Ethnic Identity and Acculturative Stress as Mediators of Depression in Students of Asian Descent

This study underscored the importance of addressing the well‐being of college students of Asian descent, because these students had higher rates of depression and lower positive feelings about their ethnic group compared with students of European descent, as measured by the Affirmation subscale of the Ethnic Identity Scale. Affirmation mediated the depression difference between these groups. Within the Asian group, affirmation and depression were inversely correlated, and this relationship was mediated by acculturative stress.     

对金融业模块化组织中“微笑曲线”的实证性研究——知识的视角

学者们当前对“微笑曲线”的研究,多从品牌、资本量、设备的先进性、技术开发的速度、市场进入壁垒、竞争的激烈度等角度,但却同时忽略了隐藏在“微笑曲线”背后的知识这一重要因素,从知识的角度来解释、并运用因子分析、聚类分析及知觉图法来实证金融业模块化组织中的“微笑曲线”,研究的结论发现:在“微笑曲线”谷底的中国金融企业也完全可以通过对知识的转化与创造,而不一定非要靠向“微笑曲线”的两端延伸来实现企业的升级.     

Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments

There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance.