Work–family conflict,relational turbulence mechanisms,conflict tactics and marital satisfaction*     

Timothy R. Worley  Marina R. Shelton 《Journal of Applied Communication Research》2020,48(2):248-269

ABSTRACT

This study examined how work–family conflict (WFC) is associated with mechanisms of relational turbulence, conflict tactics, and marital satisfaction. Six hundred and thirty-three married workers completed an online survey. Family interference with work and spouses’ work interfering with one’s family predicted greater relational uncertainty and interference from partners, whereas one’s own work interfering with family did not predict these mechanisms of turbulence. All three sources of relational uncertainty, and interference from partners, predicted increased avoidance and distributive tactic use. Facilitation from partners predicted increased use of integrative tactics. Finally, relational uncertainty, interference from partners, and distributive conflict tactics partially mediated the associations of WFC with marital satisfaction.  相似文献   

What motivates enrolment in programming MOOCs?     

Piret Luik  Reelika Suviste  Marina Lepp  Tauno Palts  Eno Tõnisson  Merilin Säde  Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165

Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.  相似文献   

Depression and Anxiety in the Postnatal Period: An Examination of Infants’ Home Language Environment,Vocalizations, and Expressive Language Abilities     

Ruth Brookman  Marina Kalashnikova  Janet Conti  Nan Xu Rattanasone  Kerry-Ann Grant  Katherine Demuth  Denis Burnham 《Child development》2020,91(6):e1211-e1230

This longitudinal study investigated the effects of maternal emotional health concerns, on infants’ home language environment, vocalization quantity, and expressive language skills. Mothers and their infants (at 6 and 12 months; 21 mothers with depression and or anxiety and 21 controls) provided day-long home-language recordings. Compared with controls, risk group recordings contained fewer mother–infant conversational turns and infant vocalizations, but daily number of adult word counts showed no group difference. Furthermore, conversational turns and infant vocalizations were stronger predictors of infants’ 18-month vocabulary size than depression and anxiety measures. However, anxiety levels moderated the effect of conversational turns on vocabulary size. These results suggest that variability in mothers’ emotional health influences infants’ language environment and later language ability.  相似文献   

Families' digital media use: Intentions,rules and activities     

Lars Eichen  Sigrid Hackl-Wimmer  Marina Tanja Waltraud Eglmaier  Helmut Karl Lackner  Manuela Paechter  Karoline Rettenbacher  Christian Rominger  Catherine Walter-Laager 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2162-2177

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Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development     

Martin J. Doherty  Marina C. Wimmer  Cornelia Gollek  Charlotte Stone  Elizabeth J. Robinson 《Child development》2021,92(1):205-221

Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years.  相似文献   

Factors influencing adaptation from university to employment in Portugal and Brazil     

Soares  Joana  do Céu Taveira  Maria  de Oliveira  Marina Cardoso  Oliveira  Íris Martins  Melo-Silva  Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529

International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This...  相似文献   

Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program     

Laura W. Perna  Kata Orosz  Zakir Jumakulov  Marina Kishkentayeva  Adil Ashirbekov 《Higher Education》2015,69(2):173-188

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罗兰·加洛斯之外的巴黎     

Marina 《网球》2011,(5):50-53

如果有人能够以网球为线索做一本旅行手册的话,巴黎一定会占据浓墨重彩的部分。罗兰·加洛斯是一个极具法兰西风情的名字,英雄主义色彩包裹着怀旧的腔调,但她并不是巴黎为球迷们提供的唯一礼遇。既然我们已经来到了巴黎,就没有理由错过这里的景致,你可以从横纵的街道找出她与法网的关联,也能从咖啡馆里飘窗的馥郁醇香,品出红土之外的迷人气息。  相似文献   

Effect of a Brazilian Jiu-jitsu-simulated tournament on strength parameters and perceptual responses     

Daniele Detanico  Rodolfo André Dellagrana  Marina Saldanha da Silva Athayde  Rafael Lima Kons  Angel Góes 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):115-126

This study aimed to analyse the effects of a simulated Brazilian jiu-jitsu (BJJ) tournament on vertical jump performance, grip strength test and perceived effort responses. 22 male BJJ athletes participated in a simulated tournament consisting of three 7 min matches separated by 14 min of rest. Kimono grip strength test (KGST), counter movement jump (CMJ) and rate of perceived exertion (RPE) were measured before and after each match, while RPE of specific areas was assessed after three matches. ANOVA for repeated measures was used to compare strength parameters after each match with the level of significance set at 5%. The key results showed a significant decrease of jump height (p = 0.001) and net vertical impulse in the CMJ (p = 0.031), as well as a reduction of the number of reps in the KGST (p < 0.001). A significant increase of RPE was found throughout the matches (p < 0.001). Considering the RPE in specific areas, no differences were observed between the upper and lower body (p = 0.743). We conclude that the BJJ simulated tournament generated a decrease of performance in both upper and lower limbs and provoked a progressive increase in the effort perception over the matches.  相似文献   

Teacher educators as curriculum developers: exploration of a professional role     

Marina Bouckaert  Quinta Kools 《欧洲师范教育杂志》2018,41(1):32-49

Teacher educators arguably fulfil several roles in their professional context: they can be seen as role models or teachers of teachers, and have additionally been characterised as researchers, mentors, gatekeepers, brokers, and curriculum developers. To address a perceived gap in the literature on the latter role, a quantitative and qualitative exploratory study into educators’ own perceptions of their role as curriculum developers was conducted at a large teacher education department in the Netherlands. Seventy-five educators completed a digital questionnaire. Their responses reveal that the participants generally consider themselves to be curriculum developers, are aware of the responsibilities this professional role entails, and can pinpoint concrete practices in which the role becomes visible. The findings furthermore suggest that educators have been prepared for and develop professionally in this role in a variety of ways, mostly through informal learning with their colleagues at the workplace. Based on these findings, recommendations are made to inform educational practice, policy, and research.  相似文献