‘So she has been educated by a vulgar,silly, conceited French governess!’ Social anxieties,satirical portraits,and the eighteenth‐century French instructor

Maria Edgeworth’s pedagogical short stories ‘Mademoiselle Panache’ (1800, 1801) and ‘The Good French Governess’ (1801) portray contrasting French instructors, and illustrate a transformation in English girls’ education in French at the end of the eighteenth century. While ‘Mademoiselle Panache’ looks back to the disingenuous French instructors of eighteenth‐century comedy, demonstrating English anxieties about the supposedly corrupting influence of the French on young girls, ‘The Good French Governess’ shows the positive influence of French émigrés in late eighteenth‐century French instruction. In contrast to critical assumptions that the English public’s outraged response to the French Revolution terminated English interest in all things French, these and other contemporary texts show that English girls’ education in French was not diminished by anti‐Jacobin attitudes, and indeed flourished into the nineteenth century.     

Girls' secondary education in Uganda: assessing policy within the women's empowerment framework

This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.     

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.     

Supporting minority students through a reflexive approach to empowerment

Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality.     

Parents' involvement in adolescents' schooling: a multidimensional conceptualisation and mediational model

This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control.     

Perceived physical competence,enjoyment and effort in same‐sex and coeducational physical education classes

Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class‐type differences. Participants were 546 adolescents (289 males, 257 females) who were in same‐sex or coeducational physical education classes. The Hierarchical Physical Competence Scale (HPCS) and questionnaire measures of enjoyment and effort in classes were used to investigate students’ perceptions. Results of 2 × 2 multivariate analysis of variance (MANOVA) indicated that students’ perceptions of physical competence, enjoyment and effort in classes differed according to gender and class type, but these differences must be viewed in light of strong interaction effects. That is, female students reported more positive and adaptive perceptions in same‐sex classes and were more affected by class type than were male students.     

体育课《因果关系感知量表》 在中国文化背景下的检验 ——以自我决定理论为基础

为干预青少年对体育课的自主性动机,引进体育课《因果关系感知量表》,并对该量表进行检验。初测选取400名大学一年级的学生作为被试,正式测试选取500名大学一年级的学生作为被试。检验结果表明,预测试体育课《因果关系感知量表》的语言等值性和测量等值性均可以接受;正式测试量表内部一致性信度、内容效度和结构效度良好;体育课《因果关系感知量表》符合心理学测量标准,是测量体育课自主性动机的可靠测量工具。     

阳光体育背景下高校高年级女生课余体育参与的优化组织模式

课余体育对增强学生体质,促进学生心理健康,培养其形成良好的生活习惯,使学生终身受益都能起积极作用。采用问卷调查、专家访问等科研方法,从体育学、教育学、心理学等多角度对高校高年级女生对学校组织课余体育的需求和影响因素等方面着手,认为从小养成的习惯、家庭的影响是促进学生积极参与课余体育的首要因素,学校良好的体育氛围、明确的监督机制也是促进学生积极参与课余体育的重要因素;并提出加强学校管理,引导健康生活;加强理论引导,树立终身体育观;丰富组织形式,正确引导学生参与行为等一些参考性对策。     

青少年射击运动员"Choking"与人格特质的实验研究

采用文献资料法、实验法、问卷调查法、访谈法和数理统计等方法,以11名专业青少年射击运动员为实验对象,测试压力下Choking现象及其与运动员人格特质的关系。结果表明:①高压情景下运动员的射击成绩显著下降;②个人自我意识、期待取胜和竞赛特质焦虑三个变量能有效解释85.8%的Choking指数变异,且对Choking指数均有显著的回归效应,能有效预测Choking现象的发生。     

新疆维吾尔族青少年身体机能指标研究分析

了解和掌握新疆维吾尔族青少年体质现状,科学评价新疆维吾尔族青少年身体机能的变化规律、发展趋势、城乡间存在的差异及其原因,为提高维吾尔族青少年体质健康水平提供客观依据。文章对新疆喀什地区的6110名7-18岁维吾尔族青少年采用国家相关规定的方法、相应组别、性别及各年龄段分组,进行测试、统计与分析。维吾尔族城乡男女身体机能状况随着年龄的增加而呈现出明显下降趋势,均反映出身体机能衰退的特征,部分年龄段城乡指标具有不同程度的显著性差异。必须高度重视维吾尔族青少年城乡间身体机能指标的差异,加强锻炼,改变生活方式,缩小城乡之间的差异,进一步提高健康水平。