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21.
Allen W. Jackson James R. Morrow Jr. Heather R. Bowles Shannon J. FitzGerald Steven N. Blair 《Research quarterly for exercise and sport》2013,84(2):24-31
Valid measurement of physical activity is important for studying the risks for morbidity and mortality. The purpose of this study was to examine evidence of construct validity of two similar single-response items assessing physical activity via self-report. Both items are based on the stages of change model. The sample was 687 participants (men = 504, women = 183) who completed an 8-response (PA8) or 5-response (PA5) single-response item about current level of physical activity. Responses were categorized as meeting or not meeting guidelines for sufficient physical activity to achieve a health benefit. Maximal cardiorespiratory fitness (CRF) and health markers were obtained during a clinical examination. Partial correlation, multivariate analysis of covariance, and logistic regression were used to identify the relations between self-reported physical activity, CRF, and health markers when controlling for gender and age. Single-response items were compared to a detailed measure of physical activity. Single-response items correlated significantly with CRF determined with a maximal exercise test on a treadmill (PA8 = .53; PA5 = .57). Differences in percentage of body fat and cholesterol were in the desired direction, with those self-reporting sufficient physical activity for a health benefit having the lower values. The single-response items demonstrated evidence of construct validity and may provide feasible, cost-effective, and efficient methods to assess physical activity in large-scale studies. 相似文献
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Heather R. Bowles James R. Morrow Jr. Bruce L. Leonard Margaret Hawkins Paul M. Couzelis 《Research quarterly for exercise and sport》2013,84(4):464-470
Recent experiments on the ski simulator produced ambiguous results and raised unanswered questions concerning the true nature of “novice” behavior and the occurrence of behavioral changes during learning. The aim of the present experiment was to analyze the evolving behavior of three beginners during six practice sessions on a ski simulator. The position of the apparatus platform was recorded as time series and used for constructing dynamical models, including stiffness and damping functions. The results showed that novices tended to exploit a Rayleigh damping behavior during the first trials and then transition toward a van der Pol damping. These results replicate previous observations by Nourrit, Delignières, Caillou, Deschamps, and Lauriot (2003) and suggest the transition to the expert behavior could arise early in practice, when the task is of moderate difficulty. The discussion focuses on the properties of the observed learning dynamics and proposes a global conceptualization for acquiring complex motor skills. 相似文献
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Analysis of children's spoken narratives represents a potentially informative approach to language assessment within early childhood settings. Yet, narrative assessment is not readily amenable to at-scale use given the time needed to collect, transcribe, and analyze a child's narrative sample and the lack of consensus regarding what aspects of narrative expression ought to be examined (e.g., language form, language content). The purpose of this study was to describe a direct assessment of children's language abilities within a narrative context, the Narrative Assessment Protocol (NAP), which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs. In this study, we present findings regarding internal consistency, test–retest reliability, construct validity, and the concurrent and predictive validity of the NAP. NAP scores from 262 3–5-year-old children participating in preschool programs were assessed for these purposes. Findings indicated that the NAP exhibits reasonable psychometric properties across the areas addressed, to include significant concurrent and predictive relations with a norm-referenced measure of general language ability. Although more research is needed, preliminary findings indicate that the NAP provides professionals with a valid and informative assessment approach for examining children's language skills within a narrative context; such information may be useful for establishing and monitoring children's language growth within preschool programs or language interventions. 相似文献
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Janelle J. Montroy Ryan P. Bowles Lori E. SkibbeTricia D. Foster 《Early childhood research quarterly》2014
Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social functioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interactions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others. 相似文献
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This study concerns the educational experiences and progression through the doctoral programs of two cohorts of students in 5 of the 6 gerontology doctoral programs within the United States. The project goals include assessments of change and/or stability in projected career trajectories, as well as an assessment of students' perceptions of the program-student fit in terms of curriculum, research experience, and faculty involvement. This paper focuses on the perceptions and expectations of students during their first year. Perceptions of the programs are mostly positive, but areas for improvement are identified. Further investigations of data through the subsequent years identify areas of focus for continued modification and potential improvement of doctoral programs. 相似文献
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Lori E. Skibbe Kevin J. Grimm Ryan P. Bowles Frederick J. Morrison 《Scientific Studies of Reading》2013,17(2):141-165
Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period. 相似文献
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Terry Bowles John Hattie Stephen Dinham Janet Scull Janet Clinton 《The Australian Educational Researcher》2014,41(4):365-380
Teacher education in universities continues to diversify in the twenty-first century. Just as course offerings, course delivery, staffing and the teaching/research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates. 相似文献
29.
Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education. 相似文献
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