How white is your UX practice?: inclusion and diversity in critical UX research

During summer 2016, Imperial College London’s Library Information Systems team ran user experience research into the information-seeking behaviour of undergraduate and postgraduate students focusing on the use of the library catalogue and discovery interface. We gathered some really interesting findings which are helping to inform our continued redesigning of Imperial’s Ex Libris Primo search and discovery software. Our results are available in reports online but in this paper we want to talk about what we did wrong, the limitations of our methodology, and the impact on our approach to inclusion and diversity in our UX work and our view of wider UX research in libraries

Le mouvement de concentration dans l'industrie métallurgique de la France d'entre-deux-guerres et les contemporains

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Unexpected pathways toward college graduation

This study examines the dispositions and experiences of support of college students associated with unexpected pathways toward college graduation. The final sample was drawn from a national sample of 3,998 youths who participated in a longitudinal project. Using the k-nearest neighbors’ algorithm, we created four groups based on the Québec High School Average and the College Graduation status four years after admission (Unexpected Graduates; Expected Dropouts; Unexpected Dropouts; Expected Graduates). Compared to ED, UG showed lower aggressive behaviors and attentional problems and higher participation in institutional or targeted support measures in college. They were also more likely to have attended a private high school. Compared to EG, UD showed lower academic behaviors and motivation, lower perceptions of teaching quality and support, and lower economic capital and support from family. They were also more likely to enrol in a technical college program and less likely to have attended a private high school

Predicting stereotype endorsement and academic motivation in women in science programs : a longitudinal model

This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivatio

Avoir les étudiants de sciences de la nature dans notre MIRES.

Titre de l'écran-titre (visionné le 23 avril 2009).Bibliogr

Distinguishing developmental from chronic career indecision : Self-efficacy, autonomy, and social support

Career indecision can be divided into two categories: developmental and chronic indecision. The former is generally viewed as a developmentally normal problem resulting from a lack of information on the self and on the world of work, whereas the latter is defined as a pervasive inability to make a decision about one’s career. The goals of the present study were to test the validity of this typology of career indecision and to explain these types of indecision as a function of self-efficacy, autonomy, and support from parents and friends. Based on a 3-year longitudinal design with college students (N = 325), results provided validity for this typology by revealing the presence of two indecision groups (chronically undecided and developmentally undecided) and a group of students who are decided. In addition, results indicated that self-efficacy and autonomy are important dimensions that make it possible to distinguish between these three groups

Avoir les étudiants de sciences de la nature dans notre MIRES.

Titre de l'écran-titre (visionné le 23 avril 2009)

When insecure attachment dispositions affect mentoring relationship quality : an exploration of interactive mentoring contexts

In this study, we explored the effects of mentor and mentee insecure attachment dispositions (ambivalence and avoidance) on mentoring relationship quality while considering the specific nature of the interactive mentoring context. Participants (n = 252 matches) were enrolled in the MIRES program, a one-year college-based mentoring program that matches late adolescent mentees (17-year-olds) with young adult mentors (23-year-olds) designed to facilitate the transition to college. Using data drawn from mentors’ logbooks (at 9 time points), two interactive contexts were addressed: 1) situations involving mentee academic issues and mentor proactive academic support (academically-oriented), and 2) situations involving mentee personal issues and mentor emotional support, and caring (emotionally-oriented). Linear regression results showed that both mentors’ and mentees’ avoidance uniquely predicted lower reports of mentoring relationship quality, but especially inemotionally-oriented matches and when their partners’ attachment ambivalence was high. In matches less focused on emotional support, mentors’ attachment avoidance interacted with mentees’ ambivalence to predict positive mentoring relationship quality. Theoretical, practical, and mentor training issues are discussed

Adjustment trajectories during the college transition : types, personal and family antecedents, and academic outcomes

This longitudinal study was aimed to describe and understand student adjustment trajectories during the college transition. Participants came from a large random sample of Quebec high school students. They completed a multidimensional measure of adjustment at two times before entering college and at two other times after college admission. Group-based trajectory analysis showed decreased adjustment for 6% (social adjustment) to 66.1% (academic adjustment) of students over this period, versus improved adjustment for 4.5% (social adjustment) to 11.6% (emotional and academic adjustment). All changes were linear, suggesting progressive changes from Secondary 4 to the second year of college. Multivariate and contingency analyses showed that personal anxiety, academic success, and attention problems in high school were significant determinants for adjustment trajectories, and that these trajectories were subsequently related to perseverance and college graduation