The course of problematic social media use in young adolescents: A latent class growth analysis

Using four waves of longitudinal data collected in 2015–2019 from 1419 Dutch adolescents (M_age = 12.5, 45.9% female, 21.9% immigrant), this study identified trajectories of problematic social media use (SMU) in parallel with trajectories of SMU frequency. Latent class growth analysis identified two subgroups with relatively high levels of problematic SMU over time: One showed high (24.7%) and one showed average SMU frequency (15.8%). Also, two subgroups with persistently low levels of problematic SMU were identified: One reported low (22.4%) and one reported high SMU frequency (37.1%). Although both subgroups with high levels of problematic SMU reported low subjective well-being, the group with high SMU frequency showed low self-control, whereas the group with average SMU frequency reported poor social competencies.     

Do professors have customer-based brand equity?

This research endeavors to understand whether certain professors have customer-based brand equity (CBBE) in the minds of students. Consequently, the purpose of this study is to conceptualize, develop, and empirically test a model of customer-based professor brand equity. Survey data gathered from 465 undergraduate business students were used to test the model. Structural equation modeling (SEM) analysis findings indicate that certain professors do indeed have CBBE and the transference of the brand-building effort can be successfully applied to professors who are willing to be strong brands. The results show that professor brand characteristics – quality of instruction, competence, and reputation – have an influence on students' feelings of attachment to the professor and to the quality of relationships with the professor brand and therefore, professor brand equity. The ultimate goal of most professors is to inculcate lifelong student learning, but this worthy pursuit gains wings through the professor brand-building effort.     

Risk of injury associated with rugby union played on artificial turf

Abstract

The aim of this study was to compare the incidence, nature, and cause of injuries sustained in rugby union played on artificial turf and grass. The study comprised a two-season investigation of match injuries sustained by six teams competing in Hong Kong's Division 1 and training injuries sustained by two teams in the English Premiership. Injury definitions and recording procedures were compliant with the international consensus statement on epidemiological studies of injuries in rugby union. There were no significant differences in the overall incidence (rate ratio = 1.42; P = 0.134) or severity (P = 0.620) of match injuries sustained on the two surfaces. The lower limb and joint (non-bone)/ligament injuries were the most common location and type of match injury on both surfaces; the incidence of anterior cruciate ligament injuries was nearly four times higher on artificial turf than grass but the difference was not statistically significant (rate ratio = 3.82; P = 0.222). There were no significant differences in the overall incidence (rate ratio = 1.36; P = 0.204) or severity (P = 0.302) of training injuries sustained on artificial turf and grass. The lower limb and muscle/tendon injuries were the most common location and type of training injury on both surfaces. The results indicate that the overall risks of injury on artificial turf are not significantly different from those experienced on grass; however, the difference in the incidence of anterior cruciate ligament injuries on the two surfaces is worthy of further study.     

Online Career and Technical Education in the Community College

ABSTRACT

Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D’Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and impact of online CTE at the community college. In this article, I briefly summarize existing empirical literature about online CTE.     

Examining K-12 teachers’ feelings,experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

Educational technology research and development - This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19...     

Gender differences in employment and starting salaries of business majors during the 1980s: The impact of college-acquired characteristics

This study identifies changes in employment and starting salary gaps among business graduates by gender during the 1980s. Although national data indicate that both employment conditions and earnings improved for women in general over the past decade, our results indicate that, at least for a select group of younger women, labor market conditions were mixed. First, female graduates majoring in business found it less difficult, both in absolute and relative terms, to secure full-time employment after graduation throughout the 1980s. That is, the employment success rate for these females increased relative to their male counterparts. Second, regardless of whether mean, regression, or decomposition analysis is used to calculate the gender gap in starting salaries, the gap continued to increase throughout the last decade. In addition, both the regression and decomposition results suggest that the mean starting salaries gap underestimated the actual gap for the two periods studied. Finally, the study suggests that of the college-acquired characteristics found to be significant determinants of employment success and starting salaries in the early 1980s, only academic achievement continued to play a significant positive role by the end of the decade.