But I like PE: factors associated with enjoyment of physical education class in middle school girls

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.     

夏日元气 色彩当道

夏日绝对是让你玩转色彩的季节，缤纷的色彩当仁不让捕获所有人的眼球，赶快一起色彩你的夏天!     

The practical paradox of technology: The influence of communication technology use on employee burnout and engagement

Technological advancements in the workplace frequently have produced contradictory effects by facilitating accessibility and efficiency while increasing interruptions and unpredictability. We combine insights from organizational paradoxes and the job demands–resources model to construct a framework identifying positive and negative mechanisms in the relationship between communication technology use (CTU) and employee well-being, operationalized as work engagement and burnout. In this study of Dutch workers, we demonstrate that CTU increases well-being through positive pathways (accessibility and efficiency) and decreases well-being through negative pathways (interruptions and unpredictability). We highlight the importance of (1) investigating CTU resources and demands simultaneously to grasp the relationship between CTU and employee well-being, and (2) considering CTU's downsides to successfully implement new communication technologies and flexible work designs.     

Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.