Validation of the swimming competence questionnaire for children

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.     

Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style

The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality interactions with children, while at the same time having a predictable structure with clear norms and social expectations in the learning environment. The purpose of this study was to investigate what helped the ECEC institutions to successfully implement the program principles and core components, and what were the challenges. The staff groups of seven Norwegian ECEC institutions in different municipalities who took part in the innovation were interviewed at the beginning and before the end of the first year of implementation. Data analysis identified five success criteria in the implementation process; strong commitment to the authoritative adult style, strong focus on the implementation process, advanced support systems, highly involved leaders, and a collective orientation. These elements resulted in a shared vision and an academically grounded practice in the ECEC institutions. Staff members without formal professional training and a lack of written documentation in the ECEC institutions should be given more consideration in further improvement of the capacity building.     

The Zen Scavenger Hunt: Constructing and presenting persuasive messages

Courses: Persuasion; Persuasive Speaking

Objectives: Students will demonstrate the ability to apply persuasive concepts in constructing persuasive messages creatively, and students will present and analyze their persuasive messages.     

Approaches to digital methods in studies of digital religion

This article reviews digital methodologies in the context of digital religion. We offer a tripod model for approaching digital methods: (a) defining research within digital environments, (b) the utilization of digital tools, and (c) applying unique digital frames. Through a critical review of multiple research projects, we explore three dominant research methods employed within the study of digital religion, namely, the use of textual analysis, interviews, and ethnography. Thus, we highlight the opportunities and challenges of using digital methods.     

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.     

Continuity and discontinuity of attachment from infancy through adolescence

This study reports relations between infant Ainsworth Strange Situation classifications, negative life events, and Adolescent Attachment Interview classifications. Overall, the stability of secure versus insecure classifications was 77%, and infant attachment classification was a significant predictor of adolescent attachment classification. Chi-square analyses indicate that negative life events are significantly related to change in attachment classification. The sample (n = 30) is drawn from the Family Lifestyles Project (FLS), an ongoing longitudinal study of children's development within the context of nonconventional family lifestyles. The distribution of family lifestyles within this study, unlike those in the full FLS sample, represent a higher proportion of conventional two-parent families (40%). There were no differences between adolescents reared in conventional or nonconventional families in the distribution of adolescent attachment security, the experience of negative life events, or the continuity of attachment from infancy through adolescence.     

The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures

Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.     

A state examination system and perpetuation of middle-class advantage: an Irish school context

This article explores how a formal state examination system operates as a tool which enables the cultural reproduction of the middle classes in an increasingly market-driven education system in Ireland. It is based on a study of a group of final-year girls approaching the high-stakes terminal Leaving Certificate examination. The success of this reproduction is based on a mutually beneficial partnership between the school and the parents, which ultimately benefits the students. The article examines how the school is successful in this competitive education market place and in upholding the middle-class nature of schooling. The structures of the school also empower parents and students to enhance privilege and academic success. The article concludes by considering the continuing relevance of Bourdieu to social reproduction in education.     

Hostile attribution of intent and aggressive behavior: a meta-analysis

A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.