Gender, Socioeconomic Status, Cultural Differences, Education, Family Size and Procrastination: A Sociodemographic Meta-Analysis

Procrastination describes a ubiquitous scenario in which individuals voluntarily postpone scheduled activities at the expense of adverse consequences. Steel (2007) pioneered a meta-analysis to explicitly reveal the nature of procrastination and sparked intensive research on its demographic characteristics. However, conflicting and heterogeneous findings reported in the existing literature make it difficult to draw reliable conclusions. In addition, there is still room to further investigate on more sociodemographic features that include socioeconomic status, cultural differences and procrastination education. To this end, we performed quantitative sociodemographic meta-analyses (k = 193, total n = 106,764) to fill this gap. It was found that the general tendency and academic procrastination tendency of males were stronger than females (r = 0.04, 95% CI: 0.02–0.05). No significant effects of differences in socioeconomic status (i.e., poor or rich), multiculturalism (i.e., Han nation or minorities), nationality (i.e., China or other countries), family size (i.e., one child or > 1 child), and educational background (i.e., science or arts/literature) were found to affect procrastination tendencies. Furthermore, it was noteworthy that the gender differences in procrastination tendencies were prominently moderated by measurements, which has a greater effect on the Aitken Procrastination Inventory (API) (r = 0.035, 95% CI: −0.01–0.08) than on the General Procrastination Scale (GPS) (r = 0.018, 95% CI: −0.01–0.05). In conclusion, this study provides robust evidence that males tended to procrastinate more than females in general and academic profiles, and further indicates that procrastination tendencies do not vary based on sociodemographic situations, including socioeconomic status, multiculturalism, nationality, family size, and educational background.

Kartki z dziejów gdańskiego ośrodka etnologicznego

Ethnological Studies at the University of Gdańsk were established in 2009, making Gdańsk Ethnology Department the youngest department among anthropology-related researchinstitutions in Poland. The article discusses the history and development of Ethnology Studies in Gdańsk. It focuses on the academic profiles of scholars affiliated withthe Department, their research and the achievements of their students. In particular, the author discusses achievements of Father Wojciech Bęben (Professor of Ethnologyat the University of Gdańsk), who in 2009–2019 served as the Head of the Department of Ethnology (and Cultural Anthropology) at the University of Gdańsk.

Text Mining Data from Students to Reveal Meaningful Information for Educators

Academic institutions adopt different advising tools for various objectives. Past research used both numeric and text data to predict students’ performance. Moreover, numerous research projects have been conducted to find different learning strategies and profiles of students. Those strategies of learning together with academic profiles assisted in the advising process. This research proposes an approach to supplement these activities by text mining students’ essays to better understand different students’ profiles across different courses (subjects). Text analysis was performed on 99 essays written by undergraduate students in three different courses. The essays and terms were projected in a 20-dimensional vector space. The 20 dimensions were used as independent variables in a regression analysis to predict a student’s final grade in a course. Further analyses were performed on the dimensions found statistically significant. This study is a preliminary analysis to demonstrate a novel approach of extracting meaningful information by text mining essays written by students to develop an advising tool that can be used by educators.

An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education

The aim of this activity report is to provide an initial appraisal of the current makeup of the professional group of modern foreign language teachers in UK Higher Education. The report is in two parts: a literature review that identifies the main defining qualities of modern foreign languages teachers, and an evaluation of the professional and academic profiles of language teachers in UK higher education, as displayed in the institutional websites of the universities where they work. The analysis of the data collected corroborates the characteristics identified in the literature: the low status of teaching staff, the often unconventional entry paths into the profession, the prevalence of the “native speaker” construct as a desirable feature in candidates who aspire to teach the language, the disparity in qualifications of language teachers, and their low engagement in research activities. Future prospects involve the verification (or amendment, where necessary) of the data collected with accounts from individuals who work as language teachers.

Use of academic social networks by researchers of Sociology in Mexico

Since the 1980s, Mexico has had the National System of Researchers (SNI), a program that recognizes the prestige and quality of the scientific production of the academics that comprise it. Through this, an economic stimulus is granted according to the level obtained, which can be: candidate, level I, II, III, and emeritus. The main of this work is to analyze how the 125 researchers of level III of the area of Sociology have incorporated the use of science 2.0 tools for the visibility and dissemination of their scientific production, from the creation and updating of academic profiles in Google Scholar and on two academic social networks: ResearchGate, and Academia.edu. For this, regardless of the particular indicators of each of these platforms, we review: level of update of the profile; type of documents deposited; number of downloads, cites and visits to their profile.

Childhood Academic Performance: A Potential Marker of Genetic Liability to Autism

Background: Autism spectrum disorder (ASD) is a highly heritable, genetically complex neurodevelopmental disorder. Genetic liability is often expressed among relatives through subclinical, genetically meaningful traits, or endophenotypes. Studies of parents of individuals with ASD suggest important differences from controls in language-related skills in particular, including evidence that such differences may emerge in childhood, that may serve as early markers of genetic liability to ASD. This study investigated whether developmental academic profiles may be evident among clinically unaffected siblings of individuals with ASD, and possibly constitute developmental endophenotypic markers of ASD genetic risk among relatives. Methods: Longitudinal, archival academic testing records were studied to characterize developmental profiles in the domains of language, reading, and math, among clinically unaffected siblings of individuals with ASD. Relationships were explored between siblings’ childhood academic profiles and subclinical ASD-related traits, and the familiality of such traits. Results: Results revealed relatively lower performance in language-related academic skills among siblings of individuals with ASD, mirroring patterns previously reported among parents. Relationships were detected between siblings’ academic performance patterns and subclinical ASD-related traits in themselves and their parents, and with symptom severity in their sibling with ASD. Language phenotypes were associated in mother-sibling dyads, and rigidity and math performance associated in father-child dyads. Limitations: Data from this study represent a relatively small and racially homogenous group of siblings of individuals with ASD, and as such, replication in a larger more diverse sample should be completed to increase generalizability. Conclusions: Distinctive profiles of academic development were evident in siblings in language-related skills, mirroring prior findings in parents, suggesting specific and subtle phenotypes that may represent early-emerging indicators of genetic liability to ASD and are measurable in first-degree relatives using standardized academic testing. Results also suggest differential intergenerational transmission of ASD-related traits between mothers and fathers.

Call-and-Response

We are proud to introduce this special issue that was inspired by the 2019 International Girlhood Studies Association (IGSA) conference at the University of Notre Dame (IGSA@ND). At that time, we were not yet acquainted with each other beyond exchanging pleasantries and knowing of each other’s academic profiles. Yet we came together as three co-editors and scholars committed not only to the diversification of girlhood studies but also to the larger project of social justice for all. We want to promote such work through this special issue and, in the process, expand perspectives and practices within the field of girlhood studies, as many before us have done.

The role of Egyptian State Awards in changing researchers’ performance in the science and technology sector

Egyptians generally pay attention to the State Awards as the most prestigious awards that Egyptian researchers can receive, including the Nile Award, the State Appreciation Award, the State Award of Excellence, and the State Encouragement Award. The current study is an attempt to investigate the role of national awards in the scientific research system, in order to identify the characteristics of Egyptian State Award laureates in science and technology during 2012–5, to determine their international literature, and to explore the implications of receiving a national award using bibliometric indicators. Scopus database was used to extract data, and the statistical software package SPSS was used to analyze. The study sample was 212 laureates, in addition to the control group of 184 researchers who closely matches the academic profiles of the laureates. The performance of the laureates and the control group was compared before and after the award by using four bibliometric indicators and the Wilcoxon matched-pairs signed-ranks test. The laureates produced 13,598 publications from 1958 to 2018. Most of the laureates’ literature (94.35%) were published with coauthors. The Egyptian State Award laureates often collaborate with their Saudi Arabian and American colleagues, more than others. The average values of publications, citations, and citations per publication have increased after receipt of the award, unlike the h-index. Results indicated that receiving the State Award has a negative impact on the laureates’ performance.