Forty years later,a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective

The first objective of this work is to systematically list the international studies about the inclusion of students with disabilities in physical education (PE) from the teachers' perspective. Sixty studies met our selection criteria and are listed. The second objective is to analyse the content of the literature according to the inductive and thematic approach of Thomas and Harden (2008). Our thematic analysis highlights: a) the factors that influence PE teachers' positive or negative attitudes and predispositions towards the inclusion of students with disabilities and b) the factors that can positively influence the inclusion of students with disabilities in PE classes, according to the teachers' representations. Based on these sets of factors, we propose some adapted PE training content for PE teachers. These training content proposals form the basis of research perspectives.     

Examining the “Blanket of Protection” Conferred by Inoculation: The Effects of Inoculation Messages on the Cross-protection of Related Attitudes

Although the effectiveness of inoculation as a strategy for promoting resistance to attitude change is fairly well established, the potential of inoculation messages to offer cross-protection for related, but untreated, attitudes warrants additional attention from scholars. The reported study tested the “blanket of protection” conferred by inoculation. Participants (N = 118) were randomly assigned to read an inoculation message addressing a target topic and subsequently had their attitudes toward three related, but untreated, topics attacked. The results offer some evidence that inoculation messages can confer cross-protection for related attitudes. Participants in the inoculation condition reported greater perceptions of threat, greater counterarguing, and less attitude change in response to attacks than participants in the control condition for two of the three untreated topics. Counterarguing in response to attacks on untreated attitudes appears to be primarily responsible for cross-protection.     

Do Individual Perceptions Matter in Pornography Effects? How Perceived General Acceptance and Influence of Pornography May Impact Agreement With Sex-Role Attitudes

Pornography use is often associated with less-progressive sex-role attitudes, such as endorsement of a sexual double standard between heterosexual partners, but the process by which this relationship occurs is still largely unexamined. The present study was conducted to examine how perceptions about pornography may play a role in the relationship between pornography use and sex-role attitudes. Perceived general acceptance and perceived influence of pornography on most people partially mediated the relationship between pornography use and sex-role attitudes. The more participants reported using pornography, the more they believed pornography was generally accepted and had a positive influence; however, conversely to what was hypothesized, the more positive they perceived pornography’s influence, the less likely they were to report sex-role attitudes that endorse a sexual double standard.     

Evaluation of an anti-doping intervention for adolescents: Findings from a school-based study

The present study investigated the effectiveness of a school-based intervention in promoting an anti-doping culture in adolescents. Participants were 218 high school students attending Health Education programs in Greek secondary education. Students completed a questionnaire including measures of attitudes towards nutritional supplement and doping use, social norms and norm salience, and values and harms of sport. The intervention consisted of 10 teaching units focusing on the health, moral, social and psychological aspects of nutritional supplement and doping use. The results showed that intervention group participants reported significantly weaker attitudes towards doping use, and increased norm salience. Health was ranked as the most important value of sport in both intervention and control groups, and doping use was ranked as the most important threat to the integrity of sport in the intervention group. The findings are discussed with respect to policy making and the role of school-based interventions in promoting an anti-doping culture in young people.     

Education on population matters in Europe: results from a comparative survey among students in five European countries

In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance.     

Exploring the reciprocal relations between mothers’ and fathers’ use and attitudes of corporal punishment in China: A cross-lagged analysis

BackgroundCorporal punishment is a commonly used form of disciplinary technique. Sanctified parental attitudes of corporal punishment have been found to be a significant predictor of parental use of corporal punishment in previous research, while little is currently known about the reciprocal relations between parental use and their attitudes of corporal punishment.ObjectiveThis research aimed to examine the reciprocal relations between mothers’ and fathers’ use and attitudes of corporal punishment in China.MethodsData were collected on a total of 320 Chinese father-mother dyads with their children (10–11 years of age at baseline) through convenience sampling techniques at two time points, one year apart. Parents completed self-report measures of mothers' and fathers' use and attitudes of corporal punishment. Children completed self-report measures of parental corporal punishment.ResultsThe cross-lagged analysis indicated that parental attitudes of corporal punishment in a given year predicted their use of corporal punishment in the subsequent year both for mothers (β = 0.15, p < .01) and fathers (β = 0.10, p < .05), while their corporal punishment in a given year did not predict their attitudes of it in the subsequent year (βs < 0.11, ps > .05).ConclusionsFindings indicate that the reciprocal relations do not emerge, with only attitude-behavior effects being evident for both mothers and fathers, while behavior-attitude effects were not present. Findings in the present study highlight the importance of changing both mothers’ and fathers’ favorable attitudes toward corporal punishment when conducting appropriate prevention intervention to decrease its use.     

Teacher Empathy and Attitudes Towards Individuals with Disabilities

The article presents research results of a study aimed at determining the correlation between empathy understood as a personality disposition and general attitudes towards individuals with disability. The sample consisted of 300 special education teachers working with persons with intellectual disabilities in primary and secondary schools and institutions of rehabilitation, and 280 general education teachers working with able-bodied students in primary and secondary schools. Two instruments were used: Empathic Understanding of Other People Questionnaire, and the Scale of Attitudes towards Individuals with Disability. In the group of special education teachers, only Syndrome 2 of empathy was statistically significant for shaping the attitudes, whereas among teachers, Syndromes 1, 3 and 4 were significant. In Syndromes 1, 2 and 4, including the highest level of emotional, cognitive, motivational and communication aspects of empathy, the correlations were positive as expected. In the case of Syndrome 3, including the considerable level of cognitive empathy, the correlation was negative.     

苏东坡内心调适之道

苏东坡一生仕途坎坷,多次被贬,但他在极其艰难的环境下仍能保持积极乐观的进取精神,尤其是首度被贬黄州,虽然曾痛苦彷徨,但他却凭自己的精神力量,调整了生活态度,身心上得到了自我解脱。苏东坡每到一地,不仅能接受现实,随遇而安,而且在文学创作上取得了巨大成就。他内心自我调适之道,至今还值得我们学习研究;他的人格精神和文学成就成为中华民族宝贵的精神财富。     

Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.     

The Centre for Studies in Science Education at the University of Leeds

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.