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The aim of this study was to examine the relationship between indicators of risk of disordered eating, body image and varied menstrual cycle lengths. Altogether, 151 female athletes were invited from 16 sports and 70 female non-athletic controls were recruited from a university lecture class. The participants completed several surveys, including demographics, menstrual cycle history, physical activity, Eating Disorder Inventory (EDI) and the Three Factor Eating Questionnaire (TFEQ). Selected EDI subscales were summed to reflect eating disorder risk and body image. Menstrual cyclicity was based on self-reported cycle length for the last 6 months (normal cycles = 26-32 days, irregular cycles < or =26 or >32 days). Athletes overall had more irregular cycles (29.1%) than the non-athletes (15.7%) (P < 0.05). There were significant differences in scores for eating disorder risk, body dissatisfaction, drive for thinness, cognitive restraint (TFEQ) and disinhibition (TFEQ), only when athletes were divided based on menstrual cyclicity (i.e. irregularly cycling athletes had higher scores than athletes with normal menstrual cycle lengths). No differences in these scores were found between non-athletes with normal or irregular menstrual cycle lengths. In conclusion, irregularly short or long menstrual cycle length is associated with subtle indications of higher risk of disordered eating in female athletes. 相似文献
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Abstract Digital environments are one of the newest methods of resource‐ and program‐creation to be added to the museum toolkit, and are increasingly employed by museums across all fields to support learning. Unfortunately, this category is also one of the least‐fleshed‐out components in the Learning Science in Informal Environments (LSIE) chapter devoted to media. The report does not take into account the increasingly interwoven nature of media resources, particularly those found in digital environments. It is imperative that museums both become familiar with the breadth of research that is available related to digital environments and that they continue to specifically build an understanding of how this works in a museum setting. 相似文献
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An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements. 相似文献
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The digital literacy debate: an investigation of digital propensity and information and communication technology 总被引：1，自引：0，他引：1
Angelique Nasah Boaventura DaCosta Carolyn Kinsell Soonhwa Seok 《Educational technology research and development : ETR & D》2010,58(5):531-555
Research suggests students’ use of information and communication technology (ICT) may be more a matter of digital literacy
and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation
of online content. Age, gender and socioeconomic status were examined as factors which might explain why students use ICT.
Results suggest age is a factor in ICT use but that it is not the most important consideration; the gender gap and gaps between
socioeconomic groups in terms of ICT use may be closing. The findings raise a variety of implications for institutions training
pre-service teachers, curriculum developers designing instructional materials and educational leaders developing ICT policy
for schools. 相似文献
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Gardner Grant E. Troelstrup Angelique 《Journal of Science Education and Technology》2015,24(5):519-531
Journal of Science Education and Technology - Emergent technologies are commonly characterized as involving cutting-edge developments while lacking wide-scale public implementation. Although... 相似文献
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Jan Höltge Linda Theron Angelique van Rensburg Richard G. Cowden Kaymarlin Govender Michael Ungar 《Child development》2021,92(2):586-599
Adolescents’ ability to function well under adversity relies on a network of interrelated support systems. This study investigated how consecutive age groups differ in the interactions between their support systems. A secondary data analysis of cross-sectional studies that assessed individual, caregiver, and contextual resources using the Child and Youth Resilience Measure (Ungar & Liebenberg, 2005) in 13- to 18-year-olds in Canada (N = 2,311) and South Africa (N = 3,039) was conducted applying network analysis. Individual and contextual systems generally showed the highest interconnectivity. While the interconnectivity between the individual and caregiver system declined in the Canadian sample, a u-shaped pattern was found for South Africa. The findings give first insights into cross-cultural and context-dependent patterns of interconnectivity between fundamental resource systems during adolescence. 相似文献
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Crosby Shantel D. Day Angelique Baroni Beverly A. Somers Cheryl 《The Urban Review》2019,51(4):582-598
Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.
相似文献9.
Direct instruction is a proven effective method to strengthen children’s ability to design unconfounded experiments using the control-of-variables strategy (CVS). Recent research suggests that task segmentation can also promote children’s use of this strategy. The present study investigated this assumption by comparing the relative effectiveness of both instructional approaches in elementary science classes. Children in the direct instruction condition (n = 22) were taught the CVS prior to investigating a multivariable inquiry task. Children in the task structuring condition (n = 23) were not, but received a segmented version of the inquiry task that addressed the variables in successive order. Children in the control condition (n = 22) investigated the multivariable inquiry task without additional support. Comparison among these three conditions revealed that task structuring equals direct instruction in effectiveness to promote children to use the CVS and draw valid inferences, and that either type of guidance is more effective than unguided inquiry learning. However, as children’s knowledge of the CVS improved as much in either condition, more practice seems needed for children to take full advantage of both instructional approaches. 相似文献
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Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective events associated with the NAPLAN test day itself. These events erupted in two qualitative studies of students’ schooling experiences: a study of students’ experiences of NAPLAN and a study of students’ experiences of student voice at school. We ask, after Deleuze and Guattari, What can a NAPLAN test do? Exploring the entangled corporeal (physical and embodied) and incorporeal (psychic and subjectivating) wounds effected in and through these events, we analyse the dynamic constitution and re-constitutions of ‘at risk’ categorisations. While the NAPLAN test is not claimed to cause physical and psychical injury, we argue that standardised test conditions, in these singular events, are inextricably entwined with the formation of particular students’ schooled subjectivities. 相似文献