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Barr-Anderson DJ Neumark-Sztainer D Schmitz KH Ward DS Conway TL Pratt C Baggett CD Lytle L Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27
The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. 相似文献
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P. Jensen 《Journal of The Franklin Institute》1866,82(3):145-152
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Charlotte V.T. Murakami 《History of education》2015,44(3):399-400
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While student parents now represent a significant proportion of the higher education population in England, this group has been given limited consideration in policy circles. Using a social constructivist and feminist theoretical framework, this paper draws on a research project investigating the role of higher education policies in supporting student parents in England. It focuses on findings from 40 interviews conducted with student parents enrolled on university programmes. It shows that, in the context of the default construction of the university student as carefree, student parents often describe their experience of navigating academia as a struggle, in which time-related, financial, health and emotional problems prevail. However, the stories they tell also emphasise the benefits associated with their dual status. By doing so, they resist the discourse of deficit typically applied to ‘non traditional’ students and produce a counter-discourse that disturbs the long-lived binary opposition between care and academia. 相似文献
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The following paper builds uon a survey of primary students’ wellbeing in an attempt to assess the impact of various creative initiatives on this aspect of their lives. Three case studies were conducted in schools with some of the highest aggregate wellbeing scores, all three schools having also been engaged in various extended Creative Partnership programmes. Teachers, Creative Practitioners and students were interviewed and observed during both normal lessons and Creative Partnership activities. It is posited that the implementation of creative activities under the framework adopted by Creative Partnership enhances both hedonic and eudaimonic aspects of wellbeing and accords with theories of motivation which stress the value of promoting student competencies and autonomy and creating classroom climates which promote connectedness. 相似文献
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Charlotte Carey 《Journal of Education & Work》2015,28(4):407-421
While there is a growing body of scholarship on the creative industries and on the career trajectories of graduates from creative industries programmes, there has to date only been a limited amount of research that examines in detail, the careers of fine arts graduates. Fine art is arguably the least ‘vocational’ of creative disciplines, in that there are relatively few employers that seek to employ fine artists as fine artists. If fine arts graduates are not employed in their chosen field – that is, in the ‘Creative Trident’ terminology, in a core creative occupation – how do their careers parallel or differ from those of other creative graduates? Do they find employment as ‘embedded creatives’, using or applying their experience and practice in sectors beyond the core creative industries, or as ‘support workers’, enabling and facilitating the creative work of others? Do they experience portfolio careers? And how do their artistic training and attitudes to creativity affect their working relationships and experiences? This article draws on rich qualitative data about the experiences of a small group of graduates (including the author) who all graduated from the same course at the same institution in the UK in 1994, to provide some insights into the career paths and trajectories of a sample of fine arts graduates. 相似文献