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We investigated the contributions of stressful life events and resources (social support and social problem-solving skills) to predicting changes in children's adjustment. At Time 1, 361 third through fifth graders completed measures of social support and social problem-solving skills. Their parents completed a stressful life events scale and a child behavior rating measure. The children's teachers provided ratings of behavioral and academic adjustment. 2-year follow-up data (Time 2) were obtained for approximately half of the sample on the same measures. Time 1 stressful life events and resources showed some significant but modest zero-order correlations with the Time 2 adjustment indices. Hierarchical multiple regressions revealed prospective effects for Time 1 social support on later teacher-rated competencies and grade-point average. In addition, increases over time in social support and social problem-solving skills (a composite score) were significantly related to improvement in behavioral and academic adjustment, whereas stressful life events were not predictive of adjustment. 相似文献
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Paul J. Tofari Stuart J. Cormack Tammie R. Ebert A. Scott Gardner Justin G. Kemp 《Journal of sports sciences》2017,35(19):1947-1953
Talent identification (TID) and talent development (TDE) programmes in track sprint cycling use ergometer- and track-based tests to select junior athletes and assess their development. The purpose of this study was to assess which tests are best at monitoring TID and TDE. Ten male participants (16.2 ± 1.1 year; 178.5 ± 6.0 cm and 73.6 ± 7.6 kg) were selected into the national TID squad based on initial testing. These tests consisted of two 6-s maximal sprints on a custom-built ergometer and 4 maximal track-based tests (2 rolling and 2 standing starts) using 2 gear ratios. Magnitude-based inferences and correlation coefficients assessed changes following a 3-month TDE programme. Training elicited meaningful improvements (80–100% likely) in all ergometer parameters. The standing and rolling small gear, track-based effort times were likely and very likely (3.2 ± 2.4% and 3.3 ± 1.9%, respectively) improved by training. Stronger correlations between ergometer- and track-based measures were very likely following training. Ergometer-based testing provides a more sensitive tool than track-based testing to monitor changes in neuromuscular function during the early stages of TDE. However, track-based testing can indicate skill-based improvements in performance when interpreted with ergometer testing. In combination, these tests provide information on overall talent development. 相似文献
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ABSTRACTThis study examined a moderated mediation model with 254 Israeli junior high school students, hypothesizing that students' environmental hope would simultaneously mediate the relationship between their engagement in school-based environmental activities (green engagement) and their environmental behavior as well as their positivity ratio, but that students' self-control skills would moderate these mediation processes. The results showed that engagement was linked to self-reported pro-environmental behavior, as well as experiencing more positive than negative emotions. Multigroup structural equation modeling indicated that the model provided a good fit to the data, and rigorous bootstrap analysis confirmed the simultaneous mediating role of environmental hope—but only for students with high self-control skills. The limitations and implications of the findings are discussed, and future directions are presented. 相似文献
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Tammie Visintainer 《科学教学研究杂志》2020,57(3):393-422
The underrepresentation of high school students of color in advanced science courses and the need to increase racial diversity in science fields is well documented. The persistence of racial disparities in science suggests that factors influencing participation include and extend beyond those currently being explored. This study explores how high school students of color make sense of racialized narratives about who does and can do science in circulation in society and their lives, and how this shapes their positioning and identity construction in science. Using interviews and surveys this study examines youths' accounts of their racialized science experiences, including how they envision scientists, make sense of racial disparities in the science community, and navigate their positioning in science. In addition, this study examines how youths' sense of their science ability, as a salient aspect of science identity, shapes the forms of navigation accessible to them, and thus, the futures they imagine in science. By sharing the complexity of students' sense making and the tensions they express as they negotiate their personal goals, science experiences, and messages they receive from racialized narratives, findings highlight the disproportionate work youth of color in this study do, as well as their resilience to navigate racialized narratives in science. This research sheds light on the experiences of high school students of color at a time in their schooling when they are making decisions about who they can become and the possible futures available to them. Implications from this study promote centering race within a critical, sociocultural, and ecological context when exploring identity construction for youth of color in science. Furthermore, findings underscore the need to create learning experiences that provide opportunities for youth of color to author narratives for their own possibilities of belonging and becoming in science in order to support inclusive pathways. 相似文献
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Nathan E. Townsend Christopher J. Gore Tammie R. Ebert David T. Martin Allan G. Hahn Chin-Moi Chow 《European Journal of Sport Science》2016,16(8):895-902
Aim: The aim of this study was to examine the relationship between ventilatory adaptation and performance during altitude training at 2700?m. Methods: Seven elite cyclists (age: 21.2?±?1.1?yr, body mass: 69.9?±?5.6?kg, height 176.3?±?4.9?cm) participated in this study. A hypoxic ventilatory response (HVR) test and a submaximal exercise test were performed at sea level prior to the training camp and again after 15 d at altitude (ALT15). Ventilation (VE), end-tidal carbon-dioxide partial pressure (PETCO2) and oxyhaemoglobin saturation via pulse oximetry (SpO2) were measured at rest and during submaximal cycling at 250?W. A hill climb (HC) performance test was conducted at sea level and after 14 d at altitude (ALT14) using a road of similar length (5.5–6?km) and gradient (4.8–5.3%). Power output was measured using SRM cranks. Average HC power at ALT14 was normalised to sea level power (HC%). Multiple regression was used to identify significant predictors of performance at altitude. Results: At ALT15, there was a significant increase in resting VE (10.3?±?1.9 vs. 12.2?±?2.4?L·min?1) and HVR (0.34?±?0.24 vs. 0.71?±?0.49?L·min?1·%?1), while PETCO2 (38.4?±?2.3 vs. 32.1?±?3.3?mmHg) and SpO2 (97.9?±?0.7 vs. 94.0?±?1.7%) were reduced (P?VE at altitude as significant predictors of HC% (adjusted r2?=?0.913; P?=?0.003). Conclusions: Ventilatory acclimatisation occurred during a 2 wk altitude training camp in elite cyclists and a higher HVR was associated with better performance at altitude, relative to sea level. These results suggest that ventilatory acclimatisation is beneficial for cycling performance at altitude. 相似文献
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Shannon K. McManimon Lauren Causey Zdanna King Evelyn C. Ronning Marjorie B. Bequette 《科学教学研究杂志》2020,57(5):651-671
Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely face in studying science learning. To explore this, the paper first shares contexts of studying informal science education at the Science Museum of Minnesota, including epistemological understandings of both science and research, a commitment to justice-based equity, and existing ethical guidance and processes. Drawing on three research projects, it explores ethical issues pertaining to (a) museum visitors and (b) museum staff and community members engaging in participatory research. First, as visitors do not generally come to a museum to be part of a research study, learning researchers must consider sampling, representation, and data collection methods, balancing these with a museum-goer's desires for their visit. Second, when using participatory methodologies with staff, community members, and young people as co-researchers, ethical considerations involve building relationships, redefining (unanticipated) risks, and data collection and dissemination practices that do not extend existing social inequities or work hierarchies. Ultimately, this position paper argues for expanded or revised ethical guidance that meets the needs of this work, surpasses current guidelines or institutional review board practices, draws on epistemologies outside of a supposedly neutral, individualistic Western framework, and places participants at the center of the work. Such a discussion could enhance the ethical study of science learning across settings. 相似文献
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Lina Engelen Shirley Wyver Gabrielle Perry Anita Bundy Tammie Kit Yee Chan Jo Ragen 《Journal of Adventure Education & Outdoor Learning》2018,18(1):86-95
Our aims were to examine the efficacy of a new observational instrument ‘System for Observing Outdoor Play’ for detecting changes in outdoor play and chart the use of recycled and repurposed materials in the school playground during the course of an intervention to increase outdoor play. Children from one Sydney primary school were observed (N = 111; 5–12 years) using an observational instrument developed as part of the Sydney Playground Project. Data on types of activities and frequencies were collected at baseline and seven times during intervention. Use of intervention materials was consistently high and associated with increases in play-related activities (40–77%), while inactive pursuits decreased (52–31%), on average. The observational instrument proved efficacious in tracking changes in play. Modification of the school playground environment by introducing loose parts changed children’s play-related behaviour; the variety of activities increased, including construction and creative play. Physical inactivity decreased. Recycled materials can increase children’s creative, social and physical play. 相似文献
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