Origins and consequences of tripartite efficacy beliefs within elite athlete dyads

Drawing from Lent and Lopez's (2002) "tripartite" model of relational efficacy, the overall purpose of this study was to examine antecedents and consequences of self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE) within six international-level athlete dyads. Semistructured interviews were conducted and data were content analyzed using deductive and inductive procedures. Sources of efficacy emerged in relation to perceptions regarding (i) oneself, (ii) one's partner, (iii) the dyad/relationship, and (iv) external factors. Results also revealed the emergence of a number of salient intrapersonal and interpersonal outcomes, incorporating cognitive, affective, as well as behavioral consequences. Implications for theory development and future research are considered, and applied propositions are discussed with regard to effective relationship management in elite sport.     

中国“海外兵团”现象成因研究

文章运用文献资料法和归纳推理法的研究方法,从多学科角度对我国海外兵团现象的成因进行分析,结果表明海外兵团的出现由多种矛盾构成,是时代和历史所趋。同时,文章还对海外兵团的发展趋势作出预测,以期对其有一个比较客观、理性和全面的认识,进而对体育工作有所指导。     

A cognitive-motivational model of decision satisfaction

Satisfaction is a condition that contributes to the development of intrinsic motivation and a continuing motivation to learn. Research that helps to identify the factors that contribute to learning satisfaction is useful for educators. This paper introduces the Cognitive-Motivational Model of Decision Satisfaction, a model that extends Kruglanski's work on closure and builds on Keller's work on the motivational aspects of instruction and learning. Focusing on decision-making activities in a learning context, this model recognizes the importance of information-processing in judgmental tasks and specifies confidence as a major contributing factor to learning satisfaction. Some potential applications to both classroom and computer-based learning environments are suggested.     

Reading Difficulty Characteristics in Dyslexic and Hearing-impaired Students

This study examines reading difficulty characteristics in Hebrew in three reading-impaired populations. Two are groups of dyslexics: 100 readers with impaired auditory perception and 100 readers with impaired visual perception. The third group comprises 61 readers with deep/severe hearing impairment. All were elementary schools students in the second to sixth grades. The subjects were tested with a conventional Hebrew reading test. It examined types of reading errors (e.g. changes of phonetic structure or word content), self-correction in reading, reading speed, sequential/holistic reading, the effect of reading texts with and without the Hebrew diacritical vowel signs ('punctuation'), and the effect of meaningful or meaningless text material on the amount of reading errors. The literature describes distinctions between various kinds of reading disability related to auditory impairment and visual perception, and the definition of dyslexia as being one category or including sub-groups. Our research hypothesis was that similar characteristics of reading difficulties would be found amongst auditory perception-impaired students and hearing-impaired students, and that they would differ from those of students with impaired visual perception. Our findings support this hypothesis. Many of the sub-tests revealed similarity in the reading difficulties between the hearing impaired students and those with impaired auditory perception versus the visually impaired. An unexpected finding revealed that fourth grade students in all the groups were a special sub-group in each group. These findings suggest, in accordance with a major research approach, that dyslexia should be defined in terms of dyslexia sub-groups rather than as a single category.     

The Development of an EPS Information Booklet for Primary Age Pupils

The focus of this paper is based on a research project undertaken in an outer London EPS. The research was in line with recent legislative and policy changes, highlighting the importance of the active participation of children in discussions made about them and their school life. Central to the project was the decision that pupils should be provided with an information booklet, regarding the educational psychologist's (EP) role within the assessment process-and by thus doing, promoting direct access and involvement between the pupil and the EPS. After initial research into this area had been undertaken, a pupil information booklet was produced. This booklet is currently being trialled in all primary schools within the education authority.     

The Use of Dynamic Assessment by Educational Psychologists in the UK

Training in Dynamic Assessment (DA) was rarely available in the UK until 1994. This is the first study to explore the outcomes of its availability in terms of the practice of DA and perceptions about it among educational psychologists (EPs). One hundred and nineteen EPs, who had taken positive steps to inform themselves about DA by undertaking some degree of training or by joining a DA interest group, were surveyed to explore the extent of their initial training in DA, subsequent use of it and issues of implementation. Overall, the 88 responses (74%) received suggest, among those surveyed, widespread awareness of DA as a model of cognitive assessment and positive attitudes to it, coupled with a low level of implementation. The low level of use was frequently attributed to insufficient training in DA, to lack of time due to other assessment priorities, often set by the local education authority, and to lack of the ongoing expert support felt to be necessary to maintain use of a demanding form of assessment. The authors take the position that the EP's repertoire would be enriched by improved knowledge of and training in DA. The research raises important issues for cognitive assessment and raises the broader question whether there is a need for the more proactive involvement of educators in enhancing the cognitive functioning of children.     

论伦理政治与知识分子的政治意识

伦理与政治的联姻 ,是中国传统文化的一大特征。由这种文化哺育出来的中国知识分子注重以文载道 ,身体力行 ,以天下兴衰为己任 ,表现出很强的政治参与意识和忧患意识。走进新的世纪 ,对于每一个人来说 ,只有把个人前途、个人利益、个人所追求的事业 ,溶化到中华腾飞、民族振兴的大事业中去 ,才能获得实际意义 ,个人的价值只有在这个大事业中 ,才能得到体现。     

我国水环境可持续发展刍议

我国水环境的生态问题表现为天然水资源系统、水环境开发利用系统和水环境管理系统,三个系统之间紧密联系、互相制约。必须理顺三者之间的关系,在保持水环境系统尤其是天然水资源系统完整性的基础上,澄清功能,采取政治的、经济的、技术的措施,尤其是高效的行政、法律管理,才能保证我国水环境可持续发展战略的实现。     

Implementing New Pedagogical Models: Using Undergraduate Teaching Assistants in a Violence and Gender Learning Community

This article describes the use of undergraduate teaching assistants in a Violence and Gender learning community. After an introduction to the learning community structure and content, we describe the rationale for exploring this innovative pedagogical model. We present our strategies for recruiting, selecting, and preparing the undergraduate teaching assistants for this experience and illustrate how we collaborated as a teaching team. Finally, we present an evaluation of this model, using the teaching assistants' reflections on this experience, a survey of and interviews with students enrolled in the learning community, and our own assessment of this experience.     

Withdrawal Threshold in Interpersonal Conflict Among Adolescents of Divorced Parents

ABSTRACT The present study examines one possible explanation for the intergenerational transmission of divorce: a long‐term effect of learned lower withdrawal threshold. The underlying assumption here is that people differ in their readiness to struggle in a relationship before reaching the point at which they withdraw and that this withdrawal threshold is modelled and learned in the family. More specifically, the study tests the hypothesis that adolescents of divorced parents exhibit a lower withdrawal threshold in various depicted interpersonal conflict situations. The study's sample consisted 215 adolescents, including 58 (25 boys and 33 girls) of divorced parents and 157 (74 boys and 83 girls) of married parents. Two questionnaires were specially constructed to test the present study's research question: the Adolescents’ Withdrawal Threshold in Interpersonal Conflicts Questionnaire, which depicted 30 different interpersonal conflict situations, and the Adolescents’ Perception of Divorce as Indicator of Withdrawal Threshold. The results do not support the study's main hypothesis. That is, adolescents with divorced parents do not respond to depicted interpersonal conflict situations with a lower withdrawal threshold than those from intact families. However, the results do show that adolescents from intact families are more likely than those with divorced parents to judge divorce as indicating a low withdrawal threshold. These and other results are discussed within the framework of the behavioural‐modelling theory and in terms of the generalisability of divorce as a kind of withdrawal response to other types of conflict.