] Univ La Laguna, San Cristobal la Laguna, Spain.
   [Santana-Vega, Lidia E.] Univ La Laguna, Fac Educ Didact & Invest Educ, Ave Univ S-N,Campus Cent, San Cristobal la Laguna 38200, Spain.
C3 Universidad de la Laguna; Universidad de la Laguna; Universidad de la
   Laguna
RP Santana-Vega, LE (corresponding author), Univ La Laguna, Fac Educ Didact & Invest Educ, Ave Univ S-N,Campus Cent, San Cristobal la Laguna 38200, Spain.
EM lsantana@ull.es
FU Postdoctoral Contract Juan de la Cierva of the State Program for the
   Promotion of Talent and its Employability in R&D&I - Spanish Ministry of
   Science and Innovation [FJCI-2017-31844]
FX Zuleica Ruiz-Alfonso has participated in this research through the
   Postdoctoral Contract Juan de la Cierva of the State Program for the
   Promotion of Talent and its Employability in R&D&I, funded by the
   Spanish Ministry of Science and Innovation [FJCI-2017-31844] .
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NR 94
TC 0
Z9 0
U1 7
U2 7
PU MINISTRY EDUCATION & SCIENCE
PI MADRID
PA Paseo del Prado, 28., MADRID, SPAIN
SN 0034-8082
EI 1988-592X
J9 REV EDUC-MADRID
JI Rev. Educ.
PD APR-JUN
PY 2023
IS 400
BP 247
EP 274
DI 10.4438/1988-592X-RE-2023-400-578
PG 28
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Y7PZ4
UT WOS:001107156700010
DA 2024-07-15
ER

PT J
AU Modrek, AS
   Hass, R
   Kwako, A
   Sandoval, WA
AF Modrek, Anahid S.
   Hass, Richard
   Kwako, Alexander
   Sandoval, William A.
TI Do adolescents want more autonomy? Testing gender differences in
   autonomy across STEM
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Autonomy; Expectations; Choice; Gender; STEM; Pedagogy
ID SELF-DETERMINATION-THEORY; SCIENCE TEACHERS; MOTIVATION; SUPPORT;
   MATHEMATICS; STUDENTS; BEHAVIOR; ARGUMENTATION; ACHIEVEMENT; CLASSROOM
AB Introduction: A growing body of research has identified gender disparities in STEM education, but data are limited from studies directly comparing autonomy given to autonomy wanted by adolescents, as experienced in classrooms by gender and across course subjects.
   Methods: With a sample of US adolescents (n = 540), aged 11-19 and 55% female, we assessed students' perceived levels of autonomy given, and levels of autonomy wanted, by adapting an autonomy assessment specific to course subjects of math, science, and English. We then employed contrast models testing gender differences of autonomy levels across course subjects of math, science, and English, and controlled for age.
   Results: Overall, all adolescents reported getting less autonomy than they want. Within gender, girls reported wanting the most autonomy from science. Between genders, girls reported wanting more autonomy from both math and science, compared to boys. In contrast, girls reported getting more autonomy in English, compared to boys. While we found no developmental differences for reported levels of autonomy given, we did find developmental differences with levels of autonomy wanted, showing significant variability of adolescents wanting more autonomy with age.
   Conclusions: Our results suggest a general desire for more autonomy across adolescence, with a desire for more autonomy in STEM more common amongst girls. If adolescents' perceived levels of autonomy vary across STEM and by gender, these effects may extend more broadly to their pursuits of STEM careers. Students' beliefs of autonomy and self-concept shape their career interests and academic engagement, a trajectory that warrants concern and further investigation.
C1 [Modrek, Anahid S.] Thomas Jefferson Univ, Dept Psychol, Philadelphia, PA 19107 USA.
   [Hass, Richard] Thomas Jefferson Univ, Evaluat & Res, Philadelphia, PA 19107 USA.
   [Kwako, Alexander; Sandoval, William A.] Univ Calif Los Angeles, Sch Educ & Informat Studies, Los Angeles, CA 90024 USA.
C3 Jefferson University; Jefferson University; University of California
   System; University of California Los Angeles
RP Modrek, AS (corresponding author), Thomas Jefferson Univ, Dept Psychol, Philadelphia, PA 19107 USA.
EM anahid.modrek@jefferson.edu
RI Sandoval, William A/D-5686-2012; Hass, Richard/L-7992-2019
OI Hass, Richard/0000-0002-9545-4800; Kwako, Alexander/0000-0002-6603-4874
FU National Science Foundation (NSF) [1503511]; Division Of Research On
   Learning; Direct For Education and Human Resources [1503511] Funding
   Source: National Science Foundation
FX This work was supported by a grant from the National Science Foundation
   (NSF) , DRL award #1503511 to WS. The views and opinions expressed
   herein are those of the authors only, and do not represent the official
   views and opinions of the NSF. We thank Nicole Daniel, Michael
   Buenaventura, Aneet Sidhu, Cherry Huang, Samantha Stephens, Heather
   Clark, and Jarod Kawasaki, from our research team, and all the teachers
   who participated in this work.
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NR 76
TC 0
Z9 0
U1 8
U2 10
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 OCT
PY 2021
VL 92
BP 237
EP 246
DI 10.1016/j.adolescence.2021.09.003
EA OCT 2021
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA WI5KQ
UT WOS:000708399300001
DA 2024-07-15
ER

PT J
AU Rolle, ML
   Zaki, M
   Parker, T
   Berger, C
   Knowlton, H
   Kerry, V
   Nahed, B
AF Rolle, Myron L.
   Zaki, Mark
   Parker, Tariq
   Berger, Connor
   Knowlton, Harrison
   Kerry, Vanessa
   Nahed, Brian
TI Global Neurosurgery Education in United States Residency Programs
SO WORLD NEUROSURGERY
LA English
DT Article
DE Global neurosurgery; Global surgery; Neurosurgery; Residency; Surgical
   education
ID ENDOSCOPIC 3RD VENTRICULOSTOMY; CHOROID-PLEXUS CAUTERIZATION;
   INTERNATIONAL ROTATIONS; INFANT HYDROCEPHALUS; SURGERY; HEALTH; BENEFITS
AB BACKGROUND: Global neurosurgery encompasses the social and surgical practices that effect the neurologic health of vulnerable and underserved populations in domestic and international resource-limited settings. Formal academic engagement in global neurosurgery is limited in residency programs. Here we explore the current status of global neurosurgery education in residency programs across the United States.
   METHODS: We contacted 115 Accreditation Council for Graduate Medical Educationeaccredited residency programs in the United States to complete an 8-question electronic survey on global neurosurgery education. Questions were framed with binary "yes" or "no" answers to indicate presence of a global health activity. Respondents provided additional information if desired. Global education activity was categorized based on the number of resources attributed to global health activities: low (0-2), moderate (3-5), or high (6-8).
   RESULTS: Thirty-four residency programs completed the survey (29.6%). The majority of respondents reported offering funding for research and educational opportunities in global neurosurgery (n = 22). Programs tended to support global neurosurgery conferences (n = 20), periodic dedicated lectures (n = 15), and rotations in resource-constrained or marginalized communities domestically or abroad (n = 15). Some programs offer continuity clinics in marginalized settings (n = 10), supplementary reading material (n = 8), core curricula (n = 6), or a designated residency track in global neurosurgery (n = 3). The majority of residency programs had low-level engagement in global neurosurgery (n = 18), with only 3 programs having high levels of engagement.
   CONCLUSIONS: Formal global neurosurgery training is limited within US residency programs. With rising trends in the neurosurgical disease burden globally, it may benefit residency programs to develop training paths to equip the next generation of neurosurgeons to address such needs.
C1 [Rolle, Myron L.; Zaki, Mark; Berger, Connor; Knowlton, Harrison; Kerry, Vanessa; Nahed, Brian] Massachusetts Gen Hosp, Dept Neurosurg, Boston, MA 02114 USA.
   [Parker, Tariq] Univ Oxford, Dept Neurosurg, Oxford, England.
   [Kerry, Vanessa] Harvard Med Sch, Dept Neurosurg, Boston, MA 02115 USA.
   [Kerry, Vanessa] Seed Global Hlth, Boston, MA USA.
C3 Harvard University; Massachusetts General Hospital; University of
   Oxford; Harvard University; Harvard Medical School
RP Rolle, ML (corresponding author), Massachusetts Gen Hosp, Dept Neurosurg, Boston, MA 02114 USA.
EM MROLLE@partners.org
RI Berger, Connor/KHX-4165-2024; Nahed, Brian V/E-4239-2014
OI Berger, Connor/0000-0003-3126-6672; Nahed, Brian V/0000-0001-8537-106X;
   Parker, Tariq/0000-0002-6149-664X; Knowlton,
   Harrison/0000-0001-8644-5008
CR ACGME, PROGR REQ GRAD MED E
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NR 35
TC 6
Z9 6
U1 1
U2 2
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1878-8750
EI 1878-8769
J9 WORLD NEUROSURG
JI World Neurosurg.
PD SEP
PY 2020
VL 141
BP E815
EP E819
DI 10.1016/j.wneu.2020.06.039
PG 5
WC Clinical Neurology; Surgery
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Neurosciences & Neurology; Surgery
GA NH0QF
UT WOS:000564383400018
PM 32540290
DA 2024-07-15
ER

PT J
AU Schwanen, T
   Banister, D
   Anable, J
AF Schwanen, Tim
   Banister, David
   Anable, Jillian
TI Scientific research about climate change mitigation in transport: A
   critical review
SO TRANSPORTATION RESEARCH PART A-POLICY AND PRACTICE
LA English
DT Article
DE Climate change mitigation; Governmentality; Technology; Carbon economy;
   Behaviour change; Institutions
ID GREENHOUSE-GAS EMISSIONS; ECOLOGICAL MODERNIZATION; PASSENGER TRANSPORT;
   MULTILEVEL ANALYSIS; CO2 EMISSIONS; CAR USE; TRANSITIONS; CONSUMPTION;
   CALIFORNIA; REDUCTION
AB This paper seeks to develop a deeper understanding of the research on climate change mitigation in transport. We suggest that work to date has focused on the effects of improvements in transport technologies, changes in the price of transport, physical infrastructure provision, behavioural change and alternative institutional arrangements for governing transport systems. In terms of research methodologies, positivist and quantitative analysis prevails, although there are signs of experimentation with non-positivist epistemologies and participatory methods. These particular engagements with climate change mitigation reflect mutually reinforcing tendencies within and beyond the academic transport community. We first draw on a revised version of Thomas Kuhn's philosophy of science to explore the path dependencies within transport studies, which are at least partly responsible for the predisposition towards quantitative modelling and technology, pricing and infrastructure oriented interventions in transport systems. We then employ the governmentality perspective to examine how transport academics' engagements with climate change mitigation depend on and align with more general understandings of climate change in UK society and beyond. The analysis makes clear that ecological modernisation and neo-liberal governmentality more generally provide the context for the current focus on and belief in technological, behaviour change, and especially market-based mitigation strategies. While current research trajectories are important and insightful, we believe that a deeper engagement with theoretical insights from the social sciences will produce richer understandings of transport mitigation in transport and briefly outline some of the contributions thinking on socio-technical transitions and practice theories can make. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Schwanen, Tim; Banister, David] Univ Oxford, Sch Geog & Environm, Transport Studies Unit, Oxford OX1 3QY, England.
   [Anable, Jillian] Univ Aberdeen, Sch Geosci, Ctr Transport Res, Aberdeen AB9 1FX, Scotland.
C3 University of Oxford; University of Aberdeen
RP Schwanen, T (corresponding author), Univ Oxford, Sch Geog & Environm, Transport Studies Unit, S Parks Rd, Oxford OX1 3QY, England.
EM tim.schwanen@ouce.ox.ac.uk
RI Schwanen, Tim/ABE-6070-2021
OI Anable, Jillian/0000-0002-4259-1641
FU UKTRC: Climate Change, Energy and Transport by the ESRC
   [RES-584-28-0002]; NERC [NE/G007748/1] Funding Source: UKRI
FX The research in this paper has been made possible by grant
   RES-584-28-0002, UKTRC: Climate Change, Energy and Transport by the
   ESRC. The authors thank the reviewers and Deb Niemeier for their helpful
   comments on a previous version of the paper.
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NR 107
TC 219
Z9 228
U1 6
U2 153
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0965-8564
EI 1879-2375
J9 TRANSPORT RES A-POL
JI Transp. Res. Pt. A-Policy Pract.
PD DEC
PY 2011
VL 45
IS 10
SI SI
BP 993
EP 1006
DI 10.1016/j.tra.2011.09.005
PG 14
WC Economics; Transportation; Transportation Science & Technology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Transportation
GA 854VT
UT WOS:000297523600001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Park, J
   Lee, HJ
   Kim, J
   Zhou, AQ
AF Park, Junsang
   Lee, Heejae
   Kim, Joonsuk
   Zhou, Anne Q.
TI Trajectories of Learning Attitude Profiles in Korean Middle School
   Students: Examining Developmental Patterns and the Influence of
   Parenting
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Learning attitude; Parenting styles; Latent transition analysis; Middle
   school students; Longitudinal research
ID SELF-DETERMINATION THEORY; ACADEMIC ENGAGEMENT; INTRINSIC MOTIVATION;
   UNIVERSITY-STUDENTS; MEDIATING ROLE; ACHIEVEMENT; ADOLESCENTS; TEACHERS;
   STRATEGY; SUPPORT
AB BackgroundThe development of learning attitudes during middle school transition and adaptation is critical, as shown by Self-Determination Theory (SDT). However, the development of adolescents' learning attitudes throughout middle school and the impact of parenting styles on this development remains largely unexplored.ObjectiveThis research aimed to examine the development of adolescents' learning attitudes in South Korean middle school students, and the role of parenting styles in shaping these attitudes, applying the Self-Determination Theory framework and using longitudinal data. Method: Data was sourced from the Korea Children and Youth Panel Survey 2018 (KCYPS 2018), involving a national sample of 2,590 7th grade students. A Latent Transition Analysis (LTA) was employed to determine developmental trajectories and assess the impact of parenting styles on latent profile memberships, taking into account other covariates.ResultsThe analysis revealed three latent learning attitude profiles: Helpless, General, and Engaged. It showed a general tendency for learning attitude profiles to regress towards the General profile over time, but also a likelihood of consolidation. Significantly, autonomy-supportive and coercive parenting styles had a substantial influence on profile membership probabilities, though their effects varied in nuances.ConclusionsThe findings indicate that while the autonomy-supportive parenting style fosters General or Engaged profiles among middle school students, curbing coercive parenting styles is necessary for developing the Engaged profile. In light of the timing and learning attitude profile, personalized and specific interventions in family and educational contexts are recommended.
C1 [Park, Junsang; Zhou, Anne Q.] Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
   [Lee, Heejae] Seoul Natl Univ, Dept Educ, Seoul, South Korea.
   [Kim, Joonsuk] Seoul Natl Univ, Ctr Campus Life & Culture, Seoul, South Korea.
C3 State University System of Florida; University of Florida; Seoul
   National University (SNU); Seoul National University (SNU)
RP Park, J (corresponding author), Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
EM junsangpark@ufl.edu
OI Lee, Heejae/0000-0001-7442-7291; Kim, JoonSuk/0009-0003-3649-3900; Park,
   Junsang/0000-0002-8274-4673
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NR 77
TC 1
Z9 1
U1 5
U2 16
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD APR
PY 2024
VL 53
IS 2
BP 485
EP 504
DI 10.1007/s10566-023-09763-8
EA JUL 2023
PG 20
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IQ8W3
UT WOS:001032712200001
DA 2024-07-15
ER

PT J
AU Blakeslee, J
   Miller, R
   Uretsky, M
AF Blakeslee, Jennifer
   Miller, Rebecca
   Uretsky, Mathew
TI Efficacy of the Project Futures self-determination coaching model for
   college students with foster care backgrounds and mental health
   challenges
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Foster care alumni; Transitioning from foster care; Post-secondary
   education; College support programs; Mental health
ID OF-HOME CARE; HIGHER-EDUCATION; YOUNG-PEOPLE; SUPPORT PROGRAM; YOUTH;
   ALUMNI; OUTCOMES; ACCESS; ACHIEVEMENT; STRENGTHS
AB Post-secondary students transitioning from foster care face a range of unique challenges to academic engagement and success, and the typical mental health stressors experienced by college-age young adults are exacerbated by experiences of trauma common to those with foster care experience. Many campuses have introduced specialized support programs for these students, but few have been rigorously tested. This study is the first identified randomized experiment to evaluate a post-secondary support program for enrolled college students with foster care backgrounds and mental health challenges. We report findings from a pilot intervention study testing the Project Futures model, which includes one-on-one coaching from near-peers around self-determination and self-efficacy related to mental health, academics, and other inhibitors of educational success. Overall, though this was a small pilot RCT (N = 35), analysis showed evidence of intervention impact on important targeted outcomes at postintervention and/or 6-month follow-up, including self-determination, career-related self-efficacy and career exploration activities, and mental health self-efficacy and empowerment. Further, compared to the control group, intervention participants had a higher reported GPA and were more likely to still be enrolled in school at follow-up. The study findings suggest that such structured coaching approaches can increase self-determination and self-efficacy in ways that may impact retention and potentially degree completion for foster youth. We discuss these findings in the context of specialized campus support programming for youth with foster care histories, as well as important limitations in our study, and recommendations for future research, practice, and policy.
C1 [Blakeslee, Jennifer; Miller, Rebecca; Uretsky, Mathew] Portland State Univ, Sch Social Work, Portland, OR 97207 USA.
C3 Portland State University
RP Blakeslee, J (corresponding author), 1600 SW 4th Ave Suite 900, Portland, OR 97201 USA.
EM jblakes@pdx.edu
RI Uretsky, Mathew/AAR-6975-2021
OI Uretsky, Mathew/0000-0002-4765-6889
FU National Institute of Disability, Independent Living, and Rehabilitation
   Research [90RT5030]; Center for Mental Health Services Substance Abuse
   and Mental Health Services Administration, United States Department of
   Health and Human Services (NIDILRR); NIDILRR is a Center within the
   Administration for Community Living (ACL) , Department of Health and
   Human Services (HHS)
FX FThe contents of this product were developed under a grant with funding
   from the National Institute of Disability, Independent Living, and
   Rehabilitation Research, and from the Center for Mental Health Services
   Substance Abuse and Mental Health Services Administration, United States
   Department of Health and Human Services (NIDILRR grant 90RT5030) .
   NIDILRR is a Center within the Administration for Community Living (ACL)
   , Department of Health and Human Services (HHS) . The contents of this
   product do not necessarily represent the policy of NIDILRR, ACL, HHS, or
   SAMHSA, and you should not assume endorsement by the Federal Government.
CR [Anonymous], 2022, FOSTERING SUCCESS HI
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NR 74
TC 2
Z9 2
U1 1
U2 11
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 JUL
PY 2022
VL 138
AR 106507
DI 10.1016/j.childyouth.2022.106507
EA APR 2022
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA 1D1TW
UT WOS:000793591400006
DA 2024-07-15
ER

PT J
AU Lopez-Diaz, MT
   Pena, M
AF Lopez-Diaz, Maria Teresa
   Pena, Marta
TI Improving Calculus Curriculum in Engineering Degrees: Implementation of
   Technological Applications
SO MATHEMATICS
LA English
DT Article
DE calculus; engineering education; mathematics education; motivation; STEM
ID ACADEMIC ENGAGEMENT; STEM; MATHEMATICS; STUDENTS; EDUCATION; MOTIVATION;
   ATTITUDES; SCIENCE
AB The teaching of mathematics has always concerned all the professionals involved in engineering degrees. Curently students have less interest in these studies, what has caused an increase of this concern. The lack of awareness of students about the significance of mathematics in their careers, provoke the decrease of undergraduate students' motivation, which derives in a low interest in engineering degrees. The aim of this work is that engineering students achieve a greater motivation and involvement in first academic courses, through the implementation of real and technological applications related to their degrees in the learning of mathematical concepts. To this end, the 2019/2020 and 2020/2021 academics years, the seminar "Applications of Multivariable Calculus in Engineering" has been held in Universitat Politecnica de Catalunya-BarcelonaTech (UPC), based on the teaching of Multivariable Calculus by the execution of real problems where calculus concepts are necessary to solve them. With the aim of analyzing students' motivation and assessment of the seminar, anonymous surveys and personal interviews have been conducted. The number of attending students to the sessions in each academic year has been 16 and all of them have been participants in the surveys and interviews. The results show that students' responses were generally positive and they agree that their motivation to the subject Multivariable Calculus has increased with the use of real applications of mathematics. The execution of practical problems with engineering applications improves the acquirement of mathematical concepts, what could imply an increase of students' performance and a decrease of the dropout in the first academic courses of engineering degrees.
C1 [Lopez-Diaz, Maria Teresa; Pena, Marta] Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
C3 Universitat Politecnica de Catalunya
RP Pena, M (corresponding author), Univ Politecn Cataluna, Dept Math, Barcelona 08034, Spain.
EM maria.teresa.lopez.diaz@upc.edu; marta.penya@upc.edu
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NR 40
TC 3
Z9 3
U1 1
U2 7
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7390
J9 MATHEMATICS-BASEL
JI Mathematics
PD FEB
PY 2022
VL 10
IS 3
AR 341
DI 10.3390/math10030341
PG 20
WC Mathematics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Mathematics
GA ZG7XM
UT WOS:000760468100001
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Knudsen, MP
   Frederiksen, MH
   Goduscheit, RC
AF Knudsen, Mette Praest
   Frederiksen, Marianne Harbo
   Goduscheit, Rene Chester
TI New forms of engagement in third mission activities: a multi-level
   university-centric approach
SO INNOVATION-ORGANIZATION & MANAGEMENT
LA English
DT Article
DE Drones; research; scientific discovery; technology transfer; third
   mission; universities; ecosystem; sustainable development goals
ID KNOWLEDGE TRANSFER OFFICES; TECHNOLOGY-TRANSFER; ENTREPRENEURIAL
   UNIVERSITY; ACADEMIC ENGAGEMENT; COMMERCIALIZATION; INNOVATION;
   SCIENTISTS; CREATION; SCIENCE; POLICY
AB Traditionally, universities have focused on two missions: teaching and research. While the universities still fulfill these missions, a?third mission has been added: university research must establish its direct value to society. However, a?lingering question is how this third mission should be carried out. While the earliest models focused on the universities operating similarly to an R&D department in a?private company?? seeking to patent research inventions and then capitalising on intellectual property rights?? the focus today is much more nuanced and incorporates both invention- and innovation-oriented activities. This article captures existing knowledge of universities? third mission activities and identifies five different models of how universities seek to fulfil the third mission. These models are empirically investigated through two multi-level case studies based on insights from universities? top management, innovation and/or technology transfer offices, and research units within the emerging drone technology area. The findings illustrate how the two universities seek to fulfil the third mission, based on the same starting point but following different models. Moreover, a?sixth model is identified, namely the Ecosystem Model, where the universities engage more extensively and with greater responsibility in collaborative efforts with a?range of public and private actors on addressing comprehensive industrial and societal challenges through technology development and market insights. In doing so, the university?s role becomes more active in advancing the development of an industry. This emerging way of fulfilling the third mission is discussed with respect to university management and the achievement of societal goals.
C1 [Knudsen, Mette Praest] Univ Southern Denmark, Ctr Integrat Innovat Management, Odense, Denmark.
   [Frederiksen, Marianne Harbo] Univ Southern Denmark, Dept Technol & Innovat, Odense, Denmark.
   [Goduscheit, Rene Chester] Aarhus Univ, Dept Business Dev & Technol, Aarhus, Denmark.
C3 University of Southern Denmark; University of Southern Denmark; Aarhus
   University
RP Goduscheit, RC (corresponding author), Aarhus Univ, Dept Business Dev & Technol, Aarhus, Denmark.
EM goduscheit@btech.au.dk
RI Knudsen, Mette Praest/AAF-2779-2021; Frederiksen, Marianne
   Harbo/P-6481-2018; Goduscheit, René Chester/ABE-2470-2020
OI Knudsen, Mette Praest/0000-0002-2055-5308; Frederiksen, Marianne
   Harbo/0000-0002-1518-7416; Goduscheit, René Chester/0000-0001-8639-2014
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NR 73
TC 20
Z9 23
U1 2
U2 82
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1447-9338
EI 2204-0226
J9 INNOV-ORGAN MANAG
JI Innov.-Organ. Manag.
PD APR 3
PY 2021
VL 23
IS 2
SI SI
BP 209
EP 240
DI 10.1080/14479338.2019.1670666
EA OCT 2019
PG 32
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA RH8PP
UT WOS:000490174200001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Li, TY
   Wang, Z
   Merrin, GJ
   Wan, SR
   Bi, KW
   Quintero, M
   Song, SW
AF Li, Tianyu
   Wang, Zhe
   Merrin, Gabriel J.
   Wan, Sirui
   Bi, Kaiwen
   Quintero, Michaela
   Song, Seowon
TI The joint operations of teacher-student and peer relationships on
   classroom engagement among low-achieving elementary students: A
   longitudinal multilevel study
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Classroom engagement; Peer relationship; Teacher-student relationship;
   Between; and within-person effects; Early elementary school students
ID OF-FIT INDEXES; SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; CHILD
   RELATIONSHIPS; BEHAVIORAL ENGAGEMENT; SOCIAL ACCEPTANCE; ACHIEVEMENT;
   SUPPORT; KINDERGARTEN; MIDDLE
AB Although both teacher-student relationship (TSR) and peer relationship (PR) have been found important for the development of students' classroom engagement, little research has been done regarding the joint operations of these two factors. Guided by a developmental systems framework, this study examined longitudinal betweenperson and within-person associations between TSR/ PR and classroom engagement in a sample of 784 lowachieving students in the first three years of elementary school. A multidimensional approach was used to distinguish positive and negative dimensions of TSR, as well as peer liking and disliking. At the between-person level, results showed that students' classroom engagement was positively predicted by positive TSR and PR liking and was negatively predicted by negative TSR and PR disliking. Both positive and negative TSR interacted with PR disliking at the between-person level, such that the associations between positive/negative TSR and classroom engagement were stronger for students with lower levels of PR disliking. At the within-person level, changes in classroom engagement were associated with contemporaneous year-to-year changes in positive/ negative TSR and PR disliking. No within-person level interaction effects were found. Cross-level interaction showed that the effects of within-person negative TSR on classroom engagement were stronger for students with lower overall levels of PR disliking. Findings highlighted the importance of using a multilevel multidimensional approach to understand the joint operations of TSR and PR in the development of classroom engagement in lowachieving students in early elementary school.
C1 [Li, Tianyu] Austin Peay State Univ, Dept Psychol Sci & Counseling, Clarksville, TN 37044 USA.
   [Wang, Zhe] Texas A&M Univ, Dept Educ Psychol, College Stn, TX USA.
   [Merrin, Gabriel J.] Syracuse Univ, Dept Human Dev & Family Sci, Syracuse, NY USA.
   [Wan, Sirui] Univ Wisconsin Madison, Dept Psychol, Madison, WI USA.
   [Bi, Kaiwen] Univ Hong Kong, Dept Social Work & Social Adm, Hong Kong, Peoples R China.
   [Quintero, Michaela] Ashland Univ, Dept Psychol, Ashland, OH 44805 USA.
   [Song, Seowon] Texas Tech Univ, Dept Human Dev & Family Sci, Lubbock, TX USA.
   [Li, Tianyu] Austin Peay State Univ, Dept Psychol Sci & Counseling, POB 4537, Clarksville, TN 37044 USA.
C3 Austin Peay State University; Texas A&M University System; Texas A&M
   University College Station; Syracuse University; University of Wisconsin
   System; University of Wisconsin Madison; University of Hong Kong;
   University System of Ohio; Ashland University; Texas Tech University
   System; Texas Tech University; Austin Peay State University
RP Li, TY (corresponding author), Austin Peay State Univ, Dept Psychol Sci & Counseling, Clarksville, TN 37044 USA.; Li, TY (corresponding author), Austin Peay State Univ, Dept Psychol Sci & Counseling, POB 4537, Clarksville, TN 37044 USA.
EM lit@apsu.edu
OI Li, Tianyu/0000-0002-7495-8022; Wan, Sirui/0000-0002-8750-0977
FU National Institute of Child Health and Human Development [HD 039367]
FX The data were collected with the support of grant HD 039367 awarded to
   Jan N. Hughes from the National Institute of Child Health and Human
   Development. We acknowledge NICHD DASH for providing the "The Impact of
   Grade Retention: A Developmental Approach" data that was used for this
   research.
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PU ACADEMIC PRESS INC ELSEVIER SCIENCE
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PY 2024
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AR 102258
DI 10.1016/j.cedpsych.2024.102258
EA FEB 2024
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JU1P7
UT WOS:001175588000001
PM 38463698
DA 2024-07-15
ER

PT J
AU Roudebush, M
   Murray, DW
   Netschytailo, H
   Jensen, TM
AF Roudebush, Mckenna
   Murray, Desiree W.
   Netschytailo, Hannah
   Jensen, Todd M.
TI Patterns and predictors of adolescent engagement in a mindfulness-based
   social-emotional learning program
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE student engagement; mindfulness; peer connections
ID STUDENT ENGAGEMENT; HIGH-SCHOOL; INTERVENTIONS; PERCEPTIONS; ELEMENTARY;
   MIDDLE; IMPLEMENTATION; TEACHERS; CLIMATE; HEALTH
AB Introduction: Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Methods: Survey engagement data were collected at three time points from 106 ninth grade students (M-age = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021-2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. Results: There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (beta = -.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (beta = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Conclusions: Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.
C1 [Roudebush, Mckenna; Murray, Desiree W.; Netschytailo, Hannah] Univ North Carolina Chapel Hill, Ctr Hlth Promot & Dis Prevent, Chapel Hill, NC USA.
   [Jensen, Todd M.] Univ North Carolina Chapel Hill, Sch Social Work, Chapel Hill, NC USA.
   [Roudebush, Mckenna] Univ North Carolina Chapel Hill, Ctr Hlth Promot & Dis Prevent, CB7426, Chapel Hill, NC 27599 USA.
   [Roudebush, Mckenna] 323E Rosenau Hall,CB7440, Chapel Hill, NC USA.
C3 University of North Carolina; University of North Carolina Chapel Hill;
   University of North Carolina School of Medicine; University of North
   Carolina; University of North Carolina Chapel Hill; University of North
   Carolina School of Medicine; University of North Carolina School of
   Medicine; University of North Carolina; University of North Carolina
   Chapel Hill
RP Roudebush, M (corresponding author), Univ North Carolina Chapel Hill, Ctr Hlth Promot & Dis Prevent, CB7426, Chapel Hill, NC 27599 USA.
EM mroudebush@unc.edu
RI Jensen, Todd/AAG-9020-2019
OI Jensen, Todd/0000-0002-6930-899X; Netschytailo,
   Hannah/0009-0005-7165-3441; Roudebush, McKenna/0000-0001-6201-2021;
   Murray, Desiree/0000-0002-1554-1665
FU Office of Family Assistance [90ZD0023-01-00]; Office of Family
   Assistance (OFA) within the Administration for Children and Families
   (ACF), U.S. Department of Health & Human Services (HHS)
FX This study was supported by funding from the Office of Family Assistance
   (OFA) within the Administration for Children and Families (ACF), U.S.
   Department of Health & Human Services (HHS), Grant 90ZD0023-01-00. The
   content is solely the responsibility of the authors and does not
   necessarily represent the views of HHS, ACF, or OFA. We are grateful to
   Child Trends for their support throughout program development and
   implementation, especially Dr. Mindy Scott. We appreciate all the
   schools, teachers, and students who participated in this research,
   without which it would not have been possible.
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NR 68
TC 0
Z9 0
U1 7
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 JUN
PY 2024
VL 96
IS 4
BP 732
EP 745
DI 10.1002/jad.12294
EA JAN 2024
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA TG0Z8
UT WOS:001152700800001
PM 38284485
DA 2024-07-15
ER

PT J
AU Samkin, G
AF Samkin, Grant
TI Positioning Prem Sikka's academic activism in the third space
SO ACCOUNTING AUDITING & ACCOUNTABILITY JOURNAL
LA English
DT Article
DE Accounting activist; Third space; Blogs; Hybridity; Netnography;
   Leximancer; Media; Sikka
ID TAX AVOIDANCE; LEXIMANCER; UNIVERSITY; HYBRIDITY; IDENTITY;
   ACCOUNTABILITY; GLOBALIZATION; GOVERNANCE; MANAGEMENT; SOFTWARE
AB Purpose This paper applies Bhabha's concept of the third space to frame an understanding of Prem Sikka's use of digital media to bridge the academic-activist binary. In doing this, the paper makes two contributions. First, it conceptualises Sikka's engagement, and second, through the lens of the third space, it analyses it to establish whether, in the era of the neoliberal corporatised university, public intervention has the potential to generate new perspectives and new knowledge. Design/methodology/approach Sikka's articles and blogs for the period 20 February 2002 to 15 April 2020 were analysed using Leximancer, a textual analysis software programme that displays the output visually. A discriminant analysis was used to identify where each year of the study is situated in the overall semantic analysis. Netnography, the examination of archived published texts, was then used to analyse the responses by members of the public, academics, accountants and auditors, tax experts, policy makers and regulators to Sikka's digital media engagement. Findings As a third space practitioner, Sikka has overcome some of the shortcomings associated with academic research to challenge the activities of professional accounting firms, regulatory bodies and multinational corporations. Through extending the boundaries of accounting and accountability, he has facilitated new radical alliances aiming to create a just and equitable society. The paper also finds that by opening up a third space of engagement, academic activists' work can play an essential part in social transformation and emancipatory change framed in terms of social justice and equity. Originality/value This is one of the few papers to provide an in-depth examination of the activities of an accounting activist over twenty years.
C1 [Samkin, Grant] Univ South Africa, Coll Accounting Sci, Dept Financial Accounting, Pretoria, South Africa.
C3 University of South Africa
RP Samkin, G (corresponding author), Univ South Africa, Coll Accounting Sci, Dept Financial Accounting, Pretoria, South Africa.
EM katchafiregr@gmail.com
RI Samkin, Grant/L-1664-2013
OI Samkin, Grant/0000-0002-4150-1739
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NR 189
TC 1
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U2 11
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PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0951-3574
EI 1758-4205
J9 ACCOUNT AUDIT ACCOUN
JI Account. Audit Account.
PD MAR 27
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EP 560
DI 10.1108/AAAJ-04-2022-5749
EA JUN 2022
PG 41
WC Business, Finance
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA D3YJ7
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DA 2024-07-15
ER

PT J
AU Matta, M
   Volpe, RJ
   Briesch, AM
   Owens, JS
AF Matta, Michael
   Volpe, Robert J.
   Briesch, Amy M.
   Owens, Julie Sarno
TI Five direct behavior rating multi-item scales: Sensitivity to the
   effects of classroom interventions
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Progress monitoring; Direct Behavior Rating; Sensitivity to change;
   Single case study design; Tau-U; BC-SMD
ID SINGLE-CASE DESIGNS; REPORT CARD; MULTIPLE IMPUTATION; MULTILEVEL
   MODELS; SOCIAL-BEHAVIOR; DEPENDABILITY; ELEMENTARY; PROGRESS; ITEM;
   SCREENER
AB Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales (DBR-MIS). Teachers identified students with behaviors interfering with their learning or the learning of others and implemented a Daily Report Card (DRC) intervention in the classroom settings for two months. The analyses were performed on 31 AB single case studies. Change metrics were calculated at an individual level by using Tau-U-A (vs.) (B) (+ trend B )and Hedges' g and at a scale-level by using Mixed Effect Meta-Analysis, Hierarchical Linear Models (HLMs), and Between-Case Standardized Mean Difference (BC-SMD). HLMs were estimated considering both fixed and random effects of intervention and linear trend within the intervention phase. The results supported sensitivity to change for three DBR-MIS (i.e., Academic Engagement, Organizational Skills, and Disruptive Behavior), and the relative magnitudes were consistent across the metrics. Sensitivity to change of DBR-MIS Interpersonal Skills received moderate support. Conversely, empirical evidence was not provided for sensitivity to change of DBR-MIS Oppositional Behavior. Particular emphasis was placed on the intervention trend in that responses to behavioral interventions might occur gradually or require consistency over time in order to be observed by raters. Implications for the use of the new DBR-MIS in the context of progress monitoring of social-emotional behaviors are discussed.
C1 [Matta, Michael] Univ Houston, Dept Psychol Hlth & Learning Sci, Houston, TX 77004 USA.
   [Volpe, Robert J.; Briesch, Amy M.] Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
   [Owens, Julie Sarno] Ohio Univ, Athens, OH 45701 USA.
C3 University of Houston System; University of Houston; Northeastern
   University; University System of Ohio; Ohio University
RP Matta, M (corresponding author), Univ Houston, Dept Psychol Hlth & Learning Sci, Houston, TX 77004 USA.
EM mmatta@uh.edu
RI Matta, Michael/AAK-8442-2021; Volpe, Robert J/JCE-1208-2023
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).
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PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
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J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2020
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DA 2024-07-15
ER

PT J
AU Daniels, B
   Briesch, AM
   Volpe, RJ
   Owens, JS
AF Daniels, Brian
   Briesch, Amy M.
   Volpe, Robert J.
   Owens, Julie Sarno
TI Content Validation of Direct Behavior Rating Multi-Item Scales for
   Assessing Problem Behaviors
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE behavioral; assessment; externalizing; behavior(s); rating scales;
   behavior(s); psychometrics
ID SYSTEMATIC DIRECT OBSERVATION; EXPLORATORY FACTOR-ANALYSIS; SINGLE ITEM
   SCALES; DISRUPTIVE BEHAVIOR; ACADEMIC ENGAGEMENT; SCHOOL OUTCOMES;
   SOCIAL-BEHAVIOR; DEPENDABILITY; GENERALIZABILITY; INTERVENTION
AB Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR-SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students' response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis (EFA) was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers (N = 307) in Grades K-3, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly selected student (N = 307). Results of the EFA using a starting pool of nine to 11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed.
C1 [Daniels, Brian] Univ Massachusetts, Boston, MA 02125 USA.
   [Briesch, Amy M.; Volpe, Robert J.] Northeastern Univ, Boston, MA 02115 USA.
   [Owens, Julie Sarno] Ohio Univ, Athens, OH 45701 USA.
C3 University of Massachusetts System; University of Massachusetts Boston;
   Northeastern University; University System of Ohio; Ohio University
RP Daniels, B (corresponding author), Univ Massachusetts, Dept Counseling & Sch Psychol, Boston, MA 02125 USA.
EM Brian.Daniels@umb.edu
RI Volpe, Robert J/JCE-1208-2023
FU Institute of Education Sciences National Center for Special Education
   Research [R324A150071]
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 a grant from the Institute of Education
   Sciences National Center for Special Education Research (R324A150071).
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NR 50
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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
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PG 12
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA SC8QB
UT WOS:000493602600001
DA 2024-07-15
ER

PT J
AU Özdemir, SB
   Stattin, H
AF Ozdemir, Sevgi Bayram
   Stattin, Hakan
TI Why and When is Ethnic Harassment a Risk for Immigrant Adolescents'
   School Adjustment? Understanding the Processes and Conditions
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Immigrant youth; School adjustment; Ethnic harassment; Ethnic
   victimization; Depression; Self-esteem
ID PERCEIVED DISCRIMINATION; RACIAL-DISCRIMINATION; MIDDLE SCHOOL;
   SELF-ESTEEM; AMERICAN ADOLESCENTS; PEER DISCRIMINATION; ACADEMIC
   ENGAGEMENT; INTEGRATIVE MODEL; TEACHER SUPPORT; IDENTITY
AB Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths' perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M (age) = 14.07, SD = .90; 49 % girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths' self-esteem over time, and that youths' expectations of academic failure increased. Further, youths' relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths' school adjustment.
C1 [Ozdemir, Sevgi Bayram; Stattin, Hakan] Univ Orebro, Res Dev Ctr, Sch Law Psychol & Social Work, SE-70182 Orebro, Sweden.
C3 Orebro University
RP Özdemir, SB (corresponding author), Univ Orebro, Res Dev Ctr, Sch Law Psychol & Social Work, SE-70182 Orebro, Sweden.
EM sevgi.bayram-ozdemir@oru.se; hakan.stattin@oru.se
RI Stattin, Håkan/JXM-4008-2024
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NR 69
TC 54
Z9 64
U1 0
U2 33
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 AUG
PY 2014
VL 43
IS 8
BP 1252
EP 1265
DI 10.1007/s10964-013-0038-y
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA AK9RA
UT WOS:000338763200003
PM 24132501
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 Development of Students' Social Support Profiles and Their Association
   With Students' Study Wellbeing
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE school-related social support; study engagement; study-related burnout;
   latent transition analysis
ID TEACHER-CHILD RELATIONSHIPS; ADOLESCENTS SCHOOL BURNOUT; OF-FIT INDEXES;
   GENDER-DIFFERENCES; MENTAL-HEALTH; ACADEMIC ENGAGEMENT; PEER
   RELATIONSHIPS; ELEMENTARY-SCHOOL; HELP-SEEKING; LATENT CLASS
AB Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a sample of 1,545 Finnish lower secondary school students in Grades 7, 8, and 9 (age 13, girls 51%). Latent transition analyses identified a six-profile solution for each wave of data and revealed substantial inequality in perceived social support. First, we found four profiles where social support from all three sources was experienced either on high, moderate, low, or very low level labeled as strong support (33%), moderate support (43%), low support (13%), and exceptionally low support (3%), respectively. In addition, two "mixed profiles" were found, where a low level of social support from one source was combined with moderate levels of social support from two other sources. These two profiles were labeled as adult support (5%) and low teacher support (3%) profiles. The social support profiles differed from each other in terms of study engagement and study-related burnout, suggesting that social support from specific sources has a somewhat different effect on features of students' study wellbeing. Moreover, the results showed that the experiences of school-related social support and study wellbeing are prone to change, highlighting the importance of each source of support throughout the students' school path.
C1 [Ulmanen, Sanna; Soini, Tiina] 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.Uhnanen@tuni.fi
OI Soini, Tiina/0000-0002-0637-8931; Ulmanen, Sanna/0000-0002-0361-4265
FU Finnish Cultural Foundation [00211124]; Ministry of Education and
   Culture [6600567]; Academy of Finland [295022]
FX Sanna Ulmanen was supported by a postdoctoral fellowship from The
   Finnish Cultural Foundation under Grant 00211124. Data collection for
   the research project School matters was funded by the Ministry of
   Education and Culture under Grant 6600567 and Academy of Finland under
   Grant 295022. We thank the participating students and school for their
   time. This study was not preregistered. Research permissions from
   students, guardians, and schools do not allow sharing of original data
   and study materials; hence, they are not available. The study analysis
   code (i.e. Mplus analysis) is available from corresponding author upon
   reasonable request.
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NR 119
TC 5
Z9 5
U1 16
U2 62
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 DEC
PY 2022
VL 58
IS 12
BP 2336
EP 2349
DI 10.1037/dev0001439
EA SEP 2022
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 9F2QQ
UT WOS:000847810000001
PM 36048099
DA 2024-07-15
ER

PT J
AU Archambault, I
   Vandenbossche-Makombo, J
   Fraser, SL
AF Archambault, Isabelle
   Vandenbossche-Makombo, Jade
   Fraser, Sarah L.
TI Students' Oppositional Behaviors and Engagement in School: The
   Differential Role of the Student-Teacher Relationship
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE Classroom engagement; Oppositional behaviors; Student; teacher
   relationship; Closeness; Conflict
ID ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; CLASSROOM; ELEMENTARY;
   KINDERGARTEN; ADJUSTMENT; RISK; ADOLESCENCE; RELATEDNESS; ACHIEVEMENT
AB Students presenting oppositional behaviors often display lower behavioral and emotional engagement in class as compared to their peers. Moreover, children in general are known to be deeply affected by their relationships with teachers while in school. It is therefore possible that such relationships could also influence the engagement of students presenting higher levels of oppositional behavior. As a way of verifying this hypothesis, the present study investigated the contribution of students' levels of oppositional behavior to their behavioral and emotional engagement in literacy. Furthermore, it examined whether these relationships were different for boys and girls, or changed as a function of two components of student-teacher relationships: closeness and conflict. Three hundred and eighty five third and fourth grade students and their teachers participated in the study. Two series of linear regressions were conducted. Findings indicate that students who presented higher levels of oppositional behavior showed lower behavioral engagement than their peers. Moreover, students who had close relationships with their teachers reported higher behavioral engagement. Although closeness in student-teacher relationships protected students from behavioral disengagement, students with higher oppositional behaviors were less protected than students who presented lower levels of oppositional difficulty. Having a warm relationship with a teacher was also more beneficial for the behavioral engagement of girls, whereas a high level of conflict between student and teacher was more harmful for the emotional engagement of boys. This was deemed to be true whether the boys or girls presented high levels of oppositional behavior or not. Overall, our findings highlight the importance of the student-teacher relationship in fostering all students' engagement in school.
C1 [Archambault, Isabelle; Vandenbossche-Makombo, Jade; Fraser, Sarah L.] Univ Montreal, Ecole Psychoeducat, CP 6128,Succ Ctr Ville, Quebec City, PQ H3C 3J7, Canada.
C3 Universite de Montreal
RP Archambault, I (corresponding author), Univ Montreal, Ecole Psychoeducat, CP 6128,Succ Ctr Ville, Quebec City, PQ H3C 3J7, Canada.
EM isabelle.archambault@umontreal.ca
FU Quebec fund for research, Society and Culture
FX This research was supported by a grant from the Quebec fund for
   research, Society and Culture, awarded to Professor Isabelle
   Archambault.
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NR 55
TC 29
Z9 90
U1 3
U2 26
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD JUN
PY 2017
VL 26
IS 6
BP 1702
EP 1712
DI 10.1007/s10826-017-0691-y
PG 11
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA EV0KY
UT WOS:000401429700020
DA 2024-07-15
ER

PT J
AU Bourelos, E
   Beyhan, B
   McKelvey, M
AF Bourelos, Evangelos
   Beyhan, Berna
   McKelvey, Maureen
TI Is the prominent scientist the one who becomes an inventor? A matching
   of Swedish academic pairs in nanoscience to examine the effect of
   publishing on patenting
SO RESEARCH EVALUATION
LA English
DT Article
DE nanoscience; academic patents; academic engagement; publications;
   Sweden; interdisciplinarity
ID SCIENCE-AND-TECHNOLOGY; CONVERGING TECHNOLOGIES; RESEARCH PERFORMANCE;
   NATIONAL-SURVEY; NANO-SCIENCE; NANOTECHNOLOGY; PATTERNS; KNOWLEDGE;
   INDUSTRY; INTERDISCIPLINARITY
AB Nanoscience is an interdisciplinary field in which science, in terms of publications, and technology, in terms of inventions, are closely related. Sweden represents an interesting setting to examine how they are related because a high proportion of the total Swedish academic patents can be classified as nanoscience. Combining bibliometric data from the Web of Science, patent data from European Patent Office and data from Swedish universities, this article identifies all authors and all inventors listed on patents who work at universities in Sweden within nanotechnology. The main question we address is whether prominent academic scientists in terms of scientific publications are also the ones who become academic inventors. The article uses a semiparametric technique, namely a conditional regression in a matched sample, to isolate the effect of publishing on patenting. One novelty of this article is that it applies a conditional logistic regression in matched pairs of academics, to isolate the relationship between patenting and publishing in nanoscience. The empirical results show that academics who both publish and patent have, on average, more publications as well as more citations. Furthermore, having a higher number of citations can increase the probability of having a patent. Interdisciplinarity is also positively correlated with patenting. Thus, by isolating the effects of publishing on patenting, this article demonstrates that scientific prominence, indicated both by the number of articles and citations, positively impacts the propensity to take patents.
C1 [Bourelos, Evangelos; Beyhan, Berna; McKelvey, Maureen] Univ Gothenburg, Sch Business Econ & Law, Dept Econ & Soc, Inst Innovat & Entrepreneurship, Gothenburg, Sweden.
   [Beyhan, Berna] Sabanci Univ, Sch Management, Istanbul, Turkey.
C3 University of Gothenburg; Sabanci University
RP Bourelos, E (corresponding author), Univ Gothenburg, Sch Business Econ & Law, Dept Econ & Soc, Inst Innovat & Entrepreneurship, Gothenburg, Sweden.
EM evangelos.bourelos@handels.gu.se
OI Beyhan, Berna/0000-0002-1352-823X
FU Swedish Foundation for Humanities and Social Sciences; Broman
   Foundation; Sten A. Olsson Foundation for Research and Culture
FX This work was supported by The Swedish Foundation for Humanities and
   Social Sciences, in the project 'How Engineering Sciences Can Impact
   Industry in a Global World', led by M. McKelvey. This work was supported
   by the Broman Foundation, with the project 'Patents, academic inventors
   and networks' led by E. Bourelos and the project 'University-industry
   knowledge and technology transfer in nanotechnologies' led by B. Beyhan.
   This work was supported by the Sten A. Olsson Foundation for Research
   and Culture, in the project 'Radical Innovation for the Enhancement of
   the Swedish Economy' led by M. McKelvey.
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NR 90
TC 8
Z9 8
U1 0
U2 40
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD APR
PY 2017
VL 26
IS 2
BP 144
EP 156
DI 10.1093/reseval/rvx004
PG 13
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA FA4MY
UT WOS:000405418600009
OA Green Accepted
DA 2024-07-15
ER

EF