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The aim of this study was to examine whether self-confidence mediated the relationship between competitive anxiety intensity and direction. Elite (n = 102) and nonelite (n = 144) participants completed the self-confidence subscale of the Competitive Trait Anxiety Inventory-2 and the worry and somatic subscales from the Sport Anxiety Scale. Consistent with procedures recommended by Baron and Kenny (1986), linear regression analyses were used. The findings for elite athletes revealed worry intensity to significantly predict self-confidence and worry direction. However, when self-confidence was controlled, worry intensity did not predict worry direction over that which was significantly predicted by self-confidence. Within the analysis for somatic symptoms, only self-confidence was found to predict somatic symptom direction. For the nonelite athletes, worry and somatic symptom intensity predicted both self-confidence and direction, and direction when self-confidence was controlled. The findings for the elite athletes suggest self-confidence mediates the relationship between performers' worry symptoms and subsequent directional interpretations. However, the findings suggest that high levels of self-confidence and low symptom intensity are needed for nonelite athletes to demonstrate a less debilitative interpretation. 相似文献
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Science & Education - 相似文献
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Executive functioning predicts academic achievement in middle school: A four-year longitudinal study
William Ellery Samuels Nelly Tournaki Sheldon Blackman Christopher Zilinski 《The Journal of educational research》2016,109(5):478-490
Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6–9 through 21 teachers' and 22 teacher assistants' assessments of 322 adolescents from disadvantaged backgrounds who attended an urban, chartered middle/high school. Assessment of EF was done through the completion of the Behavior Rating Inventory of Executive Function (BRIEF). BRIEF global executive composite scores (GEC) predicted both current and future English/language arts, mathematics, science, social studies, and Spanish annual grade point averages (GPAs). The effect of BRIEF GEC scores often overshadowed the effects of gender, poverty, and having an individual education plan; the other, non–BRIEF-related effects retained slightly more impact among teacher assistant–derived data than teacher-derived data. The strong relationships between BRIEF GEC scores and these GPAs also remained constant over these 4 years: There was little evidence that EF changed over the measured grades or that the relationship between EF and grades itself regularly changed. The findings indicate that EF scores during early middle grades can well predict academic performance in subsequent secondary-school grades. Although methodological constraints may have impeded the abilities of other factors (i.e., poverty) to be significantly related to GPAs, the effects of EF were strong and robust enough to prompt us to recommend its use to guide long-term, academic interventions. 相似文献
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Susan A. Yoon Emma Anderson Jessica Koehler-Yom Chad Evans Miyoung Park Josh Sheldon Ilana Schoenfeld Daniel Wendel Hal Scheintaub Eric Klopfer 《Instructional Science》2017,45(1):99-121
The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports. 相似文献
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