Parents' involvement in children's learning in the United States and China: implications for children's academic and emotional adjustment   总被引：2，自引：0，他引：2  

Cheung CS  Pomerantz EM 《Child development》2011,82(3):932-950

This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China.  相似文献   

To what extent does transnational communication drive cross-national policy convergence? The impact of the bologna-process on domestic higher education policies     

Eva M. Voegtle  Christoph Knill  Michael Dobbins 《Higher Education》2011,61(1):77-94

This study investigates if transnational communication in the context of the Bologna Process (BP) has led to the convergence of higher education (HE) policies. The country sample includes both Bologna participants and non-participants, for which systematic knowledge about the implications of the BP is absent so far. We investigate study structures and quality assurance measures, which differ in their suitability for transnational benchmarking activities and are explicitly addressed by the BP. Our results show that convergent effects differ across policy dimensions and according to the subsamples. We generally find that convergence is greater for the participant countries than for the control group. However, convergence towards the HE policies of Bologna participants is detectable in the control group, albeit to a lesser degree. Thus, some HE policies have diffused beyond the members of the BP. This lends evidence that transnational communication can induce policy change even for countries not participating in the respective harmonization process.  相似文献   

Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities     

Brotman LM  Calzada E  Huang KY  Kingston S  Dawson-McClure S  Kamboukos D  Rosenfelt A  Schwab A  Petkova E 《Child development》2011,82(1):258-276

This study examines the efficacy of ParentCorps among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. ParentCorps includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health professionals. ParentCorps resulted in significant benefits on effective parenting practices and teacher ratings of child behavior problems in school. Intervention effects were of similar magnitude for families at different levels of risk and for Black and Latino families. The number of sessions attended was related to improvements in parenting. Study findings support investment in and further study of school-based family interventions for children from underserved, urban communities.  相似文献   

Erasmus student motivation: Why and where to go?     

Miha Lesjak  Emil Juvan  Elizabeth M. Ineson  Matthew H. T. Yap  Eva Podovšovnik Axelsson 《Higher Education》2015,70(5):845-865

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Educational media: finding common ground around the world     

Eva Dobozy  Hannah R. Gerber 《Educational Media International》2015,52(3):151-154

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Recommendations for the use of e‐tools for improvements around assignment marking quality     

Eva Heinrich  John Milne  Annabel Ramsay  David Morrison 《Assessment & Evaluation in Higher Education》2009,34(4):469-479

This article reports on selected aspects of a larger study on the use of electronic tools in the context of the management and marking of assignments. The study comprised a literature review, interviews and a review of e‐tools. The article briefly summarises the findings from the literature on what comprises quality in assignment marking. The focus then shifts towards the analysis of the interviews on e‐tool use for assignments that were conducted with 90 lecturers across five higher education institutions in New Zealand, selected purposively for engagement in this area. The article shows how these lecturers are using e‐tools to support the management and marking of assignments. Special emphasis is given on grounding the e‐tool use in educational theories on assignment marking. An important issue with high quality assignment marking is the time required. The article shows how e‐tools are used to increase efficiency, with the time freed‐up being invested into quality improvements, again supported by e‐tools.  相似文献   

Effect of Secondary Schools on Academic Choices and on Success in Higher Education     

Heidi Pustjens  Eva Van de gaer  Jan Van Damme  Patrick Onghena 《School Effectiveness & School Improvement》2013,24(3-4):281-311

Follow-up data from a group of final-grade students of the 65 schools that participated in the Flemish Longitudinal Research in Secondary Education project (Van Damme, De Fraine, Van Landeghem, Opdenakker, & Onghena, 2002) were collected to study the long-term effects of the secondary school on the educational choice when leaving secondary education and on subsequent outcomes in higher education. Multilevel logistic regression models showed significant long-term effects of secondary schools on both outcome variables. Indications are found that the effects are mediated by the achievement level of the students at the end of secondary education. An important additional finding was that grade repetition has negative long-term consequences after leaving secondary education, which raises questions about a justified policy regarding students that are at risk of academic failure.  相似文献   

BARN OG SERIELESNING II     

dr. philos. Eva Nordland 《Scandinavian Journal of Educational Research》2013,57(1):159-178

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Grade and speed have greater influence on HR and RPE than ability,sex, and age in alpine skiing     

John Seifert  Thomas Stöggl  Peter Scheiber  Eva Heizinger  Erich Müller 《Journal of sports sciences》2017,35(5):419-425

The purpose of this study was to investigate the influence of ski slope grade, skiing speed, skiing ability, sex, and age on HR, RPE, and energy expenditure responses during recreational alpine skiing. Thirty-eight participants were divided by age, sex, and skiing ability. Instructor- and self-paced skiing conditions were conducted on 10° and 19.8° slopes. Skiing HR was recorded, RPE collected at the end of each run, and energy expenditure calculated. The pertinent results of this study demonstrate that the interactions of grade × speed, speed × age, and grade × age and the main effects of speed and grade significantly influenced %HRmax, mean HR, RPE, and energy expenditure during skiing. When %HRmax is taken into account, the older skiers skied at a greater relative intensity than the young skiers. The sex, age, and skiing ability main effects did not have a significant influence on mean HR, RPE, and energy expenditure. These data demonstrates that increased speed and grade results in increased physiological stress. Using mean, HR data may not be the best option for assessing physiological stress during exercise in the older athlete as it does not account for the influence of the ageing process.  相似文献   

Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence     

Eva Oberle  Alexander Gist  Muthutantrige S. Cooray  Joana B. R. Pinto 《Psychology in the schools》2020,57(11):1741-1756

The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social–emotional competence (SEC). A total of 676 Grades 4–7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom-level variability (i.e., 34%) in student-ratings of teacher SEC. Teacher burnout significantly predicted student-rated teacher SEC, over and above significant student-level variables (school self-concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom-level variability in student-rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher.  相似文献