Community sport and social inclusion: international perspectives     

Hebe Schaillée  Reinhard Haudenhuyse  Lieve Bradt 《Sport in Society》2019,22(6):885-896

Abstract

This opening article examines the relationship between community sport and social inclusion in research and practice. We discuss the notion of community sport, its multifarious meanings and diverse applications in different parts of the world. We further explore the conceptual and practical links between community sport and different conceptions of social inclusion. In doing so, the article draws together key themes, issues and debates addressed in the collection of articles in this special issue. We conclude by formulating implications and directions for future research and practice.  相似文献   

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes   总被引：3，自引：0，他引：3  

Lia M. Daniels  Tara L. Haynes  Robert H. Stupnisky  Raymond P. Perry  Nancy E. Newall  Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.  相似文献   

Adolescent smoking from a functional perspective: The Berlin-Bremen Study     

Norbert K. Semmer  James H. Dwyer  Peter Lippert  Reinhard Fuchs  Paul D. Cleary  Anita Schindler 《European Journal of Psychology of Education - EJPE》1987,2(4):387-401

Longitudinal data from the «Berlin-Bremen Study on Health Behavior» are used to investigate smoking transitions between different stages of smoking. 1357 seventh and eighth graders were asked about their smoking behavior, their expectations with regard to smoking, smoking in their environment, and their self-image in Fall, 1983. 86% and 81% participated again one and two years later, respectively. Analyses of carbon monoxide and serum thiocyanate levels revealed adequate validity for self-reported smoking behavior. Rates of smoking were dramatically different for different educational strata. Direct and indirect functions of smoking are distinguished. The «indirect» function refers to smoking as a means of obtaining access to peer groups, thus increasing one’s psychological well-being. Direct functions refer to social and affective effects of smoking such as looking older or calming down. In line with expectations, indirect functions were found to be more important for younger adolescents and for smoking onset. In contrast, direct functions were better predictors of the smoking behavior of older adolescents and of the transition to regular smoking.  相似文献   

How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation     

Ewald Kiel  Ulrich Heimlich  Reinhard Markowetz  Annika Braun 《欧洲特需教育杂志》2016,31(2):202-219

The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools, SETs leave their profession at a higher rate. For this reason, the study focuses on so-called dysfunctional cognitions, which might increase stress in strenuous occupational situations and which have long-term harmful effects on health. The construct of dysfunctional cognitions is supposed to be a basis for developing supportive measures for teacher students with low stress tolerance. In the framework of the present study located in the German educational system, teacher students (N = 333) from the special needs areas, including learning disability, mental disability, emotional/social disorders and sensory disabilities (hearing impairment, or speech or language disorders), are taken into account. A hierarchical cluster analysis and a discriminant analysis were used to identify four different clusters: Cluster 1 shows the lowest attitude level of equally all dysfunctional cognitions. Clusters 2 and 3 are characterised by higher degrees, especially of ‘dependency’, ‘internalisation of failure’ and ‘personal standards (perfectionism)’. The fourth profile indicates the highest degree of the dysfunctional cognitions. Lower levels of dysfunctional cognitions (with the exception of perfectionism) occur together with a higher expectation of self-efficacy. No cluster applies for all teacher students of one specific special needs area. Prospective teachers in the area of mental disability are overrepresented in cluster 3, with a high level of internalisation of failure and dependency. Teacher students in the area of emotional/social disorders belong, to a considerable degree, to the ‘risk’ cluster. The profiles are used to develop measures for those teacher students who may experience difficulties in stressful occupational situations. Therefore, these student teachers need to be closely supported through additional intensive training elements and balanced career counselling.  相似文献   

Teacher enthusiasm: Dimensionality and context specificity   总被引：1，自引：0，他引：1  

Mareike Kunter  Anne Frenzel  Gabriel Nagy  Jürgen Baumert  Reinhard Pekrun 《Contemporary educational psychology》2011,36(4):289-301

Enthusiasm is considered an important characteristic of effective teachers. However, the conceptualization of the term in the research literature is inconsistent. Whereas most studies use the term “enthusiasm” to describe features of instruction, some have used it to describe a characteristic of teachers. This research seeks to clarify the concept of teacher enthusiasm, examining its dimensionality and context specificity. The study draws on three samples of teachers who were administered questionnaire measures of enthusiasm. In two samples (N = 205 and 332), it was possible to match teacher data with data on the students taught. In another sample (N = 113), additional measures of work-related wellbeing were implemented. Confirmatory multigroup factor analyses showed that two dimensions of teacher enthusiasm can be distinguished, namely enthusiasm for teaching and enthusiasm for the subject. These dimensions differed in their meaning and context specificity. Whereas teaching enthusiasm was systematically linked to occupational wellbeing and to classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing and was independent of characteristics of the classes taught.  相似文献   

Behavioral and neurophysiological effects of morphological awareness training on spelling and reading     

Silvana Weiss  Roland H. Grabner  Reinhard Kargl  Christian Purgstaller  Andreas Fink 《Reading and writing》2010,23(6):645-671

Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group showed increases in morphological awareness, but only students from secondary school improved significantly in reading and spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained children with higher language competencies underwent an electroencephalography testing involving three different language tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz). These findings reflect more effortful and attention-demanding processing after the training and suggest that children with poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy.  相似文献   

A microcomputer in a small hospital library: some projects after 12 months     

Reinhard Wentz 《Health information and libraries journal》1989,6(1):33-34

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Du bist wie dein Sport     

Reinhard Stelter  Alfred Richartz 《Sportwissenschaft》1998,28(3-4):456-462

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Psychologie und körperliche Bewegung     

Reinhard Fuchs  Wolfgang Schlicht 《Sportwissenschaft》1999,29(1):109-112

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"SINUS"——新世纪联邦德国数学与科学(理科)教育改革的探索之路     

陆真  周志华  戴蒙特 《外国中小学教育》2008,(1):4-9

提高数学与科学(理科)教学效率(Increasing the Efficiency of Mathematics and Science Education,下简称SINUS)是联邦德国于1998年起实施的跨世纪国家级课程改革的优先项目,现已完成了第一期(1998-2003年),正在实施项目的第二期(2004-2008年).其目的是改善和提高新世纪德国基础教育的数学和理科教学质量.论文对该项目的理论分析、模式设计与构建进行了研究,并对其11个研究子项目作了较详细的描述,试图呈现德国教改项目整体设计的理念和思路、特征与方法,以求对我国基础教育课程改革提供有益的借鉴.  相似文献