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1.
Fabienne Ennigkeit Frank Hänsel 《Measurement in physical education and exercise science》2018,22(4):343-355
The purpose of the present study was to examine the factorial and convergent validity of the German translation of the Exercise Identity Scale (EIS; Anderson & Cychosz, 1994). We introduce a bifactor model as a possible alternative to the previously discussed one- and two-factor models. Using an online study with 530 participants, our results suggest that the EIS should be considered a unidimensional measure. For this one-factor model, temporal invariance (time interval: 2 weeks) and invariance between men and women could be established. Relations to similar constructs were in the expected directions. We provide a psychometrically sound German version of the EIS, which demonstrated factorial and convergent validity in this study. The use of the scale in German samples is likely to advance research on exercise adoption and maintenance by integrating the exercise identity construct. 相似文献
2.
The present study addressed the issue of syllable activation during visual recognition of French words. In addition, it was investigated whether word orthographic information underlies syllable effects. To do so, words were selected according to the frequency of their first syllable (high versus low) and the frequency of the orthographic correspondence of this syllable (high versus low). For example, the high-frequency syllable /ã/ is frequently transcribed by the orthographic cluster an, but infrequently transcribed by han in French. A lexical decision task was performed by skilled readers (Experiment 1) and beginning readers in Grade 5 (Experiment 2). Results yielded an inhibitory effect of syllable frequency in both experiments. Moreover, the reliable interaction between syllable frequency and orthographic correspondence frequency indicated that the syllable frequency effect was influenced by orthographic characteristics of syllables. Finally, data showed that the interaction between phonological and orthographic variables was modified with reading experience. The results are discussed in current models of visual word recognition. 相似文献
3.
Christophe Gernigon Fabienne D'arripe-Longueville Véronique Debove Aude Puvis 《Research quarterly for exercise and sport》2013,84(4):473-479
Abstract Sixteen college athletes and non-athletes were given 10 30-sec. practice trials to learn how to balance on a stabilometer. The next day they were allowed three more trials alone and three trials before a group of spectators. The non-athletes were significantly better on two of the three trials performed in front of the spectators. They also performed better than the athletes throughout the ten practice trials, although the tenth and last trial approached but did not yield a significant difference at the .05 level. 相似文献
4.
Marie-Héloïse Bardel Tim Woodman Fabienne Colombel Christine Le Scanff 《Research quarterly for exercise and sport》2013,84(4):597-602
We investigated the relationship between coping strategies and attentional bias after a sport competition. We administered the Ways of Coping Checklist (Paulhan, Nuissier, Quintard, Cousson, & Bourgeois, 1994) to 145 athletes immediately after they had participated in a sport competition. We also assessed attentional bias using a dot probe detection task. Results revealed that emotion-focused coping strategies led athletes to orient their attention away from threat, whereas athletes who adopted problem-focused coping strategies focused their attention toward threat. More precisely, problem-focused coping strategies are related to a facilitated detection of threat, not to disengagement difficulties. The vigilance attentional bias seems to be a compensatory strategy to cope with a stressful situation, such as sport competition. 相似文献
5.
Fabienne Doucet 《Journal of Early Childhood Teacher Education》2013,34(2):108-139
Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. Preservice teachers who come from widely divergent backgrounds from the communities in which they serve can sometimes be skeptical of parents who are not involved in children's schooling in ways that are familiar from their own upbringing. Moreover, much of the existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. This is a study of African American parents of young children who were preparing to transition to kindergarten or first grade that proposes an alternate conversation about what we can learn from parents when we examine their ways of framing and enacting “involvement” in their children's school lives. African American parents and caregivers (N?=?25) participated in qualitative interviews. Thematic analyses of the interviews revealed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.” I will discuss the implications of the study for teaching, teacher education, and future research, so that preservice teachers and teacher educators can begin to build a greater imagination for parent involvement. 相似文献
6.
Fabienne Darling‐Wolf 《Critical Studies in Media Communication》2013,30(4):325-345
Ever since Japan's entry into global geopolitics, scholars have identified Japanese popular cultural texts as a terrain on which this country's complex relationship to the West is negotiated. Few studies, however, have adequately addressed how such texts—and Western influence in general—might be experienced differently by different groups and/or strata of Japanese society. Inspired by the work of postcolonial feminist scholars who argue that gender, race, class, and cultural identity must be examined in relationship to each other, this study focuses on a group of 29 women with whom the author conducted interviews and extensive participant observation during eight months of fieldwork in a small Japanese community. It examines, in particular, how these women negotiated Westernized representations of feminine beauty omnipresent in the Japanese media. This article argues that even though informants assertively critiqued and actively negotiated media representations, their own conceptions of attractiveness—and their daily relationships to their physical selves—matched those of the Westernized media‐defined ideals. In view of these findings, it concludes with a call for a more systematic and critical assessment of gender in transcultural relations. 相似文献
7.
Data-driven decision making, such as the decision making that is conducted through the use of pupil monitoring systems, has become increasingly popular in the Netherlands, as it is considered to have promise as a means of increasing pupils’ learning outcomes. The reports generated by the pupil-monitoring Computer Program LOVS (Cito) provide educators with reliable and objective data feedback; however, research has suggested that many users struggle with interpreting these reports. This study aims to investigate the extent to which the reports are correctly interpreted by educators, and to identify various potential stumbling blocks with regards to the interpretation of the reports. The results suggest that users encounter many stumbling blocks in these reports and often cannot interpret them entirely correctly. 相似文献
8.
Content Analysis by the Crowd: Assessing the Usability of Crowdsourcing for Coding Latent Constructs
Fabienne Lind Maria Gruber Hajo G. Boomgaarden 《Communication methods and measures》2017,11(3):191-209
Crowdsourcing platforms are commonly used for research in the humanities, social sciences and informatics, including the use of crowdworkers to annotate textual material or visuals. Utilizing two empirical studies, this article systematically assesses the potential of crowdcoding for less manifest contents of news texts, here focusing on political actor evaluations. Specifically, Study 1 compares the reliability and validity of crowdcoded data to that of manual content analyses; Study 2 proceeds to investigate the effects of material presentation, different types of coding instructions and answer option formats on data quality. We find that the performance of the crowd recommends crowdcoded data as a reliable and valid alternative to manually coded data, also for less manifest contents. While scale manipulations affected the results, minor modifications of the coding instructions or material presentation did not significantly influence data quality. In sum, crowdcoding appears a robust instrument to collect quantitative content data. 相似文献
9.
Patrick A. Crookes Steve Outram Fabienne C. Else 《Journal of Further & Higher Education》2018,42(8):1156-1166
This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK’s Higher Education Academy’s (HEA’s) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP. 相似文献
10.
van Ijzendoorn MH Rutgers AH Bakermans-Kranenburg MJ Swinkels SH van Daalen E Dietz C Naber FB Buitelaar JK van Engeland H 《Child development》2007,78(2):597-608
This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory. 相似文献