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71.
Pedro Pérez-Soriano Salvador Llana-Belloch Gaspar Morey-Klapsing Jose Antonio Perez-Turpin Juan Manuel Cortell-Tormo 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):245-257
Shock absorption and stability during landings is provided by both, gymnast ability and mat properties. The aims of this study were to determine the influence of different mat constructions on their energy absorption and stability capabilities, and to analyse how these properties affect gymnast's plantar pressures as well as subjective mat perception during landing. Six mats were tested using a standard mechanical drop test. In addition, plantar pressures and subjective perception during landing were obtained from 15 expert gymnasts. The different mats influenced plantar pressures and gymnasts' subjective perception during landing of gymnasts. Significant correlations between plantar pressures at the medial metatarsal and lateral metatarsal zones of the gymnasts' feet with the different shock absorption characteristics of the mats were found. However, subjective perception tests were not able to discriminate mat functionality between the six mats as no significant correlations between the mechanical mat properties with the subjective perception of these properties were found. This study demonstrated that plantar pressures are a useful tool for discriminating different landing mats. Using similar approaches, ideally including kinematics as well, could help us in our understanding about the influences of different mats upon gymnast-mat interaction. 相似文献
72.
Self-esteem and Academic Achievement Among Adolescents 总被引:1,自引:0,他引:1
The main purpose of this research is to analyse what strategies are pursued in order to protect self-esteem when it is threatened by a negative self-evaluation of school competence. Participants were 838 secondary-school students from the seventh to the ninth grades. Data were collected using Harter's Self-Perception Profile for Adolescents, together with a Scale of Attitudes towards School. Our results show that there are significant differences between the self-esteem enjoyed by successful and unsuccessful students in the seventh grade; such differences disappear in the eighth and ninth grades. They also reveal success-related differences in domain-specific self-evaluation. We also found that students with low levels of academic achievement attribute less importance to school-related areas and reveal less favourable attitudes towards school. We discuss these results in terms of Harter's self-esteem model and Robinson and Tayler's self-esteem protection model. 相似文献
73.
Comparative analysis of expectancies of efficacy in in-service and prospective teachers 总被引:1,自引:0,他引:1
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. 相似文献
74.
75.
Pedro Rosário José Carlos Núñez Guilermo Vallejo Olímpia Paiva António Valle Sonia Fuentes Ricardo Pinto 《European Journal of Psychology of Education - EJPE》2014,29(4):577-601
In the framework of teacher’s approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students’ approaches to learning, and teachers’ approaches to teaching using structural equation modeling (SEM) with two independent data samples. The participants were 61 biology teachers and their corresponding 1,518 high school students (12th grade). The first sample was used to fit the model, and the second sample was used to analyze the consistency of the data derived from the first sample. Using a two-level SEM analysis, we established whether the effects found at the individual level varied significantly at class level. The students’ approaches to learning were related to the teachers’ approaches to teaching as a function of the hypotheses established in the model, although the effect size was smaller than expected. However, approximately 48 % of the variance of the surface approach and 46 % of the deep approach sat at class level. At the individual level, the results of this study suggest that students’ approaches to learning significantly explain their teachers’ approaches to teaching and, thus, constitute important contextual variables. At the class level, the way students learn appears to be closely associated with class-related variables. Our data stresses the importance of promoting educational opportunities (e.g., school-based courses) for teachers to reflect upon the teaching methodologies used in class. 相似文献
76.
This study employs the 2007–2008 National Postsecondary Student Aid Study and the National Research Center’s survey data, “A Data-Based Assessment of Research-Doctorate Programs in the United States,” to investigate the (1) the effects of debt in relation to tuition and fees paid and (2) the effects of teaching assistantships, research assistantships, and fellowships on within year retention among Ph.D. students. We created an innovative conceptual model for this study by merging a socioeconomic model for graduate students and a graduate student socialization model. We used propensity score weights for estimating average treatment effects and average treatment effect on the treated as well as a series of control and balancing variables. This study provides timely insights into which of these financial strategies are likely to improve the already low doctoral retention rates nationwide. To the best of our knowledge, this is the first study that includes proxies of socialization variables in examining the role of various funding mechanisms in doctoral retention using a national representative dataset. 相似文献
77.
Pedro Rosário José Carlos Núñez António Valle Julio González-Pienda Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331
The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement. 相似文献
78.
This paper reports a classroom-based study involving investigation activities in a university numerical analysis course. The study aims to analyse students' mathematical processes and to understand how these activities provide opportunities for problem posing. The investigations were intended to stimulate students in asking questions, to trigger their thinking processes, to promote their ability to investigate and to support them in learning numerical analysis' concepts and procedures. The results show that the investigations provided opportunities for students to experience mathematical processes, including posing questions, formulating and testing conjectures and, to some extent, proving results. They also provide some understanding about the role of problem posing in these processes. Posing questions occurred mainly in an implicit way, in the interpretation of tasks and in identifying regularities, analysing graphs and testing cases. The conjectures were often based on pattern identification or data manipulation, and the students tended to accept them without testing or proving. The students also proposed alternative formulations for the initial questions and posed new problems from their explorations and attempts to refine previous conjectures. 相似文献
79.
The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16
and17-year-old students related to problem solving and the influence of such interactions in their cognitive development.
To achieve these aims, we consider problems associated with a definite conceptual structure – problems comparing flat surface
areas –, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of
the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models
of interaction -alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly
influence the individual development of cognitive and heuristic abilities in the problem solving process.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
80.
Pedro Jiménez-Reyes Matt Cross Alex Ross Pierre Samozino Matt Brughelli Nicholas Gill 《European Journal of Sport Science》2019,19(5):585-594
This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F0), maximal horizontal power (Pmax), maximal ratio of horizontal force (RFpeak), decrease in the ratio of horizontal-to-total force (DRF), total force and maximal sprinting velocity (v0)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2nd-4th, 5th-7th and 8th-10th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v0 (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F0 (ES?=?–0.59). DRF moderately decreased (14%; ES=–0.76–1.11), and RFpeak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load. 相似文献