What can regular and timely student feedback tell us about the teaching and learning processes?

Most studies on the evaluation of teaching focus on the input (teacher traits) or the output (student-generated products) of the teaching and learning processes. This article is based on a case study that examines the three components of teaching and learning: input, output and process. It presents a framework for collecting quantitative and qualitative data on the quality of instruction, assessment and feedback, and learning environment in college composition courses to complement the feedback provided by the end-of-course student evaluations of teaching for the purpose of monitoring, guiding, and improving instruction.     

On the bike and in the cubicle: The role of passion and regulatory focus in cycling and work satisfaction

ObjectivesTo examine the relationships between cycling passion and satisfaction with cycling and work. First we examine the how two types of passion for cycling (harmonious and obsessive) differentially affect cycling satisfaction. Second, we examine how a passion for cycling can have a spillover effect on work satisfaction. Third, we examine the mediating role of regulatory focus on the relationship between passion and satisfaction.DesignCross-sectional study of U.S. competitive cyclists using an online survey.MethodsSelf-reports of study variables were collected from 119 competitive cyclists, who were also employed in work roles beyond their cycling pursuits. Structural equation modeling techniques were used to examine the relationships between passion, regulatory focus, and satisfaction.ResultsResults from our sample indicate that while holding a harmonious passion for cycling positively relates to both cycling and work satisfaction, an obsessive passion results in diminished work satisfaction. Moreover, results from our mediation analysis indicate that regulatory focus partially mediates the relationships between harmonious passion and both cycling and work satisfaction.ConclusionsThese findings illustrate that not all forms of passion are beneficial to one's pursuits, demonstrate the potential spillover effect of pursuing one's passion for sport and its influence on work satisfaction, and suggest that regulatory focus helps explain the relationship between passion and satisfaction.     

A Narrative Inquiry into a Female Athlete’s Experiences with Protracted Concussion Symptoms

This article explores a female university volleyball student-athlete’s experience with protracted concussion symptoms. Through the methodology of narrative inquiry, four salient themes became apparent related to Daphnée’s experiences: (a) “I felt so alone,” (b) “I had to make one of the hardest decisions of my life,” (c) “I feel like I’m in prison,” and (d) “There’s no light at the end of the tunnel.” Overall, this study offers a rare look into the impact of concussion on an individual’s athletic and academic identities, career progression, and in turn, her imagined stories of who she was and who she was becoming.     

Effects of Warm-Up and Fatigue on Knee Joint Position Sense and Jump Performance

The purpose of this study was to evaluate the effects of a warm-up and fatigue protocol on the vertical jump and knee joint position sense of sprinters. Thirty-two sprinters were randomly allocated to either a control group (CONT) or a plyometric group (PLYO) that performed a warm-up, followed by a high-intensity plyometric protocol. Absolute (AAE), relative (RAE), and variable (VAE) angular errors and vertical jump were evaluated before and after the warm-up, as well as after the plyometric protocol and again 5 min later. After the warm-up, athletes improved RAE and jump performance. After the plyometric protocol, scores on the RAE, VAE, and the vertical jump performance worsened compared to the control group and to the values obtained after the warm-up. Five minutes later, RAE and vertical jump continued to be impaired. AAE did not show significant differences. The vertical jump is improved after the warm-up, although it is deteriorated after high-intensity plyometry. Regarding knee proprioception, the lack of impairments in the AAE make unclear the effects of the plyometric exercises on knee proprioception.     

Influence of Generational Status and Financial Stress on Academic and Career Self‐Efficacy

The importance of a college degree is underscored by higher unemployment rates of individuals who have not completed college (Bureau of Labor Statistics, 2014 ). Academic and career self‐efficacy influence students' completion of college, and 1st‐generation college students and those under financial strain may experience decreased self‐efficacy (Wohlgemuth et al., 2007 ). Participants in this study (N = 383) were college students at a 4‐year university. Results from a 2 × 3 multivariate analysis of variance and discriminant function analysis revealed significant differences in academic and career self‐efficacy based on financial stress, but not generational status.     

The experiences of high-performance coaches in the management of difficult athletes

Although research on effective coaching strategies is well documented, researchers are still learning how coaches effectively manage problematic athletes. The purpose of this study was to investigate how high-performance coaches managed difficult athletes. We interviewed eight experienced ice hockey coaches from the premiere development stream in Canada for athletes who aspire to play professionally. Through our analysis of the data, we found that these coaches identified problem athletes early, fostered relationships, provided clear expectations and roles, and transformed their behaviors to match the team culture (although this was not always possible). We also found that managing difficult athletes takes a great deal of patience, introspection, and emotional intelligence on the coach’s behalf. Our findings contribute to a limited understanding of the knowledge and strategies used by coaches to manage difficult athletes and maintain a positive team climate.     

The interface of identity distress and psychological problems in students’ adjustment to University

Identity distress, psychological symptoms, and adjustment to university (academic, social, and person-emotional) were examined among students in Spain (N = 241; M_age = 19.0 (1.6), Md = 19; 84% female) and Canada (N = 531; M_age = 19.8 (2.2), Md = 19; 82% female). The expected positive relationships were found between these variables. Similarly, increased identity distress of Spanish students and greater maladjustment at university for those in Canada were associated with contextual differences in the respective environments. Psychological problems mediated the linkages between identity distress with academic, social, and person-emotional functioning at university, respectively. Also, psychological problems and context/country were independent predictors of students’ identity distress. Findings underscore the importance of examining contextual factors that influence student adjustment to university in relation to identity development and mental health and they offer suggestions for further research and counseling services.     

大学生网络捐助的影响因素:求助者特征的视角

以往关于捐助的心理学研究主要聚焦于现实环境中的捐助行为,以及捐助者自身特点对捐助的影响,网络环境、求助者特征对捐助影响的研究较少。本研究以大学生为被试,比较不同信息发布者情境中,网络与现实中捐助的意愿,并确定求助者的身份特征和求助信息特征对网络捐助的影响。结果发现,在捐助意愿和捐助金额方面,网络渠道高于现实渠道、熟人发布高于陌生人发布;当求助者与捐助者同为大学生时,捐助者对求助者的理性求助信息比情绪性求助信息有更强的捐助意愿和更多捐助金额。以上结果与大学生网络社会支持水平较高、处理网络信息能力较强有关。     

Teacher Efficacy In the Context of Teaching Low Achieving Students

This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were discussed.     

Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis

This study tested Social Cognitive Career Theory’s (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288.] were used to create the input correlation matrices for subsequent path-analytic tests of the model, using both college GPA and retention as performance criteria. Results suggested that SCCT does an adequate to excellent job of modeling academic performance and persistence, but that model fit was better when general cognitive ability versus high school GPA was used to operationalize the ability/past performance variable. Results are discussed in terms of their fit with SCCT and their practical implications.