Estimated maturity status and perceptions of adult autonomy support in youth soccer players

In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 - 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players.     

千胜密码

有时，胜利的果实未必真的甜美，尤其是陈年的。整整延期了四场的老尼尔森“1200胜庆典”，终于在伤兵满营的黄蜂队面前隆重登场。这也让老尼尔森可以加入兰尼·威尔肯斯的行列，成为联盟中仅有的两位胜场过1200的“超级千胜教练”。[编者按]     

Multiple pathways of integration: Acculturative change and associations with school adjustment in immigrant-origin adolescents

Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, M_age = 14.45, 55.1% boys) and Turkish- and Moroccan-origin adolescents (N = 1269, M_age = 14.70, 53.1% boys). Two trajectories for European-origin adolescents differed in heritage orientations (high decreasing and low increasing); for Turkish- and Moroccan-origin adolescents, three trajectories differed in mainstream orientations (high stable, low increasing, and high decreasing). Acculturative change affected aspects of later school adjustment: European-origin adolescents in high heritage orientation trajectories reported more belonging and emotional engagement; Turkish- and Moroccan-origin adolescents in high mainstream orientation trajectories reported more behavioral engagement.     

“You don’t have to travel the world”: accumulating experiences on the path toward globally competent teaching

As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural immersion, but these options are not always feasible. We sought to identify the various means by which teachers develop global competence. Through this qualitative case study of 10 global educators, we found that international travel, though present in some instances, was not always necessary. In fact, it was an accumulation of experiences that prompted teachers to incorporate global perspectives, lessons, and skill development throughout their careers. Thus, globally competent teaching may be better conceptualized as a path, rather than as an end goal.     

Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education

We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds.     

彩虹结晶

<正>【实验材料包】硼砂粉末、清水、碗、勺子、毛根条、剪刀、彩色卡纸、铅笔、吸水纸圣诞、元旦双节将至,你为小伙伴们准备好新年礼物了吗?本期我们将和大家一起制作彩虹结晶,相信这份精致又有科学范儿的创意手作定能帮你传递出心中浓浓的祝福。     

“泡腾”熔岩灯

正今天我们要为大家提供一份详尽的熔岩灯拼装指南。利用家里常见的植物油和泡腾片,你就能制造出光影变幻的神奇景象。快叫上小伙伴,一起来试试吧!【实验材料】你需要准备:一个透明的塑料瓶,一杯食用油。一杯清水,一瓶食用色素,一片泡腾片     

Forthcoming events

The aim of this study was to examine mental imagery within the context of the deliberate practice framework. Altogether, 159 athletes from one of three different competitive standards (recreational, provincial and national) completed the Deliberate Imagery Practice Questionnaire, which was designed for the present study to assess the athletes' perceptions of the importance of imagery along the three deliberate practice dimensions of relevancy, concentration and enjoyment. The results indicated that national athletes perceived imagery to be more relevant to performing than recreational athletes. In addition, athletes of a higher standard (i.e. provincial and national) reported using more imagery in a recent typical week and they had accumulated significantly more hours of imagery practice across their athletic career than recreational athletes. Finally, the relationships among the dimensions of deliberate practice did not lend conclusive support to either the original conception of deliberate practice or a sports-specific framework of deliberate practice.