Comparison of Postperformance State Anxiety of Internals and Externals Following Failure or Success on a Simple Motor Task

Abstract

The purpose of this study was twofold: (a) to determine the effect of locus of control (internal-external), success-failure, and trait anxiety (A-trait) on the perception of threat to self following competitive motor performance, as measured by postperformance state anxiety (A-state); and (b) to examine effects of success-failure relative to locus of control, as measured by self-protective answers on a postperformance attribution questionnaire. In addition, postperformance A-state relative to number of internal attributions was investigated. Two groups of subjects (N = 32) satisfying the criteria for internal-external control were subdivided by sex and randomly assigned to success-failure conditions. A-trait and preperformance A-state were assessed by the Spielberger State-Trait Anxiety Inventory (STAI) prior to the experimental treatment, and A-state measurement was repeated following the experimental treatment. Multivariate analysis of covariance revealed significant interaction effects of success-failure and locus of control relative to postperformance A-state. Univariate ANOVA revealed that externals were significantly higher on A-trait than internals. Regression analyses showed significant relationships for A-trait and pre- and postperformance A-state, as well as for relationship of postperformance A-state to number of internal attributions.     

The effect of reading recovery® on special education referrals and placements

This study examined the effect of Reading Recovery®, an early intervention program for first‐grade children, on the rates of referral and placement in special education in New York City. Study participants consisted of students who had a complete Reading Recovery (RR) program (RR‐discontinued and RR‐recommended) and a comparison group composed of children with literacy difficulties, who were initially performing at a slightly higher level than the Reading Recovery children. The results showed that children who received the Reading Recovery program were referred for testing and placed in special education at a statistically significant lower rate. Reading Recovery is associated with a 5% reduction in estimated referral rate and a 3% decrease in placement rate. Additionally, an examination of the classification labels of children placed in special education revealed that RR‐discontinued children were less likely to be classified as learning disabled than those in both the comparison group and the RR‐recommended group. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 635–646, 2002.     

‘Teaching Is Still a Good Job for a Woman’: the influence of gender on career and life choices

This article reports on an investigation of primary and early‐childhood teacher‐education students’ understandings and beliefs about the influence of gender on their careers and life choices. The research was undertaken by a collaborative team from three Victorian universities. We took as our premiss that if teacher‐education students are to be effective in promoting gender inclusiveness throughout the schooling culture, they must first reflect on the operation of the sex/gender system in their own lives. A range of viewpoints are included about the gendered understandings commonly held by the tertiary students surveyed. The resulting insights enabled us to suggest more effective strategies for fostering gender awareness in teacher education.     

The professional development needs of special needs assistants in Irish post-primary schools

According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated the CPD needs of SNAs, working in post-primary schools, in the Border, Midland and Western region of Ireland. Findings from a survey of SNAs and principals revealed that while the majority agreed CPD for SNAs should be compulsory, an ad hoc approach to provision of CPD prevailed, and barriers to CPD were identified. Findings also indicated that CPD in supporting students with Emotional and Behaviour Disorders was a key requirement identified by principals and SNAs. Supporting students with Autism Spectrum Disorder and promoting student independence were also identified as areas for CPD. The need for a national policy with regard to CPD for SNAs is highlighted.     

Multicultural Personality and Multicultural Counseling Competency in Counselor Trainees

The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed.