The impact of gender and perceived academic supervisory support on new faculty negotiation success

The successful negotiation of one's first academic appointment contract can have lasting implications for academics and institutions alike. The present study investigated the impact of gender and perceived academic supervisor support (PASS) on negotiation outcomes using a sample of recently appointed assistant professors of management from internationally accredited business schools. Overall, women were less likely to engage in negotiations and were less effective than their male counterparts when bargaining for elements that revolved around direct compensation (e.g., salary, research funding). Further, it was observed that PASS moderated the relationship between gender and negotiation effectiveness such that highly supportive academic supervisors improved negotiation effectiveness for women, but had little impact for men. We conclude by outlining important practical implications of the current study and outline how interventions aimed at improving supervisor support in doctoral programmes may attenuate some of the observed negotiation discrepancies.     

Academic self‐attributions for success and failure in mathematics and school refusal

The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles.     

Are abusive fractures in young children becoming less common? Changes over 24 years

OBJECTIVE: To determine whether the proportion of fractures rated as abusive in children <36 months of age evaluated at a regional pediatric hospital increased over a 24-year period from 1979 to 2002. Fractures were chosen as an example of serious injuries in young children. METHODS: Medical records were abstracted for all children <36 months of age who were seen at a single pediatric hospital with a fracture during three time periods: 1979-1983, 1991-1994, and 1999-2002. After reviewing the abstracted and radiographic information, two clinicians (one an expert on child abuse) and two pediatric radiologists each rated the likelihood of abuse using explicit criteria and a seven-point scale from definite abuse to definite unintentional injury. Ratings were done independently; when disagreements occurred, the case was discussed, and a joint rating was agreed upon, if possible. The proportions of cases rated as abuse were compared over the three time periods, and logistic regression was used to calculate adjusted odds ratios (OR). RESULTS: In the early, middle, and late samples, there were 200, 240, and 232 children, respectively, with fractures. The proportion of cases rated as abuse decreased from 22.5% in the early period to 10.0% in the middle period and was 10.8% in the late period (p<.001). When comparing the odds of abuse in the middle and late groups to the odds of abuse in the early group (controlling for age, gender, ethnicity, type of medical insurance, and site of pediatric care), the adjusted ORs were .31 (95% CI=.15, .62) for the middle group and .45 (95% CI=.23, .86) for the late group. Thus, the odds of a given case being rated as abuse decreased by over 50% from the early period to the middle and late time periods. No statistically significant difference was found when comparing the odds of abuse for the middle group to those of the late group, OR: 1.46 (95% CI=.69, 3.08). CONCLUSIONS: The proportion of abusive fractures in young children decreased substantially from 1979-1983 to 1991-1994 and 1999-2002 at a major pediatric hospital. We speculate that this decrease may reflect early recognition of less serious forms of maltreatment and the availability of services to high-risk families.     

Parent–Infant Room Sharing During the First Months of Life: Longitudinal Links With Behavior During Middle Childhood

Current recommendations encourage parent–infant room sharing for the first 6 months of life. This longitudinal study (N = 193) is the first to examine long-term relations of early room sharing with three domains of child behavior: sleep, behavior problems, and prosocial behavior. Information on room sharing was collected daily for infants’ first 6 months. At ages 6, 7, and 8 years, outcomes were assessed with maternal and teacher questionnaires and behavioral observations. Early room sharing was not related to sleep problems or behavior problems. Additionally, more weeks of room sharing were positively related to higher maternal ratings of child sleep quality and more prosocial behavior. In conclusion, early room sharing appears to be related to positive, but not negative, behavior outcomes in middle childhood.     

Studying Quality of Caregiving Behavior: The Roles of Infant,Mother, Father,and Culture

SYNOPSIS

This study showed that prenatal quality of caregiving behavior toward a crying simulator infant predicted the postnatal quality of caregiving behavior of both mothers and fathers.     

An IT-based teaching model for a new generation of students

To demonstrate whether individuals of the new generation have developed a unique and different learning model, research was conducted on children aged 10–11 in England, the United States, Australia and Germany. The qualities and the characteristics those children seek in the activities with which they spend more time were recognized. Using this knowledge, an innovative IT-based teaching model was structured and applied to an experimental group during the 2016–2017 school year. The results show that children indeed have developed their own learning model to extract the information they need from everything that catches their attention, challenges them and offers them rewards. In addition, they easily lose attention and interest when they are subjected to the traditional teaching model, as evidenced in the control group.

     

Who is willing to pay for science? On the relationship between public perception of science and the attitude to public funding of science

This article examines the relationship between the general public's understanding of science and the attitude towards public funding of scientific research. It applies a multivariate and discriminant analysis (Wilks' Lambda), in addition to a more commonly used bivariate analysis (Cramer's V), to data compiled from the Third National Survey on the Social Perception of Science and Technology in Spain (FECYT, 2006). The general conclusion is that the multivariate analysis produces information complementary to the bivariate analysis, and that the variables commonly applied in public perception studies have limited predictive value with respect to the attitude towards public funding of scientific research.     

Effort allocation in tournaments: The effect of gender on academic performance in Italian universities

We consider the academic performance of Italian university graduates and their labor market position 3 years after graduation. Our data confirm the common finding that female students outperform male students in academia but are overcome in the labor market. Assuming that academic competition is fair and that individual talent is equally distributed by gender, we suggest that the gender gap evident in degree scores is endogenously due to the greater effort exerted by female students. We find that females face a greater increase in labor market returns from signalling through academic performance. This higher prize explains the greater effort exerted by females and the higher probability of winning the academic competition.