Perceived neighborhood environmental characteristics and different types of physical activity among Brazilian adolescents     

Gerfeson Mendonça  Alex Antonio Florindo  Cassiano Ricardo Rech  Delma Katiana Silva de Freitas  José Cazuza de Farias Júnior 《Journal of sports sciences》2018,36(9):1068-1075

Little is known about the association between environmental characteristics and types of physical activity in adolescents in a Latin American context. The aim of this study was to examine the association between perceived neighborhood environmental characteristics and different types of physical activity in 2,874 adolescents from Joao Pessoa, Paraiba State, Northeastern Brazil. The types of activity measured by questionnaire (≥10 min/day) included sports, physical exercises, active commuting and recreational activities. Neighborhood characteristics were measured by a 15-item scale. Multilevel analyses showed that adolescents who reported “having places they liked to go to” (OR = 1.41; 95%CI: 1.10–1.79) and “places with opportunities to practice” (OR = 1.29; 95%CI: 1.01–1.65) were more likely to play sports. “Seeing interesting things while walking” (OR = 1.24; 95%CI: 1.01–1.53) and “Seeing other adolescents engaged in physical activity” (OR = 1.47; 95%CI: 1,05–2,06) were associated with exercises. “Seeing other adolescents engaged in physical activity” (OR = 1.47; 95%CI: 1.18–1.82), “the neighborhood is not violent” (OR = 1.29; 95%CI: 1.04–1.60) and “having places they like to go to” (OR = 1.59; 95%CI: 1.13–2.25) were positively associated and “places with opportunities to practice” (OR = 0.79; 95%CI: 0.63–0.98) inversely related to active commuting. “Seeing other adolescents engaged in physical activities” (OR = 1.31; 95%CI: 1.05–1.63) and “seeing interesting things while walking” (OR = 1.26; 95%CI: 1.02–1.56) were associated with recreational activities. Neighborhood environmental characteristics associated with the physical activity vary with the type of practices adopted by adolescents.  相似文献   

The effects of expressions of fear induced by background music on reading comprehension     

Agnes S.K. Wong  Matthew Moreno  Samantha Burns  Earl Woodruff 《Journal of Research in Reading》2023,46(2):143-162

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

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Quantum foundations in a nutshell     

Solé  Albert  Vassallo  Antonio 《Metascience》2022,31(1):17-20

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Correction to: Academic engagement: assessment,conditions, and effects—a study in higher education from the perspective of the person-situation interaction     

Alonso-Tapia  Jesus  Merino-Tejedor  Enrique  Huertas  Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):657-657

European Journal of Psychology of Education -  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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