Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students’ motivation levels in undergraduate‐level business statistics courses. The purpose of this study was to examine the role of math self‐efficacy and self‐compassion on students’ motivation levels and the gender differences among the main variables. The regression results showed that math self‐efficacy was a positive predictor of statistics motivation. Self‐compassion was also found to be a partial mediator of the relationship between math self‐efficacy and statistics motivation. Gender differences were also found in business students’ math self‐efficacy, self‐compassion, and statistics motivation.     

The Role of Generic Language in the Early Development of Social Categorization

Classifying people into categories not only helps humans simplify a complex social world but also contributes to stereotyping and discrimination. This research examines how social categorization develops by testing how language imbues with meaning otherwise arbitrary differences between people. Experimental studies (N = 129) with 2‐year‐olds showed that generic language—language that refers to abstract kinds—guides the development of social categorization. Toddlers learned a new category after hearing generic language about individuals who shared an arbitrary perceptual feature but not after hearing matched specific language, simple labels, or plural (but nongeneric) language about the same set of individuals. These findings show how subtle linguistic cues shape the development of social categorization.     

Sex-typing of occupational preferences and liberality

Leslie S. Evelo is Counselor and Coordinator of Women's Programs, Student Counseling Service, Miami University. John C. Jessell is Professor, Counseling Psychology, Indiana State University. Lawrence Beymer is Professor, Counseling Psychology, Indiana State University. Address reprint requests to Leslie S. Evelo, Ph.D., Student Counseling Service, Miami University, Oxford, OH 45056.     

Emotional distress when studying sensitive topics in psychology,and its relationship with hardiness and mental health

This observational, cross-sectional study examined students’ retrospective recall of emotional distress when studying sensitive topics in psychology, and whether hardiness had a mediated pathway to emotional distress through a mental health condition (MHC). Psychology undergraduates (155 women, 34 men) from South Australian universities completed self-report questionnaires assessing hardiness, retrospective measures of emotional distress when studying a range of topics, their concurrent MHC and lifetime cumulative trauma. As hypothesised, students reported more emotional distress to sensitive topics relative to nonsensitive ones, p?r?=??.69). Hardiness was significantly negatively correlated with MHC, p?r?=??.38). Causal mediation analysis revealed, as predicted, that MHC mediated the effect of hardiness on emotional distress (p?相似文献   

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict.     

An international comparison investigating the relationship between national culture and student achievement

The purpose of this study was to examine the connections between national culture and student achievement. Using Hofstede’s six cultural dimensions and the two dimensions from the World Values survey, we conducted multiple regressions to determine the most significant predictors of student achievement as measured by the 2009 Program for International Student Assessment in reading, mathematics, and science. Our analyses found that the most significant predictors of student achievement on all three student outcome included the following cultural dimensions based on two different frameworks: (1) a culture’s focus on fostering long-term orientation to include emphasis on perseverance to achieve future-oriented results and (2) a culture’s focus on secular-rational values vs. traditional values. In addition, findings indicate that when mapped geographically, similar patterns emerge among the two cultural dimensions.     

A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China

The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Sixteen China teachers and 16 US teachers participated in this study. This study revealed similarities and differences between US teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were (a) using a variety of instructional activities which spanned across different cognitive levels, (b) being opportunistic planners to maximize meaningful student learning, (c) having high student engagement, (d) presenting effective classroom management skills, and (e) maintaining a learning environment that was conducive to optimal learning. Primary differences between US and China teachers’ classrooms included the types of instructional activities used and their beliefs and practices in the areas of (a) instructional planning, (b) differentiation, (c) assessment, (d) classroom management, (e) relationships with students and parents, and (f) professional development.     

Parents' views on sexual debut among pre‐teen children in Washington,DC

Objective: Present US parents' perceptions about factors leading to early intercourse and strategies for overcoming them.

Methods: Conducted analysis of eight focus groups with 78 male and female African‐American and Hispanic caregivers of fifth‐graders and sixth‐graders (ages 10–12).

Results: Participants gave the following primary reasons for early sexual activity: lack of structured activities, adult supervision, and communication; and influence of peers, society, and media. They suggested strategies targeting these reasons, and the need for parents, schools, and the community to work together.

Conclusion: Incorporating parents' perspectives would help tailor interventions to the needs of the target population and increase parental support.     

The Library–Information Technology Partnership: Challenges and Solutions

ABSTRACT

The Klarchek Information Commons is a collaboration between Loyola University Libraries and Information Technology Services (ITS). The Information Commons has been open almost 2 years and was in the planning stages for almost 2 years before its grand opening in January 2008. During that period the library and ITS have learned how to work together to successfully operate this new service hub on campus. In this article, the authors look at the challenges faced by the two groups and how they resolved problems and faced the challenges inherent in running a large, complex, service-oriented organization.