Academic self-concept and emotion relations: Domain specificity and age effects

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.     

Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders.

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, aged 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.     

TOO GOOD TO BE TRUE: NOTES ON THE ISRAEL ELECTIONS OF 1988

The Israeli elections of 1988 split the Jewish vote evenly betweenthe two major parties (almost 80% of the electorate), thus reinforcingthe pattern established in the mid-70's when the Likud overcamethe entrenched Labour lead of the '50s and '60s. Survey resultsshow that both parties strongly depend on ethnic support: morethan two-thirds of those of European origin vote Labour, andmore than two thirds of those of African/Asian origin vote Likud.That the campaign ignored these pluralistic interests in favorof issues of peace and security helps explain the surprisingshow of strength (15%) by the ethnic-religious parties. Thatthe crass demands of these fundamentalist parties proved unacceptableboth to Likud and Labour helps explain the reconstitution ofa national-unity coalition. During the election, a majorityof the electorate disapproved of the prospect of another Governmentof the two parties, but became reconciled, apparently, followingthe post-election bargaining.     

Evaluating the Prediction of Maximal Heart Rate in Children and Adolescents

In this study, we compared measured maximal heart rate (HRmax) to two different HRmax prediction equations [220 — age and 208 — 0.7(age)] in 52 children ages 7-17 years. We determined the relationship of chronological age, maturational age, and resting HR to measured HRmax and assessed seated resting HR and HRmax during a graded exercise test. Maturational age was calculated as the maturity offset in years from the estimated age at peak height velocity. Measured HRmax was 201 ± 10 bpm, whereas predicted HRmax ranged from 199 to 208 bpm. Measured HRmax and the predicted value from the 208 — 0.7(age) prediction were similar but lower (p < .05) than the 220 — age prediction. Absolute differences between measured and predicted HRmax were 8 ± 5 and 10 ± 8 bpm for the 208 — 0.7 (age) and 220 — age equations, respectively, and were greater than zero (p < .05). Regression equations using resting HR and maturity offset or chronological age significantly predicted HRmax, although the R2 < .30 and the standard error of estimation (8.2-8.5) limits the accuracy. The 208 — 0.7(age) equation can closely predict mean HRmax in children, but individual variation is still apparent.     

The twenty-first century counsellor: An emerging role in changing times

A significant number of personal, social, cultural, and economic forces are encountering each other in our global environment. In order to maintain professional responses which reflect changing times, counsellors and counsellor education programs must attend to international, sociopolitical trends in an interdisciplinary context. In this article, the authors identify trends and recommendations relevant to the future of counselling.     

Expansive learning across workplace boundaries

The article analyses a collaborative effort of learning across workplace boundaries in a regional learning network of South Savo, Finland. The focus is on the Forum of In-house Development in the network. Our objective is to highlight a dialectical approach to boundaries that draws from the ideas of cultural-historical activity theory. Expansive transformation may be explored through the expansion of socio-spatial and instrumental-developmental boundaries. This is shown through four transitional episodes that reveal the expansion of the object of learning. We argue that crossing the socio-spatial boundary of a workplace is not a sufficient condition, but that new meditational means created at the instrumental-developmental boundary are needed to expand workplace learning and development in challenging and complex regional contexts.