Methodological issues associated with longitudinal research: findings from the Leuven Longitudinal Study on Lifestyle, Fitness and Health (1969 - 2004)     

Matton L  Beunen G  Duvigneaud N  Wijndaele K  Philippaerts R  Claessens A  Vanreusel B  Thomis M  Lefevre J 《Journal of sports sciences》2007,25(9):1011-1024

Longitudinal studies provide unique opportunities but are also faced with several limitations. The purpose of this study was to document three of these issues ("imperfect" design, evolution of data collection methods, representativeness) by means of the Leuven Longitudinal Study on Lifestyle, Fitness and Health (LLSLFH). The LLSLFH (1969 - 2004) comprises observations on males between 12 and 18 years and at 30, 35, 40, and 47 years, and on females at 16 and 40 years. In the most recent phase of the study, spouses and offspring were also included. The different phases and evolving research questions throughout the LLSLFH required an appropriate adaptation of the research design. The associated evolution of data collection methods largely reflects the changing ideas about physical fitness, body composition, and physical activity, the continuing search for new and better measurement techniques, and the need for adaptations with age. Ongoing study participants are representative in terms of body composition and, except for adolescence in males, also physical activity. No straightforward answer can be given concerning physical fitness. In both sexes, socio-economic status is above average. When informed about the possible "pitfalls" of longitudinal research in advance, several measures could be taken to prevent or limit them as much as possible.  相似文献   

Reliability and validity of the Flemish Physical Activity Computerized Questionnaire in adults   总被引：1，自引：0，他引：1  

Matton L  Wijndaele K  Duvigneaud N  Duquet W  Philippaerts R  Thomis M  Lefevre J 《Research quarterly for exercise and sport》2007,78(4):293-306

The purpose of this study was to investigate the test-retest reliability and concurrent validity of the Flemish Physical Activity Computerized Questionnaire (FPACQ) in employed/unemployed and retired people. The FPACQ was developed to assess detailed information on several dimensions of physical activity and sedentary behavior over a usual week. A triaxial accelerometer, the RT3 Triaxial Research Tracker (RT3), in combination with a written 7-day activity record, was used as the objective criterion measure. In employed/unemployed people, 2-week test-retest reliability for several activity variables calculated from the FPACQ was good to excellent with intraclass correlations (ICCs) ranging from .67 to .99. In retired people ICCs were lower but, except for time spent eating, still fair to excellent, ranging from .57 to .96. Except for time spent in leisure time activities for men and the average energy expenditure related to sports participation in women, correlations between the RT3 and the FPACQ generally supported the relative validity of the FPACQ for employed/unemployed people (r ranging from .37 to .88). Values for retired people were somewhat lower (r ranging from .15 to .85), but most variables still reached at least moderate correlations. Concerning absolute validity, the FPACQ generally overestimated physical activity and underestimated sedentary behavior compared to the RT3. From this study, it can be concluded that the FPACQ is a reliable and reasonably valid questionnaire for assessing different dimensions of physical activity and sedentary behavior.  相似文献   

Prediction of adult height in girls: the Beunen-Malina-Freitas method     

Beunen GP  Malina RM  Freitas DL  Thomis MA  Maia JA  Claessens AL  Gouveia ER  Maes HH  Lefevre J 《Journal of sports sciences》2011,29(15):1683-1691

The purpose of this study was to validate and cross-validate the Beunen-Malina-Freitas method for non-invasive prediction of adult height in girls. A sample of 420 girls aged 10-15 years from the Madeira Growth Study were measured at yearly intervals and then 8 years later. Anthropometric dimensions (lengths, breadths, circumferences, and skinfolds) were measured; skeletal age was assessed using the Tanner-Whitehouse 3 method and menarcheal status (present or absent) was recorded. Adult height was measured and predicted using stepwise, forward, and maximum R (2) regression techniques. Multiple correlations, mean differences, standard errors of prediction, and error boundaries were calculated. A sample of the Leuven Longitudinal Twin Study was used to cross-validate the regressions. Age-specific coefficients of determination (R (2)) between predicted and measured adult height varied between 0.57 and 0.96, while standard errors of prediction varied between 1.1 and 3.9 cm. The cross-validation confirmed the validity of the Beunen-Malina-Freitas method in girls aged 12-15 years, but at lower ages the cross-validation was less consistent. We conclude that the Beunen-Malina-Freitas method is valid for the prediction of adult height in girls aged 12-15 years. It is applicable to European populations or populations of European ancestry.  相似文献   

‘People at the heart of our processes’, a case study of how a nursery school and children's centre promotes community cohesion     

Martine Duggan Bio 《Education 3-13》2017,45(2):135-150

This article reports on a doctoral case study of how an English integrated nursery school and children's centre fulfils its legal duty to promote community cohesion. The provocation for the enquiry derives from the author's growing unease over the perceived limitations of a target-driven culture currently pervading English schools. A case is made for the importance of schools’ community cohesion work; presented here as a potential vehicle with which to broaden and extend the school experience beyond the narrow individualistic confines imposed by current accountability frameworks.  相似文献   

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes     

Martine Robinson Beachboard  John C. Beachboard  Wenling Li  Stephen R. Adkison 《Research in higher education》2011,52(8):853-874

This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci’s Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness.  相似文献   

Effects of self-assessment feedback on self-assessment and task-selection accuracy     

Raaijmakers  Steven F.  Baars  Martine  Paas  Fred  van Merriënboer  Jeroen J. G.  van Gog  Tamara 《Metacognition and Learning》2019,14(1):21-42

Metacognition and Learning - Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of...  相似文献   

Ethnotheories of development and education: A view from different cultures     

Blandine Bril  Martine Zack  Estelle Nkounkou-Hombessa 《European Journal of Psychology of Education - EJPE》1989,4(2):307-318

Cultures differ according to the type of competences adults encourage in infants, the age at which these competences should be acquired and the level of expertise that should be reached (Hess & al., 1980). Consequently, three main criteria are involved in the shaping of the infant’s environment: the age at which some particular behavior are expected, the presume most appropriate time to initiate various activities with the infant, and the beliefs in the possibility of influencing some aspects of development. To discuss this problem we worked on naive conception of development assessed through semi-structured interviews and focussed questionnaires. Data were collected in 3 cultures: French, Bambara (Mali) and Bakongo (Kongo-Brazzaville). The results show that Bambara and Bakongo mothers have clear cut idea of development and relevant educational practices that rely upon traditional and empirical knowledge about the infant. French mothers are greatly influenced by medical and psychological modern knowledge.  相似文献   

Changes in sensed dis/continuity in the development of student teachers throughout teacher education     

Martine M. van Rijswijk  Larike H. Bronkhorst  Sanne F. Akkerman  Jan van Tartwijk 《欧洲师范教育杂志》2018,41(3):282-300

Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers’ development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development during the programme. The design of the study included 25 authentic supervision dialogues/conversations, enabling the analysis of development within and across six student teachers’ developmental trajectories. Findings showed that student teachers’ initial sense of dis/continuity is not necessarily predictive of progress and (un)successful completion of teacher education. Furthermore, sensed dis/continuity varies differently over time in student teachers, both in terms of when it changes as well as in terms of with what types of past perceptions and future expectations these changes occur.  相似文献   

Cultural Constructions of Childhood and Early Literacy     

Tricia David  Kathy Goouch  Martine Jago 《Literacy》2001,35(2):47-53

This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected.  相似文献   

Prevention of fatherhood disorders — Accompanying early father-child interaction in day-care centers     

Martine Lamour  Paulette Letronnier 《European Journal of Psychology of Education - EJPE》2003,18(2):191-210

Over the last fifteen years, increasing numbers of fathers have been attending medical or day-care centers for young children, traditionally “reserved” for mothers and babies. Thus the professionals who work there are able to take an active part in the “co-construction of the fathers” by accompanying their emerging fatherhood. The Research-Action-Training approach used in partnership with the public health service (“Mother and Child Protection” in Paris) has proven to be a particularly interesting tool for modifying the routine found in day-care centers. Through the transfer of knowledge on fatherhood processes and new triadic models, it has led to improvements in the manner fathers are welcome but also babies and the whole family.  相似文献