Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation          下载免费PDF全文

Bettina Lamm  Heidi Keller  Johanna Teiser  Helene Gudi  Relindis D. Yovsi  Claudia Freitag  Sonja Poloczek  Ina Fassbender  Janina Suhrke  Manuel Teubert  Isabel Vöhringer  Monika Knopf  Gudrun Schwarzer  Arnold Lohaus 《Child development》2018,89(3):e261-e277

The development of self‐regulation has been studied primarily in Western middle‐class contexts and has, therefore, neglected what is known about culturally varying self‐concepts and socialization strategies. The research reported here compared the self‐regulatory competencies of German middle‐class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4‐year‐old Nso children showed better delay‐of‐gratification performance than their German peers. Study 2 revealed that culture‐specific maternal socialization goals and interaction behaviors were related to delay‐of‐gratification performance. Nso mothers’ focus on hierarchical relational socialization goals and responsive control seems to support children's delay‐of‐gratification performance more than German middle‐class mothers’ emphasis on psychological autonomous socialization goals and sensitive, child‐centered parenting.  相似文献   

‘There is no free education nowadays’: youth explanations for school dropout in Indonesia     

Stephanie Simmons Zuilkowski  Udi Samanhudi  Ina Indriana 《Compare》2019,49(1):16-29

Indonesia has dramatically increased school enrolment at the secondary level over the past several decades, as reflected in national statistics. However, significant variation in enrolment rates remains across regions and genders. In some areas, nearly all youth complete secondary school; in others fewer than half attend. This study investigates the reasons for secondary school dropout in Banten and Aceh, two provinces of Indonesia with lower-than-average secondary school enrolment rates. We interviewed 28 out-of-school youth and conducted focus groups and observations at non-formal education programs serving dropouts. We find that high costs for secondary school were the overwhelming reason for dropout, with a subset of boys also reporting behavioural issues as a contributing factor. While costs affected adolescent boys and girls equally, the options facing them after dropout differed sharply. The findings point to the need for easier paths back into formal education for youth who have dropped out.  相似文献   

Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers     

Moshe Tatar  Ina Ben-Uri  Gabriel Horenczyk 《European Journal of Psychology of Education - EJPE》2011,26(2):247-255

This study focuses on self-efficacy among teachers working in culturally diverse educational contexts. We put forward the notion of immigration-related self-efficacy and provide initial support for its relationship with the acculturation attitudes held by immigrant teachers. One hundred thirty-three teachers who immigrated to Israel from the Former Soviet Union participated in this study. We found that teachers tend to report high levels of self-efficacy in all the investigated aspects. According to our predictions, immigrant teachers endorsing more assimilative approaches report lower levels of self-efficacy vis-à-vis their immigrant students. Our results can contribute to a critical discussion on the place and roles of immigrant teachers in schools.  相似文献   

The proper emphasis of speech education in the high school     

Ina Perego 《Quarterly Journal of Speech》2013,99(2):107-116

  相似文献   

Institutional transformation at South African universities: Implications for academic staff     

Magda Fourie 《Higher Education》1999,38(3):275-290

In South Africa the restructuring of the higher education system and the transformation of higher education institutions are located within the country's broad political and socio-economic transition to democracy. This paper focuses particularly on institutional transformation, and pays attention to the implications of the process of transformation for academic staff.The following five interlinked and interdependent issues characterizing institutional transformation in South African higher education are identified:democratising the governance structures of institutionsincreasing access for educationally and financially disadvantaged studentsrestructuring the curriculumfocusing on developmental needs in research and community serviceredressing inequalities in terms of race and gender.Although the overall effect of institutional transformation is experienced rather negatively by many academic staff members, the paper concludes that academics have to be empowered by means of staff development to remain active partners in the transformation process.  相似文献   

Identifying innovation in surveys of services: a Schumpeterian perspective   总被引：2，自引：0，他引：2  

Ina Drejer 《Research Policy》2004,33(3):551-562

In order to compensate for decades of neglect of services in innovation studies, a strand of literature has emerged, which emphasises alleged distinctive features of service innovation. These studies apply innovation concepts developed especially for services, thereby contributing to the existing divide between manufacturing and services. The present paper demonstrates that Schumpeter’s original innovation concept is indeed broad enough to encompass services and manufacturing, and that a more direct reference to Schumpeter, in particular innovation as a contrast to activities based on routine systems, in service oriented studies would add a needed theoretical and conceptual strengthening to service innovation studies.  相似文献   

The Experiences of Foundation Phase Teachers Regarding Reading Literacy Interventions at an Underperforming School in Gauteng Province     

J. Fourie  M. Sedibe  M. Muller 《Interchange》2018,49(1):85-109

South Africa’s education system has been characterized by various curriculum changes since 1997 given that basic education is a priority of this government and policies have specifically been aimed at improving the overall standard of education in the country. Despite these curriculum changes, the findings of tests such as the Progress in International Reading Literacy Study (PIRLS) of 2006 revealed that South African learners had obtained the lowest overall reading literacy average out of 45 participating educational systems and the South African Consortium for Measuring Educational Quality (SACMEQ) highlighted that the majority of children in South Africa’s primary schools are not even reading at the minimal required level. In view of the publicised results of PIRLS 2006 and SAQMEQ 2008, several reading literacy interventions, known as the Foundations for Learning (FFL), Annual National Assessments (ANA) and Gauteng Province Literacy and Mathematics Strategy (GPLMS) have been launched in the past few years to improve literacy and numeracy results in the country. Notwithstanding, the increasing prevalence of low reading literacy results in South Africa raised questions about the effectiveness of interventions intended to improve reading results (in: GDE, Gauteng Primary Literacy Strategy, 2010–2014, Government Printer, Pretoria, 2010). Given the background of this study, the primary aim was to establish the essence of the participant FP teachers’ lived experiences regarding the implementation of interventions for reading literacy such as FFL, ANA and GPLMS in order to theorise about the effectiveness of these interventions. The secondary purpose was to add to the body of knowledge concerning FFL, ANA and GPLMS implemented as interventions to improve reading literacy results in South Africa. To achieve these purposes, a phenomenological case study was conducted at one of the 832 identified underperforming schools in Gauteng with eleven Foundation Phase teachers. Three methods were used to collect data namely focus group interviews, non face to face interviews and artefacts. The focus group interviews were held in grade context whilst interview forms were given to each of the eleven participants and they were requested to complete it comprehensively in the absence of the researcher. Data from all interviews were corroborated through selected artefacts which were mentioned during the interviews or discovered by the researcher throughout the study. The key findings of this study show that the participants perceived FFL, ANA and GPLMS as mandatory interventions for reading literacy that are unwanted and repetitious. Most importantly the participants deemed ANA as unreliable and unfair whilst FFL and GPLMS were deemed unsuitable for the diverse needs of the learners at this school. In view of the findings, this study concluded that there is limited value in providing mandatory interventions to teachers with the intent of improving the reading literacy results of learners with diverse needs that are contextually bound.  相似文献   

Quantification of improvement in triathlon swimming performance by textile speedsuits     

Olaf Ueberschär  Axel Schleichardt  Laura Buchhop  Ina Fichtner  Thomas Moeller 《Sports Engineering》2018,21(4):379-388

To quantify swimwear-induced differences under triathlon-specific conditions, we compare the swimming performance, the metabolic cost, and the standardised passive drag of well-trained triathletes when wearing (1) five speedsuit models by different manufacturers from 2017, (2) usual swimming trunks/swimsuits (men/women), and (3) individually preferred competition trisuits. Because of the complexity of the underlying hydrodynamic and biomechanical effects, three separate experimental stages were realized, each with 6–12 well-trained short- and middle-distance triathletes (male and female, mean age 22?±?5 years) from the German national elite or junior elite level. All measurements were conducted on the basis of real athletes’ motion in the water to correctly account for all relevant effects, including skin and muscle vibrations. First, the athletes took part in a series of 100 m short-distance tests at maximal effort in a long-course pool to quantify swim-time differences in absolute terms. Second, the subjects completed multiple submaximal 400 m tests at 95% of their individual maximal speed in a swimming flume, with their swimwear-related differences in metabolic load being explored in terms of blood lactate and heart rate. Third, the passive drag of the triathletes was measured in the flume during a towing test under standardised conditions in velocity steps of 0.2 m/s within the triathlon-relevant range of 1.1–1.7 m/s. In all three test stages, the speedsuits exhibited performance advantages over trunks/swimsuits: in the 100 m maximal test, the mean swim time with speedsuits decreased by 0.99?±?0.30 s (????1.5%). During the 400 m submaximal flume test, the mean heart rate showed a reduction of 7?±?2 bpm (? ??4.0%), while the post-exercise blood lactate accumulation decreased by 1.0?±?0.2 mmol/L (? ??26.2%). Similarly, the passive drag in the towing test was lowered by 3.2?±?1.0 W (????6.9% as for normalised power and ??5.2% as for normalised force) for the speedsuits. Wearing speedsuits instead of usual trunks/swimsuits is shown to improve the swimming performance and to reduce the metabolic cost for well-trained triathletes under triathlon-specific test conditions. The reduction in passive drag of the passively towed athlete’s body due specific speedsuit surface textures seems to be only one reason for performance advantages: the effective reduction in muscular, soft tissue, and skin vibrations at the trunk and thighs during active propulsive motion of the swimmer seems to further contribute substantially.  相似文献