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Developmental Trajectories of Acculturation: Links With Family Functioning and Mental Health in Recent‐Immigrant Hispanic Adolescents 
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下载免费PDF全文 Seth J. Schwartz Jennifer B. Unger Byron L. Zamboanga David Córdova Craig A. Mason Shi Huang Lourdes Baezconde‐Garbanati Elma I. Lorenzo‐Blanco Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik 《Child development》2015,86(3):726-748
The present study was designed to examine acculturative changes, and their effects on mental health and family functioning, in recent‐immigrant Hispanic adolescents. A sample of 302 Hispanic adolescents was assessed five times over a 2½‐year period. Participants completed measures of Hispanic and U.S. practices, collectivist and individualist values, and ethnic and U.S. identity at each time point. Baseline and Time 5 levels of mental health and family functioning were also assessed. Latent class growth analyses produced two‐class solutions for practices, values, and identifications. Adolescents who increased over time in practices and values reported the most adaptive mental health and family functioning. Adolescents who did not change in any acculturation domain reported the least favorable mental health and family functioning. 相似文献
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Lourdes Arce Espinoza 《Assessment & Evaluation in Higher Education》2015,40(8):1070-1078
The presentation of the intellectual work of others as their own by students is believed to be common worldwide. Punishments and detection software have failed to solve the problem and have important limitations themselves. To go to the root of the problem, we applied an online questionnaire to 344 university students and their 13 teachers. Our objective was to compare their views on plagiarism and to test nine hypotheses about causation. We found that both students and teachers know what plagiarism is and that each group blames itself to some extent. Students blamed their own attitude but also mentioned their need to cope with an unnecessarily heavy workload imposed by teachers. Teachers blamed impunity and their own failure in providing meaningful and creative student work. Only 8% of the students admitted to plagiarising contents and admission was independent of need for higher scores, years in the university, sex, age, occupation, career or living in a small city where educational resources are more limited. We found that Spanish language literature has given more attention to the students’ point of view than much of its English counterparts, and conclude that plagiarism can be prevented by an approach based mainly on a workload defined by teacher teams instead of isolated teachers; reduction of rote learning (associated with texts that are easy to copy and paste); assignment of individualised work that cannot be plagiarised (workshops, exhibitions, forums, portfolios, solving real cases, applying concepts to the student’s personal experience); and accompanying students along the whole process of producing the written work. 相似文献
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The possible pre-consolidation of the stones used to repair the Roman wall of Tarragona was studied, on the premise that this had been carried out prior to placement in the wall. A detailed study of the stones was conducted in order to determine whether they had been treated, and if so, how this had been done. A semi-quantitative X-ray mineralogical analysis using the Rietveld method was performed, together with porosity and textural analyses. This paper concludes with a discussion of how the stones studied here were pre-consolidated using lime slurry. 相似文献
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Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
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Conventional assessment analysis of student results, referred to as rubric-based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance. Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses. We explore multiple ways of looking at students’ performance through their written assessments and discuss features of student responses that are made visible through these analyses. Findings from this study suggest that science educators would benefit from a multidimensional model which deploys complementary ways in which we can interpret student performance. This understanding leads us to think that researchers and developers in the field of assessment need to promote approaches that analyze student science performance as a multilayered phenomenon. 相似文献
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Lourdes Pérez Juan Florin Jeryl Whitelock 《The Journal of High Technology Management Research》2012,23(2):142-154
Asymmetric alliances, those between small technology ventures and large industry players, defy established wisdom regarding the positive relationship between alliance partner similarities and alliance performance. What can we learn from these increasingly prevalent alliance forms to inform and extend alliance theory and practice? To help answer this question, this paper reports on the qualitative study of three asymmetric alliances, one failure and two successes, identifies key conceptual differences between symmetric and asymmetric alliances not addressed in the literature to date, suggests research opportunities and makes recommendations on how technology entrepreneurs can manage their relationship with large partners. 相似文献
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Purificación Rodríguez M. Oliva Lago M. Lourdes Hernández Laura Jiménez Silvia Guerrero Sonia Caballero 《European Journal of Psychology of Education - EJPE》2009,24(4):529-543
Division-With-Remainder (DWR) problems are particularly complex, as suggested in many studies. The purpose of this work was to establish whether students’ difficulties in DWR problems came from an inadequate initial representation or from an inadequate final interpretation of the numerical answers, and whether remainders could be grouped into two blocks depending on the kind of answer, either directly matching the terms of the division or not. Forty-five Spanish secondary students, aged 12–13, were requested to solve two Types of Division Situations (i.e., Equal Groups and Comparison), each one involving four Types of Remainder (i.e., Remainder-Not-Divisible, Remainder-Divisible, Remainder-as-the-Result, and Readjusted-Quotient-by-Partial-Increments). Our data showed that: (a) the selection of the correct solution procedure depended on the Type of Division Situations, being easier in Equal Groups than in Comparison problems; (b) correct interpretations were higher than the percentages reported in other researches; and (c) success in problems whose answers were the quotient or the remainder was higher than in Readjusted-Quotient-by-Partial-Increments problems. The results obtained suggest that students’ difficulties originate in the initial representation of the DWR problems and that it would be more adequate to refer to the difficulty of Readjusted-Quotient-by-Partial-Increments problems in particular, rather than to the difficulty of DWR problems in general. 相似文献
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