Unravelling gender composition effects on rule-breaking at school: a focus on study attitudes     

Jannick Demanet  Pieter Vanderwegen  Hans Vermeersch  Mieke Van Houtte 《Gender and education》2013,25(4):466-485

Previous research on consequences of schools' gender composition has mostly investigated students' socio-emotional well-being and achievement, while students' academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesise that boys attending schools with a higher proportion of girls adopt the latter's positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter's negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish educational assessment, consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed.  相似文献   

Applying Visitor Preference Criteria to Choose Pro‐wildlife Behaviors to Ask of Zoo Visitors     

Liam Smith  Betty Weiler  Amy Smith  Pieter van Dijk 《Curator: The Museum Journal》2012,55(4):453-466

Abstract Many zoos now emphasize that their role in conservation includes influencing the behavior of their visitors for the benefit of wild animals. However, there is limited evidence of behavioral change to support this emphasis; one reason may be that requested behaviors are not viewed favorably by zoo visitors. The purpose of the present study was to involve zoo staff in a process of identifying and prioritizing pro‐wildlife behaviors using a set of criteria that noted what zoo visitors prefer. This was achieved by replicating Smith’s (2009a) study but including visitor‐preferred attributes identified in Smith, Curtis, and van Dijk (2010) . Across several zoos in Australia, 152 staff members participated in seven Nominal Group Technique workshops. Initially over 500 behaviors were identified and prioritized, first by filtering behavior lists, then by participants voting on behaviors. When voting, participants tended to choose behaviors promoting wildlife‐friendly consumerism and donations.  相似文献   

Three dimensional musculoskeletal modelling of the seated biceps curl resistance training exercise     

Nolte K  Krüger PE  Els PS 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(2):146-160

The aim of this study was to evaluate the benefits and limitations of using three dimensional (3D) musculoskeletal modelling (LifeModeler) in assessing the safety and efficacy of exercising on a seated biceps curl resistance training machine. Three anthropometric cases were studied, representing a 5th percentile female, 50th percentile and 95th percentile male. Results indicated that the LifeModeler default model was not adequate to solve the forward dynamics simulations. Therefore adjustments had to be made to the default model to successfully complete the forward dynamics simulations. The software was able to sufficiently highlight the shortcomings of the biceps curl machine's engineered adjustability in relation to the anthropometric dimensions of the studied cases, as the 5th percentile female could not be accommodated suitably on the machine. High lumbar spine anterior/posterior shear forces for all anthropometric cases and maximum muscle tensions for the female and 50th percentile male indicate that the seated biceps curl exercise may pose risks for injuries. To conclude, it appears that 3D musculoskeletal modelling can be used to evaluate resistance training equipment such as the seated biceps curl machine. However the limitations as indicated by this study must be taken into consideration, especially when using the default LifeModeler model.  相似文献   

Literary translation in the United States: An analysis of translated titles reviewed by Publishers Weekly     

Michelle Maczka  Riky Stock 《Publishing Research Quarterly》2006,22(2):49-54

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Avoiding procrastination through time management: an experimental intervention study     

Alexander Häfner  Verena Oberst  Armin Stock 《Educational studies》2014,40(3):352-360

The purpose of this study was to examine the effects of a short-term time management intervention on procrastination. Procrastination is a serious issue for many students and associated with different negative consequences, such as anxiety or low grades. As procrastination is described as a self-regulatory failure, a training programme focussing on self-regulatory skills might be helpful. We randomly assigned 96 students to a treatment (n?=?47) and a control group (n?=?49). As hypothesised, participants of the control group showed procrastination: they spent more time on a self-selected, important academic task right before the deadline was reached compared to the weeks before. The participants of the treatment group, instead, allocated their work time more equally and did not show procrastination. Therefore, the explored time management intervention prevents from a serious time management problem.  相似文献   

Personal development of disadvantaged youth through community sports: a theory-driven analysis of relational strategies     

Pieter Debognies  Hebe Schaillée  Reinhard Haudenhuyse  Marc Theeboom 《Sport in Society》2019,22(6):897-918

Abstract

Participant–practitioner relationships in community ‘sport-for-development’ practices are seen as central in working towards broader developmental outcomes. Using Noddings’ Ethics of Care as an analytical framework, we investigated relational strategies of practitioners in three community sport practices (Belgium) to understand the personal developmental potential of these relationships. Based on the data (participatory observations, interviews, focus groups), we identified the following themes that are viewed as fundamental in building relationships that hold the potential to instigate personal development for young people in disadvantaged situations: (a) time demanding interactions, (b) authenticity of practitioners, (c) equalizing expertise, (d) non-judgmental approach, (e) practitioners’ cultural capital, (f) co-organizing activities, (g) a ‘thousand chances’ philosophy, and (h) providing individual support. The identified themes can be used to develop youth-centred and qualitative evaluation methodologies that are more congruent with the daily work of community sport workers and, by doing so, go beyond a narrow quantitative ‘outcome-fixated’ evaluation dogma.  相似文献   

Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities?     

Pieter Stock  Annemie Desoete  Herbert Roeyers 《Learning and individual differences》2009,19(4):419-422

Counting abilities have been described as determinative precursors for a good development of later arithmetic abilities. Mastery of the stable order, the one–one-correspondence and the cardinality principles can be seen as essential features for the development of counting abilities. Mastery of the counting principles in kindergarten was assessed in a large group of children with a broad range of arithmetic abilities (N = 423). Not all children mastered the counting principles by the end of kindergarten. Mastery of the counting principles in kindergarten was predictive for arithmetic abilities one year later in first grade, especially for scores on arithmetic achievement tests. Children sharing a common educational background tend to have more similar scores on arithmetic tests, yet the importance of mastery of the essential counting principles in the prediction of later arithmetic achievement was the same for all classrooms.  相似文献   

User-centered E-Government in practice: A comprehensive model for measuring user satisfaction   总被引：2，自引：0，他引：2  

Pieter  Gino   《Government Information Quarterly》2009,26(3):487-497

New information and communication technologies (ICT) offer the government new possibilities for providing citizens and businesses with better, more efficient services. Criticism about the provision of E-Government services, however, has proposed a more user-oriented approach. The user needs to be placed at the center of the development and the provision of electronic public services. Simultaneously, it is important to investigate the impact of the new services on customers. User satisfaction may indeed have a decisive influence on large-scale adoption and use of E-Government services.This article describes the development of a comprehensive model for measuring user satisfaction in the context of E-Government. It rethinks the e-strategies of government and subsequently presents a conceptual model derived from ICT acceptance theory. Both quantitative as well as qualitative research have been carried out in order to elaborate the model and to formulate adequate indicators for measuring user satisfaction.The measurement model has been tested using data from five Flemish E-Government websites. Structural equation modeling (SEM) was applied in order to investigate the goodness of fit of the model and the underlying indicators. Based on the results, it becomes possible to reduce the list of indicators to nine items, still covering the full conceptual model. With this shortlist of satisfaction determinants, E-Government suppliers would be able to get a clear view on acceptance of their internet services by the users.  相似文献   

Observational learning from animated models: Effects of modality and reflection on transfer     

Pieter Wouters  Fred Paas  Jeroen J.G. van Merriënboer 《Contemporary educational psychology》2009

Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of written text compared to spoken text is due to the fact that written text receives less attention and, consequently, less effortful processing. In a 2 × 2 factorial experiment (N = 96) with the factors modality (written, spoken) and reflection (reflection prompts, no reflection prompts) the hypothesis is tested that prompted reflection requires learners to explicitly attend to written explanations and carefully process them, thus yielding higher transfer performance, whereas for spoken explanations prompted reflection would have no effect on transfer performance. The results indeed showed the hypothesized interaction between modality and reflection prompts. They suggest that the modality effect can be compensated for when learners explicitly attend to the information and effortfully process it. This has implications for learning situations in which spoken explanations are no option, such as education for the hearing-impaired.  相似文献   

Is there a Fulbright in your future?     

Marina Stock McIsaac 《Educational technology research and development : ETR & D》1990,38(1):96-98

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