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Panayiotis Stavrinides Spyridon Tantaros Stelios Georgiou Loukia Tricha 《Emotional and Behavioural Difficulties》2018,23(2):203-212
The present study investigated the direction of the relationship between parental rejection and children’s engagement in bullying and victimization. Using a cross-lagged design, we examined whether (a) bullying and victimization predict an increase in parental rejection six months later, (b) parental rejection predicts an increase in bullying and victimization six months later, and (c) there is a reciprocal association between bullying/victimization and parental rejection. The participants were 846 early adolescents (mean age = 12.63 years) randomly selected from primary and secondary schools in Cyprus and Greece (375 Cypriots, 471 Greek students) and their parents. Children completed a translated version of the Personal Experiences Checklist – (PECK) and the Rejection subscale of the Parental Acceptance/Rejection Questionnaire. The results showed that parental rejection at Time 1 predicted significantly victimization at Time 2. Parental rejection however, was not a significant predictor of bullying. Moreover, bullying and victimization at Time 1 predicted significantly parental rejection at Time 2. These results provide further insight at the theoretical level in as far our understanding of the familial dynamics in bullying victimization and may provide clinical implications in relation to counselling of victimized children and their parents. 相似文献
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Gregory C. Bogdanis Athanasios Tsoukos Spyridon K. Methenitis Elisavet Selima Panagiotis Veligekas Gerasimos Terzis 《European Journal of Sport Science》2019,19(3):345-353
This study compared knee angle-specific neuromuscular adaptations after two low-volume isometric leg press complex training programmes performed at different muscle lengths. Fifteen young males were divided into two groups and trained three times per week for 6 weeks. One group (n?=?8) performed 5–7 sets of 3 s maximum isometric leg press exercise, with 4?min recovery, with knee angle at 85°?±?2° (longer muscle-tendon unit length; L-MTU). The other group (n?=?7) performed the same isometric training at a knee angle of 145°?±?2° (180°?=?full extension; shorter muscle-tendon unit length; S-MTU). During the recovery after each set of isometric exercise, participants performed two CMJ every minute, as a form of complex training. Maximum isometric force (MIF) and rate of force development (RFD) were measured over a wide range of knee angles. Countermovement jump (CMJ) performance and maximum half-squat strength (1RM) were also assessed. Training at S-MTU induced a large increase of MIF (22–58%, p?p?p?=?0.001). In contrast, training at L-MTU, resulted in a moderate and similar (≈12.3%, p?=?0.028) improvement of force at all knee angles. CMJ performance and 1RM were equally increased in both groups after training by 10.4%?±?8.3% and 7.8%?±?4.7% (p?相似文献
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Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n?=?50) high school students who volunteered to participate in this study divided into a control group (n?=?25) and an experimental (n?=?25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. 相似文献
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Dimitrios Draganidis Athanasios Chatzinikolaou Athanasios Z. Jamurtas Jose Carlos Barbero Dimitrios Tsoukas Apostolos Spyridon Theodorou 《Journal of sports sciences》2013,31(7):714-722
Abstract The purpose of this study was to determine the recovery rate of football skill performance following resistance exercise of moderate or high intensity. Ten elite football players participated in three different trials: control, low-intensity resistance exercise (4 sets, 8–10 repetitions/set, 65–70% 1 repetition maximum [1RM]) and high-intensity resistance exercise (4 sets, 4–6 repetitions/set, 85–90% 1RM) in a counterbalanced manner. In each experimental condition, participants were evaluated pre, post, and at 24, 48, 72 h post exercise time points. Football skill performance was assessed through the Loughborough Soccer Passing Test, long passing, dribbling, shooting and heading. Delayed onset muscle soreness, knee joint range of motion, and muscle strength (1RM) in squat were considered as muscle damage markers. Blood samples analysed for creatine kinase activity, C-reactive protein, and leukocyte count. Passing and shooting performance declined (P < 0.05) post-exercise following resistance exercise. Strength declined post-exercise following high-intensity resistance exercise. Both trials induced only a mild muscle damage and inflammatory response in an intensity-dependent manner. These results indicate that football skill performance is minimally affected by acute resistance exercise independent of intensity suggesting that elite players may be able to participate in a football practice or match after only 24 h following a strength training session. 相似文献
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Spyridon D. Masouros 《European Journal of Engineering Education》2010,35(1):59-78
This paper focuses on the preliminary design of a multifaceted computer-based mathematics resource for undergraduate and pre-entry engineering students. Online maths resources, while attractive in their flexibility of delivery, have seen variable interest from students and teachers alike. Through student surveys and wide consultations, guidelines have been developed for effectively collating and integrating learning, support, application and diagnostic tools to produce an Engineer's Mathematics Gateway. Specific recommendations include: the development of a shared database of engineering discipline-specific problems and examples; the identification of, and resource development for, troublesome mathematics topics which encompass ideas of threshold concepts and mastery components; the use of motivational and promotional material to raise student interest in learning mathematics in an engineering context; the use of general and lecture-specific concept maps and matrices to identify the needs and relevance of mathematics to engineering topics; and further exploration of the facilitation of peer-based learning through online resources. 相似文献
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Martijn Burger Spyridon Stavropoulos Shyaam Ramkumar Joke Dufourmont Frank van Oort 《Research Policy》2019,48(1):248-261
This paper examines the opportunities and risks of employment, skills and education that are related to a circular economy (CE) in the United States. Combining occupational skills and education data with a newly introduced definition of CE employment, we compare circular- and non-circular-oriented occupations in terms of skills and abilities. Building on the seminal paper by Consoli et al. (2016) and looking at all occupations within a broad range of CE-related industries, we detect and address heterogeneity in job requirements within the CE. We distinguish core activities within CE employment – focusing on renewable energy, repair, re-use of materials and the sharing economy – from enabling activities, which are focused on management, design, and ICT-applicability of the CE. While core CE-activities generally require more manual and technological skills, enabling activities, in contrast, require more complex cognitive skills. Neither core nor enabling CE sectors, however, are entirely cohesive in terms of skill requirements. Part of the education and skills demand is identifiably driven by ‘circularity’, particularly with regard to technical skills for the core of the CE. This may require specific education and training programs for future development of the CE. 相似文献
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ABSTRACT It has been suggested in recent research that rational beliefs as conceptualized within rational-emotive behaviour therapy (REBT) can be operationalized as strategic self-talk, but this has yet to be meaningfully investigated. The current study examines the effects of five one-to-one REBT sessions with three amateur American Football athletes to foster rational self-talk. The purpose of the intervention was to reduce the irrational beliefs, but also in line with recent applied REBT research, to increase the self-determined motivation and self-efficacy of the athletes. Using an idiographic single-case, staggered multiple-baseline across participants design, visual analyses revealed meaningful increases in self-determined motivation and self-efficacy, adjunct to decreases in total irrational beliefs across all participants. Social validation data supported these outcomes. These findings add to the growing research indicating that REBT can influence motivational approaches in athletes, such as self-determined motivation and self-efficacy. Results are discussed in relation to processes underlying the mechanisms of change, while also reporting the limitations of the study. The robustness of the research design increases the extent to which target variable changes can be attributed to REBT, but critical reflections are undertaken to assess the veracity of the findings. 相似文献
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Spyridon Sagiannis 《Curriculum Journal》2018,29(3):387-405
This exploratory study aims at investigating first the extent to which Greek primary school teachers recognize the features of scientific language (an archetype for the academic language employed in all school disciplines), and second and most importantly the functional role they attribute to these features in the construction of scientific discourse. Semi-structured interviews were conducted with 30 teachers. Two versions of a one-page extract, varying in linguistic specialization, were used as stimuli-materials. Teachers correctly recognized the linguistically highly specialized version, but they were less able to spontaneously mention specific features (mainly syntactic complexity and terminology) contributing to this specialization. Worse still, they failed to recognize syntactic complexity as a feature of the specialized extract even after they were explicitly probed to do so. Moreover, teachers were found to only be partially aware of the functional role these features play in constructing the scientific world-view. Specifically, teachers seem to put emphasis on the communicative rather than the epistemological role of the corresponding linguistic features. These findings stress the need for certain interventions both at initial and in-service level of teacher education as well as at the level of science curricula. 相似文献
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