The role of athlete narcissism in moderating the relationship between coaches' transformational leader behaviors and athlete motivation     

Arthur CA  Woodman T  Ong CW  Hardy L  Ntoumanis N 《运动与训练心理学杂志》2011,33(1):3-19

Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.  相似文献   

Effects of self-talk: a systematic review     

Tod D  Hardy J  Oliver E 《运动与训练心理学杂志》2011,33(5):666-687

This article presents a systematic review of the literature examining the relationship between self-talk and performance. "Second-generation questions" regarding potential mediators and moderators of the self-talk-performance relationship were also examined. A total of 47 studies were analyzed. Results indicated beneficial effects of positive, instructional, and motivational self-talk for performance. Somewhat surprisingly, two evidence-based challenges to popular current viewpoints on self-talk emerged. First, negative self-talk did not impede performance. Second, there was inconsistent evidence for the differential effects of instructional and motivational self-talk based on task characteristics. Results from the mediation-based analysis indicate that cognitive and behavioral factors had the most consistent relationships with self-talk. The findings are discussed in the context of recent theoretical advances, and the article includes recommendations for future research (e.g., the use of designs allowing the testing of meditational hypotheses) and for current applied practice (e.g., avoiding the use of thought-stopping techniques).  相似文献   

A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile     

Carmen Montecinos  Romina Madrid  María Beatriz Fernández  Luis Ahumada 《Educational Assessment, Evaluation and Accountability》2014,26(3):241-261

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The impact of functional decentralization and externalization on local government transparency     

Beatriz Cuadrado-Ballesteros 《Government Information Quarterly》2014

Local governments are increasingly establishing functional decentralized agencies, such as autonomous organizations, public companies, foundations and public business entities to provide public services. Furthermore, they are also introducing the private sector, contracting out public services to a private company and creating mixed companies. Our aim is to analyze the effect of functional decentralization and externalization (outsourcing or contracting out) processes on public transparency levels, since theoretically, they are aimed toward good governance and accountability. To do so, we use a sample composed of the 110 largest Spanish cities for the period 2008–2010. The results show that decentralized agencies, especially public companies and foundations, impact positively on levels of public transparency. However, there is no evidence that suggests that the introduction of the private sector, using outsourcing and mixed companies, affects the transparency of local governments.  相似文献   

The Influence Theory: Factors That Influence the Transfer Advising Process     

Alan L. Webb  John A. Dantzler  David E. Hardy 《Community College Journal of Research & Practice》2013,37(7):619-632

The transfer rate from community college to four-year institutions has been dropping for the past 70 years. In the most recent statistics, the national rate of transfer is 23% (Cohen & Brawer, 2008). In the state of Alabama the transfer rate is approximately 4%, and in the rural counties of Alabama the transfer rate hovers around 1%. Many studies have been conducted on the transfer process, but none have focused on the transfer process from a theoretical perspective. Most studies focus attention on disparate pieces of the transfer puzzle. To date, there is no overarching theory of the transfer process that will bring coherence to this field of study. This study views the transfer process through the experience of nine transfer advisors who serve students in 11 community colleges located in rural counties in the state of Alabama. The findings establish a substantive theory that will provide a contextual framework for researchers who wish to study specific features of the transfer process. The Influence Theory establishes five factors that play a prominent role in the transfer advising process: institutional, cultural, contextual, advisor, and student. This article concludes with implications for practice and future research.  相似文献   

Visual function,performance, and processing of basketball players vs. sedentary individuals     

Jesús Vera  Raimundo Jimnez  David Crdenas  Beatriz Redondo  Jos Antonio García 《运动与健康科学(英文)》2020,9(6):587-594

BackgroundAthletes tend to have better visuo-motor performance than do sedentary individuals. However, several basic visual-function and perceptual parameters remain unexplored to date. In this study, we investigated whether differences exist in visual function, performance, and processing between basketball players and individuals without a sport-involvement background.MethodsA total of 33 healthy men with no visual impairment or pathology were divided into 2 groups, depending on the involvement in sport (semi-professional basketball players and sedentary individuals). We tested their baseline heart-rate variability in the resting position apart from subjective questionnaires to determine their physical fitness level, and we checked their visual function, performance, and processing through an extended battery of optometric tests.ResultsThe 2 groups differed in resting heart-rate variability parameters (p < 0.001), confirming their dissimilarities in regular time practising sports per week. The basketball players showed a closer breakpoint and recovery nearpoint of convergence, a higher fusional-vergence rate, better discriminability halos, and better eye–hand coordination (all p values < 0.05).ConclusionThese results show evidence that athletes, basketball players in this case, exhibit better performance in several visual abilities in comparison to a group of individuals without sporting backgrounds, suggesting an improvement due to the systematic involvement of those skills during basketball practice.  相似文献   

Teachers’ and Their Pupils’ Performance on Plant Nutrition: a Comparative Case     

García-Fernández  Beatriz  Sobrino-Costoso  Carlos-Emeterio  Ruiz-Gallardo  José-Reyes 《Research in Science Education》2022,52(4):1109-1129

Research in Science Education - The research compares teachers’ and their pupils’ performance on plant nutrition. The misconceptions of 89 primary school children from one state school...  相似文献   

Competing priorities in professional development: an Australian study of teacher professional development policy and practice     

Ian Hardy 《Asia-Pacific Journal of Teacher Education》2008,36(4):277-290

This paper argues that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the paper reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/National Coalition government (1996–2007) and research into how professional development has been enacted in practice in Australia, during this government's tenure. While acknowledging the significant impact of more neoliberal and managerial approaches and how such policy emphases contribute to the continuation of traditional, systemic/employer provided workshops, the paper also provides evidence of competing, more teacher‐centred approaches.  相似文献   

Unpacking the Impacts of a Universal Parenting Program on Child Behavior     

Elisa Rachel P. Altafim  Dana C. McCoy  Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.  相似文献   

AS Level Art: Farewell to the ‘Wow’ Factor?     

Tom Hardy 《The International Journal of Art & Design Education》2002,21(1):52-59

The new AS level modular examinations for year 12 students in England were introduced as part of the government's Curriculum 2000 reforms designed to bring greater breadth to year 12 and 13 experience. A uniform structure of two modules followed by a synoptic timed test has been imposed on all subjects by the Qualifications and Curriculum Authority [QCA]. In AS Level Art the expressive study module requires evidence of a broad engagement with different generic art forms and visual language skills. The Thematic Study requires convergence towards specific outcomes in at least two media and the Timed Test of eight hours duration requires work towards a single theme with a preparatory period of six weeks. The paper arrives in January so the two coursework modules need to be completed in a little more than a term. The four assessment objectives are as follows: 1 To record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intentions. 2 To analyse and evaluate critically sources such as images, objects, artifacts and texts, showing understanding of purposes, meanings and contexts. 3 To develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. 4 To present a personal coherent and informed response, realising intentions and articulating and explaining connnections with the work of others. All four objectives need to be met in each module. Although some subjects have welcomed the change, it seems that fears raised by those concerned with the teaching of art during the consultation process have been born out by the experience of the last year. Previously art teachers were free to address skills and concepts in their own way and with regard to the different aptitudes, interests and learning styles of their students. The final submission, including the exam project, was marked as a whole relying on the professional experience of the teacher and moderators to balance the requirements of the syllabus with the transcendent, the ‘wow factor’. This paper questions the value of a tiered course that is at once superficial in its expectations, draconian in content, unrealistic in its timescale and discourages work of substance.  相似文献