Proposed modifications to the conceptual model of coaching efficacy and additional validity evidence for the Coaching Efficacy Scale II-High School Teams

The purpose of this study was to determine whether theoretically relevant sources of coaching efficacy could predict the measures derived from the Coaching Efficacy Scale II-High School Teams (CES II-HST). Data were collected from head coaches of high school teams in the United States (N=799). The analytic framework was a multiple-group confirmatory factor analysis with ordered-categorical indicators and observed covariates. Applying this framework to the conceptual model of coaching efficacy (CMCE) resulted in a statistical model equivalent to a multiple-group multivariate regression with latent outcomes. Results provided evidence for the ability of measures derived from the CES II-HST to be predicted by theoretically relevant sources of coaching efficacy and suggested modifications to the CMCE.     

The role of sport as a social status determinant for children: thirty years later

The purpose of this study was to examine the role of sport as a social status determinant among racially diverse children. Participants were 1,233 fourth- to seventh-grade children. Results indicated there were gender, grade, and racial differences for the selection of social status determinants. Boys placed more importance than girls on being good at sports and wealth. Girls placed more importance than boys on getting good grades and being attractive. Fourth- and fifth-grade students ranked getting good grades as most important, while sixth- and seventh-grade students ranked being attractive as most important. Non-Hispanic Caucasian students ranked being good at sports and being attractive as most important, while African American students ranked getting good grades and wealth as most important     

Testing the TIDE: Examining the Nature of Students’ Epistemic Beliefs Using a Multiple Methods Approach

The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerle's (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general knowledge, respectively. Following completion of the questionnaires, students participated in an interview that further probed their epistemic beliefs to better understand the nature of their beliefs. Results from our study suggest students’ beliefs across domains are somewhat related but still unique to that particular domain. Moreover, analysis of the interviews revealed that students espouse general knowledge beliefs and domain-specific beliefs. Interestingly, students expressed absolutist beliefs about mathematics, but were multiplist in their stances toward psychology and general knowledge. When asked to provide examples that came to mind when reporting their beliefs, students frequently drew on their classroom experiences to explain why they held specific beliefs. We discuss theoretical implications.     

Intergenerational exchange: undergraduate researchers’ learning and listening enhanced through older adults’ entertainment preferences

The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research.