How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life     

Henri Tilga  Vello Hein  Andre Koka  Martin S. Hagger 《Scandinavian Journal of Educational Research》2020,64(5):661-676

ABSTRACT

Grounded in self-determination theory (SDT), this cross-sectional study tested relations of students’ perceptions of autonomy-supportive and controlling behaviour from teachers in physical education with students’ health-related quality of life (HRQoL), and the potential role of students’ perceived need satisfaction and need frustration as a mediator of these relationships. School students (N?=?1031) completed self-report measures of perceived autonomy support, perceived teachers’ controlling behaviour, students’ need satisfaction and need frustration, and HRQoL. Results indicated that students’ perceptions of autonomy support from teachers was positively associated with HRQoL through need satisfaction. Students’ perceptions of controlling behaviour from teachers was negatively related with HRQoL through need frustration. There was no significant association between autonomy support and need frustration, or between controlling behaviour and need satisfaction. Findings provide evidence that perceived autonomy support and controlling behaviour from the teacher in PE contributes to students’ HRQoL through unique pathways.  相似文献   

Differences in African‐American and European‐American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?     

Thomas Tretter  Manuela Paechter  Dennis Kubasko  Alexandra Bokinsky  Thomas Andre  Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799

This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007  相似文献   

‘The fruit caught between two stones’: the conflicted position of teachers within Aceh's independence struggle†     

Mieke T.A. Lopes Cardozo  Ritesh Shah 《Globalisation, Societies & Education》2016,14(3):331-344

ABSTRACT

This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurring in the province. During the conflict, teachers struggled to balance their strategic societal positioning – as civil servants and community members – and found themselves caught in the middle of a complex range of hegemonic and counter-hegemonic forces at play. This position of constraint, we argue, limited the ability of teachers to act as peace-builders during the conflict, and continues to influence teachers’ ability to function in such ways today.  相似文献   

Scientific Realism, Scientific Practice, and the Natural Ontological Attitude     

Kukla  Andre 《The British journal for the philosophy of science》1994,45(4):955-975

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Do Mothers or Children Lead the Dance? Disentangling Individual and Influence Effects During Conflict     

Nina Sokolovic  Andre Plamondon  Michelle Rodrigues  Sahar Borairi  Michal Perlman  Jennifer M. Jenkins 《Child development》2021,92(2):e143-e157

Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood.  相似文献   

Uneducating South Africa: The failure to address the 1910–1993 legacy     

Johannes W. Fedderke  Raphael de Kadt  John M. Luiz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,6(3):257-281

This paper analyses various data on the South African schooling system since 1910. The data collected for the study cover a wide range of education indicators, from pupil enrolments, pupil teacher ratios, real expenditure (aggregate and per capita), matriculation pass rates, to some indicators of the quality of matriculation passes. The authors provide an indication of both inputs into and outputs of the educational system. In broad terms, the data indicate that from an educational perspective South Africa followed a modernisation trajectory that, although it drew ever larger numbers of pupils into the schooling system, was partial, distorted and fundamentally dysfunctional. The educational process was strongly affected by racial factors. To the extent that education is an important determinant of long run growth performance of economies, this implies that South Africa's educational policies were inimical to its long run growth.  相似文献   

Sources of sex education as a function of sex,coital activity,and type of information     

Andre T  Dietsch C  Cheng Y 《Contemporary educational psychology》1991,16(3):215-240

Previous studies of the sources of sex education are reviewed and critically analyzed. Most previous studies have examined the limited issue of which source of sex education is most important, examined the sources of only a few sexual topics, or used inadequate methodology. In the present study, more adequate data regarding the relative contributions of parents, schools, reading, and peers to information about each of 35 different sexual topics were obtained from a sample of 232 male and female, coitally experienced or inexperienced, midwestern college students. Individual reading and peers were the highest rated sources overall and on most of the subcategories of items. Schools were highly rated sources for topics related to the anatomy and physiology of sex and venereal disease. Coitally experienced (CE) individuals reported receiving more information overall than coitally inexperienced (CIE) individuals. However, contrary to previous speculations, CE and CIE individuals did not differ in the amount of information received from parents. Instead, CE individuals received more information through reading and from peers than did CIE individuals. Consistent with previous findings, amount of information received from parents correlated negatively with performance on a sexual knowledge test. Comparison of the present results with previous research suggested a developmental hypothesis, namely, that as individuals develop from early adolescence to young adulthood and become more sexually active, individual reading becomes a more important source of sexual information.  相似文献   

Female and minority experiences in an astronomy-based science hobby     

Hite  Rebecca  Jones  M. Gail  Andre  Tom  Childers  Gina  Corin  Elysa 《Cultural Studies of Science Education》2019,14(4):937-962

Cultural Studies of Science Education - Despite policy changes and targeted outreach, issues of underrepresentation persist for women and minorities in science fields. Previous research has...  相似文献   

Michael Eckert: Arnold Sommerfeld: Science,Life and Turbulent Times 1868–1951, Translated by Tom Artin     

Andre K. T. Assis 《Science & Education》2014,23(3):707-710

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The Bologna Process and higher education in Mercosur: regionalization or Europeanization?     

Mário Luiz Neves de Azevedo 《International Journal of Lifelong Education》2014,33(3):411-427

Over the past two decades regional agreements have become more significant in educational and training. This paper situates and analyses the European Higher Education Area (EHEA), the Bologna Process and the Lisbon Strategy and explores their influence on the integration of higher education systems in Mercosur (the Southern Common Market of Argentina, Brazil, Paraguay, Uruguay and Venezuela). Mercosur is still a customs union, and the project of integrating higher education is at an early stage. Lacking organically established regional bodies, coordination of integration in Mercosur has focused on summits and meetings of officials. However, in a context of unequal maturity in regional integration, there is emerging evidence that the EHEA project is influencing the reforms of national systems of higher education and even Mercosur’s model for a regional area of higher education. A nascent Europeanization of higher education systems in the Mercosur region is emerging, by-passing Mercosur’s regional structures. The formulation of policies has been permeated by policy transfer from Europe to national territories within Mercosur.  相似文献