Wellbeing: How we make sense of it and what this means for teachers     

Tim O’Brien  Dennis Guiney 《Support for Learning》2021,36(3):342-355

In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers.  相似文献   

The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education     

Luis García-González  Javier Sevil-Serrano  Angel Abós  Nathalie Aelterman  Leen Haerens 《Physical Education & Sport Pedagogy》2019,24(4):344-358

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.  相似文献   

Western Political Theory in the Face of the Future     

d. r.  knowles 《Philosophical Books》1980,21(4):231-233

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Marketing for Special and Academic Libraries: A Planning and Sourcebook,by Valerie S. Gordon and Patricia C. Higginbottom     

Amanda Leen 《Medical reference services quarterly》2018,37(1):113-114

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A comparison of two approaches for measuring interdisciplinary research output: The disciplinary diversity of authors vs the disciplinary diversity of the reference list     

Giovanni Abramo  Ciriaco Andrea D’Angelo  Lin Zhang 《Journal of Informetrics》2018,12(4):1182-1193

This study investigates the convergence of two bibliometric approaches to the measurement of interdisciplinary research: one based on analyzing disciplinary diversity in the reference list of publications, the other based on the disciplinary diversity of authors of publications. In particular we measure the variety, balance, disparity and integrated diversity index of, respectively, single-author, multi-author single-field, and multi-author multi-field publications. We find that, in general, the diversity of the reference list grows with the number of fields reflected in a paper’s authors’ list and, to a lesser extent, with the number of authors being equal the number of fields. Further, we find that when fields belonging to different disciplines are reflected in the authors’ list, the disparity in the reference list is higher than in the case of fields belonging to the same discipline. However, this general tendency varies across disciplines, and noticeable exceptions are found at individual paper level.  相似文献   

赋权少数族裔学生：一个干预框架   总被引：1，自引：0，他引：1  

吉姆康明斯  马丽梅 《当代教育与文化》2011,3(4):1-11

吉姆康明斯提出了一个理论框架来分析少数族裔学生学业失败的原因，以及之前曾尝试过的，诸如补偿教育和双语教育这样的教育改革相对缺乏成功的原因。这些尝试之所以没有成功是因为教育者和少数族裔学生之间的关系以及学校和少数族裔社区的关系都没有得到显著的改变。研究旨在为教育者提供一些改变这些关系，从而赋权学生，使得学生在学业上取得成功的方法。  相似文献   

Young Children’s Ability to Produce Valid and Relevant Counter-Arguments     

Bahar Köymen  Cathal O’Madagain  Andreas Domberg  Michael Tomasello 《Child development》2020,91(3):685-693

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation.  相似文献   

A novel sleep optimisation programme to improve athletes’ well-being and performance     

Emer Van Ryswyk  Richard Weeks  Laura Bandick  Michaela O’Keefe  Andrew Vakulin  Peter Catcheside 《European Journal of Sport Science》2017,17(2):144-151

Objectives: To improve well-being and performance indicators in a group of Australian Football League (AFL) players via a six-week sleep optimisation programme. Design: Prospective intervention study following observations suggestive of reduced sleep and excessive daytime sleepiness in an AFL group. Methods: Athletes from the Adelaide Football Club were invited to participate if they had played AFL senior-level football for 1–5 years, or if they had excessive daytime sleepiness (Epworth Sleepiness Scale [ESS] >10), measured via ESS. An initial education session explained normal sleep needs, and how to achieve increased sleep duration and quality. Participants (n?=?25) received ongoing feedback on their sleep, and a mid-programme education and feedback session. Sleep duration, quality and related outcomes were measured during week one and at the conclusion of the six-week intervention period using sleep diaries, actigraphy, ESS, Pittsburgh Sleep Quality Index, Profile of Mood States, Training Distress Scale, Perceived Stress Scale and the Psychomotor Vigilance Task. Results: Sleep diaries demonstrated an increase in total sleep time of approximately 20?min (498.8?±?53.8 to 518.7?±?34.3; p?<?.05) and a 2% increase in sleep efficiency (p?<?0.05). There was a corresponding increase in vigour (p?<?0.001) and decrease in fatigue (p?<?0.05). Conclusions: Improvements in measures of sleep efficiency, fatigue and vigour indicate that a sleep optimisation programme may improve athletes’ well-being. More research is required into the effects of sleep optimisation on athletic performance.  相似文献   

Libraries that learn: Keys to managing organizational knowledge     

Denise O’Shea 《Journal Of Access Services》2020,17(2):101-102

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Experiences of Danish Business Expatriates in Russia: Power Distance in Organizational Communication     

Elena V. Chudnovskaya  Laura S. O’Hara 《Journal of Intercultural Communication Research》2016,45(4):261-281

Rapid globalization of business processes stimulates many companies to dispatch their employees – business expatriates – on overseas assignments. Russia differs markedly from many other cultures in terms of specific communication norms and rules. Understanding such differences in organizational life is crucial for the success of business expatriates working there. This study employs in-depth interviews with eight Danish business expatriates who worked in Russia and examines the differences between the Danes and the Russians in terms of communication characteristics related to Hofstede’s cultural dimension power distance. This work enhances scholars’ empirical knowledge of power distance, which has rarely been investigated qualitatively.  相似文献