scholarly journals The Interface of International Marketing and Entrepreneurship Research: Review, Synthesis, and Future Directions

2018 ◽  
Vol 26 (4) ◽  
pp. 18-37 ◽  
Author(s):  
Man Yang ◽  
Peter Gabrielsson
Keyword(s):  
Longitudinal Research ◽  
International Marketing ◽  
Research Review ◽  
Research Approach ◽  
Future Directions ◽  
Entrepreneurship Research ◽  
Research Designs ◽  
The Individual ◽  
Research Types ◽  
Promising Avenue

There is no intensive review available of research at the interface of international marketing and entrepreneurship. This article systematically logs and organizes the subject matter and provides research suggestions. An organizing framework with three main dimensions—international marketing, the nature of marketing, and entrepreneurship—guides the literature review, which relies on a full search of articles relevant to international marketing and entrepreneurship published in academic journals over the past two decades (1997–2016). The study adopts a qualitative research approach to analyze 169 articles that meet the definitions of both international marketing and entrepreneurship research. Nine research types emerge at the intersection of international marketing and entrepreneurship research, and the study examines the theoretical and empirical trends of each type. A promising avenue for future studies would be cross-cultural comparative research on the individual–opportunity nexus in marketing across countries. More mixed-method and longitudinal research designs are also welcomed. The authors conclude by offering suggestions for future interdisciplinary research.

scholarly journals UTILIZING PRINCIPLES OF LIFESPAN DEVELOPMENTAL PSYCHOLOGY TO EXAMINE RESILIENCE TO ADVERSITY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S229-S229
Author(s):  
Frank J Infurna
Keyword(s):  
Developmental Psychology ◽  
Longitudinal Research ◽  
Character Strengths ◽  
Well Being ◽  
Future Research ◽  
Future Directions ◽  
Research Directions ◽  
Research Designs ◽  
Future Research Directions ◽  
Developmental Principles

Abstract Lifespan developmental psychology has many guiding principles. My past, current, and future research has been influenced by the lifespan developmental principles of multidimensionality and multidirectionality and the premise that development is not entirely bound to chronological age, but to historical-, contextual-, non-normative event-, pathology- and mortality-related processes. The first part of my talk will discuss ways I have utilized these principles in my research examining individual’s ability to be resilient to diverse types of adversities (cancer diagnosis, unemployment, and bereavement) and resources they are drawing on to promote more positive outcomes, such as social support. The second part of my talk will focus on future research directions that aim to advance the conceptual and methodological significance of this research. Future directions include explicitly studying individuals in midlife, inclusion of outcomes beyond that of mental health and well-being, such as character strengths, and longitudinal research designs that assess people more frequently.

scholarly journals The Gaze Communications Between Dogs/Cats and Humans: Recent Research Review and Future Directions

2020 ◽  
Vol 11 ◽  
Author(s):  
Hikari Koyasu ◽  
Takefumi Kikusui ◽  
Saho Takagi ◽  
Miho Nagasawa
Keyword(s):  
Eye Gaze ◽  
Bond Formation ◽  
Research Review ◽  
Research Approach ◽  
Human Society ◽  
Gaze Behavior ◽  
Felis Silvestris Catus ◽  
Future Directions ◽  
The Gaze ◽  
Multimodal Interactions

Dogs (Canis familiaris) and cats (Felis silvestris catus) have been domesticated through different processes. Dogs were the first domesticated animals, cooperating with humans by hunting and guarding. In contrast, cats were domesticated as predators of rodents and lived near human habitations when humans began to settle and farm. Although the domestication of dogs followed a different path from that of cats, and they have ancestors of a different nature, both have been broadly integrated into—and profoundly impacted—human society. The coexistence between dogs/cats and humans is based on non-verbal communication. This review focuses on “gaze,” which is an important signal for humans and describes the communicative function of dogs’ and cats’ eye-gaze behavior with humans. We discuss how the function of the gaze goes beyond communication to mutual emotional connection, namely “bond” formation. Finally, we present a research approach to multimodal interactions between dogs/cats and humans that participate in communication and bond formation.

On the Individual

1999 ◽  
Vol 4 (4) ◽  
pp. 205-218 ◽  
Author(s):  
David Magnusson
Keyword(s):  
School Psychologist ◽  
Real Life ◽  
Psychological Research ◽  
Developmental Research ◽  
Future Directions ◽  
The 1950S ◽  
The Individual ◽  
Over Time

A description of two cases from my time as a school psychologist in the middle of the 1950s forms the background to the following question: Has anything important happened since then in psychological research to help us to a better understanding of how and why individuals think, feel, act, and react as they do in real life and how they develop over time? The studies serve as a background for some general propositions about the nature of the phenomena that concerns us in developmental research, for a summary description of the developments in psychological research over the last 40 years as I see them, and for some suggestions about future directions.

scholarly journals Presence and Levels of Resilience and Its Sociodemographic Correlates in Older Chinese Americans

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 389-389
Author(s):  
Jieyang Zheng ◽  
Dexia Kong ◽  
Mengting Li ◽  
XinQi Dong
Keyword(s):  
Older Adults ◽  
Longitudinal Research ◽  
Rank Order ◽  
Chinese Americans ◽  
Research Approach ◽  
Protective Effects ◽  
Chinese Older Adults ◽  
Sociodemographic Correlates ◽  
Older Chinese ◽  
Older Chinese Americans

Abstract Resilience is defined as a personal quality that enables growth in knowledge, understanding and self-actualization in the face of adversity and life disruptions. Low levels of resilience can dispose older adults to higher risks for negative health outcomes in the aftermath of traumatic events. However, we have limited knowledge of resilience among minority aging populations. This study aims to examine the presence and levels of resilience and its sociodemographic correlates among U.S. Chinese older adults. Data were drawn from the Population Study of Chinese Elderly, an epidemiology study of U.S. Chinese older adults in the Greater Chicago area. Guided by a community-based participatory research approach, a total of 3,036 Chinese older adults aged 60 and above participated in face-to-face interviews from 2015 to 2017. Spearman’s rank-order coefficient was utilized to test correlation. A 10-item validated Chinese version of the Connor-Davidson resilience scale was used to assess resilience. In our sample, 59.7% were female, and the average age was 75. The mean resilience score was 26.9, ranging from 1 to 40. U.S. Chinese older adults who were younger, male, married, had higher education and income, fewer children, better health status and quality of life, and improved health and have lived fewer years in the U.S. reported higher levels of resilience. Future longitudinal research is needed to investigate the protective effects of resilience among older Chinese Americans against mental and physical distress.

scholarly journals Testing the Role of Emotion Dysregulation as a Predictor of Juvenile Recidivism

2021 ◽  
Vol 11 (1) ◽  
pp. 83-95
Author(s):  
Kalin Z. Salinas ◽  
Amanda Venta
Keyword(s):  
Emotion Regulation ◽  
Juvenile Offenders ◽  
Emotion Dysregulation ◽  
Longitudinal Research ◽  
Future Research ◽  
Individual Factor ◽  
Treatment And Prevention ◽  
One Year ◽  
The Individual

The current study proposed to determine whether adolescent emotion regulation is predictive of the amount and type of crime committed by adolescent juvenile offenders. Despite evidence in the literature linking emotion regulation to behaviour problems and aggression across the lifespan, there is no prior longitudinal research examining the predictive role of emotion regulation on adolescent recidivism, nor data regarding how emotion regulation relates to the occurrence of specific types of crimes. Our primary hypothesis was that poor emotion regulation would positively and significantly predict re-offending among adolescents. We tested our hypothesis within a binary logistic framework utilizing the Pathways to Desistance longitudinal data. Exploratory bivariate analyses were conducted regarding emotion regulation and type of crime in the service of future hypothesis generation. Though the findings did not indicate a statistically significant relation between emotion regulation and reoffending, exploratory findings suggest that some types of crime may be more linked to emotion regulation than others. In sum, the present study aimed to examine a hypothesized relation between emotion regulation and juvenile delinquency by identifying how the individual factor of dysregulated emotion regulation may have played a role. This study’s findings did not provide evidence that emotion regulation was a significant predictor of recidivism over time but did suggest that emotion regulation is related to participation in certain types of crime one year later. Directions for future research that build upon the current study were described. Indeed, identifying emotion regulation as a predictor of adolescent crime has the potential to enhance current crime prevention efforts and clinical treatments for juvenile offenders; this is based on the large amount of treatment literature, which documents that emotion regulation is malleable through treatment and prevention programming.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

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