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1.
Christian Swann Lee Crust Patricia Jackman Stewart A. Vella Mark S. Allen Richard Keegan 《Journal of sports sciences》2017,35(23):2272-2280
Clutch performance is improved performance under pressure. However, little research has examined the psychological state experienced by athletes in these situations. Therefore, this study qualitatively examined the subjective experience underlying clutch performance across a range of sports (e.g., team, individual) and standards (Olympic to recreational athletes). Sixteen athletes (Mage = 27.08 years; SD = 6.48) took part in in-depth, semi-structured interviews primarily after an exceptional performance (M = 4.38 days later; SD = 3.14). Data were analysed inductively and thematically. Clutch states involved 12 characteristics, including heightened and deliberate concentration, intense effort, and heightened awareness, which distinguished the experience of clutch from other optimal psychological states such as flow. Other characteristics, such as perceptions of control, were also reported and supported previous experimental research on clutch. These findings present in-depth qualitative insights into the psychological state underlying clutch performance, and are discussed in relation to the existing literature on optimal psychological states in sport. 相似文献
2.
Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
3.
Jackman Patricia C. Sanderson Rebecca Haughey Tandy J. Brett Caroline E. White Naomi Zile Amy Tyrrell Katie Byrom Nicola C. 《Higher Education》2022,84(4):705-722
Higher Education - Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research... 相似文献
4.
Walter L. Leite Robert Sandbach Rong Jin Jann W. MacInnes M. Grace-Anne Jackman 《Structural equation modeling》2013,20(3):437-456
Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort. 相似文献
5.
Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning. 相似文献
6.
This article describes the use of Microsoft Excel, graphics calculators and a multimedia CBL package by students on an introductory statistics course. 相似文献
7.
This article describes a project designed to raise the awareness of policymakers about the importance of information literacy to achieve societal goals. Issues benefit from the governmental support, prioritization, mandates, and funding that can result when there is policy behind them. Studies indicate that many people lack the ability to draw on quality sources of information for a variety of purposes. Attention by policymakers would accelerate the inclusion of information literacy in settings such as education, workforce training, citizenship preparation, and lifelong learning. One way to raise awareness of policymakers is by recommending a proclamation to government executives. 相似文献
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9.
The purpose of this column is to highlight information literacy activities that are occurring in organizations and institutions outside of libraries. Academic libraries have done much to advance information literacy in postsecondary institutions. Yet, much activity is also occurring outside of academic libraries in relation to information literacy. This column will feature some of those organizations and activities so that academic librarians may share information with them and develop new partnerships that will further advance the goals of information literacy. 相似文献
10.
M. Grace-Anne Jackman Walter L. Leite David J. Cochrane 《Structural equation modeling》2013,20(2):274-288
This Monte Carlo simulation study investigated methods of forming product indicators for the unconstrained approach for latent variable interaction estimation when the exogenous factors are measured by large and unequal numbers of indicators. Product indicators were created based on multiplying parcels of the larger scale by indicators of the smaller scale, multiplying the three most reliable indicators of each scale matched by reliability, and matching items by reliability to create as many product indicators as the number of indicators of the smallest scale. The unconstrained approach was compared with the latent moderated structural equations (LMS) approach. All methods considered provided unbiased parameter estimates. Unbiased standard errors were obtained in all conditions with the LMS approach and when the sample size was large with the unconstrained approach. Power levels to test the latent interaction and Type I error rates were similar for all methods but slightly better for the LMS approach. 相似文献