Arousal, anxiety, and performance: a reexamination of the Inverted-U hypothesis     

Arent SM  Landers DM 《Research quarterly for exercise and sport》2003,74(4):436-444

Until recently, the traditional Inverted-U hypothesis had been the primary model used by sport psychologists to describe the arousal-performance relationship. However, many sport psychology researchers have challenged this relationship, and the current trend is a shift toward a more "multidimensional" view of arousal-anxiety and its effects on performance. In the current study, 104 college-age participants performed a simple response time task while riding a bicycle ergometer. Participants were randomly assigned to one of eight arousal groups (between 20 and 90% of heart rate reserve) and were told they were competing for a cash prize. Prior to the task, the Competitive State Anxiety Inventory-2 and Sport Anxiety Scale (SAS) were administered to assess the influence of cognitive and somatic anxiety. As hypothesized, regression analysis revealed a significant quadratic trend for arousal and reaction time. This accounted for 13.2% of the variance, F change (1, 101) = 15.10, p < .001, in performance beyond that accounted for by the nonsignificant linear trend. As predicted by the Inverted-U hypothesis, optimal performance on the simple task was seen at 60 and 70% of maximum arousal. Furthermore, for the simple task used in this study, only somatic anxiety as measured by the SAS accounted for significant variance in performance beyond that accounted for by arousal alone. These findings support predictions of the Inverted-U hypothesis and raise doubts about the utility theories that rely on differentiation of cognitive and somatic anxiety to predict performance on simple tasks that are not cognitively loaded.  相似文献   

Effect of exertional trend during cycle ergometry on postexercise affect     

Kilpatrick M  Hebert E  Bartholomew J  Hollander D  Stromberg D 《Research quarterly for exercise and sport》2003,74(3):353-359

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Validation of a stages of exercise change questionnaire     

Dannecker EA  Hausenblas HA  Connaughton DP  Lovins TR 《Research quarterly for exercise and sport》2003,74(3):236-247

The purpose of this study was to examine evidence for the validity of a stages of change measure of the Transtheoretical Model for exercise behavior. Participants were 152 university students (53.3% women, 71.6% Caucasian, M age = 19.18 years) who completed processes of change, self-efficacy, decisional balance, stages of change, and exercise behavior questionnaires as well as a maximal treadmill test. Participants in the action and maintenance stages had the highest strenuous (PC/C/P < A/M) and moderate (PC/C < A/M) self-reported exercise behavior. Those in the maintenance stage had the highest estimated aerobic fitness (PC/P < MA). The differences between the early stages (PC, C, and P) and the later stages (A and M) as described by the first function were primarily due to the behavioral process of change. The differences between the extreme stages (PC and M) and the middle stages (C, P, and A) were due to the experiential processes of change and the pros of decisional balance. The hypothesized patterns of stage differences were partially supported. Failure to obtain full support may have been due to methodological issues or inherent difficulties in detecting evidence for the validity of stages of change measures.  相似文献   

Internationalised Reform: Overlapping Agendas in East Asian and Latin American Higher Education     

Levy  Daniel C. 《Minerva》1998,36(4):367-379

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Listening to our Students: Understanding the factors that affect Aboriginal and Torres Strait Islander students' academic success     

Kristie Daniel DiGregorio  Sally Farrington  Susan Page 《高等教育研究与发展》2000,19(3):297-309

While the number of Aboriginal and Torres Strait Islander students in higher education in Australia has doubled in recent years, the gap between their attainment and the attainment of other Australians has remained consistent. It is essential to elucidate the factors that promote Aboriginal and Torres Strait Islander students' academic success, not in order to justify the exclusion of these students from tertiary education, but to refine and develop curriculum and management strategies which promote their academic success. This study focuses on Aboriginal and Torres Straight Islander students' experiences in a diploma program offered in block mode, in order to better understand the ‘on-’ and ‘off-’ campus experiences which are related to academic success and the factors which challenge or enhance students' study. The research yields important findings related to students' motivations to enrol and their definitions of academic success; the challenges they experience in making the transition to tertiary study; the vulnerability of our students' determination to succeed; the effects of being in a program for Aboriginal and Torres Strait Islander students; and the ways in which minor challenges, if unresolved, can accumulate to interfere with students' study.  相似文献   

“Damn'd . . . & beat at rehearsal”: The character James Quin's stage management     

Daniel W. Alkofer 《Communication Studies》2013,64(3):152-157

Quin deserves recognition as a stage manager in Londons patent theatres between 1725 and 1751 because he compensated for John Rich's indifference to legitimate plays and for Charles Fleetwood's gentlemanly incompetence. As in his acting, Quin was adamantly dedicated to maintaining the established Augustan ideal.  相似文献   

Mechanical and engineering section: Stated meeting,held Thursday,May 10th. Prof John F. Rowland,Jr., President,in the chair     

Daniel Eppelsheimer 《Journal of The Franklin Institute》1900,149(6):479-480

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Report of the Committee on Science and the Arts: On Atkinson's gas engine     

Daniel Ammen 《Journal of The Franklin Institute》1889,127(6):409-421

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Neurobehavioral and Psychosocial Issues in Klinefelter Syndrome     

Daniel H. Geschwind  Elisabeth Dykens 《Learning disabilities research & practice》2004,19(3):166-173

Klinefelter Syndrome (KS) is a relatively common (1/500 to 1/1,000) genetic syndrome caused by an extra X chromosome in males, leading to an XXY karyotype. In most cases, the physical and neurobehavioral characteristics of KS are relatively mild, and KS is not usually associated with moderate or severe mental retardation. However, KS is often associated with significant language‐based learning disabilities and executive dysfunction, making it a plausible genetic model for understanding the neurobiology of these areas of cognition that are so fundamental to learning in a classroom. Additionally, the psychosocial aspects of KS, which can have a significant impact on school performance and learning, have been explored only on an anecdotal level. We have conducted pilot studies in a small group of KS adolescents and adults to begin to identify the social, emotional, and adaptive behavior issues facing KS subjects and have identified several areas for further research. This includes characterization of mild maladaptive behaviors, as well as significant strengths in other areas. Further work is needed to determine how the social‐emotional and cognitive features of the disorder interact or change over the lifetime of subjects and how the learning disabilities respond to hormonal or cognitive‐based therapy.  相似文献   

NCME 2007 Presidential Address: The Concordance Table: An Invitation to Misuse Test Scores     

Daniel R. Eignor 《Educational Measurement》2008,27(4):30-33

This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often appear in the context of relating scores on computerized adaptive and paper‐and‐pencil versions of the same test. When such a table is presented in a complete point‐by‐point fashion, relating each reported score on the scale of the new version of the test to a reported score on the scale of the old version of the test, test score users will typically treat the table as if it represented an equating of scores between the two versions, and directly replace scores on the new version of the test by scores on the old version. This clearly represents a misuse of the test scores. Suggestions for avoiding this misuse of test scores from concordance tables are provided.  相似文献