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51.
Tânia Brusque Crocetta Regiani Guarnieri Thaís Massetti Talita Dias da Silva Renata Thaís de Almeida Barbosa Jennifer Yohanna Ferreira de Lima Antão 《Measurement in physical education and exercise science》2019,23(2):169-185
The coincidence-anticipation timing (CAT) task assesses one facet of cognitive and motor performance and is used to understand the human visuo-motor system involved in intercepting the moving object. To assess the test–retest reliability and the concurrent validity in the Bridge Games package (Bridge) developed to assess the CAT task, the scores of 224 healthy subjects (M = 52.2, SD = 19.5 years old) were measured using the Bridge and the ‘gold standard’ Bassin Anticipation Timer (Bassin). A mean block of absolute, constant, and variable errors was calculated. Reliability and validity were expressed using intraclass correlation coefficients (ICC2,k), standard error of measurement, minimal detectable change, and Pearson’s correlation. Reliability was good to excellent for all blocks (.73 ≤ ICC ≤ .88), and the validity was good to excellent when compared using Pearson’s correlation coefficient, suggesting that the two tests may have similar properties. Bridge is an alternative to existing clinical tests for the CAT task. 相似文献
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Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure 总被引：2，自引：0，他引：2
Francisco Peixoto Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2010,25(2):157-175
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic
self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study,
we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants
were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these
students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using
both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained
through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences.
They also show that younger students are less likely to maintain self-esteem by devaluing the school experience. 相似文献
54.
Ricardo Primi Maria Eugénia Ferrão Leandro S. Almeida 《Learning and individual differences》2010,20(5):446-451
The association between fluid intelligence and inter-individual differences was investigated using multilevel growth curve modeling applied to data measuring intra-individual improvement on math achievement tests. A sample of 166 students (88 boys and 78 girls), ranging in age from 11 to 14 (M = 12.3, SD = 0.64), was tested. These individuals took four math achievement tests, which were vertically equated via Item Response Theory, at the beginning and end of the seventh and eighth grade. The cognitive abilities studied were Numerical Reasoning, Abstract Reasoning, Verbal Reasoning, and Spatial Reasoning (as measured by the Differential Reasoning Test). The general cognitive factor was significantly associated with the parameters of initial level (intercept) and rate of change (slope). A high level of intelligence was associated with higher initial scores, as well as a steeper rise in math scores across the two years. 相似文献
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This study based on a theoretical framework of three main environmental perspectives in the human-nature relationship (anthropocentrism, biocentrism and ecocentrism), aimed to identify their incidence in teachers involved with environmental projects when confronted with diverse environmental issues. 60 teachers drawn from four school cycles in Portugal (crèche; 1st cycle, 6–9 years old; 2nd cycle, 10–11 years old; 3rd cycle and Secondary school, 12–17 years old) were interviewed and divided into two groups: generalist teachers (crèche and 1st cycle) and specialists in different subjects (2nd and 3rd cycles and secondary). The results showed a higher occurrence of biocentric perceptions in all teachers (more significantly in those from the 1st group). Comparatively, the teachers from the 2nd group showed more ecocentric perceptions. These differences can be explained by the models of teacher education (initial and inservice) and by the influence of the specific characteristics of the cycles in question. In contrast, the teachers' environmental projects were mostly centred on sustainable use of resources, which inevitably favours anthropocentric arguments. The results allow us to conclude that different environmental approaches are possible, especially if teachers are aware of the importance of dealing with more controversial environmental issues. 相似文献
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Brown WH Pfeiffer KA Mclver KL Dowda M Almeida MJ Pate RR 《Research quarterly for exercise and sport》2006,77(2):167-176
In this paper we present initial information concerning a new direct observation system-the Observational System for Recording Physical Activity in Children-Preschool Version. The system will allow researchers to record young children's physical activity levels while also coding the topography of their physical activity, as well as detailed indoor and outdoor social and nonsocial contextual information. With respect to interobserver agreement (IOA), the kappa and category-by-category agreement mean of those obtained for the three illustrative preschools were generally above .80. Hence, our IOA data indicated that trained observers in the three preschools frequently agreed on the eight observational categories and accompanying codes. The results for preschoolers' level of physical activity indicated they spent the majority of observational intervals in sedentary activity (i.e., more than 80% intervals) and were observed in moderate to vigorous physical activity much less frequently (i.e., 5% or fewer intervals). For the 15 indoor and 12 outdoor activity contexts, variability across both the activity contexts and the three preschools were evident. Nevertheless, three classroom contexts-transition, snacks, and naptime--accounted for the greatest porportion of coded activity contexts for the children. In the three preschools, 4 of 17 physical activity types--sit and squat, lie down, stand, and walk--accounted for the topography of much of children's physical activity behavior Systematic observation of more representative preschool samples might better inform our present understanding of young children's physical activity in community preschool programs. 相似文献
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Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
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Startup size and the mechanisms of external learning: increasing opportunity and decreasing ability?
An important area of investigation in the field of entrepreneurship examines how people and organizations exploit technological opportunities. Prior research suggests that alliances, the mobility of experts, and the informal mechanisms associated with geographic co-location can present firms with useful opportunities to source technological knowledge. This paper uses insights from strategic management and organizational theory to suggest that organizational size may have an important impact on the extent of external learning, since it differentially affects the likelihood of learning via formal and informal mechanisms.Examining a cross-section of semiconductor startups, we find that external learning increases with startup size. With regard to the specific mechanisms of learning, we find that firms learn from alliances regardless of their size. For the informal mechanisms of mobility and geographic co-location, however, learning decreases with firm size. These results suggest that as startups grow, they may have increasing opportunities to access and exploit external knowledge, but their motivation (and hence ability) to learn from more informal sources may decrease. 相似文献
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Science learning in virtual environments: a descriptive study 总被引：3，自引：0，他引：3
Jorge Trindade Carlos Fiolhais & Leandro Almeida 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):471-488
Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three–dimensional (3–D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer–based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3–D virtual environments need to be explored and evaluated in science education, we have created a virtual environment ( Virtual Water ) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3–D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3–D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures. 相似文献