Erratum to “Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: development and initial validation”: [Early Childhood Research Quarterly 17 (2002) 338–355]     

Megan Noone Lutz  John Fantuzzo  Paul McDermott 《Early childhood research quarterly》2002,17(4):596

  相似文献   

The odds of resilience     

von Eye A  Schuster C 《Child development》2000,71(3):563-566

This article presents sample research designs for the investigation of questions concerning resilience. Sample hypothesis from specific research designs are described in the form of odds ratios.  相似文献   

Der Weg des Sports in die industrielle Zivilisation     

Henning Eichberg  Graf von Krockow 《Sportwissenschaft》1973,3(4):414-415

  相似文献   

Sport in China. Entwicklungsskizze und Bestandsaufnahme     

Rolf von der Laage  H. Fischer 《Sportwissenschaft》1977,7(3):304-306

  相似文献   

The incidence and nature of letter orientation errors in reading disability     

Terepocki M  Kruk RS  Willows DM 《Journal of learning disabilities》2002,35(3):214-233

Letter orientation confusions (reversals) in the reading and writing of 10-year-old children with and without reading disability were investigated to determine whether reading disability is associated with letter orientation errors and to identify the nature of the errors. In a variety of tasks measuring letter orientation confusions in reception (reversal detection and recognition) and production (controlled writing, copying), individuals with reading disability made more orientation confusions than average readers. Orientation errors were more frequent for reversible than for nonreversible items in tasks involving long-term memory processes. The results did not appear to be related to group differences in attention or speed of motor responding. Possible sources of orientation confusions, including deficient magnocellular system processing, mislabeling, and overreliance on visual strategies, are discussed.  相似文献   

Gender,Science, and Scientific Organizations in Germany     

Fuchs S  Stebut J  Allmendinger J 《Minerva》2001,39(2):175-201

This article considers the situation of women in science in Germany. We argue that scientific organizations play a crucial role in shaping science careers, often with different consequences for men and women. To sustain the argument, we offer a study of the careers of male and female scientists in the Max Planck Society. Our findings show that external support increases career options and opportunities for men, but not for women scientists.  相似文献   

Optimizing knowledge transfer by new employees in companies     

Sidonia C?von LedeburEmail author 《知识管理研究与实践》2007,5(4):229-236

Companies realize innovations by creating and implementing new knowledge. One possible source of innovative ideas are new employees. Based on an existing game-theoretic model the conditions of efficient knowledge transfer in a team are analyzed. Offering knowledge to a colleague cannot be controlled directly by the company due to information asymmetries. Thus the management has to provide incentives, which motivate the employees to act in favor of the company. The aim of this paper is to show what influences the propensity of the employees to engage in knowledge transfer and how the management can design the incentive structure for optimal transfer. Several factors are relevant, especially the individual costs of participating in the transfer. These consist mainly of the existing absorptive capacity and the working atmosphere. The model is at least partly generalized on more players. The relevance of the adequate team size is shown: too few or too many developers decrease the remaining company profit. A further result is that depending on the cost structure, perfect knowledge transfer is not always best for the profit of the company.  相似文献   

Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance     

Sophie von Stumm  Kaili Rimfeld  Philip S. Dale  Robert Plomin 《Child development》2020,91(3):705-714

We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.  相似文献   

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?     

Diana Raufelder  Sandra Scherber  Megan A. Wood 《Psychology in the schools》2016,53(7):736-750

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.  相似文献   

Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?     

Marsha Ing  Noreen M. Webb  Megan L. Franke  Angela C. Turrou  Jacqueline Wong  Nami Shin  Cecilia H. Fernandez 《Educational Studies in Mathematics》2015,90(3):341-356

  相似文献