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Lentillon-Kaestner V, Roure C. Situational Interest within the Reciprocal Teaching Style: Roles of Dyad Composition and Students' Personal Variables. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024; 95:509-518. [PMID: 37871433 DOI: 10.1080/02701367.2023.2265450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 09/27/2023] [Indexed: 10/25/2023]
Abstract
Purpose: Based on person-context interaction, situational interest (SI) has been used to interpret students' motivation in task engagement. Through two consecutive studies, the purpose of this research was to investigate the roles of forms of dyads (self-selected vs. ability), feelings of relatedness and perceived competence in eliciting students' SI within the reciprocal teaching style. Method: The first study examined the role of dyad composition to determine how to group students to elicit high SI (self selected vs. ability dyads) and compared self-selected and ability dyads using repeated-measures of students' SI, perceived competence and feelings of relatedness, with 99 students in a PE unit. Based on the results of this first study, demonstrating the benefits of the self-selected dyads, the second study aimed to investigate the role of feelings of relatedness and perceived competence in eliciting students' SI within football (99 students) and gymnastics units (109 students) using MANOVAs and a cluster approach. Results: The first study's results showed higher scores for SI, perceived competence and feelings of relatedness in favor of self-selected dyads compared to ability dyads. In the second study within self-selected dyads, the results showed a small effect of perceived competence and a stronger effect of feelings of relatedness on SI. Conclusion: To elicit students' SI within the reciprocal teaching style, teachers should favor self-selected dyads. This paper highlights the importance of designing contexts where students can develop good peer relationships to increase SI. The implementation of self-selected grouping in PE is interesting since it is less time-consuming than other grouping strategies.
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Affiliation(s)
| | - Cédric Roure
- University of Teacher Education, State of Vaud (HEP-VD)
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Hamilton K, Phipps DJ, Loxton NJ, Modecki KL, Hagger MS. Reciprocal relations between past behavior, implicit beliefs, and habits: A cross-lagged panel design. J Health Psychol 2023; 28:1217-1226. [PMID: 37076986 PMCID: PMC10619173 DOI: 10.1177/13591053231164492] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/21/2023] Open
Abstract
The current study assessed cross-lagged relationships between binge drinking, implicit beliefs, and habit in undergraduate university students (N = 105). Students completed self-report survey and implicit measures in lab visits 3 months apart. A structural equation model revealed cross-lagged relations between habit and behavior, and some evidence for a reciprocal relationship between implicit beliefs and habit. Implicit beliefs were related to alcohol behavior across time, but no cross-lagged relationship was observed. Findings provide preliminary support for recent advances in habit theory, suggesting that implicit beliefs and habit may develop in tandem or even share common knowledge structures and schemas.
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Affiliation(s)
- Kyra Hamilton
- School of Applied Psychology, Griffith University, Brisbane, Australia
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
- Health Sciences Research Institute, University of California, Merced, Merced, United States of America
| | - Daniel J Phipps
- School of Applied Psychology, Griffith University, Brisbane, Australia
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Natalie J Loxton
- School of Applied Psychology, Griffith University, Brisbane, Australia
| | - Kathryn L Modecki
- School of Applied Psychology, Griffith University, Brisbane, Australia
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
| | - Martin S Hagger
- School of Applied Psychology, Griffith University, Brisbane, Australia
- Health Sciences Research Institute, University of California, Merced, Merced, United States of America
- Psychological Sciences University of California, Merced, Merced, United States of America
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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Chan DKC, Lee ASY, Tang TCW, Leung K, Chung JSK, Hagger MS, Hamilton K. Young children's motivations and social cognitions toward swimming: Testing direct and moderation effects of sport competence in two large-scale studies. J Sports Sci 2023; 41:859-873. [PMID: 37499112 DOI: 10.1080/02640414.2023.2241782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 07/20/2023] [Indexed: 07/29/2023]
Abstract
Direct and moderation effects of swimming competence using an integrated model of self-determination theory (SDT) and theory of planned behaviour (TPB) were examined in two large-scale studies among young children. Specifically, we examined whether swimming competence had direct and moderation effects on social psychological variables of perceived need support, autonomous motivation, TPB social cognition constructs, and intention. In Study 1, using a cross-sectional survey of 4959 primary school children, swimming competence formed significant positive relationships with all model variables (β =.061 to.330, p < .05) except intention (β = -.009, p > .05), and its moderation effect on model parameters were small in size or not statistically significant. In Study 2, using a pre-post-test quasi-experiment among 1,609 primary school children, improvement of swimming competence was associated with change-scores in all model variables (β =.046 to.230, p < .05) except subjective norm (β =.049, p > .05). Swimming competence did not significantly moderate the parameter estimates of the integrated model (p > .05) at the change-score level. Findings indicate that swimming competence is associated with higher autonomous motivation; TPB social cognitions of attitude, subjective norm, and perceived behavioural control; and intention. However, swimming competence did not moderate the parameter estimates of the integrated model.
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Affiliation(s)
- Derwin King Chung Chan
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Alfred Sing Yeung Lee
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Tracy Chor Wai Tang
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Kiko Leung
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Joan Sau Kwan Chung
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Martin S Hagger
- Department of Psychological Sciences, University of California, Merced, CA, USA
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskyla, Finland
- School of Applied Psychology, Griffith University, Griffith, Australia
| | - Kyra Hamilton
- Department of Psychological Sciences, University of California, Merced, CA, USA
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskyla, Finland
- School of Applied Psychology, Griffith University, Griffith, Australia
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Geary DC, Xu KM. Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts. EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:2323-2349. [PMID: 35340928 PMCID: PMC8934684 DOI: 10.1007/s10648-022-09669-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2022] [Indexed: 12/30/2022]
Abstract
Schooling is ubiquitous in the modern world and academic development is now a critical aspect of preparation for adulthood. A step back in time to pre-modern societies and an examination of life in remaining traditional societies today reveals that universal formal schooling is an historically recent phenomenon. This evolutionary and historical recency has profound implications for understanding academic development, including how instructional practices modify evolved or biological primary abilities (e.g., spoken language) to create evolutionarily novel or biologically secondary academic competencies (e.g., reading). We propose the development of secondary abilities promotes the emergence of academic self-concepts that in turn are supported by evolved systems for self-awareness and self-knowledge. Unlike some forms of self-knowledge (e.g., relative physical abilities) that appear to be universal and central to many people's overall self-concept, the relative importance of academic self-concepts are expected to be dependent on explicit social and cultural supports for their valuation. These culturally contingent self-concepts are contrasted with universal social and physical self-concepts, with implications for understanding variation students' relative valuation of academic competencies and their motivations to engage in academic learning.
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Affiliation(s)
- David C. Geary
- Department of Psychological Sciences, University of Missouri, Columbia, MO 65211-2500 USA
| | - Kate M. Xu
- Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, the Netherlands
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5
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Núñez JL, Leon J, Valero-Valenzuela A, Conte L, Moreno-Murcia JA, Huéscar E. Influence of Physical Self-Concept and Motivational Processes on Moderate-to-Vigorous Physical Activity of Adolescents. Front Psychol 2021; 12:685612. [PMID: 34475835 PMCID: PMC8406759 DOI: 10.3389/fpsyg.2021.685612] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Accepted: 07/21/2021] [Indexed: 01/03/2023] Open
Abstract
There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10–14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents’ MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The results are discussed along the lines of the self-determination theory, through the analysis of the role of physical self-concept in increasing adolescents’ physical activity.
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Affiliation(s)
- Juan L Núñez
- Department of Psychology, Sociology and Social Work, University of Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spain
| | - Jaime Leon
- Department of Education, University of Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spain
| | | | - Luis Conte
- Department of Physical Activity and Sports, University of Murcia, Murcia, Spain
| | | | - Elisa Huéscar
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
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Lohbeck A, von Keitz P, Hohmann A, Daseking M. Children's Physical Self-Concept, Motivation, and Physical Performance: Does Physical Self-Concept or Motivation Play a Mediating Role? Front Psychol 2021; 12:669936. [PMID: 33995228 PMCID: PMC8121452 DOI: 10.3389/fpsyg.2021.669936] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 03/17/2021] [Indexed: 01/09/2023] Open
Abstract
The present study aimed to examine the relations between physical self-concept, intrinsic and extrinsic motivation as well as physical performance of 1,082 children aged 7-8 years. The central objective of this study was to contrast a mediation model assuming physical self-concept as a mediator of the relations between both types of motivation and physical performance to a mediation model assuming both types of motivation as mediators of the relations between physical self-concept and physical performance. Physical self-concept and both types of motivation were measured by using self-reported questionnaires, while physical performance was measured with 10 motor skill tests. All tests were carried out during regular school hours (8-12 A.M.) by qualified test personnel. Beyond correlation analyses, structural equation modeling (SEM) was performed to find evidence for the predictive relations between the variables under study. Results showed that physical self-concept was significantly positively related to both types of motivation and physical performance (all p < 0.001). In contrast, results of SEM revealed that only physical self-concept (p < 0.001) and intrinsic motivation (p < 0.05) were significantly positively linked to physical performance. Furthermore, physical self-concept proved to significantly mediate the relations of both types of motivation to physical performance (p < 0.001), while only intrinsic motivation, but not extrinsic motivation, proved to significantly mediate the relation between physical self-concept and physical performance (p < 0.05). These results suggest that school-based or extracurricular interventions targeted at improving younger children's physical performance only by means of an increased level of physical activity or by external factors without supporting children's physical self-concept and intrinsic motivation may have less or no effects on their physical performance.
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Affiliation(s)
- Annette Lohbeck
- Educational Sciences, University of Paderborn, Paderborn, Germany
| | | | - Andreas Hohmann
- Cultural Studies, Sport Science I, University of Bayreuth, Bayreuth, Germany
| | - Monika Daseking
- Educational Psychology, Helmut Schmidt University, Hamburg, Germany
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Rouquette OY, Knight CJ, Lovett VE, Barrell D, Heuzé JP. The positive association between perceived parental responsiveness and self-esteem, anxiety, and thriving among youth rugby players: A multigroup analysis. J Sports Sci 2021; 39:1537-1547. [PMID: 33605193 DOI: 10.1080/02640414.2021.1883311] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The purpose of this study was to examine the association between young players' perception of mother's and father's responsiveness with their self-esteem, anxiety (i.e., worry), and thriving (i.e., positive affect, vitality, and life satisfaction). In total, 314 male British rugby players with a mean age of 16.23 years (SD = 0.26) completed the study in two phases: n = 124 (first dataset), and n = 192 (second dataset). Participants trained on average 3.14 times/week (SD = 0.94) and had been involved in rugby for an average of 8.21 years (SD = 2.89). Participants completed questionnaires measuring perceived parental responsiveness (PPR) for their mother and father, self-esteem, worry about sport performance, and thriving indicators (i.e., positive affect, vitality, and life satisfaction). The results consistently indicated that participants' perceptions of their mother's and father's responsiveness positively related to thriving, and negatively related to their worry about sport performance, mediated by their self-esteem. Overall, the study highlights the need for parents to be provided with insights into the value of being responsive to their child and being encouraged to regularly talk with their child regarding their needs and desires, and seeking to understand how their child perceives the support they currently receive.
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Affiliation(s)
- Olivier Y Rouquette
- Laboratoire Sport Et Environment Social (SENS), Université Grenoble Alpes, Grenoble, France.,School of Sport and Exercise Sciences, Swansea University, Swansea, UK
| | - Camilla J Knight
- School of Sport and Exercise Sciences, Swansea University, Swansea, UK
| | | | | | - Jean-Philippe Heuzé
- Laboratoire Sport Et Environment Social (SENS), Université Grenoble Alpes, Grenoble, France
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Abstract
AbstractIn postmodern times, social media is an integral part of informal sports like parkour. It potentially impacts physical activities as well as the assessment of one’s physical abilities and skills. Referring to the under-researched impact on the self-assessment, this study aims to examine if the parkour-related physical self-concept can be determined by social media use, as well as parkour-training aspects and sociodemographics. Two reference points of comparison have been considered, comparing one’s skills to real or virtual parkour communities. To address this research phenomenon, multiple linear regression analyses were conducted. The results showed that a high parkour-related physical self-concept (pkPSC) is primarily determined by the amount of time athletes put into their parkour activities. Furthermore, age and gender played an important role, indicating that being a young male appeared to be a main determinant for a higher pkPSC. Finally, posting parkour-related content in social media appeared to influence the pkPSC, although this finding might be interpreted as causality in both directions. The study identified real-life activities to be more important for the physical self-concept of traceurs; however, social media play a crucial role in the parkour community.
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Roure C, Lentillon-Kaestner V, Pasco D. Students' individual interest in physical education: Development and validation of a questionnaire. Scand J Psychol 2020; 62:64-73. [PMID: 32720307 DOI: 10.1111/sjop.12669] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Accepted: 06/08/2020] [Indexed: 11/27/2022]
Abstract
Identifying the specificity of students' individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single-item measurement which rates students' individual interest for multiple physical activities taught during lessons. Even if this single-item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students' individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three-factor structure based on 14 items that measure students' individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge-seeking intentions (five items).
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Affiliation(s)
- Cédric Roure
- University of Teacher Education, Lausanne, Switzerland
| | | | - Denis Pasco
- School of Education, University of Bourgogne Franche-Comté, Besançon, France
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deJonge M, Mackowiak R, Pila E, Crocker PR, Sabiston CM. The relationship between sport commitment and physical self-concept: Evidence for the self-enhancement hypothesis among adolescent females. J Sports Sci 2019; 37:2459-2466. [PMID: 31288678 DOI: 10.1080/02640414.2019.1641381] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Perceptions of physical self-concept are critical to physical activity participation. In line with the reciprocal effects model of causal ordering (REM), higher perceptions of physical self-concept can function as a facilitator to physical activity, and can arise as a result of engaging in physical activity. While this relationship has been predominantly tested in physical activity contexts, directional tests between physical self-concept and sport specific outcomes are limited. The current study aimed to evaluate the generalizability of the REM to sport commitment and physical self-concept in youth athletes. Over 24 months, adolescent females (N = 215) completed self-report questionnaires at Time 1 (T1) and two years later (Time 2; T2). Using structural equation modeling, the reciprocal effects model demonstrated that the path leading from T1 physical self-concept to T2 sport commitment was significant (p = .02), whereas the path leading from T1 sport commitment to T2 physical self-concept was not significant (p = .23). The results suggest a unidirectional relationship and may underscore the importance of focusing on the physical self-concept in the development of strategies geared towards improving adolescent female's sport participation.
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Affiliation(s)
- M deJonge
- Department of Kinesiology and Physical Education, University of Toronto , Toronto , Canada
| | - R Mackowiak
- Department of Kinesiology and Physical Education, University of Toronto , Toronto , Canada
| | - E Pila
- School of Kinesiology, Western University , London , Canada
| | - P R Crocker
- School of Kinesiology, University of British Columbia , Vancouver , Canada
| | - C M Sabiston
- Department of Kinesiology and Physical Education, University of Toronto , Toronto , Canada
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Cheval B, Courvoisier DS, Chanal J. Developmental trajectories of physical activity during elementary school physical education. Prev Med 2016; 87:170-174. [PMID: 26946366 DOI: 10.1016/j.ypmed.2016.02.043] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2015] [Revised: 02/26/2016] [Accepted: 02/28/2016] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Physical education (PE) during school provides an opportunity for children to be physically active. Few empirical studies have investigated developmental trajectories and determinants of objective moderate to vigorous physical activity (MVPA) during PE classes. The purpose of this study was to examine the developmental trajectories and determinants of MVPA during PE lessons in young children (8-12years of age) in primary schools. METHODS Students in grades 5-7 (n=1202; 51.2% girls) were recruited from 17 elementary schools from the Geneva canton in 2012-2013. The percentage of time spent in accelerometer-assessed MVPA during regular PE lessons was used as a dependent variable. RESULTS Linear mixed-model analyses revealed (a) that boys had a higher percentage of MVPA than girls, but none of the children reached the recommended activity levels (i.e., 50% of the PE class time spent in MVPA), (b) a linear decrease in the percentage of MVPA with age, (c) that higher perceived competence predicted a higher percentage of MVPA, and (d) that higher perceived competence reduced the negative linear effect of age among boys, but not among girls. CONCLUSION The percentage of PE time spent in MVPA did not reach recommendations made by Centers for Disease Control and Prevention and decreased from 8 to 12years old both for boys and girls. Perceived competence appears crucial to reduce MVPA decline for boys, but not for girls.
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Affiliation(s)
- Boris Cheval
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
| | | | - Julien Chanal
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland; Distance Learning University, Brig, Switzerland.
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Tallentire VR, Smith SE, Skinner J, Cameron HS. Exploring patterns of error in acute care using framework analysis. BMC MEDICAL EDUCATION 2015; 15:3. [PMID: 25592440 PMCID: PMC4352279 DOI: 10.1186/s12909-015-0285-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2014] [Accepted: 01/05/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Junior doctors are often the first responders to deteriorating patients in hospital. In the high-stakes and time-pressured context of acute care, the propensity for error is high. This study aimed to identify the main subject areas in which junior doctors' acute care errors occur, and cross-reference the errors with Reason's Generic Error Modelling System (GEMS). GEMS categorises errors according to the underlying cognitive processes, and thus provides insight into the causative factors. The overall aim of this study was to identify patterns in junior doctors' acute care errors in order to enhance understanding and guide the development of educational strategies. METHODS This observational study utilised simulated acute care scenarios involving junior doctors dealing with a range of emergencies. Scenarios and the subsequent debriefs were video-recorded. Framework analysis was used to categorise the errors according to eight inductively-developed key subject areas. Subsequently, a multi-dimensional analysis was performed which cross-referenced the key subject areas with an earlier categorisation of the same errors using GEMS. The numbers of errors in each category were used to identify patterns of error. RESULTS Eight key subject areas were identified; hospital systems, prioritisation, treatment, ethical principles, procedural skills, communication, situation awareness and infection control. There was a predominance of rule-based mistakes in relation to the key subject areas of hospital systems, prioritisation, treatment and ethical principles. In contrast, procedural skills, communication and situation awareness were more closely associated with skill-based slips and lapses. Knowledge-based mistakes were less frequent but occurred in relation to hospital systems and procedural skills. CONCLUSIONS In order to improve the management of acutely unwell patients by junior doctors, medical educators must understand the causes of common errors. Adequate knowledge alone does not ensure prompt and appropriate management and referral. The teaching of acute care skills may be enhanced by encouraging medical educators to consider the range of potential error types, and their relationships to particular tasks and subjects. Rule-based mistakes may be amenable to simulation-based training, whereas skill-based slips and lapses may be reduced using strategies designed to raise awareness of the interplay between emotion, cognition and behaviour.
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Affiliation(s)
- Victoria R Tallentire
- Centre for Medical Education, University of Edinburgh, Chancellor's Building, 49 Little France Crescent, Edinburgh, EH16 4SB, UK.
| | - Samantha E Smith
- Centre for Medical Education, University of Edinburgh, Chancellor's Building, 49 Little France Crescent, Edinburgh, EH16 4SB, UK.
| | - Janet Skinner
- Centre for Medical Education, University of Edinburgh, Chancellor's Building, 49 Little France Crescent, Edinburgh, EH16 4SB, UK.
| | - Helen S Cameron
- Centre for Medical Education, University of Edinburgh, Chancellor's Building, 49 Little France Crescent, Edinburgh, EH16 4SB, UK.
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Martinent G, Decret JC, Guillet-Descas E, Isoard-Gautheur S. A reciprocal effects model of the temporal ordering of motivation and burnout among youth table tennis players in intensive training settings. J Sports Sci 2014; 32:1648-58. [PMID: 24802802 DOI: 10.1080/02640414.2014.912757] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Using self-determination theory (SDT) (Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum) as the theoretical framework, we conducted a longitudinal investigation of the temporal ordering between motivation and burnout among youth athletes in intensive training setting. Data were collected from 145 table tennis players in intensive training centres at three time points during a 2-month period characterised by a simultaneous increase in social, physical and psychological demands for these athletes. Structural equation modelling of cross-lagged panel models was used to test the hypotheses. Results showed significant paths leading from athlete burnout - especially sport devaluation and reduced sense of accomplishment - at time 1 to amotivation, intrinsic and extrinsic motivations at times 2 and 3. Only two significant paths leading from motivation (introjected regulation at time 1) to burnout (emotional/physical exhaustion at time 2 and reduced sense of accomplishment at time 3) were identified. Overall, our results suggest that athlete burnout predicts motivation over time but motivation did not predict athlete burnout over time. Results are discussed in terms of current research findings on SDT.
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Affiliation(s)
- Guillaume Martinent
- a Université de Lyon-Université Claude Bernard Lyon 1, Centre de Recherche et d'Innovation sur le Sport , Villeurbanne , France
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Axpe I, Goñi A, Infante G. Efficacy of a cognitive program for improving the physical self-concept of university students. Percept Mot Skills 2014; 117:720-32. [PMID: 24665793 DOI: 10.2466/06.27.pms.117x32z9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of this study was to test the efficacy of a 6-wk. educational program designed to improve physical self-concept, which was carried out in the classrooms of a university physical activity and sports faculty. The experimental group comprised 45 students (M age = 18.8 yr., SD = 1.5) and a control group (N = 41; M age = 21.7 yr., SD = 1.2). The Autokontzeptu Fisikoaren Itaunketa/Physical Self-concept Questionnaire (AFI) was administered pre- and post-intervention, with a statistically significant increase being observed in the post-test scores of the experimental group on the General physical self-concept scale, as well as on the Condition, Attractiveness, and Strength scales. No statistically significant changes were observed in the control group.
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15
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Marsh HW, Martin AJ. Academic self-concept and academic achievement: relations and causal ordering. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 81:59-77. [PMID: 21391964 DOI: 10.1348/000709910x503501] [Citation(s) in RCA: 245] [Impact Index Per Article: 18.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed.
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LONSDALE CHRIS, HODGE KEN. Temporal Ordering of Motivational Quality and Athlete Burnout in Elite Sport. Med Sci Sports Exerc 2011; 43:913-21. [DOI: 10.1249/mss.0b013e3181ff56c6] [Citation(s) in RCA: 61] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Pierce T, Boivin M, Frenette É, Forget-Dubois N, Dionne G, Tremblay RE. Maternal self-efficacy and hostile-reactive parenting from infancy to toddlerhood. Infant Behav Dev 2010; 33:149-58. [DOI: 10.1016/j.infbeh.2009.12.005] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2008] [Revised: 07/28/2009] [Accepted: 12/29/2009] [Indexed: 11/28/2022]
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Trudeau F, Shephard RJ. Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren. Am J Lifestyle Med 2009. [DOI: 10.1177/1559827609351133] [Citation(s) in RCA: 59] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023] Open
Abstract
This review examines possible relationships between academic performance and participation in sports, physical education, and other forms of physical activity. Recent fundamental research has reignited interest in the effects of physical activity on cognitive processes. Experimental studies of potential mediating variables point to physiological influences such as greater arousal and an increased secretion of neurotrophins and psychosocial influences such as increased self-esteem and connectedness to schools. In the specific case of sports, experimental studies are limited to demonstrations of greater attention and acute gains of mental performance immediately following such activity. Several quasi-experimental studies of other types of physical activity have been completed, mainly in primary school students; these have found no decrease in academic performance despite a curtailing of the time allocated to the teaching of academic subjects. Indeed, in some cases, experimental students undertaking more physical activity have out-performed control students. Many investigators have looked at cross-sectional associations between participation in sport or other forms of physical activity and academic performance. Despite difficulties in allowing for confounding variables, particularly socioeconomic status, the overall conclusion has been of a weak positive association. From the practical point of view, it can be concluded that the physical activity needed for healthy child development can be incorporated into the school curriculum without detriment to academic achievement.
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Affiliation(s)
- François Trudeau
- Department of Physical Activity Sciences, Université du Québec à Trois-Rivières, Trois-Rivières, Canada,
| | - Roy J. Shephard
- Faculty of Physical and Health Education, Department of Public Health Sciences, Faculty of Medicine, University of Toronto, Canada
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Chalabaev A, Sarrazin P, Trouilloud D, Jussim L. Can Sex-Undifferentiated Teacher Expectations Mask an Influence of Sex Stereotypes?�Alternative Forms of Sex Bias in Teacher Expectations. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2009. [DOI: 10.1111/j.1559-1816.2009.00534.x] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Marsh HW, Gerlach E, Trautwein U, Lüdtke O, Brettschneider WD. Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering. Child Dev 2008; 78:1640-56. [PMID: 17988312 DOI: 10.1111/j.1467-8624.2007.01094.x] [Citation(s) in RCA: 46] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.
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Affiliation(s)
- Herbert W Marsh
- Department of Educational Studies, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, United Kingdom.
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