Academic self-efficacy and academic self-concept: Reconsidering structural relationships

The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.].     

Effects of muscle-tendon length on joint moment and power during sprint starts

The aim of this study was to examine the effects of muscle-tendon length on joint moment and power during maximal sprint starts. Nine male sprinters performed maximal sprint starts from the blocks that were adjusted either to 40 degrees or 65 degrees to the horizontal. Ground reaction forces were recorded at 833 Hz using a force platform and kinematic data were recorded at 200 Hz with a film camera. Joint moments and powers were analysed using kinematic and kinetic data. Muscle - tendon lengths of the medial gastrocnemius, soleus, vastus medialis, rectus femoris and biceps femoris were calculated from the set position to the end of the first single leg contact. The results indicated that block velocity (the horizontal velocity of centre of mass at the end of the block phase) was greater (P < 0.01) in the 40 degrees than in the 65 degrees block angle condition (3.39 +/- 0.23 vs. 3.30 +/- 0.21 m . s(-1)). Similarly, the initial lengths of the gastrocnemius and soleus of the front leg in the block at the beginning of force production until half way through the block phase were longer (P < 0.001) in the 40 degrees than in the 65 degrees block angle condition. The initial length and the length in the middle of the block phase were also longer in the 40 degrees than in the 65 degrees block angle condition both for both the gastrocnemius (P < 0.01) and soleus (P < 0.01-0.05) of the rear leg. In contrast, the initial lengths of the rectus femoris and vastus medialis of the front leg were longer (P < 0.05) in the 65 degrees than in the 40 degrees block angle condition. All differences gradually disappeared during the later block phase. The peak ankle joint moment (P < 0.01) and power (P < 0.05) during the block phase were greater in the 40 degrees than in the 65 degrees block angle condition for the rear leg. The peak ankle joint moment during the block phase was greater (P < 0.05) in the 40 degrees block angle for the front leg, whereas the peak knee joint moment of the rear leg was greater (P < 0.01) in the 65 degrees block angle condition. The results suggest that the longer initial muscle-tendon lengths of the gastrocnemius and soleus in the block phase at the beginning of force production contribute to the greater peak ankle joint moment and power and consequently the greater block velocity during the sprint start.     

Beginning and end of the internship: student teachers’ interpersonal profiles and the accuracy of their self-beliefs

An important purpose of internships in teacher preparation programmes is to develop competence through experience. The research questions in the present study concern student teachers’ interpersonal profiles (i.e. patterns of their interpersonal behaviour as perceived by students) and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. Participants were student teachers (n=34) of a one-year teacher education programme. There were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves. About two-thirds had more accurate self-beliefs at the end of the internship than at the beginning. Overestimating oneself seemed negatively related to more accurate self-beliefs at the end of the internship and student teachers with more preferable profiles had more accurate self-beliefs.     

Developing Service Area Indices for Community Colleges: California's Method and Experience

The economic, educational and social environments of the students served by a community college are important factors in college performance accountability, policy analysis, program evaluation, and strategic planning. For example, previous research shows that income per county is a significant predictor of transfer rates for community colleges. However, conditions for the actual geographic area of the students served by a community college may differ, for various reasons, from the economic conditions for the county in which the college is located. This article describes the development of institutional or college-level indices as an enhancement to county-level data, their use as adjustment variables for California's Accountability Reporting for the Community Colleges (ARCC), and their applicability to other research and planning studies. The service area indices are created by combining the enrollment patterns of students by ZIP Code of residence with ZCTA (ZIP Code Tabulation Area) level economic and educational data from Census 2000.     

BE COOL! a digital learning environment to challenge and socially include gifted learners

Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn...     

Job change in later life: A process of marginalization?

Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits.     

Latent Markov Factor Analysis for Exploring Measurement Model Changes in Time-Intensive Longitudinal Studies

When time-intensive longitudinal data are used to study daily-life dynamics of psychological constructs (e.g., well-being) within persons over time (e.g., by means of experience sampling methodology), the measurement model (MM)—indicating which constructs are measured by which items—can be affected by time- or situation-specific artifacts (e.g., response styles and altered item interpretation). If not captured, these changes might lead to invalid inferences about the constructs. Existing methodology can only test for a priori hypotheses on MM changes, which are often absent or incomplete. Therefore, we present the exploratory method “latent Markov factor analysis” (LMFA), wherein a latent Markov chain captures MM changes by clustering observations per subject into a few states. Specifically, each state gathers validly comparable observations, and state-specific factor analyses reveal what the MMs look like. LMFA performs well in recovering parameters under a wide range of simulated conditions, and its empirical value is illustrated with an example.     

Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review

While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.     

Resilience in higher education students: a scoping review

ABSTRACT

The health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided.