Predicting Physical Activity Among Children: Investigating Interaction Effects in the Theory of Planned Behavior     

Mathieu Gourlan  Julie Boiché  Monica Takito  Bruno Fregeac  Florence Cousson-Gélie 《Research quarterly for exercise and sport》2013,84(4):490-497

ABSTRACT

Purpose: The theory of planned behavior (TPB) has been criticized for not including interactions between the variables assumed to predict behavior. This study sought to test how TPB variables interact to predict physical activity (PA) in children. Method: Four hundred thirty-eight children (M_age = 8.6 years, SD = 1.6 years) completed a TPB questionnaire and a PA questionnaire at Time 1. The PA measure was repeated 2 months later. Path analyses were performed to test the hypothesized model including interaction terms between TPB variables. Simple slopes analyses were also carried out to examine the statistically significant interaction terms. Results: Path analyses confirmed the classical hypotheses of TPB (R² for intentions = .39, R² for PA = .12) and also demonstrated only statistically significant Attitudes × Perceived Behavioral Control and Subjective Norms × Attitudes interactions (R² change for intentions = .01, p = .009). Simple slopes analyses revealed that the strength of the association between perceived behavioral control and intentions was only statistically significantly higher (t = 2.18, p = .05, d = 0.34, 95% CI [0.03, 0.65]) when attitudes were high compared with when attitudes were low. The link between attitudes and intentions was only statistically significant at a low level of subjective norms but not at a high level. Conclusion: The integration of interaction effects between TPB variables did not increase for the variance of PA explained by the model. More research appears to be necessary to explore how the TPB could be augmented to better predict PA in children.  相似文献   

Internationalising the Student Experience: Preparing Instructors to Embed Intercultural Skills in the Curriculum     

Anita S. Mak  Monica Kennedy 《Innovative Higher Education》2012,37(4):323-334

The Internationalising the Student Experience Project was devised and piloted as a teaching innovation to improve the intercultural awareness of instructors and, subsequently, that of their domestic and international students. In this article we claim that instructor preparation in the use of the Alliance Building and Cultural Mapping tools of the international EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program can provide a base for institutionalised support. We report and discuss this approach and the outcomes to the challenges of and opportunities for internationalising the curriculum in the broader higher education context.  相似文献   

A design-based research case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce     

Monica W. Tracey  Kelly L. Unger 《Instructional Science》2012,40(3):461-476

As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates, included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature of the instructional strategies.  相似文献   

The integrity of educational outcome measures in international assessments     

Strietholt  Rolf  Rosén  Monica  Gladushyna  Olesya 《Educational Assessment, Evaluation and Accountability》2021,33(1):1-7

Educational Assessment, Evaluation and Accountability -  相似文献   

A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning     

Shana?K.?CarpenterEmail author  Terry?J.?S.?Lund  Clark?R.?Coffman  Patrick?I.?Armstrong  Monica?H.?Lamm  Robert?D.?Reason 《Educational Psychology Review》2016,28(2):353-375

Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions.  相似文献   

J. Michael Spector’s: Foundations of educational technology: integrative approaches and interdisciplinary perspectives     

Monica W. Tracey 《Educational technology research and development : ETR & D》2012,60(5):963-965

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Doctoral and nondoctoral practicing school psychologists: Are there differences?     

Michael B. Brown  Monica L. Swigart  Larry M. Bolen  Cathy W. Hall  Raymond T. Webster 《Psychology in the schools》1998,35(4):347-354

The purpose of this study was to examine and describe differences between doctoral and nondoctoral practicing school psychologists. Participants selected for the study were school psychologists who were full-time practitioners in a school setting. The sample was randomly selected from the 1992 National Association of School Psychologists Membership Database. Four hundred forty persons were selected to serve as a sample of the NASP membership, and 359 responded to the survey. Of those that responded, 232 were full-time practitioners employed in the schools and formed the sample used in the data analysis. Overall, doctoral and nondoctoral school psychologists were very much alike in terms of age, gender, and years of experience. Doctoral level school psychologists were more likely to be employed in urban areas. Both groups spend a similar amount of time participating in seven different job activities. Doctoral and nondoctoral level practitioners working in schools maintain high levels of job satisfaction and the majority intend to remain in their current position and the profession for the next five years. Higher salaries and an increased likelihood of having a private practice outside of school are the major differences between doctoral and nondoctoral school psychologists practicing in the schools. Future evolution of the role of school psychologists may allow for the increased use of the advanced skills obtained by doctoral level school psychologists. © 1998 John Wiley & Sons, Inc.  相似文献   

Parental Perspectives on Storybook Reading in Indian Home Contexts     

Pandith  Pooja  John  Sunila  Bellon-Harn  Monica L.  Manchaiah  Vinaya 《Early Childhood Education Journal》2022,50(2):315-325

Early Childhood Education Journal - The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding...  相似文献   

On Codes of Ethics,The Individual and Performance     

Monica Lee 《Performance Improvement Quarterly》2003,16(2):72-89

In this paper I contend that, although codes of ethics are very good things and could potentially improve performance by acting as a normalising agent for a profession, they are not problem‐free. In particular, they lend themselves to reification (making something abstract into something concrete and thus, reduce the potential for their full impact), they are time dependent (that is, they are relevant only to the time in which they were formulated), subject to different lenses (that is, they are relevant only to the culture in which they were formulated), and emotionally challenged (that is, they are rarely formulated in a way that encompasses the emotions around the particular situation). An individual's role in a situation is hard to delineate via codes of ethics and, thus, these codes of ethics should be seen as a proposition, rather than as a solution for performance problems regarding ethical challenges.  相似文献   

Intervention resource guide: 50 performance improvement tools     

Danny G. Langdon  Kathleen S. Whiteside  Monica M. McKenna  Carol A. Harrison  Scott Stewart 《Performance Improvement》2001,40(6):45-48

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