Influences of volitional and forced intentions on physical activity and effort within the theory of planned behaviour

In the present study, we examined the utility of volitional and forced intentions in predicting participation in physical activities and effort within the theory of planned behaviour. Four hundred and forty-four participants (184 males, 260 females) aged 19.1 +/- 3.3 years (mean +/- s) completed self-report measures of intentions, attitudes, subjective norms, perceived behavioural control, volitional intentions, forced intentions, and past behaviour in a physical activity context. Six weeks later, they completed self-report measures of physical activity behaviour and effort. Results indicated that volitional intentions and forced intentions contributed to the prediction of effort over and above intentions, attitudes, subjective norms, perceptions of control, past behaviour, and the product terms of attitudesxintentions and subjective normsxintentions. Volitional intentions and forced intentions did not predict participation in physical activities over and above effort. We concluded that volitional intentions and forced intentions assist in the explanation of effort in the context of physical activity behaviour.     

Factors for Personal Counseling Among Counseling Trainees

The present study explored the use of counseling among counselor trainees and the characteristics of consumers and nonconsumers. Approximately 61% of those surveyed (n = 85) reported that they had received counseling, with the majority being mental health counseling trainees. Nonconsumers (n = 54) indicated that they coped with problems in other ways but would consider counseling if they experienced trauma.     

Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms

In this paper, we argue for a more systematic approach for studying the relationship between classroom practices and scientific practices—an approach that will likely better support the systemic reforms being promoted in the Next Generation Science Standards in the USA and similar efforts in other countries. One component of that approach is looking at how the nature of the activity structure may influence the relative alignment between classroom and scientific practices. To that end, we build on previously published research related to the practices utilized by five high-school chemistry teachers as they enacted problem-solving activities in which students were likely to generate proposals that were not aligned with normative scientific understandings. In that prior work, our analysis had emphasized micro-level features of the talk interactions and how they related to the way students’ ideas were explored; in the current paper, the analysis zooms out to consider the macro-level nature of the enactments associated with the activity structure of each lesson examined. Our data show that there were two general patterns to the activity structure across the 14 lessons scrutinized, and that each pattern had associated with it a constellation of features that impinged on the way the problem space was navigated. A key finding is that both activity structures (the expansive and the open) had features that aligned with scientific practices espoused in the Next Generation Science Standards—and both had features that were not aligned with those practices. We discuss the nature of these two structures, evidence of the relationship of each structure to key features of how the lessons unfolded, and the implications of these findings for both future research and the training of teachers.     

Correction to: School climate in Mongolia: Translation and validation of the What’s Happening in This School

Learning Environments Research -     

The impact of wireless keypads in an interprofessional education context with health science students

The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions.     

Activity theory in empirical higher education research: choices,uses and values

This paper contributes to discussion of theory application in higher education research. We examine 59 empirical research papers from specialist journals that use a particular theory: activity theory. We scrutinise stated reasons for choosing the theory, functions played by the theory, and how the theory is valorised. We find that the theory is usually chosen for its direct empirical applicability; used for abstraction, explanation and contextualisation; and valorised for apprehending complex situational dynamics. It is rarely chosen to challenge conceptualisation of the research object; used to establish investigative paradigms; or valorised in ways that implicate wider bodies of knowledge or potential theory development. We argue that higher education researchers should reconsider how their application of activity theory is interwoven with interpretative processes, how the theory might frame research design rather than simply data analysis, and how they account for the range of roles that the theory actually plays across research endeavours.     

Attitudes and self‐efficacy of pre‐service teachers towards inclusion in Pakistan

This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region.