A study of self-actualization and self-concept in intellectually gifted students     

Joan D. Lewis  Frances A. Karnes  Harold V. Knight 《Psychology in the schools》1995,32(1):52-61

The self-actualization and self-concept of 368 intellectually gifted students in grades 4 through 12 from a rural school district in a southern state were investigated using the Reflections of Self by Youth (ROSY; Schatz & Buckmaster, 1981), the Maslowian Scale (Falk, Bard, Duffy, Grieco, & Markus, 1988), and the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969). School level and gender had significant effects on the ROSY. The mean for students at the high school level was higher than at either the elementary or junior high school level. The mean for girls was higher than for boys. A significant interaction between school level and gender was observed only on the Psychological subscale of the Maslowian Scale. The ROSY and Self-actualization subscale and Total score of the Maslowian Scale were significantly related to the Piers-Harris. The ROSY and the Maslowian Scale were found to share a significant relationship (r = .51).  相似文献   

Editorial: what do editors want?     

Joan Freeman 《High Ability Studies》1998,9(2):149-152

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Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes     

Smith AL  Balaguer I  Duda JL 《Journal of sports sciences》2006,24(12):1315-1327

The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n=223) aged 9-12 years (mean=10.9, s=0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport.  相似文献   

Quiet eye predicts goaltender success in deflected ice hockey shots†     

Derek Panchuk  Joan N. Vickers  Will G. Hopkins 《European Journal of Sport Science》2017,17(1):93-99

Abstract

In interceptive timing tasks, long quiet eye (QE) durations at the release point, along with early tracking on the object, allow performers to couple their actions to the kinematics of their opponent and regulate their movements based on emergent information from the object's trajectory. We used a mobile eye tracker to record the QE of eight university-level ice hockey goaltenders of an equivalent skill level as they responded to shots that deflected off a board placed to their left or right, resulting in a trajectory with low predictability. QE behaviour was assessed using logistic regression and magnitude-based inference. We found that when QE onset occurred later in the shot (950?±?580?ms, mean?±?SD) there was an increase in the proportion of goals allowed (41% vs. 22%) compared to when QE onset occurred earlier. A shorter QE duration (1260?±?630?ms) predicted a large increase in the proportion of goals scored (38% vs. 14%). More saves occurred when QE duration (2074?±?47?ms) was longer. An earlier QE offset (2004?±?66?ms) also resulted in a large increase in the number of goals allowed (37% vs. 11%) compared to a later offset (2132?±?41?ms). Since an early, sustained QE duration contributed to a higher percentage of saves, it is important that coaches develop practice activities that challenge the goaltender's ability to fixate the puck early, as well as sustain a long QE fixation on the puck until after it is released from the stick.  相似文献   

Measuring corporate readiness to implement distance education     

Joan Friton Slick 《Performance Improvement》2001,40(10):39-42

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An ecological analysis of cognitions of behavioral deviancy     

Stephen P. Safran  Joan S. Safran 《Psychology in the schools》1986,23(3):288-294

The purpose of this study was to determine whether educators' judgments of problem behaviors are influenced by classroom context (disruptive × nondisruptive) and teacher type (regular × special). After viewing each of five randomly sequenced videotaped behavioral segments presented within a disruptive or nondisruptive classroom setting, teachers rated behavioral severity, tolerance, manageability, and contagion. A two-way multivariate analysis of variance produced significant main effects for both context and teacher type, with ratings more negative for the disruptive class and for regular teachers. Implications for special educational services and ecological research are discussed.  相似文献   

Perspectives on working with parents of handicapped children     

Joan B. Flagg-Williams 《Psychology in the schools》1991,28(3):238-246

Several different approaches to working with parents of handicapped children have developed over the years out of a broad range of perspectives. This review of literature examines perspectives from the early 1960s, from the stage theorists' point of view, and from current research in family/child/environment interactions. Implications for school psychologists to enhance relationships with parents through a broader understanding of this literature are discussed.  相似文献   

A semantic differential investigation of children's attitudes toward three stigmatized groups     

Joan E. Wilkins  Wayne F. Velicher 《Psychology in the schools》1980,17(3):364-371

To test the assumption that negative attitudes toward various stigmatized groups are learned in early childhood, four scales of the semantic differential were employed to assess children's attitudes toward four groups (normals, crippled, retarded, and mentally ill) for both male and female third and sixth graders. The mentally ill were rated most negatively on both the Evaluation Scale and the Understandability Scale, but were rated comparable to normal people on Activity and Potency. Both the retarded and the crippled were rated less positively than normals on the Evaluation Scale, but not as negatively as the mentally ill. The retarded and the crippled were rated less Active and Potent than both normals and the mentally ill. No differences were found between the third and sixth graders on attitudes toward the three stigmatized groups. Implications for the “social labeling” theory of mental disorders are discussed.  相似文献   

Criteria for evaluating instructional products and programs for older adult learners     

James L. Moseley  Joan Conway Dessinger 《Performance Improvement》1994,33(3):39-45

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Instructional systems design for zookeepers     

Joan Berkeley Piper 《Performance Improvement》1986,25(3):7-11

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