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Betty Jo Simmons Kelly Stalsworth Heather Wentzel 《Early Childhood Education Journal》1999,26(3):149-153
This article examines research on television violence and links violence to specific programs commonly watched by young children. Although there are some who try to disprove any connection between television and aggresive behavior, there is evidence to suggest that such linkages do exist. 相似文献
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G Stratton M Jones KR Fox K Tolfrey J Harris N Maffulli 《Journal of sports sciences》2013,31(4):383-390
AbstractDespite the performance concerns of dehydration in other sports, there are currently no data on the effects of rapid weight-loss on the physical and cognitive performance of jockeys in a sport-specific context. In a randomised crossover design, eight Great Britain (GB) male licensed jockeys were assessed for chest strength, leg strength, simulated riding performance (assessed by maximum pushing frequency on a mechanical riding simulator during the final two furlongs of a simulated 2 mile race) and simple reaction time after performing 45 min of exercise, during which euhydration was maintained (Control trial) or induced 2% dehydration (Rapid Weight-Loss trial). Reductions in both chest (–13.8 ± 3.03% vs. 0.62 ± 1.04%) and leg strength (–4.8 ± 4.8% vs. –0.56 ± 2.5%) were greater in Rapid Weight-Loss compared with Control (P < 0.01 and P = 0.04, respectively). Similarly, reductions in simulated riding performance were also greater (P = 0.05) in Rapid Weight-Loss (–2.8 ± 4.0%) compared with Control (–0.07 ± 1.5%), whereas there were no significant changes (P = 0.14) in simple reaction time. We conclude that a 2% reduction in body mass, as achieved by 45 min of moderate-intensity exercise undertaken in a sweatsuit (a common method of inducing acute dehydration by jockeys), significantly impairs maximum pushing frequency during a simulated race. In addition, the observed reductions in strength may also increase the occupational hazards associated with race riding. 相似文献
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Kathryn R. Wentzel Ann Battle Shannon L. Russell Lisa B. Looney 《Contemporary educational psychology》2010
Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation. 相似文献
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Wentzel KR 《Contemporary educational psychology》2000,25(1):105-115
In this article, goals are discussed with respect to content, that is, as cognitive representations of what it is that an individual is trying to achieve in a given situation. In support of this perspective, I argue that a focus on the content of students' goals can provide unique and valuable insights into ways in which students' multiple social and academic goals might influence their academic accomplishments. Several models of relations between multiple goals are described. First, from a developmental perspective, relations among social and academic goals might be one-directional, with fundamental orientations toward the self and the social environment guiding efforts to be academically competent. Second, relations between goals also can be complementary, with social and task-related goal pursuit independently contributing to academic achievement. Finally, relations between social and academic goal pursuit can be reciprocal and hierarchical in nature, reflecting students' beliefs about how to achieve academic success. The significance of a goal content perspective in relation to other goal-related constructs also is discussed. Copyright 2000 Academic Press. 相似文献
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The purposes of this study were to examine academically relevant characteristics of different sociometric status groups and to learn about the academic orientations of behavioral subgroups of rejected children. Results from a sample of 423 sixth and seventh graders (ages 11–13) suggested that sociometrically neglected children have quite positive academic profiles. When compared with average status children, these students reported higher levels of motivation, were described by teachers as more self-regulated learners, as more prosocial and compliant, and as being better liked by teachers. Analyses of two behavioral subgroups of rejected children indicated that aggressive-rejected but not submissive-rejected children have problematic academic profiles. Relations of neglected and aggressive-rejected status to academic adjustment in young adolescents' lives is discussed. 相似文献
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Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence 总被引：1，自引：0，他引：1
Wentzel KR 《Child development》2002,73(1):287-301
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed. 相似文献
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Kathryn R. Wentzel 《Child development》1991,62(5):1066-1078
Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. 相似文献
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Carolyn Wentzel 《Journal of Science Education and Technology》2006,15(3-4):314-319
INTEGRITY, an item analysis and statistical collusion detection (answer copying) online application, was reviewed. Features of the software and examples of program output are described in detail. INTEGRITY was found to be easily utilized with an abundance of well-organized documentation and built-in features designed to guide the user through the various analyses and ensuing reports. Information regarding cost is provided. 相似文献
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Shannon L. Russell Kathryn R. Wentzel Alice E. Donlan 《Learning Environments Research》2016,19(2):241-266
In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools. 相似文献