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Wells I, G-Medhin A, Owen N, Thelwell ELR, Giacco D. Experiences of support received by carers of people who are involuntarily admitted to hospital under the Mental Health Act: qualitative study of carers' perspectives. BJPsych Open 2024; 10:e82. [PMID: 38622966 PMCID: PMC11060084 DOI: 10.1192/bjo.2024.44] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 02/09/2024] [Accepted: 02/27/2024] [Indexed: 04/17/2024] Open
Abstract
BACKGROUND Carers of people who are involuntarily admitted to hospital report feeling isolated and unsupported by services. The Independent Review of the Mental Health Act (MHA) recommended that carers be supported. However, no research has directly explored what type of support carers would find most helpful when a relative/friend is involuntary admitted. AIMS To explore carers' experiences and views around the support they want to receive when their relative/friend is involuntarily admitted under the MHA. METHOD A total of 22 one-to-one interviews with carers were conducted online at three sites across England. Audio recordings of the interviews were transcribed, and data were analysed with thematic analysis. RESULTS Four main themes were identified: (a) heterogeneity in the current support for carers, (b) information about mental health and mental health services, (c) continuous support, and (d) peer support and guidance. Carers reported receiving support from professionals, peers and relatives, but this was unstructured, and the extent of support varied across carers. Carers reported wanting more information about mental health services, and for this information to be consistent. Carers also reported wanting emotional support from a single, continuous person, helping them establish a more personal and sincere connection. Peers were also identified as important in the provision of carer support, allowing carers to feel reassured and understood in their experience. CONCLUSIONS The support received by carers is currently unstructured. To meet the MHA review recommendations, carers of patients who are involuntarily admitted should be allocated a named contact person, ideally with lived experience, to offer information and personal continuity of support.
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Affiliation(s)
- Imogen Wells
- Warwick Medical School, University of Warwick, UK
| | | | - Nicole Owen
- Warwick Medical School, University of Warwick, UK
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Gao Z, Chee CS, Norjali Wazir MRW, Wang J, Zheng X, Wang T. The role of parents in the motivation of young athletes: a systematic review. Front Psychol 2024; 14:1291711. [PMID: 38259527 PMCID: PMC10800670 DOI: 10.3389/fpsyg.2023.1291711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2023] [Accepted: 12/22/2023] [Indexed: 01/24/2024] Open
Abstract
Objectives Parents are one of the main social agents that shape young athletes' experiences and participation in sports, but they are also the least explored group in the literature. Therefore, the purpose of this study was to conduct a systematic review of research on the role of parents in the motivation of young athletes. Method The systematic literature review consisted of four electronic databases from which 29 articles published in English and in full-text form in peer-reviewed journals between 1999 and 2023 were retrieved. Results A total of 29 studies met the eligibility criteria. These studies collectively surveyed 9,185 young athlete participants and 2,191 parent participants. The sample comprised 26 quantitative studies and 3 qualitative studies. The findings underscore that parents play both unique and synergistic multidimensional roles in motivating young athletes. Parents' positive goals and values, autonomy-supportive parenting styles, moderate parental involvement, positive parent-child relationships, and a parent-initiated task climate are identified as optimal parenting strategies. Conclusion While parents undeniably play a crucial role in motivating young athletes, the manner and extent of their involvement are key.
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Affiliation(s)
- Zhendong Gao
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | - Chen Soon Chee
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | | | - Jiaxu Wang
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | - Xiaojian Zheng
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | - Tao Wang
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
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Laffan DA, Stenson A, Flood C. The role of cyberbullying victimization in the relationship between adult BTS fans' psychological sense of community and wellbeing. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:1479-1494. [PMID: 35988136 DOI: 10.1002/jcop.22924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 07/31/2022] [Accepted: 08/02/2022] [Indexed: 05/23/2023]
Abstract
Adult fans of K-Pop band BTS are part of a diverse and global fandom that has an evident psychological sense of community associated with psychosocial benefits such as increases in wellbeing. This study aimed to investigate if cyberbullying victimization plays an influential role in the relationship of BTS fans' psychological sense of community and wellbeing using an online co-designed survey administered to 183 participants. There was a significant positive relationship found between psychological sense of community and wellbeing. The results of a moderation analysis were interpreted as cyberbullying victimization not having an influential role in this positive relationship, despite cyberbullying typically having detrimental effects on interpersonal relationships and communities generally. It was concluded that BTS fans' psychological sense of community may be buffering against the adverse consequences of cyberbullying victimization and/or competent anti-cyberbullying and online safety practices are being carried out in online BTS fan communities. Implications for anti-cyberbullying researchers and cyberbullying prevention efforts are also discussed.
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Affiliation(s)
- Derek A Laffan
- DCU Anti-Bullying Centre, Dublin City University, Dublin, Ireland
| | - Audrey Stenson
- Dún Laoghaire Institute of Art, Design and Technology, Dún Laoghaire, Co, Dublin, Ireland
| | - Cliona Flood
- Dún Laoghaire Institute of Art, Design and Technology, Dún Laoghaire, Co, Dublin, Ireland
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Toward children-centric AI: a case for a growth model in children-AI interactions. AI & SOCIETY 2022. [DOI: 10.1007/s00146-022-01579-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractThis article advocates for a hermeneutic model for children-AI (age group 7–11 years) interactions in which the desirable purpose of children’s interaction with artificial intelligence (AI) systems is children's growth. The article perceives AI systems with machine-learning components as having a recursive element when interacting with children. They can learn from an encounter with children and incorporate data from interaction, not only from prior programming. Given the purpose of growth and this recursive element of AI, the article argues for distinguishing the interpretation of bias within the artificial intelligence (AI) ethics and responsible AI discourse. Interpreting bias as a preference and distinguishing between positive (pro-diversity) and negative (discriminative) bias is needed as this would serve children's healthy psychological and moral development. The human-centric AI discourse advocates for an alignment of capacities of humans and capabilities of machines by a focus both on the purpose of humans and on the purpose of machines for humans. The emphasis on mitigating negative biases through data protection, AI law, and certain value-sensitive design frameworks demonstrates that the purpose of the machine for humans is prioritized over the purpose of humans. These top–down frameworks often narrow down the purpose of machines to do-no-harm and they miss accounting for the bottom-up views and developmental needs of children. Therefore, applying a growth model for children-AI interactions that incorporates learning from negative AI-mediated biases and amplifying positive ones would positively benefit children’s development and children-centric AI innovation. Consequently, the article explores: What challenges arise from mitigating negative biases and amplifying positive biases in children-AI interactions and how can a growth model address these? To answer this, the article recommends applying a growth model in open AI co-creational spaces with and for children. In such spaces human–machine and human–human value alignment methods can be collectively applied in such a manner that children can (1) become sensitized toward the effects of AI-mediated negative biases on themselves and others; (2) enable children to appropriate and imbue top-down values of diversity, and non-discrimination with their meanings; (3) enforce children’s right to identity and non-discrimination; (4) guide children in developing an inclusive mindset; (5) inform top-down normative AI frameworks by children’s bottom-up views; (6) contribute to design criteria for children-centric AI. Applying such methods under a growth model in AI co-creational spaces with children could yield an inclusive co-evolution between responsible young humans in the loop and children-centric AI systems.
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Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09700-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Turi JA, Khastoori S, Sorooshian S, Campbell N. Diversity impact on organizational performance: Moderating and mediating role of diversity beliefs and leadership expertise. PLoS One 2022; 17:e0270813. [PMID: 35877610 PMCID: PMC9578724 DOI: 10.1371/journal.pone.0270813] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 06/20/2022] [Indexed: 11/21/2022] Open
Abstract
The current research examines the impact of four independent diversity variables,
gender, age, educational background, and ethnicity, on the moderating role of
diversity beliefs and the mediating role of leadership expertise to measure
organisational performance in Pakistan. A self-administered questionnaire using
a 6-point Likert scale approach was adopted to collect the responses from 176
employees. Quantitative analysis was done using SPSS, and SMART-PLS3 were used
for was used to comprehend the objectives of the research. The findings indicate
that age diversity, diversity beliefs, and leadership expertise have a
statistically significant impact on organisational performance. Moreover,
moderating variable diversity belief did not affect organisational performance,
but leadership expertise plays a significant mediating role in organisational
performance. Our study provides critical theoretical contributions to research
diversity and organisational performance in Pakistan and examines the impact of
workforce diversity on organisational performance with leadership expertise as
mediator and diversity beliefs as a moderator.
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Affiliation(s)
- Jamshid Ali Turi
- Department of Management Studies, Bahria Business School, Bahria
University, Islamabad, Pakistan
| | | | - Shahryar Sorooshian
- Department of Business Administration, University of Gothenburg,
Gothenburg, Sweden
- * E-mail:
| | - Nadine Campbell
- Business school, Western Sydney University, Sydney,
Australia
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Abstract
Direct-to-consumer DNA testing is increasingly affordable and accessible, and the potential implications from these tests are becoming more important. As additional people partake in DNA testing, larger population groups and information will cause further refinement of results and more extensive databases, resulting in further potential opportunities to connect biological relatives and increased chances of testers potentially having their identities re-aligned, reinforced or solidified. The effects of DNA testing were explored through 16 semi-structured in-depth interviews conducted with participants who had received their DNA test results. These participants came from diverse groups, genders and ethnic backgrounds. A thematic analysis found that notions of family were frequently challenged with unexpected DNA test results causing shifts in personal and social identities, especially in their family and biological identities. Discrepancies in DNA test results prompted re-negotiation of these identities and affected their feelings of belonging to their perceived social groups. Participants’ identities were important to them in varying degrees, with some feeling stronger connections with specific identities, thus having significant re-alignment of these identities and feelings of belonging. This article discusses the thematic analysis’s findings and explores how identities of the participants, many of whom took the test for genealogical purposes, were affected by DNA test results. As more people undertake DNA testing, it is important to explore how it may change the notions of family in the future and how their biological and family identities are affected.
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Cartei V, Reby D, Garnham A, Oakhill J, Banerjee R. Peer audience effects on children's vocal masculinity and femininity. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200397. [PMID: 34775826 PMCID: PMC8591376 DOI: 10.1098/rstb.2020.0397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023] Open
Abstract
Existing evidence suggests that children from around the age of 8 years strategically alter their public image in accordance with known values and preferences of peers, through the self-descriptive information they convey. However, an important but neglected aspect of this 'self-presentation' is the medium through which such information is communicated: the voice itself. The present study explored peer audience effects on children's vocal productions. Fifty-six children (26 females, aged 8-10 years) were presented with vignettes where a fictional child, matched to the participant's age and sex, is trying to make friends with a group of same-sex peers with stereotypically masculine or feminine interests (rugby and ballet, respectively). Participants were asked to impersonate the child in that situation and, as the child, to read out loud masculine, feminine and gender-neutral self-descriptive statements to these hypothetical audiences. They also had to decide which of those self-descriptive statements would be most helpful for making friends. In line with previous research, boys and girls preferentially selected masculine or feminine self-descriptive statements depending on the audience interests. Crucially, acoustic analyses of fundamental frequency and formant frequency spacing revealed that children also spontaneously altered their vocal productions: they feminized their voices when speaking to members of the ballet club, while they masculinized their voices when speaking to members of the rugby club. Both sexes also feminized their voices when uttering feminine sentences, compared to when uttering masculine and gender-neutral sentences. Implications for the hitherto neglected role of acoustic qualities of children's vocal behaviour in peer interactions are discussed. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'.
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Affiliation(s)
- Valentina Cartei
- School of Psychology, University of Sussex, Brighton, UK,Equipe Neuro-Ethologie Sensorielle, ENES/CRNL, CNRS UMR5292, INSERM UMR_S 1028, University of Lyon, Saint-Etienne, France,Psychology, University of Chichester, Chichester, UK
| | - David Reby
- Equipe Neuro-Ethologie Sensorielle, ENES/CRNL, CNRS UMR5292, INSERM UMR_S 1028, University of Lyon, Saint-Etienne, France
| | - Alan Garnham
- School of Psychology, University of Sussex, Brighton, UK
| | - Jane Oakhill
- School of Psychology, University of Sussex, Brighton, UK
| | - Robin Banerjee
- School of Psychology, University of Sussex, Brighton, UK
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Dotterer AM. Parent involvement, expectancy values, and STEM outcomes among underrepresented adolescents. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09677-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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10
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Stsiampkouskaya K, Joinson A, Piwek L, Ahlbom CP. Emotional responses to likes and comments regulate posting frequency and content change behaviour on social media: An experimental study and mediation model. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106940] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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11
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Nykänen M, Guerin RJ, Vuori J. Identifying the "Active Ingredients" of a School-Based, Workplace Safety and Health Training Intervention. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:1001-1011. [PMID: 33483908 PMCID: PMC8458184 DOI: 10.1007/s11121-021-01209-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2021] [Indexed: 11/26/2022]
Abstract
Young workers in many industrialized countries experience a higher rate of largely preventable occupation-related injuries compared with adults. Safety education and training are considered critical to the prevention of these incidents. This can be promoted by the dissemination and scale-out of an evidence-based, safety training programs in vocational education. The aim of this study was to identify the intervention core components that comprise the "active ingredients" of a safety training intervention for young workers and assess the impact on student outcomes of interest. Fidelity of implementation was operationalized using measures of adherence and quality of intervention delivery. For this study, data were collected through a school-based, cluster randomized trial conducted in 2015 in eight Finnish upper secondary-level vocational schools (n = 229 students in 22 groups, each with one teacher). Results indicate that the intervention core components (safety skills training, safety inoculation training, a positive atmosphere for safety learning, and active learning techniques) had differing associations with student outcomes. Adherence related to the acquisition of safety skills training was the strongest active ingredient in terms of positive effects. Furthermore, quality of delivery in terms of fostering positive learning atmosphere and utilizing active learning methods was associated especially with motivational outcomes. These findings indicate that different active ingredients complemented each other. Contrary to expectations, we found no statistically significant relationship between any of the core components and risk-taking attitudes. The current study advances prevention science by identifying the active ingredients of an evidence-based intervention, implemented in Finnish vocational school settings, that helps protect young workers from work-related morbidity and mortality.
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Affiliation(s)
- Mikko Nykänen
- Finnish Institute of Occupational Health, PO Box 40, 00032, Helsinki, Finland.
| | - Rebecca J Guerin
- Division of Science Integration, National Institute for Occupational Safety and Health, US Centers for Disease Control and Prevention, Cincinnati, OH, USA
| | - Jukka Vuori
- Finnish Institute of Occupational Health, PO Box 40, 00032, Helsinki, Finland
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Martin AJ, Burns EC, Kennett R, Pearson J, Munro-Smith V. Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms. Front Psychol 2021; 11:608949. [PMID: 33469438 PMCID: PMC7813993 DOI: 10.3389/fpsyg.2020.608949] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 12/02/2020] [Indexed: 11/17/2022] Open
Abstract
Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.
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Affiliation(s)
- Andrew J Martin
- School of Education/School of Psychology, University of New South Wales, Sydney, NSW, Australia
| | - Emma C Burns
- Department of Educational Studies, Macquarie University, Macquarie Park, NSW, Australia
| | - Roger Kennett
- School of Education/School of Psychology, University of New South Wales, Sydney, NSW, Australia
| | - Joel Pearson
- School of Education/School of Psychology, University of New South Wales, Sydney, NSW, Australia
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Martins A, Fonseca MJ, Lemos M, Lencastre L, Tavares F. Bioinformatics-Based Activities in High School: Fostering Students' Literacy, Interest, and Attitudes on Gene Regulation, Genomics, and Evolution. Front Microbiol 2020; 11:578099. [PMID: 33162959 PMCID: PMC7591593 DOI: 10.3389/fmicb.2020.578099] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 09/08/2020] [Indexed: 11/13/2022] Open
Abstract
The key role of bioinformatics in explaining biological phenomena calls for the need to rethink didactic approaches at high school aligned with a new scientific reality. Despite several initiatives to introduce bioinformatics in the classroom, there is still a lack of knowledge on their impact on students' learning gains, engagement, and motivation. In this study, we detail the effects of four bioinformatics laboratories tailored for high school biology classes named "Mining the Genome: Using Bioinformatics Tools in the Classroom to Support Student Discovery of Genes" on literacy, interest, and attitudes on 387 high school students. By exploring these laboratories, students get acquainted with bioinformatics and acknowledge that many bioinformatics tools can be intuitive for beginners. Furthermore, introducing comparative genomics in their learning practices contributed for a better understanding of curricular contents regarding the identification of genes, their regulation, and how to make evolutionary assumptions. Following the intervention, students were able to pinpoint bioinformatics tools required to identify genes in a genomics sequence, and most importantly, they were able to solve genomics-related misconceptions. Overall, students revealed a positive attitude regarding the integration of bioinformatics-based approaches in their learning practices, reinforcing their added value in educational approaches.
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Affiliation(s)
- Ana Martins
- Departamento de Biologia, FCUP-Faculdade de Ciências, Universidade do Porto, Porto, Portugal.,CIBIO-Centro de Investigação em Biodiversidade e Recursos Genéticos, InBIO-Laboratório Associado, Universidade do Porto, Vairão, Portugal
| | - Maria João Fonseca
- MHNC-UP-Museu de História Natural e da Ciência, Universidade do Porto, Porto, Portugal
| | - Marina Lemos
- FPCEUP-Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, Porto, Portugal
| | - Leonor Lencastre
- FPCEUP-Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, Porto, Portugal
| | - Fernando Tavares
- Departamento de Biologia, FCUP-Faculdade de Ciências, Universidade do Porto, Porto, Portugal.,CIBIO-Centro de Investigação em Biodiversidade e Recursos Genéticos, InBIO-Laboratório Associado, Universidade do Porto, Vairão, Portugal
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15
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Starr CR, Zurbriggen EL. Sandra Bem’s Gender Schema Theory After 34 Years: A Review of its Reach and Impact. SEX ROLES 2016. [DOI: 10.1007/s11199-016-0591-4] [Citation(s) in RCA: 50] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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