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91.
Benjamin J. I. Schellenberg Katie E. Gunnell Amber D. Mosewich Daniel S. Bailis 《Measurement in physical education and exercise science》2014,18(4):242-258
Sport and exercise psychology researchers rely on the Passion Scale to assess levels of harmonious and obsessive passion for many different types of activities (Vallerand, 2010). However, this practice assumes that items from the Passion Scale are interpreted with the same meaning across all activity types. Using exploratory structural equation modeling (ESEM), we tested this assumption by examining the invariance of scores from the Passion Scale across groups of recreational athletes/exercisers (N = 562), competitive athletes (N = 438), and sports fans (N = 256). We found that the ESEM analysis fit the data better than the more common independent clusters confirmatory factor analysis (ICM-CFA) approach and yielded lower correlations between harmonious and obsessive passion factors. Using ESEM, we found evidence of configural, weak, and partial strong invariance across the three groups. Evidence of partial strong invariance provides tentative support for comparing levels of harmonious and obsessive passion across activities. 相似文献
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An Examination of Mathematics Professional Development Opportunities in Early Childhood Settings 总被引：1，自引：0，他引：1
This study investigates how and to what extent preservice and inservice early childhood educators are being prepared to develop mathematics skills and processes in young children, age birth to five, in one southeastern state in the United States. Utilizing a multi-phase mixed methods study and a follow-up survey central to the research question, findings from this study indicate that professional development in mathematics is inadequate. Few of the professional development opportunities focus on specific mathematical content areas or address the Common Core State Standards in Mathematics. In addition, the majority of the professional development opportunities are short, hourly sessions with little to no follow-up. Implications of the results and suggestions for future research are discussed. 相似文献
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Self-compassion: a potential resource for young women athletes 总被引：1，自引：0，他引：1
Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; Mage = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women. 相似文献
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Many studies show that e-book awareness and usage is growing. Using vendor-supplied usage statistics for business and economics e-books, the authors sought to determine if a few titles accounted for a large percentage of usage. If proven, the authors hoped to be able to develop collections strategies to maximize e-book usage. Focusing on three providers, SpringerLink, NetLibrary, and eBrary, results showed that annually, a small number of titles accounted for a large percentage of usage. However, over the collection's lifetime, a higher percentage of titles were used. A small collection of Patron Driven Acquisition eAudio books were also examined. 相似文献
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Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation 总被引：1，自引：0，他引：1
Danielle L. Lusk Amber D. Evans Thomas R. Jeffrey Keith R. Palmer Chris S. Wikstrom Peter E. Doolittle 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):636-651
Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC. 相似文献
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Objectives:
The study updates Schloman''s 1997 study, “Mapping the Literature of Health Education.” The authors identify an updated list of core health education journals and determine the coverage of these journals by electronic indexes.Methods:
Citations from four source journals for the years 2006 to 2008 were analyzed using the established methodology of the “Mapping the Literature of Allied Health Project.” The cited journals were divided into three zones of productivity by using Bradford''s Law of Scattering.Results:
There were 19,907 citations in 602 source articles. Journal articles were the most commonly cited format type. Of the 1,896 journal titles cited, 20 (1.1%) made up the core journals. Together, the fields of medicine, health education, and psychology accounted for 85.0% of the journals in the core. Self-citation was found to be a common practice in the source journals. Scopus had the broadest journal coverage of the indexes examined.Conclusions:
The results of this study provide a new picture of the health education literature: The volume has grown significantly, cites older materials, and relies less on sexual health journals and more on psychology journals.Highlights
- Three of the four health education journals in this study showed a statistically significant increase in the number of journal articles published since 1993.
- The majority of core journals in the field are from medicine (35.0%), health education (30.0%), and psychology (20.0%), with the largest change in core journal make-up being an increase in psychology journals.
- Scopus provided the most thorough coverage of the cited journals, followed by MEDLINE, Social Sciences Citation Index, and CINAHL Plus with Full Text.
Implications
- Reference librarians should instruct users on more sophisticated ways to manage the growing volume of the health education literature.
- Collection development librarians may need to purchase and retain older materials to support health education research.
- Librarians should purchase and direct patrons to a variety of databases to completely cover the literature of medicine, health education, and psychology.
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Over the years parents, professionals, and politicians have come together to advocate on behalf of children’s rights. Advocacy
can occur individually, collectively, or a combination of both. Although some advocacy efforts are more successful than others,
it is the process of the advocacy and voices behind it that matter most. In this guest editorial, the history of two major
advocacy organizations and ideas for becoming an advocate are discussed. 相似文献
100.
Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students’ knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students’ ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain. 相似文献