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1.
William P. Morgan 《Quest (Human Kinetics)》2013,65(1):5-11
Many theoretical models have been proposed to understand the factors influencing physical activity behavior; however. few have been specifically developed for children. The purpose of this paper is to describe a conceptual model of physical activity promotion that is based on the unique developmental, psycho1ogical, and behavioral characteristics children. The current model adopts a social-ecological framework by acknowledging the input of various personal, social, and environmental influences on children's physical activity. The model also unites constructs from competing theoretical frameworks to provide a conceptual basis for comparing various models. It is hoped that this model will serve as a bridge between theory and practice and will enhance the promotion of physical activity among children. 相似文献
2.
This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors. 相似文献
3.
This systematic review includes 34 studies examining the effects of school-based physical activity interventions on students' health-related fitness knowledge. The study design, methodological quality, and effectiveness of interventions on students' health-related fitness knowledge were analysed. The majority of the studies (79.4%) revealed significant positive intervention effects on students' health-related fitness knowledge. Studies examining adolescents were more frequently in a position to influence students' health-related fitness knowledge (87.5%) than studies examining children (75%), and studies with low methodological quality (88.8%) had more frequent positive effects than studies with moderate quality (75%). The effects on students' health-related fitness knowledge were independent of moderator variables such as the intervention content, duration and frequency. Only few studies were able to simultaneously positively influence students' health-related fitness knowledge and students' physical activity and/or fitness levels. These programmes can positively influence students' health-related fitness knowledge, but it remains unclear what the practical significance of these changes is. Further research is needed to clarify the influence of students' health-related fitness knowledge on reflection, understanding, physical activity behaviour, and overall physical literacy levels. 相似文献
4.
Plausibility judgments rarely have been addressed empirically in conceptual change research. Recent research, however, suggests that these judgments may be pivotal to conceptual change about certain topics where a gap exists between what scientists and laypersons find plausible. Based on a philosophical and empirical foundation, this article presents a theoretical model of the role of plausibility judgments in conceptual change (PJCC) with implications for epistemic cognition. The PJCC moves beyond the limitations of cold cognitive processing by incorporating the warmer constructs of affect, motivation, and motivated reasoning. We review recent research in plausibility judgments that informed the PJCC's development and discuss components of the model. Of particular note is the importance of using explicit critical evaluation to reappraise plausibility judgments that may have been originally made through implicit cognitive processes. We also suggest potentially productive areas of future research based on the PJCC model. 相似文献
5.
Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research
In this systematic review, we examined research on school-based makerspaces, emergent but increasingly popular sites for instruction and learning in preK through 12 settings. Through electronic database, hand, and ancestral searches, we identified 22 empirical studies published in peer-reviewed journals and dissertations that reported preK-12 students’ learning outcomes after participating in school-based makerspace interventions. We found that school-based makerspace research is increasing and published internationally, with a majority of studies (n = 13) conducted with middle and high school participants. Outcomes and interventions varied considerably across studies, demonstrating the disparate nature of school-based makerspace research. In the studies we reviewed, the goals, objectives, and scope of makerspace interventions did not conflict with those of schools, but best practices for makerspace teachers were lacking and equity-oriented approaches to designing makerspace activities and materials were still emerging. Implications of our findings for planning makerspace instruction and future research on makerspace interventions are discussed. 相似文献
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This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic. 相似文献
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9.
Ruth C. Stevens 《Clearing house (Menasha, Wis.)》2013,86(2):112-114
Although the actual causes of alienation are complex and perhaps situation-specific, recent research clearly demonstrates connections between adolescent alienation and the school environment. With public concern over increases in teenage suicide, alcohol and drug abuse, pregnancy, and violence, schools must find ways to decrease students' feelings of alienation, if possible. Proposed here are nine interventions that address many of the issues surfacing in research on alienated adolescents' perceptions of the school environment. All nine can be implemented fairly easily; the resources are available to nearly every school in the country. There is little that we, as educators, can do about students' socioeconomic status, ethnic affiliation, or academic ability. What we can change, however, is the school setting—students' relationships with each other, teachers' relationships with students, the learning experiences provided in the school, and the attention given to student concerns. 相似文献
10.
Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation. 相似文献
11.
Recent attention has focused on the development of reflective teachers. Teacher educators have developed and used several reflective strategies, programs, and models to enhance preservice and in-service teachers' reflective abilities. The purpose of this article is to describe and comment on the different perspectives regarding theory and research on reflective teaching. This paper focused on three dimensions: (a) an account of the conceptual alternatives and theoretical traditions of reflection, (b) an overview of practical and empirical efforts on reflection in classroom and physical education settings, and (c) methodological issues and recommendations for future research. 相似文献
12.
This paper addresses two major and potentially conflicting movements: the importance of diversity as both a conceptual and political issue and the rise of the evidence-based practice movement in education. This tension is particularly important when evaluating and reporting universal interventions because of their intended applicability across diverse groups of children and adolescents. This study contributes to this discussion through an analysis of published school-based universal social and emotional learning (SEL) intervention evaluations in terms of their theoretical and empirical attention to student diversity characteristics. We defined student diversity in terms of five characteristics: gender, race/ethnicity, SES, disability status, and sexual orientation/gender identity. We assessed how and when demographic characteristics were reported, how these characteristics were analyzed as moderators of program outcomes, and how differential effects based on diversity were incorporated into reported intervention generalizability discussions. Results showed that diversity characteristics were inconsistently reported across articles. Most studies did not test for moderating effects, but those that did found inconsistent effects across diversity characteristics. Further, conceptual and/or empirical support for conducting the moderation analyses was often not provided or sufficiently supported by previous literature or a hypothesis. This research highlights the need for a more nuanced understanding of how SEL program effects may be moderated by student demographic characteristics and suggests caution about the generalizability of the reviewed SEL programs across diverse groups of children and adolescents. 相似文献
13.
Changes in religiosity, problem behavior, and their friends' religiosity over a 2‐year period were assessed in a sample of five hundred and fifty‐nine 15‐year‐old Indonesian Muslim adolescents. Adolescents self‐reported their religiosity, problem behavior, and friendships; the religiosity of mutual friends came from friends' self‐reports. A parallel process analysis of growth curves showed that adolescents' religiosity trajectories covaried with both problem behavior and friends' religiosity. Using a cross‐lagged model in which prior levels were controlled, religiosity at 10th and 11th grades predicted friends' religiosity 1 year later, suggesting that adolescents select friends of similar religiosity. This study provides evidence that religion is intertwined with other aspects of adolescent development and illustrates the importance of contextualizing adolescent religiosity within an ecological framework. 相似文献
14.
《Parenting, science and practice》2013,13(2):155-174
Objective. Drawing on prior social psychological and marital research this study tested a model of forgiveness in parent - adolescent relationships. Design. 164 adolescents from 2-parent families in north Italy (67 boys and 97 girls) reported on the positive affect experienced toward each parent and completed a relationship events questionnaire that included transgressions by each parent. Results. Support was obtained for a model in which the quality of the parent - adolescent relationship predicted benign attributions for negative parent behavior, which in turn, were related to forgiving directly and indirectly through affective reactions to the behavior. Adolescent forgiving, in turn, was associated with a decreased likelihood of subsequent parent - adolescent conflict. Direct tests of gender differences showed that the model was invariant across mother - son, mother - daughter, father - son, and father - daughter relationships. Conclusions. This study is the first to show that social-cognitive variables, such as relationship quality, attributions, and emotions, play a role in adolescents' willingness to forgive parents. The pattern of results is consistent with research on forgiveness in the marital relationship. 相似文献
15.
We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification. 相似文献
16.
Howard M. Knoff 《Psychology in the schools》1984,21(1):83-91
Multimodal consultation provides a problem-solving approach that recognizes and analyzes the components of multifaceted, multisubsystem referral problems. The approach, which is exemplified in the present article within the ecological perspective, consists of five parts: from the identification and analysis of maladaptive interactions that cause, support, or maintain a referral problem's environment to the evaluation of consultation interventions that target different aspects of the referral environment and are based on different consultation models. Multimodal consultation is primarily a conceptual model at this time; however, suggestions for empirical and heuristic research also are discussed. 相似文献
17.
David Jonassen Johannes Strobel Joshua Gottdenker 《Interactive Learning Environments》2013,21(1-2):15-37
Conceptual change is a popular, contemporary conception of meaningful learning. Conceptual change describes changes in conceptual frameworks (mental models or personal theories) that learners construct to comprehend phenomena. Different theories of conceptual change describe the reorganization of conceptual frameworks that results from different forms of activity. We argue that learners' conceptual frameworks (mental models or personal theories) resulting from conceptual change are most acutely affected by model-based reasoning. Model-based reasoning is engaged and fostered by learner construction of qualitative and quantitative models of the content or phenomena they are studying using technology-based modelling tools. Model building is a powerful strategy for engaging, supporting, and assessing conceptual change in learners because these models scaffold and externalize internal, mental models by providing multiple formalisms for representing conceptual understanding and change. We demonstrate the processes and products of building models of domain content, problems, systems, experiences, and thinking processes using different technology-based modelling tools. Each tool provides alternative representational formalisms that enable learners to qualitatively and quantitatively model their conceptual frameworks. 相似文献
18.
Lynde Tan 《Learning, Media and Technology》2013,38(1):86-101
Storyboarding is one common strategy used in teaching young people digital media. This paper argues that in adolescents' literacy practices, they engage in production on the go. The metaphor is described in this paper to put forward the argument that storyboarding can be a retrospective and redundant literacy activity in adolescents' school literacy practices when it is not their inherent practice to engage in a two-step process in digital media production, i.e., design intended to precede production. Drawing on the theoretical underpinnings of New Literacy Studies, this study adopts an ethnographic perspective to gain insights into 10 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this paper were collected over a period of eight months from participant observations, with video-and-audio recordings, semi-structured and in-depth text-elicited group and individual interviews, the adolescents' research diaries and artefacts from their literacy practices. 相似文献
19.
Lisa Gibbs Elyse Snowdon Karen Block Hugh Colin Gallagher Colin MacDougall Greg Ireton 《Pastoral Care in Education》2014,32(1):68-87
The impact of disasters on the mental health, well-being and social inclusion of children and young people is well established. However, there is very limited evidence about effective community-based interventions to support positive outcomes. In this paper, we review the empirical and theoretical evidence and propose a conceptual framework to guide longer term community-based interventions, modified from an already developed multidimensional framework for refugee integration. We demonstrate its relevance, with some adjustments, through alignment with the disaster literature, particularly as it relates to children and young people. We also pilot the framework by applying it to an analysis of the services and initiatives delivered to support children and young people following the 2009 Victorian bushfires in Australia. The results suggested a concentration of funding on individually oriented, mental health programmes targeting secondary school-aged students. This may indicate under-resourcing of initiatives for younger children. There also appeared to be very limited inclusion of programmes aiming to re-establish a sense of safety and stability. Despite recognition of the important role of schools in supporting children and young people post-disaster, the analysis of initiatives indicated there was limited external funding support for school-based programmes. There were promising indications of programmes providing opportunities for children and young people to develop citizenship in the post-disaster recovery context, and scope for this to be extended to preparedness and response roles. 相似文献
20.
陈补林 《内江师范学院学报》2014,(4):101-103
通过文献资料法和逻辑归纳法,对青少年体力活动研究的理论基础进行了简要介绍,在此基础上,对当前青少年体力活动研究的理论进展进行了总结归纳.研究发现,自我效能理论与生态系统理论是青少年体力活动研究的重要理论基础;注重纵向研究、关注多样性、注重行为理论的整合、注重新技术的运用和定量化研究是当前研究的主要趋势;缺乏连续性的追踪数据是面临的主要问题,也是今后需要解决的主要问题. 相似文献