Hierarchical confirmatory factor analysis of the Flow State Scale in exercise     

Vlachopoulos SP  Karageorghis CI  Terry PC 《Journal of sports sciences》2000,18(10):815-823

In this study, we examined the factor structure and internal consistency of the Flow State Scale using responses of exercise participants. This self-report questionnaire consists of nine subscales designed to assess flow in sport and physical activity. It was administered to 1231 aerobic dance exercise participants. Confirmatory factor analyses were used to test three competing measurement models of the flow construct: a single-factor model, a nine-factor model and a hierarchical model positing a higher-order flow factor to explain the intercorrelations between the nine first-order factors. The single-factor model showed a poor fit to the data. The nine-factor model and the hierarchical model did not show an adequate fit to the data. All subscales of the Flow State Scale displayed acceptable internal consistency (alpha > 0.70), with the exception of transformation of time (alpha = 0.65). Collectively, the present results do not provide support for the tenability of the single-factor, nine-factor or hierarchical measurement models in an exercise setting.  相似文献   

Diversity on Display: Framing in the Gay Perspective Radio Program   总被引：1，自引：1，他引：0  

Ryan Charles Sugden  Christopher Terry 《Journal of Radio & Audio Media》2018,25(2):240-252

This study explores the archived content of Gay Perspective, a 1970s radio program in Milwaukee as it frames LGBTQIA+ (queer) rights in a historical context. Gay Perspective was produced by the Gay People’s Union (GPU). The group was considered politically “moderate,” emphasizing educational and legal action through their engagement with radio and magazines. Gay Perspective focused much of its energy on trying to demonstrate the need for rights and attempts to demonstrate how the queer community’s members could be functioning members of mainstream society. Gay Perspective is a cultural artifact that not only allows for the examination of gay identity in a different era, but also demonstrates the struggles social movements face in trying to gain access to media. The program provided a public voice to a radically underserved group, a group that was struggling with its own identity. By trying to build a community through radio, sharing resources and experiences, the program found some limited success in airing the GPU’s message of tolerance. Applying the analysis through 3 frames, Cultured, Diversity, and Assimilation, this article explores how segments of the LGBTQIA+ community framed the discussion of gay rights in the 1970s and discusses how those frames have (and haven’t) changed in 2018.  相似文献   

MK-801 interferes with the acquisition of amphetamine- and lithium-induced place conditioning     

Jonathan F. Toth  Linda A. Parker 《Learning & behavior》1999,27(4):481-489

The place conditioning paradigm was used to assess the ability of the noncompetitive NMDA receptor antagonist, MK-801, to interfere with drug-place associations. MK-801 (0.1 mg/kg, i.p.) attenuated a place preference produced by high, but not low to moderate, doses of amphetamine. Interference with amphetamine place preference learning was not the result of state-dependent retrieval produced by MK-801. Furthermore, MK-801 did not interfere with the expression of a previously established amphetamine place preference. Pretreatment with MK-801 also interfered with lithium-induced conditioned place aversion learning. These results suggest that the attenuation of place preference conditioning produced by MK-801 is the result of its interference with learning rather than with the rewarding properties of drugs.  相似文献   

Designing a Path to an Economically,Socially and Environmentally Sustainable Plan for Accessible Storage at Winterthur Museum,Garden and Library     

Joelle D. J. Wickens  Beth J. Parker Miller  John W. Castle  Linda Eaton 《文物保护研究》2018,63(5):438-440

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From the Literature     

Terry Henner 《Medical reference services quarterly》2018,37(1):105-110

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Enriching the historiography of Religious Education: insights from oral life history     

Jonathan Doney  Stephen G. Parker  Rob Freathy 《History of education》2017,46(4):436-458

This article seeks to exemplify the extent to which oral life history research can enrich existing historiographies of English Religious Education (RE). Findings are reported from interviews undertaken with a sample of key informants involved in designing and/or implementing significant curriculum changes in RE in the 1960s and 1970s. The interviews provided insights into personal narratives and biographies that have been marginal to, or excluded from, the historical record. Thematic analysis of the oral life histories opened a window into the world of RE, specifically in relation to professional identity and practice, curriculum development and professional organisations, thereby exposing the operational dynamics of RE at an (inter-)personal and organisational level. The findings are framed by a series of methodological reflections. Overall, oral life histories are shown to be capable of revealing that which was previously hidden and which can be confirmed and contrasted with knowledge gleaned from primary documentary sources.  相似文献   

Bias and Bias Correction Method for Nonproportional Abilities Requirement (NPAR) Tests     

Edward H. Ip  Tyler Strachan  Yanyan Fu  Alexandra Lay  John T. Willse  Shyh‐Huei Chen  Leslie Rutkowski  Terry Ackerman 《Journal of Educational Measurement》2019,56(1):147-168

Test items must often be broad in scope to be ecologically valid. It is therefore almost inevitable that secondary dimensions are introduced into a test during test development. A cognitive test may require one or more abilities besides the primary ability to correctly respond to an item, in which case a unidimensional test score overestimates the primary ability and creates interpretability problems. In this article, we demonstrate the nonproportional abilities requirement, a phenomenon with which secondary abilities are more required for difficult items. A novel and practical method for correcting bias in the primary ability is proposed and illustrated using a real data set from an international assessment. Simulation data are also used to evaluate the performance of the method.  相似文献   

The semester program as a tool for public affairs/public administration education     

Dr. Richard Sundeen  Dr. Terry Cooper 《Innovative Higher Education》1978,3(1):34-50

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Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay     

Brenna Hassinger‐Das  Katherine Ridge  Amira Parker  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek  David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure     

Sylvia Read  D. Ray Reutzel  Parker C. Fawson 《Early Childhood Education Journal》2008,36(3):213-219

Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use “well-structured” expository trade book titles to teach text structure. A lesson plan template and an extended example of an explicit lesson on order/sequence are provided.  相似文献