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Sam Elliott Murray J. N. Drummond Camilla Knight 《Journal of Applied Sport Psychology》2018,30(4):437-455
Involvement in organized sport can be highly demanding for young athletes who encounter many difficult situations and stressors. This can be exacerbated among youth athletes who have been recruited into talent-identification youth sport programs. Given that there are a range of negative consequences that can result when talent-identified (TI) youth athletes are unable to cope with the stressors they encounter, additional support is therefore necessary. Parents are uniquely situated to assist in this regard, but they are not always equipped to provide optimal levels of support. Therefore, the aim of this study was to understand the experiences of being a TI youth athlete and present the findings as “lessons” for parents seeking to enhance their involvement in TI youth sport settings. This article reports on qualitative data collected from the 1st year of a 3-year longitudinal study involving TI youth athletes from South Australia. Fifty male athletes (M age = 14.6 years) participated in focus groups to hear their experiences of being a TI youth athlete and understand what difficulties they want their parents to know. From the thematic analysis, 3 major themes were identified from the focus groups with TI youth athletes: (a) difficulties with being talented, (b) negotiating the future, and (c) playing for improvement. From the findings, a number of lessons for parents and youth sport organizations are offered to assist the transmission of knowledge to an applied setting. 相似文献
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Eric-Jan Wagenmakers Jonathon Love Maarten Marsman Tahira Jamil Alexander Ly Josine Verhagen Ravi Selker Quentin F. Gronau Damian Dropmann Bruno Boutin Frans Meerhoff Patrick Knight Akash Raj Erik-Jan van Kesteren Johnny van Doorn Martin Šmíra Sacha Epskamp Alexander Etz Dora Matzke Tim de Jong Don van den Bergh Alexandra Sarafoglou Helen Steingroever Koen Derks Jeffrey N. Rouder Richard D. Morey 《Psychonomic bulletin & review》2018,25(1):58-76
Bayesian hypothesis testing presents an attractive alternative to p value hypothesis testing. Part I of this series outlined several advantages of Bayesian hypothesis testing, including the ability to quantify evidence and the ability to monitor and update this evidence as data come in, without the need to know the intention with which the data were collected. Despite these and other practical advantages, Bayesian hypothesis tests are still reported relatively rarely. An important impediment to the widespread adoption of Bayesian tests is arguably the lack of user-friendly software for the run-of-the-mill statistical problems that confront psychologists for the analysis of almost every experiment: the t-test, ANOVA, correlation, regression, and contingency tables. In Part II of this series we introduce JASP (http://www.jasp-stats.org), an open-source, cross-platform, user-friendly graphical software package that allows users to carry out Bayesian hypothesis tests for standard statistical problems. JASP is based in part on the Bayesian analyses implemented in Morey and Rouder’s BayesFactor package for R. Armed with JASP, the practical advantages of Bayesian hypothesis testing are only a mouse click away. 相似文献
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Joseph J. Campos Linda A. Camras Randy T. Lee Minxuan He Rosemary G. Campos 《European Journal of Developmental Psychology》2018,15(6):711-727
ABSTRACTCarolyn Saarni’s theory of emotional competence has made a central contribution by directing attention to some important functions of emotion in social interaction. Her work is permeated with examples of how emotions function within both successful and unsuccessful social interactions and relationships. An examination of her stated principles of emotional competence suggest in places a perspective that is primarily intrapsychic in nature, harking back to the early roots of emotion theory and research. In this piece, we note where Saarni has advanced implications of a relational theory of emotion for understanding emotional competence. In addition, we reframe some of Saarni’s principles to make them more consistent with current relational approaches to emotion. Finally, we offer additions and extensions that we believe are compatible with the general direction of her thinking before her untimely death. 相似文献
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Brian McGrath M. A. Brennan Pat Dolan Rosemary Barnett 《Journal of community & applied social psychology》2009,19(4):299-320
The purpose of this research was to examine the extent to which social support and wider community perceptions/engagements among adolescents are connected with well‐being. We compared adolescents in two different societal contexts, Florida in the United States and County Offaly, in Ireland, and posed the questions: What are the key predictors of subjective well‐being from the various sources of support, and to what extent does the impact of social support on well‐being vary across these two societies? Questionnaires were completed and returned for 607 respondents (322 in the Irish study and 285 in the Florida study). A variety of scales were adopted and designed to operationalize our key concepts of: Adolescent well‐being, social support, school satisfaction, neighbourhood quality of life and community/voluntary participation. Our results indicate that informal social support and school satisfaction were the strongest predictors of youth well‐being in both locations, despite some differences in terms of individual influencing variables. From informal sources, emotional support from friends and advice/concrete/esteem support from parents emerged as important predictive dimensions. Liking school, perceptions of doing well in school were the main predictors of school satisfaction in Ireland while, in Florida, student camaraderie and the experience of bullying emerged as significant. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Susan E. Gathercole Susan J. Pickering Camilla Knight Zoe Stegmann 《Applied cognitive psychology》2004,18(1):1-16
The relationship between working memory skills and performance on national curriculum assessments in English, mathematics and science was explored in groups of children aged 7 and 14 years. At 7 years, children's levels of attainment in both English and mathematics were significantly associated with working memory scores, and in particular with performance on complex span tasks. At 14 years, strong links persisted between the complex working memory test scores and attainments levels in both mathematics and science, although ability in the English assessments showed no strong association with working memory skill. The results suggest that the intellectual operations required in the curriculum areas of mathematics and science are constrained by the general capacity of working memory across the childhood years. However, whereas success in the acquisition in literacy (tapped by the English assessments at the youngest age) was also linked with working memory capacity, achievements in the higher‐level skills of comprehension and analysis of English literature assessed at 14 years were independent of working memory capacity. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
139.
Rosemary Tannock Dr. Russell J. Schachar Robert P. Carr Diane Chajczyk Gordon D. Logan 《Journal of abnormal child psychology》1989,17(5):473-491
This study investigated the effects of methylphenidate (MPH) on inhibitory control in hyperactive children. A double-blind, placebo-control, within-subject (crossover) design was used in which 12 children, between 6 and 11 years of age, were each tested four times in each drug condition: 0.3 mg/kg and 1.0 mg/kg of methylphenidate, and placebo. Dependent measures included (a) the probability of inhibiting responses to a primary choice reaction time task given a stop signal, on the Stopping Task, and (b) response latency and errors on the Matching Familiar Figures Test (MFFT). MPH improved the efficiency of the central inhibitory mechanism by speeding the inhibitory process, thereby affording the children greater control over their actions and enabling them to increase the probability with which they inhibited responses given a stop signal. MPH increased response latency but did not reduce errors on the MFFT, and observation of the children's task performance highlighted the interpretive problems associated with this task. Performance on both tasks was better at a dosage of 1.0 mg/kg than at 0.3 mg/kg. 相似文献
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