Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were ...surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.
Stereotype Threat Among Girls Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.
Psychology of women quarterly,
12/2017, Volume:
41, Issue:
4
Journal Article
Peer reviewed
Open access
Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of ...gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students (N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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The number of single-parent families has increased dramatically in the United States. The purpose of this study was to explore the types of family rituals present in single-parent families and their ...meaning within the family context. Little is known about family rituals in single-parent families, and therefore grounded theory was the qualitative research method used for this study. Unstructured face-to-face interviews were used to obtain data from a theoretical sample of seven single parents. Data analysis appropriate to the grounded theory method was utilized to identify a core variable and an emerging theory. Six types of rituals: connection, spiritual, love, recreation, celebration, and evolving were found to be used by these single-parent families as a way to facilitate family cohesion and instill family values. Applicability of the findings of this study are beneficial for nurses working with clients with diverse, changing, and complex social situations such as the single-parent family.
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Chapter one presents the opportunity for this thesis project. It develops an argument for the need for greater theological reflection on the vocation of preaching for modern preachers. It does so by ...outlining current challenges in homiletical education and ecclesial calls for greater vocational formation for preachers. It suggests that the writings of Humbert of Romans, in his work The Treatise on Preaching, can help modern preachers gain deeper vocational awareness. Chapter two introduces the general cultural context of the thirteenth century. It discusses the emergence of the two great mendicant orders the Dominicans and the Franciscans. It sets into context the life and ministry of Humbert of Romans, the fifth Master General of the Dominican Order and offers a theological analysis of Section One of The Treatise on Preaching. Chapter three introduces a 'dialogue partner' to set alongside the Humbert material. The goal of the dialogue partner was to appropriately apply the material in a practical and contemporary setting. The chapter does this by way of curriculum development and pastoral practice. Theories of adult learning are explored and a retreat curriculum is developed that enables the Humbert material to be considered by preachers in a spiritual and educational setting. Chapter four explains a methodology for determining the effectiveness of the retreat for vocational awareness and examines the feedback from participants. Feedback included written questionnaires, video assessment and field observation. This feedback is used to draw conclusions about the effectiveness of the retreat in achieving the goals and outcomes outlined in chapter three. Chapter five offers a review of the entirety of the project based on Scripture verses about preaching which framed the content of each chapter. It reviews insights learned from the project as well as opportunities for future vocational reflection and learning.
Despite only recently celebrating its 30th birthday, Sydney Opera House is undoubtedly one of the iconic architectural monuments of the twentieth century; it is a symbol of a nation and the most ...visited place in Australia. It is also Australia's busiest performing arts centre. This paper is the first of two papers outlining the history of Sydney Opera House and the current approach to its management and conservation, examining the framework for the building's care and ongoing adaptation in the face of pressures arising from tourism and changing performance technologies.
The recent re-engagement of architect Jørn Utzon provides opportunities for the evolution of Sydney Opera House to continue in the spirit of the architect's design philosophy. Given that the building was completed by others in 1973, seven years after Utzon's controversial departure, both the identification of the building's heritage significance and well-articulated policies for managing these values are critical. The paper will outline the framework for decision making at Sydney Opera House and introduce examples of how the current approach works in practice.
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The mathematical reasons that we cannot divide by zero are not easy for most students to understand; in fact, even those students who have more than just a basic understanding of algebraic concepts ...still have difficulty. This is most problematic for college students who are prospective teachers since they need to develop a deep understanding of division because both national and state standards usually require these topics be taught to elementary school children. Unfortunately, many of our prospective teachers are never given the opportunity to develop a deep understanding of the reasons why division by zero is undefined; what indeterminate means in this setting; and what is meant when we say a solution does not exist because it would approach infinity. In this paper we give examples of prospective teacher's understanding of division by zero and a particular model that has helped our college students come to an understanding of why division by zero is undefined.
Creative works, whether paintings or memes, follow unique journeys that result in their final form. Understanding these journeys, a process known as "provenance analysis," provides rich insights into ...the use, motivation, and authenticity underlying any given work. The application of this type of study to the expanse of unregulated content on the Internet is what we consider in this paper. Provenance analysis provides a snapshot of the chronology and validity of content as it is uploaded, re-uploaded, and modified over time. Although still in its infancy, automated provenance analysis for online multimedia is already being applied to different types of content. Most current works seek to build provenance graphs based on the shared content between images or videos. This can be a computationally expensive task, especially when considering the vast influx of content that the Internet sees every day. Utilizing non-content-based information, such as timestamps, geotags, and camera IDs can help provide important insights into the path a particular image or video has traveled during its time on the Internet without large computational overhead. This paper tests the scope and applicability of metadata-based inferences for provenance graph construction in two different scenarios: digital image forensics and cultural analytics.
In a typical course that covers the concepts of functions and graphs, the teacher might use a graph to represent the acceleration of a moving object. After drawing a simple graph for an object with ...constant acceleration of –0.5 m/s2, she then asks the class, “If the object—a car or person perhaps—has an initial velocity of –2m/s, describe the velocity of the object.”
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