Parents’ Perceptions of and Responses to Children’s Emotions: Relations With Meta-Emotion Philosophy and Adult Attachment

Objective. This study investigated how parents’ perceptions of, feelings toward, and anticipated responses to children’s emotions relate to parents’ meta-emotion philosophy and attachment. Design. Parents (112 mothers and 95 fathers) completed an online research study where they viewed photographs of unfamiliar girls and boys (aged 10–14 years) displaying varying intensities of happiness, sadness, fear, anger, and neutral expressions. Parents labeled the emotion, identified the emotion’s intensity, and reported their mirrored emotion and responses. They also completed measures assessing their meta-emotion philosophy and attachment. Results. Meta-emotion philosophy predicted parents’ responses to children’s negative emotion, in that greater emotion-coaching predicted greater accuracy in labeling emotions (boys only), a greater likelihood to interact with children, and for mothers to be further from the mean in either direction in their mirrored emotion. Attachment also predicted parents’ responses to children’s negative emotions: Parents higher in anxiety reported more mirrored emotion, and those higher in avoidance reported less mirrored emotion, lower intensity, and less willingness to interact (boys only). In exploratory models for positive emotion, parents’ meta-emotion philosophy did not predict their responses, but parents higher in attachment avoidance rated girls’ positive emotions as less intense, reported less mirrored emotion, less willingness to interact, and less supportive responses, and those higher in anxiety showed the opposite pattern. Conclusion. Despite methodological limitations, results offer new evidence that parents’ ratings on a standardized emotion perception task as well as their anticipated responses toward children’s emotion displays are predicted by individual differences in their attachment and meta-emotion philosophy.     

Environment and Policy Factors Shaping Global E-Commerce Diffusion: A Cross-Country Comparison

This article examines the key global, environmental and policy factors that act as determinants of e-commerce diffusion. It is based on systematic comparison of case studies from 10 countries--Brazil, China, Denmark, France, Germany, Mexico, Japan, Singapore, Taiwan, and the United States. It finds that B2B e-commerce seems to be driven by global forces, whereas B2C seems to be more of a local phenomenon. A preliminary explanation for this difference is that B2B is driven by global competition and MNCs that "push" e-commerce to their global suppliers, customers, and subsidiaries. This in turn creates pressures on local companies to adopt e-commerce to stay competitive. In contrast, B2C is "pulled" by consumer markets, which are mainly local and therefore divergent. While all consumers desire convenience and low prices, consumer preferences and values, national culture, and distribution systems differ markedly across countries and define differences in local consumer markets. These findings support the transformation perspective about globalization and its impacts. In terms of policy, the case studies suggest that enabling policies such as trade and telecommunications liberalization are likely to have the biggest impact on e-commerce, by making ICT and Internet access more affordable to firms and consumers, and increasing pressure on firms to adopt e-commerce to compete. Specific e-commerce legislation appears not to have as big an impact, although inadequate protection for both buyers and sellers in some countries suggests that mechanisms need to be developed to ensure greater confidence in doing business online.     

ICTs and Internet adoption in China's tourism industry

The fast development of information communication technologies (ICTs) and the expansion of the Internet have changed industry structures around the world. New technologies have been adopted in the tourism industry in Europe and America for more than 30 years, and the trend is likely to continue into the future. China, as a fast-growing developing country in Asia, is gaining importance in the international tourism market for its historical and cultural attractiveness as a destination. It is also becoming a booming tourism source country as its population starts travelling overseas. This study examines how the ICT and Internet gradually change the tourism industry structure in China; how important such changes are, and to where such changes will lead China's tourism industry. This exploratory research is conducted based on information collected from several tourism organisations, such as airlines, hotels, tour operators, visitor attractions and the tourism authorities within China.     

Changing leadership: Teachers lead the way for schools that learn

This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.     

Effect of foster care on young children's language learning

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.     

Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.     

How do students define their roles and responsibilities in online learning group projects?

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.