Demand articulation in emerging technologies: Intermediary user organisations as co-producers?

User involvement is assumed to be beneficial to innovation processes. Intermediary user organisations contribute to articulating societal demands for innovations. However, the learning processes inside these organisations are still not understood well. Therefore, this paper empirically investigates intermediaries using an event history approach. It yields characteristic learning mechanisms, e.g. concerning the management of expectations or actively building a case. If intermediaries overcome challenges regarding positioning, representation and the level of proactivity, they can play a precarious role in demand articulation in the context of new technologies.     

e-Government stakeholders—Who are they and what do they want?

There is an increasing recognition that various stakeholder groups for e-government have a significant role to play in ensuring the long-term success of the e-government enterprise. This article seeks to contribute to the understanding of the stakeholders’ multiple perspectives by proposing typologies of stakeholder roles, and stakeholder benefits, respectively, and embedding these in a stakeholder benefits analysis tool. A literature review is used to surface the diverse existing categorizations of e-government stakeholders and their interests and the benefits sought. This review informs a proposal for a typology of stakeholder roles, and for a typology of stakeholder benefits, which together are used to construct an initial proposal for a stakeholder benefits analysis tool (SBAT), which can be used to map stakeholder roles to stakeholder benefits. This tool has been tested by an expert group, and revised. This exploratory study is an important first step towards the development of tools and approaches for understanding the benefits sought by a wide range of different stakeholder groups in e-government. Progress in the development of such tools is important for the development of knowledge and practice, policy, and evaluation with respect to stakeholder engagement with, and participation in, e-government.     

Impact of a pedometer-based goal-setting intervention on children’s motivation,motor competence,and physical activity in physical education

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.     

A Little Fire in BurgerLand

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Maternal socialization of positive affect: the impact of invalidation on adolescent emotion regulation and depressive symptomatology

This study examined the relations among maternal socialization of positive affect (PA), adolescent emotion regulation (ER), and adolescent depressive symptoms. Two hundred early adolescents, 11-13 years old, provided self-reports of ER strategies and depressive symptomatology; their mothers provided self-reports of socialization responses to adolescent PA. One hundred and sixty-three mother-adolescent dyads participated in 2 interaction tasks. Adolescents whose mothers responded in an invalidating or "dampening" manner toward their PA displayed more emotionally dysregulated behaviors and reported using maladaptive ER strategies more frequently. Adolescents whose mothers dampened their PA more frequently during mother-adolescent interactions, and girls whose mothers reported invalidating their PA, reported more depressive symptoms. Adolescent use of maladaptive ER strategies mediated the association between maternal invalidation of PA and early adolescents' concurrent depressive symptoms.     

My children are always fighting

Patsy Allen has taught in and directed preschool, secondary, and college early childhood education programs. Currently she is writing, consulting, and practicing her parenting skills with her three children in Friona, TX.