Validation du Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS) chez des parents d’élèves du primaire en contexte défavorisé et pluriethnique

IntroductionThe effect of parental school involvement on children's academic success has a long-standing basis in research. However, few validated measures of parental involvement exist.ObjectiveThis study aims to assess the validity of the Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS), an instrument developed from a synthesis of existing parental involvement models in the literature.MethodThe validation sample included 711 parents of elementary students who mostly present an immigrant background. This sample was collected in five schools located in disadvantaged areas. This study includes two time points collected over 2 consecutive school years.ResultsThe QIPSS has good construct validity and satisfactory predictive validity. Exploratory and confirmatory factor analyses allowed us to generate a model of parental involvement comprising five dimensions, some of which predicting students’ academic performance a year later.ConclusionFindings are discussed in light of previous parental involvement studies. The QIPSS is proved to be a good tool to account for parental involvement in a research context. Nonetheless, children's outcomes other than academic success should be taken into account in future studies.     

An Intriguing Third Way: Mapping Contextual Education for Curricular Integration

This article emerges from the experience of incorporating doctoral students into our Contextual Education (CXE) Program at Emmanuel College (Toronto). This change, I argue, helped us to distinguish more clearly among and thus distinctly orient the different kinds of relationships and theological practices that make up our program towards the often‐elusive goal of curricular integration. After outlining a definition of integration, I contextualize that definition in our particular practices at Emmanuel College using Kathryn Tanner's (1997) understanding of theology as a cultural practice as my guide. I then offer a brief overview of our CXE Programs to demonstrate how nurturing strategic partnerships within them has made certain forms of integration possible for our students. I close with some activities for practical application in other CXE contexts.     

Young emerging adults’ graduateness and career adaptability: Exploring the moderating role of self-esteem

This study investigated the moderating role of self-esteem on young emerging adults’ in their school-to-work transition phase of graduateness skills and career adaptability. A non-probability convenience sample (n=332) of undergraduate black (98.5%) and female (62%) young emerging adults (18–29 years) at a Further Education and Training (FET) college in South Africa participated in the study. Participants completed the Culture Free Self-esteem Inventory for Adults (CFSEI 2-AD, Battle, 1992 Battle, J. (1992). Culture-free self-esteem inventories for children and adults. Texas: Pro-Ed. [Google Scholar]), the Graduateness Skills and Attributes Scale (GSAS, Coetzee, 2010 Coetzee, M. (2010). Exploratory Factor Analyses of the Graduateness Scale and the Employability Attributes Scale. Pretoria: Unpublished research report. University of South Africa. [Google Scholar]) and the Career Adapt-abilities Scale (CAAS, Savickas &; Porfeli, 2012 Savickas, M. L., &; Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 674–679. doi: 10.1016/j.jvb.2012.01.011[Crossref], [Web of Science ®] , [Google Scholar]). Hierarchical moderated regression analysis indicated significant interaction effects between self-esteem and overall graduateness, lifelong learning and global/moral citizenship skills and attributes in moderating overall career adaptability. The relationship between the participants’ graduateness skills and attributes (overall graduateness, global/moral citizenship, and lifelong learning) and their career adaptability was significantly stronger when their self-esteem was high than when their self-esteem was low. The finding suggests self-esteem to influence self-perceived graduateness skills and career adaptability in emerging adults.     

Professional,Personal, and Relational: Exploring the Salience of Identity in Academic Careers

This article explores the role of identity in lived experiences within the professoriate. While scholarship has given some attention to professional identity and personal identity, little in the literature has attempted to present a holistic view of identity and the complex ways that it defines and influences academic careers. The authors present findings from their analysis of interview data from 50 participants across career stages, from doctoral students to full professors. These findings suggest that three distinct but related, and potentially synergistic, components of identity are salient in shaping perceptions of and experiences within academic careers. The authors offer future directions for research centered on a rich conceptualization of identity as critical for understanding faculty development, experiences, and needs.     

Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9

Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).     

共享经济背景下顾客公民行为和不当行为：基于社会困境理论的视角

共享经济(个体供方对个体顾客的共享模式如小猪短租平台)中顾客公民行为的促进和不当行为的治理, 成为保证共享经济可持续发展的重要议题。然而, 现有顾客行为相关研究更多是在传统经济背景下进行的探讨, 而涉及到共享经济背景下的研究难以体现共享经济的特色, 导致其未能很好地解决实践困境。上述顾客行为是在个人和集体利益发生冲突时的抉择, 即社会困境。社会困境理论可以帮助企业全面认识顾客公民行为和不当行为并有效解决困境问题。本研究拟基于社会困境理论, 探讨以下三个方面的问题: (1) 深入剖析共享经济中顾客公民行为和不当行为的概念、维度及其测量; (2) 揭示平台、供方和政府通过规则制定或社会影响策略来有效优化顾客行为的路径; (3) 阐明顾客公民和不当行为的差异性影响机制, 以及顾客社会价值导向和供方监督对顾客行为的调节作用。本研究有助于拓展现有顾客公民和不当行为的研究, 为平台、供方和政府管理提供重要参考。     

“Love is calling”: Academic friendship and international research collaboration amid a global pandemic

In this intervention we desire to document and celebrate our own international research collaboration as an intimate long-distance relationship that sustains us amid a global pandemic of the coronavirus that causes COVID-19. We share “love letter” poems that we wrote to each other, in response to a poem by Yayoi Kusama titled “Residing in a Castle of Shed Tears,” incorporated into her mirror room installation “Love is Calling.” In our discussion we reflect upon the emotional connections that sustain academic researchers, particularly those relationships that extend beyond national boundaries and conventional heteronormative expectations.     

Hypercitizenship and the Management of Genetic Diversity: Sociology of Law and the Key Systemic Bifurcation Between the Ring Singularity and the Neofeudal Age

This article is essentially theoretical and is focused on the allocative function of the legal systems to attract/reject different capitals according to their procedures to shape norms and laws. This function of the legal systems is pivotal in our times as humankind is facing a systemic and evolutionary bifurcation between the heideggerian Gegnet of a strategic, high speed convergence (i.e., Singularity) among robotics, informatics, nanotechnologies, and genetics (RINGs)—which will reshape human life in terms of its life quality styles and standards especially regarding health and environment matters, and the so called Neofeudal Scenario (NS) supported by those for whom the Industrial Model failed and the only way to save humankind and its environment would be a kind return to a Medieval life style based on a slow pace of life and austerity. This article provides an overview of the most important and recent international references regarding the two alternatives of bifurcation and describes a potential paradigm shift inside the systemic approach to reframe the conceptual map of global change through a systemic epistemology of the sociology of law.     

Recent advances in research on school-based extracurricular activities and adolescent development

Updating a previous systematic review of the literature, this review summarizes the literature over the last 5 years on the relationship between school-based extracurricular activity participation and academic achievement, substance use, sexual activity, psychological adjustment, and delinquency. The review also considers mediators and moderators of these relationships. This review also discusses recent advances in activity research including participation measurement (intensity, breadth, and duration), person-centered approaches, and an exploration of the overscheduling hypothesis. The review reveals a mixed picture of the relationship between activity participation and these adolescent developmental outcomes. A call for continued exploration into measurement issues, analysis approaches, outcome measures, and causal models of activities and adolescent functioning is made.     

A comparison of working memory profiles in children with ADHD and DCD

The main objective of present study was to investigate whether the patterns of working memory performance differ as a function of attention and motor difficulties, and whether children with ADHD and DCD could be reliably discriminated on the basis of their memory deficits. A related aim was to investigate the link between their working memory profiles and academic attainment. Fifty children with ADHD-Combined, 55 children with DCD, and an age-matched group of 50 typically developing children with average working memory were assessed on standardized measures of working memory, IQ, and academic attainment (reading, spelling, comprehension, and math). The normal controls performed significantly better than both clinical groups on all working memory tests. Specific patterns emerged in the memory profile of the clinical groups: The children with DCD had a depressed performance in all working memory tests, with particularly low scores in visuospatial memory tasks; children with ADHD performed within age-expected levels in short-term memory but had a pervasive working memory deficit that impacted both verbal and visuospatial domains. The clinical groups could reliably be discriminated on the basis of their short-term memory scores. Their learning profiles were similar. It is possible that the working memory profiles of the children with ADHD and DCD are influenced by distinct underlying cognitive mechanisms, rather than a general neurodevelopmental delay. Despite these distinctive patterns of memory performance, both clinical groups performed similarly on academic attainments, suggesting that memory may underlie learning difficulties, independent of related clinical disorders.