Research on Teaching in Physical Education: Responses     

Deborah W. Wolf 《Research quarterly for exercise and sport》2013,84(2)

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Influence of Participation Motivation on Success and Satisfaction in Team Performance     

Rainer Martens 《Research quarterly for exercise and sport》2013,84(4):510-518

Abstract

The present study determined the effect of affiliation and task motivation on the success and satisfaction of college intramural basketball teams. Over 1,200 male college students, members of 144 basketball teams, responded to a pre- and post-season questionnaire which assessed affiliation and task motivation as well as team satisfaction. Teams were categorized into low, moderate, and high levels for both affiliation and task motivation. The number of games won determined success. An Affiliation Motivation × Task Motivation (3 × 3) factorial design was used. The multivariate ANOVA for the affiliation hypothesis was significant, indicating that high affiliation-motivated teams in contrast to moderate- and low-affiliation-motivated teams were less successful but more satisfied. High task-motivated teams, on the other hand, were more successful and more satisfied than moderate or low task-motivated teams. No significant interaction between task and affiliation motivation was found.  相似文献   

Coaction Effects on a Muscular Endurance Task     

Rainer Martens  Daniel M. Landers 《Research quarterly for exercise and sport》2013,84(4):733-737

Abstract

The effect of one and three coactors on an individual's performance of a muscular endurance task was determined for 8-, 13-, and 18-year-old males. Subjects extended the dominant leg in a horizontal position for as long as possible under one of three conditions: alone, in pairs, and in groups of four. Results showed that individuals in quadrads performed significantly better than individuals in dyads and alone. No significant difference was found between individuals performing alone and in dyads. Eight-year-olds were found to be superior to the two older age groups, but the age factor was independent of the coaction effect.  相似文献   

The structure of the special terminology of sport pedagogy described by means of the ‘sport pedagogy’ thesaurus     

Wolfgang Kneyer  Rainer Zierke 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(1):85-94

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Characteristic behaviour orientations of young scientists: A comparison between young mathematicians/physicists and other natural scientists     

Gabriele Gross  Barbara Haenschke  Rainer Tenzler 《Higher Education》1988,17(4):391-396

Methods of sociological enquiry using data on qualifications, performance indicators, conditions for research and social background were used to investigate aspects of behaviour in young natural scientists relevant to research careers. It was shown that mathematicians and physicists were essentially more intrinsically motivated than the other cadres in the fields of natural sciences and that this manifested itself in a high intensity of work and a greater involvement in activities.  相似文献   

The Role of Self-Efficacy,Academic Abilities,and Parental Education in the Change in Career Decisions of Adolescents Facing German Unification     

Martin Pinquart  Linda P. Juang  Rainer K. Silbereisen 《Journal of Career Development》2004,31(2):125-142

In times of dramatic social change, new career options emerge and old options may become obsolete. We investigated predictors of change in general career aspirations and of plans to attend a university of East German adolescents from 1989 (before German unification) to 1991 and 1995, respectively, after German unification. Higher pre-unification self-efficacy beliefs were associated with an increase in general career aspirations and a higher probability of switching from non-college-bound vocational training to attending a university. In addition, better pre-unification school grades and having parents who graduated from a university increased adolescents' probability to switch to a university. Furthermore, interaction effects of self-efficacy with grades and cognitive abilities appeared, indicating that for individuals with high self-efficacy, cognitive abilities became more important and grades less important in predicting the wish to pursue university studies. We concluded that beliefs in one's capabilities, and high academic abilities are important resources in vocational reorientation in times of social change.  相似文献   

Neonatal Stress Reactivity: Predictions to Later Emotional Temperament   总被引：1，自引：0，他引：1  

Megan R. Gunnar  Fran L. Porter  Cynthia M. Wolf  Joseph Rigatuso  Mary C. Larson 《Child development》1995,66(1):1-13

To investigate the relations among popular measures of neonatal stress and their link to subsequent temperament, 50 full-term newborns from a normal care nursery were examined responding to a heelstick blood draw. Baseline and heelstick measures of behavioral state, heart period, vagal tone, and salivary cortisol were obtained. Recovery measures of behavioral and cardiac activity were also analyzed. Mothers completed Rothbart's Infant Behavior Questionnaire when their infants reached 6 months of age. Baseline vagal tone predicted cortisol in response to the heelstick, suggesting that baseline vagal tone reflects the infants' ability to react to stressors. Greater reactivity to the heelstick (more crying, shorter heart periods, lower vagal tone, and higher cortisol) was associated with lower scores on "Distress-to-Limitations" temperament at 6 months. This finding was consistent with the expectation that the capacity to react strongly to an aversive stimulus would reflect better neurobehavioral organization in the newborn. Recovery measures of cardiac activity approximated and were correlated with baseline measures indicating the strong self-righting properties of the healthy newborn. Finally, vagal tone and salivary cortisol measures were not significantly related, suggesting the importance of assessing both systems in studies of the ontogeny of stress-temperament relations.  相似文献   

Paradigm development and leadership style of university department chairpersons     

Dr. Yoram Neumann  Steven Barnet Boris 《Research in higher education》1978,9(4):291-302

This article develops and tests the argument that leadership behavior in organizations can best be understood within a contingency technology-environment model. The major premise of this model is that one of the most influential intervening factors between organizational performance and leadership behavior is either the technology that the organization utilizes or the environment with which the organization interacts. Building upon this premise and the work of Kuhn (1970), four hypotheses are tested concerning the relationship between the effectiveness of natural science and social science departments in American universities using factor analysis. The data supports the conclusion that differential leadership styles are predictable in different scientific fields.  相似文献   

Selbstwirksamkeitserwartungen und Pädagogisches Professionswissen im Verlauf des Lehramtsstudiums     

Klaudia Schulte  Susanne Bögeholz  Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287

Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献