排序方式： 共有29条查询结果，搜索用时 15 毫秒
21.
Sandra Weintraub Patricia J. Bauer Philip David Zelazo Kathleen Wallner‐Allen Sureyya S. Dikmen Robert K. Heaton David S. Tulsky Jerry Slotkin David L. Blitz Noelle E. Carlozzi Richard J. Havlik Jennifer L. Beaumont Dan Mungas Jennifer J. Manly Beth G. Borosh Cindy J. Nowinski Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):1-15
22.
Jason Ritchie Itay Basevitch Ryan Rodenberg Gershon Tenenbaum 《Journal of sports sciences》2017,35(21):2080-2087
Officials are expected to perform impeccably despite the wide range of stressors they experience. A stressor that officials frequently report is situation criticality. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires), which affects athletes’ stress levels. The present study explored the effect of situation criticality on officials’ stress levels. High school basketball officials (n = 108) with an average of 18.1 (SD = 11.2) years of officiating experience were given a survey packet containing game situations that varied in criticality. For each game situation (n = 9) officials completed the overall stress and appraisal portions of the Stress Appraisal Measure (SAM). Results revealed that situation criticality has an effect on officials’ perceived stress levels. Both threat and challenge appraisals were positively correlated with perceived stress. Overall, these findings indicate that officials’ stress levels fluctuate within games depending on score differential and time of game. The findings encourage officials to recognise and manage their stress, possibly through their appraisals. Additionally, the findings can affect the training of officials in the management of stress, as well as prompt the consideration of potential rule changes that reflect the increased situational demands on officials in critical situations (e.g., expanded instant replay). 相似文献
23.
This study documents the effect of players' dismissals on team performance in professional soccer. Our aim was to determine whether the punishment meted out for unacceptable player behaviour results in reduced team performance. The official web site of the German Soccer Association was used for coding data from games played in the first Bundesliga between the 1963 - 64 and 2003 - 04 (n = 41) seasons. A sample of 743 games where at least one red card was issued was used to test hypotheses derived from crisis theory (Bar-Eli & Tenenbaum, 1989a). Players' dismissals weaken a sanctioned team in terms of the goals and final score following the punishment. The chances of a sanctioned team scoring or winning were substantially reduced following the sanction. Most cards were issued in the later stages of matches. The statistics pertaining to outcome results as a function of game standing, game location, and time phases - all strongly support the view that teams can be considered conceptually similar to individuals regarding the link between stress and performance. To further develop the concept of team and individual psychological performance crisis in competition, it is recommended that reversal theory (Apter, 1982) and self-monitoring and distraction theories (Baumeister, 1984) be included in the design of future investigations pertaining to choking under pressure. 相似文献
24.
The foundation of this study was based on an idiosyncratic concept, which uses probabilistic determinations (Kamata, Tenenbaum, & Hanin, 2002) to verify the utility and effectiveness of a biofeedback intervention by manipulating affective performance states in a race-car simulator. Nine males completed five separate time-trials of a simulated racing task and were then randomly assigned to one of three arousal regulation treatment conditions: (1) optimal, (2) poor, and (3) attention control. Following the biofeedback intervention, participants underwent another series of race trials to determine the effectiveness of the arousal regulation intervention. The results indicated that there were relative similarities in the strength and direction of the perceived and physiological states between the participants; however, the subtle details of the participants' unique performance zones and the probability of achieving each zone were revealed to be unique among the participants. The results also indicated that: (a) the biofeedback manipulation resulted in the expected changes for each participant, and (b) there were some large individual differences among the participants, necessitating the idiosyncratic approach. Limitations and future directions are also addressed. 相似文献
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26.
Gender Differences in Multiple-Choice Tests: The Role of Differential Guessing Tendencies 总被引：2，自引：0，他引：2
The present study focused on gender differences in the tendency to omit items and to guess in multiple-choice tests. It was hypothesized that males would show greater guessing tendencies than females and that the use of formula scoring rather than the use of number of correct answers would result in a relative advantage for females. Two samples were examined: ninth graders and applicants to Israeli universities. The teenagers took a battery of five or six aptitude tests used to place them in various high schools, and the adults took a battery of five tests designed to select candidates to the various faculties of the Israeli universities. The results revealed a clear male advantage in most subtests of both batteries. Four measures of item-omission tendencies were computed for each subtest, and a consistent pattern of greater omission rates among females was revealed by all measures in most subtests of the two batteries. This pattern was observed even in the few subtests that did not show male superiority and even when permissive instructions were used. Correcting the raw scores for guessing reduced the male advantage in all cases (and in the few subtests that showed female advantage the difference increased as a result of this correction), but this effect was small. It was concluded that although gender differences in guessing tendencies are robust they account for only a small fraction of the observed gender differences in multiple-choice tests. The results were discussed, focusing on practical implications. 相似文献
27.
Elena Novak Tristan E. Johnson Gershon Tenenbaum Valerie J. Shute 《Interactive Learning Environments》2016,24(3):523-538
The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to examine the interactions between the storyline GC and human performance, a storyline was embedded in a simulation. The goal of the simulation was to engage students in problem-solving and data analysis in the context of basic statistics by using real-world examples. The authors developed two different versions of the simulation: (1) Simulation+No GC, and (2) Simulation+Storyline GC. Both versions shared the same instructional content but differed in the presence or absence of a storyline GC. The results indicated that adding a storyline to a simulation did not result in significant improvements in learning effectiveness, efficiency, or engagement. However, both instructional methods (simulation and simulation with a storyline) showed significant learning gains from pre- to post-test. The findings of this study offer future directions for embedding a storyline GC into learning content. 相似文献
28.
William Peter Robinson Gershon Breslav 《European Journal of Psychology of Education - EJPE》1996,11(4):399-410
Three questions were posed. Would low achieving 13 to 14 year olds in Latvia have followed the predictions derivable from Social Identity Theory and formed a counter-culture or would they display depressed scores on measures of self-evaluation and other aspects of self-concept? With ethnic Russians having been “relatively deprived” vis-a-vis ethnic Latvians since 1989, would these effects be particularly evident in their experience and behaviour? Given that both groups are materially impoverished in comparison with their English peers would this be reflected in their self perceptions and evaluations? While differences associated with differential achievement were found across a wide range of perceptual, evaluative, attitudinal and reported behavioural measures in line with the hypothesis that low achievement is associated with depressed school-valued dispositions and behaviour, neither the relative deprivation of ethnic Russians, nor the lower material resources of both groups showed effects. Suggestions are offered as to the consequences of these results for policy makers and the challenges they present to social psychologists in education. 相似文献
29.
Violeta Beniscelli Gershon Tenenbaum Robert Joel Schinke Miquel Torregrosa 《Journal of sports sciences》2013,31(8):710-721
AbstractIn this study, we explored the multifaceted concept of perceived mental and physical effort in team sport contexts where athletes must invest individual and shared efforts to reach a common goal. Semi-structured interviews were conducted with a convenience sample of 15 Catalan professional coaches (3 women and 12 men, 3 each from the following sports: volleyball, basketball, handball, soccer, and water polo) to gain their views of three perceived effort-related dimensions: physical, psychological, and tactical. From a theoretical thematic analysis, it was found that the perception of effort is closely related to how effort is distributed within the team. Moreover, coaches viewed physical effort in relation to the frequency and intensity of the players’ involvement in the game. They identified psychological effort in situations where players pay attention to proper cues, and manage emotions under difficult circumstances. Tactical effort addressed the decision-making process of players and how they fulfilled their roles while taking into account the actions of their teammates and opponents. Based on these findings, a model of perceived distributed effort was developed, which delineates the elements that compose each of the aforementioned dimensions. Implications of perceived distributed effort in team coordination and shared mental models are discussed. 相似文献