The change in perceived motor competence and motor task values during elementary school: A longitudinal cohort study

Participation in motor activities is essential for social interaction and life satisfaction in children. Self‐perceptions and task values have a central position in why children do or do not participate in (motor) activities. Investigating developmental changes in motor self‐perceptions and motor task values in elementary school children would provide vital information about their participation in motor activities. We therefore examined the change in, and associations between, self‐perceptions and task values of fine motor competence, ball competence, and athletic competence in 292 children from kindergarten to grade 4. We also investigated differences between boys and girls, and between children with motor problems and typically developing children. Results indicated that self‐perceptions and task values are domain specific and differ between boys and girls, but not between children with motor problems and typically developing children. Self‐perceptions were not associated with task values. Educators should address specific self‐perceptions to enhance participation into the corresponding motor activities in children between kindergarten and grade 4, and differences in self‐perceptions and task values between boys and girls should be taken into account.     

Associations Between Peer Pressure and Adolescents’ Binge Behaviors: The Role of Basic Needs and Coping

Framed from a framework based on the integration of self-determination theory (Ryan &; Deci, 2000 Ryan, R. M., &; Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and Endler and Parker’s (1990) conception of coping strategies, the authors analyzed the relationships between peer pressure and binge behaviors (binge eating and binge drinking) in adolescence. Moreover, the authors explored the mediating role of satisfaction/frustration of basic psychological needs and coping strategies in these associations. Participants were 570 high school students (M?=?15.75 years, SD?=?1.14 years) living in Italy. The study design was cross-sectional and adolescents were administered self-report questionnaires. Path analysis showed significant and positive direct associations of peer pressure with both binge eating and binge drinking. Moreover, findings show that there is an indirect path in which peer pressure is positively associated with need frustration that is related to the use of emotion-oriented coping strategies that, on their turn, are associated with binge eating. Differently, binge drinking seems to be only directly related to peer pressure. The authors put light to the complex nature of the relationships between peer pressure and binge behaviors in adolescence, taking into account the separate contribution of need satisfaction and need frustration, as well as of coping strategies. Finally, practical implications of the study are discussed.     

教师集体效能理论及其应用

教师集体效能是教师效能在集体水平上的扩展,是教师对其作为一个整体的、能够组织和实施影响学生行为过程的能力知觉和信念,它以知觉到的平均数作为其集体效能测量的整合分数。教师集体效能在学生的学业成就、有效学校的特性以及教师的心理与行为的改变中有着重要的应用。但与教师个体效能相比,教师集体效能的研究在整体上还存在着明显的不足     

Reliability and validity of the self‐perception profile for adolescents: An Australian sample

In this study, we explored the psychometric properties and factorial validity of Harter's Self‐Perception Profile for Adolescents (SPPA) with an Australian sample drawn from the Raine study 14‐year follow‐up. Participants, boys (n = 795) and girls (n = 758) from Grades 8, 9, and 10, completed the SPPA. Cronbach's alpha showed good internal reliabilities for seven of the eight subscales and global self‐worth. Boys had significantly higher athletic (p < .001), physical appearance (p < .001), and romantic (p < .05) self‐perceptions, while the girls perceived significantly higher behavioural conduct (p < .001) and close friendships (p < .001). Exploratory factor analysis yielded similar factors to those reported by Harter with North American adolescents, although cross loadings resulted in one additional factor. Our findings generally supported Harter's conceptualisation of the self as a multidimensional construct, and with minor modifications, the use of the SPPA with Australian adolescents.     

Perceptions of Sense of Control,Relative Deprivation,and Expectations of Young Jews and Palestinians in Israel

Abstract

The author focused on the impact of personal deprivation, sense of control, and social context on the future expectations of advantaged and discriminated groups. Analysis of 6,430 Jewish and Palestinian high school students in Israel showed that Palestinian students had lower expectations and stronger feelings of deprivation than Jewish students. Also those who felt deprived had lower expectations regarding the prospects of marriage and the probability of owning a home and a car and of holding a permanent job. However, sense of control influenced these expectations more than did feelings of deprivation. The findings indicated that the processes by which future expectations are formed might be different for Jewish and Palestinian students and that these differences are—at least in part—related to long-term discrimination against Palestinians in Israel.     

Why are some people more susceptible to ingroup threat than others? The importance of a relative extrinsic to intrinsic value orientation

Whereas an individual differences perspective recently pointed to the importance of a relative extrinsic to intrinsic value orientation in the prediction of outgroup attitudes, the intergroup relations perspective stresses the importance of threat. This study investigates the interplay of both perspectives. A scenario study among high-school students showed that only people who attach greater relative importance to extrinsic values react with a negative attitude towards an outgroup that is portrayed as threatening. A longitudinal study among university students then showed that people with a relatively greater extrinsic value orientation are not only more likely to react to threat but also to perceive threat. Specifically, cross-lagged analyses showed that a relatively greater extrinsic value orientation predicted over-time increases in threat perceptions.     

工作场所中他人感知的员工工作-家庭冲突：刻板印象视角

以往研究发现工作场所中他人感知的员工工作-家庭冲突对员工工作结果具有重要影响, 但相关研究处于起步阶段。在文献回顾的基础上, 从刻板印象理论出发, 提出可能影响他人感知员工工作-家庭冲突的工作、家庭相关因素; 采用能力-热情维度框架探讨他人感知员工工作-家庭冲突的作用机制及其结果。今后研究可在整合工作-家庭冲突研究和刻板印象理论的基础上, 对他人感知员工工作-家庭冲突的形成及人际效用机制等方面进行拓展。     

The accuracy of roommate ratings of behaviors versus beliefs

We evaluated the accuracy of peer ratings of roommates’ personality characteristics, against roommate self-ratings, as a function of rating domain observability. Instead of the usual ratings of broad personality traits, however, our domains represented peer ratings of narrow exemplars of personality traits. Specifically, we compared roommate ratings on (a) observable trait-related behaviors with (b) unobservable trait-related attitudes or beliefs. We observed greater self-peer agreement in rating behaviors, in general, than in rating beliefs. We also observed greater tendency of raters to adopt an assumed similarity heuristic when judging their roommates’ attitudes and beliefs than their behaviors. We discuss the contribution of these findings to understanding the determinants of accuracy in personality judgments and developing best practices for personality assessment.     

Differential effects of the KiVa anti-bullying program on popular and unpopular bullies

This study utilized data from the evaluation of the Finnish KiVa program in testing the prediction that school bullies' high perceived popularity would impede the success of anti-bullying interventions. Multiple-group structural equation modeling (SEM) analyses were conducted on a subsample of 911 third-, fourth-, and fifth-graders identified as perpetrators of bullying. They belonged to 77 Finnish schools, including 39 schools implementing the KiVa program and 38 control schools. Data on peer-reported bullying and perceived popularity were collected before program implementation and one year later. Controlling for sex, age, and initial levels of bullying, KiVa participation resulted in lower rates of bullying (indicated by fewer peer nominations) after one year for bullies of low and medium popularity. However, there was no significant effect for those high in popularity, suggesting that popular bullies are less responsive to anti-bullying interventions than less popular bullies.