The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to
12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to
use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast
to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the
impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and
the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel
like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less
capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast
and the downward identification may contribute to its development and maintenance. 相似文献
Compared to isokinetic and isometric tests, isoinertial movements have been poorly used to assess single-joint performance. Two calculation procedures were developed to estimate mechanical performance during single-joint isoinertial movements performed on a customised isokinetic dynamometer. The results were also compared to appreciate the effects of measurement systems and calculation procedures. Five participants performed maximal knee extensions at four levels of resistance (30, 50, 70 and 90% of the one-repetition maximum, 1-RM). Joint angular velocity and torque were assessed from customised isokinetic dynamometer measures (method A) and from weight stack kinematic (method B). Bland–Altman plots and mean percent differences (Mdiff) were used to assess the level of agreement for mean and peak angular velocity and torque. A Passing–Bablok regression was performed to compare the angular velocity-angle and torque-angle relationships computed from the two analysis methods. The results showed a high level of agreement for all mechanical parameters (Mdiff < 6% for all parameters). No statistically significant differences were observed between methods A and B in terms of angular velocity-angle and torque-angle relationships except at 30% of 1-RM for the torque-angle relationship. Both methodologies provide comparable values of angular velocity and torque, offering alternative approaches to assess neuromuscular function from single-joint isoinertial movements. 相似文献
In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing. 相似文献
This paper explores the possible job creation effect of innovation activity. We analyze a unique panel dataset covering almost 20,000 patenting firms from Europe over the period 2003–2012. The main outcome from the proposed GMM-SYS estimations is the labor-friendly nature of innovation, which we measure in terms of forward-citation weighted patents. However, this positive impact of innovation is statistically significant only for firms in the high-tech manufacturing sectors, while not significant in low-tech manufacturing and services. 相似文献
This study examined agreement between self-perceived sleep and sleep estimated via activity monitors in professional rugby league athletes. 63 athletes, from three separate teams wore actigraphy monitors for 10.3 ± 3.9 days. During the monitoring period, ratings of perceived sleep quality (on a 1–5 and 1–10 Likert scale), and an estimate of sleep duration were recorded daily. Agreement between sleep estimated via activity monitors and self-perceived sleep was examined using mean bias, Pearson correlation (r) and typical error of the estimate (TEE). 641 nights of sleep were recorded, with a very large, positive correlation observed between sleep duration estimated via activity monitors and subjective sleep duration (r = 0.85), and a TEE of 48 minutes. Mean bias revealed subjective sleep duration overestimated sleep by an average of 19.8 minutes. The relationship between sleep efficiency estimated via activity monitors and self-perceived sleep quality on a 1–5 (r = 0.22) and 1–10 Likert scale (r = 0.28) was limited. The outcomes of this investigation support the use of subjective measures to monitor sleep duration in rugby league athletes when objective means are unavailable. However, practitioners should be aware of the tendency of athletes to overestimate sleep duration. 相似文献
Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been specifically studied. Yet refereeing is essential in many sports, including team sports, and provides an experience of responsibility that many teachers want to offer their students. Encouraging students to take on this role can nevertheless be difficult.
Objective: The objective of the present study was to gain access to students’ lived experiences as referees in order to determine their strategies for being effective. We particularly wanted to determine which concerns organized their activity so that we could identify a refereeing typology that would be useful for PE teaching. Our study is original in that we did not rely exclusively on experiential data to understand student refereeing activity. We also collected data on the students’ motivation in order to better understand their experiences. For this purpose, the study was conducted within the methodological framework of course-of-action theory and self-determination theory.
Method: Seventy-four students from three classes in the third year of middle school (about 13 years old) participated in the study. Among them, four (two girls and two boys and not experts in the sports in which they were going to referee) had volunteered to be filmed and to participate in self-confrontation interviews. The other students completed two questionnaires to provide information on their motivation for refereeing. The situations studied were basketball and handball matches held at the end of the lessons.
Two categories of data were collected: qualitative and quantitative. The qualitative data were based on audiovisual recordings of the students as they refereed matches and verbalization data from self-confrontation interviews; these data were used to document the students’ courses of experience during the activity period under study. The quantitative data were collected using two questionnaires, one to assess the determinants of motivation and the other to assess self-determined motivation.
Results and discussion: The qualitative analysis highlighted three typical student involvements: fulfilling the role of referee, getting help, and occasionally dropping out of the role. The quantitative analysis revealed that the students in the social role of referee mainly expressed amotivation, external regulation, and intrinsic motivation toward knowledge and accomplishment.
The results are discussed around two major points: (1) the students’ strategies of alternation from which their refereeing activity emerged and (2) proposals for PE teacher interventions. 相似文献
Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.
Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.
Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions. 相似文献
This study quantified lower-limb strength decrements and assessed the relationships between strength decrements and performance fatigue during simulated basketball. Ten adolescent, male basketball players completed a circuit-based, basketball simulation. Sprint and jump performance were assessed during each circuit, with knee flexion and extension peak concentric torques measured at baseline, half-time, and full-time. Decrement scores were calculated for all measures. Mean knee flexor strength decrement was significantly (P < 0.05) related to sprint fatigue in the first half (R = 0.65), with dominant knee flexor strength (R = 0.67) and dominant flexor:extensor strength ratio (R = 0.77) decrement significantly (P < 0.05) associated with sprint decrement across the entire game. Mean knee extensor strength (R = 0.71), dominant knee flexor strength (R = 0.80), non-dominant knee flexor strength (R = 0.75), mean knee flexor strength (R = 0.81), non-dominant flexor:extensor strength ratio (R = 0.71), and mean flexor:extensor strength ratio (R = 0.70) decrement measures significantly (P < 0.05) influenced jump fatigue during the entire game. Lower-limb strength decrements may exert an important influence on performance fatigue during basketball activity in adolescent, male players. Consequently, training plans should aim to mitigate lower-limb fatigue to optimise sprint and jump performance during game-play. 相似文献
This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents. 相似文献
Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (η2 = .35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of) the perception that children have of their own need satisfaction. 相似文献
