Do physical activity beliefs differ by age and gender?   总被引：1，自引：0，他引：1  

Rhodes RE  Blanchard CM  Blacklock RE 《运动与训练心理学杂志》2008,30(3):412-423

Age and gender are consistently related to physical activity (PA), yet theoretical explanation for these associations is scant. The present study compared the mean values and correlations of a population sample, divided by gender and age group, with respect to theory of planned behavior beliefs (behavioral, normative, and control) and PA. Participants were a sample (N=6,739) of adults (M age=49.65, SD=16.04) who completed measures of social and health demographics, theory of planned behavior beliefs, and self-reported PA. Mean analyses identified greater perceived control over PA for seniors than for young and middle-aged adults (N>.025). Belief-behavior correlations, however, were not different across age and gender in 24 of 26 tests (q<.19). Thus, PA beliefs are invariant across age and gender with the exception of mean levels of perceived control, which are lower among younger adults than older adults. Factors such as early parenthood and career demands were considered the likely reasons for differences. Overall, the evidence suggests that adapting theoretical models for specific age groups or based on gender may not be necessary.  相似文献   

George Inness: A Catalogue Raisonne by Michael Quick     

David M. Sokol 《Journal of American culture (Malden, Mass. : 2003)》2008,31(3):327-327

  相似文献   

The intersection of parallel reform efforts through professional development: connecting learning standards and technology     

Arthur M. Recesso 《TechTrends》2002,46(3):39-42

  相似文献   

Spiel,Zivilisation, gesellschaftlicher Umbruch     

M. Krüger 《Sportwissenschaft》1994,24(4):403-406

  相似文献   

Empirische Forschung im Sportspiel: Methodologie,Fakten und Reflexionen     

M. Wegner 《Sportwissenschaft》1995,25(2):200-202

  相似文献   

Why the academy should include religious perspectives     

George M. Marsden 《Academic Questions》1996,9(2):10-16

  相似文献   

NCME—Views of the Membership     

Richard M. Jaeger  JoAnna B. Camp 《Educational Measurement》1991,10(1):27-28

  相似文献   

Standard Error of Measurement     

Leo M. Harvill 《Educational Measurement》1991,10(2):33-41

The standard error of measurement (SEM) is the standard deviation of errors of measurement that are associated with test scores from a particular group of examinees. When used to calculate confidence bands around obtained test scores, it can be helpful in expressing the unreliability of individual test scores in an understandable way. Score bands can also be used to interpret intraindividual and interindividual score differences. Interpreters should be wary of over-interpretation when using approximations for correctly calculated score bands. It is recommended that SEMs at various score levels be used in calculating score bands rather than a single SEM value.  相似文献   

Staff development programs based on teacher choice: Insights from adult education research     

Lucy M. Guglielmino 《Journal of Personnel Evaluation in Education》1993,7(3):231-233

  相似文献   

The Concept of Inclusive Education: Teacher Training and Acquisition of English Language in the Hearing Impaired     

Gertrude M. I. Wamae  Rachael W. Kang'ethe-Kamau 《British Journal of Special Education》2004,31(1):33-40

Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002.  相似文献