The I.G.E. Experience     

Ms. Bonnie Joan Mercer 《Clearing house (Menasha, Wis.)》2013,86(4):156-159

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An Examination of Psychosocial Correlates of Eating Disorders Among Female Collegiate Athletes     

Trent A. Petrie  Christy Greenleaf  Justine J. Reel  Jennifer E. Carter 《Research quarterly for exercise and sport》2013,84(3):621-632

With female collegiate athletes, we examined the relationship of eating pathology to body image concerns, weight pressures, sociocultural internalization, and mood state. Multivariate analyses revealed that the symptomatic and eating disorder groups were similar on seven of eight weight pressures, three of four mood states, on internalization, and on five of six body image measures; in all instances, these two groups reported more pathological scores than the asymptomatic athletes. Except for pressures from coaches, the psychosocial variables differentiated the groups, correctly classifying 79% of the cases. These findings suggest that athletes symptomatic of eating disorders report similarly high levels of disturbance across a wide range of psychosocial risk factors, and both groups warrant prevention and treatment efforts.  相似文献   

Students’ motivation and engagement in higher education: the importance of attitude to online learning     

Ferrer  Justine  Ringer  Allison  Saville  Kerrie  A Parris  Melissa  Kashi  Kia 《Higher Education》2022,83(2):317-338

Higher Education - The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and...  相似文献   

CONSISTENCY AND MAGNITUDE OF DIFFERENCES IN READING CURRICULUM‐BASED MEASUREMENT SLOPES IN BENCHMARK VERSUS STRATEGIC MONITORING     

Sterett H. Mercer  Milena A. Keller‐Margulis 《Psychology in the schools》2015,52(3):316-324

Differences in oral reading curriculum‐based measurement (R‐CBM) slopes based on two commonly used progress monitoring practices in field‐based data were compared in this study. Semester‐specific R‐CBM slopes were calculated for 150 Grade 1 and 2 students who completed benchmark (i.e., 3 R‐CBM probes collected 3 times per year) and strategic (i.e., one R‐CBM probe collected monthly) assessments. Slopes based on two adjacent benchmark assessments were positively correlated with slopes based on three monthly strategic assessments in the spring semester of Grade 1 but not in either Grade 2 semester, and significant differences were found between the slopes in all semesters. Consistent with another study showing that slopes are overestimated when single probes are administered per occasion, slopes were larger when based on strategic versus benchmark data in the current study, and the average discrepancies between slopes were greater‐than‐expected growth rates in all semesters. The current findings, based on field‐based data, illustrate the impact of variations in commonly used progress monitoring procedures on the precision of calculated slope estimates.  相似文献   

Religious Climate     

William Irwin  Read Mercer Schuchardt 《Academic Questions》2017,30(1):83-83

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Editorial: Learning in Encounter—Preparing for the 2017 REA Conference     

Joyce Ann Mercer 《Religious education (Chicago, Ill.)》2017,112(4):309-310

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Understanding,manipulating and owning life     

Mercer  David 《Metascience》2022,31(2):263-267

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Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’     

Ruth Kershner  Paul Warwick  Neil Mercer  Judith Kleine Staarman 《Education 3-13》2013,41(2):201-216

We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8–10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to ‘be patient’ and ‘wait’, for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning.  相似文献   

The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas     

Justine Mercer 《牛津教育评论》2013,39(1):1-17

This paper explores the challenges faced by educational researchers investigating the places where they work. It reviews the literature on insider research and draws upon the author’s own experience of researching faculty appraisal at two Higher Education institutions where she taught. It argues that the insider/outsider dichotomy is actually a continuum with multiple dimensions, and that all researchers constantly move back and forth along a number of axes, depending upon time, location, participants and topic. The assumption that one kind of research is better than the other is challenged, and the advantages and disadvantages of insider research are discussed in terms of access, intrusiveness, familiarity and rapport. Finally, three dilemmas relating to informant bias, reciprocity in interviews, and research ethics are examined from an insider researcher’s perspective, and the ways in which the author responded to these dilemmas at different points in her own four‐year two‐site study are critiqued.  相似文献   

The Social Brain,Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think,Teach, and Learn     

Neil Mercer 《教育心理学家》2013,48(3):148-168

In recent years, researchers in evolutionary psychology and anthropology have proposed that the distinctive nature of human cognition is the product of our evolution as social beings; we are born with “social brains” that enable us to manage complex social relationships in ways other animals cannot. I suggest that the concept of the social brain is potentially useful for understanding the dynamic, iterative relationship between individual and collective thinking, and the role of language in mediating that relationship. However, I argue that its current conceptualization is too narrow and individualistic; the concept should be redefined to take account of the distinctive human capacity for thinking collectively. I suggest that Vygotskian sociocultural theory offers a framework for this reconceptualization, which would then enable us to achieve a better understanding of the relationship between “intermental” (collective) activity and “intramental” (individual) intellectual activity and development. I use this theoretical base to propose three explanations for the observed effects of collaborative learning on individual learning and development.  相似文献