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501.
The development and validation of a new and unique learning climate instrument, the Sports Class Environment Scale (SCES),
was the focus of this study. We began with a consolidation of the dimensions and items of the Perceived Motivational Climate
in Sport Questionnaire–2 and the Classroom Environment Scale. Field-testing of the SCES involved 204 competitive gymnasts
from six metropolitan and four regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis
provided a revised SCES with five scales labelled Task Involvement & Improvement, Ego Involvement & Mistakes, Coach–Athlete
Communication, Effort, Order & Organisation, and Affiliation. Using scales of the revised SCES as dependent variables, multivariate
analyses of variance were conducted to compare club types, genders and competitive levels. Effective measurement of sports
class learning climates using the SCES could lead to a greater understanding of effective sports classes, and of coach and
athlete behaviours in those classes, and provide a first step in monitoring sports class learning climates. 相似文献
502.
Patrick T. Davies Morgan J. Thompson Rochelle F. Hentges Lucia Q. Parry Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611
This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (Mage = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25). 相似文献
503.
This study examined sensitive parenting as a protective factor in relations between interparental violence (IPV) and children's coping and psychological adjustment. Using a multimethod approach, a high‐risk sample of 201 two‐year‐olds and their mothers participated in three annual waves of data collection. Moderator analyses revealed that sensitive parenting buffered the risk posed by IPV on children's changes in externalizing and prosocial development over a 2‐year period. Tests of mediated moderation further indicated that sensitive parenting protected children from the vulnerability of growing up in a violent home through its association with lower levels of children's angry reactivity to interparental conflict. Results highlight the significance of identifying the mechanisms that mediate protective factors in models of family adversity. 相似文献
504.
Paying for quality? Associations between private school income,performance and use of resources
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Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives them freedom to make efficient choices in response to market pressures. We investigated the resource allocation decisions of income private schools using data from their financial accounts. We report the associations of private school spending and performance and teacher and non‐teacher numbers, teacher salaries and regional earnings. Schools with higher fees had more teachers and non‐teachers per pupil, but similar average staff wages to schools with lower income. Yet we found little evidence that achievement was associated with resource use in English private schools. That is, we found no evidence to support the view that financial autonomy enabled flexibility in using resources to promote higher achievement. 相似文献
505.
M. A. McNarry M. J. Lewis N. Wade G. A. Davies Con Winn W. T. B. Eddolls 《Journal of sports sciences》2013,31(19):2228-2235
ABSTRACTLittle is known regarding the influence of asthma and exercise, and their interaction, on heart rate variability (HRV) in adolescents.Thirty-one adolescents with asthma (13.7±0.9 years; 21.9±3.9 kg·m?2; 19 boys, 12 girls) and thirty-three healthy adolescents (13.8±0.9 years; 20.3±3.2 kg·m?2; 16 boys, 17 girls) completed an incremental ramp test and three heavy-intensity constant-work-rate cycle tests. Thirteen adolescents (7 boys, 6 girls; 6 asthma, 7 control) completed six-months high-intensity interval training (HIIT) and were compared to age- and sex-matched controls. Standard time-domain, frequency-domain and non-linear indices of HRV were derived at baseline, three- and six-months.Asthma did not influence HRV at baseline or following HIIT. Total power, low frequency and normalised low frequency power, and sympathovagal balance increased at three-months in HIIT, subsequently declining towards baseline at six-months. Normalised high frequency power was reduced at three-months in both groups, which was sustained at six-months. No effects of HIIT were observed in the time-domain nor in the non-linear indices.HRV was not influenced by asthma, potentially because such derangements are a function of disease progression, severity or duration. HIIT may be associated with a short-term shift towards greater sympathetic predominance during exercise, perhaps caused by physiological overload and fatigue. 相似文献
506.
Elisabeth E. Kraemer Susan C. Davies Kelli Jo Arndt Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
507.
508.
Advancing the long‐term prospective study of explanations for the effects of marital conflict on children’s functioning, relations were examined between interparental conflict in kindergarten, children’s emotional insecurity in the early school years, and subsequent adolescent internalizing and externalizing problems. Based on a community sample of 235 mothers, fathers, and children (Ms = 6.00, 8.02, 12.62 years), and multimethod and multireporter assessments, structural equation model tests provided support for emotional insecurity in early childhood as an intervening process related to adolescent internalizing and externalizing problems, even with stringent autoregressive controls over prior levels of functioning for both mediating and outcome variables. Discussion considers implications for understanding pathways between interparental conflict, emotional insecurity, and adjustment in childhood and adolescence. 相似文献
509.
Joanne Davies Michael Donnelly Andres Sandoval-Hernandez 《British Educational Research Journal》2021,47(4):1079-1101
Based on analysis of an administrative dataset, which includes granular detail on 800,000 English students over a 10-year period, this article identifies an urban ‘escalator’ effect in entry to elite universities, with disadvantaged youth in the urban centres of England having higher rates of entry than similarly disadvantaged youth located rurally. Using multilevel modelling, as well as Geographic Information System (GIS) methods, the analyses show that while place in itself is not a major contributory factor in entry to elite universities overall, there is a distinct urban–rural patterning to progression. When raw progression rates by area alone are observed, rural areas typically have higher progression rates to elite universities. However, when the full range of individual differences are accounted for, including attainment, socio-economic status, ethnicity and accessibility to elite universities, the converse is true—localities within and surrounding major urban centres are those with the highest progression rates. A ‘vortex of influences’ is likely to favour urban disadvantaged youth, including the geography of social class and ethnic identities, a legacy of concerted policy interventions within urban areas, as well as the proliferation of widening participation activity in urban centres. 相似文献
510.
Alison Davies Jill Ramsay Helen Lindfield John Couperthwaite 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):839-849
This paper examines BSc Physiotherapy students’ experiences of developing their neurological observational and analytical skills using a blend of traditional classroom activities and computer‐based materials at the University of Birmingham. New teaching and learning resources were developed and supported in the School of Health Sciences using Web Course Tools combined with a wide range of video clips of patients with neurological disorders on CD‐ROM. These resources provided students with the opportunity to observe “real patients” prior to clinical placements, thus bridging the gap between their theoretical understanding of these disorders and their practical experience of evaluating abnormal movement in the clinical setting. This paper considers how this blended approach to learning enhanced students’ experiences of developing their neurological skills and of preparing for their clinical placements. This paper also discusses the lessons that have been gained from students’ experiences to provide future or similar projects with the opportunity to learn from these experiences. 相似文献