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排序方式: 共有926条查询结果,搜索用时 15 毫秒
921.
Marshall D. Sundberg 《CBE life sciences education》2012,11(3):233-234
922.
Marshall Ablin 《Psychology in the schools》1975,12(3):279-286
This study examined the interactive effect of educational structure and a psychological trait, locus of control, on pupil attitudes. Subjects were 660 pupils in open and traditional classrooms in grades 4, 6, and 8. Catalytic interactions in the hypothesized directions were supported by the data (p <.05), with internals more satisfied in open, low-structured environments. This trend was more pronounced for males than females. The TTI paradigm (educational Treatment-personality Trait-Interaction) exemplified by this study may provide common ground for mutual inquiry by educational researchers, school psychologists and school practitioners. 相似文献
923.
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925.
R. Scott Marshall Gerardo R. Ungson Yigang Pan 《Performance Improvement Quarterly》2000,13(2):117-137
This study examines the choice, pattern, and timing of sequential modes of entry among multinational corporations investing in China. Specifically, we examine how earlier choices of entry modes influence decisions ahout subsequent modes of entry in a targeted host country. Six hypotheses are developed and tested using a longitudinal sample of 228 Fortune Global 500 firms that have had multiple entries in China between 1979 and 1996. The results provide supportive evidence of our hypotheses. Specifically, firms employed entry modes reflecting low commitment in early stages that were gradually escalated to higher commitment in subsequent decisions. This is consistent with the “incremental in vestment” approach that underlies traditional and contemporary theories and research in market entry decisions. An analysis of entry mode choices over time reveals different learning patterns: the logic of incremental investments (i.e., the escalation of low to high resource commitments); the logic of the “catch‐up” follower (i.e., relatively heavy commitment at later stages); and the logic of stable, consistent investments (i.e., the continuation of the same entry mode throughout the time period. There is moderate but inconclusive support for country of origin as a moderating factor. The implications of this study for theory and practice are discussed, as well as its limitations. 相似文献
926.
Jamie Amemiya Kiara Widjanarko Irene Chung Lin Bian Gail D. Heyman 《Child development》2023,94(6):1730-1744
Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments. 相似文献