Content analysis of online discussion in an applied educational psychology course   总被引：22，自引：1，他引：21  

Hara  Noriko  Bonk  Curtis Jay  Angeli  Charoula 《Instructional Science》2000,28(2):115-152

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Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings     

Rick Jay Short  Susan L. Rosenthal 《Psychology in the schools》1995,32(4):296-305

The purpose of this study was to investigate variables related to the professional identity and career path of school-based vs. non-school-based doctoral-level school psychologists. Two hundred seventy-three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school-based vs. non-school-based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a school psychologist.  相似文献   

Conflict and gaining in instruction and performance     

Gerald T. Kowitz  Jay C. Smith 《Performance Improvement》1989,28(8):28-32

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A meta-analysis of maturation-related variation in adolescent boy athletes’ adaptations to short-term resistance training     

Jason Moran  Gavin R. H. Sandercock  Rodrigo Ramírez-Campillo  César Meylan  Jay Collison  Dave A. Parry 《Journal of sports sciences》2017,35(11):1041-1051

This meta-analysis investigated the maturation-related pattern of adaptations to resistance training in boy athletes. We included studies examining the effects of 4–16-week resistance training programmes in healthy boy athletes aged 10–18 years. Pooled estimates of effect size for change in strength across all studies (n = 19) were calculated using the inverse–variance random effects model for meta-analyses. Estimates were also calculated for groups based on likely biological maturity status (“before”, “during” and “after” peak height velocity). Using the standardised mean difference, resistance training increased strength across all groups (effect size = 0.98, [CI: 0.70–1.27]). Strength gains were larger during (1.11 [0.67–1.54]) and after (1.01 [0.56–1.46]) peak height velocity than before (0.5 [?0.06–1.07]). Adaptations to resistance training are greater in adolescent boys during or after peak height velocity. These findings should help coaches to optimise the timing of training programmes that are designed to improve strength in boy athletes.  相似文献   

Youth exercise intention and past exercise behavior: examining the moderating influences of sex and meeting exercise recommendations     

Downs DS  Graham GM  Yang S  Bargainnier S  Vasil J 《Research quarterly for exercise and sport》2006,77(1):91-99

The study purposes were to examine: (a) the determinants of exercise intention and past exercise behavior (PEB) using the theories of reasoned action and planned behavior, and (b) the moderating influences of sex and exercise group (meeting or not meeting exercise guidelines). Participants (n = 676 adolescents) completed self-reported measures of their exercise attitude, subjective norm, perceived behavioral control (PBC), intention, and PEB. We found that attitude, subjective norm, and PBC explained 55% of the variance in intention, and intention and PBC explained 51% of the variance in PEB. While we found sex and exercise group differences across the study measures, we did not find evidence of significant moderation. Thus, the theory constructs predicted intention and PEB similarly across sex and exercise groups.  相似文献   

Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity     

Michael J. Furlong  Jay B. Fortman 《Psychology in the schools》1984,21(3):289-293

A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.  相似文献   

The Palgrave International Handbook of women and outdoor learning,edited by Tonia Gray and Denise Mitten,Basingstoke, UK,Palgrave Macmillan, 2018, 924 pp., £160.50 (hbk), ISBN: 978-3-319-53549-4     

Jay Kennedy 《Environmental Education Research》2019,25(1):153-155

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From the National Academies: Ongoing Challenges to Evolution Education: Resources and Activities of the National Academies   总被引：1，自引：1，他引：0       下载免费PDF全文

Jay B Labov 《CBE life sciences education》2005,4(4):269-272

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Bridging the Partisan Divide? Exploring Ambivalence and Information Seeking Over Time in the 2012 U.S. Presidential Election     

Jay D. Hmielowski  Michael A. Beam  Myiah J. Hutchens 《Mass Communication and Society》2017,20(3):336-357

Research has shown that holding conflicted attitudes (ambivalence) about political decisions may lead people to act as ideal citizens. One example of this normatively ideal behavior is seen in research linking ambivalence to information seeking. To expand on this line of inquiry, this study examines the over-time relationship between ambivalence and information seeking. We use three-wave panel data collected during the 2012 election to determine whether over-time relationships exist between these variables and test the causal direction of these relationships. We find that use of counterattitudinal information increases ambivalence, which leads people to seek out more counterattitudinal information. We also find that use of pro-attitudinal media decreases levels of ambivalence.  相似文献   

Reading and the Neurocognitive Bases of Statistical Learning     

Oliver M. Sawi  Jay Rueckl 《Scientific Studies of Reading》2019,23(1):8-23

ABSTRACT

The processes underlying word reading are shaped by statistical properties of the writing system. According to some theoretical perspectives, reading acquisition should be understood as an exercise in statistical learning (SL). SL involves the extraction of organizing principles from a set of inputs. Several lines of research provide convergent evidence supporting the connection between SL and reading acquisition. An obstacle to fully appreciating the theoretical and educational implications of these findings is that SL is itself not well understood. In this article, we review the current literature on SL with a particular focus on organizing this literature by grounding it in theories of learning and memory more generally. This approach can clarify the nature of SL and provide a framework for understanding its role in reading, reading acquisition, and reading disorders.  相似文献