Comparative analysis of expectancies of efficacy in in-service and prospective teachers

This study examines the beliefs about effective teaching in student teachers and inservice teachers. We constructed a measurement composed of an adaptation in Spanish of the Gibson and Dembo's (1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582). Teacher Efficacy Scale and of the items included in Emmer and Hickman's (1991. Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765) “classroom management/discipline efficacy” dimension. A total of 339 participants took part in the study. The factor analysis carried out of the results obtained showed three principal factors: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Analyses which compared efficacy expectancies showed significant differences in the management and discipline dimension in favour of the group of working teachers, whereas an opposite pattern emerged in the general teaching dimension. In addition, there were differences in the management/discipline dimension in terms of the number of years’ experience in the group of inservice teachers. The interpretation of the results is expressed in terms of the Bandura's perceived self-efficacy theory. We also indicate some implications that the analysis of these expectancies may have for the training and professional development of teachers, and we suggest lines for future research.     

From the Margins to the Center: Debunking Claims about Southeast Asian American Masculinity

This study reviews empirical data from the U.S. Census, American Community Survey (ACS) and academic journals to explore K-12 and higher educational outcomes pertaining to Southeast Asian American (SEAA) males. We argue that the empirical dismissal of SEAA males in social science research reinforces a longstanding agenda of structural neglect and invisibility. By disaggregating some of the existing data for Cambodian, Hmong, Laotian, and Vietnamese subgroups from the broader “Asian” group, we hope to repudiate the model minority myth and stereotypes related to masculinity. Findings revealed that SEAA males had K-12 and higher educational outcomes that contradict the standard conception of academic and financial success. We situate the findings of the article in a discussion of intersectionality and the mainstream cultural forces that impact SEAA males.     

Coupling tendencies during exploratory behaviours of competing players in rugby union dyads

This study investigated interpersonal coordination tendencies in 1vs.1 dyads in rugby union, here expressed by participants' movement velocity towards or away from the sideline as they competed to score or prevent a try. We examined whether coupling tendencies of members of each dyad shaped key performance outcomes (try or successful tackle). Data on movement displacement trajectories of eight male rugby union players (aged 11–12 years) were analysed during performance in 47 trials. To assess coordination tendencies during exploratory behaviours in the dyads, analyses of performance time series data were undertaken using variable time graphs, running correlations and cross-correlations. Results revealed distinct coupling patterns characterised by shifts between synchronous coordination and asynchronous coordination tendencies and uncoordinated actions. Observed behaviours were interpreted as attempts of competing participants to create and perceive possibilities for action while seeking to achieve specific performance goals. Findings also revealed that a variety of patterned relations between participants resulted in different performance outcomes.     

Impact of an incremental running test on jumping kinematics in endurance runners: can jumping kinematic explain the post-activation potentiation phenomenon?

This study aimed to determine whether kinematic data during countermovement jump (CMJ) might explain post-activation potentiation (PAP) phenomenon after an exhausting running test. Thirty-three trained endurance runners performed the Léger Test; an incremental test which consists of continuous running between two lines 20 m apart. CMJ performance was determined before (pre-test) and immediately after the protocol (post-test). Sagittal plane, video of CMJs was recorded and kinematic data were obtained throughout 2-Dimensional analysis. In addition to the duration of eccentric and concentric phases of CMJ, hip, knee and ankle angles were measured at four key points during CMJ: the lowest position of the squat, take-off, landing, and at the lowest position after landing. Additionally, heart rate was monitored, and rate of perceived exertion was recorded at post-test. Analysis of variance revealed a significant improvement in CMJ (p = 0.002) at post-test. Cluster analysis grouped according to whether PAP was experienced (responders group: RG, n = 25) or not (non-responders group: NRG, n = 8) relative to CMJ change from rest to post-test. RG significantly improved (p < 0.001) the performance in CMJ, whereas NRG remained unchanged. Kinematic data did not show significant differences between RG and NRG. Thus, the data suggest that jumping kinematic does not provide the necessary information to explain PAP phenomenon after intensive running exercises in endurance athletes.     

Influence of family and socio‐demographic variables on students with low academic achievement

In this study we compare the distribution of parental educational styles and the scores reported both by parents and students for various family characteristics (acceptance, control, involvement, and expectations) and socio‐demographic factors (socio‐economic status, family structure, number of children, and order of birth of the children) in a group of adolescents with normal achievement (n?=?105) and in a group which present low achievement (n?=?205). Likewise, we examine which variables best predict academic achievement in the two groups and of adolescents. The results indicate differences in the distribution of parental styles in the two groups for the majority of the variables analysed. We also observed a differential pattern in the prediction of academic success. In the group of adolescents with normal academic achievement, socio‐demographic variables better predict achievement; for students with low achievement, family variables play a more important role in predicting achievement.     

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.     

由3-氨基-2-卤代-2-烯亚胺制备3-卤代喹啉

紫外光照射3-氨基-2-卤代-2-烯亚胺生成3-卤代喹啉,该反应对氯代衍生物是定量反应(>95％),溴代和碘代喹啉可以较高产率从反应粗产物中容易地分离出来,由于这一反应温和、简便、干净和快速,我们预期这一反应过程将被广泛应用。     

Serial position effects in social transmission of food preference

The serial position effect in Long-Evans rats was evaluated in two experiments. In Experiment 1, the effect in a group for which an interstimulus interval (ISI) was introduced between items in a list of demonstrators was compared with that in a group without an ISI. With an ISI, a recency effect was produced. In Experiment 2, a serial position effect group was compared with four groups in which either the distinctiveness or the context of the middle item was changed, relative to the items on either side of it. A von Restorff effect was produced when a rat from a different strain was used as a demonstrator in Position 2. The results for Experiment 1 are discussed in relation to interstimulus effects in monkeys and those for Experiment 2 with respect to changes in the physical properties of middle items.