Support from Spouse as Mediator and Moderator of the Disruptive Influence of Economic Strain on Parenting     

Ronald L. Simons  Frederick O. Lorenz  Rand D. Conger  Chyi-In Wu 《Child development》1992,63(5):1282-1301

A model is presented regarding associations between economic strain, support from spouse, and quality of parenting. The model was tested using a sample of 451 2-parent families, each of which included a seventh grader (age 12-13). Parent and adolescent reports, as well as observational ratings, were used as indicators of constructs. Analysis using structural equation modeling procedures indicated that level of spouse support was positively related to supportive parenting, whereas economic strain operated to undermine parental involvement. As posited, economic strain produced its effect through a direct relation with parenting and indirectly through its association with spouse support. These findings held for mothers and fathers, regardless of the gender of the child. Spouse support moderated the impact of economic strain on supportive parenting for mothers but not fathers. Possible explanations for this gender difference are presented.  相似文献   

Predicting university preference and attendance: Applied marketing in higher education administration   总被引：2，自引：0，他引：2  

Robert W. Cook  Ronald L. Zallocco 《Research in higher education》1983,19(2):197-211

A multi-attribute attitude model, based on the efforts of Rosenberg and Fishbein, was used to determine whether a multicriteria scale can be used to predict student preferences for and attendance at universities. Data were gathered from 241 freshmen attending five state universities in Ohio. Responsents were asked to weight the importance of 18 selection criteria and evaluate seven universities using those criteria. These data were processed through the model, and the results were compared to the respondents' preference ordering of the universities. The results indicate a high level of predictability, particularly for highly ranked universities. Implications for the marketing of higher educational institutions are discussed.  相似文献   

Deaf college students' comprehension of relational language in arithmetic compare problems     

Kelly RR  Lang HG  Mousley K  Davis SM 《Journal of deaf studies and deaf education》2003,8(2):120-132

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors.  相似文献   

The Effects of Antecedent Cues on Teachers’ and Mental Health Workers’ Perceptions of Students’ Life Event Stressors     

Ronald D. Taylor    Paul R. Swank   《教育心理学》1989,9(1):53-61

This study examined point‐in‐time and point‐of‐view antecedent cue effects on teachers’ and mental health workers’ perceptions of life events’ impact on students. Increased congruence between student and adult perceptions of life events’ impact was demonstrated via systematic variation of cue conditions designed to limit the contribution of historical and personal referents. Implications are discussed in terms of future research and training efforts.  相似文献   

Mutually aided learning: An evaluation     

Ronald D. Anderson  Albert R. Thompson 《科学教学研究杂志》1971,8(4):297-305

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THE LOST PROFESSION     

Ronald Barnett  Robin Middlehurst 《Higher Education in Europe》1993,18(2):110-128

In the United Kingdom, the higher education community is being deprived of components of its professionalism just when it is clarifying to itself the nature of that professionalism. Historically, academics were not required to define their obligations to society. Now, they must function in an age of accountability in which public services are being asked to demonstrate their wider value. Behind this shift stands a changing relationship between higher education and the state in which the state has moved to assess the quality of what was on offer and is now playing a direct part in influencing the shape of graduate formation. Currently, academic life is becoming so subject to external control that the autonomy required as a necessary component of professionalism is being lost. In Halsey's terminology, academics are changing from being a status group to being a proletariat but without ever having properly been a profession.  相似文献   

Contextual factors that sustain innovative pedagogical practice using technology: an international study   总被引：1，自引：0，他引：1  

Ronald Owston 《Journal of Educational Change》2007,8(1):61-77

Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. An interactive website that allows for searching of SITES-M2 case reports on various attributes such as sustainability, transferability, level of school, and evidence of supportive policies and plans is available at http://sitesm2.org.  相似文献   

CS modality,context conditioning,and conditioned freezing     

Ronald A. Sigmundi  Robert C. Bolles 《Learning & behavior》1983,11(2):205-212

Two studies used a one-trial-a-day aversive conditioning procedure with rats as subjects to investigate the effects of a noise versus a light CS on conditioned freezing. Experiment 1 demonstrated that less conditioned freezing was elicited by the light, although the two CSs led to similar levels of freezing to the contextual cues of the conditioning chamber. Experiment 2 replicated these outcomes and showed that the manipulation of CS intensity produced results similar to those of modality, with the more intense CSs eliciting less freezing. The second experiment also determined that freezing to contextual cues resulted from context conditioning. According to the Rescorla-Wagner model, CSs that condition poorly should generate little competition with context conditioning. Since neither the modality nor intensity factor reliably influenced context conditioning, as measured by context-evoked freezing, the studies provide no support for the view that the effects on CS-evoked freezing represent differences in the strength of conditioning to the various stimuli. This finding raises the possibility that all of the CSs conditioned well but varied in their abilities to elicit freezing because they differed in terms of the form of defensive behavior under their control.  相似文献   

A Non-curmudgeonly Reaction     

Ronald H. Fredrickson  Ralph R. Pippert 《Counselor Education & Supervision》1966,5(3):168-168

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Studying the effects of two quantitatively defined teaching strategies on student behavior in elementary school science using macroanalytic techniques     

John E. Penick  James A. Shymansky  Charles C. Matthews  Ronald G. Good 《科学教学研究杂志》1976,13(4):289-296

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