Self-presentational concerns and competitive anxiety

The purpose of this study was to improve understanding of the link between self-presentational concerns and competitive anxiety. Specifically, we examined (a) associations among self-presentational concerns and competitive state anxiety dimensional symptom responses using the modified Competitive State Anxiety Inventory-2 (CSAI-2; Martens, Vealey, & Burton, 1990) and (b) whether self-presentational concerns mediate trait-state anxiety relationships. In addressing these matters, we also examined the factor structure and composition of the Self-Presentation in Sport Questionnaire (SPSQ; Wilson & Eklund, 1998). Results showed that self-presentational concerns were positively associated with intensity and frequency dimensional symptoms and negatively associated with direction symptoms. Results also showed that self-presentational concerns demonstrated consistently higher associations with the cognitive component and the intensity symptom of the CSAI-2 state measures. Results showed no support for the notion that self-presentational concerns mediate the trait-state anxiety relationship. When examining the factor structure and composition of the SPSQ, the results from two independent athlete samples support the tenability of an abbreviated 21-item four-factor model. Thus the newly constituted scale is recommended for measuring self-presentational concerns in sport.     

Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.     

The health and wellbeing of international students at an Australian university

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.     

Undergraduate science research: a comparison of influences and experiences between premed and non-premed students

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.     

A cross-national survey of cultural expectations and sex-role standards in reading

Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour.     

Self-punitive responding in rats with goal shock and color change

After acquisition avoidance training, rats were assigned on the basis of matched run speed to the following groups: (1) maintenance of avoidance training, (2) extinction procedures with the addition of a brief shock in the goalbox, and (3) regular extinction procedures. Each group was further divided into two minor groups which experienced either change or no change in goalbox color. The results indicated : (1) that self-punitive responding was increased by goal shock, (2) that self-punitive responding was reduced by goalbox color change, and (3) that generalization of goal shock to the startbox and runway areas is a factor in self-punitive responding.     

Maternal social support as a predictor of mother-child stress and stimulation

There is increasing interest in the role of social support in determining risk for child abuse and neglect. The present study assessed the relationship between maternal social support and two areas: stress in the mother-child relationship: and level of stimulation provided in the home. Maternal social support was assessed prenatally and at a two-year follow-up, while the latter variables were compiled at the two-year follow-up. The data were obtained from 38 urban, low SES (80% on public assistance) mothers and their 2-year-old children. Maternal social support correlated positively with level of stimulation and negatively with level of mother-child stress, and was the best predictor of both, relative to any SES, mother or child variables. In addition, high stress, low support mothers provided significantly less stimulation to their children. The theoretical implications for social support as a mediator variable as well as its implications for early identification and prevention efforts in abuse and neglect are discussed.     

The role of fantasy figures in the regulation of young children's behavior: Santa Claus,the Easter Bunny,and donations

The present study examined the influence of Santa Claus and the Easter Bunny on children's donations near the Easter season. Kindergarten and first-grade children were asked to tell stories about Santa Claus, the Easter Bunny, or pets, for which they received nine pieces of gum. They were then encouraged to donate any amount of their gum to handicapped children. Main effects were found only for grade, with first-grade children donating significantly more than kindergarten children. In addition, a significant interaction was obtained between grade and type of story elicited from the child. This interaction revealed that for kindergarten children, the type of story failed to influence donations, whereas for first-grade children, stories referring to Santa Claus increased donations relative to stories told about the Easter Bunny or pets.