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Edward P. Hyde P.W. Cobb H.M. Johnson W. Weniger 《Journal of The Franklin Institute》1920,189(3):331-369
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Edward W Parker 《Journal of The Franklin Institute》1918,185(4):445-460
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Myers ND Wolfe EW Maier KS Feltz DL Reckase MD 《Research quarterly for exercise and sport》2006,77(4):451-463
This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams. Motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Data were collected from athletes (N = 585) nested within intercollegiate men's (g = 8) and women's (g = 13) soccer and women's ice hockey (g = 11) teams (G = 32). Validity concerns were observed for the original rating scale structure and the predicted positive relationship between motivation competency and satisfaction with the coach between teams. Validity evidence was offered for a condensed post hoc rating scale and the predicted relationship between motivation competency and satisfaction with the coach within teams. 相似文献
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Edward M. Levinson 《Psychology in the schools》1988,25(3):297-305
This study surveyed 362 school psychologists to: (a) identify the percentages of school psychologists who have had some involvement in the practices of vocational assessment, vocational counseling, consultation with vocational education teachers, and vocational program or curriculum development, and (b) identify factors that are associated with such vocational involvement. Results indicated that 30–40% of those school psychologists surveyed reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12% indicated involvement with vocational program or curriculum development. Sex, experience, salary, perceived control over role functioning, and involvement in practices other than traditional assessment were found to be associated with increased involvement in vocational activities. Results also indicated that school psychologists who were certified guidance counselors, and who were members of the American Association of Counseling and Development, were more likely to be involved in vocational practices than were school psychologists who were not so certified or affiliated. Results are discussed in terms of their implication for involving greater numbers of school psychologists in vocational practices. 相似文献