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Simon Larose Diane Cyrenne Odette Garceau Marylou Harvey Frédéric Guay Fanny Godin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):419-439
In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group. 相似文献
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Claudia Peralta Melissa Caspary Diane Boothe 《Cultural Studies of Science Education》2013,8(4):905-918
This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions. 相似文献
664.
The relationships among manager communication openness,nonverbal immediacy,and subordinate motivation 总被引:1,自引:0,他引:1
The relationship between managers' communication behaviors (openness and nonverbal immediacy) and subordinates' motivation were examined. Wharton MBA candidates were videotaped participating in an organizational simulation to resolve interpersonal conflict. Subordinates completed self‐report measures regarding openness and motivation; independent coders rated managers' nonverbal immediacy behaviors. Analysis indicated that communication openness was positively and significantly related to motivation, while nonverbal immediacy and motivation was slightly related although not significantly. The positive, yet tentative relationship between openness and immediacy, indicated that these variables occur together. Results of the multiple regression reveals that openness was more predictive of motivation, while immediacy had a more indirect impact. 相似文献
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Cognitive and socioemotional caregiving in developing countries 总被引:1,自引:0,他引:1
Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated. 相似文献
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Diane Coyle 《Journal of Cultural Economy》2017,10(1):122-125
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Diane M. Ste-Marie Michael J. Carter Barbi Law Kelly Vertes Victoria Smith 《Journal of sports sciences》2016,34(17):1650-1656
Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions. 相似文献
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