Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

ObjectiveAn earlier study (Cheon, Reeve, & Moon, 2012) showed wide-ranging benefits from a training program designed to help teachers be more autonomy-supportive toward students during PE instruction. The present study collected a follow-up data set to determine whether those earlier-observed benefits endured one year later.DesignWe used an experimentally-based 3-wave longitudinal design. The experimental group consisted of 8 PE teachers from the original teacher training study and their 470 middle- and high-school students; the control group consisted of 9 matched PE teachers and their 483 students. Dependent measures included 3 manipulation checks, 3 measures of student motivation, and 6 course-specific outcomes.MethodTrained raters scored teachers' instructional behaviors at mid-semester, while students reported perceptions of their teachers' motivating style and their own course-related motivation and outcomes at the beginning, middle, and end of the semester. We tested our hypotheses using hierarchical linear modeling to account for the hierarchical structure of data in which repeated measures were nested within students who were nested within teachers.ResultsCompared to teachers in the control group, teachers in the experimental group were scored by raters and perceived by students as more autonomy supportive and less controlling. Their students consistently reported greater motivation and more positive outcomes than did the students of teachers in the control group. All 8 teachers in the experimental group reported being significantly more autonomy supportive than a year earlier.ConclusionTeacher- and student-related benefits from the earlier autonomy-supportive training program endured.     

Rorschach reliability: toward a training model for interscorer agreement

Little or no research has been done with Rorschach Scoring Systems to standardize instructional materials and methods which would yield high interscorer agreement by the conclusion of a time-limited course of study in a classroom setting. Clinical applications and research with the Rorschach would benefit from training methods which yield high interscorer reliability. Training materials based on the Perceptanalytic system were standardized on 250 graduate level psychology students over an 11-year span of time, using one class per year. The final training materials were replicated using three classes (n = 58) to test the stability of the system. Data analysis on interscorer agreement involved 20,042 comparisons of pairs of scores and summaries at two levels of difficulty: Intermediate and Advanced. Overall interscorer agreement was consistently high for all replications.     

Exemplary multicultural training in school psychology programs

This study examined the characteristics of school psychology programs noted for training students from a multicultural perspective. The program characteristics and training environment at 17 programs were studied through semistructured interviews with faculty and students, and reviews of prospective student application materials for multicultural content. Findings suggest that students at all programs were exposed to minority clients during applied fieldwork, 94% of the programs required a diversity issues course, 59% of the programs specialized in training with specific minority group populations, 31% of the students and 25% of the faculty represented a racial-ethnic minority group member, and 24% of the faculty were bilingual. Most programs used multiple multicultural curriculum models and employed a wide variety of recruitment and retention strategies specifically aimed at minority students. Faculty and students characterized their overall university training environment as supportive of programmatic initiatives regarding diversity issues, yet several reported uneven experiences with implementation.     

Play and cognition: Studies of pretence play and conservation of quantity

Study 1 examined the relative effectiveness of four different training conditions on the attainment of conversation of quantity. Subjects were 75 nonconserving preschoolers, ranging in age from 3.10 to 5.0 years. Treatment consisted of pretense play training, direct conservation training, a combination of pretense play and conservation training, mere exposure to the conservation tasks without the benefits of instruction, and a control condition which provided only conservation pre- and post-tests. The results of the two conservation post-tests indicated that a combination of pretense play and conservation training was the most effective condition, followed by the conservation training and then by the pretense play training. The data also suggested that the effects of the conservation-only training condition might be less stable than those attained with pretense play training. Study 2 compared the effectiveness of child initiated pretense play training with adult initiated play. Subjects were 47 nonconserving children ranging in age from 4.0 to 5.8. Treatment consisted of child initiated pretense play, adult initiated play, a condition which combined both treatments, and a control group. The results of the two conservation post-tests indicated that the child initiated pretense play training was most effective, followed by the combined condition and by the adult initiated training. The three pretense play training conditions induced significantly more conserving responses in previously nonconserving children than the control group.     

Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

Previous research has found positive correlations between particular strategies students use while studying to explain instructional materials to themselves and student performance on associated problem-solving tasks (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Pirolli & Bielaczyc, 1989; Pirolli & Recker, 1994). In the study reported here, we investigate the causal nature of this relation. This was accomplished by identifying a set of self-explanation and self-regulation strategies used by high-performance students in our earlier studies. We used strategy training to manipulate students' application of these strategies and examined the impact of their use on student explanations and performance. Twenty-four university students with no prior programming experience worked through a sequence of programming lessons. Following introductory lessons, participants received interventions involving explicit training in the strategies (instructional group) or received a similar set of interventions but no explicit training (control group). The instructional group showed significantly greater gains than the control group in the use of self-explanation and self-regulation strategies from the pre- to postinterventions lessons. Increased strategy application was accompanied by significantly greater performance gains. The results indicate that the particular self-explanation and self-regulation strategies used in training contribute to learning and problem-solving performance.     

The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program,On the Reading Achievement of Beginning Readers

This study tested the effects of a fluency-based home reading program called Fast Start. Thirty beginning first-grade students, representing a wide range of early reading abilities, were randomly assigned to experimental or control conditions for a period of 11 weeks.

Parents and students in the experimental group received Fast Start training, weekly materials packets, and weekly telephone support. Control group parents and students received the parent involvement opportunities typical for their family and classroom. Significant effects for those students most at-risk in reading (as measured by pretest) were found on measures of Letter/Word recognition and reading fluency. Verbal and written survey information collected from the experimental group indicated generally positive perceptions of the program by parents.     

简算策略教学提高小学四年级儿童的计算水平及延迟效应

采用3组平衡组实验设计对小学四年级171名学生进行教学实验,两组实验班学生分别采用讲授式和探究式教学方法进行简算策略计算教学,对照班教师自主进行计算教学。结果揭示：通过专门开设简算策略教学训练课,实验班学生的的计算成绩、计算速度和计算兴趣显著高于对照班学生;实验班的延迟提示与不提示测验无显著差异,未出现策略“利用性缺陷”现象;讲授式和探究式教学方法进行策略教学的效果无明显差异。本研究表明：专门开设策略训练课能提高学生的计算水平和学习兴趣,是有效的和必要的;只要教学方法得当,策略“利用性缺陷”可以避免     

„Da wirst du ja auch bekloppt bei“

Given a growing demand of psychotherapeutic care the interest of students in a psychotherapeutic occupation is gaining relevance. At the same time psychoanalytic training institutions and societies have been confronted with a continuous decrease of candidates over the last decades. Psychology students, medical students and students of educational sciences (the latter only in the child and adolescent treatment sector) are admitted for a psychotherapeutic training approved by the health care insurances in Germany and have the possibility to choose between a behavioral or a psychodynamic oriented training. In the present multimethodological cross-sectional study those student groups (N?=?679) were questioned about their interest in a psychotherapeutic training in general and, if they proved to be interested, about their specific choice of training. Amongst psychology students the largest group of those interested in a psychotherapeutic training would opt for a behavioral education. Amongst medical students and students of pedagogy and social pedagogy a psychotherapeutic training is less frequently an option for their future career plans. Amongst the students of educational sciences, for those interested in training, psychodynamic methods are more often of interest. Possible reasons for the students' decisions in the context of the specific German legal situation are discussed.     

Some Factors Operating at the Moment of Resumption of Interrupted Tasks

The present investigation examined the relationship between college students' locus of control and attitudes toward energy conservation. It was predicted that the more external orientation would relate to the person's belief that energy resources were controlled by powerful others whose manipulation created energy shortage, and personal conservation would not help the situation. The present study also compared 1977 students' reactions to the Warren Commission Report to those of the sixties, to study changing attitudes among college students. Three hundred forty-seven male and female college students were administered the Rotter I-E scale and a questionnaire that included items dealing with energy and the Warren Commission Report. Analysis of variance supported the hypothesis: males were found to be more internal than females, and those who believed in energy shortage and conservation were more internal than those who believed otherwise. A similar analysis of the responses to the Warren Report showed no significant effects. Comparison of 1977 students to those of the sixties noted significantly more external orientation and increased attitudes of disbelief.     

初中生元认知阅读策略训练效应的实验研究

采用对比实验的方法,运用自编的元认知阅读策略训练教程对重点中学和普通中学的初二学生进行了训练。结果表明:(1)对初中生进行元认知阅读策略训练能有效地提高其阅读理解成绩;(2)对普通中学初中生进行元认知阅读策略训练的效果优于对重点中学初中生进行训练的效果。     

Learning sound/symbol correspondences: Transfer effects of pattern detection and phonics instruction

This study tested predictions derived from Gibson and Levin (1975) and Gough and Hillinger (1980) regarding the effects of different forms of reading instruction on a test of ‘far generalization’, where students were asked read nonsense words containing untaught sound/symbol correspondences. Two instructional methods were compared, pattern detection training and a synthetic phonics lesson which taught the specific correspondences used on a first post-test. A control group received no treatment. The transfer effects of pattern detection training were demonstrated on a first post-test and with a measure of correspondence induction at the end of testing. A first and second post-test revealed that specific correspondence training increased decoding scores but did not transfer to novel correspondences. On a second post-test, pattern detection and specific correspondence groups did not differ in decoding score; apparently the induction skill of the pattern detection group was balanced by the knowledge base of the specific correspondence group. It is concluded that pattern detection training more readily fosters those abilities that allow students to independently induce sound/symbol correspondences than the traditional approach of direct teaching of specific correspondences.     

Comparing computer‐based training and lecture formats to teach visual analysis of baseline‐treatment graphs

Accurate analysis of data is vital to the validation of interventions. As such, there has been a recent increase in studies evaluating visual analysis training procedures. However, past investigations have not evaluated direct and indirect visual analysis training methods with matched instructional content that was systematically designed. Furthermore, training has rarely included assessment of generalization and maintenance of visual analysis skills. The purpose of the current dissertation study was to compare the effectiveness and efficiency of (a) computer‐based training, (b) lecture formats with and (c) without the opportunity to pause, and (d) a no‐training group to teach visual analysis of AB graphs to university students. To make these formats directly comparable, the instructional content was equated by ensuring information and examples were identical across the three training procedures. Eighty‐three students were randomly assigned to one of the four groups. Results showed that all three training formats produced increases in accurate responding compared to the no‐training group. Visual analysis skills generalized to novel graphs and maintained approximately 2 weeks following all trainings. These results suggest that structured approaches that are carefully designed to train visual analysis are effective and lead to gains that generalize and maintain in the absence of training.     

Training of self-regulated learning skills on a social network system

The purpose of this study was to investigate whether self-regulated learning (SRL) skills trained using a social network system (SNS) may be generalized outside the training session. A total of 29 undergraduate students participated in the study. During the training session, students in the experimental group were trained to practice self-regulative thinking skills while using Twitter, an SNS. Students in the control group did not receive a training of SRL skills and simply used Twitter as it was. After the training session, students in both groups worked on their class projects and used Twitter where students interacted with each other. Using a content analysis, student posts or “tweets” on Twitter were analyzed. Students in the experimental group used significantly more SRL skills such as planning and reflecting than those in the control group. Also, students’ metacognitive awareness in the experimental group improved significantly after the training of SRL skills. The implications of the study are herein discussed.     

Inhibitory control gains from higher-order cognitive strategy training

The present study examined the transfer of higher-order cognitive strategy training to inhibitory control. Middle school students enrolled in a comprehension- and reasoning-focused cognitive strategy training program and passive controls participated. The training program taught students a set of steps for inferring essential gist or themes from materials. Both before and after training or a comparable duration in the case of the passive controls, participants completed a semantically cued Go/No-Go task that was designed to assess the effects of depth of semantic processing on response inhibition and components of event-related potentials (ERP) related to response inhibition. Depth of semantic processing was manipulated by varying the level of semantic categorization required for response selection and inhibition. The SMART-trained group showed inhibitory control gains and changes in fronto-central P3 ERP amplitudes on inhibition trials; whereas, the control group did not. The results provide evidence of the transfer of higher-order cognitive strategy training to inhibitory control and modulation of ERPs associated with semantically cued inhibitory control. The findings are discussed in terms of implications for cognitive strategy training, models of cognitive abilities, and education.     

Impact pattern of dialectical thinking on perceived leadership training outcomes

This research examined the impact of dialectical thinking (DT) on perceived training outcomes in commercial leadership training using a quasi‐experimental design. Study 1 found that high‐DT individuals had better perceived on‐site training outcomes when compared with individuals with low DTs, regardless of training methods. But there was no significant difference between low and high DTs on subsequent behavioral improvements. It was also found that self‐reported training outcomes were consistent with others' observation. To further validate the on‐site effect of DT, we introduced a cognitive style manipulation prior to training to increase DT levels among trainees in Study 2. Individuals following the cognitive style manipulation reported significantly better perceived training outcomes. The implications of this research for field training are discussed.     

Behavior therapeutically oriented correction of under-achievement in students

Two methods of correction by behavior therapy of psychogenic disorders manifesting themselves in a decrease of the proficiency level of students are presented: Individual behavior guidance and a group training course. The objective of the two methods is to familiarize students with the techniques of behavior analysis, stimulus control, and self-invigoration in order to gradually develop an adequate proficiency-oriented behavior. The purpose of the training course is to enable students to acquire, under the direction of a therapist, skill in the use of effective methods of working. Various forms of verification and relaxation during breaks are used to insure successful correction of such disorders.     

Eye movements and conservation acceleration

Thirty nonconservers from first- and second-grade classrooms, 15 of whom had received perceptual/attentional training, were tested on four Piagetian conservation tasks (number, length, and continuous quantity solid/liquid) presented on 16 mm movie film with taped instructions. Eye movements were recorded during the response period for each task. Subsequent analyses of eye-movement patterns showed clear differences between the training and control groups. Trained conservers showed more visual exploratory activity and less perceptual centration than control group subjects. Moreover, the eye-movement patterns of trained conservers closely approximated those shown by natural (i.e., untrained) conservers in previous studies. The findings were discussed in terms of possible cognitive structural changes resulting from conservation training.     

医学生情绪调节方式的干预实验

采用《情绪调节习惯问卷》对某医大296名大二学生进行调查。选取其中情绪调节方式较为单一的34名学生进行干预实验,再用《情绪调节习惯问卷》和《大学生一般学业情绪问卷》考察干预效果。结果表明,医学生四种情绪调节方式（包括忽视、重视、抑制、宣泄）的使用较为均衡。实验组增加了对负性情绪的宣泄和抑制策略,其焦虑、厌烦和愉快学业情绪发生了积极转变;记忆组改善了记忆策略的同时其焦虑、羞愧和兴趣学业情绪发生了积极转变。说明情绪调节策略训练和记忆策略训练均可使医学生一些学业情绪发生积极转变,但前者效果较优。     

Perspective Taking and Intergroup Helping Intentions: The Moderating Role of Power Relations1

People are more willing to help those who belong to their own groups than to an out‐group. Research on perspective taking has shown that many forms of in‐group favoritism disappear when people are led to take the perspective of the other group. The current research explores the possibility of increasing the level of intergroup helping by a perspective‐taking manipulation. An experiment in a Polish‐Czech borderland community high school demonstrated that Polish students who were made to imagine that they became members of an out‐group (perspective‐taking manipulation) were more willing to help out‐group members. The moderating role of perceived power is discussed in the context of perspective‐taking theory.     

Group Creativity Training for Children: Lessons Learned from Two Award‐Winning Teams

The development of group creativity can be challenging for both young students and their teachers. This study examined the processes and learning outcomes of group creativity training from the perspectives of elementary school students and teachers while identifying critical factors that contributed to the success of the training. Data were collected from two Korean elementary school teams that won the gold (1st) and a special medal at the 2011 Destination Imagination global competition. Both individual and group interviews were carried out with 13 students and two teachers to investigate their perspectives of group creativity training. The analysis of the interview data revealed three major factors and subthemes: group dynamics (conflict and play), individual characteristics of the students (personality and motivation), and teachers’ roles (training strategies, training style, and commitment). In addition, a semi‐longitudinal survey conducted a year after the interviews examined nine skill or competency domains (self‐management, creativity, leadership, interpersonal relationship, patience, cooperation, information processing, communication, and presentation) to evaluate effects of the group creativity training on student learning. Synthesizing the analyses, we addressed the following three topics that arose from the discussions: the Safe Nest Effect, teachers’ training style, and multiple learning experiences derived from group creativity training.