The Experts below are selected from a list of 327 Experts worldwide ranked by ideXlab platform
Claire E. Cameron - One of the best experts on this subject based on the ideXlab platform.
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Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures
Child Development Perspectives, 2012Co-Authors: Megan M. Mcclelland, Claire E. CameronAbstract:Children’s ability to direct their attention and behavior to learning tasks provides a foundation for healthy social and academic development in early school- ing. Although an explosion of research on this topic has occurred in recent years, the field has been hindered by a lack of Conceptual Clarity, as well as debate over underly- ing components and their significance in predicting school success. In addition, few measures tap these skills as chil- dren move into formal schooling. This article describes the aspects of self-regulation that are most important for early school success. It then discusses methodological challenges in reliably and validly assessing these skills in young children and describes recent advances in direct measures of self-regulation that are reliable and ecologi- cally valid and that predict children’s school success. It concludes by summarizing critical issues in the study of self-regulation in school contexts and discussing next steps.
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Self‐regulation in early childhood: Improving Conceptual Clarity and developing ecologically valid measures.
Child Development Perspectives, 2011Co-Authors: Megan M. Mcclelland, Claire E. CameronAbstract:Abstract— Children’s ability to direct their attention and behavior to learning tasks provides a foundation for healthy social and academic development in early schooling. Although an explosion of research on this topic has occurred in recent years, the field has been hindered by a lack of Conceptual Clarity, as well as debate over underlying components and their significance in predicting school success. In addition, few measures tap these skills as children move into formal schooling. This article describes the aspects of self-regulation that are most important for early school success. It then discusses methodological challenges in reliably and validly assessing these skills in young children and describes recent advances in direct measures of self-regulation that are reliable and ecologically valid and that predict children’s school success. It concludes by summarizing critical issues in the study of self-regulation in school contexts and discussing next steps.
Megan M. Mcclelland - One of the best experts on this subject based on the ideXlab platform.
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Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures
Child Development Perspectives, 2012Co-Authors: Megan M. Mcclelland, Claire E. CameronAbstract:Children’s ability to direct their attention and behavior to learning tasks provides a foundation for healthy social and academic development in early school- ing. Although an explosion of research on this topic has occurred in recent years, the field has been hindered by a lack of Conceptual Clarity, as well as debate over underly- ing components and their significance in predicting school success. In addition, few measures tap these skills as chil- dren move into formal schooling. This article describes the aspects of self-regulation that are most important for early school success. It then discusses methodological challenges in reliably and validly assessing these skills in young children and describes recent advances in direct measures of self-regulation that are reliable and ecologi- cally valid and that predict children’s school success. It concludes by summarizing critical issues in the study of self-regulation in school contexts and discussing next steps.
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Self‐regulation in early childhood: Improving Conceptual Clarity and developing ecologically valid measures.
Child Development Perspectives, 2011Co-Authors: Megan M. Mcclelland, Claire E. CameronAbstract:Abstract— Children’s ability to direct their attention and behavior to learning tasks provides a foundation for healthy social and academic development in early schooling. Although an explosion of research on this topic has occurred in recent years, the field has been hindered by a lack of Conceptual Clarity, as well as debate over underlying components and their significance in predicting school success. In addition, few measures tap these skills as children move into formal schooling. This article describes the aspects of self-regulation that are most important for early school success. It then discusses methodological challenges in reliably and validly assessing these skills in young children and describes recent advances in direct measures of self-regulation that are reliable and ecologically valid and that predict children’s school success. It concludes by summarizing critical issues in the study of self-regulation in school contexts and discussing next steps.
Kelly Schwind Wilson - One of the best experts on this subject based on the ideXlab platform.
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Work–Family Backlash: The “Dark Side” of Work–Life Balance (WLB) Policies
Academy of Management Annals, 2018Co-Authors: Matthew B. Perrigino, Benjamin B. Dunford, Kelly Schwind WilsonAbstract:Although continuing to capture the attention of scholars, the study of “work–family backlash” remains plagued by a lack of Conceptual Clarity. As a result, there is growing evidence to suggest that...
Nadine Vehring - One of the best experts on this subject based on the ideXlab platform.
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should virtual mean vague a plea for more Conceptual Clarity in researching virtual organisations
Bled eConference, 2008Co-Authors: Kai Riemer, Nadine VehringAbstract:Around fifteen years ago the concept ‘virtual organisation’ (VO) was coined to describe changes in organisational structures of value creation as a reaction to developments in modern market environments. Since then, the VO as a concept has been used to describe different things in different contexts, so that today we find a rather unsatisfying mix of VO notions in the literature. Moreover, in many articles the VO remains underspecified and vague; sometimes even a mismatch exists between VO definitions provided and examples discussed. Motivated by these observations we carried out a literature analysis to explore differing notions of virtual organisation. The contribution of our study is twofold. First, we identify and describe in Conceptual detail three distinct types of VO as the basis for future research endeavours. Second, we point to a need for Conceptual Clarity in researching VOs in practice, in light of the rather different management challenges of the three identified types.
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Bled eConference - Should 'virtual' mean 'vague'? A plea for more Conceptual Clarity in researching virtual organisations
2008Co-Authors: Kai Riemer, Nadine VehringAbstract:Around fifteen years ago the concept ‘virtual organisation’ (VO) was coined to describe changes in organisational structures of value creation as a reaction to developments in modern market environments. Since then, the VO as a concept has been used to describe different things in different contexts, so that today we find a rather unsatisfying mix of VO notions in the literature. Moreover, in many articles the VO remains underspecified and vague; sometimes even a mismatch exists between VO definitions provided and examples discussed. Motivated by these observations we carried out a literature analysis to explore differing notions of virtual organisation. The contribution of our study is twofold. First, we identify and describe in Conceptual detail three distinct types of VO as the basis for future research endeavours. Second, we point to a need for Conceptual Clarity in researching VOs in practice, in light of the rather different management challenges of the three identified types.
Terrance G. Weatherbee - One of the best experts on this subject based on the ideXlab platform.
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Counterproductive use of technology at work: Information & communications technologies and cyberdeviancy
Human Resource Management Review, 2010Co-Authors: Terrance G. WeatherbeeAbstract:Abstract The misuse of information and communications technology (ICTs) in the workplace is a growing problem that is expected to continue to trend upward. The consequences of this form of behaviour range from minor outcomes with little impact, to more serious outcomes with significant negative impacts to individuals, groups, and even for entire organizations. Research into technologically mediated counterproductive behaviour has lagged behind the phenomena, remains limited in scope, and is conducted in disciplinary and theoretical isolation. Conceptual Clarity and theoretical synthesis are viewed as critical steps for enabling a strong program of research into this new counterproductive domain. This article proposes a potential approach for fostering Conceptual Clarity and identifies the necessity for a theoretical model to facilitate future investigation.