Correlates of the concept assessment kit-conservation for educable mentally retarded children

The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.     

Enhancing self-efficacy in minority youth: A group technique

This article presents a two-phase group process that can be utilized to develop self-efficacy in minority youth. The process involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Modeling, role playing, and outside activities are the major components of the group process.     

A grounded theory of positive youth development through sport based on results from a qualitative meta-study

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.     

Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proffle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.     

Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.     

‘Borrowed access’ – the struggle of older persons for digital participation

This study investigates older persons engagement with digital interfaces as one important way to social inclusion. Digital exclusion and social exclusion are intrinsically intertwined, which put older persons at risk for exclusion. To construct meaningful educational practices for inclusion, more insight is needed to understand consequences of low digital competence. Eighteen men and women (retired) have been interviewed about their everyday encounters with digital interfaces. Results show how older persons ‘borrow’ knowledge from social networks or from contacts at previous workplace, to access technology and digital practices. Data also show a common acceptance of exclusion and changes in lifestyle. These fragile chains, put together to access digital practices jeopardise social inclusion understood as autonomy and participation in society. Informants did not mention community arrangements as resources for access and knowledge, which indicate that hard work is required to promote inclusion of this group. A possible way could be using the power of informally framed learning scenarios. Society cannot turn a blind eye to the fact that groups of citizens are hindered from developing capabilities to maintain a social life, to access the health sector, to enjoy integrity and independence and cultural recreation – to live a capable life.     

Associations between individual and collective efficacy beliefs and students' bystander behavior

This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual- and classroom-level efficacy to stop peer victimization. Self-report survey data were analyzed from 1,467 Swedish fourth-grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in defender self-efficacy and if they belonged to classrooms high in collective efficacy. In contrast, students were more likely to remain passive if they were low in defender self-efficacy and if they belonged to classrooms low in collective efficacy. Taken together, our findings suggest that efficacy beliefs both at the individual and at the classroom level contribute to explaining variability in students' bystander behaviors, which has potential implications for prevention and intervention work.     

Yoga for seniors: understanding their beliefs and barriers to participation

ABSTRACT

Yoga has been found to provide numerous health benefits to older adults including preventing or slowing physical frailty and subsequent functional limitations. The purpose of this study was to examine pre-frail or frail older adults’ beliefs about yoga as well as to identify barriers to participation. We recruited 37 older adults from a Faint, Fall, and Frailty Clinic at a medical center and asked them to complete questionnaires regarding their physical health and beliefs about yoga using the Beliefs About Yoga Scale. Frailty and fall risk were obtained through electronic health records. Participants’ had mean age of 72.81 years. Participants were considered to be prefrail (66.7%) or frail (33.3%), and most (78.4%) had fallen at least once in the past year. Over 72% of participants engaged in light physical activity. The BAYS mean score was 59.17 (SD = 12.5; Range 11–77). Higher scores indicted more optimistic beliefs about yoga. Over 90% of participants had not practiced yoga, 97.1% had no intentions to practice, 61.8% did not know locations placed where yoga classes were offered, 82.4% were unsure about the costs associated with yoga, and only 56.3% reported having transportation. The three primary barriers to practicing yoga were perceived difficulty of yoga practice, lack of motivation, and fear of injury. Participants held positive beliefs about yoga, yet had limited experience and little intention to participate indicating a need to provide targeted educational interventions to this population of older adults.