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Three studies are reported of children and youth aged 11-19 years (n = 3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
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Using objectification theory (Fredrickson & Roberts, 1997), this study tested the interaction between self-objectification, appearance evaluation, and self-esteem in predicting body satisfaction and mood states. Participants (N = 93) were physically active female university students. State self-objectification was manipulated by participants wearing tight revealing exercise attire (experimental condition) or baggy exercise clothes (control condition). Significant interactions emerged predicting depression, anger, fatness, and satisfaction with body shape and size. For participants in the self-objectification condition who had low (as opposed to high) appearance evaluation, low self-esteem was associated with high depression, anger, and fatness and low satisfaction with body shape and size. In contrast, for participants with high self-esteem, these mood and body satisfaction states were more favorable irrespective of their levels of appearance evaluation. For female exercisers, self-esteem-enhancing strategies may protect against some of the negative outcomes of self-objectification. 相似文献
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Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation. 相似文献
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Damien Tessier Philippe Sarrazin Nikos Ntoumanis 《European Journal of Psychology of Education - EJPE》2008,23(3):239-253
Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have
attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been
carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training
on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated
on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons
of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling)
and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers
in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference
emerged in relation to controlling behaviours. We discuss the implications for schools of our findings. 相似文献
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This article focuses on coordination between governance actors in higher education. The object of the study is a department at a public university, seen as a multi-project environment. The purpose of this article is to illustrate and analyze project governance as a tool that allows departmental management to coordinate with the authorities, the board and the management at different levels at the university. The importance of project governance as a coordination tool relates to the expected function of project governance to coordinate with governance actors and to project governance implementation, which affects relationships between actors. Another finding of the case study is the importance of accountability both for functionality and for the implementation of project governance, and, by extension, for coordination with governance actors. 相似文献
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The aim of the present research was to investigate the relationship between coaching behavior and athletes' inherent self-talk (ST). Three studies were conducted. The first study tested the construct validity of the Coaching Behavior Questionnaire (CBQ) in the Greek language, and provided support for its original factor structure. The second study examined the relationships between coaching behavior and athletes' ST in field, with two different samples. The results showed that supportive coaching behavior was positively related to positive ST (in one sample) and negatively related to negative ST (in both samples), whereas negative coaching behavior was negatively related to positive ST (in one sample) and positively related to negative ST (in both samples). Finally, the third study examined the relationships experimentally, to produce evidence regarding the direction of causality. The results showed that variations in coaching behavior affected participants' ST. Overall, the results of the present investigation provided considerable evidence regarding the links between coaching behavior and athletes' ST and suggested that coaches may have an impact on athletes' thoughts. 相似文献
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Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication 
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下载免费PDF全文 This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy. 相似文献