Self-compassion: a potential resource for young women athletes   总被引：1，自引：0，他引：1  

Mosewich AD  Kowalski KC  Sabiston CM  Sedgwick WA  Tracy JL 《运动与训练心理学杂志》2011,33(1):103-123

Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; Mage = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.  相似文献   

General Media     

Charles R. Wright  Frederick C. Whitney  Francis Voelker  Ludmila Voelker 《Communication Booknotes Quarterly》2013,44(8):90-92

Charles R. Wright's Mass Communication: A Sociological Perspective (New York: Random House, 1975—$3.50, paper)

Frederick C. Whitney's Mass Media and Mass Communications in Society (Dubuque, Iowa: Wm. C. Brown, 1975— approx $9.95, paper)

Francis and Ludmila Voelker's Mass Media: Forces in Our Society (New York: Harcourt Brace Javanovich, 1975—price not given, paper).  相似文献   

Private room as a test accommodation     

Lawrence Lewandowski  Whitney Wood  Tonya Lambert 《Assessment & Evaluation in Higher Education》2015,40(2):279-285

The effects of a private vs. group test setting were examined on a reading comprehension test for a sample of typical college students. Participants took Forms G and H of the Nelson Denny Reading Comprehension Test in both private and group (classroom) settings. Contrary to expectations, performance was slightly better in the group setting. Performance was also better during the second session, regardless of setting. There was no setting by session interaction. The correlation between scores in the two settings was quite high, indicating that both settings produced similar results. The findings suggest that a private room does not produce a performance advantage for typical students, thus meeting one of the criteria of a valid test accommodation.  相似文献   

Sketches of Medical Libraries: V. The Treadwell Library of the Massachusetts General Hospital     

Grace Whitney Myers 《Journal of the Medical Library Association》1899,2(2):77-88

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Incorporating a new bioinformatics component into genetics at a historically black college: outcomes and lessons     

Holtzclaw JD  Eisen A  Whitney EM  Penumetcha M  Hoey JJ  Kimbro KS 《CBE life sciences education》2006,5(1):52-64

Many students at minority-serving institutions are underexposed to Internet resources such as the human genome project, PubMed, NCBI databases, and other Web-based technologies because of a lack of financial resources. To change this, we designed and implemented a new bioinformatics component to supplement the undergraduate Genetics course at Clark Atlanta University. The outcomes of the Bioinformatics course were assessed. During the first week of the semester, students were assigned the Felder-Soloman's Index of Learning Styles Inventory. The overwhelming majority of students were visual (82.1%) and sequential (75.0%) learners. Furthermore, pre- and postcourse surveys were administered during the first and the last week of the course to assess learning, confidence level, and mental activity. These indicated students increased the number of hours spent using computers and doing homework. Students reported confidence in using computers to study genetics increased, enabling them to better visualize and understand genetics. Furthermore, students were more mentally engaged in a more social learning environment. Although the students appreciated the value of the bioinformatics component, they reported the additional work load was substantial enough to receive additional course credit.  相似文献   

Self-concept and ego development in deaf adolescents: a comparative study     

van Gent T  Goedhart AW  Knoors HE  Westenberg PM  Treffers PD 《Journal of deaf studies and deaf education》2012,17(3):333-351

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.  相似文献   

Effect of professional development on teaching behaviors and efficacy in Qatari educational reforms     

Whitney Alicia Zimmerman  Stephanie L. Knight  David E. Favre  Atman Ikhlef 《Teacher Development》2017,21(2):324-345

Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed.  相似文献   

The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs     

Christine R. Lotter  Stephen Thompson  Tammiee S. Dickenson  Whitney F. Smiley  Genine Blue  Mary Rea 《International Journal of Science and Mathematics Education》2018,16(2):255-273

This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies.  相似文献   

Speaking up for vocabulary: reading skill differences in young adults   总被引：4，自引：0，他引：4  

Braze D  Tabor W  Shankweiler DP  Mencl WE 《Journal of learning disabilities》2007,40(3):226-243

This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, and experience with print. In this heterogeneous sample, decoding ability clearly played an important role in reading comprehension. The simple view of reading gave a reasonable fit to the data, although it did not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captured unique variance in reading comprehension even after listening comprehension and decoding skill were accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings.  相似文献   

Evaluation of wrist and hip sedentary behaviour and moderate-to-vigorous physical activity raw acceleration cutpoints in older adults     

George J. Sanders  Lynne M. Boddy  S. Andy Sparks  Whitney B. Curry  Brenda Roe  Axel Kaehne 《Journal of sports sciences》2019,37(11):1270-1279

Wrist-based accelerometers are now common in assessing physical activity (PA) and sedentary behaviour (SB) in population-based studies, but there is a scarcity of raw acceleration cutpoints in older adults. The study aimed to determine and evaluate wrist-based GENEActiv (GA) and hip-based ActiGraph GT3X+ (AG) raw acceleration cutpoints for SB and moderate-to-vigorous PA (MVPA) in older adults ≥60 years of age. A laboratory-based calibration analyses of 34 healthy older adults involved receiver operator characteristic (ROC) curves to determine raw acceleration cutpoints for SB and MVPA. ROC analysis revealed an area under the curve (AUC) of 0.88 for GA SB and MVPA, and 0.90 for AG SB and 0.94 for AG MVPA. Sensitivity optimised SB and specificity optimised MVPA GA cutpoints of 57 mg and 104 mg, and AG cutpoints of 15 mg and 69 mg were also generated, respectively. Cross-validation analysis revealed moderate agreement for GA and AG SB cutpoints, and fair to substantial agreement for GA and AG MVPA cutpoints, respectively. The resultant cutpoints can classify older adults as engaging in SB or not engaging in MVPA but the sensitivity optimised SB cutpoints should be interpreted with a degree of caution due to their modest cross-validation results.  相似文献