Attitudes and exercise adherence: Test of the Theories of Reasoned Action and Planned Behaviour

Three studies of exercise adherence and attitudes are reported that tested the Theory of Reasoned Action and the Theory of Planned Behaviour. In a prospective study of adherence to a private fitness club, structural equation modelling path analysis showed that attitudinal and social normative components of the Theory of Reasoned Action accounted for 13.1% of the variance in adherence 4 months later, although only social norm significantly predicted intention. In a second study, the Theory of Planned Behaviour was used to predict both physical activity and sedentary behaviour. Path analyses showed that attitude and perceived control, but not social norm, predicted total physical activity. Physical activity was predicted from intentions and control over sedentary behaviour. Finally, an intervention study with previously sedentary adults showed that intentions to be active measured at the start and end of a 10-week intervention were associated with the planned behaviour variables. A multivariate analysis of variance revealed no significant multivariate effects for time on the planned behaviour variables measured before and after intervention. Qualitative data provided evidence that participants had a positive experience on the intervention programme and supported the role of social normative factors in the adherence process.     

Examining how teachers judge student writing: an Australian case study

This paper reports a 3‐year (1999–2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data‐based indexes the teachers rely on to constitute their judgement. In so doing, the ‘global’ standard‐setting of external assessment (judging the quality of student work against stated standards), and the ‘local’ of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing.     

Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning

This article responds to the need to synthesize theory and research in educational psychology by introducing the Thriving with Social Purpose (TSP) conceptual framework. TSP results when the four components of human motivation—goals, capability beliefs, context beliefs, and emotions—are amplified in dynamic, mutually reinforcing patterns. The centerpiece of the TSP motivational pattern is an active approach goal orientation informed by a fundamental concern for others (social purpose). This orientation is supported and strengthened by a firm belief in one's ability to make progress toward meaningful goals (personal optimism), a persistent tendency to imagine alternative pathways when progress is challenged (mindful tenacity), and intentional efforts to align emotions and circumstances in ways that will best facilitate goal progress (emotional wisdom). The TSP framework also emphasizes positive (discrepancy increasing) feedback cycles that accelerate learning and competence development, facilitate meaningful change, and promote personal and social well-being.     

Black Counselor Educator in a Predominantly White Institution

An informal interview approach was used to examine the status of the black counselor educator in predominantly white institutions of higher learning. Attention is given to alienation of black professionals, their relationship with white colleagues, and their interaction with both white and black students. Although different points of view are presented, the discussion is admittedly directed toward obtaining a black perspective of what it is like to work in a predominantly white educational setting.     

Peer Supervision: Toward More Effective Training

This article discusses peer supervision as a vehicle for increasing student responsibility for self-assessment and peer assessment, and increasing independence and interdependence among students for professional and personal growth. The article also explains a model currently in use in a master's degree program in counseling. Included are rationale, definition, implementation, evaluation, and recommendations for use.