Parental Behavior,Cognitive Appraisal,and Motivation in Young Athletes

Purpose: This study tested two hypotheses relating young athletes’ sports motivations to parental behaviors and cognitive appraisal: (1) young athletes’ motivation in sports is related to their parents’ behavior; and (2) this relationship is mediated by cognitive appraisal, even after controlling for competitive level and sports records. Method: This cross-sectional study included 673 young athletes and it measured the athletes’ perceptions of parental behaviors, cognitive appraisal, and sports motivation. Results: Structural equation modeling confirmed Hypothesis 1–the mother’s behaviors accounted for 15 to 16% of the variance in sports motivation, and the father’s behaviors accounted for 12 to 21% of the variance. The correlation patterns differed according to whether the athletes were evaluating the mother’s or father’s behaviors. Hypothesis 2 also was confirmed, for cognitive appraisal partially mediated the relationship between the perception of parental behaviors and sports motivation (34% of the variance was accounted for by the perception of the mother’s behavior; 30% by the father’s). The mediating model did not vary with competitive level or sports records. Conclusion: Parental behaviors and cognitive appraisal need to be taken into account to understand young athletes’ sports motivations.     

Structuring and sequencing of complex text-picture combinations

This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print).     

Factors influencing the intention to revisit a cultural attraction: The case study of the Museum of Modern and Contemporary Art in Rovereto

This paper analyses the different factors influencing the intention to revisit a cultural attraction with an application to the Museum for Modern and Contemporary Art (MART) in Rovereto, Italy. The empirical data were obtained from a survey undertaken in 2009 and a zero-truncated count data model is estimated. The findings reveal that sociodemographic characteristics positively influence the probability to return to the museum. Also, as reported in other studies, the temporary exhibitions offered by the museum have a significant impact with an incidence rate ratio almost twice as high. No matter how much visitors spend on accommodation, they are less likely to revisit if they travel in groups, by train or on foot, are far from their town of origin and have spent a long time visiting the museum.     

Young science journalism: writing popular scientific articles may contribute to an increase of high-school students’ interest in the natural sciences

Far too few high-school students choose subjects from the natural sciences (NaSc) for their majors in many countries. Even fewer study biology, chemistry or physics at university. Those, that do, often lack training to present and discuss scientific results and ideas in texts. To meet these challenges the center for didactics of biology of Graz University has set up the program Young Science Journalism. This new workshop-based interdisciplinary concept was tested in an exploratory study with grade 10 students of one Austrian high school, engaging both the biology and the German teacher of the class. It was our aim to raise students’ interest in the NaSc by encouraging them to write popular scientific articles about self-chosen topics, and to help them improve their writing competence. In this paper we focus on interest development through writing. Results from this pilot study were promising. Using a mixed-method approach (comparing pre- and post-test questionnaires and semi-structured interviews from different time points analyzed qualitatively), we found that almost all students valued the project-related work highly. Most of them showed higher interest in the NaSc at project end with girls, in average, seeming to profit more from project participation. We thus recommend integrating such writing tasks into school curricula to increase students’ interest in NaSc or to even create new interest. Additionally, we introduce a network presentation of questionnaire data as a powerful tool to visualize the effect of an intervention on individual students and student profile groups.     

Hiltrud Westram: Internet in der Schule. Ein Medium für alle!

Ohne Zusammenfassung     

The role of visual representations for structuring classroom mathematical activity

It is our presupposition that there is still a need for more research about how classroom practices can exploit the use and power of visualization in mathematics education. The aim of this article is to contribute in this direction, investigating how visual representations can structure geometry activity in the classroom and discussing teaching practices that can facilitate students’ visualization of mathematical objects. We present one illustrative episode that shows how drawings of geometrical figures have a powerful role in structuring and modifying the mathematical activity in the classroom. It was selected from a database that we have been building to investigate the learning of mathematics in public elementary schools in Brazil. The framework of Activity Theory helped in the characterization of the episode as a system of interconnected activities. We discuss the changes and transformations perceived in those activities; and we explore the idea of miniature cycles of learning actions to focus on the mathematical learning that is taking place. We describe the dynamics and the complexity of the ongoing activity in the calculation of areas; and, how drawings form a part, and show their influence, in it. We argue that part of this influence was associated with the contradiction between abstract mathematical ideas and their empirical representations, revealed by the tensions perceived in the activities analysed; and, simultaneously, that we could see as an impelling force for the learning of the rules and norms which regulate the use of visual representations in school mathematics.     

Socio-demographic composition of primary initial teacher education entrants in Ireland

The homogeneity of the teaching profession is an international, as well as national, phenomenon. In an era of significant demographic change in schools and education policy development in Ireland and across Europe, the lack of solid data about the backgrounds of teachers and initial teacher education (ITE) applicants and entrants has hindered informed policy development, including in relation to ITE application procedures, selection criteria as well as teacher supply and demand. In this paper we discuss findings from the Diversity in Initial Teacher Education (DITE) national project. We present analyses of application (N?=?2,437) and survey data (N?=?530) to explore 2014 undergraduate primary (UG P) ITE entrants’ socio-demographic backgrounds. Key findings confirm that primary teaching remains a popular career choice attracting high academic achievers in Ireland. We note the continuing underrepresentation of males and of people from minority national and ethnic backgrounds. Roman Catholics and students without disabilities are overrepresented in the UG P cohort compared to postgraduate post-primary ITE cohorts and the general Irish population. Findings are discussed with reference to Irish and international literature on teacher diversity.     

Book reviews

Galmés de Fuentes, Aivara. Toponimia de Alicante (La oronimia). Alicante: Universidad de Alicante, 1990.91 pp., index of names; paperback.

Arié, Rachel. L'Occident musulman au Bas Moyen Age. Paris: De Boccard, 1992.131 pp.

Lev, Yaacov. State and Society in Fatimid Egypt (Arab History and Civilization: Studies and Texts, 1) Leiden: E.J. Brill, 1991. x+217 pp. Hfl. 110.‐

Melville, Charles and Ubaydli, Ahmad, eds. Christians and Moors in Spain, vol. III: Arabic Sources (711–1501). Warminsten Aris & Phillips, 1992. xviii+202 pp. £35 (cloth), £11.95 (paperback).

López Baralt, Luce. Islam in Spanish Literature from the Middle Ages to the Present. Leiden and San Juan: E.J. Brill and Universidad de Puerto Rico, 1992.323pp. Hfl. 145.‐

Baer, Eva. Ayyubid metalwork with Christian images. (Studies in Islamic Art and Architecture / Supplements to Muqarnas, 4). Leiden: E. J. Brill, 1989.55pp. 128 ills. (b/w). Hfl. 65.‐

Stroumsa, Sarah. Dāwūd Ibn Al‐Maqammis's Twenty Chapters (^cIshrūn Maqāla) (Études sur le Judaïsme Médiéval, XIII). Leiden: E. J. Brill, 1989. 320pp. Hfl. 135.‐

Cassoia, Arnold (Ed). The Biblioteca Vallicelliana Regole per la Lingua Maltese. Malta: Said International, 1992. xlviii+193 pp.