Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery?

Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers.     

印·象

我们在之前的杂志中介绍过AIESEC（国际经济学商学学生联合会,目前世界上最大的非政府,非营利性的国际学生组织）,受到很多年轻读者的欢迎。这之后,我们又陆续刊登了一些AIESEC成员在海外实习过程中所经历的故事,从中我们不难看到,这个具有挑战性的平台为他们提供了提升领导力的机会。     

Interpersonal Behavior,Laboratory Learning Environments,and Student Outcomes in Senior Biology Classes

The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000     

Global marketing strategy in professional sports. Lessons from FC Bayern Munich

This study analyses the global marketing strategy developed by FC Bayern Munich, one of the most successful football clubs in terms of athletic achievements, financial performance and number of worldwide supporters. It aims to shed light on the efficacy of the club’s management in addressing the demands of the existing stakeholders as well as its rapidly expanding global fan base among other aspects. To achieve these goals, an in-depth analysis based on the study of technical reports, official websites, commissioned consultancy studies and surveys has been conducted. A series of interviews with academics and supporters was also conducted. Findings reveal that FC Bayern Munich has already taken strides towards addressing the needs of its original local supporter-owners as well as those of its global fans. Other points discussed include strategies to increase the target market, to become more international and to close important deals and sponsorships.     

Relationships between exercise regulations and motivational consequences in university students

The aim of this study was to examine propositions stemming from Self-Determination Theory (SDT) that contend motivational consequences vary as a function of different regulations in the exercise domain. Participants (N = 276; n = 98 men; n = 178 women) completed inventories assessing exercise regulations, current exercise behavior, and behavioral intentions to continue exercising for the next 4 months and the effort and importance associated with exercise participation. Bivariate analyses indicated autonomous exercise regulations (identified and intrinsic) were the strongest correlates of each motivational consequence across both sexes, and introjected regulation was positively associated with exercise consequences in women. Simultaneous multiple regression analyses indicated that exercise regulations accounted for a sizeable portion of the variance across each motivational consequence in both sexes (R2adj values ranged from .20 to .53). Both regression and structure coefficients revealed that introjected regulation was a stronger motivational force in women than men, and identified regulation was the most important predictor of all three motivational consequences in both sexes. Collectively, these findings suggest that exercise regulations differentially predict motivational consequences across sexes, and future research using this theoretical framework for examining motivational issues pertinent to the exercise domain appears warranted.