Self-determination theory and physical activity among breast cancer survivors

The study aim was to examine constructs of autonomy support and competence as well as the motivation continuum from the self-determination theory (SDT) as a framework for understanding physical activity (PA) motivation and behavior in breast cancer survivors. Questionnaires assessing demographics, medical factors, PA, motivation continuum, perceived autonomy support, and competence were completed by 558 breast cancer survivors. Results showed that lymphedema (chi2 = 7.9, p < .01) (chi2 = 4.6, p < .05) were associated with meeting PA guidelines. Moreover, survivors meeting PA guidelines reported more identified regulations and intrinsic motivation (p < .01), autonomy support (p < .01), and competence (p < .01). Forced entry hierarchical regression analysis showed that SDT constructs explained 20.2% (p < .01) of the PA variance. Significant independent SDT predictors included identified regulation (Beta = .14, p < .05) and competence (Beta = .23, p < .01), with autonomy support approaching significance (Beta = .9, p = .057). SDT may be a useful model for understanding PA motivation and behavior in breast cancer survivors.     

Un-Settling Multicultural Erasures

This essay begins by naming liberal forms of multiculturalism as a complicit discourse and theory in the erasure of Indigenous peoples. For example, it troubles the false narrative of the United States as a “nation of immigrants,” offered up so frequently as a corrective to the current administration's divisive rhetoric and policies. The essay underscores the important role of educators in interrupting the settler logics that pervade liberal educational spaces. Drawing examples from one of the author's hometowns, it presents critical inquiry as one viable approach for supporting students' understanding of the connections between place, power, and knowledge production.     

Football supporters' perceptions of their role in the home advantage

Football fans' views on their role in the home advantage were obtained by placing links to an internet questionnaire on supporters' websites. Altogether, 461 fans from clubs which had been promoted, relegated or unchanged in the past season of the English football leagues rated crowd support as significantly more influential than familiarity, travel, territoriality and referee bias in contributing to the home advantage. Fans felt responsible for inspiring their team to victory, took credit for distracting opponents, and believed that they could influence officials into making decisions in their team's favour. However, they did not accept personal blame for poor results. No effects for gender, age or the team's outcome in the promotion/relegation battle emerged, though season ticket holders were more extreme in their feelings of responsibility overall. Furthermore, it was suggested that mechanisms such as the perception of being superior to rivals can encourage fans to retain their allegiance to their teams, even when outcomes are disappointing. Indeed, affiliation may become so incorporated into self-identity that supporters may not have the option of abandoning their team, but instead perceive a reciprocal relationship in which both they and the team are expected to do their best to achieve success.     

Development and preliminary validation of the Cricket Mental Toughness Inventory (CMTI)

Abstract

The purpose of this research project was to develop a psychometrically sound measure of mental toughness in cricket, using a multi-method research design. Two qualitative studies in which current and former cricketers' (n = 16) perceptions of the key components of mental toughness in cricket and the suitability of an item pool to target those key components (n = 9) were assessed. We then conducted two quantitative studies to examine both the within- and between-network properties of the Cricket Mental Toughness Inventory (CMTI) using confirmatory factor analysis and correlations. Support for the existence of a five-factor, 15-item model was revealed with three independent samples of cricketers; two contained cricketers from several different countries (n = 285 and 285), whereas one contained Australian cricketers only (n = 433). Each of the five subscales (affective intelligence, attentional control, resilience, self-belief, and desire to achieve) were positively correlated with dispositional flow, hardiness, and resilience and negatively correlated with athlete burnout. Although requiring replication and extension, the results of the present study provide preliminary support for the factor structure, internal reliability, and construct validity of the CMTI.     

The how and why of academic collaboration: disciplinary differences and policy implications

This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines.     

Education research and educational practice: The qualities of a close relationship

The relationship between education practice and education research has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic discipline in universities. This article reports an empirical study that investigated a new instantiation of the practice–theory debate: ‘close-to-practice’ research in education. The research sought to (a) define and further articulate the concept of close-to-practice research and (b) provide reflections on the quality of close-to-practice research. The orientation of the work reported in this article is informed by theory on traditions of knowledge in the organisation of education that have contributed to the development of education as an academic discipline. The main section of the article reports the findings of the empirical study. The research design was a rapid evidence assessment (REA), and a series of interviews with education researchers whose experiences were highly relevant to understanding of close-to-practice research issues. The conclusions of the research are reported in relation to how close-to-practice research might be defined, including in relation to quality, but also implications for education as a discipline in universities subject to nationwide assessments of quality.