Evaluation of within and Between Role Experiences on Role-Balance Outcomes for working Sandwich Generation Women with a Developmental Coordination Disorder (DCD) Child

Developmental coordination disorder is marked by difficulty in participation in sports as well as in academic activities; they experience difficulty in planning any event, sequencings and implementing any motor tasks. Women engaged in employment as well as responsible for children with motor impairment were referred to as a sandwich generation. 5% of women were found to have a dual-role and it is expected that it is more common among urban localities. They experience difficulty in balancing work as well as home, and it is expected that they experience low quality of life. Literature review over the past ten years resulted with inconclusive evidence, and no documents exist in considering the role on balance outcomes for working sandwich generation women with a Developmental Coordination Disorder child. The aim of the current study was attained by the use of a questionnaire to 20 mothers in Kancheepuram district, and they should full fill the criteria as a working sandwich generation women. Data were summarized, and descriptive statistics, as well as correlation coefficient, was used to find out that they experience neither balance nor imbalance in their quality of life. It has been concluded that between role conflict and role interaction were the factors affecting role balance.

BALANCEAMENTO QUÍMICO: ROLÊ- BALANCÊ APRENDA JOGANDO!

O presente trabalho traz a utilização de um jogo para as aulas de química. Na busca de despertar o interesse dos alunos, o jogo foi desenvolvido pelos acadêmicos do curso de Licenciatura em Química do Instituto Federal de Ciência e Tecnologia de Rondônia – IFRO, campus Ji-Paraná nas aulas de Metodologia do Ensino de Ciências II. O jogo tem como título: Rolê- Balancê, baseado nos conteúdos de: tabela periódica, reações e balanceamento da disciplina de Química, visto que esses conteúdos são complexos e classificados como difíceis pelos jovens e adolescentes do ensino médio.

Does Perceived Social Pressure Play a Vital Role in Emerging Adults’ Future Multiple Role Balance? Evidence From Sri Lanka

This study examines the role of perceived social pressure (PSP) in anticipated multiple role balance (AMRB) for emerging adults in Sri Lanka and variance across genders. Data were collected from a questionnaire with a sample size of 725 undergraduates at a major state university. Structural equation modeling with multigroup analysis was employed to investigate the relationships among constructs. The findings indicate that there is a positive and significant effect of PSP on AMRB both directly and indirectly through multiple role balance self-efficacy (SE) and positive outcome expectations (OE). Further, the results reveal that the effect of PSP on SE and anticipated multiple balance is statistically different across genders. This study contributes to the existing literature by applying social cognitive career theory’s self-management model to multiple role planning for the first time in Sri Lanka and filling the gaps in research on sources of SE and OE.

The Comparative Analysis of Concepts of Team and Communication Roles

Concepts of team roles in making implementing of decisions in the process of teamwork and communicative roles in situations of rumors discussing are compared. Differences and similarities in the categories of roles, content of role repertoires, functioning at key stages of interaction are analyzed. The fundamental difference in understanding the concept of «role» as a situationally conditioned, when discussing rumors, and based on individual dispositions of team members is determined. The hypothesis of «role balance», which determines the completeness of the representation in the group of all roles as predictor of the effectiveness of solving a common problem, is considered.

Does Role Balance Influence the Effect of Personality on College Success? A Mediation Model

While the relationship between individual factors, including personality dimensions, and tertiary academic outcomes is well established, the mechanisms by which these factors influence academic success have been less fully explored. This study tested one potential mechanism, the developmental task of role balance, by which personality may influence college success. During emerging adulthood, young people simultaneously explore and establish both individual and relational role identities. As part of this process, these emerging adults work to balance their individual roles with their relational roles in order to maximize success and satisfaction across domains. Using a college student sample ( N = 299), this study used Structural Equation Modeling (SEM) to test role balance as a mediator between personality dimensions and multiple indicators of college success. Tests indicated that role balance partially mediates the relationship between conscientiousness and neuroticism and college satisfaction but is not associated with other traditional measures of college achievement (grade point average, intention to withdraw).

Gender and Gender Role Expectations

This chapter provides an overview of emerging adults’ views on gender and gender roles. The authors describe their findings regarding who emerging adults believe benefits more from marriage, men or women. Little consensus seemed to exist regarding how emerging adults viewed the connection between gender and marriage; the authors propose that this is a reflection of our current culture, which continues to move toward gender neutrality and the dismissal of gender differences. The authors also explore how emerging adults believe gender roles will play out in their own marriages. A specific paradox whereby emerging adults aspire to an egalitarian role balance yet tend to end up in traditional gender roles is discussed.