影响小学生同伴接纳因素的研究

用测量表对453名小学生的社会行为、教师接纳、学业成绩、社交策略与儿童同伴接纳之间的关系进行研究.结果表明,社会行为、教师接纳、学业成绩、社交策略与同伴接纳之间存在显著相关;各变量的不同水平之间(除不适宜社交策略这一变量外)儿童同伴接纳程度存在显著差异;学业成绩、教师接纳、攻击性及提出适宜的社交策略数,对于儿童同伴接纳有较大的预测作用,但在不同性别、不同年级水平上又存在明显不同.     

当代美国原创性伦理学论文的创作

当代美国原创性伦理学论文是当代美国原创性学者综合素质的外化形式。这些学者通常具有创造性的知识结构、强烈的事业心、从个体出发的思维方式和素雅简约的文风。他们的研究通常具有以点带面的专题性。他们的论文通常择木而栖并以获得思想追随者为直接目的。     

An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

The current study examined the effects of several combinations of instructional and motivational interventions on oral reading fluency in the context of small group reading instruction. A treatment package consisting of acquisition, fluency, and motivational components was examined and then dismantled. Results were evaluated individually for each participant using a multiple-probe design in order to identify the most effective, yet efficient reading intervention package for each member of the group. The results indicated that, although all potential combinations of the package were effective, the experimental analysis was able to identify an effective yet more efficient package that produced substantial increases in performance across all students. Results are discussed in terms of effective instructional components in small group instruction and how to adapt methods for the experimental analysis of behavior to make decisions about the effectiveness of small group instruction in reading.This study is based on a dissertation submitted by the first author in partial fulfillment of requirements for the doctoral degree.     

The different effects of family on objective career success across gender: A test of alternative explanations

Gender gaps in achieved rank and salary, common indicators of objective success, often are attributed to the different family roles and responsibilities of men and women. This study tested three explanations for the different effects of family on careers: that is, choice, performance, and signaling explanations. In a sample of American doctoral graduates, the impact of family on career outcomes was felt at entry, early, and middle career stages and support was provided for arguments of all explanations. At the time of graduation, two family variables, the presence of a young child, and not having a non-employed spouse, were associated with women favoring work-family balance in jobs that in turn predicted geographic restrictions on employment. For men, family structure was not associated with job preferences. At later career stages, women did not experience the performance benefits from having a non-employed spouse that men did. In addition, women were at a career disadvantage because they were far less likely to have non-employed spouses who were associated with achieving high ranks by middle career for both genders.     

Academic procrastination: The pattern and correlates of behavioural postponement

Using a series of computer-based assignments, we examined whether students’ submission patterns revealed a hyperbolic pattern of temporal discounting, such that few assignments are submitted far ahead of the deadline and submission of assignments accelerates at an increasing rate as the deadline becomes imminent. We further examined whether variables related to self-regulation – namely, self-reported procrastination, implementation intentions, say-do correspondence, and perceived academic control – correlated with behavioural postponement. Results revealed strong behavioural evidence of temporal discounting, especially among those who identified themselves as procrastinators. Among the self-regulation measures, only say-do correspondence consistently correlated with procrastination.     

Decision resource consultancy: a convergence of disciplines that aid consumer marketing

When companies recognise the limitations of seat‐of‐pants decision making, it is not always immediately clear where to turn in order to procure the information and advice that can result in better business decisions. The chosen resource might be a research agency (assumed to be fast‐acting); a management consultancy (likely to be reassuringly expensive); or sources in the academic world (popularly seen as ‘leading‐edge’). What is delivered will depend on the type of supplier chosen: so far, each of these resources has developed in isolation, with its own assumptions, methods and codes of conduct. Nowhere is this more starkly seen than among providers of qualitative research, the discipline that gave birth to focus groups and marketing‐oriented depth interviews. Depending on the supplier, the client may be provided with research that is process‐based, skills‐based or knowledge‐based. The design, practice and analysis of the research will differ accordingly. In this paper, it is argued that the time has come to establish a new form of business consultancy which understands the strengths and weaknesses of these three traditional approaches, which can offer research brokerage that makes available the most appropriate techniques, and which can bring together the distinctive offerings of market‐research agencies, universities and management consultancies as a total resource in helping clients to make optimal decisions. An acceptance of new kinds of professional alliances will be required, as ‘meta‐consultants’ look for cooperation, not competition, among those who are based in each of these three domains. Copyright © 2002 Henry Stewart Publications.     

Contingent employment in academic careers: Relative deprivation among adjunct faculty

This article utilizes relative deprivation theory to examine the careers of non-tenure-track instructors and research associates. Demographic status, motivations for accepting contingent employment, and standards of comparison used to assess the quality of the job were all related to the degree of relative deprivation experienced by adjunct faculty. Furthermore, even after controlling for the level of objective job rewards (e.g., salary) and objective working conditions (e.g., hours worked), relative deprivation was consistently and negatively related to both career attitudes and job behaviors. The article concludes with directions for future theory development, empirical research, and management practice in regard to academics and other highly-skilled professionals engaged in contingent employment.     

Family and child influences on early academic and emotion regulatory behaviors

Research on child and family factors in early childhood has shown that both are associated with social and instrumental functioning at school entry. The present study sought to examine the direct and indirect effects of child negative emotionality, maternal education, depression, IQ, and quality of maternal instruction on children's academic and emotion regulatory behaviors from the toddler period to school entry using a sample of 174 boys from low-SES backgrounds. Results revealed direct effects of maternal IQ on academic outcomes at school entry that were mediated by maternal instruction. Further, maternal instruction predicted the child's academic and emotion regulation (ER) outcomes even after accounting for other maternal and child variables. The effects of both instruction variables moderated the impact of maternal education. The results suggest that maternal instruction plays an important role in early school success, particularly for children at risk for school problems.     

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.     

Multitâche numérique et compréhension : une revue de la littérature

IntroductionIn recent years, many Anglo-Saxon studies in psychology have focused on the effects of digital technologies on learning, when they are used during study time in class or at home. Such uses have been called media multitasking. The purpose of this article is to report on these recent advances.Literature findingsThrough a literature review of 46 peer-reviewed articles published between 2010 and 2020, we first report information's on learners’ uses demonstrating the prevalence of media multitasking and its effect on academic achievement. We then show that these uses can interfere with the retention of learning content, as well as with comprehension, under certain conditions and in a non-systematic way.Discussion–conclusionFinally, we discuss some recommendations that can be drawn from these studies: considering technologies and including their uses during learning or limiting their uses, depending on educational choices.