The family caregiver after the institutionalization of the dependent elderly relative     

Macarena Sánchez-Izquierdo Alonso  María Prieto Ursúa  José M Caperos 《Educational gerontology》2017,43(12):650-661

The objective of this study was to assess the relationship between the institutionalization of a dependent elderly relative and the family caregiver’s mental health, quality of life and caregiving satisfaction. We present data from 140 family caregivers caring for elderly family members, of whom 77 continued to live with family members and 63 had been institutionalized. We evaluated the factors influencing the decision to institutionalize the dependent relative, the effect of institutionalization on the caregiver’s psychological well-being and quality of life and the impact of strategies to find the meaning and cope with the relative’s placement on the caregiver’s emotional health and quality of life. Care does not end after institutionalization, but the stressors the caregiver faces change. Our results suggest that finding meaning increases satisfaction and reduces feelings of overload. They show that after institutionalization, stressors affecting caregivers are partly relieved, and that finding meaning increases the caregiver’s satisfaction, while decreasing the degree of overload. Our data, further, indicates that a good relationship and cooperation between the staff of the institution and the family are important to improve the caregivers’ emotional health and quality of life, and consequently, the quality of life of the dependent elderly relative.  相似文献   

Collaborative action research through technologically mediated agoras     

Elia Fernández-Díaz  Lorea Fernández-Olaskoaga  Prudencia Gutiérrez-Esteban 《Educational Action Research》2017,25(1):56-70

The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.  相似文献   

Self-protection profiles of worth and academic goals in university students     

Ferradás  María del Mar  Freire  Carlos  Núñez  José Carlos 《European Journal of Psychology of Education - EJPE》2017,32(4):669-686

European Journal of Psychology of Education - This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies...  相似文献   

Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

Introduction to the Special Issue on Perspectivesand Experiences on Mentoring Undergraduate Students in Research: Part II     

Thomas Hagedorn  Jan Rychtář  Dewey T. Taylor 《PRIMUS》2017,27(4-5):437-441

Abstract

This issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed.  相似文献   

From the Editor’s Desk     

Ruth Trinidad Galván  Enrique G. Murillo 《Journal of Latinos & Education》2017,16(4):273-275

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Quests of a realist     

Michael Redhead  Peter Lipton  Igor Douven  Otávio Bueno 《Metascience》2001,10(3):341-366

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Influence of intellectual capital upon knowledge creation in Spanish subsidiaries: an empirical study     

Patrocinio Zaragoza-Sáez  Enrique Claver-Cortés  Bartolomé Marco-Lajara  Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501

Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper.  相似文献   

Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning     

Lucia Mason  Nicola AriasiAngela Boldrin 《Learning and Instruction》2011,21(1):137-151

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.  相似文献   

Between the local and the global: organized research units and international collaborations in the health sciences     

Creso M. Sá  Anatoly Oleksiyenko 《Higher Education》2011,62(3):367-382

Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university. This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center in North America. The roles these units play in helping researchers work across institutional and national boundaries are identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources of influence, helping to extend university research into the global space.  相似文献