The Interplay between Conscious and Automatic Self-Regulation and Adolescents' Physical Activity: The Role of Planning, Intentions, and Lack of Awareness

This study investigated the interplay between conscious and automatic self‐regulatory variables and adolescents’ physical activity. It was hypothesised that intention, planning, and lack of awareness would predict adolescents’ behaviour. One hundred and fifty‐five individuals (aged 13 to 17 years) completed questionnaires in two waves (with a time gap of 10 days). The results of cross‐lagged panel analysis suggested that both past behaviour and planning predicted physical activity at follow‐up, whereas physical activity predicted intention. Although lack of awareness, a facet of automatic processes, was negatively related to physical activity, the nested model comparison analysis indicated that the relation between lack of awareness and physical activity might be negligible. Among the self‐regulatory processes, planning was found to be the most important predictor of adolescents’ physical activity, although past behaviour remained the strongest predictor of future behaviour. Cette recherche porte sur l’interaction entre les variables autorégulatrices conscientes et automatiques et l’activité physique des adolescents. On a fait l’hypothèse que l’intention, la planification et l’absence de prise de conscience allaient prédire le comportement des adolescents. 155 individus âgés de 13 à 17 ans ont rempli des questionnaires en deux temps avec un intervalle de dix jours. Les résultats d’une analyse en panel retardé croisé montrent que la conduite antérieure et la planification prédisent l’activité physique qui s’ensuit alors que l’activité physique prédit l’intention. Bien que le manque de prise de conscience, une facette des processus automatiques, soit négativement corréléà l’activité physique, l’analyse de variance indique que la relation entre l’absence de prise de conscience et l’activité physique pourrait être négligeable. Des différents processus d’autorégulation, c’est la planification qui est apparue comme étant le prédicteur majeur de l’activité physique des adolescents, bien que la conduite passée reste le prédicteur le plus fiable du comportement à venir.     

Uwagi o tłumaczeniu

Allatum est die 21 Novembris 1957     

Talking about Personality: Evidence for Attributions to Self and Others in Early Childhood

ABSTRACT

The early use of person perception terms was examined via an analysis of the spontaneous speech of four young children in conversation with their parents at home. All four children were producing such terms early in their third year. Like their parents, children used the terms in two distinguishable ways: to attribute a trait to a person or to characterize a person’s ongoing action. Most of these terms were evaluative, whether positive or negative. Parents often made direct comments to their children about both their traits and ongoing actions; children made similar comments about themselves. Parents also used person perception terms to make comments about others who were not party to the conversation; children did likewise. A considerable proportion of the trait terms that children produced served as interpretive comments on someone’s actions or preferences. Our findings suggest that from an early age, children are trait theorists. Not only do they describe ongoing actions using trait vocabulary, they interpret those ongoing actions by attributing traits.     

Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabaries

Orthographic knowledge in Chinese was hypothesized to affect elementary Chinese text comprehension (four essays) by 80 twelve-year-old ethnic alphasyllabary language users compared with 74 native Chinese speakers at similar reading level. This was tested with two rapid automatized naming tasks; two working memory tasks; three orthographic knowledge tasks in Chinese; and equivalent tasks in English. Multivariate analyses of covariance showed that the two groups were differentiated on most of the linguistic and cognitive tasks. Confirmatory factor analyses found four factors as hypothesized: text comprehension, verbal working memory, orthographic knowledge in Chinese, and orthographic knowledge in English. Hierarchical multiple regression analyses showed that orthographic knowledge in Chinese explained a considerable amount of individual variation in elementary Chinese text comprehension.