Selection on the Road to a Career: Evidence of Personality Sorting in Educational Choice     

Christophe Boone  Woody van Olffen  Nadine Roijakkers 《Journal of Career Development》2004,31(1):61-78

In this study we investigate whether the process of Attraction, Selection and Attrition as described by Schneider (1987) is already operative prior to labor market entry, i.e., in the educational phase of careers. We focused on selection with regard to the locus of control personality trait because of its firm conceptual and empirical relevance in both content and process of choice. Specific hypotheses were proposed as to the sorting of different personality types in study programs leading to different prospective professional careers. The study was carried out in a sample of 158 Austrian students. We found strong support for our hypotheses in that (1) personality predicted specific study choices and (2) personality predicted different levels of rationality in the choice process. In addition, the findings also suggest that tighter matches between personality and study programs could be observed for students making rational choices. The results indicate support for the validity of the ASA model in educational choice, provided the use of meaningful individual differences. Several promising avenues for future research are identified.  相似文献   

Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses     

Lee  Den-Ching A.  Newton  Fiona  Yu  Mong-Lin  Morphet  Julia  Kidman  Gillian  Maloney  Stephen  Grieve  Averil  Shlonsky  Aron  Haines  Terry P. 《Higher Education》2021,81(4):665-683

The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors’ perceptions of CALD versus non-CALD students’ performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n = 153) or non-CALD students (n = 168). The survey comprised Likert scale questions assessing “pressure points” to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, “speaking” (coefficient, 95% CI 2.1 (1.56, 2.65)), “writing” in English (1.69 (1.17, 2.20)), and “adapting to culture of workplaces” (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top “pressure points” in supervising CALD students. Interaction effects demonstrated that “difficulties in assessing CALD students’ competency” (coefficient, 95% CI?1.14 (?2.27, ?0.01), “feeling competent in supervising students for placements” (1.35 (0.26, 2.45)), and the “perception of lack of support” from either the university or employing organization (?1.70 (?2.83, ? 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students’ performance on placements, and to improve supervisors’ experience in supervising CALD students on placements in health courses.

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Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings     

Naomi Havron  Alex de Carvalho  Anne-Caroline Fiévet  Anne Christophe 《Child development》2019,90(1):82-90

Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.  相似文献   

Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1     

Ecalle  Jean  Magnan  Annie  Auphan  Pauline  Gomes  Christophe  Cros  Laurent  Suchaut  Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...  相似文献   

Effects of Alternated Basketball Competition on Perceived Competence in Adolescents with Intellectual Disabilities Over a Period of 13 Months: A research note     

Christophe Maïano  Grégory Ninot  Gérard Bruant  Jean Bilard 《International Journal of Disability, Development & Education》2002,49(4):413-420

The purpose of this study was to examine the effects of alternated (segregated and integrated) basketball competition on two domains of perceived competence and on general self-worth. Participants were 24 adolescent males with intellectual disabilities divided equally into three groups: (a) those involved in basketball in an alternated sport competition, (b) those involved in adapted physical activity, and (c) those who were sedentary. The experimental treatment lasted for 13 months. For the sport competition group this involved 2 hr of training each week and 12 competitive meets. We administered Harter's (1985) Self-Perception Profile for Children 13 times to determine changes in perceived competence and general self-worth. The results indicate no significant changes for the different groups in the two domains of perceived competence and in general self-worth over 13 months.  相似文献   

Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies     

Rebecca Shankland  Lionel Riou França  Christophe M. Genolini  Julien-Daniel Guelfi  Serban Ionescu 《European Journal of Psychology of Education - EJPE》2009,24(4):499-512

Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesized that alternative school students develop more problem-focused coping styles. This hypothesis was tested on 80 traditional school students and 50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping Inventory for Stressful Situations (Endler & Parker, 1990a). We also assessed psychological factors which can influence coping styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger, 1983), and the Beck Depression Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The proportion of problem-focused coping strategies was compared in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression. Results show that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative schools. Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive class climates.  相似文献   

Validity and reliability of the Very Short form of the Physical Self-Inventory among Turkish adolescents     

F. Hülya Aşçi  Christophe Maïano  Alexandre J. S. Morin  Emine Çağlar  Naile Bilgili 《Journal of sports sciences》2017,35(21):2060-2066

The study aimed to test the validity and reliability of the Very Short form of the Physical Self-Inventory (PSI-VS) among a sample of 635 Turkish adolescents. These adolescents have completed the 12 original items of the PSI-VS, plus a positively worded reformulation of the single reverse-keyed item of the physical attractiveness subscale. A series of confirmatory factor analyses was used to examine the psychometric properties of the original and modified versions of the PSI-VS. Findings revealed superior psychometric properties with the modified version than with the original set of items. The modified version was thus subsequently used to examine its factor structure invariance across sexes, age groups and sport practice involvement. Results not only report that this version was fully invariant across, but also that latent means were significantly different across sexes and sport practice involvement. In sum, the Turkish modified version of the PSI-VS presents acceptable psychometric properties and may be used to repeatedly and/or intensively assess participants’ physical self-perceptions in the context of sport and exercise interventions.  相似文献   

Factory,sport and local life: tradition and evolution in working‐class sport in a commune of the Basse‐Loire, 1877–1987     

Christophe Lamoureux 《国际体育史杂志》2013,30(3):414-431

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School Life and Adolescents' Self‐Esteem Trajectories     

Alexandre J. S. Morin  Christophe Maïano  Herbert W. Marsh  Benjamin Nagengast  Michel Janosz 《Child development》2013,84(6):1967-1988

This study investigates heterogeneity in adolescents' trajectories of global self‐esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student‐level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4‐year, six‐measurement‐point, follow‐up of 1,008 adolescents (M_age = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait‐like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.  相似文献   

Relationship between leg stiffness and lower body injuries in professional Australian football     

Elizabeth C. Pruyn  Mark L. Watsford  Aron J. Murphy  Matthew J. Pine  Robert W. Spurrs  Matthew L. Cameron 《Journal of sports sciences》2013,31(1):71-78

Abstract

Leg stiffness is a modifiable mechanical property that may be related to soft tissue injury risk. The purpose of this study was to examine mean leg stiffness and bilateral differences in leg stiffness across an entire professional Australian Football League (AFL) season, and determine whether this parameter was related to the incidence of lower body soft tissue injury. The stiffness of the left and right legs of 39 professional AFL players (age 24.4 ± 4.4 years, body mass 87.4 ± 8.1 kg, stature 1.87 ± 0.07 m) was measured using a unilateral hopping test at least once per month throughout the season. Injury data were obtained directly from the head medical officer at the football club. Mean leg stiffness and bilateral differences in leg stiffness were compared between the injured and non-injured players. There was no difference between the season mean leg stiffness values for the injured (219.3 ± 16.1 N · m^?1 · kg^?1) and non-injured (217.4 ± 14.9 N · m^?1 · kg^?1; P = 0.721) groups. The injured group (7.5 ± 3.0%) recorded a significantly higher season mean bilateral difference in leg stiffness than the non-injured group (5.5 ± 1.3%; P = 0.05). A relatively high bilateral difference in leg stiffness appears to be related to the incidence of soft tissue injury in Australian football players. This information is of particular importance to medical and conditioning staff across a variety of sports.  相似文献