Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.
Spinning is a type of indoor fitness activity performed on stationary bikes by participants who pedal together to the rhythm of music and the motivating words of an instructor. Despite worldwide popularity of this type of recreational activity, to date there have been few, mainly non-scientific, studies of the impact of spinning on metabolic, respiratory, and cardiovascular functions. The main aim of this study was to evaluate a number of metabolic and cardiovascular variables during a standard 50-min class performed by Spinning instructors of both sexes: six males (age 30 +/- 4.8 years, body mass index 24 +/- 2.5 kg x m(-2); mean +/- s) and six females (age 34 +/- 6.3 years, body mass index 21 +/- 1.9 kg x m(-2)). The mean power output, heart rate, and oxygen uptake during the performance were 120 +/- 4 W, 136 +/- 13 beats x min(-1), and 32.8 +/- 5.4 ml x kg(-1) x min(-1) respectively for males, and 73 +/- 43 W, 143 +/- 25 beats x min(-1), and 30 +/- 9.9 ml x kg(-1) x min(-1) respectively for females. Analysis of individual performances showed that they were compatible with physical exercise that ranged from moderate-to-heavy to very heavy, the latter conditions prevailing. The results show that this type of fitness activity has a high impact on cardiovascular function and suggest that it is not suitable for unfit or sedentary individuals, especially the middle aged or elderly, who are willing to begin a recreational physical activity programme. 相似文献
Abstract Spinning is a type of indoor fitness activity performed on stationary bikes by participants who pedal together to the rhythm of music and the motivating words of an instructor. Despite worldwide popularity of this type of recreational activity, to date there have been few, mainly non-scientific, studies of the impact of spinning on metabolic, respiratory, and cardiovascular functions. The main aim of this study was to evaluate a number of metabolic and cardiovascular variables during a standard 50-min class performed by Spinning® instructors of both sexes: six males (age 30 ± 4.8 years, body mass index 24 ± 2.5 kg · m?2; mean ± s) and six females (age 34 ± 6.3 years, body mass index 21 ± 1.9 kg · m?2). The mean power output, heart rate, and oxygen uptake during the performance were 120 ± 4 W, 136 ± 13 beats · min?1, and 32.8 ± 5.4 ml · kg?1 · min?1 respectively for males, and 73 ± 43 W, 143 ± 25 beats · min?1, and 30 ± 9.9 ml · kg?1 · min?1 respectively for females. Analysis of individual performances showed that they were compatible with physical exercise that ranged from moderate-to-heavy to very heavy, the latter conditions prevailing. The results show that this type of fitness activity has a high impact on cardiovascular function and suggest that it is not suitable for unfit or sedentary individuals, especially the middle aged or elderly, who are willing to begin a recreational physical activity programme. 相似文献
In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.
The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and secondary schools. Teaching interactive practices were investigated through a purpose-built questionnaire concerning teacher- versus student-centred practices. Burnout was studied using the Maslach Burnout Inventory in its three-dimensional—Emotional Exhaustion, Low Personal Accomplishment and Depersonalization—Italian version. An explorative factor analysis on the questionnaire displayed three dimensions of teaching practices, namely student-centred practices focused on flexibility, student-centred practices focused on participation and teacher-centred practices. The main results showed that, irrespective of school grade and teaching experience, the adoption of interactive practices favouring students’ participation negatively predicted burnout; on the contrary, teacher-centred practices and flexibility positively predicted it. The result implications for educational processes and teacher training are discussed in the conclusion. 相似文献
