Predicting athletes’ functional and dysfunctional emotions: The role of the motivational climate and motivation regulations     

Montse C. Ruiz  Saara Haapanen  Asko Tolvanen  Claudio Robazza  Joan L. Duda 《Journal of sports sciences》2017,35(16):1598-1606

This study examined the relationships between perceptions of the motivational climate, motivation regulations, and the intensity and functionality levels of athletes’ pleasant and unpleasant emotional states. Specifically, we examined the hypothesised mediational role of motivation regulations in the climate–emotion relationship. We also tested a sequence in which emotions were assumed to be predicted by the motivational climate dimensions and then served as antecedents to variability in motivation regulations. Participants (N = 494) completed a multi-section questionnaire assessing targeted variables. Structural equation modelling (SEM) revealed that a perceived task-involving climate was a positive predictor of autonomous motivation and of the impact of functional anger, and a negative predictor of the intensity of anxiety and dysfunctional anger. Autonomous motivation was a partial mediator of perceptions of a task-involving climate and the impact of functional anger. An ego-involving climate was a positive predictor of controlled motivation, and of the intensity and impact of functional anger and the intensity of dysfunctional anger. Controlled motivation partially mediated the relationship between an ego-involving climate and the intensity of dysfunctional anger. Good fit to the data also emerged for the motivational climate, emotional states, and motivation regulations sequence. Findings provide support for the consideration of hedonic tone and functionality distinctions in the assessment of athletes’ emotional states.  相似文献   

The Olimpiada Popular: Barcelona 1936, Sport and Politics in an Age of War,Dictatorship and Revolution     

Ray Physick 《Sport in History》2017,37(1):51-75

In an attempt to undermine the IOC Games of 1936, organisations linked to the international worker sport movement responded to an invitation from the Comité Organizador de la Olimpiada Popular (COOP) to take part in an alternative Olympics, the Olimpiada Popular, in Barcelona in July 1936. It is estimated that some 10,000 athletes and 25,000 visitors were in Barcelona to celebrate the Olimpiada. Following the Fascist rising, which began in Spanish Morocco on 17 July, and reached mainland Spain the following day, the games had to be abandoned, despite attempts by the organisers to go ahead with a truncated programme. This article will assess the importance of the Olimpiada Popular in the context of the worker sport movement during the inter-war years and its significance with regard to the international campaign to boycott the Berlin Olympics.  相似文献   

Measuring the impact of a science center on its community   总被引：1，自引：1，他引：0  

John H. Falk  Mark D. Needham 《科学教学研究杂志》2011,48(1):1-12

A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors best describe those who have and those who have not visited? Second, does visiting the California Science Center impact public science understanding, attitudes, and behaviors and if so, in what ways? Two random telephone surveys of L.A. county adults 18 years of age and over (n = 832; n = 1,008) were conducted; one in 2000, shortly after the opening of the totally redesigned and rebuilt Science Center and one in 2009, roughly a decade after opening. Samples were drawn from five racially, ethnically, and socio‐economically diverse communities generally representative of greater L.A. Results suggest that the Science Center is having an important impact on the science literacy of greater L.A. More than half of residents have visited the Science Center since it opened in 1998 and self‐report data indicate that those who have visited believe that the Science Center strongly influenced their science and technology understanding, attitudes, and behaviors. Importantly, Science Center visitors are broadly representative of the general population of greater L.A. including individuals from all races and ethnicities, ages, education, and income levels with some of the strongest beliefs of impact expressed by minority and low‐income individuals. The use of a conceptual “marker” substantiates these conclusions and suggests that the impact of the Science Center might even be greater than indicated by the mostly self‐report data reported here. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 1–12, 2011  相似文献   

Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics     

Russell Tytler  David Symington  Linda Darby  Cliff Malcolm  Valda Kirkwood   《Teaching and Teacher Education》2011,27(5):871-879

This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue.  相似文献   

《西安文理学院学报：自然科学版》近5年来编发论文情况统计分析     

王新奇 《西安文理学院学报》2011,(3):108-111

根据文献计量学的方法,对《西安文理学院学报：自然科学版》近5年来编发论文情况进行了统计分析．分析了载文量、基金项目资助论文、作者的研究领域以及作者年龄结构等情况,以期进一步提高刊物的整体质量．  相似文献   

《孙子兵法》蕴含的人本管理精神   总被引：1，自引：1，他引：0  

胡滨 《滨州学院学报》2007,23(5):168-171

《孙子兵法》中蕴含丰富的管理思想。联系管理学理论发展的4个阶段中对《孙子兵法》的理解和运用,《孙子兵法》中的人本管理精神可以概括为"悟道施仁"与"知人善任"。  相似文献   

《孙子兵法》与国防安全   总被引：1，自引：1，他引：0  

杨新  杨斐 《滨州学院学报》2007,23(5):108-113

《孙子兵法》对国防安全具有重要的借鉴件值,其"先胜"思想强调谋求国防安全的物质基础,"全胜"思想反映的是国防安全的理想目标,"谋胜"思想是维护国防安全的基本途径,"战胜"思想是确保国防安全的重要保证。在运筹和指导国防安全时,必须完整准确把握孙子的思想,灵活加以运用。  相似文献   

“费留”解——兼证传世《孙子兵法》是孙武二次手定本   总被引：2，自引：2，他引：0  

吴名岗 《滨州学院学报》2007,23(1):4-9

孙子《火攻篇》说:“战胜攻取而不修其功者,凶,命曰费留。”费留式战争,在孙子献兵法于吴王之前没有。吴攻楚入郢是一场真正的费留式战争,费留一说是对这场历时3年的战争的准确总结,这也是传世《孙子兵法》是孙武二次手定本的证据。吴军攻楚入郢之战双方都用了火攻,火攻是这场战争在春秋时期的重要特色,所以孙子把“费留”一段留在了《火攻篇》。孙子对费留战争的严重后果要“明君慎之”、“良将警之”的忠告至今仍具有很强的现实意义。  相似文献   

Multicultural education, pragmatism, and the goals of science teaching   总被引：1，自引：1，他引：0  

Charbel Niño El-Hani  Eduardo Fleury Mortimer 《Cultural Studies of Science Education》2007,2(3):657-702

In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of “science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering students through education.

Eduardo Fleury MortimerEmail:

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Questions as a tool for bridging science and everyday language games     

Mattias Lundin 《Cultural Studies of Science Education》2007,2(1):265-279

Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.

Mattias LundinEmail:

  相似文献