Distinguishing Perceived Competence and Self-Efficacy: An Example From Exercise     

Wendy M. Rodgers  David Markland  Anne-Marie Selzler  Terra C. Murray  Philip M. Wilson 《Research quarterly for exercise and sport》2013,84(4):527-539

This article examined the conceptual and statistical distinction between perceived competence and self-efficacy. Although they are frequently used interchangeably, it is possible that distinguishing them might assist researchers in better understanding their roles in developing enduring adaptive behavior patterns. Perceived competence is conceived in the theoretical framework of self-determination theory and self-efficacy is conceived in the theoretical framework of social-cognitive theory. Purpose: The purpose of this study was to empirically distinguish perceived competence from self-efficacy for exercise. Method: Two studies evaluated the independence of perceived competence and self-efficacy in the context of exercise. Using 2 extant instruments with validity and reliability evidence in exercise contexts, the distinctiveness of the 2 constructs was assessed in 2 separate samples (n = 357 middle-aged sedentary adults; n = 247 undergraduate students). Results: Confirmatory factor analysis supported the conceptual and empirical distinction of the 2 constructs. Conclusions: This study supports the conceptual and statistical distinction of perceived competence from perceived self-efficacy. Applications of these results provide a rationale for more precise future theorizing regarding their respective roles in supporting initiation and maintenance of health behaviors.  相似文献   

A case example of assessment and evaluation: Building capability in a corporate university     

Shawn Overcast  Therese Schmidt  Kimfong Lei  Carrie Rodgers  Nigel A. Chung 《Performance Improvement》2009,48(6):5-15

One corporate university makes measurement a priority by dedicating resources and assigning responsibilities to a centralized analytics function: the assessment, measurement, and evaluation team. As more measurement became a focus for learning and business leaders alike, the more the team became motivated to take a critical look at how it was approaching assessment, measurement, and evaluation activities and how it could leverage its capabilities, technology, and processes to have a greater reach across the organization.  相似文献   

Motives,barriers, and ways of communicating in mother-daughter sexuality communication: a qualitative study of college women in Tanzania     

Kathleen Boyce Rodgers  Prisca Tarimo  Jenifer K. McGuire  Marcelo Diversi 《Sex education》2018,18(6):626-639

In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs.  相似文献   

Differences in the Early Writing Development of Struggling Children Who Beat the Odds and Those Who Did Not     

Sinéad J. Harmey  Emily M. Rodgers 《Journal of Education for Students Placed at Risk》2017,22(3):157-177

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COMMON CHARACTERISTICS OF WRITING INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS OF THE LITERATURE     

Erica R. Kaldenberg  Paula Ganzeveld  John L. Hosp  Derek B. Rodgers 《Psychology in the schools》2016,53(9):938-953

Twenty‐three single‐subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta‐analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest intervention studies using the self‐regulated strategy development (SRSD) or a non‐SRSD writing strategy produced high effect sizes, suggesting the overall success of the writing interventions. Findings also indicate the 23 studies used a total of 39 dependent measures, which show the way writing achievement is measured varies greatly. Furthermore, many of the dependent measures were not standardized or technically sound.  相似文献   

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities     

Shawn M. Datchuk  Derek B. Rodgers 《Learning disabilities research & practice》2019,34(1):23-34

Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities.  相似文献   

Starting up or starting over: the role of intentions to increase and maintain the behavior of exercise initiates     

Milne MI  Rodgers WM  Hall CR  Wilson PM 《运动与训练心理学杂志》2008,30(3):285-301

Across various social cognitive theories, behavioral intention is broadly argued to be the most proximal and important predictor of behavior (Ajzen, 1991; Gibbons, Gerrard, Blanton, & Russell, 1998; Rogers, 1983). It seems probable that an intention to increase behavior might be differentially determined from an intention to maintain behavior. Thus, the purpose of the current study was to examine (1) the change in two types of behavioral intention over time and (2) the relationship between intention and the social-cognitive factor mental imagery. Behavioral intention, exercise imagery, and observed exercise behavior was measured in 68 exercise initiates participating in a 12-week exercise program. Results revealed that behavioral intention to increase exercise behavior decreased over the exercise program, whereas intentions to maintain exercise behavior increased. Appearance and technique imagery were found to be significant predictors of intention to increase behavior during the first 6 weeks of the program, and only appearance imagery predicted intention to maintain exercise behavior during the last 6 weeks. These findings suggest that the two types of behavioral intention are distinguishable and may be useful targets for exercise behavior interventions.  相似文献   

Racial Pride and Black Children     

Harrell R. Rodgers Jr. 《Equity & Excellence in Education》2013,46(4-5):62-63

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BEING A CONSTRUCTIVIST TEACHER EDUCATOR: AN INVITATION FOR DIALOGUE     

Deborah Burk Rodgers  Christine Chaillé 《Journal of Early Childhood Teacher Education》2013,34(3):203-211

This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings. Analyses of our graduates’ first-year interviews revealed participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Findings support the importance of engaging in differentiated instruction, reflective practice, and collaboration through a variety of experiences in the field, and illuminate everyday practices that bring richness to teaching and learning in early childhood education. Emergent questions about the best ways to provide quality early childhood teacher preparation are discussed in relation to the dilemmas early childhood teachers face in the current educational landscape.  相似文献   

Presence in teaching     

Carol R. Rodgers  Miriam B. Raider‐Roth 《Teachers and Teaching》2013,19(3):265-287

This article articulates a theory of ‘presence’ in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, receptivity, and connectedness to the mental, emotional, and physical workings of both the individual and the group in the context of their learning enviroments, and the ability to respond with a considered and compassionate best next step. The article is divided into four sections and explores existing conceptions of presence: presence as self‐awareness, presence as connection to students, and presence as connection to subject matter and pedagogical knowledge. Within each section the role that context plays in a teacher’s ability to be present is also explored. The authors draw upon papers and stories from student teachers, interview data from children and experienced teachers, and stories from a study group of experienced educators that explored the notion of presence on three different occasions. They conclude by connecting presence to the essential purpose of teaching and learning, the creation of a democratic society.  相似文献