Psychological Distress Among Nursing,Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study     

Per Nerdrum  Tone Rust⊘en  Michael Helge R⊘nnestad 《Scandinavian Journal of Educational Research》2013,57(4):363-378

In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12‐item version of the General Health Questionnaire. Nursing students became substantially more distressed during the three years of their programme compared to physiotherapy and occupational therapy students. Multivariate analyses showed that the students’ levels of psychological distress at the beginning of the study was the most important predictor of psychological distress at the end of the study. Other significant predictors were qualities of the individual student’s personal life, clarity in educational structure, subjective experience of study workload, and level of support in student milieu.  相似文献   

Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education     

Per Egil Mjaavatn  Per Frostad  Sip Jan Pijl 《欧洲特需教育杂志》2013,28(4):565-574

In recent decades, the basic principle in Norway’s education policy has been that all students should receive adapted education within the framework of the mainstream schools. This policy notwithstanding, the rate of students for whom special support was initiated, rose from 6.2% in 2006 to 8.0% in 2014. The study reported here developed measures for the possible causes for this unwelcome development. A questionnaire with 23 statements suggesting possible causes of the increase in the use of special support was presented to 136 teachers in primary and lower secondary school. A factor analysis revealed that 12 items formed three reliable scales for possible causes behind the high demand for special provisions: ‘Focus on students’ problems’, ‘External pressure on schools’ and ‘Early support’. The teachers stated that these causes had moderate impact. The study has resulted in three scales useful in measuring three causes.  相似文献   

Maximal oxygen uptake versus maximal power output in children     

Magnus Dencker  Ola Thorsson  Magnus K. Karlsson  Christian Lindén  Per Wollmer  L. B. Andersen 《Journal of sports sciences》2013,31(13):1397-1402

Abstract

Maximal oxygen uptake ([Vdot]O_2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O_2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O_2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min^?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O_2max (ml · min^?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O_2max per unit of body mass (ml · min^?1 · kg^?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O_2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min^?1 · kg^?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O_2max in population studies of children aged 8–11 years.  相似文献   

Acute and sub-acute effects of repetitive kicking on hip adduction torque in injury-free elite youth soccer players     

Jesper Jensen  Thomas Bandholm  Per Hölmich  Kristian Thorborg 《Journal of sports sciences》2013,31(14):1357-1364

Abstract

Hip adduction strength is important for kicking and acceleration in soccer players. Changes in hip adduction strength may therefore have an effect on soccer players’ athletic performance. The purpose of this study was to investigate the acute and sub-acute effects of a kicking drill session on hip strength, concerning isometric hip adduction, abduction and flexion torque of the kicking leg and the supporting leg. Ten injury-free male elite soccer players, mean ± s age of 15.8 ± 0.4 years participated. All players underwent a specific 20 min kicking drill session, comprising 45 kicks. The players were tested the day before, 15 min after and 24 h after the kicking drill session by a blinded tester using a reliable test procedure. The isometric hip-action and leg-order were randomized. For the kicking leg, hip adduction torque increased from 2.45 (2.19–2.65) Nm ? kg^?1, median (25th–75th percentiles), at pre-kicking to 2.65 (2.55–2.81) Nm ? kg^?1 (P = 0.024) 24 h post-kicking. This may have implications for the soccer player’s ability to maximally activate the hip adductors during kicking and acceleration, and thereby improve performance the day after a kicking drill session.  相似文献   

The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions     

Per Nilsson  Andreas Ryve 《Scandinavian Journal of Educational Research》2014,58(5):609-623

This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of focal projects and contextualization. The analysis investigates two students (12–13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.  相似文献   

Is Drop-out from University Dependent on National Culture and Policy? The Case of Denmark     

Rie Troelsen  Per F. Laursen 《European Journal of Education》2014,49(4):484-496

National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out.  相似文献   

The development of distance higher education in the Czech and Slovak Federative Republic,Hungary and Poland     

Per Eklund  Ger van Enckevort  Keith Harry  Greville Rumble 《Open Learning》2013,28(2):18-26

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Informing Institutional Management: institutional strategies and student retention     

Elisabeth Hovdhaugen  Nicoline Frølich  Per Olaf Aamodt 《European Journal of Education》2013,48(1):165-177

European universities are facing demands for better student retention, especially in countries where state funding is no longer based on the number of students, but on the number of graduates. An extensive literature on retention focuses on the characteristics of students who leave higher education without a degree. Much less is known about the measures taken by higher education institutions to encourage study progress. This article examines whether retention strategies are incorporated into the institutions’ overall strategies and the policies and activities developed by universities to foster study progress and enhance retention rates. The results suggest that the universities’ overall strategies and retention activities are loosely coupled and that the universities tend to use blanket measures addressing retention, regardless of why students are leaving.  相似文献   

Why forest gardening for children? Swedish forest garden educators' ideas,purposes, and experiences     

Ellen Almers  Per Askerlund  Sofia Kjellström 《The Journal of environmental education》2018,49(3):242-259

Utilizing forest gardens as urban settings for outdoor environmental education in Sweden is a new practice. These forest gardens combine qualities of a forest, e.g., multi-layered polyculture vegetation, with those of a school garden, such as accessibility and food production. The study explores both the perceived qualities of forest gardens in comparison to other outdoor settings and forest garden educators' ideas, purposes, and experiences of activities in a three-year forest gardening project with primary school children. The data were collected through interviews and observations and analyzed qualitatively. Four reported ideas were to give children opportunities to: feel a sense of belonging to a whole; experience self-regulation and systemic dependence; experience that they can co-create with non-human organisms; and imagine possible transformation of places. Four pedagogical forest garden features are discussed.  相似文献   

Developmental dynamics of early reading skill,literacy interest and readers’ self-concept within the first year of formal schooling     

Bente Rigmor Walgermo  Njål Foldnes  Per Henning Uppstad  Oddny Judith Solheim 《Reading and writing》2018,31(6):1379-1399

Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.  相似文献