The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working with individuals who have low anxiety but poor memory, enhancing memory strategies may be effective for remediating problems in math. However, for those with high levels of anxiety, it may be more efficacious to first ameliorate the anxiety, as working on memory may have a negligible effect on math performance for these individuals.     

Higher stakes – the hidden risks of school security fences for children’s learning environments

In a move away from the open or low-fenced grounds that have traditionally been a feature of Australian school design, the last decade has seen a growth in the installation of high-security fences around schools. These structures, far from being passive and neutral, act to redefine the possibilities for movement and connectivity in the local landscape. This paper looks beyond the impact of fences on safety and security to explore the wider implications of these structures. By bringing together perspectives on children’s experience of independent mobility, belonging and attachment to place, the paper opens up new avenues for thinking about how children’s learning is shaped by the relationship between school, community and the boundaries between them. It provides a starting point for understanding how high-security boundaries can impact on children’s learning and why at times these structures may pose more risks than those they aim to address.     

The influence of carbohydrate and protein ingestion during recovery from prolonged exercise on subsequent endurance performance

Ingesting carbohydrate plus protein following prolonged exercise may restore exercise capacity more effectively than ingestion of carbohydrate alone. The objective of the present study was to determine whether this potential benefit is a consequence of the protein fraction per se or simply due to the additional energy it provides. Six active males participated in three trials, each involving a 90-min treadmill run at 70% maximal oxygen uptake (run 1) followed by a 4-h recovery. At 30-min intervals during recovery, participants ingested solutions containing: (1) 0.8 g carbohydrate x kg body mass (BM)(-1) h(-1) plus 0.3 g kg(-1) h(-1) of whey protein isolate (CHO-PRO); (2) 0.8 g carbohydrate x kg BM(-1) h(-1) (CHO); or (3) 1.1 g carbohydrate x kg BM(-1) h(-1) (CHO-CHO). The latter two solutions matched the CHO-PRO solution for carbohydrate and for energy, respectively. Following recovery, participants ran to exhaustion at 70% maximal oxygen uptake (run 2). Exercise capacity during run 2 was greater following ingestion of CHO-PRO and CHO-CHO than following ingestion of CHO (P< or = 0.05) with no significant difference between the CHO-PRO and CHO-CHO treatments. In conclusion, increasing the energy content of these recovery solutions extended run time to exhaustion, irrespective of whether the additional energy originated from sucrose or whey protein isolate.     

THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST‐ANXIOUS ADOLESCENTS’ ACADEMIC SELF‐REGULATION

Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation.     

道德教育中教师的作用：教师们对早期学校生活的回忆

在道德教育中，教师可以起到直接的教育作用，但是，其隐性的教育作用才是学生永远记得的。研究教师们对早期学校生活的记忆，对于理解教师在道德教育中的作用，开发新的方法培养教师，使他们在道德教育中发挥积极作用，是一种有益的方式。     

Golden Rule on "Golden Rule"

The Chief Executive Officer of the company that brought the original Golden Rule lawsuit explains why the lawsuit was brought how it was settled, and what he now, 3 years after the settlement, thinks of it.