Relationships among Coach Leadership,Peer Leadership,and Adolescent Athletes’ Psychosocial and Team Outcomes: A Test of Transformational Leadership Theory

Transformational leadership theory provided a framework to examine the relationships of coach and peer leadership with individual and team outcomes among team sport athletes. Adolescent female soccer players (N = 412) completed measures assessing coach and teammate transformational leadership behaviors, perceived competence, intrinsic motivation, enjoyment, team cohesion, and collective efficacy. Structural equation modeling revealed that coach leadership was more influential than peer leadership for predicting individual outcomes and collective efficacy, peer leadership was more strongly related to social cohesion than coach leadership, and both peer and coach leadership were equally important for task cohesion. Results are discussed relative to the viability of using transformational leadership theory to understand coach and athlete leadership in the sport domain.     

Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities

Previous research has found a relationship between individual differences in children’s precision when nonverbally approximating quantities and their school mathematics performance. School mathematics performance emerges from both informal (e.g., counting) and formal (e.g., knowledge of mathematics facts) abilities. It remains unknown whether approximation precision relates to both of these types of mathematics abilities. In the current study, we assessed the precision of numerical approximation in 85 3- to 7-year-old children four times over a span of 2 years. In addition, at the final time point, we tested children’s informal and formal mathematics abilities using the Test of Early Mathematics Ability (TEMA-3). We found that children’s numerical approximation precision correlated with and predicted their informal, but not formal, mathematics abilities when controlling for age and IQ. These results add to our growing understanding of the relationship between an unlearned nonsymbolic system of quantity representation and the system of mathematics reasoning that children come to master through instruction.     

Gender Segregation in Childhood: A Test of the Interaction Style Theory

The authors investigated the play/interaction-style theory of gender segregation with a sample of 39 children aged 2 to 5 years (primarily Caucasian). According to this theory, children prefer playmates with styles of play or interaction that are similar to their own. Because such styles are sex differentiated, same-sex playmate preference (i.e., gender segregation) results. The authors observed children during free play to determine preferred playmates and gender segregation level, and they used teacher ratings to derive play/interaction-style scores. The authors used a multiple regression approach to path analysis to analyze effects of sex of participant, participants' play/interaction-style scores, playmates' play/interaction-style scores, and degree of gender segregation to determine their effects on one another. The authors observed significant levels of gender segregation, with highly aggressive or active children displaying less segregation than their peers did. However, gender segregation was not associated with a preference for playmates with similar play or interaction styles.     

Department of Education,The University of Newcastle,New South Wales,Australia 2308.

We examined the loci of social anxiety in a sample of 385 Australian adult subjects (186 men and 199 women, mean age 30.63 years). Responses to the Social Avoidance and Distress Scale, the Fear of Negative Evaluation Scale (Watson & Friend, 1969), and the Public and Private Self-Consciousness Scale (Fenigstein, Scheier, & Buss, 1975) were intercorrelated. The results suggested that for some socially anxious people who are privately shy, the locus of their anxiety is cognitive, whereas for others who are more concerned with performance, the locus is behavioral.     

Vicissitudes of goal commitment: Satisfaction,investments, and alternatives

Constructs typically used to understand commitment between individuals were used to elucidate individual differences in goal commitment. In Study 1, 299 college students completed assessments of goal satisfaction, investments, alternatives and commitment regarding an academic goal. Structural equation modeling demonstrated confirmatory evidence for satisfaction’s, investments’, and alternatives’ collective impact on people’s goal commitment. In Study 2, the model components were manipulated by having 236 college students considered the goal to learn a new language and read information suggesting they were high or low in satisfaction, investments, and alternatives. Results demonstrated all three factors had a causal impact on people’s level of goal commitment. Both studies found an individual’s level of goal commitment was strongest when satisfaction and investments were high and the impact of alternatives was low.     

Preschoolers’ emotion knowledge: Self-regulatory foundations,and predictions of early school success

Preschoolers (N=322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age, gender, and risk differences in emotion knowledge were also examined. Emotion knowledge skills were found to be more advanced in older children and those not at economic risk, and in those with higher levels of self-regulation. Overall, the results support the role of emotion knowledge in early school adjustment and academic success even with gender, age, and risk covaried, especially for boys, older preschoolers, and those at economic risk.     

It Only Looks the Same From a Distance: How U.S., Finnish,and Irish Schools Support Struggling Readers

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three beliefs—reductionist reading philosophy, difficulties as cognitive and remediated through instruction, and reading problems as unexpected phenomena—reinforced a skills-driven approach. Irish and Finnish educators adopted a more holistic view of reading, and teachers used formative assessment to support struggling students over extended periods while working collaboratively with other staff. Discussion focuses on how these beliefs influenced divisions of labor, roles and responsibilities, and the urgency with which difficulties were addressed.     

“Drive On”: The Relationship Between Psychological Variables and Effective Squad Leadership

The U.S. Reserve Officer Training Program (ROTC) conducts systematic assessments of cadets’ leadership abilities during field training exercises (FTX) to assess their leadership abilities. While cadets in ROTC programs learn specific tactical operation procedures to augment FTX performances, much less is known about the relationship between psychological variables and squad leadership performance. To this end, 220 cadets completed self-efficacy, psychological flexibility, and grit questionnaires, which were then compared to FTX performance scores. Results underscored that only self-efficacy was significantly related to cadets’ squad leadership ability. Furthermore, prior service in the U.S. Army had no effect on the performance score one attained, highlighting an interesting paradox. Therefore, while self-efficacy can be cultivated through prior experiences, it seems more prudent to educate ROTC cadets on how to apply psychological skills to bolster self-efficacy in preparation for upcoming challenging leadership experiences.     

A Comparison of the Cross-Sectional and Sequential Designs when Assessing Longitudinal Mediation

Mediational studies are often of interest in psychology because they explore the underlying relationship between 2 constructs. Previous research has shown that cross-sectional designs are prone to biased estimates of longitudinal mediation parameters. The sequential design has become a popular alternative to the cross-sectional design for assessing mediation. This design is a compromise between the cross-sectional and longitudinal designs because it incorporates time in the model but has only 1 measurement each of X, M, and Y. As such, this design follows the recommendation of the MacArthur group approach, which stresses the importance of multiple waves of data for studying mediation. These 2 designs were compared to see whether the sequential design assesses longitudinal mediation more accurately than the cross-sectional design. Specifically, analytic expressions are derived for the bias of estimated direct and indirect effects as calculated from the sequential design when the actual mediational process follows a longitudinal autoregressive model. It was found that, in general, the sequential design does not assess longitudinal mediation more accurately than the cross-sectional design. As a result, neither design can be depended on to assess longitudinal mediation accurately.     

Extending Łukasiewicz Logics with a Modality: Algebraic Approach to Relational Semantics

This paper presents an algebraic approach of some many-valued generalizations of modal logic. The starting point is the definition of the [0, 1]-valued Kripke models, where [0, 1] denotes the well known MV-algebra. Two types of structures are used to define validity of formulas: the class of frames and the class of ? _n -valued frames. The latter structures are frames in which we specify in each world u the set (a subalgebra of ? _n ) of the allowed truth values of the formulas in u. We apply and develop algebraic tools (namely, canonical and strong canonical extensions) to generate complete modal n + 1-valued logics and we obtain many-valued counterparts of Shalqvist canonicity result.