scholarly journals Applying the Trans‐Contextual Model to Promote Sport Injury Prevention Behaviours among Secondary School Students

2021 ◽  
Author(s):  
Alfred S.Y. Lee ◽  
Martyn Standage ◽  
Martin S. Hagger ◽  
Derwin K. C. Chan
Keyword(s):  
Secondary School ◽  
Injury Prevention ◽  
Secondary School Students ◽  
Sport Injury ◽  
School Students ◽  
Contextual Model ◽  
Sport Injury Prevention

scholarly journals Sport injury prevention in-school and out-of-school? A qualitative investigation of the trans-contextual model

PLoS ONE ◽  
2019 ◽  
Vol 14 (9) ◽  
pp. e0222015 ◽  
Author(s):  
Alfred S. Y. Lee ◽  
Martyn Standage ◽  
Martin S. Hagger ◽  
Derwin K. C. Chan
Keyword(s):  
Injury Prevention ◽  
Sport Injury ◽  
Qualitative Investigation ◽  
Contextual Model ◽  
Sport Injury Prevention ◽  
Out Of School

scholarly journals Motivational Predictors of Students’ Participation in Out-of-School Learning Activities and Academic Attainment in Science: An Application of the Trans-Contextual Model Using Bayesian Path Analysis

2017 ◽  
Author(s):  
Martin S Hagger ◽  
Kyra Hamilton
Keyword(s):  
Secondary School ◽  
Autonomy Support ◽  
Science Learning ◽  
Secondary School Students ◽  
Autonomous Motivation ◽  
Learning Activities ◽  
School Students ◽  
Contextual Model ◽  
Science Activities ◽  
Out Of School

Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave prospective design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students’ averaged science grades over the semester period were obtained. Bayesian path analyses supported model hypotheses: in-school autonomous motivation predicted out-of-school autonomous motivation, beliefs, intentions, science activity participation, and science grades. Specifying informative priors in the Bayesian analysis yielded greater precision in estimates. Findings provide initial evidence of a link between students’ autonomous motivation toward science activities across contexts and may inform interventions promoting motivation and participation in science activities.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample
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