Showing papers by "Andrew J. Martin published in 2005"
TL;DR: Results from the ‘climateprediction.net’ experiment are presented, the first multi-thousand-member grand ensemble of simulations using a general circulation model and thereby explicitly resolving regional details, finding model versions as realistic as other state-of-the-art climate models but with climate sensitivities ranging from less than 2 K to more than 11’K.
Abstract: In the climateprediction.net project, thousands of individuals have volunteered spare computing capacity on their PCs to help quantify uncertainty in the way our climate responds to increasing levels of greenhouse gases. By running a state-of-the-art climate model thousands of times, it is possible to find out how the model responds to slight changes in the approximations of physical processes that cannot be calculated explicitly. The first batch of results has now been analysed, and surface temperature changes in simulations that capture the climate realistically are ranging from below 2 °C to more than 11 °C. These represent the possible long-term change, averaged over the whole planet, as a result of doubling the levels of atmospheric carbon dioxide in the model. This is the first time that complex models have been found with such a wide range of responses. Their existence will help in quantifying the risks associated with climate change on a regional level. The range of possibilities for future climate evolution1,2,3 needs to be taken into account when planning climate change mitigation and adaptation strategies. This requires ensembles of multi-decadal simulations to assess both chaotic climate variability and model response uncertainty4,5,6,7,8,9. Statistical estimates of model response uncertainty, based on observations of recent climate change10,11,12,13, admit climate sensitivities—defined as the equilibrium response of global mean temperature to doubling levels of atmospheric carbon dioxide—substantially greater than 5 K. But such strong responses are not used in ranges for future climate change14 because they have not been seen in general circulation models. Here we present results from the ‘climateprediction.net’ experiment, the first multi-thousand-member grand ensemble of simulations using a general circulation model and thereby explicitly resolving regional details15,16,17,18,19,20,21. We find model versions as realistic as other state-of-the-art climate models but with climate sensitivities ranging from less than 2 K to more than 11 K. Models with such extreme sensitivities are critical for the study of the full range of possible responses of the climate system to rising greenhouse gas levels, and for assessing the risks associated with specific targets for stabilizing these levels.
1,173 citations
TL;DR: This article explored the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students and found that the gender-invariant model suggests that the academic motivation of boys and girls is the same for men and women teachers.
Abstract: We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.
171 citations
TL;DR: The Occupational Motivation and Engagement Wheel (OMEW) as discussed by the authors is a model of motivation and engagement in the workplace that is adapted from Wiegand and Geller's work.
Abstract: Positive psychology offers scope for enhancing satisfaction, motivation, and productivity in the workplace. Wiegand and Geller (2004, this issue) point to a number of strategies to enhance individuals' success orientation and conclude their discussion with the actively caring model which appears to be a useful means of representing pivotal facets of a positive and supportive workplace climate. The discussion in this article extends some of the concepts presented in their paper, adapts a model of motivation to develop the Occupational Motivation and Engagement Wheel, and also further discusses some particularly key strategies alluded to by Wiegand and Geller. These include a discussion of workplace resilience, authoritarian versus authoritative leadership/management styles, motivating workplace climates, personal bests, staff morale, flow in work, the value individuals attach to tasks and outcomes, and the centrality of relationships in the performance context. The article concludes with a multi-l...
126 citations
TL;DR: SERTraline and venlafaxine XR demonstrated comparable effects on QOL and efficacy in treatment of major depression, although sertraline may be associated with a lower symptom burden during treatment discontinuation and a reduced risk of blood pressure increase.
Abstract: Background: The comparative efficacy of selective serotonin reuptake inhibitors (SSRIs) and serotoninnorepinephrine reuptake inhibitors (SNRIs) was recently debated. Meta-analyses, based mainly on fluoxetine comparator data, suggest that the SNRI venlafaxine has superior efficacy to SSRIs in treatment of major depression. Objective: To compare quality of life (QOL), efficacy, safety, and tolerability associated with sertraline and venlafaxine extended release (XR) for treatment of DSM-IV major depression. Method: This was an 8-week, double-blind, randomized study of sertraline (50‐150 mg/day) versus venlafaxine XR (75‐225 mg/day), followed by a 2-week taper period. Subjects were recruited from 7 sites in Turkey and 6 sites in Australia between October 2002 and July 2003. The primary outcome measure was the Quality of Life Enjoyment and Satisfaction Questionnaire. Secondary outcome measures included measures of depression (including response and remission), anxiety, pain, safety (e.g., blood pressure), and tolerability (e.g., discontinuation symptoms). Results: A total of 163 subjects received study treatment (women, 69%; mean age, 37.0 [SD = 12.9] years). No significant differences in QOL or efficacy were noted between treatments on the primary or secondary endpoints for the total study population or the anxious depression and severe depression subgroups. A priori analyses of symptoms associated with treatment discontinuation demonstrated no difference between treatment groups. However, in post hoc analyses, sertraline was associated with less burden of moderate to severe discontinuation symptoms. Venlafaxine XR was associated with a relative increase in mean blood pressure (supine diastolic blood pressure, ‐4.4 mm Hg difference at week 8/last observation carried forward). Conclusion: Sertraline and venlafaxine XR demonstrated comparable effects on QOL and efficacy in treatment of major depression, although sertraline may be associated with a lower symptom burden during treatment discontinuation and a reduced risk of blood pressure increase. (J Clin Psychiatry 2005;66:1312‐1320)
116 citations
TL;DR: A completely automatically maintained database which maps PDB residues to residues in UniProt KB/SwissProt and UniProtKB/trEMBL entries and a brute-force sequence scan to resolve PDB chains for which no annotated link is available.
Abstract: Motivation: UniProtKB/SwissProt is the main resource for detailed annotations of protein sequences. This database provides a jumping-off point to many other resources through the links it provides. Among others, these include other primary databases, secondary databases, the Gene Ontology and OMIM. While a large number of links are provided to Protein Data Bank (PDB) files, obtaining a regularly updated mapping between UniProtKB entries and PDB entries at the chain or residue level is not straightforward. In particular, there is no regularly updated resource which allows a UniProtKB/SwissProt entry to be identified for a given residue of a PDB file.
Results: We have created a completely automatically maintained database which maps PDB residues to residues in UniProtKB/SwissProt and UniProtKB/trEMBL entries. The protocol uses links from PDB to UniProtKB, from UniProtKB to PDB and a brute-force sequence scan to resolve PDB chains for which no annotated link is available. Finally the sequences from PDB and UniProtKB are aligned to obtain a residue-level mapping.
Availability: The resource may be queried interactively or downloaded from http://www.bioinf.org.uk/pdbsws/
Contact: andrew@bioinf.org.uk
98 citations
TL;DR: Martin et al. as discussed by the authors explored the effects of a youth enrichment program on academic motivation and engagement and found that there were gains on key facets of students' motivation by the end of the program.
Abstract: This study explores the effects of a youth enrichment program on academic motivation and engagement. Fifty-three students aged 14–16 years participated in the Rotary Youth Program of Enrichment (RYPEN). Embedded within the program were workshops revolving around the Student Motivation and Engagement Wheel [Martin (2003a). How to motivate your child for school and beyond. Sydney: Bantam] and strategies aimed at enhancing students’ academic motivation and engagement. Motivation was measured using the Student Motivation and Engagement Scale [Martin (2001). Australian Journal of Guidance and Counselling 11, 1–20; Martin (2003b) Australian Journal of Education, 14, 34–49] at the outset of the program, towards the end of the program, and again 6–8 weeks later. Data showed that there were gains on key facets of students’ motivation by the end of the program – gains that were sustained 6–8 weeks later. These gains were demonstrated by boys and girls. Moreover, when compared to a larger weighted sample (2769 high school students), by Time 2 and also by Time 3, significant declines in motivation had been reversed and any pre-existing advantages or parallel strengths of the RYPEN sample over the weighted sample were maintained. Five facets of the program proposed to have contributed to its effectiveness are: the optimistic expectations held by adults, the program’s focus on mastery, the climate of cooperation and the ensuing sense of belonging, the positive relationships that developed amongst students and between students and adults, and embedding school-related elements within a broader enrichment program. Each of these is discussed.
72 citations
TL;DR: The initial aim is to create a completely automatically maintained database of SAAPs mapped to individual residues in the Protein Data Bank (PDB) updated as new mutations or structures become available.
Abstract: Motivation: Data on both single nucleotide polymorphisms and disease-related mutations are being collected at ever-increasing rates. To understand the structural effects of missense mutations, we consider both classes under the term single amino acid polymorphisms (SAAPs) and we wish to map these to protein structure where their effects can be analyzed. Our initial aim therefore is to create a completely automatically maintained database of SAAPs mapped to individual residues in the Protein Data Bank (PDB) updated as new mutations or structures become available.
Results: We present an integrated pipeline for the automated mapping of SAAP data from HGVbase to individual PDB residues. Achieving this in a completely automated and reliable manner is a complex task. Data extracted from HGVbase are mapped to EMBL entries to confirm whether the mutation occurs in an exon and, if so, where in the sequence it occurs. From there we map to Swiss-Prot entries and thence to the PDB.
Availability: The resulting database may be accessed over the web at http://www.bioinf.org.uk/saap/ or http://acrmwww.biochem.ucl.ac.uk/saap/
Contact: a.martin@biochem.ucl.ac.uk
68 citations
TL;DR: OSA is prevalent among subjects with Prader-Willi syndrome and is associated with increased body mass, daytime inactivity/ sleepiness, and some behavioral disturbances, and Unexpectedly, sleep hypoxemia appeared to be predictive of increased performance IQ.
66 citations
01 Jan 2005
TL;DR: The MeE framework as mentioned in this paper is a framework that attempts to reconcile both psychological and sociological understandings surrounding student motivation and engagement, and it can provide educators with a tool to analyse schools and classrooms in order to make productive interventions aimed at encouraging students to develop powerful and enduring relationships with education.
Abstract: This paper presents a framework that attempts to reconcile both psychological and sociological understandings surrounding student motivation and engagement. The MeE framework draws on research in the psychology of education undertaken by Martin (2001, 2002, 2003b, 2005) and in the sociology of education by the UWS Fair Go Project (2004a, 2004b)). In bringing together these two projects, the framework looks to overcome the inherent limitations in both psychological (failing to account for the wider dimensions of social power) and sociological (failing to fully understand the complexity of the individual) approaches. The paper will first describe the theoretical underpinnings and principles of the MeE Framework. It will then explore its practical possibilities as a heuristic that can provide educators with a tool to analyse schools and classrooms in order to make productive interventions aimed at encouraging students to develop powerful and enduring relationships with education.
35 citations
01 Jan 2005
TL;DR: The Mental Toughness Inventory (MTI) as mentioned in this paper is a 67-item self-report paper and pencil test that assesses 12 characteristics of mental toughness (selfefficacy, potential, mental self-concept, task familiarity, value, personal bests, goal commitment, perseverance, task focus, positivity, stress minimisation, and positive comparisons) along with one global mental toughness factor.
Abstract: The Mental Toughness Inventory (MTI) is a 67-item self-report paper and pencil test that assesses 12 characteristics of mental toughness (self-efficacy, potential, mental self-concept, task familiarity, value, personal bests, goal commitment, perseverance, task focus, positivity, stress minimisation, and positive comparisons) along with one global mental toughness factor (Middleton et al., 2004a). The purposes of the current study were to (a) refine the size of the MTI whilst maintaining its strong psychometric properties, and (b) assess the equivalence of the MTI factor structure across sub-elite to elite athletes. The MTI was administered to 438 aspiring elite athletes (aged 12 to 18 years) based at an elite sports high school along with 292 elite athletes (aged 11 to 38 years) from various institutes of sport around Australia (including the Australian, NSW and WA Institute of Sport, NSW and WA Institute of Sports, ACT Academy of Sport, Australian Rugby Union Wallabies, and Australian Cricket). A series of confirmatory factor analyses (CFA) produced a 36-item MTI measuring all 12 factors of mental toughness. The reliability coefficients for each of the factors ranged from .82 to .94 across both sub-elite and elite athlete samples Goodness of fit for the CFA was good for each sample individually, but also multi-group CFA proved the MTI factor structure to be stable across both groups.
17 citations
TL;DR: Children with cystic fibrosis investigated with annual bronchoalveolar lavage and plasma sCD14 levels had a significantly increased risk of early infection with P.aeruginosa, suggesting that CD14 C-159T plays a role in determining the risk ofEarly infection with the bacterium.
Abstract: Early acquisition of Pseudomonas aeruginosa is associated with a poorer prognosis in patients with cystic fibrosis. We investigated whether polymorphisms in CD14, the lipopolysaccharide receptor, increase the risk of early infection. Forty-five children with cystic fibrosis were investigated with annual bronchoalveolar lavage (BAL) and plasma sCD14 levels. Plasma sCD14 levels were significantly lower in children from whom P.aeruginosa was subsequently isolated (492.75 μg/ml vs. 1339.43 μg/ml, p = 0.018). Those with the CD14 -159CC genotype had a significantly increased risk of early infection with P.aeruginosa suggesting that CD14 C-159T plays a role in determining the risk of early infection with P.aeruginosa.
01 Jan 2005
TL;DR: In this paper, the authors examined the extent to which student motivation and engagement vary at student, class, and school levels using multilevel modelling procedures (MLwiN) and found that the bulk of variance in student-level motivations and engagement occurs at the student level.
Abstract: Across mathematics, science, and English school subjects, the present study explores a number of issues relevant to the multilevel nature of motivation and engagement. Among a sample of 1,701 junior and middle high school students, it examines the extent to which motivation and engagement vary at student, class, and school levels. Using multilevel modelling procedures (MLwiN), findings demonstrate that the bulk of variance in motivation and engagement occurs at the student level. Relatively few measures yielded significant class-level variance and the bulk of significant classlevel variance was found for mathematics. Findings are discussed in terms of the implications for educational intervention and for current thinking and theorising about student motivation and engagement.
TL;DR: In this paper, a rejoinder draws on recent research into the issue of enjoyment and passion and applies this to the workplace, and suggests a role for positive psychology in future developments in organizational behavior management.
Abstract: The set of articles in this issue do not fully address a central tenet of Wiegand and Geller's thesis: the vital role of internal states in the workplace. This is perplexing given the centrality of internal states such as enjoyment (or lack thereof) in most people's description and perception of their work. This rejoinder draws on recent research into the issue of enjoyment and passion and applies this to the workplace. It also suggests a role for positive psychology in future developments in organizational behavior management.
TL;DR: The authors examined the relative contribution of potential risk factors, particularly those related to families, to problem behaviour in the lives of a sample of western Sydney three to five-year-old children.
Abstract: There is increasing concern about the number of preschool children displaying problem behaviour. This study examines the relative contribution of potential risk factors, particularly those related to families, to problem behaviour in the lives of a sample of western Sydney three- to five-year-old children. Problem behaviour was assessed using the Child Behavior Checklist (Achenbach & Edelbrock, 1991), encompassing measures of anxious, depressed, uncommunicative, obsessive, somatic complaint, social withdrawal, hyperactive, aggressive, and delinquent behaviours. Particularly salient risk factors associated with problem behaviour were found to be children's behaviour when very young (an indicant of temperament), personal stress in parents associated with concerns about the family and economic worries, and parenting characterised by guilt and anxiety.
30 Jun 2005
TL;DR: Pastoral pedagogy is defined as a key means by which educators can facilitate an individual student's personal connection to teaching and learning in the group setting as mentioned in this paper, and the more an individual learner can personally connect to the teaching, the more motivated and engaged he or she is proposed to be.
Abstract: A great deal of the variance in student achievement, motivation, and engagement is explained at the student level. This poses a challenge to educators who typically educate at a group level. This article proposes pastoral pedagogy as a key means by which educators can facilitate an individual student’s personal connection to teaching and learning in the group setting. The more an individual student can personally connect to the teaching and learning, the more motivated and engaged he or she is proposed to be. Pastoral pedagogy is comprised of three key dimensions: the substantive dimension (relating to the subject matter taught and assessed), the interpersonal dimension (relating to the teacher him or herself), and the pedagogical dimension (relating to the teaching practice). When the student is personally connected to all three dimensions, it is proposed he or she is in the strongest position to engage with the teaching and learning taking place. Hence, a great lesson is something like a great musical composition, comprising the song, the singer, and the singing.
01 Jan 2005
TL;DR: In this article, the authors consider the question of how relationships between the athlete with their significant others affect the elite athlete's self-concept and psychological resilience as young female athletes are particularly vulnerable in a sport where body image is important as part of their presentation.
Abstract: Gymnastics and figure skating are two sports which feature a predominantly young, female population (Ryan, 1990).This proposal will consider the question of how relationships between the athlete with their significant others affect the elite athlete’s self-concept and psychological resilience as young female athletes are particularly vulnerable in a sport where body-image is important as part of their presentation. Self-concept, at the elite level, has been found to be unique when compared to the general population (Marsh, Perry & Roche, 1995). This is especially apparent in young athletes where support from their parents, coaches and other significant figures is extremely important. Previous literature has shown that it is one of the key components to their success and contributor to their enjoyment of the sport (Vanden Auweele, & Wylleman, 1993). However, support is not enough to guarantee these positive psychological outcomes. Psychological resilience, the ability to “bounce back” from stressful experiences quickly and effectively (Lazarus, 1993), has also been found to be a substantial contributor to recovery. (Sheldon & Eccles, 2005). The question of how the athletes manage their time between education and their sport is also a pressing one as coaches demand increasing hours from their athletes when they advance through the ranks of the sport.
01 Jan 2005
TL;DR: This study studied 148 children on presentation with acute asthma and again in convalescence to determine the influence of genotype-related differences in CD14 and CC16 production on plasma levels of their products and clinical disease during acute asthma.
Abstract: Rationale: The majority of previous studies investigating asthma genetics have focussed on cohorts with stable disease and have not defined mechanisms important during acute asthma. CD14 and CC16 each play a key role in biologically important inflammatory pathways and the gene of each has a functional promoter region polymorphism. Objectives: This study was designed to determine the influence of these polymorphisms on plasma levels of their products and clinical disease during acute asthma. We hypothesised that genotype-related differences in CD14 and CC16 production would be more marked during acute asthma and related to disease severity. Methods: We studied 148 children on presentation with acute asthma and again in convalescence. CD14 C-159T and CC16 A38G genotypes were determined and plasma sCD14 and CC16 levels measured at both time points. Measurements and Main Results: During acute asthma, plasma sCD14 levels were higher for the whole group (p=0.003), but increases were only in those with CD14 -159TT (p=0.003) and -159CT (p=0.004), not -159CC. Plasma CC16 levels were also elevated acutely for the whole group (p=0.013), but only in those with CC16 38GG (p=0.043) and 38AG (p=0.014), not CC16 38AA. CD14 -159CC and CC16 38AA subjects were more likely to have moderate or severe acute asthma.
01 Jan 2005
TL;DR: The authors investigated academic motivation and self-concept in a diverse selection of Australian high schools across pre-determined year levels and found that these normative school transitions tend to be associated with differences in academic motivation.
Abstract: Early adolescence is a time of significant change and transitions. During early adolescence, children experience the physical, psychological and social changes associated with puberty. Within high school there are important transitions as students move from junior high to middle high and then to senior high school. Previous research has shown that these normative school transitions tend to be associated with differences in academic motivation and self-concept. Less integral to research on school transitions has been the investigation of transition-related effects on academic motivation and selfconcept from a longitudinal perspective. This paper provides a detailed analysis and discussion on the current issues that surround this area as well as an outline of the proposed study that aims to investigate academic motivation and selfconcept in a diverse selection of Australian high schools across pre-determined year levels.
Journal Article•
TL;DR: The authors explored the impact of an exploratory, minimalist intervention based on the principles of social communication training that aimed at promoting positive interactions between mother and child and increasing child initiations in mother-child communication.
Abstract: This study explores the impact of an exploratory, minimalist intervention based on the principles of social communication training that aimed at promoting positive interactions between mother and child and increasing child initiations in mother-child communication. Encouraging data indicated a shift towards a more positive interaction style between mother and child. Time-series analyses indicated that at the beginning of the intervention period mothers were mainly responsible for initiating interactions with their children. By the end of the intervention period, children were initiating positive interactions and mothers were responding in like fashion.
01 Jan 2005
TL;DR: The authors argue that loanwords behave like compounds in reduplication because they are in fact analyzed by speakers as compounds, and that the stress pattern in these loanwords is otherwise found only in compounds.
Abstract: Reduplication in Malagasy copies a two-mora-long section of the base (e.g., alika ‘dog’ → alikalika ‘something like a dog’). Although the reduplicant is usually left-anchored to the main-stress syllable, there are two types of words in the language that place the reduplicant elsewhere (anchored to secondary stress): finally-stressed loanwords, and native compounds. I argue that loanwords behave like compounds in reduplication because they are in fact analyzed by speakers as compounds. This reanalysis is triggered by the fact that the stress pattern in these loanwords is otherwise found only in compounds.
01 Jan 2005
TL;DR: In this article, a large-scale study amongst Australian high school students investigating the need to distinguish between academic motivation for mathematics, English and science subjects (with an additional focus on gender and year-level differences).
Abstract: This research reports on findings from a large-scale study amongst Australian high school students investigating the need to distinguish between academic motivation for mathematics, English and science subjects (with an additional focus on gender and year-level differences). This paper utilises the Student Motivation and Engagement Wheel (Martin, 2003) as a basis for conceptualising academic motivation and engagement and the Student Motivation and Engagement Scale (SMES – Martin, 2001, 2002) as a basis for measuring it. A total of 1,801 students from six government high schools were administered the Student Motivation and Engagement Scale. Confirmatory factor analysis (CFA) provided support for the domain specificity of motivation and engagement across three distinct high school subject areas. Additional analyses utilising multiple-indicator-multiple-cause (MIMIC) modelling identified a general trend that girls are more motivated across subjects than boys. The few significant interactions broadly showed that as girls move into middle high school they are more motivated than boys in mathematics and less motivated in science and English. Implications for pedagogy and further research are discussed.
01 Jan 2005
01 Jan 2005
TL;DR: In this article, the authors used the Mental Toughness Inventory (MTI) to determine how patterns of mental toughness vary across ages, gender, and between elite and sub-elite athletes.
Abstract: The purpose of this study is to utilise the newly developed and validated instrument the Mental Toughness Inventory (MTI) in order to determine how patterns of mental toughness vary across ages, gender, and between elite and sub-elite athletes. The MTI was administered to 438 aspiring elite athletes (aged 12 to 18 years) based at an elite sports high school along with 292 elite athletes (aged 11 to 38 years) from various institutes of sport around Australia (including the Australian, NSW and WA Institute of Sports, Australian Rugby Union Wallabies, and Australian Cricket). A number of significant differences in mental toughness levels across age (favouring older athletes), gender (favouring males), and between elite and sub-elite athletes (favouring sub-elite athletes) are observed. There is also a significant age x group interaction such that sub-elite athletes’ mental toughness decrease with age whilst elite athletes decrease through 15-16 years of age before significantly increasing. The study highlights differences in patterns of mental toughness that may contribute to athletes making the leap from sub-elite to elite performance.
01 Jan 2005
TL;DR: In this article, a qualitative study explored perceptions of parents and coaches regarding the types of support they provide, and the perceptions of athletes (figure skaters) regarding the support they receive.
Abstract: Research pertaining to support given to figure skaters is sparse despite the gruelling and demanding nature of the sport in terms of performance, training, economic and familial pressures (Kestnbaum, 2003). This qualitative study explored perceptions of parents and coaches regarding the types of support they provide, and the perceptions of athletes (figure skaters) regarding the support they receive. A total of 10 figure skaters of international level, 7 parents, and 10 coaches from ice centres across the United Kingdom participated. An interview schedule prompting athletes’, parents’ and coaches’ responses about their perceptions of support was used. An important finding was the rate of attendance in school by elite skaters. Three out of the 10 interviewed had stopped attending school with 1 having no intention of returning. Conversations with other skaters revealed an additional 3 non-attendees in order to focus on their skating full-time. Furthermore, skaters who were in school were expected to take time off school during international and national competitions, receiving their homework assignments through “homework buddies”. Adolescence appears to be a source of negative emotions in the relationships formed between all members. Coaches’ and parents’ opportunities to provide diverse information and advice to skaters appear to be valuable in developing self-determined and confident sport performers. However, discrepancies are apparent in the perceptions of parents and coaches as to the type of support and involvement they provide.
01 Jan 2005
01 Jan 2005
TL;DR: In this article, the authors present findings from two distinct intervention programs designed to enhance students' motivation and engagement, including a self-complete workbook program among a sample of 53 Australian high school boys.
Abstract: The present paper presents findings from two distinct intervention programs designed to enhance students’ motivation and engagement. The first intervention revolved around a self-complete workbook program among a sample of 53 Australian high school boys. Using a pre/post, treatment/control group design, it was found that the self-complete workbook intervention brought about significant shifts in motivation and engagement. Relative to the control group, the workbook group made positive motivation shifts on key dimensions including study management, persistence, anxiety, failure avoidance, and uncertain control. Against a large weighted external comparison group, the workbook group also made positive shifts on valuing of school, mastery orientation, planning, study management, persistence, failure avoidance, uncertain control, and selfhandicapping. The second intervention involved a different sample of 53 high school boys and girls who participated in a workshop program revolving around motivation and engagement and strategies aimed at enhancing these dimensions. Using a pre/post/follow-up design, data showed that there were gains on key facets of students’ motivation and engagement by the end of the program (post-test) – gains that were sustained 6-8 weeks later (follow-up test). When compared to a large weighted external comparison sample, by post-testing and then at follow-up testing, significant declines in motivation had been reversed and any pre-existing advantages or parallel strengths of the workshop sample over the weighted sample were maintained. Key contributing factors underpinning each intervention are discussed as well as the implications the findings have for educational practice.
01 Jan 2005
TL;DR: In this paper, the applicability of the transtheoretical model of change (TTM of change) to the physical activity of adolescents in Australian school settings was analyzed.
Abstract: Whilst regular physical activity is commonly associated with numerous physical health benefits, the literature suggests that physical activity may also have favourable effects on academic performance, classroom behaviour, interpersonal relationships, and psychological well-being. Despite this, sedentary lifestyles, particularly amongst school aged students, are increasing. Simplistic interventions addressing physical activity have had limited success because participation in physical activity is a complex phenomenon with social, environmental and psychological antecedents and consequences. The transtheoretical model (TTM) of change (Prochaska & Velicer, 1997) has, however, been successfully applied to the physical activity domain because it accounts for the psychological complexity of involvement in physical activity. The present study analyses the applicability of the TTM to the physical activity of adolescents in Australian school settings. A total of 375 high school students from the Greater Western Sydney region were surveyed using a newly devised measure of physical activity based on the TTM of change. Findings indicated support for both the reliability of the new instrument, and the applicability of the transtheoretical model for physical activity in an Australian adolescent sample. The research will assist educators to develop suitable physical education programs that establish life-long positive health behaviours amongst Australian school students.
01 Jan 2005
01 Jan 2005
TL;DR: This article explored the relationship of the Big Five personality factors, and self-concept in relation to well-being for such findings to translate to useful neuro-assessment tools in school settings.
Abstract: Assessment in educational settings thus far has centred on self-report style questionnaires and the assessor’s own observations. While direct neurological testing of personality factors is not yet available, advances in our understanding of brain mechanisms underlying various personality and learning factors has given us hope that more refined knowledge of brain systems will lead to this more direct form of testing in the not too distant future. This holds the potential of a more reliable and valid assessment, particularly with children who are uniquely susceptible to test situation characteristics, biases and language development issues. Before this can occur a thorough understanding of personality constructs, from well-developed pen-and-paper assessment, must take place. This paper aims to explore what must be done to clarify the relationship of the BigFive personality factors, and self-concept in relation to well-being for such findings to translate to useful neuro-assessment tools in school settings. It is suggested that professionals in schools will benefit most from dual assessment of both brain function and self-report measures to get the best possible data for use with students.