Testing Factorial Invariance of the Amotivation Inventory-Physical Education Across Gender for Urban Adolescents     

Bo Shen  Alex Garn  Nate McCaughtry  Jeffrey Martin  Mariane Fahlman 《Measurement in physical education and exercise science》2013,17(3):208-220

Lack of motivation, or amotiation, is emerging as a critical issue in high school physical education. The Amotivation Inventory-Physical Education (Shen, Winger, Li, Sun, & Rukavina, 2010) was developed to measure the multidimensional nature of amotivation construct in physical education. This study was designed to examine the consistency of the metric properties of Amotivation Inventory-Physical Education scores by evaluating their factorial structure for invariance across gender in a sample of 985 urban inner-city high school adolescents. Latent mean invariance was also tested. Results revealed that constraining factor loadings and intercepts in sequential configural, metric, and scalar invariances had no meaningful impact on model fit. However, gender might play a role in the magnitude of factor scores. Findings suggest that the four-factor structure of the Amotivation Inventory-Physical Education is a satisfactory representation of motivational deficits for urban inner-city adolescents and provide significant validity evidence for the scale scores in urban high school settings.  相似文献   

How minimal grade goals and self-control capacity interact in predicting test grades     

Alex Bertrams 《Learning and individual differences》2012,22(6):833-838

The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between students' minimal grade goals and their actual grades. Self-control capacity was defined as the dispositional capacity to override or alter one's dominant response tendencies. Prior to a scheduled math test, 172 vocational track students indicated their minimal grade goal for the test and completed a measure of self-control capacity. The test grade was assessed at a second time of measurement. As expected, minimal grade goals more strongly predicted the actual test grades the higher the students' self-control capacity. Implications can be seen in terms of optimizing the prediction and advancement of academic performance.  相似文献   

Sense of place in environmental education     

Alex Kudryavtsev  Richard C. Stedman  Marianne E. Krasny 《Environmental Education Research》2012,18(2):229-250

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.  相似文献   

A theory of action account of an across-school collaboration policy in practice     

Sinnema  Claire  Hannah  Darren  Finnerty  Alex  Daly  Alan 《Journal of Educational Change》2022,23(1):33-60

Journal of Educational Change - Educational systems worldwide promote the use of collaborative networks to foster teacher learning and improve practice in the pursuit of educational change to...  相似文献   

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia     

Dunwoodie  Karen  Due  Clemence  Baker  Sally  Newman  Alex  Tran  Connie 《International Journal for Educational and Vocational Guidance》2022,22(2):467-490

International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in...  相似文献   

Childhood sexual experiences with an older partner among men who have sex with men in Buenos Aires,Argentina     

Curtis Dolezal  Alex Carballo-Diéguez  Iván C. Balán  María A. Pando  Marina Mabragaña  Rubén Marone  Victoria Barreda  María M. Avila 《Child abuse & neglect》2014

This study sought to describe childhood sexual experiences with older partners (CSEOP) among men who have sex with men (MSM) in Buenos Aires, Argentina. MSM were recruited through respondent driven sampling. They responded to a computer administered self-interview with questions on CSEOP, operationalized as manual, oral, genital, or anal contact prior to age 13 with a partner at least 4 years older. Of the 500 respondents, only 25% identified as gay. Eighteen percent of the respondents reported CSEOP, the majority of whom did not feel they were hurt by the experience and did not consider it to be childhood sexual abuse (CSA). Over two-thirds of MSM who reported CSEOP said that their older partner was a female. Only 4% of those with a female partner felt their experience was CSA compared to 44% of those who had a male partner. Among all men reporting CSEOP, those who felt sexually abused were more likely to have been physically forced or threatened, physically hurt, and emotionally hurt than those who did not feel sexually abused. Having CSEOP, being hurt by the experiences, and perceiving the experiences as sexual abuse were not associated with current HIV sexual risk or substance use behavior. In this sample of MSM in Argentina, a substantial minority reported CSEOP. Those who felt they had been sexually abused were much more likely to have had an older male partner than an older female partner, and were more likely to report having been physically forced and threatened by their older partner.  相似文献   

“Cheap” and “expensive” credit points: a case study of their causes and utility at a high course-load university     

Davies  Alex 《Tertiary Education and Management》2019,25(2):181-193

Tertiary Education and Management - Failures to standardize the work required to receive equal credit points from different courses make credit points unfit for their official purposes. Moreover,...  相似文献   

In pursuit of quality: early childhood qualifications and training policy     

Alex Elwick  Jayne Osgood  Leena Robertson  Mona Sakr  Dilys Wilson 《教育政策杂志》2018,33(4):510-525

This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to identify issues that will have resonance and can inform a much needed continuation of debates about what quality might mean. Over the course of the research it became apparent that there was considerable disquiet amongst early years practitioners with regards the current qualifications and training landscape, particularly with regards to what many viewed as ideologically-driven policy-making, not informed by proper dialogue with the sector.  相似文献   

Some current issues in the administration of Australian universities     

Clarke  Alex M.  Edwards  Lynn M. 《Higher Education》1979,8(5):491-512

The Australian universities have entered a steady-state period in which enrolments and funding are being held with limits predetermined by government instead of being allowed to expand to levels compatible with institutional goals. A model of a university system is emerging from the recommendations of the Tertiary Education Commission (TEC), and the guidelines set by the Federal Government and the proposals of the State Governments. This model aims to be equitable, accountable, efficient and well co-ordinated but it allows for Federal and State government intrusion into areas of decision-making that the universities have traditionally regarded as their preserves for autonomous action.The Tertiary Education Commission, as the Federal system-authority, has concentrated on the evidence and the need for change in four major areas: the nature of the student population; funding and, consequently, staffing, and procedures for co-ordination and rationalization. The states have shown particular interest in the fourth area and have aligned themselves with the TEC as it has devised a series of proposals, for all four areas, which have ultimately been placed upon the universities in the amended, and sometimes more restrictive form of Federal government guidelines.An examination of the new model of university education that is taking shape and the universities' reaction to it suggests that the universities are faced with three alternatives. They can capitulate and subscribe fully to this model being formulated beyond their campuses or they can unilaterally resist its imposition. Their third option, however, involves both compromise and initiative and it is emerging as the most effective choice for survival in the steady state environment.In taking the third option, the universities will have to adopt a two-pronged approach. Firstly, they will need to anticipate and to adjust to external initiatives by shortterm tactics conducted by an efficient centralized administration. Secondly, and most importantly both the administrative and academic communities will have to accommodate these adjustments to a long-term plan that will determine the role and function of their university and, ultimately, of the entire university system of education amongst the economic, political and social realities of the late 20th century.  相似文献   

Book reviews     

Sir Alex Smith  Norman Evans  Gareth Williams  F. R. Charmer  David R. McNamara  Edward T. Silva  John Heywood  A. M. Ross  P.G.A.  A.M.R. 《Higher Education》1982,11(4):485-496

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