Children’s levels of contingent self-esteem and social and emotional outcomes     

Jonathan S. B. Moore  Marjorie Smith 《Educational Psychology in Practice》2018,34(2):113-130

Contingent self-esteem (CSE) describes the degree to which self-esteem is dependent on meeting day-to-day appraisals from oneself and others. This will vary between individuals, ranging from lower to higher CSE. A lower CSE is related to a range of adaptive social and emotional outcomes in adolescents and young adults. This study explores children’s CSE and how this associates with behavioural outcomes. A total of 280 children between the ages of 9 and 11 years completed a composite questionnaire on aspects of their self-esteem and behaviour. Children’s class teachers completed behavioural outcome questionnaires for a random sample of 100 of these children. Based on teachers’ and children’s scores, high levels of global self-esteem were associated with lower CSE and fewer behavioural difficulties. CSE domains of social feedback and physical appearance retained significant associations with behavioural outcomes after controlling for global self-esteem. This may relate to the degree that children depend on the perceived evaluations of others. Implications for educational psychologists are highlighted.  相似文献   

Dimensions of coping and anxiety symptoms in a community sample of young children     

Katie Quy  Jennifer Gibb  Louise Neil  Charlie Owen  Marjorie Smith 《Emotional and Behavioural Difficulties》2018,23(3):230-244

Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7–11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing.  相似文献   

Electronic Differentiation of Electrogoniometer Output     

Marjorie G. Owen  Gerald E. Tripard 《Research quarterly for exercise and sport》2013,84(3):557-561

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Mechanics of Batting: Effect of Stride Technique on Ground Reaction Forces and Bat Velocities     

Stephen P. Messier  Marjorie G. Owen 《Research quarterly for exercise and sport》2013,84(4):329-333

The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.  相似文献   

Waist Circumference,Pedometer Placement,and Step-Counting Accuracy in Youth     

Mark G. Abel  James C. Hannon  Patricia A. Eisenman  Lynda B. Ransdell  Marjorie Pett  Daniel P. Williams 《Research quarterly for exercise and sport》2013,84(3):434-444

This study examined whether differences in waist circumference (WC) and pedometer placement (anterior vs. midaxillary vs. posterior) affect the agreement between pedometer and observed steps during treadmill and self-paced walking. Participants included 19 pairs of youth (9–15 years old) who were matched for sex, race, and height and stratified by WC (high WC: HWC; low WC: LWC). Participants performed 3-min treadmill-walking trials at speeds of 59, 72, and 86 m·min-1 and a 400-m self-paced walking trial on level ground. Bland-Altman plots were used to assess the agreement between pedometer and observed steps of spring-levered pedometers by WC, pedometer placement, and walking speed. In the HWC group, the posterior pedometer placement consistently agreed most closely with observed steps at all treadmill speeds and during self-paced walking. In the LWC group, no single pedometer placement consistently agreed most closely with observed steps at all treadmill speeds and during self-paced walking. We conclude that a posterior pedometer placement improves step-count accuracy in most youth with an HWC at a range of walking speeds on level ground.  相似文献   

Towards numeracy for the third millennium: A study of the future of mathematics and mathematics education     

Peter L. Galbraith  Marjorie C. Carss  Richard D. Grice  Lovie Endean  Merle C. Warry 《Educational Studies in Mathematics》1992,23(6):569-593

The research reported here has sought to identify target skills and abilities that will compose a future numeracy, so that new expertise can be incorporated and the exposed deficiencies remedied within a dynamic rather than static concept of competency. A nation-wide selection of panellists contributed to a three-round Delphi process, with the final data comprising both structured responses and qualitative comment. The scope of the items covered calculating activities, writing activities, reading activities, physical skills, supporting (mental) skills, applications, and problem solving. Responses to the structured items have provided priorities for numeracy for the turn of the century, in terms of both expected and desired characteristics. In general, expectations for numeracy fall short of the levels deemed desirable by panel consensus. The qualitative comments have been incorporated into three scenarios reflecting altermative visions for the future. A comparison of the scenarios uncovers wide differences between informed thinkers with respect to future visions of the ends, means, and mechanics of learning. These differences among individuals who are otherwise consistent in their views of future needs must be addressed if the identified priorities are not to be lost in a quagmire of conflicting interests, opinions, priorities, and values.  相似文献   

The relationship between motivation to read and reading comprehension in chilean elementary students     

Orellana  Pelusa  Melo  Carolina  Baldwin  Paula  De Julio  Samuel  Pezoa  José 《Reading and writing》2020,33(10):2437-2458

This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.

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The Relation between Individual Differences in Fantasy and Theory of Mind   总被引：6，自引：1，他引：6  

Marjorie Taylor  Stephanie M. Carlson 《Child development》1997,68(3):436-455

The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e.g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second session 1 week later, children were given a series of theory of mind tasks, including measures of appearance-reality, false belief, representational change, and perspective taking. The theory of mind tasks were significantly intercorrelated with the effects of verbal intelligence and age statistically controlled. Individual differences in fantasy/pretense were assessed by (1) identifying children who created imaginary characters, and (2) extracting factor scores from a combination of interview and behavioral measures. Each of these fantasy assessments was significantly related to the theory of mind performance of the 4-year-old children, independent of verbal intelligence.  相似文献   

Anatomical Sciences Education Vol. 5, Issue 3, 2012 Cover Image     

Shahnoor M. Ullah  Andrew Bodrogi  Octav Cristea  Marjorie Johnson  Vivian C. McAlister 《Anatomical sciences education》2012,5(3)

Medical students at the Schulich School of Medicine and Dentistry at The University of Western Ontario in London, Ontario, Canada, learn clinical facts about the hepatobiliary system as transplant surgeon Dr. Vivian McAlister (at the far right) demonstrates Whipple's procedure in the anatomy laboratory. In this issue of ASE, Ullah and colleagues describe an extracurricular student initiative known as the Surgically Oriented Anatomy Program (SOAP), which aims to deliver anatomy teaching from a surgical perspective through the philosophy of “education through recreation”.  相似文献   

Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative     

Ullah SM  Bodrogi A  Cristea O  Johnson M  McAlister VC 《Anatomical sciences education》2012,5(3):165-170

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative called surgically oriented anatomy prosectors (SOAP) club was created within the extracurricular program at the Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Canada. SOAP invites surgeons and residents from various surgical specialties to demonstrate, on a cadaver, a surgical procedure of their choosing. During the demonstration, the anatomy, as it relates to the surgical procedure, is discussed. The students then break into smaller groups to examine the relevant anatomy on the cadavers, during which time the discussion is broadened. The group continues the conversation in a social environment with refreshments. SOAP is one of the most popular extracurricular clubs with 65% of first and second year medical students registered as members. The high demand for SOAP, along with the positive participant feedback, may be due to its utilization of the principle of education through recreation, which seeks to provide opportunities for learning seamlessly throughout all facets of life. It also demonstrates the desire, amongst certain medical students, to learn applied anatomy, particularly within a surgical context.  相似文献