The Effects of Working Atmospheres on Creativity     

Gunvor  Per Rand 《Scandinavian Journal of Educational Research》2013,57(3):91-106

Rand, G. & Rand, P. The Effects of Working Atmospheres on Creativity. Scandinavian Journal of Educational Research 22, 91‐106. Previous studies on effects of variations in working atmosphere upon creativity have shown confusing results. Part of an explanation of this confusion may be found in this report. Data were gathered from 588 sixth grade Oslo children (301 boys, 287 girls). Half of the Ss worked on two originality tests under relaxed and the other half under stressful working conditions. There is a clear difference between the distributions of creativity scores in the two atmosphere groups. The percentages of very low and very high scores are lower in the stressful than in the relaxed group. This difference is found regardless of sex, intelligence or test anxiety of the Ss. If this difference in percentages indicates that two counteracting tendencies are at work simultaneously, when we shift from one type of working atmosphere to the other, mean scores may not be well suited for the presentation of data pertaining to the effects of working conditions. As previous studies often have relied on mean values in data presentation, this may, at least partly, account for the confusing results.  相似文献   

Some Validation Data for the Achievement Motives Scale (AMS)     

Per Rand 《Scandinavian Journal of Educational Research》2013,57(4):155-171

Rand, P. 1978. Some Validation Data for the Achievement Motives Scale (AMS). Scandinavian Journal of Educational Research 22, 155‐171. The AM Swas administered to 588 sixth grade Oslo children, 301 boys and 287 girls. Among other tests given were 6 verbal and 2 numerical tests, TASC, and a Lie/Defensiveness Scale. On the basis of achievement theory, scores on the AMS subscale for motive to seek success (M5) were predicted to be positively related to performance on the verbal and numerical tests, and scores on the subscale for motive to avoid failure (Mf) to be negatively related to those scores. The theory also leads to the assumption that the difference in performance between individuals high and low in motive scores would be clearest on tasks experienced as being of medium difficulty. The results show predicted and mostly significant relationships. Even when related to the tests of personality characteristics, the AMS shows promising qualities. TASC scores are related positively to Mf scores and negatively to Ms scores. The fact that AMS scores show negligible correlations with lie/defensiveness scores indicates that the risk of faked AMS scores may be small.  相似文献   

Prediction of Academic Performance by Means of the Swedish Scholastic Assessment Test     

Per‐Erik Lyrén 《Scandinavian Journal of Educational Research》2013,57(6):565-581

This article reviews ten predictive validity studies of the Swedish Scholastic Assessment Test (SweSAT). A primary result is that the predictive validity of the SweSAT seems to be highly dependent upon the study programme being examined; that is, the predictive validity is better at some programmes than others. When compared with the upper‐secondary school grade point average, the predictive validity of the SweSAT seems to be fairly good, but there are major differences between study programmes in this case as well. However, it is suggested that the validity of the results is to some extent threatened by methodological issues. A general conclusion is, therefore, that there is room for improving the test itself, as well as the way that predictive validity studies are carried out.  相似文献   

Psychological Distress Among Nursing,Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study     

Per Nerdrum  Tone Rust⊘en  Michael Helge R⊘nnestad 《Scandinavian Journal of Educational Research》2013,57(4):363-378

In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12‐item version of the General Health Questionnaire. Nursing students became substantially more distressed during the three years of their programme compared to physiotherapy and occupational therapy students. Multivariate analyses showed that the students’ levels of psychological distress at the beginning of the study was the most important predictor of psychological distress at the end of the study. Other significant predictors were qualities of the individual student’s personal life, clarity in educational structure, subjective experience of study workload, and level of support in student milieu.  相似文献   

Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education     

Per Egil Mjaavatn  Per Frostad  Sip Jan Pijl 《欧洲特需教育杂志》2013,28(4):565-574

In recent decades, the basic principle in Norway’s education policy has been that all students should receive adapted education within the framework of the mainstream schools. This policy notwithstanding, the rate of students for whom special support was initiated, rose from 6.2% in 2006 to 8.0% in 2014. The study reported here developed measures for the possible causes for this unwelcome development. A questionnaire with 23 statements suggesting possible causes of the increase in the use of special support was presented to 136 teachers in primary and lower secondary school. A factor analysis revealed that 12 items formed three reliable scales for possible causes behind the high demand for special provisions: ‘Focus on students’ problems’, ‘External pressure on schools’ and ‘Early support’. The teachers stated that these causes had moderate impact. The study has resulted in three scales useful in measuring three causes.  相似文献   

Exploring and developing reciprocity in research design     

Audrey Trainor  Kate Ahlgren Bouchard 《International journal of qualitative studies in education》2013,26(8):986-1003

The researcher–participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher’s study. The researcher’s scope, depth, and nature of inquiry introduce vulnerability to participants’ lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants’ efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?  相似文献   

Maximal oxygen uptake versus maximal power output in children     

Magnus Dencker  Ola Thorsson  Magnus K. Karlsson  Christian Lindén  Per Wollmer  L. B. Andersen 《Journal of sports sciences》2013,31(13):1397-1402

Abstract

Maximal oxygen uptake ([Vdot]O_2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O_2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O_2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min^?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O_2max (ml · min^?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O_2max per unit of body mass (ml · min^?1 · kg^?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O_2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min^?1 · kg^?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O_2max in population studies of children aged 8–11 years.  相似文献   

Acute and sub-acute effects of repetitive kicking on hip adduction torque in injury-free elite youth soccer players     

Jesper Jensen  Thomas Bandholm  Per Hölmich  Kristian Thorborg 《Journal of sports sciences》2013,31(14):1357-1364

Abstract

Hip adduction strength is important for kicking and acceleration in soccer players. Changes in hip adduction strength may therefore have an effect on soccer players’ athletic performance. The purpose of this study was to investigate the acute and sub-acute effects of a kicking drill session on hip strength, concerning isometric hip adduction, abduction and flexion torque of the kicking leg and the supporting leg. Ten injury-free male elite soccer players, mean ± s age of 15.8 ± 0.4 years participated. All players underwent a specific 20 min kicking drill session, comprising 45 kicks. The players were tested the day before, 15 min after and 24 h after the kicking drill session by a blinded tester using a reliable test procedure. The isometric hip-action and leg-order were randomized. For the kicking leg, hip adduction torque increased from 2.45 (2.19–2.65) Nm ? kg^?1, median (25th–75th percentiles), at pre-kicking to 2.65 (2.55–2.81) Nm ? kg^?1 (P = 0.024) 24 h post-kicking. This may have implications for the soccer player’s ability to maximally activate the hip adductors during kicking and acceleration, and thereby improve performance the day after a kicking drill session.  相似文献   

Rethinking Sport for Development and Peace: the Capability Approach     

Per G. Svensson  Jeffrey Levine 《Sport in Society》2017,20(7):905-923

In recent years, we have witnessed an upsurge in the attention given to Sport for Development and Peace (SDP). Yet, despite a burgeoning body of scholarship, SDP remains largely undertheorized. Emergent perspectives, however, point to the complex nature of SDP programmes. The purpose of this article is to assess how Sen’s Capability Approach – a normative framework rooted in human development – may help us better understand SDP at the conceptual level. In this paper, we analyse: (a) existing theories on SDP, (b) the Capability Approach and (c) implications of re-examining SDP through the Capability Approach. This includes an analysis of the applicability of the Capability Approach to SDP practice, policy and research. We conclude by suggesting that the Capability Approach provides a malleable normative framework that can promote conceptual clarity of SDP across a multitude of epistemological, theoretical and methodological perspectives.  相似文献   

The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions     

Per Nilsson  Andreas Ryve 《Scandinavian Journal of Educational Research》2014,58(5):609-623

This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of focal projects and contextualization. The analysis investigates two students (12–13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.  相似文献