A common practice for counteracting response acquiescence in psychological measures has been to employ both negatively and positively worded items. However, previous research has highlighted that the reliability of measures can be affected by this practice (Spector, 1992). The purpose of the present study was to examine the effect that the presence of negatively worded items has on the internal reliability of the Group Environment Questionnaire (GEQ). Two samples (N = 276) were utilized, and participants were asked to complete the GEQ (original and revised) on separate occasions. Results demonstrated that the revised questionnaire (containing all positively worded items) had significantly higher Cronbach alpha values for three of the four dimensions of the GEQ. Implications, alternatives, and future directions are discussed. 相似文献
This paper had three aims. The first was to review research carried out on the home advantage from 1992 to the present. The second was to examine the extent to which a conceptual framework proposed by Courneya and Carron () was/is viable as a tool to highlight and organize an understanding of the home advantage. The final aim was to provide suggestions for future research. 相似文献
Abstract In an attempt to investigate the effects of physical fatigue upon the learning of a motor skill, 75 college women were assigned in systematic rotation to either a control group or to one of two experimental groups (N = 25 in each group). All subjects were given a total of 50 trials on the pursuit rotor: 25 trials on Day 1, the practice session; and 25 trials on Day 2, the test session. One of the experimental groups was fatigued early in the practice session while the other was fatigued late in the practice session. Fatigue interpolated early and late was detrimental to subsequent performance improvements but had no effect upon the amount learned. 相似文献
AbstractThe purpose of the study was to develop and validate a conceptually and psychometrically sound conflict questionnaire for sport. The development process involved 3 phases: (a) a qualitative phase, (b) a content and factorial validity phase and (c) a construct validity phase. A total of 50 items were generated and sent to 6 experts to determine content validity. Through this process, 25 items were retained and administered to a sample of athletes (n = 437) to determine factorial validity. Based on these results, a second sample (n = 305) was administered the 14-item version of the Group Conflict Questionnaire along with the Group Environment Questionnaire, the Athlete Satisfaction Questionnaire and the Passion Scale to test convergent, discriminant and known-group difference validity. Cross-validation from both samples via confirmatory factor analysis yielded moderate-to-acceptable model fit, thus supporting factorial validity for the 14-item version. Additionally, initial support for convergent validity and known-group difference validity and partial support for discriminant validity were found. A sport-specific conflict questionnaire is now available for researchers to utilise. Results and research implications are discussed. 相似文献
Abstract Three hundred male subjects, assigned in systematic rotation to five experimental groups (N = 60 in each) which differed in amount of distribution of practice, were tested on a discrete-trial motor learning task, the peg turn. All subjects were given 120 practice trials (60 trials a day), on two days separated by a 48-hour rest. Even though the peg turn task is inherently distributed, reminiscence did occur when the massing was made as large as practically possible. The amount of reminiscence depended upon the stage of practice. Warm-up decrement occurred in the peg turn under both massed and distributed practice conditions; the longer the rest, the greater the amount. Performance of the task under nonrhythmical conditions reduced the development of “set” during practice and thus decreased the amount of warm-up decrement after rest. Increased amounts of massing did have a deleterious effect on performance, but did not reduce the amount learned. 相似文献
The main aim of this study was to examine the relationship between task cohesiveness and team success in elite teams using composite team estimates of cohesion. A secondary aim was to determine statistically the consistency (i.e. 'groupness') present in team members' perceptions of cohesion. Elite university basketball teams (n = 18) and club soccer teams (n = 9) were assessed for cohesiveness and winning percentages. Measures were recorded towards the end of each team's competitive season. Our results indicate that cohesiveness is a shared perception, thereby providing statistical support for the use of composite team scores. Further analyses indicated a strong relationship between cohesion and success (r = 0.55-0.67). Further research using multi-level statistical techniques is recommended. 相似文献
The aim of this study was to examine the relationship between athletes' perceptions of role ambiguity and satisfaction. The relationship between these multidimensional constructs was investigated at the beginning and at the end of the season, as well as from early season to end of season. Consistent with the a prioi hypothesis, concurrent analyses revealed lower perceived role ambiguity was associated with higher athlete satisfaction. Specifically, role ambiguity, as represented by the dimension Scope of Responsibilities on offence, was significantly related to the leadership facets of athlete satisfaction (i.e. ability utilization, strategy, and training/instruction) both at the beginning and at the end of the season. However, contrary to expectations, role ambiguity at the beginning of the season was not predictive of athlete satisfaction at the end of the season. The implications of the results are discussed and future research is suggested. 相似文献
While the IUFM (University Institutes for Teachers' Training) are going to become part of universities, this article questions one of the bases validating the teachers' training: the professional report. This assessment concerns exercising teachers in having a critical mind towards their practical experience, because its purpose is to prepare teachers to adapt to the different types of pupils they are going to teach. This is the reason why the Government can only define this assessment briefly, even if they want to have better control over the teachers' training. To be precise concerning this assessment, the Government has to trust the teachers' trainers' control and the latter are only lightly encouraged. Despite the positive opinion expressed by specialists, this assessment could disappear because the Government favours a training efficient in a short‐term period and ignores the analyses which would take long‐term needs into account.
Alors que les IUFM (Instituts universitaires de formation des maîtres) vont être intégrés à l'université, cet article questionne un des piliers de la validation de la formation des enseignants qui semble être remis en question: l'épreuve du «mémoire professionnel». Cette épreuve a pour but d'exercer les enseignants à porter un regard critique sur leur pratique, car sa finalité est de les préparer à s'adapter à la diversité des publics scolaires qu'ils rencontreront. C'est la raison pour laquelle l'Etat, malgré sa volonté de contrôler davantage la formation des enseignants, ne peut que définir l'épreuve de manière sommaire. Pour la préciser, il doit accorder sa confiance à une régulation effectuée par les formateurs, qu'il n'encourage cependant que modestement. Cette épreuve, malgré le regard positif que les spécialistes portent sur elle, pourrait même disparaître car l'État privilégie les modalités de formation efficaces sur le court terme, en ignorant les analyses qui intégreraient les besoins sur le plus long terme.
Zum Zeitpunkt der Integrierung der Lehrerausbildung des IUFM (Instituts universitaires de formation des maîtres) in die Universität, stellt dieser Artikel stellt das Problem der Anerkennung der Lehrerausbildung und der Lehrerprüfung : die sogenannte “berufliche Diplomarbeit” welche mittlerweile in Frage gestellt wird. Diese Prüfung hat das Ziel den Lehrern zu helfen über ihre Praxis nachzudenken ausüben, und sie auf die Unterschiede des Schülerpublikums vorzubereiten. Aus diesem Grund kann der Staat die Prüfung nur global definieren, auch wenn er die Lehrerausbildung mehr kontrollieren will. Um diese Prüfung klarzustellen, muss der Staat der durchgeführten Regulierung der Dozenten vertrauen, Regulierung die jedoch ganz bescheiden gefördert wird. Trotz dem positifen Ruf dieser Prüfung bei den Späzialisten, wäre es möglich dass sie verlorengeht, denn der Staat bevorzugt eine kurzfristig effektive Ausbildung, und ignoriert die Analyse der langfristige Bedürfnisse.
Mientras los Institutos Universitarios de Formación de los Profesores van a ser integrados en la Universidad, este articulo provoca cuestiones a propósito de un sostén fundamental en la validación de la formación del profesorado : la probatura del ‘alegato profesional’. La finalidad de aquella probatura es que el profesorado se adiestre a volver ojos críticos a su práctica profesional, preparandoles a ajustarse a los varios públicos escolares que van a encontrar. Por ello, con ser acuicioso de controlar todavía mas la formación de los profesores, el Ministerio sólo puede dar una compendiosa definición de aquella probatura. Para determinarla, tiene que esperar en una regulación realizada por el mismo magisterio, mientras que la enfervoriza con poco celo. A pesar del interés que presenta para los especialistas, podría aun desaparecer aquella probatura porque el Estado privilegia modos de formación inmediatamente operativos en vez de tomar en consideración estudios integrando necesidades diuturnas. 相似文献
