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41.
Labeling bias refers to expectations that others might have for a person given a particular label. This study investigated the effects of labeling bias on prognostic outlook for children as a function of diagnostic labels and professional group membership. School psychologists, regular and special education teachers, and introductory psychology students read a vignette that described an elementary-school-aged boy with behavior problems. The vignette was held constant for all participants, but one of four labels (conduct disordered, socially maladjusted, serious emotionally disturbed, no exceptionality) was varied at the end of the vignette. Respondents then estimated the child's likelihood of future success in interpersonal relationships, the likelihood of further behavioral difficulties, and overall adjustment of the child. There was a significant effect noted for diagnostic label across all professionals on the interpersonal relations variable; the serious emotionally disturbed label resulted in judgments of significantly poorer outlook than any other diagnostic label except socially maladjusted. There were no other significant labeling bias effects for the other dependent measures, but a main effect for diagnostic label on judgment of overall adjustment did approach significance. There were no significant effects noted for professional group membership. Professionals should consider the use of a label other than SED to minimize labeling bias effects on judgment of interpersonal adjustment in children with behavioral difficulties. © 1996 John Wiley & Sons, Inc. 相似文献
42.
There exists substantial confusion regarding the comparative diagnostic criteria and treatment implications for school phobia and separation anxiety. A literature survey demonstrates the tendency of school personnel to put all youngsters exhibiting these disorders into one group called “school refusers.” Treatment issues are handled in a similar fashion despite accumulating evidence of treatment-relevant differences between the disorders. Variables that facilitate a finer diagnostic discrimination are presented. After reviewing pertinent treatment distinctions between the two disorders, specific behaviorally oriented methods are recommended. 相似文献
43.
Georgina L. Kent Brian Dawson Lars R. McNaughton Gregory R. Cox Louise M. Burke Peter Peeling 《Journal of sports sciences》2019,37(3):339-346
This investigation assessed the effect of dietary nitrate (NO3?) supplementation, in the form of beetroot juice (BR), on repeat-sprint performance in normoxia and normobaric hypoxia. 12 male team-sport athletes (age 22.3 ± 2.6 y, VO2peak 53.1 ± 8.7 mL.kg?1.min?1) completed three exercise trials involving a 10 min submaximal warm-up and 4 sets of cycling repeat-sprint efforts (RSE; 9 × 4 s) at sea level (CON), or at 3000 m simulated altitude following acute supplementation (140 mL) with BR (HYPBR; 13 mmol NO3?) or NO3–depleted BR placebo (HYPPLA). Peak (PPO) and mean (MPO) power output, plus work decrement were recorded during the RSE task, while oxygen consumption (VO2) was measured during the warm-up. There were no significant differences observed between HYPBR and HYPPLA for PPO or MPO; however, work decrement was reduced in the first RSE set in HYPBR compared with HYPPLA. There was a moderate effect for VO2 to be lower following BR at the end of the 10 min warm-up (ES = 0.50 ± 0.51). Dietary NO3? may not improve repeat-sprint performance in hypoxia but may reduce VO2 during submaximal exercise. Therefore, BR supplementation may be more effective for performance improvement during predominantly aerobic exercise. 相似文献
44.
Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education. 相似文献
45.
The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams. 相似文献
46.
47.
An experimental 2 (channel) × 2 (gender) × 3 (time) mixed factorial design (N = 159) was applied to test and compare how individual dimensions of intercultural sensitivity might be affected by two channels: a virtual environment (i.e., Second Life®) versus a Web environment. Using a modified version of Chen and Starosta's Intercultural Sensitivity Scale (ISS), the study sought to identify which of the five ISS dimensions played the most influential role in intercultural sensitivity outcomes: interaction enjoyment, interaction engagement, interaction confidence, interaction attentiveness, or respect for cultural differences. Results showed that one's willingness and effort toward understanding an intercultural interaction – interaction attentiveness – played the greatest and most statistically significant role in intercultural sensitivity outcomes, and that this effect was greatest within the virtual environment channel. Gender effects were also found, in which men experienced greater enjoyment but women expressed more attentiveness. 相似文献
48.
49.
Julie Bullard 《Journal of Early Childhood Teacher Education》2013,34(3):157-162
Abstract Though constructivism has been an epistemology espoused by early childhood educators since the field's inception; defining, understanding, and implementing a constructivist philosophy is challenging. This article includes an overview of constructivism, including the role of the learner and the teacher and the conditions that enhance learning. Also discussed will be distinct challenges that exist in the implementation of constructivism in a higher education setting. Practical strategies that universities have found to overcome these challenges are included. 相似文献
50.
Sherry Marx Julie Pennington 《International journal of qualitative studies in education》2013,26(1):91-110
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possible outcomes of our endeavors. Throughout our work with our students and our subsequent reflections on the results, we were able to establish ways of speaking about Whiteness that moved our students, and ourselves, to a more critical, more empowered understanding of race and Whiteness. 相似文献