Trumping Shame by Blasts of Noise: Narcissism,Self‐Esteem,Shame, and Aggression in Young Adolescents

This experiment tested how self‐views influence shame‐induced aggression. One hundred and sixty‐three young adolescents (M = 12.2 years) completed measures of narcissism and self‐esteem. They lost to an ostensible opponent on a competitive task. In the shame condition, they were told that their opponent was bad, and they saw their own name at the bottom of a ranking list. In the control condition, they were told nothing about their opponent and did not see a ranking list. Next, participants could blast their opponent with noise (aggression measure). As expected, narcissistic children were more aggressive than others, but only after they had been shamed. Low self‐esteem did not lead to aggression. In fact, narcissism in combination with high self‐esteem led to exceptionally high aggression.     

Learning action learning: a journey

The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set.     

The strength of ideas in construction projects: A teacher's window of perception

The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced my planning and interaction with my students in the process of helping them to construct viable scientific knowledge.     

The Effect of In-Season Traditional and Explosive Resistance Training Programs on Strength,Jump Height,and Speed in Recreational Soccer Players

Purpose: Resistance training is often performed in a traditional training style using deliberate relatively longer repetition durations or in an explosive training style using maximal intended velocities and relatively shorter repetition durations. Both improve strength, “power” (impulsivity), and speed. This study compared explosive and traditional training over a 6-week intervention in 30 healthy young adult male recreational soccer players. Method: Full body supervised resistance training was performed 2 times a week using 3 sets of each exercise at 80% of one repetition maximum to momentary failure. Outcomes were Smith machine squat 1 repetition maximum, 10 meter sprint time, and countermovement jump. Results: Both groups significantly improved all outcomes based on 95% confidence intervals not crossing zero. There were no between-group differences for squat 1 RM (TRAD = 6.3[5.1 to 7.6] kg, EXP = 5.2[3.9 to 6.4] kg) or 10 meter sprint (TRAD = ?0.05[?0.07 to ?0.04] s, EXP = ?0.05[?0.06 to ?0.03] s). Explosive group had a significantly greater increase in countermovement jump compared to the traditional group (TRAD = 0.7[0.3 to 1.1] cm, EXP = 1.3[0.9 to 1.7] cm). Conclusion: Both the traditional training and explosive training performed to momentary failure produced significant improvements in strength, speed, and jump performance. Strength gains are similar independent of intended movement speed. However, speed and jump performance changes are marginal with resistance training.     

The improvement in walking speed induced by resistance training is associated with increased muscular strength but not skeletal muscle mass in older women

Objective: The purpose of the present study was to analyze whether improvements in fast walking speed induced by resistance training (RT) are associated with changes in body composition, muscle quality, and muscular strength in older women. Methods: Twenty-three healthy older women (69.6?±?6.4 years, 64.95?±?12.9?kg, 1.55?±?0.07?m, 27.06?±?4.6?kg/m²) performed a RT program for 8 weeks consisting of 8 exercises for the whole body, 3 sets of 10–15 repetitions maximum, 3 times a week. Anthropometric, body composition (fat-free mass [FFM], skeletal muscle mass [SMM], legs lean soft tissue [LLST], fat mass), knee extension muscular strength (KE1RM), muscle quality index (MQI [KE1RM/LLST]), and 10-meter walking test (10-MWT) were performed before and after the intervention. Results: Significant (P?<?.05) changes were observed from pre- to post-training for FFM (+1.6%), MQI (+7.2%), SMM (+2.4%), LLST (+1.8%), KE1RM (+8.6%), fat mass (?1.4%), and time to perform 10-MWT (?3.7%). The percentage change in 10-MWT was significantly associated with percentage change in MQI (r?=??0.46, P?=?.04) and KE1RM (r?=??0.45, P?=?.04), however not associated percentage of changes in SMM (r?=?0.01, P?=?.97), LLST (r?=??0.22, P?=?.33), and body fat (r?=?0.10, P?=?.66). Conclusion: We conclude that the improvement in the 10-MWT after an 8-week RT program is associated with increases in lower limb muscular strength and muscle quality, but not with muscle mass or body fat changes in older women.     

A High School Boy＇s Frustration

迈进高中门槛的Wang Junyu很是受挫：在家被家长管束,不能上网不能看电视,除了学习还是学习;在学校,老师只青睐成绩优异的学生,成绩平平的他自然也在老师的视线范围外。相信很多他的同龄人也有这样的迷惘与无助。     

The Role of Grit in Determining Engagement and Academic Outcomes for University Students

The concept of grit as described by Duckworth (Journal of personality and social psychology 92:1087, 2007) has captured the attention of educators and researchers alike. A measure of a student’s ability to effortfully persist in the face of struggle, grit is proposed to be an important characteristic required for students to succeed academically (Duckworth in Journal of personality and social psychology 92:1087, 2007). Some evidence suggests that grit has a positive relationship with a range of academic outcomes, and yet others argue that grit offers little in terms of predictive value for understanding academic outcomes. In addition, there is conflicting evidence about the presence of gender differences in grit, and very little research around the role of being the first member of the family to attend university in the development of grit. In order to address conflicting findings about the importance and correlates of grit, and to explore the role of engagement in the relationship between grit and academic outcomes, a cross sectional survey study was conducted. The current research measured grit, engagement and academic productivity among 395 Australian university students. Findings suggest that there is no difference in grit between genders, although this cannot be concluded with certainty due to a large imbalance of male to female participants. It also appeared that being the first in family to attend university was associated with an increased level of the grit factor ‘effort’. There was a positive relationship between grit, engagement and academic productivity. Further analysis revealed that engagement mediated the relationship between grit and productivity, suggesting that a person with higher grit is more likely to have higher engagement, and that engagement leads to greater academic productivity. These findings highlight the relevance of grit as a desirable student characteristic, and the importance of engagement in the grit-productivity relationship.