scholarly journals PARENTAL LEGITIMACY, PROCEDURAL JUSTICE, AND COMPLIANCE WITH PARENTAL RULES AMONG BRAZILIAN PREADOLESCENTS

2018 ◽  
Vol 9 (3) ◽  
pp. 21 ◽  
Author(s):  
Kendra Thomas ◽  
Herbert Rodrigues ◽  
Aline Morais Mizutani Gomes ◽  
Renan Theodoro de Oliveira ◽  
Debora Piccirillo ◽  
...  
Keyword(s):  
Cohort Study ◽  
Procedural Justice ◽  
Private Schools ◽  
Hierarchical Linear Modeling ◽  
Parenting Practices ◽  
Descriptive Statistics ◽  
Linear Modeling ◽  
Legal Socialization ◽  
Public And Private ◽  
Multiple Domains

The purpose of this study is to capture a snapshot of the lives of Brazilian preadolescents and gain a deeper understanding of the variables that influence compliance with parental rules. This analysis draws from the São Paulo Legal Socialization Study, a cohort study (<em>N</em> = 800; age = 11 years) from public and private schools. Descriptive statistics provide a perspective on normative Brazilian parenting practices and preadolescents’ perceptions of parental legitimacy across multiple domains. Hierarchical linear modeling revealed that procedural justice, global legitimacy, issue-specific legitimacy, and disciplinary techniques all significantly predicted compliance across issues and between preadolescents. Parents who used constructive disciplinary practices paired with procedural justice practices were more likely to be perceived as legitimate authorities and to have their preadolescent children comply with their rules. Our findings broaden the literature on constructive parenting practices in preadolescence, and allow for greater generalizability of current Western research to a diverse metropolitan setting in Brazil.

A Novel Intervention for System-Involved Intimate Partner Violence Survivors: Changes in Parenting

2017 ◽  
Vol 29 (3) ◽  
pp. 268-280
Author(s):  
Christopher J. Wretman ◽  
Cynthia Fraga Rizo ◽  
Rebecca J. Macy ◽  
Shenyang Guo ◽  
Dania Ermentrout
Keyword(s):  
Intimate Partner Violence ◽  
Hierarchical Linear Modeling ◽  
Partner Violence ◽  
Parenting Practices ◽  
The United States ◽  
Preliminary Evidence ◽  
Intimate Partner ◽  
Future Research ◽  
Court System ◽  
Linear Modeling

Purpose: A growing subpopulation of intimate partner violence (IPV) victims comprises mothers who have been mandated to services by either the court system or child protective services (CPS). Two human service agencies in the United States developed a 13-week novel intervention to address these women. All participants were assigned to the intervention, which featured group psychoeducation sessions, social events, and childcare. Method: This quasi-experimental study gathered preliminary evidence regarding whether the intervention promoted participants’ ( N = 70) parenting practices. Specifically, growth curve analyses using hierarchical linear modeling examined outcomes at completion (3 months) and follow-up (6 months). Results: Participants reported statistically significant improvements on key parenting practices at both postintervention time points. Conclusions: This study provides preliminary support for engaging court- and CPS-involved female IPV survivors in specialized, group-based interventions such as that investigated herein. Future research should investigate similar programs using larger samples and more robust designs.

scholarly journals Differences in cognitive outcomes between cognitive and non-public school students and private secondary education in Argentina: A multilevel analysis

2003 ◽  
Vol 11 ◽  
pp. 6 ◽  
Author(s):  
Rubén Cervini
Keyword(s):  
Secondary Education ◽  
Public School ◽  
Multilevel Analysis ◽  
Private Schools ◽  
Peer Group ◽  
Cognitive Outcomes ◽  
Linear Modeling ◽  
School Students ◽  
Public And Private ◽  
Public School Students

In this article, effects of attending public or private schools on cognitive achievement (Mathematics and Language) and on non-cognitive outcomes (attitudes toward Mathematics and educational and success expectations) of students in the last grade of the secondary education in Argentina are explored by means of multilevel analysis. The study examined data of more than 130,000 students of approximately 3,300 high schools, depending on the outcome indicator considered, from the Censo Nacional de Finalización del Nivel Secundario 1998 (High School National Census of 1998). Student's math and language scores were based on standard tests applied to the students at the end of the academic year. Using multilevel linear modeling with three levels (student, school and state), the author found that (i) the relative influence of schools on cognitive achievements is much higher than on non-cognitive outcomes; (ii) there is no difference in Mathematics achievement between public and private schools once socioeconomic and cultural school composition (“peer group”) are controlled for, while private schools have a small advantage over public school in Language achievement; (iii) the most important effect of the public-private dichotomous variable is detected in relation to the distribution of student “success expectations.” The results are discussed in terms of both the “cultural reproduction theory” and the segmentation process of the educational system in Argentina. Some implications for policy are drawn from the analysis.

scholarly journals Students’ mathematics achievement in Mindanao context: A meta-analysis

2020 ◽  
Vol 5 (2) ◽  
pp. 148-159
Author(s):  
Roar Abalos Callaman ◽  
Estela Corro Itaas
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Linear Modeling ◽  
Related Factors ◽  
Public And Private ◽  
Factors Affecting ◽  
Learning Attitudes ◽  
Multi Stage

Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.

scholarly journals Factors that Differentiate Preadolescents' Perception-Change of Parental Legitimacy

2020 ◽  
Vol 11 (1) ◽  
pp. 22-44
Author(s):  
Laura C. Edwards ◽  
Herbert Rodrigues ◽  
Kendra J. Thomas
Keyword(s):  
Procedural Justice ◽  
Parenting Practices ◽  
Sao Paulo ◽  
Parental Authority ◽  
São Paulo ◽  
Legal Socialization ◽  
Significant Difference ◽  
The Impact

Whether preadolescents perceive their parents’ authority as legitimate or not depends, in part, on the concerns and issues that they have dealt with before and during their preadolescence. Utilizing data from the first and second waves of the São Paulo Legal Socialization Study (SPLSS), we conducted one-way MANOVAs to analyze the role of procedural justice and the impact of victimization on preadolescents’ perceptions of parental legitimacy across domains. Preadolescents were split into four distinct groups based on their perceptions of parental legitimacy and whether the perception shifted across the two waves of data. The study revealed a significant difference across groups in terms of procedural justice and on preadolescents’ reported victimization levels. The latter indicate that suffering some form of victimization may have resulted in delegitimizing parental authority. The findings broaden the literature on parenting practices in preadolescence and make salient an emerging field of victimization impacting parental legitimacy.

Gender Equity in Teachers’ Salaries: A Multilevel Approach

1990 ◽  
Vol 12 (1) ◽  
pp. 57-81 ◽  
Author(s):  
Valerie E. Lee ◽  
Julia B. Smith
Keyword(s):  
High School ◽  
Gender Equity ◽  
Private Schools ◽  
Hierarchical Linear Modeling ◽  
Ordinary Least Squares ◽  
Linear Modeling ◽  
School Factors ◽  
Market Conditions ◽  
Female Teachers ◽  
Statistical Adjustment

This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.

scholarly journals DIFICULDADES E DESAFIOS DURANTE O ENSINO REMOTO NA PANDEMIA: UM ESTUDO COM PROFESSORES DO MUNICÍPIO DE QUEIMADAS – PB

2021 ◽  
Vol 9 (207) ◽  
pp. 1-12
Author(s):  
SILVÂNIA FEITOSA FERREIRA ◽  
ALEX GABRIEL MARQUES DOS SANTOS
Keyword(s):  
Student Learning ◽  
Private Schools ◽  
Electronic Devices ◽  
Field Research ◽  
Qualitative Approach ◽  
Descriptive Statistics ◽  
The Internet ◽  
Rapid Adaptation ◽  
Remote Education ◽  
Public And Private

The sudden shift to remote education required rapid adaptation by teachers to ensure continuity of teaching. Thus, teachers had to adjust their pedagogical activities and teaching strategies to ensure student learning during the Covid-19 pandemic. Thus, the objective of this study was to understand the difficulties and challenges faced by teachers during classes during the pandemic period. For that, a quantitative-qualitative approach was used to describe and explore the results obtained in the research carried out with 21 teachers from public and private schools in Queimadas - PB. Therefore, structured questionnaires with 16 questions were used for the field research. The collected data were organized in tables and treated using descriptive statistics. The results obtained indicated that the majority of students did not have adequate electronic devices to accompany remote classes, although they had access to the internet. In addition, the results indicated that teachers paid for the costs of acquiring appropriate equipment for remote classes and did not receive incentives from the institutions they teach. Finally, it was found that the teachers participating in the study claimed to have developed some disorder during remote classes.

Predicting procedural justice behavior: examining communication and personality

2017 ◽  
Vol 40 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Daniel S. Lawrence ◽  
Thomas E. Christoff ◽  
Justin H. Escamilla
Keyword(s):  
Law Enforcement ◽  
Procedural Justice ◽  
Hierarchical Linear Modeling ◽  
Communication Styles ◽  
Linear Modeling ◽  
Law Enforcement Agencies ◽  
Community Interactions ◽  
Personality Dimensions ◽  
Content Type

Purpose Law enforcement agencies have historically used psychological examinations, in addition to other methods, to screen candidates out of the applicant pool. However, agencies could be better served by ensuring recruits are predisposed to the expected behaviors and qualities that are required as part of community-oriented and respectful policing. The purpose of this paper is to provide an initial look into what officer-level characteristics might lead to improved treatment in police-community interactions (PCIs). Characteristics under review include communication styles and personality dimensions. Design/methodology/approach Data come from the National Police Research Platform’s longitudinal recruit study and its PCI survey. Community members were surveyed about their interactions with officers involved in the study. Hierarchical linear modeling was used to analyze these two-level data. Findings The findings suggest that certain officer-level characteristics were associated with higher perceptions of procedurally just behavior. Specifically, officers with higher levels of empathy and lower levels of neuroticism scored higher on both the officer’s quality of treatment (QT) and quality of decision making toward the community member. Additional to those dimensions, officers with increased emotional control received higher scores on their QT. Originality/value These findings have important implications for identifying and measuring new characteristics to be used in police hiring procedures. To the authors’ knowledge, this is the first instance where personality dimensions and communications styles have been used to predict law enforcement officers’ procedural justice behaviors in the field.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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