Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males

This study investigated relationships between SRL and EF in a sample of 254 school-aged adolescent males. Two hypotheses were tested: that self-reported measures of SRL and EF are closely related and that as different aspects of EF mature during adolescence, the corresponding components of SRL should also improve, leading to an age-related increase in the correlation between EF and SRL. Two self-report instruments were used: the strategies for self-regulated learning survey (SSRLS) and the behavioural rating instrument of executive function (BRIEF). Strong correlations between the measures of EF and SRL were found, especially in areas associated with metacognitive processes. Correlations between EF and SRL were found, with weaker correlations between behavioural regulation and SRL were found to be weaker for the younger participants in the sample while the relationship between EF and SRL appears to grow stronger during the initial years of high school even though self-reported levels of EF along with motivation for SRL and important components of SRL such as goal setting and planning were found to decrease with age. Decreasing levels of motivation for learning during adolescence are speculated to moderate the deployment of SRL and EF in a school context.     

Determinants of countermovement jump performance: a kinetic and kinematic analysis

Abstract

This study aimed to investigate the contributions of kinetic and kinematic parameters to inter-individual variation in countermovement jump (CMJ) performance. Two-dimensional kinematic data and ground reaction forces during a CMJ were recorded for 18 males of varying jumping experience. Ten kinetic and eight kinematic parameters were determined for each performance, describing peak lower-limb joint torques and powers, concentric knee extension rate of torque development and CMJ technique. Participants also completed a series of isometric knee extensions to measure the rate of torque development and peak torque. CMJ height ranged from 0.38 to 0.73 m (mean 0.55 ± 0.09 m). CMJ peak knee power, peak ankle power and take-off shoulder angle explained 74% of this observed variation. CMJ kinematic (58%) and CMJ kinetic (57%) parameters explained a much larger proportion of the jump height variation than the isometric parameters (18%), suggesting that coachable technique factors and the joint kinetics during the jump are important determinants of CMJ performance. Technique, specifically greater ankle plantar-flexion and shoulder flexion at take-off (together explaining 58% of the CMJ height variation), likely influences the extent to which maximal muscle capabilities can be utilised during the jump.     

CHANGES IN PUBLIC OPINION ON THE UNEMPLOYED The Case of The Netherlands

In this paper we present the results of a longitudinal studyin public opinion on unemployed people during the period 1975–87.The study relates to 1) opinions on the extent to which socialsecurity laws are abused, 2) the degree of condemnation of suchabuse, and 3) the image projected on the unemployed. In theyears up to 1980 public opinion was rather negative, but a strikingimprovement accompanied the marked increase in unemploymentrates during the early 1980s. As unemployment dropped duringthe second half of the 1980s public opinion regarding the unemployedseemed to deteriorate again.     

Current research in developing countries: Teacher credentialling and distance education

Current research is reviewed on two aspects of educational efficiency in ‘developing’ countries: the effect of teacher credentials on student achievement and the cost-effectiveness of distance education. Major research findings on each topic are reviewed, followed by selected abstracts of current research publications and a brief annotated reference list. Complex debate over teacher credentials now concurs that investment in teacher credentialing is frequently productive but that the efficiency of particular investment strategies is often unknown. The potential cost-savings in distance teacher education are often not realized because of the small scale programs.     

Solving math problems: Where and why does the solution process go astray?

This article describes a model of adaptable learning which takes account of the interaction between affective and cognitive variables in learning situations. In addition, an instrument for measuring the relevant aspects of this model is introduced. We present some initial results of the application of this instrument in the domain of mathematics learning by students in the final year of primary education. Emphasis is placed on differences between boys and girls.     

Cultural factors in the origin and remediation of alternative conceptions in physics

Over a wide range of subject areas students exhibit persistent conceptions contrary to the prevailing scientific concepts. The same alternative conceptions in physics are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of physics. What is the reason for these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common-sense theories, in what way then are cultural factors still important in the teaching-learning process? The influence of cultural factors will be discussed on the basis of literature available on this topic. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions some of which may be universal and some dependent on culture. The same distinction is made regarding ways of reasoning and epistemology. It is suggested that the effectiveness of methods for the remediation of alternative conceptions is strongly influenced by cultural aspects of the teaching-learning process.     

Resistance to extinction as a function of percentage of reward: A reinforcement-level interpretation

Three experiments investigated the effects of percentage of reinforcement on the resistance to extinction of an instrumental running response. In Experiment 1, with N-length held constant, 47% reinforcement during acquisition generated greater resistance to extinction (R_n) than did 77%. In Experiment 2, this result was replicated with both functional N-length and number of N-R transitions held constant. In Experiment 3, R_n was shown to be a function of both N-length and percentage of reinforcement. The results of all three experiments were discussed in terms of Capaldi’s reinforcement level theory and possible alternative explanations.