The mediating role of intention and stages of change in physical activity among adults with physical disabilities: an integrative framework     

Kosma M  Ellis R  Cardinal BJ  Bauer JJ  McCubbin JA 《运动与训练心理学杂志》2007,29(1):21-38

The study's purpose was to identify the mediating role of intention and the stages of change (SOC) in physical activity (PA) over a 6-month period using two models (theory of planned behavior [TPB] and TPB/SOC). Participants were 143 adults with physical disabilities (70.68% response rate; M age = 46.03). The TPB constructs, SOC (time 1), and PA (time 2) were assessed using standardized self-report questionnaires. Based on path analyses, attitude had the highest effect on intention and SOC followed by perceived behavioral control within both well-fit models. The variance in PA explained by the first (TPB) and second (TPB/SOC) models was 16% and 28% respectively. In the just identified model of TPB/SOC, the direct effect of SOC on physical activity remained strong (gamma(soc.pa) = .45) and SOC approached full mediation through attitude. Health promotion interventions need to include both intention and behavior elements (SOC) reinforcing increased PA value and barrier elimination.  相似文献   

Primary school teachers’ ability to recognise resilience in their students     

Rebecca Russo  Peter Boman 《The Australian Educational Researcher》2007,34(1):17-32

This study investigated teachers’ knowledge of, and capacity to identify resilience, in 92 primary school children in Far North Queensland. It was found that although teachers’ knowledge of resilience was apparently strong, and they reported a significant level of confidence in their ability to assist children in building resilience, their capacity to identify levels of resilience in their students was lacking. The paper concludes with suggestions for future research.  相似文献   

Gender,culture, and geography: A comparison of seating arrangements in the United States and Taiwan     

Rebecca J. Cline  Carol A. Puhl 《Int J Intercult Relat》1984,8(2):199-219

The present study describes and compares seating preferences among Taiwanese and American respondents. Using a questionnaire method, seating preferences were obtained for 75 male and 100 female college students from the United Slates, and for 29 male and 54 female teachers of English in Taiwan. Responses were obtained for all possible combinations of sex of interaction partner, location (task or social), and six interpersonal activities. Results were summarized in the form of proportions of respondents choosing each of four possible angles of interaction: corner, opposite, diagonal, and side seating. Comparisons were made using Chisquare tests for independence.In general, results showed that Taiwanese respondents, when compared to Americans, are more likely to prefer side seating and less likely to prefer corner seating. Culture, sex of respondents, and sex of interaction partner interact in influencing preferences. In the United States, seating preferences function to unite males with females and to separate same-sex partners, while the opposite is true in Taiwan. Results are interpreted in terms of implications for intercultural communication.  相似文献   

The Analysis of Photographic Style: A Systems Approach     

Rebecca Bryant Lockridge 《Journal of American culture (Malden, Mass. : 2003)》1988,11(1):43-53

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Preschool children's attention to environmental messages about groups: social categorization and the origins of intergroup bias     

Patterson MM  Bigler RS 《Child development》2006,77(4):847-860

This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3-5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.  相似文献   

Student-centred and teacher-centred learning environments: what students think     

Jan Elen  Geraldine Clarebout  Rebecca Léonard  Joost Lowyck 《Teaching in Higher Education》2013,18(1):105-117

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.  相似文献   

The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring     

Rebecca K. Frels  Anthony J. Onwuegbuzie 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):181-206

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.  相似文献   

Diversity and Mentoring in the Workplace: A Conversation with Belle Rose Ragins     

Dawn E. Chandler  Rebecca Ellis 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):483-500

Given projected increases in workplace diversity, an understanding of diversity’s intersection with mentoring is a critical topic in the literature. This article involved an interview with Belle Rose Ragins, one of the world’s leading thinkers on diversity and mentoring in the workplace. After providing an overview of Ragins’ key achievements and contributions to the mentoring literature, the article delved into the interview, which involves four parts: (a) Ragins’ education and early influences; (b) her views on the extant literature as well as insights around future areas for inquiry; (c) her current research interests; and (d) her views on consulting and teaching.  相似文献   

Measuring Pupil Progress at Key Stage 1: Using baseline assessment to investigate value added     

Pam Sammons  Rebecca Smees 《School Leadership & Management》2013,33(3):389-407

This paper presents results from an LEA-commissioned value-added project conducted with 107 primary schools in Surrey. The project was designed to explore the use of baseline assessment at entry to reception classes to measure pupil progress across Key Stage 1 (KS1). Pupil performance in KS1 assessments of the core curriculum areas English (reading and writing), mathematics and science were analysed. The results of multi-level analyses, the impact of pupil background factors, the feedback of results to schools and the way Surrey Education Service and schools are using the information in school improvement activities are described.  相似文献   

Extended essay marking on screen: is examiner marking accuracy influenced by marking mode?     

Martin Johnson  Rebecca Hopkin  Hannah Shiell  John F. Bell 《Educational Research and Evaluation》2013,19(2):107-124

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