Review Of Empirical Studies Research Articles

THE VOICE OF IMMIGRANTS FOR SOCIAL CHANGE: A SOCIAL PSYCHOLOGICAL VIEW ON THE POLITICAL PARTICIPATION OF IMMIGRANTS

Bu makalenin amacı, ev sahibi ülkelerdeki göçmenlerin politik katılımını (oy kullanma, kurumsallaşmış ve kurumsallaşmamış politik faaliyetler) konu alan ulusal ve uluslararası alandaki ampirik çalışmaları derlemektir. Göçmenlerin göç sonrası politik faaliyetleri hem ev sahibi ülkenin demokratik iklimi hem göçmenlerin entegrasyonu açısından son derece önemlidir. Bu nedenle göçmenlerin politik katılımının altında yatan sosyal psikolojik süreçlerin açıklanması büyük önem taşımaktadır. Bu çalışmada, göçmenlerin politik katılımındaki dinamik incelenmiş ve bu sürece grup düzeyinde ve bireysel düzeyde etki eden faktörler derlenmiştir. Grup düzeyi değişkenleri arasında sosyal adaletsizlik, etkililik algısı, sosyal kimlik ve gruplar arası temas gibi faktörlerin göçmenlerin politik katılımı üzerindeki etkilerine, bireysel farklılıklar arasında ise eğitim, cinsiyet, kuşak gibi bireysel özelliklere odaklanılmıştır. Son olarak, geçmiş çalışmaların sınırlılıkları tartışılmış ve gelecek çalışmalarda göz önünde bulundurulması gereken konulara dikkat çekilmiştir.

The Cross-Country Comparison Model for Labor Participation (CCC Model for LP) of Persons with Chronic Diseases

Purpose To design a model based on the three pillars of new institutional theory (NIT), that facilitates cross-country comparison of labor participation (LP) of people with chronic diseases. This model should support getting a comprehensive overview of factors representing country differences, understanding these differences and should support estimating cross-country transferability of policies and interventions in the context of Work Disability Prevention. Methods Based on NIT, a draft model was designed by means of (1) a literature review of empirical studies; (2) theoretical books and articles; (3) a focus group with six expert researchers. This draft model was (4) adapted in the context of academic education. Literature was searched on Web of Science and EBSCO host. Feedback on (use of) the model was received from the focus group, four different academic courses at 28 occasions and two international conferences. Results The cross-country comparison model for labor participation (CCC model for LP) of persons with chronic diseases is proposed consisting of five factors: (1) Legislation; (2) Norms & values in practice; (3) Culture; (4) Organization of WDP in practice; (5) Labor market characteristics. Within these factors and based on (in)direct empirical evidence, subfactors are distinguished. The feedback received led to renaming (sub) factors, improved visual representation and a tool for estimating transferability. Conclusions The CCC model for LP of persons with chronic diseases allows for a comprehensive understanding of country differences and cross-country transferability of policies and interventions. The CCC model can be used for other populations when population-specific subfactors are included.

News media and populism

The main objective of this analysis is to chart and to characterize scholarship on populism and news media, by identifying the issues and problems, as well as research practices that shape these studies. This article reports the findings of a systematic review of empirical studies on populism and news media (n=218), published in peer-review journals indexed in Scopus and Web of Science databases, until July 2021. Building on the information retrieved from these databases and based on the content analysis of full texts, we seek to identify key characteristics of the studies, such as publication dates, authors, journals, scientific domains and categories, regional focuses, analyzed phenomena, methodological options, or conceptual approaches to the interaction between populism and news media.

Signposts for School Refusal Interventions, Based on the Views of Stakeholders.

School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.

The Multi-Determined Nature of Online Verbal Irony Processing: A Review of Empirical Studies Employing Eye-Tracking and Event-Related Potentials

Methodologies used in behavioral studies on the processing of figurative languages have been criticized for lack of sufficiently fine-grained recordings. Thus, recent literature on empirical studies on irony processing often talks about advantages of online-processing employing techniques with higher temporal resolution. This article reviews a series of selected Event-Related Brain Potentials (ERPs) and eye-tracking studies on the recognition and comprehension of verbal irony to provide an informed state of knowledge on this particular figurative language. First of all, we will introduce some common eye-tacking measures and ERP components recorded in these empirical studies; then we will enumerate factors involved in verbal irony processing from three differing but closely related dimensions. In this way, we expect to propose future research directions that could embrace more cognitive difference of individuals within the framework of theories about verbal irony comprehension.

Review on Foreign Language Enjoyment and Its Pedagogical Implications

This paper aims to review empirical and theoretical studies on foreign language enjoyment (FLE) and their application in language education research. Under the framework of positive psychology, this paper introduces the underlying dimensions and main tenet of FLE. Then it takes a closer look at how individual and social variables influence FLE. Subsequently, potential theoretical and pedagogical implications are provided. In the end, the limitations of studies in this domain are indicated, and suggestions for future studies are provided to extend the boundaries of the researches of FLE.

A Review of Empirical Studies about Systems Thinking in Science Education

<p>研究旨在透過文獻分析，回顧過去國外科學教育領域中的系統思考能力相關研究，歸納其適用年級與學科、系統思考能力分析架構，以及評量與教學的趨勢並提出建議。研究者於SCOPUS與Web of Science資料庫搜尋2000年到2019年的英文期刊論文，經有系統篩選後，針對20篇文章進行分析。分析結果發現，系統思考的研究對象以國、高中生為主，有些研究以小學生為對象，其學習成效主要在基礎系統思考能力的獲得。涉及的學科領域則以生態、生物以及地科最為常見，所回顧的文獻中並沒有應用於物理領域，顯示系統思考並非適合融入所有自然科學領域。對於系統思考能力的分析架構，共可歸納出組件連結模式、階層發展模式、複雜系統模式及內容導向模式等四種類型。在系統思考量測方法上許多研究採多元評量，最常被採用的是開放性試題與晤談。至於教學策略，許多研究都採取了多元的教學活動，且多半包含知識統整活動，部分研究則採用電腦模擬進行教學。由於文獻中已有較為完整的系統思考能力分析架構，未來建議可以進行學習進程或是縱貫性研究，並將資訊科技應用於系統思考評量上。最後，我們對系統思考在教學與評量的實務建議包含有：教學上應優先嘗試初階的組件連結模式；教學方法則以明示教學法協助學生建立系統思考概念鷹架、嘗試採用多元的活動設計、引進科技輔助以及引導學生廣泛地將系統思考應用於各種生活情境中；評量方面則是建議以概念圖、概念繪圖及概念填空題進行，容易實施且能獲得較多訊息。</p> <p> </p><p>The aim of this research was to review past empirical studies about systems thinking in science education in order to understand the applied grade levels and subject areas, the analytical framework for systems thinking, and its trends in teaching and assessment. We searched for research articles published from 2000 to 2019 in the SCOPUS and Web of Science database and found 20 qualified studies. The results showed that most studies were conducted at junior high schools and senior high schools. Some studies were conducted at the elementary school level and found gains in fundamental competence of systems thinking. The most frequently applied subject areas were ecology, biology, and earth science. In this review, no studies applied systems thinking in physics. This indicates that systems thinking might not be suitable for all subject areas of science. In terms of the analytical framework for systems thinking, different studies invented different frameworks. The common features of the systems thinking framework include components recognition, as well as the mutual interactions and influence of different components. Regarding assessment for systems thinking, some studies used multiple assessments, and the most commonly used types of assessments were open-ended questions and interviews. Many studies adopted a variety of teaching activities and included knowledge integration activities. Some studies also used computer simulations to support learning. For future research, we suggest investigating the learning progression of systems thinking or conducting longitudinal studies by applying the available analytical framework of systems thinking. Future studies can also apply computer technology in the assessment of systems thinking. Finally, we offer some specific suggestions for teaching and assessments of systems thinking.</p> <p> </p>

Systematic Review of Study Designs and Methods of Research on Disability in South African Higher Education Institutions Amidst COVID-19 (2020-2021)

The purpose of the study was to assess the study designs and methodological approaches of published works on disability in South African higher education institutions from 2020 to 2021. A systematic review was performed as a method to achieve this. The reporting of this systematic reviews was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. Electronic searches of Bielefeld Academic Search Engine, EbscoHost, ScienceDirect, Scopus and Wiley Online Library were conducted of electronic works published in English from January 2020 to December 2021. Publications of empirical research on disability in any South African higher education institution where data were collected during COVID-19 were included. Non-peer-reviewed publications, which explicitly indicated that data were collected before March 2020, did not have a South African higher education institution as a study site and were a desktop-only research or conceptual papers were excluded. Three studies were included ultimately. Ten elements were chosen for analysis based on the research purpose. The findings show that disability research has predominantly used qualitative designs and methods; an exploration that involves people with disabilities throughout the research process is limited and the inclusion of researcher positionality is limited. Arguably, this study is the first systematic review of empirical studies on disability in South African higher education since the start of the COVID-19 pandemic. The results support the need for a trajectory towards the use of more diverse research designs and methods.

Assessment of personality functioning in psychosomatic medicine.

BackgroundPersonality functioning, also referred to as structural integration, describes basic emotion-related perception and regulation capacities directed towards the self and others. Patients with impairments of personality functioning experience difficulties in self-regulation and interpersonal relations. Although personality functioning has become increasingly important in psychotherapeutic and psychiatric diagnoses and treatment planning, there is little systematic evidence on the role of personality functioning in patients with chronic and somatic diseases. This article reviews empirical studies using standardized assessments of personality functioning in patients with chronic and somatic diseases and discusses the role of personality structure in psychosomatic medicine.ResultsCurrently, there are only a limited number of studies using standardized assessments of personality functioning in patients with chronic or somatic diseases. The available evidence points to correlations of personality functioning with pain perception and the development of chronic pain. In addition, patients with lower levels of personality functioning may have difficulties in managing chronic conditions that require enduring changes in health behavior, such as in diabetes or posttransplantation therapy.ConclusionThe review suggests a systematic link between personality functioning and health behavior in patients with chronic diseases that relate to self-regulation and coping strategies. These findings underline the importance of assessing personality functioning for diagnostics and treatment planning in psychosomatic medicine. Finally, an assessment of personality functioning could be helpful in choosing specific psychotherapeutic treatment strategies; however, more empirical studies are needed to comprehensively prove these assumptions.

Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.

Thirty years of welfare chauvinism research: Findings and challenges

The term ‘welfare chauvinism’ has achieved a certain currency in social science research and is used widely. Yet, the concept is not without its critics, who claim that welfare chauvinism is ‘loaded’ or ‘ambiguous’. This article reviews empirical studies of welfare chauvinism, from the 1990s to the present day, drawing primarily from party politics and attitudes research. We identify differences in how the concept is used, defined, operationalized and measured. We emphasize the importance of a unified language, operationalization and measurement, and identify promising directions for future research.

Child‐Led Participation: A Scoping Review of Empirical Studies

Children’s participation is a universal right recognised by the United Nations Convention on the Rights of the Child. This right corresponds to an image of children as social actors because of their relevant role in achieving inclusive, equitable, and sustainable development. Participation can take different forms and levels of involvement: consultative, collaborative, and child‐led. This study aimed to explore types and results of child‐led participatory practices. A scoping review was carried out to find out what evidence is available on child‐led participatory experiences. Based on 674 identified papers, a total of 33 studies met the inclusion criterion. The qualitative analysis employed in this review allowed us to explore the depth and themes of these experiences. The results obtained showed that the experiences analysed differed in (a) the research design and data collection methods of the studies, (b) the age of the participating children, (c) countries in which the experiences took place, (d) specific topics, and (e) outcomes. Moreover, they all shared a non‐adult‐centric view of children’s capacities for transformative action. The review has contributed to improving our understanding of children’s transformative capacities based on the possibilities offered by adults when they adopt a child‐rights approach and integrate co‐participatory approaches, encouraging us to rethink childhood from other cultural codes inspired by equality, recognition, and agency.

Religious factors and gerotranscendence in later life: A scope review of empirical studies

Religious factors and gerotranscendence in later life: A scope review of empirical studies

A scoping review of empirical studies on theory-driven learning analytics

The field of learning analytics (LA) is developing rapidly. However, previous empirical studies on LA were largely data-driven. Little attention has been paid to theory-driven LA studies. The present scoping review identified and summarized empirical theory-driven LA studies, aiming to reveal how theories were integrated into LA. The review examined 37 peer-reviewed journal articles published from 2016 to 2020 from six databases. Results show that most studies were guided by the theories of self-regulated learning and social constructivism; most integrated theories into LA for better interpreting the data analysis results; and most linked theoretical constructs and log variables directly. Several studies employed well-developed survey instruments to measure theoretical constructs. The review results indicate that LA studies still need to strive for new theory advances in learning. Recommendations for future study are discussed.

Bureaucratic gaming: causes and consequences for policy-making

Performance management (PM) systems are now widely used by governments to hold public organisations to account for the delivery of public policies. Yet, numerous empirical studies have reported that these systems have encouraged bureaucrats to manipulate their behaviour and engage in gaming of performance measures and targets. This article on bureaucratic gaming of performance measures and targets addresses three questions. First, what is bureaucratic gaming? Second, what are the primary causes of bureaucratic gaming? Third, what are the main consequences of bureaucratic gaming for policy-making? A review of empirical studies on bureaucratic gaming points to issues relating to policy performance, the well-being of policy-takers, and policy actors' trust in PM.

Non-financial value creation in corporate venture capital: a systematic review of empirical studies

Non-financial value creation in corporate venture capital: a systematic review of empirical studies

Non-financial value creation in corporate venture capital: a systematic review of empirical studies

Non-financial value creation in corporate venture capital: a systematic review of empirical studies

Process differences as a function of test modifications: Construct validity of Raven's advanced progressive matrices under standard, abbreviated and/or speeded conditions – A meta-analysis

Historically, there has been substantial disagreement about the importance of speed vs. level in determining individual differences in intelligence – a disagreement that persists across various different modern assessment measures of intellectual abilities. The current investigation considers whether changes to the administration constraints (time limitations or speededness, and total test length) of the Raven's Advanced Progressive Matrices test – which has been identified as a measure highly saturated with general intelligence – results in differences to the underlying ability determinants of test performance. A review of empirical studies was conducted, where versions of Raven's Advanced Progressive Matrices Tests were administered under various time constraints and item lengths. Meta-analytic techniques were used to determine whether introducing speed constraints or shortening the length of the test changes the construct validity of the tests (as indicated by differences in convergent and discriminant correlations with other ability traits). The meta-analysis combined results from 142 studies composed of a total of 26,848 participants. Substantial differences were found for correlations of Raven's Advanced Progressive Matrices and Spatial Visualization (as large as ρ̂ = 0.26), Memory (as large as ρ̂ = 0.08), and Perceptual Speed (as large as ρ̂ = 0.34) abilities under speeded conditions and shorter test lengths. Examinees may draw on different strategies for test performance, that in turn, draw on different combinations of abilities, when the test is abbreviated or significant time constraints are introduced. Implications for using this test under different conditions are discussed.

Impact of Joint Physical Custody and Best Interest of the Child: Reflections from a Critical Review of Empirical Studies

ABSTRACT The main goal of this study is to perform a critical literature review of empirical research that measures the effects of joint physical custody (JPC) on children’s and parents’ wellbeing from a sociological perspective. Its focus is Spain in the scope of the Second Demographic Transition (SDT). The studies reviewed show no consensus on terminology that best expresses the condition of JPC, definition of the concept of JPC, or what it is meant by best interest of the child (BIC). A systematic search was performed to locate publications on Spain from 2015–2020. The review shows that the vast majority of JPC resolutions are granted to a specific family profile: highly educated parents who have experienced a low level of family conflict. The review of theoretical antecedents raises the following unanswered questions: Is SDT culture determining the progress of the legal system? Does existing law benefit a specific segment of the parent population? Is a correspondence occurring between family change, jurisprudence, and family and economic policies that benefits children and parents? This study highlights the need for consensus in defining the concepts of JPC and BIC, as well as the measures and methodology to be applied to analyze them.

Does the road to land degradation neutrality in India is paved with restoration science?

The land in India is under severe threat of degradation. According to the 2016 Atlas of Land Degradation and Desertification, 29.3% of the total geographical area of India has been degraded or converted to deserts. To maximize ecological and economical benefits through the restoration of degraded ecosystems, India became a party to Bonn Challenge and United Nations Decade on Ecosystem Restoration 2021–2030 and has pledged to restore 26 million hectares of degraded land by 2030 during conference of parties 14 of United Nations Convention to Combat Desertification at Delhi. In Paris Agreement 2015, India has also pledged to increase forest tree cover through reforestation and afforestation initiatives, bringing degraded ecosystems under restoration, and sequester additional 2.5–3 billion tonnes of CO2 by 2030. These positive commitments are encouraging, but developing effective strategies for implementation of ecological restoration on the ground we need to understand (1) distribution of differently degraded ecosystems; (2) the status of scientific thoughtfulness and practices of restoration; and (3) review of empirical studies those can scientifically guide to pave the road to land degradation neutrality in India. Therefore, this study briefs about the distribution of degraded ecosystems, development of the science of restoration ecology, and its understanding and provide a synthesis of appropriate case studies on different degraded ecosystems, including forests, mined areas, and degraded and/or abandoned lands.