bluuebunny/crossref_metadata_2025_split huggingface dataset:
Iso-S-petasin, a hypotensive sesquiterpene from Petasites formosanus, depresses cardiac contraction and intracellular Ca2+ transients in adult rat ventricular myocytes
Authors: Esberg Lucy B , Wang Guei-Jane , Lin Yun-Lian , Ren Jun 
Published: February 2003

Abstract
Petasites formosanus is an indigenous species of the medicinal plant Petasites which has been used to treat hypertension. Both S-petasin and its isoform iso-S-petasin have been shown to be the effective ingredients in P. formosanus. However, their effect on heart function has not been revealed. This study was to examine the effect of iso-S-petasin on cardiac contractile function at the myocyte level. Ventricular myocytes were isolated from adult rat hearts and were stimulated to contract at 0.5 Hz under 1.0 mm extracellular Ca2+. Contractile properties were evaluated using an lonOptix MyoCam system including peak shortening (PS), time to PS (TPS), time to 90% re-lengthening (TR90) and maximal velocity of shortening/re-lengthening (±dL/dt). Intracellular Ca2+ properties were assessed by fura-2 and presented as Ca2+-induced Ca2+ release (CICR) and intracellular Ca2+ decay. Acute application of iso-S-petasin (10−7 to 10−4 M) elicited a concentration-dependent inhibition in PS and CICR, with maximal inhibitions of 51.0% and 31.0%, respectively. iso-S-petasin also induced a concentration-dependent inhibition of ± dL/dt without affecting TPS, TR90, baseline intracellular Ca2+ level or intracellular Ca2+ decay. Elevation of extracellular Ca2+ from 1.0 mm to 2.7 mm significantly antagonized the iso-S-petasin-induced depression in PS and CICR. These results demonstrated a direct depressant action of iso-S-petasin on ventricular contraction, which may work in concert with its antihypertensive action to reduce the cardiac load. The iso-S-petasin-induced decrease in CICR may play a role in its cardiac depressant effect.
Effects of a cognitive acceleration programme on Year I pupils
Authors: Adey Philip , Robertson Anne , Venville Grady 
Published: February 2003

Background.Cognitive Acceleration has shown evidence of long‐term far transfer with young adolescents. This paper reports a new application of the principle to 5‐ and 6‐year‐olds in a disadvantaged inner city area.Aims.To investigate the effect of a cognitive intervention programme on the cognitive development of children in Year 1 of primary schools.Sample.Approximately 300 children in 14 Year 1 classes in 10 schools for the experimental group and 170 children in 8 classes in 5 matched schools as controls.Method.Quasi‐experimental pre‐test post‐test with experimental and matched control groups. One of the pre‐ and post‐tests was intended to probe for transfer. Children in experimental classes experienced a set of 29 activities designed to promote cognitive conflict and encourage social construction and metacognition over one school year.Results.The experimental group overall made significantly greater gains in cognitive development over the period of the experiment than the controls, in both direct (effect size 0.47) and transfer (effect size 0.43) tests, although when genders were considered separately, experimental boys' greater gains than controls did not reach significance. There was no interaction with various social and linguistic variables.Conclusion.In the context of this study, a cognitive intervention programme can have a significant immediate effect on the rate of children's cognitive development. Further work will investigate the longevity of this effect.
Parents' and pupils' causal attributions for difficult classroom behaviour
Authors: Miller Andy , Ferguson Eamonn , Moore Eleanor 
Published: February 2003

Background. Studies of causal attributions for difficult pupil behaviour in schools have tended to focus on the perspectives of teachers.Aims. The present study examines the causal attributions made by parents for difficult behaviour in classrooms. It reveals the structure of these attributions and serves as a direct comparison to a previous study of pupils' attributions (Miller, Ferguson, & Byrne, 2000) and, more indirectly, with the teacher studies.Sample. The participants were 144 parents (106 mothers and 38 fathers) whose children all attended the same inner city school.Method. A questionnaire was constructed following three initial small group interviews with parents to identify the wide range of factors they viewed as potential causes of difficult classroom behaviour. This was then administered to all the parents of children attending the same inner‐city primary school.Results. Factor analysis indicated that parents' attributions for misbehaviour were best represented by three factors: (1) ‘fairness of teachers’ actions', (2) ‘pupil vulnerability to peer influences and adverse family circumstances’, and (3) ‘differentiation of classroom demands and expectations’. While there were no differences between parents in terms of gender or ethnicity, they did see the first two factors as more significant contributors to pupil misbehaviour than the third.Conclusion. There is both agreement and conflict between parents' attributions and those made by pupils and by teachers. The implementation of policy initiatives, such as home‐school agreements and Pastoral Support Programmes, risk exacerbating tensions and difficulties if these differences in attributions are not acknowledged and acted upon.
Assessing orientations to learning to teach
Authors: Oosterheert Ida E. , Vermunt Jan D. , Denessen E. 
Published: February 2003

Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study.Sample. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in‐service model of learning to teach.Methods. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor‐, reliability‐, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach.Results. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again.Conclusions. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one‐sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.
Creating a scale to measure motivation to achieve academically: Linking attitudes and behaviours using Rasch measurement
Authors: Waugh Russell F. 
Published: February 2003

Background. Motivation to Achieve Academically has been used in many educational and other studies in many countries and the large majority has not used an interval level scale based on a good theoretical model in which the items are linked to behaviour.Aims. One, to create an interval level, unidimensional scale of Motivation, with attitude items linked to behaviour items, based on a conceptual model of Motivation, involving Striving for Excellence (Standards, Goals, Tasks, Effort, Values and Ability), Desire to Learn (Interest, Learning from Others and Responsibility for Learning), and Rewards (Extrinsic, Intrinsic and Social). Two, to analyse its psychometric properties using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960). Three, to investigate the structure and meaning of the scale.Sample. The convenience person sample was 239 first‐year students selected for three special entry programmes at an Australian university. The stem‐item sample was initially 45, reduced to 24, that fitted the measurement model to form a valid and reliable scale.Method. Based on recent literature, a conceptual model of Motivation was devised and items written in line with the model. Data were collected by self‐report questionnaire and analysed with the computer program Rasch Unidimensional Measurement Models (RUMM) (Andrich, Lyne, Sheridan, & Luo, 1998). A scale was created in which the Motivation measures were calibrated on the same scale as the item ‘difficulties’.Results. Twenty‐four Motivation items fitted the model and were ‘easier’ than their corresponding behaviour items, as conceptualised. They formed an excellent scale in which the proportion of observed variance considered true was 0.93. Items from all aspects of the Motivation model named in the aims above, except Ability and Extrinsic Rewards, fitted the measurement model.Conclusion. The Rasch model and the RUMM computing program were very useful in creating a unidimensional, interval level scale of Motivation to achieve academically, with good psychometric properties.
Relationship among achievement goal orientations and multidimensional situational motivation in physical education
Authors: Standage Martyn , Treasure Darren C. 
Published: February 2003

Background. Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self‐determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement.Aims. To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE.Sample. Middle school children (182 male, 136 female; M age = 13.2 years).Method. Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE.Results. Task orientation was found to be positively associated with more self‐determined types of situational motivation. Ego orientation was weakly related to less self‐determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation.Conclusions. The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self‐determined situational motivation in the context of PE.
Knowledge and attitudes about school bullying in trainee teachers
Authors: Nicolaides Sonia , Toda Yuichi , Smith Peter K. 
Published: February 2003

Background. Recent research has highlighted the issue of bullying in schools. However, little attention has been paid to the knowledge and beliefs of trainee teachers, who will hold a key position in reducing the problem of bullying in schools.Aims. To determine (i) trainee teachers' beliefs about some aspects of school bullying; (ii) their recommended strategies for pupils to cope; (iii) their confidence in dealing with bullying issues as future teachers; (iv) the value of specific aspects of training; (v) the importance for these of sex, and primary/secondary training.Sample. This comprised 270 students enrolled on either a one‐year postgraduate Certificate in Education (PGCE) course (N =197) or a four‐year degree in education (BEd) course (N =73). Age ranged from 18‐51 years (mean=28 years).Methods. Questionnaire completed and returned within a 2‐week period.Results. Bullying was seen as an important issue. Some aspects of trainee teachers' knowledge of bullying were accurate, others less so. Telling teachers, and parents, were the strategies most highly recommended to pupils. The great majority were in favour of teacher training courses incorporating information regarding ways of combating bullying. However, they had less confidence about their ability to deal with bullying. Respondents expressed more confidence when dealing with victims rather than bullies and working with the parents of victims rather than the parents of bullies.Conclusion. It is important that teacher‐training programmes incorporate information about school bullying, and are designed to take account of existing knowledge, and areas in which trainee teachers may feel less confident.
Cognitive assessment of dyslexic students in higher education
Authors: Hatcher Janet , Snowling Margaret J. , Griffiths Yvonne M. 
Published: February 2003

Background. Previous studies have shown that the phonological deficits that characterise dyslexia persist into adulthood. There is a growing number of dyslexic students in higher education for whom sensitive diagnostic tests of their reading and reading related difficulties are required.Aims. The main aim of this study was to compare the cognitive skills of dyslexic students with those of their non‐dyslexic peers, and to ascertain the impact of cognitive difficulties on their study skills. A second aim was to produce guidelines for the assessment of dyslexia in higher education.Sample. The performance of 23 dyslexic students was compared with that of a comparison group of 50 students from the same university who did not report a history of reading difficulty.Method. Participants completed standardised tests of IQ, reading, spelling and arithmetic and tests tapping phonological processing, verbal fluency and speed of processing. Their performance on a set of study‐related tasks including proof reading and précis writing was also assessed and they completed the Brown ADD scales.Results. Although dyslexic students did not differ in general cognitive ability from controls, they had deficits in reading and reading related phonological processes. Discriminant function analyses indicated that dyslexia in adulthood can be confirmed with 95% accuracy using only four tests: spelling, nonword reading, digit span and writing speed.Conclusions. The study highlighted the difficulties of dyslexic adults. The persisting difficulties of dyslexic students that affect their study skills need to be recognised by HE institutions so that appropriate support programmes can be put in place.
Contemporary measures of approach and avoidance goal orientations: Similarities and differences
Authors: Smith Michaela , Duda Joan , Allen Justine , Hall Howard 
Published: February 2003

Background: In response to a resurgence of interest in and demonstrated utility of the approach‐avoidance goal distinction, a number of researchers (Elliot & Church, 1997; Midgley et al., 1998; Skaalvik, 1997) have developed instruments to assess individual differences in the tendency to adopt approach‐avoidance goals. However, to date there has been no attempt to examine the psychometric properties or conceptual and measurement overlap of these instruments.Aims: (i) To determine whether three questionnaires designed to measure approach‐avoidance goal orientations are assessing the same or different constructs, and (ii) to examine the psychometric properties of each of the approach‐avoidance measures (i.e., internal consistency, convergent, discriminant, factorial, and construct validity).Sample: Participants in this study were 475 undergraduate students (N = 228 males; N = 244 females; three missing information) enrolled at two large universities in the United Kingdom.Method: Participants completed a questionnaire which included measures of approach‐avoidance goal orientations, effort regulation, test anxiety, perceived ability, and intrinsic motivation, extrinsic motivation, and amotivation.Results: Results revealed a degree of convergence between the three instruments. Each of the instruments demonstrated good psychometric properties although construct validity results were inconsistent across the measures.Conclusion: There is a need for future research to clarify the operational definition and subsequent measurement of the performance avoidance construct, and in particular, to examine the role that effort, impression management, and anxiety/fear of failure play in its conceptualisation.
Classroom goal structure and student disruptive behaviour
Authors: Kaplan Avi , Gheen Margaret , Midgley Carol 
Published: February 2003

Background: Achievement goal theory suggests that the emphasis on mastery and performance goals in the classroom (the classroom goal structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour.Aims: The present study investigates whether the goal structure in the classroom is related to the incidence of disruptive behaviour.Sample and Methods: A total of 388 ninth‐grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived goal structures, their personal achievement goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their goal‐related approaches to instruction.Results: Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery goals were related to lower reports of disruptive behaviour and personal performance‐approach and performance‐avoidance goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery goal structure were related to a lower incidence, and aggregated student perceptions of a performance‐approach goal structure were related to a higher incidence of disruptive behaviour.Conclusion: The implications of the findings to approaches for dealing with disruptive behaviour are discussed.
Reading at a distance: Implications for the design of text in children's big books
Authors: Hughes Laura E. , Wilkins Arnold J. 
Published: February 2003

Background: Visual acuity, typically measured by the ability to name letters at a distance, is poorer when letters are small and closely spaced. It has been suggested that reading can be affected by letter size and spacing.Aim: To determine the effect of text size and spacing on the ability to read at a distance, with a view to helping with the design of text in children's ‘Big Books’.Sample: The visual acuity of 200 children aged between 6 and 12 was measured. A subset of 66 children was given further reading tests.Method: From a viewing distance of 3m children were required (1) to identify words and (2) to read passages of text rapidly. A repeated measures design was used to compare the effects of different size and spacing of text on performance of the two tasks.Results: Performance improved when the spacing of words and size of letters was greater than is typical in ‘Big Books’. For a given letter density, increasing the spacing improved performance more than increasing the letter size.Conclusion: The text in children's books could be made easier to read by expanding the spacing between words and also by increasing the size of the print. The maximum viewing distance should be reduced from 15ft (4.6m) to 10ft (3.0m).
Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands
Authors: Evers Will J. G. , Brouwers André , Tomic Welko 
Published: February 2003

Background: In the Netherlands, secondary education has seen radical changes that originated with the national authorities, including the Study‐home system, a pupil‐centred approach in which teachers help develop pupils' independent working and creative thinking in order to get them to take responsibility for their own academic achievements. As educational innovations are more often than not accompanied by stress, the present study focuses on the onset of burnout among teachers who recently implemented this innovative system in the Netherlands.Aims: To test hypotheses that the extent to which teachers have a negative attitude towards the new instructional practices relates positively to their level of burnout, and that their self‐efficacy beliefs regarding implementation of the practices and coping with stress involved in this relate negatively to their burnout levels. Sample: A random sample of 490 teachers employed in the Study‐home system participated in this study.Methods: Three questionnaires were used. The Dutch version of the Maslach Burnout Inventory for teachers (Schaufeli & Van Horn, 1995) was used to assess the teachers' burnout level. Second, a specially developed self‐efficacy questionnaire relating to the domains of: (1) guiding groups of students using the principle of differentiation, (2) involving pupils with tasks and (3) use of innovative educational practices. Last, a questionnaire on the teachers' attitudes concerning the usefulness and effectiveness of the Study‐home as an educational innovation.Results: Regression analyses showed that the self‐efficacy beliefs for each of the three domains were significantly and negatively related to the depersonalisation and emotional exhaustion dimensions of burnout, and significantly positively related to the personal accomplishment dimension. Furthermore, the more negative the teachers' attitudes towards the Study‐home appeared to be, the more they appeared to suffer from depersonalisation and emotional exhaustion, and the lower they scored on the personal accomplishment dimension of burnout.Conclusions: The study's results indicate that teachers' self‐efficacy beliefs are related to their burnout level. Teachers with strong self‐efficacy beliefs seem to be more prepared to experiment with, and later also to implement new educational practices.