Entrepreneurial Orientation and Knowledge Transfer Effectiveness: The Effect of Organizational Commercial Slack     

Chang  Yuan-Chieh  Tsai-Lin  Tung-Fei  Liang  Tian 《Minerva》2022,60(3):441-462

The paper examines the role of organizational commercial slack (OCS) in mediating the relationship between entrepreneurial orientation (EO) and the effectiveness of knowledge transfer (KT) in universities. The paper identifies two types of commercial slack in the university setting: financial and promotional. Four research hypotheses are proposed. Pooled data, that is, a combination of a questionnaire survey of 110 Taiwanese universities with a data set of university KT effectiveness from the Ministry of Education, Taiwan, are collected to test the aforementioned research hypotheses. The empirical results indicate that the EO of a university enables the university to provide appropriate OCS. Furthermore, the commercial slack of a university positively mediates the relationship between EO and KT effectiveness. The paper concludes that developing EO and OCS are crucial for improving the KT effectiveness of a university. Moreover, some managerial and policy implications for promoting EO and OCS in universities are suggested.

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Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach     

Marc H. Bornstein  Chun‐Shin Hahn  Diane L. Putnick  Joan T. D. Suwalsky 《Child development》2014,85(4):1346-1356

This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended.  相似文献   

Time With Peers From Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates     

Chun Bun Lam  Susan M. McHale  Ann C. Crouter 《Child development》2014,85(4):1677-1693

This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working‐ and middle‐class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed‐/opposite‐sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same‐sex peers peaked in middle adolescence. At the within‐person level, unsupervised time with mixed‐/opposite‐sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed‐/opposite‐sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development.  相似文献   

Identification of dysfunctional cooperative learning teams and troubled individuals     

Chin‐Min Hsiung  Shi‐Jer Lou  Chi‐Chang Lin  Pei‐Ling Wang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):125-135

In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams.  相似文献   

JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK‐JOHNSON TESTS OF COGNITIVE ABILITIES,THIRD EDITION,AND THE STANFORD‐BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH A PRESCHOOL POPULATION     

Mei Chang  Sharon E. Paulson  W. Holmes Finch  David E. Mcintosh  Barbara A. Rothlisberg 《Psychology in the schools》2014,51(1):32-57

This study examined the underlying constructs measured by the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition (WJ‐III COG) and the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell‐Horn‐Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis of the WJ‐III COG and SB5 with an independently collected preschool‐aged sample. The WJ‐III COG and SB5 were administered to 200 preschool‐aged children of 4 to 5 with no known disorders or disabilities. Confirmatory factor analyses using maximum likelihood estimation were conducted to evaluate three models of increasing complexity and two alternative models to determine which model best describe the underlying constructs measured by the WJ‐III COG and the SB5. Though none of the models displayed a good fit to the data, results showed that the underlying construct of the two tests was best represented by a Three‐Stratum alternative CHC model in which the Gf factor and subtests were omitted. Exploratory factor analysis was conducted to provide further insights into the actual latent structure underlying the data. Implications of findings to guide school‐based practitioners in using cross‐battery assessment with preschool children were addressed.  相似文献   

A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student,Family and School Context Variables     

Ningning Zhao  Martin Valcke  Annemie Desoete  Chang Zhu  Guoyuan Sang  JeanPierre Verhaeghe 《Scandinavian Journal of Educational Research》2014,58(1):1-20

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.  相似文献   

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups     

Mitchell J. Chang  Jessica Sharkness  Sylvia Hurtado  Christopher B. Newman 《科学教学研究杂志》2014,51(5):555-580

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Depressive Symptoms and Help-Negation among Chinese University Students in Taiwan: The Role of Gender,Anxiety and Help-seeking Attitudes     

Hsiaowen Chang 《International journal for the advancement of counseling》2014,36(2):204-218

This study extended the consideration of help-negation in regard to suicide to that of depressive symptoms in a large sample of 981 Chinese university students in Taiwan. The study examined the help-negation effects of depression and the impact of gender, anxiety, and help-seeking attitudes on that relationship. Chinese students, aged 17 to 27 years, completed a self-report survey that included measures of help-seeking behavior, depression, anxiety, and help-seeking attitudes. Results revealed higher levels of depressive symptoms were related to decreased likelihood of seeking help from friends and parents, indicating a possible help-negation effect of depression. In regard to the impact of gender, anxiety, and help-seeking attitudes, results showed that help-seeking attitudes were consistently positively correlated with seeking help from friends, parents, and professional helpers. Gender significantly moderated the relationship between depression and professional help-seeking. Implications for intervention are discussed within the Chinese cultural context.  相似文献   

浅谈钢琴教学中的听觉训练     

常超 《佳木斯教育学院学报》2014,(8):244-244

首先论述了钢琴听觉训练的方法根源—内省法,其次分别从音乐内涵、听觉训练的重要性、听觉训练的基本方法进行了阐述。选择合适而科学的训练方式,加强钢琴教学中的听觉训练,提升学生音乐听觉能力,提高钢琴专业学生的学习水平,成为目前钢琴教学中的首要任务。  相似文献   

高校家庭经济困难学生成长帮扶体系的构建研究     

于春  宫佳  孙振 《黑龙江教育学院学报》2014,(11):7-9

在分析高校家庭经济困难学生成长帮扶体系现有研究的基础上,引入科学发展观和ISO9001族全面质量管理理念,尝试构建了"以科学发展观为指导思想,以全面质量管理及追踪评价机制为手段,建立以人为本的高校家庭经济困难学生成长帮扶体系",以期促进高校家庭经济困难学生成长帮扶工作的科学化。  相似文献