Task switching in overweight children: effects of acute exercise and age     

Tomporowski PD  Davis CL  Lambourne K  Gregoski M  Tkacz J 《运动与训练心理学杂志》2008,30(5):497-511

The short-term after effects of a bout of moderate aerobic exercise were hypothesized to facilitate children's executive functioning as measured by a visual task-switching test. Sixty-nine children (mean age=9.2 years) who were overweight and inactive performed a category-decision task before and immediately following a 23-min bout of treadmill walking and, on another session, before and following a nonexercise period. The acute bout of physical activity did not influence the children's global switch cost scores or error rates. Age-related differences in global switch cost scores, but not error scores, were obtained. These results, in concert with several studies conducted with adults, fail to confirm that single bouts of moderately intense physical activity influence mental processes involved in task switching.  相似文献   

Coping strategies and the influence of perceived parental support in junior national age swimmers     

Lafferty ME  Dorrell K 《Journal of sports sciences》2006,24(3):253-259

This study examines how national junior age group swimmers cope with poor performance and explores whether coping strategy use changes with perceptions of parental support. One hundred and four junior age group swimmers (mean age 14.2 years) completed a modified version of the COPE scale (Crocker & Issack, 1997) and the perceptions of Perceived Parental Support Scale (Van Yperen, 1995). Results showed that the swimmers in this sample used a mixture of behavioural and cognitive strategies with an emphasis upon individual or internally focused approaches. When analysing coping strategies and perceptions of parental support (high, medium and low), significant differences were found in the use of behavioural and cognitively orientated approaches. When perception of parental support was low, swimmers reported using less active and training-orientated mechanisms and a tendency to use strategies such as self-blame and venting of emotion. These findings suggest that the effectiveness and ability of coping strategies to adapt to differing situations may be contingent upon perceptions of perceived support for junior swimmers. This highlights an area for future research.  相似文献   

Activity-related typologies and longitudinal change in physical activity and sedentary time in children and adolescents: The UP&DOWN Study     

Kate Parker  Anna Timperio  Jo Salmon  Karen Villanueva  Helen Brown  Irene Esteban-Cornejo  Veronica Cabanas-Sánchez  José Castro-Pi?ero  David Sánchez-Oliva  Oscar L. Veiga 《运动与健康科学(英文)》2021,(4):447-453

Background: Children and adolescents can be distinguished by different typologies (clusters) of physical activity and sedentary behavior. How physical activity ...  相似文献   

Applying purpose-based needs assessment to the employee selection process     

Kate Slade Murty 《Performance Improvement》1988,27(4):32-34

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Making the Case for Assignment Design 2.0: Designing Classroom Assignments That Can Also Be Available for Institutional Assessment     

Mark C. Nicholas  Kate Drezek McConnell 《Assessment Update》2023,35(2):1-15

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Self-regulatory and demographic predictors of grades in online and face-to-face university cohorts: A multi-group path analysis     

Kate Talsma  Andrew Chapman  Allison Matthews 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1917-1938

Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.

Practitioner Notes

What is already known about this topic

• Self-regulatory and demographic variables are important predictors of university outcomes like grades.
• It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.

What this paper adds

• Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
• Performance self-efficacy significantly predicted grades for online students.
• No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
• Overall, traditional predictors of grades showed no/small unique effects in both cohorts.

Implications for practice and/or policy

• The learner characteristics that predict success may not be the same across learning modalities.
• Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
• Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.

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‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England     

Kate Greer  Heather King  Melissa Glackin 《British Educational Research Journal》2023,49(5):1088-1107

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.  相似文献