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Doctor–patient communication has been extensively studied in non-Western contexts and in relation to patients’ cultural and education backgrounds. This study explores the perceived ideal communication style for doctor–patient consultations and the reality of actual practice in a Southeast Asian context. We conducted the study in a teaching hospital in Indonesia, using a qualitative and a quantitative design. In-depth interviews were conducted with ten internal medicine specialists, ten internal medicine residents, 16 patients in two groups based on education level and ten most senior medical students. The contributions of doctors and patients to the communication during consultations were observed and rated quantitatively by thirty internal medicine residents, 393 patients with different educational backgrounds and ten senior medical students. The ‘informed and shared decision making’ is the central observation in this quantitative study. The results of the interviews showed that Southeast Asian stakeholders are in favor of a partnership style of communication and revealed barriers to achieving this: doctors and patients are not prepared for a participatory style and high patient load due to an inefficient health care system does not allow sufficient time for this type of communication. The results of the quantitative study showed a sharp contrast between observed and ideal communication styles. A paternalistic style seems to prevail, irrespective of patients’ educational background. We found a sharp conflict between ideal and reality concerning doctor–patient communication in a Southeast Asian context. Further studies should examine ways to change the prevailing communication style in the desired direction.

In Canada little research has been conducted on those who are the first in their families to attend university. Cultural reproduction theory suggests that such students would be less likely to engage in the type of activities that, according to the college impact model, contribute to academic achievement. In order to test these and other possibilities a longitudinal survey-based study of domestic and international students was conducted at four Canadian universities. Overall it was found that university experiences did vary by the educational background of parents; however, such experiences were not always of consequence for academic achievement.

Does maternal education have an impact on children's educational outcomes even at the very low levels found in many developing countries? We use instrumental variables analysis to address this issue in Pakistan. We find that children of mothers with some education spend 72 more minutes per day on educational activities at home. Mothers with some education also spend more time helping their children with school work. In the subset that have test scores available, children whose mothers have some education have higher scores by 0.23—0.35 standard deviations. We do not find support for channels through which education affects bargaining power within the household.

Understanding how immigrants' children form educational expectations may yield insights into the causes of eventual ethnic disparities in socioeconomic attainments. This article examines how the average relative premigration educational status of the immigrant group and the immigrant group's average postmigration SES shape the educational expectations of immigrants' children. It analyzes a unique data set that was compiled from published international data and U.S. census data on 30 immigrant groups, combined with data from the Children of Immigrants Longitudinal Survey. The findings reveal that higher group premigration educational status facilitates higher perceived parental aspirations, which shape the educational expectations of second-generation youths. Furthermore, as an immigrant group's premigration educational status increases, youths' educational expectations also increase. The results highlight the interaction between group and individual-level factors in that the effect of parents' socioeconomic status on students' educational expectations depends upon the premigration status of their immigrant group. These findings suggest that a premigration group-level characteristic influences second-generation adaptation beyond its association with family background and that greater attention should be drawn to the effects of premigration factors in shaping ethnic communities and the experiences of immigrant groups in the United States.

The present meta-analysis assessed concurrent and longitudinal associations between parental educational expectations and child achievement, and factors that mediate the effect of expectations on achievement. A systematic search in electronic databases identified 169 studies that were included in a random-effects meta-analysis. We found small to moderate bivariate cross-sectional (r = .30) and longitudinal associations (r = .28) between parental expectation and achievement which persisted after statistically controlling for socioeconomic status. Associations varied, in part, by children's age, socioeconomic status, ethnicity, matching of type of expectations and achievement, type of expectation assessed, publication status, and informant. The analysis of cross-lagged effects indicated that parental expectations predicted change in child achievement, thus indicating that expectations had an effect over and above the effect of prior achievement. Effects of expectations on change in achievement were even stronger (r = .15) than the effects of achievement on change in expectation (r = .09). Parental expectations tended to be higher than the child achievement. Associations between expectations and achievement were partially mediated by educational expectations in the offspring, child academic engagement, and academic self-concept, and to a lesser extent, by parental achievement-supportive behaviors. We conclude that parents are recommended to communicate positive educational expectations to their children. The transmission of positive expectations to the offspring and the encouragement of academic engagement seem to be more effective in realizing parental expectations than parental behavioral academic involvement such as checking homework and staying in contact with teachers. (ZPID).

The constantly growing offering of online learning materials to students is making it more difficult to locate specific information from data pools. Personalization systems attempt to reduce this complexity through adaptive e-learning and recommendation systems. The latter are, generally, based on machine learning techniques and algorithms and there has been progress. However, challenges remain in the form of data-scarcity, cold-start, scalability, time consumption and accuracy. In this article, we provide an overview of recommendation systems in the e-learning context following four strands: Content-Based, Collaborative Filtering, Knowledge-Based and Hybrid Systems. We developed a taxonomy that accounts for components required to develop an effective recommendation system. It was found that machine learning techniques, algorithms, datasets, evaluation, valuation and output are necessary components. This paper makes a significant contribution to the field by providing a much-needed overview of the current state of research and remaining challenges.

The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories—bioecological theory and developmental niche theory—to draw attention to how maternal education may influence children's academic outcomes through a range of parenting mechanisms, some of which have been largely neglected in research. This framework provides a more complete picture of how maternal education shapes proximal and distal influences on children's academic outcomes and the ways in which these mechanisms interact and reinforce one another across time and context. The implications of this framework for future family research are then discussed.

PurposeThe purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition–intention and self-efficacy–intention relationships.Design/methodology/approachThe data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses.FindingsThis study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates “self-efficacy–intention relationship”, and third, gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships.Research limitations/implicationsThis study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds.Practical implicationsThis study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects.Originality/valueThis study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition–intention and entrepreneurial self-efficacy–intention relationships.

Existing evidence on the effects of race and ethnicity on pregnancy outcomes is restricted to individual studies done within specific countries and health systems. We aimed to assess the impact of race and ethnicity on perinatal outcomes in high-income and upper-middle-income countries, and to ascertain whether the magnitude of disparities, if any, varied across geographical regions. For this individual participant data (IPD) meta-analysis we used data from the International Prediction of Pregnancy Complications (IPPIC) Network of studies on pregnancy complications; the full dataset comprised 94 studies, 53 countries, and 4 539 640 pregnancies. We included studies that reported perinatal outcomes (neonatal death, stillbirth, preterm birth, and small-for-gestational-age babies) in at least two racial or ethnic groups (White, Black, south Asian, Hispanic, or other). For our two-step random-effects IPD meta-analysis, we did multiple imputations for confounder variables (maternal age, BMI, parity, and level of maternal education) selected with a directed acyclic graph. The primary outcomes were neonatal mortality and stillbirth. Secondary outcomes were preterm birth and a small-for-gestational-age baby. We estimated the association of race and ethnicity with perinatal outcomes using a multivariate logistic regression model and reported this association with odds ratios (ORs) and 95% CIs. We also did a subgroup analysis of studies by geographical region. 51 studies from 20 high-income and upper-middle-income countries, comprising 2 198 655 pregnancies, were eligible for inclusion in this IPD meta-analysis. Neonatal death was twice as likely in babies born to Black women than in babies born to White women (OR 2·00, 95% CI 1·44–2·78), as was stillbirth (2·16, 1·46–3·19), and babies born to Black women were at increased risk of preterm birth (1·65, 1·46–1·88) and being small for gestational age (1·39, 1·13–1·72). Babies of women categorised as Hispanic had a three-times increased risk of neonatal death (OR 3·34, 95% CI 2·77–4·02) than did those born to White women, and those born to south Asian women were at increased risk of preterm birth (OR 1·26, 95% CI 1·07–1·48) and being small for gestational age (1·61, 1·32–1·95). The effects of race and ethnicity on preterm birth and small-for-gestational-age babies did not vary across regions. Globally, among underserved groups, babies born to Black women had consistently poorer perinatal outcomes than White women after adjusting for maternal characteristics, although the risks varied for other groups. The effects of race and ethnicity on adverse perinatal outcomes did not vary by region. National Institute for Health and Care Research, Wellbeing of Women.