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Face-to-Face and Online: An Investigation of Children's and Adolescents' Bullying Behavior through the Lens of Moral Emotions and Judgments
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Conway, Lauryn; Gomez-Garibello, Carlos; Talwar, Victoria; Shariff, Shaheen – Journal of School Violence, 2016
The current study investigated the influence of type of aggression (cyberbullying or traditional bullying) and participant role (bystander or perpetrator) on children and adolescents' self-attribution of moral emotions and judgments, while examining the influence of chronological age. Participants (N = 122, 8-16 years) evaluated vignettes and were…
Descriptors: Bullying, Aggression, Role Perception, Attribution Theory
Should I Stay or Should I Go? Physical Education Teachers' Career Intentions
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Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R. – Research Quarterly for Exercise and Sport, 2014
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career…
Descriptors: Physical Education Teachers, Career Development, Teacher Persistence, Job Satisfaction
Gender Differences in Cognitive and Affective Responses to Sexual Coercion
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Byers, E. Sandra; Glenn, Shannon A. – Journal of Interpersonal Violence, 2012
This study examined gender differences in responses to sexual coercive experiences in mixed-sex (male-female) relationships. Participants were 112 women and 28 men who had experienced sexual coercion and completed measures of cognitive (attributions to self, attributions to the coercer, internal attributions) and affective (guilt, shame)…
Descriptors: Females, Anxiety, Males, Sexual Abuse
Relations between Teacher Students' Approaches to Learning, Cognitive and Attributional Strategies, Well-Being, and Study Success
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Heikkila, Annamari; Lonka, Kirsti; Nieminen, Juha; Niemivirta, Markku – Higher Education: The International Journal of Higher Education and Educational Planning, 2012
Current theories of learning emphasize the role of motivational and affective aspects in university student learning. The aim of the present study was to examine the interrelations among approaches to learning, self-regulated learning, and cognitive strategies in the context of teacher education. Cognitive-motivational profiles were identified…
Descriptors: Cognitive Style, Metacognition, Correlation, Role
The Effect of Motivational Factors on English Achivement in an Intensive English Course: Evidence from a Military University
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Jodaei, Hojjat – Online Submission, 2012
This study investigated the effect of motivational factors on English achievement in an intensive English course. The participants consisted of 41 Iranian male military staff, with the age range from 21 to 28. The participants filled a translated and adapted version of the mini-Attiude Motivation Test Battery (a=0.70). Factor analysis of the…
Descriptors: English (Second Language), Second Language Instruction, Military Personnel, Young Adults
The Role of Self-Esteem in Affective Reactions to Achievement-Related Situations.
Burke, Joy Patricia; And Others – Educational and Psychological Research, 1985
This study investigated whether affective reactions in achievement settings were related to self-esteem. Subjects were 308 undergraduate university students displaying affective reactions to various academic situations portrayed in short stories. Resulting biserial correlations indicate that affective reactions to success and failure were related…
Descriptors: Academic Achievement, Affective Behavior, Attribution Theory, Correlation