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Emotions and perception of effort in motor games oriented to formative basketball 以形成型篮球为导向的运动游戏中的情绪与努力知觉
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-28 DOI: 10.1080/03055698.2023.2262070
Juan Manuel García-Ceberino, Sebastián Fierro-Suero, Víctor Hugo Duque-Ramos, Pedro Sáenz-López
ABSTRACTThis study investigated the emotions and perception of effort triggered by various basketball-oriented games: psychomotor game with and without competition, and opposition game with competition. Gender' effect on games with competition was analysed. Sixty-five players (13.52 ± 1.43 years old) from formative teams in Spain participated. The non-parametric tests of Friedman’s, Kruskal-Wallis H, and Robust ANOVA were performed to find statistical differences. There were differences in love between the psychomotor game without competition and the opposition game with competition, with the former having greater intensity. There were differences in the perception of effort, beining greater in the opposition game with competition. A loss triggered greater anger and negative dimension than a win or tie. In the opposition game with competition, a win triggered greater happiness, joy and positive dimension than a loss.Gender had an effect on negative emotions in opposition games with competition, against girls. Players should be trained in emotional regulation.KEYWORDS: Emotional perceptiondominions of motor actiongenderRPEtraining session AcknowledgementsThe author Juan M. García-Ceberino was supported by a grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” [MS-01].Notes on contributorsJuan Manuel García-CeberinoJuan Manuel García-Ceberino is a researcher of the GOERD Research Group (Spain). He graduated in Primary Education with mention in Physical Education from the University of Extremadura in 2014, and he received his PhD from the University of Extremadura in 2020 in Physical Activity and Sport. His current research interests are focused on the study of pedagogical models and teaching/training in Physical Education and Sports.Sebastián Fierro-SueroSebastián Fierro-Suero is a teacher Department of Integrated Didactics in the Faculty of Education Sciences at University of Huelva (Spain). He has Graduate with highest honours in Physical Activity and Sport Science. His current interest in research is in the study of motivation and emotions in Physical Education and Sports. He belongs to the EMOTION Research Group.Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos is a teacher affiliated with the Colombian teaching profession. His doctoral thesis, titled ”Basketball and Emotions: In the School and Sports Context,” was defended in 2023 at the University of Huelva (Spain). He is a researcher
摘要本研究探讨了篮球运动中有竞争、无竞争的心理运动比赛和有竞争的对手比赛所引发的情绪和努力知觉。分析了性别对竞争游戏的影响。西班牙成建制球队65名球员(13.52±1.43岁)参赛。对Friedman’s、Kruskal-Wallis H和稳健方差分析进行非参数检验以发现统计差异。无竞争的心理运动游戏与有竞争的对抗游戏在爱的程度上存在差异,无竞争的心理运动游戏的爱的强度更大。在努力的感知上存在差异,在有竞争的对手游戏中差异更大。输球比赢球或平局更能引发愤怒和负面情绪。在竞争对手的比赛中,胜利比失败更能激发快乐、快乐和积极的维度。在与女孩竞争的对抗性游戏中,性别对消极情绪有影响。球员应该接受情绪调节方面的训练。致谢作者Juan M. García-Ceberino得到了西班牙大学和欧盟(NextGenerationUE)“Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes博士”(MS-01)的资助。披露声明作者未报告潜在的利益冲突。这项工作得到了西班牙大学部和欧盟(NextGenerationUE)“Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes博士”的资助[MS-01]。关于贡献者的说明juan Manuel García-CeberinoJuan Manuel García-Ceberino是西班牙政府研究小组的一名研究员。他于2014年毕业于埃斯特雷马杜拉大学,主修小学教育和体育教育,并于2020年获得埃斯特雷马杜拉大学体育活动和体育博士学位。他目前的研究兴趣集中在体育教育和运动教学模式和教学/培训的研究。Sebastián Fierro-SueroSebastián Fierro-Suero是西班牙韦尔瓦大学教育科学学院综合教学法系的一名教师。他以最高荣誉毕业于体育活动和运动科学专业。他目前的研究兴趣是体育教育和运动中的动机和情感研究。他属于情绪研究小组。Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos是哥伦比亚教学专业的一名教师。他的博士论文题为“篮球和情感:在学校和体育背景下”,于2023年在西班牙韦尔瓦大学(University of Huelva)进行了答辩。他是哥伦比亚安蒂奥基亚大学体育研究所“体育实践,社会,教育-课程(PES)”小组的研究员。他的研究重点是教育和体育中的情感。Pedro Sáenz-LópezPedro Saenz-Lopez是西班牙韦尔瓦大学教育科学学院综合教学法系的全职教授。他于1988年毕业于格拉纳达大学体育科学专业,并于1998年在塞维利亚大学获得教育科学博士学位。他是情绪研究小组的协调员。他目前的研究兴趣是体育教育和运动中的动机和情感研究。
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引用次数: 0
Effects of collaboration on teachers’ job satisfaction and self-efficacy: personal and structural characteristics as moderators 合作对教师工作满意度和自我效能感的影响:个人特征和结构特征的调节作用
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-26 DOI: 10.1080/03055698.2023.2256924
Jaehong Jang, Hawon Yoo, Pey-Yan Liou
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引用次数: 0
Problematizing the Measurement of Gender Identity in K-12 Education Survey Research: A Systematic Review 基础教育调查研究中性别认同测量的问题:系统回顾
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-25 DOI: 10.1080/00131946.2023.2248636
Mario I. Suárez
AbstractThe increase in youth’s self-identification as trans in the United States and Canada has created new urgency in schools to meet the needs of these students, yet education survey researchers have yet to find ways to assess their educational outcomes based on sex and gender. In this critical systematic review, I provide an overview of surveys from 2009–2019 that have been utilized to assess the sex and gender identity of trans youth. Findings suggest a range of measurement approaches and types of research interests, as well as important aspects that were absent from the surveys. Recommendations for those who currently or plan to engage with survey research that includes gender identity are included. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Methodological note: Google Scholar and Google were the starting point for this search, as both of these databases produced results that were peer-reviewed and non peer-reviewed.2 Demographers and research leaders familiar with measurement of gender and sexuality with youth and adults were emailed and consulted with, as a way to identify any potential surveys not located in the original search, as well as to obtain specific wording used. For example, GLSEN does not publish their survey publicly in their report even though it is widely used and known as a large-scale survey in education research. After an email from Joseph Kosciw, he graciously responded with the wording of the items used in the 2019 NCSS survey.3 The 2020–21 CHKS survey, in asking about gender, provided the following responses: male, female, nonbinary, something else.Additional informationFundingThis work was supported by Spencer Foundation [202000013].
摘要在美国和加拿大,越来越多的青少年自我认同为跨性别者,这使得学校迫切需要满足这些学生的需求,但教育调查研究者尚未找到基于性别和社会性别来评估他们教育成果的方法。在这篇重要的系统综述中,我概述了2009-2019年用于评估跨性别青年的性别和性别认同的调查。研究结果提出了一系列测量方法和研究兴趣类型,以及调查中缺失的重要方面。对那些目前或计划参与包括性别认同的调查研究的人的建议也包括在内。披露声明作者未报告潜在的利益冲突。注1方法说明:Google Scholar和Google是本次搜索的起点,因为这两个数据库产生的结果都经过同行评审和非同行评审我们通过电子邮件向熟悉青少年和成年人性别和性行为测量的人口统计学家和研究负责人咨询,以确定原始搜索中未包含的任何潜在调查,并获得使用的具体措辞。例如,GLSEN并没有在他们的报告中公开公布他们的调查,尽管它被广泛使用,并被称为教育研究中的大规模调查。在收到Joseph Kosciw的电子邮件后,他慷慨地回复了2019年NCSS调查中使用的项目的措辞2020-21年CHKS调查在询问性别时提供了以下回答:男性、女性、非二元性别,以及其他。本研究得到了Spencer Foundation[202000013]的支持。
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引用次数: 0
Impact of the Fulbright teaching excellence and achievement program on participating U.S. secondary schools 富布赖特教学卓越与成就计划对参与的美国中学的影响
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-18 DOI: 10.1080/03055698.2023.2256919
Ally Zhou, Carla Huck, Michael E. Houdyshell
The Fulbright Teaching Excellence and Achievement Program (Fulbright TEA) provides six weeks of professional development for international secondary teachers. They observe and co-teach classes with a partner teacher at a U.S. secondary school as part of the program. One important goal of this program is to build cross-cultural competence in U.S. school communities, which is often overlooked given that the Fulbright literature has primarily focused on U.S. teachers travelling abroad or faculty in higher education. To address this gap, we interviewed eight partner teachers and administrators to explore their perceived impact of Fulbright TEA on U.S. teachers, students, and school communities. The findings demonstrate that the participating teachers enhanced their teaching repertoire and cross-cultural competence and both they and their students regained appreciation of abundant resources in the U.S. The study indicates the cost effectiveness of Fulbright TEA in developing/enhancing cross-cultural competence of U.S. school communities.
富布赖特教学卓越和成就计划(Fulbright TEA)为国际中学教师提供为期六周的专业发展。作为项目的一部分,他们在一所美国中学与一名合作教师一起观察和共同授课。这个项目的一个重要目标是在美国学校社区中建立跨文化能力,这一点经常被忽视,因为富布赖特文献主要关注的是出国旅行的美国教师或高等教育的教师。为了解决这一差距,我们采访了8位合作教师和管理人员,探讨他们认为富布赖特TEA对美国教师、学生和学校社区的影响。研究结果表明,参与的教师提高了他们的教学水平和跨文化能力,他们和学生都重新认识到美国丰富的资源。研究表明,富布赖特TEA在发展/提高美国学校社区的跨文化能力方面具有成本效益。
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引用次数: 0
Examining the relationship between multiple facets of professional development and teacher job satisfaction in the United States 考察美国教师职业发展与教师工作满意度之间的关系
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-13 DOI: 10.1080/03055698.2023.2256921
Hana Kang, Madeline Mavrogordato
Using data from the 2018 U.S. Teaching and Learning International Survey (TALIS), this study examined the relationship between five aspects of professional development (PD) – teacher participation in different formats, content, duration, quality, and barriers to participation – and teacher job satisfaction. Our multilevel model results indicate that quality of PD consistently has a significant relationship with an increase in teacher job satisfaction and barriers to participation in PD persistently have a negative relationship to teacher job satisfaction. Our findings suggest that teachers value opportunities to engage in PD and that providing PD activities that include characteristics leading to positive qualities is crucial to enhance teacher job satisfaction through PD.
本研究使用2018年美国教与学国际调查(TALIS)的数据,研究了专业发展(PD)的五个方面——教师参与不同形式、内容、持续时间、质量和参与障碍——与教师工作满意度之间的关系。我们的多层次模型结果表明,持续的教学质量与教师工作满意度的增加有显著的关系,而持续参与教学的障碍与教师工作满意度有负相关。我们的研究结果表明,教师重视参与PD的机会,提供包含导致积极品质的特征的PD活动对于通过PD提高教师的工作满意度至关重要。
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引用次数: 0
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation 偏离目标:评价性格与教师准备中的白的具体化
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.1080/00131946.2023.2248637
Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu, John Ambrosio
In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019–spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the WatermarkTM EDA advances and reifies a set of normative practices that align with dominant White, middle-class cultural values under the guise of objectivity.
为了探讨WatermarkTM教育倾向评估(EDA)是否对所有教师候选人都是公平的评估,无论种族如何,本研究采用定量批判种族理论(QuantCrit)方法设计来分析该评估的试点实施情况,该评估代表了在中西部一所中型大学五个不同教育准备项目的24个指定课程中进行的650项审慎倾向评估。卡方分析和2019年秋季至2020年春季档案数据的描述性统计表明,可变种族与多次EDA评估中分配给学生的平均分数之间存在统计学显著关联,黑人教师候选人明显处于劣势。通过这种分析和对每个标题行中嵌入的语言的仔细而批判性的回顾,作者认为WatermarkTM EDA在客观性的伪装下推进并具体化了一套与占主导地位的白人中产阶级文化价值观相一致的规范实践。
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引用次数: 0
Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies. 三年级儿童自我认知的 STEM 能力中的种族/族裔和性别不平等。
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2021-01-08 DOI: 10.1080/03055698.2020.1871324
Danielle Xiaodan Morales, Sara Elizabeth Grineski, Timothy William Collins

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.

有研究试图了解女性和少数种族/族裔群体在科学、技术、工程和数学领域代表性不足的问题,但对小学生的关注较少。本研究利用具有全国代表性的样本数据,确定了影响美国三年级儿童数学和科学自我认知能力的因素,同时控制了他们的实际能力。结果表明,与男生相比,女生对自己数学能力的自我认知有所下降,但对科学能力的自我认知却与男生相似。黑人学生表现出自我感觉良好的数学能力,而西班牙裔和土著学生则低估了自己的科学能力。对父母的关注、朋友和邻里关系感到满意的学生,其自我感觉的数学和科学能力都较高。
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引用次数: 2
Preservice computer science teachers’ beliefs, motivational orientations, and teaching practices 职前计算机科学教师的信念、动机取向与教学实践
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-26 DOI: 10.1080/03055698.2022.2069461
Büşra Kartal, Uğur Başarmak

ABSTRACT

This multiple case study sought to examine preservice computer science teachers’ beliefs, motivational orientations, and teaching practices, as currently, they remain to be adequately researched. Eight participants were selected via maximum variation sampling for this study of trainee teachers during their first practicums in Turkey. Trainee teachers were observed in the natural setting of a computer science classroom during their teaching try-outs. Interviews were conducted with them on either side of their pre-planned lessons. Results show that teacher efficacy, self-efficacy related to using and integrating technology, and classroom management influenced participants’ teaching practices. Further research is necessary to examine the consistencies and contradictions between preservice CS teachers’ beliefs and practices and how these change during field experience and exemplify good practice for the benefit of CS education.

摘要本多案例研究旨在检视职前计算机科学教师的信念、动机取向和教学实践,目前这些仍有待充分研究。通过最大变异抽样选择了8名参与者,对在土耳其第一次实习的实习教师进行了研究。实习教师在计算机科学教室的自然环境中进行教学试训。在他们预先计划的课程的两边对他们进行了采访。结果表明,教师效能感、与技术使用与整合相关的自我效能感和课堂管理影响了参与者的教学实践。有必要进一步研究职前计算机科学教师的信念和实践之间的一致性和矛盾性,以及这些信念和实践在实地经验中如何变化,并举例说明有利于计算机科学教育的良好实践。
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引用次数: 0
Application of artificial intelligence APP in quality evaluation of primary school science education 人工智能APP在小学科学教育质量评价中的应用
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-26 DOI: 10.1080/03055698.2022.2066462
Xufeng Huang

ABSTRACT

Two scientific and systematic evaluation index systems are constructed for primary education APP and Science, Technology, Engineering, and Mathematics (STEM) courses. These systems are revised and confirmed through two rounds of Delphi method. The Delphi method determines an educational application (APP) evaluation index system containing four first-level indicators and thirty-three second-level indicators and a primary school STEM curriculum evaluation index system containing five first-level indicators and nineteen second-level indicators. Finally, analytic hierarchy process is used to determine the weight of all indicators to rank the weights. In the evaluation index system of educational APP, the weight of teaching design is 0. 2900, ranking the first; the weight of interactive experience is 0.1801, ranking the last. In the STEM curriculum evaluation index system, the weight of innovation practice is 0.3472, which is the maximum; the weight of independent management is 0.0879, which is the minimum. It is of great significance to promote the deepening of primary school STEM curriculum learning evaluation, improve the effectiveness of STEM curriculum teaching, and promote the healthy development of primary school education APP.

摘要针对小学教育APP课程和STEM课程,构建了两个科学、系统的评价指标体系。通过两轮德尔菲法对这些系统进行了修订和确认。德尔菲法确定了包含4个一级指标和33个二级指标的教育应用(APP)评价指标体系和包含5个一级指标和19个二级指标的小学STEM课程评价指标体系。最后采用层次分析法确定各指标的权重,对各指标的权重进行排序。在教育类APP评价指标体系中,教学设计权重为0。2900,排名第一;互动体验的权重为0.1801,排名最后。在STEM课程评价指标体系中,创新实践的权重最大,为0.3472;独立经营的权重为0.0879,是最小的。对于促进小学STEM课程学习评价的深化,提高STEM课程教学的有效性,促进小学教育APP的健康发展具有重要意义。
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引用次数: 0
Trauma-Informed Yoga: Investigating an Intervention for Mitigating Adverse Childhood Experiences in Rural Contexts. 创伤知情瑜伽:调查减轻农村儿童不良经历的干预措施。
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.1080/00131946.2022.2102495
Lauren Davis, Alexandra Aylward, Rebecca Buchanan

In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall scores and some subscales; noteworthy improvements were also present in depressive symptomatology (PHQ-A), salivary cortisol levels, and sleep duration. Importantly, participant qualitative feedback indicated significant benefits in focus, relaxation, and overall well-being. Further research is needed to imply generalizability and should include a larger, more diverse sample as well as utilization of control groups and an examination of academic and behavioral impacts at the school level.

在一个自杀和心理健康危机肆虐的州,本研究试图减轻不良童年经历(ace)和抑郁和焦虑症状对蒙大拿州农村社区高中生的影响。通过为期七周,每周两次的创伤告知瑜伽干预,参与者的焦虑(GAD-7)显著减少,力量和困难(SDQ-11)总分和一些子量表增加;在抑郁症状(PHQ-A)、唾液皮质醇水平和睡眠时间方面也有显著改善。重要的是,参与者的定性反馈表明,在注意力、放松和整体幸福感方面有显著的好处。需要进一步的研究来暗示普遍性,并应包括更大、更多样化的样本,以及使用控制组,并在学校一级对学术和行为影响进行检查。
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引用次数: 2
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Educational Studies
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