The Experts below are selected from a list of 2946 Experts worldwide ranked by ideXlab platform
Robert H Brook - One of the best experts on this subject based on the ideXlab platform.
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the relationship between perceived Parental Expectations and pediatrician antimicrobial prescribing behavior
Pediatrics, 1999Co-Authors: Rita Mangionesmith, Elizabeth A Mcglynn, Marc N Elliott, Paul Krogstad, Robert H BrookAbstract:Context. Despite growing concern over the escalating antimicrobial resistance problem, physicians continue to inappropriately prescribe. It has been suggested that a major determinant of pediatrician antimicrobial prescribing behavior is the Parental Expectation that a prescription will be provided. Objectives. To explore the extent to which Parental previsit Expectations and physician perceptions of those Expectations are associated with inappropriate antimicrobial prescribing; and to explore the relationship between fulfillment of Expectations and Parental visit-specific satisfaction. Design. Previsit and postvisit survey of parents and postvisit survey of physicians. Setting. Two private pediatric practices, one community based and one university based. Participants. Ten physicians (response rate = 77%), and a consecutive sample of 306 eligible parents (response rate = 86%) who were attending sick visits for their children between October 1996 and March 1997. Parents were screened for eligibility in the waiting rooms of the two practices and were invited to participate if they spoke and read English and their child was 2 to 10 years old, had a presenting complaint of ear pain, throat pain, cough, or congestion, was off antimicrobial therapy for the past 2 weeks, and was seeing one of the participating physicians. Main Outcome Measures. Antimicrobial prescribing decision, probability of assigning a bacterial diagnosis, and Parental visit-specific satisfaction. Results. Based on multivariate analysis, physicians9 perceptions of Parental Expectations for antimicrobials was the only significant predictor of prescribing antimicrobials for conditions of presumed viral etiology; when physicians thought a parent wanted an antimicrobial, they prescribed them 62% of the time versus 7% of the time when they did not think the parent wanted antimicrobials. However, physician antimicrobial prescribing behavior was not associated with actual Parental Expectations for receiving antimicrobials. In addition, when physicians thought the parent wanted an antimicrobial, they were also significantly more likely to give a bacterial diagnosis (70% of the time versus 31% of the time). Failure to meet Parental Expectations regarding communication events during the visit was the only significant predictor of Parental satisfaction. Failure to provide expected antimicrobials did not affect satisfaction. Conclusions. The antibiotic resistance epidemic should lead to immediate replication of this study in a larger more generalizable population. If inaccurate physician perceptions of parent desires for antimicrobials for viral infections are confirmed, then an intervention to change the way physicians acquire this set of perceptions should be undertaken.
Xixi Li - One of the best experts on this subject based on the ideXlab platform.
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effects of Parental Expectations and cultural values orientation on career decision making difficulties of chinese university students
Journal of Vocational Behavior, 2011Co-Authors: Alvin S Leung, Itamar Gati, Xixi LiAbstract:Abstract This study examined the effects of cultural-values conflict and Parental Expectations on the career decision-making difficulties of university students in three cities in China (Beijing, Wuhan, and Hong Kong, N = 1342). The Multidimensional Scales of Individual Traditionality and Modernity (Yang, Yu, & Ye, 1989) were used as a measure of cultural-values conflict and cultural orientation. The Living-Up-to Parental Expectation Inventory (Wang & Heppner, 2002) was used to measure Parental Expectations. The Career Decision-Making Difficulties Questionnaire (Gati & Saka, 2001) was used as a dependent measure. It was found that levels of cultural-value conflict were associated with higher levels of career decision-making difficulties for students in the Chinese Mainland cities but not for students in Hong Kong. Perceived Parental Expectations and perceived self-performance in the expected areas were found to be predictive of career decision-making difficulties. Cultural-value orientation, especially endorsement of Chinese traditional values, was found to moderate the relationship between Parental Expectation and career decision-making difficulties. Theoretical, research and practical implications of findings were discussed.
Sungeun Yang - One of the best experts on this subject based on the ideXlab platform.
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a comparative study on academic achievement motivation Parental Expectation teacher Expectation and self efficacy of korean and chinese korean adolescents
Korean Journal of Human Ecology, 2009Co-Authors: Doyoun Kim, Sungeun YangAbstract:The purpose of this study was to compare Chinese-Korean adolescents' with Korean adolescents's academic achievement motivation, Parental Expectation, teacher Expectation, self-efficacy. The object is 492 students in the middle school 2th and high school 2th grade who are from Chinese-Korean school and Korean school in Seoul and Incheon. The major results of findings were as follows: First, Chinese-Korean adolescents were more high than academic achievement motivation in Korean adolescents. Second, juniors in middle school were more positive than Parental Expectation in high school. Third, Chinese-Korean adolescents were more positive than teacher Expectation in Korean adolescents, and juniors in middle school are more positive than ones in high school. Forth, Chinese-Korean adolescents were more high than self-efficacy in Korean adolescents.
Alvin S Leung - One of the best experts on this subject based on the ideXlab platform.
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effects of Parental Expectations and cultural values orientation on career decision making difficulties of chinese university students
Journal of Vocational Behavior, 2011Co-Authors: Alvin S Leung, Itamar Gati, Xixi LiAbstract:Abstract This study examined the effects of cultural-values conflict and Parental Expectations on the career decision-making difficulties of university students in three cities in China (Beijing, Wuhan, and Hong Kong, N = 1342). The Multidimensional Scales of Individual Traditionality and Modernity (Yang, Yu, & Ye, 1989) were used as a measure of cultural-values conflict and cultural orientation. The Living-Up-to Parental Expectation Inventory (Wang & Heppner, 2002) was used to measure Parental Expectations. The Career Decision-Making Difficulties Questionnaire (Gati & Saka, 2001) was used as a dependent measure. It was found that levels of cultural-value conflict were associated with higher levels of career decision-making difficulties for students in the Chinese Mainland cities but not for students in Hong Kong. Perceived Parental Expectations and perceived self-performance in the expected areas were found to be predictive of career decision-making difficulties. Cultural-value orientation, especially endorsement of Chinese traditional values, was found to moderate the relationship between Parental Expectation and career decision-making difficulties. Theoretical, research and practical implications of findings were discussed.
Liang Luo - One of the best experts on this subject based on the ideXlab platform.
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gender differences in how family income and Parental education relate to reading achievement in china the mediating role of Parental Expectation and Parental involvement
Frontiers in Psychology, 2018Co-Authors: Xiaolin Guo, Huan Zhou, Chunhui Liu, Juan Liu, Kexin Jiang, Liang LuoAbstract:The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and Parental education, indirectly relates to children's reading achievement through Parental Expectation and Parental involvement and whether this process differs between boys and girls. The results revealed that Parental Expectation and specific Parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of Parental education and the effect of family income were partially mediated by Parental Expectation and parent-child communication orderly. For girls, the effect of Parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) Parental Expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.
