Mothers’ Perceptions of the Climate of Their Children’s Schools: Covariations With Children’s Academic Adjustment in Families of Mexican Origin

Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (M_age = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents.     

Adaptive Parenting Among Low-Income Black Mothers and Toddlers’ Regulation of Distress

Parenting differs in purpose and strategy according to cultural background (Brooks-Gunn & Markman, 2005; Iruka, LaForett, & Odom, 2012). The current study tests a unique latent factor score, Adaptive Parenting, that represents culturally-relevant, positive parenting behaviors: maternal coping with stress through reframing, maternal scaffolding of toddlers’ learning during a low-stress task, and maternal commands during a high-stress task. Participants were Black mothers (N = 119; M_age = 27.78) and their 24- to 30-month-old toddlers. Families were part of a broader study examining family resilience among urban, low-income young children and their families. Results demonstrate that the proposed variables align on a single factor and positively predict toddlers’ emotion regulation. Findings are discussed in the context of Black culturally-specific parenting processes.     

Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.     

Facebook: a potentially valuable educational tool?

This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning.     

Visual Assertions: Effects of Photo Manipulation and Dual Processing for Food Advertisements

In our media landscape, consumers view a plethora of messages with visual assertions, created through postproduction photo manipulation, which communicate meaning at-a-glance. These visual assertions are processed initially and directly and greatly influence how consumers think, feel, and behave. Yet the impact of visuals, which likely color all processing, is not incorporated in persuasive message processing models. Using dual processing models from multiple disciplines as a theoretical foundation, this study demonstrates through two experiments that the effects of photo manipulation, as visual assertions, in food advertising increased consumers' perceptions of healthfulness, positive attitudes, and purchase intentions. Dual processing models for persuasive messages should be extended to account for the initial, influential visual processing of implied assertions, often manipulated during postproduction.     

The role of online games in promoting young adults’ civic engagement

In this review, we present an argument for the need to support young adult’s civic engagement and we explore the role of online games in supporting such engagement. In doing so, in the first section of the paper, we offer a definition for civic education and citizenship alongside a discussion for the pedagogical frameworks that better support young adults’ development of related skills. Following that, we synthesize existing research findings on the role of online games in supporting young adults’ civic engagement. Based on the outcomes of this review, in the last section of the paper, we offer a set of game design principles alongside suggestions for pedagogical approaches and organization of learning environments that have the potential to maximize young adults’ civic engagement.     

Examining problem-solving skills in technology-rich environments as related to numeracy and literacy

ABSTRACT

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.