Do mothers and fathers perceive their child’s academic potential in a similar way?

The mothers and fathers (n?=?43) of third- and sixth-grade children were asked to assess their child’s academic potential in comparison with the child’s earlier competence and with that of her/his peers. In the interpersonal domain, the mothers’ and fathers’ perceptions of their child’s academic potential were related to each other, especially in mathematics, already when the child was in the third grade. Conversely, in the intrapersonal domain, the mothers’ and fathers’ perceptions were more consistent when assessing the sixth-grade than the third-grade children’s academic potential. These findings suggest that the normative feedback received from school tends to unify parental perceptions of their child’s academic potential as the child proceeds through school, even when the parents assess their child’s individual advancement.     

General Communication

THE ART AND SCIENCE OF ENTREPRENEURSHIP edited by Donald Sexton and Raymond Smilor (Cambridge, MA: Ballinger, 1986—$32.00)

MINORITIES AND MEDIA: DIVERSITY AND THE END OF MASS COMMUNICATION by Clint C. Wilson II, and Felix Gutierrez (Beverly Hills, CA: Sage, 1985—price not given, paper)

MEDIA GRATIFICATIONS RESEARCH: CURRENT PERSPECTIVES edited by Karl Erik Rosengren, et al. (Beverly Hills, CA: Sage, 1985—pricenot given, paper)

PROGRESS IN COMMUNICATIONS SCIENCES VII edited by Brenda Dervin and Melvin J. Voigt (Norwood, NJ: Ablex, 1986—$45 to institutions, $29.50 to individuals)

MASS MEDIA VS. ITALIAN AMERICANS by Adolph Caso (Brandon Publishing, 21 Station St., Box 843, Brookline Village MA 02147 $4.95, paper)     

Sitting Meditation and Mindfulness Effects on Overall Anxiety and Test Anxiety Among College Students

Research shows that mindfulness interventions for test anxiety in a college student population are beneficial (Lothes, Matney, & Naseer, 2022). This study assessed the effects of online mindfulness practices over a 5-week period on anxiety and test anxiety in college students. Participants included 20 students that were randomly assigned to either a sitting meditation or a wait list control (WLC). A weekly schedule of mindfulness practices was given to participants to complete on their own for 5 weeks. The WLC did not do any mindfulness for the first 5 weeks. Participants in the both conditions showed significant within-group reductions in test anxiety, overall anxiety, and DASS scores during their mindfulness interventions. Both groups also showed significant increases in FFMQ scores. Mindfulness may play a role in the reduction of anxiety and test anxiety. Further research is needed to assess how mindfulness may affect anxiety and test anxiety in college students.     

Evaluation of aerodynamic and rolling resistances in mountain-bike field conditions

Abstract

Aerodynamic and rolling resistances are the two major resistances that affect road cyclists on level ground. Because of reduced speeds and markedly different tyre-ground interactions, rolling resistance could be more influential in mountain biking than road cycling. The aims of this study were to quantify 1) aerodynamic resistance of mountain-bike cyclists in the seated position and 2) rolling resistances of two types of mountain-bike tyre (smooth and knobby) in three field surfaces (road, sand and grass) with two pressure inflations (200 and 400 kPa). Mountain-bike cyclists have an effective frontal area (product of projected frontal area and drag coefficient) of 0.357 ± 0.023 m², with the mean aerodynamic resistance representing 8–35% of the total resistance to cyclists' motion depending on the magnitude of the rolling resistance. The smooth tyre had 21 ± 15% less rolling resistance than the knobby tyre. Field surface and inflation pressure also affected rolling resistance. These results indicate that aerodynamic resistance influences mountain-biking performance, even with lower speeds than road cycling. Rolling resistance is increased in mountain biking by factors such as tyre type, surface condition and inflation pressure that may also alter performance.     

The mediational role of posttraumatic stress in the relationship between domestic violence exposure and peer victimisation: a Cambodian sample

Research demonstrates that children exposed to domestic violence experience a myriad of internalising and externalising symptoms. The current study examines this pathway within a Cambodian sample, specifically determining if the effect of witnessing domestic violence on the child’s tendency to bully or to be bullied is mediated by symptoms of posttraumatic stress disorder (PTSD). The PTSD Checklist – Civilian Version, a revised version of a12-item bullying and victimisation questionnaire, and the Revised Conflict Tactics Scale were administered to 206 high school students in Phnom Penh. A significant mediational effect of PTSD symptoms was found for victimisation (being bullied); no such mediational model was supported for bullying as the outcome variable. However, controlling for emotional, physical, and sexual child abuse resulted in the mediation effect being non-significant. Implications and directions for future research are discussed.     

A latent-class discrete-choice model of demand for economics electives: a case study on the challenge to increase enrollment

Increasing enrollment in undergraduate and graduate economics courses that focus on the natural world (natural resource, environmental, energy, and mineral economics) is important for preparing a work force capable of addressing complex environmental issues. This is especially challenging for smaller universities that want to offer diverse electives in economics. This study seeks to obtain information on the effects of course attributes and student characteristics on preferences for and probabilities to enroll in economics courses offered at Michigan Technological University. A discrete-choice experiment is used to elicit 723 students’ stated preferences for eight different course attributes. A latent-class model is used to probabilistically group students into different preference classes. The cost-effective methods demonstrated in this study can be applied to any courses in any fields to inform course-level marketing efforts aimed at bolstering enrollment while addressing administrative budget constraints.     

Erratum to: Maternal parenting styles,homework help,and children’s literacy development in language minority and Finnish-speaking families

The aim of this study was to examine the role of mothers’ (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children’s homework in the children’s (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child’s gender on this relationship was investigated. The results showed that the LM mothers used psychological control more than MP mothers. Furthermore, the more LM mothers used warmth and psychological styles of parenting, the more they helped their daughters, not sons, with homework. MP mothers’ parenting styles did not relate to their children’s reading and spelling skills. LM maternal behavioral control parenting styles were positively related, and psychological control was negatively related to children’s reading skills through help with homework. Maternal help negatively related to children’s reading skills in both groups. This research provides also new information to teachers and educators who work in multicultural teams. Because our findings could be applied in the educational settings of multilingual students, they are likely to be of great interest to the visionary scientists, researchers, teachers, and trainees.

     

Exploiting technological opportunities: the timing of collaborations

High-technology companies that discover new technological opportunities face two critical decisions: whether and when to collaborate in exploiting these opportunities. Prior research has examined factors such as transaction costs that determine whether firms decide to collaborate. In this study, we aim to understand when firms collaborate in exploiting opportunities. To this end we study the history of 86 biopharmaceutical product-development projects. We find that factors that reduce articulation and appropriation uncertainties in these projects—patent protection, high R&D intensity of the discoverer, partners’ prior collaboration experience, and support infrastructures in the industry—can speed up collaboration. Interestingly, project-specific factors do not seem to affect timing.     

The presence of trapped carbon dioxide in lapis lazuli and its potential use in geo-sourcing natural ultramarine pigment

The source of the previously unassigned weak band at 2340 cm⁻¹ that is occasionally observed in the infrared spectrum of natural lapis lazuli pigment is here attributed conclusively to CO₂ trapped in the β-cage of lazurite. In addition, the geo-sourcing potential of this infrared feature for lapis lazuli is tested and found to be more ambiguous than previously suggested. The CO₂ absorption band is in fact observed in lapis lazuli samples from numerous disparate geographic locales including Afghanistan, Canada, Myanmar, Siberia, Tajikistan, and the Ural Mountains, as well as mineral hauyne samples from Germany and Italy. The spectral feature was absent from lapis lazuli samples from California, Chile, Colorado, and New York. Furthermore, poor quality lapis lazuli samples, regardless of locale, highly processed natural pigment samples, and all samples of synthetic ultramarine blue, green, and violet pigments were devoid of encapsulated CO₂.     

Parents' and teachers' views of the child's academic potential

Parents (N = 97) and their child's class‐teachers were instructed to rate the child's potential for improvement in mathematics and Finnish. The results showed that there was a moderate correlation between the parents' and teachers' ratings. The parents rated their child's potential more optimistically than the teachers did. Views of malleability may be seen as a potentially important factor in defining the child's educability.