Participation in learning and wellbeing among older adults

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three types of learning: formal courses, music/arts/evening classes and gym/exercise classes. Multiple regression analyses were applied to the change in wellbeing outcomes between two survey waves. The key finding was that music, arts and evening classes were significantly associated with changes in each of the measures of subjective wellbeing. Formal courses and gym/exercise classes were not significantly associated with wellbeing, after controlling for other factors.     

Exploring children's discourses of writing

This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's ( 2004 ) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word.     

Review Essay Rural America in the 21st Century

Saving America's Countryside: A Guide to Rural Conservation. Samuel N. Stokes, A. Elizabeth Watson, Genevieve P. Keller, J. Timothy Keller.     

Confirmatory factor analysis of the Test of Performance Strategies (TOPS) among adolescent athletes

The aim of the present study was to examine the factorial validity of the Test of Performance Strategies (TOPS; Thomas et al., 1999) among adolescent athletes using confirmatory factor analysis. The TOPS was designed to assess eight psychological strategies used in competition (i.e. activation, automaticity, emotional control, goal-setting, imagery, negative thinking, relaxation and self-talk,) and eight used in practice (the same strategies except negative thinking is replaced by attentional control). National-level athletes (n = 584) completed the 64-item TOPS during training camps. Fit indices provided partial support for the overall measurement model for the competition items (robust comparative fit index = 0.92, Tucker-Lewis index = 0.88, root mean square error of approximation = 0.05) but minimal support for the training items (robust comparative fit index = 0.86, Tucker-Lewis index = 0.81, root mean square error of approximation = 0.06). For the competition items, the automaticity, goal-setting, relaxation and self-talk scales showed good fit, whereas the activation, emotional control, imagery and negative thinking scales did not. For the practice items, the attentional control, emotional control, goal-setting, imagery and self-talk scales showed good fit, whereas the activation, automaticity and relaxation scales did not. Overall, it appears that the factorial validity of the TOPS for use with adolescents is questionable at present and further development is required.