Event-sequence analysis of appraisals and coping during trapshooting performance

This study describes appraisal and coping patterns of trapshooters during competition, via post-performance retrospective verbal reports. Probabilities that an event (e.g., missed target) is followed by another event (e.g., negative appraisal) were calculated and state transitional diagrams were drawn. Event-sequences during critical and non-critical performance periods were compared. Negative appraisals were most likely before and after missed targets and hits with the second shot. Positive appraisals were most likely before problem-focused coping and after emotion-focused coping. These findings support the process view of coping by illustrating that athletes cope with a variety of situations via a complex set of appraisals

Monitoring attitude toward Christianity among year 5 and year 6 students attending Church in Wales primary schools

This study argues that assessment of student attitudes provides insight into the culture and climate of schools. The Francis Scale of Attitude toward Christianity was employed to explore the Christian culture and climate of Anglican church primary schools within the state-maintained sector across Wales. The analysis drew on responses from 1,899 students from year 5 and year 6. The data demonstrated that the majority of students held a positive attitude toward Christianity, that female students held a more positive attitude than did male students, and that a significant decline in positive attitude toward Christianity took place over the two year groups

The internal consistency reliability and construct validity of the Francis Scale of Attitude toward Christianity among 8- to 11-year-old students in Wales

The Francis Scale of Attitude toward Christianity was designed in the mid-1970s to assess individual differences in attitude through childhood, adolescence, and adulthood from the age of 8 years upwards. This study examines the internal consistency reliability, factor structure, and construct validity of the instrument 40 years later among 1511 year 4 students (8–9 years), 1544 year 5 students (9–10 years), and 1526 year 6 students (10–11 years) in Wales attending Church in Wales voluntary aided and voluntary controlled primary schools. The data support the internal consistency reliability and construct validity of the instrument among the age range and commend the instrument for continued use in research

Assessing student attitude toward Christianity in Church in Wales primary schools : does aided status make a difference?

As a consequence of the 1944 Education Act church schools were given the choice of opting for voluntary controlled status or for voluntary aided status. In voluntary aided status the Church had more control but carried greater costs. Within England and Wales this distinction is still maintained. This study measures the attitude toward Christianity of 4,581 year 4, 5 and 6 students (8- to 11-years of age) attending 87 Church in Wales primary schools, and compares the responses of 1,678 students attending controlled schools with the responses of 2,903 students attending aided schools. After controlling for sex, age and frequency of church attendance, voluntary aided status is associated with a more positive attitude toward Christianity. In other words, aided status does make a difference to the attitudinal dimension of students’ religiosity

Modelling the effect of worship attendance and personal prayer on spiritual wellbeing among 9- to 11-year-old students attending Anglican church schools in Wales

This study employs a modified form of the Fisher 16-item Feeling Good, Living Life measure of spiritual wellbeing (assessing quality of relationships across four domains: self, family, nature, and God) among a sample of 1,328 students drawn from year five and year six classes within Church in Wales primary schools, alongside measures of frequency of worship attendance and frequency of personal prayer. The data demonstrate frequency of personal prayer is a much stronger predictor than frequency of worship attendance in respect of spiritual wellbeing. This finding is consistent with the view that personal prayer is a key factor in the formation of individual spirituality

Assessing the ethos of Anglican primary schools in Wales : the Student Voice Project

Since the Anglican Church in England and Wales began to build schools long before the state developed machinery to do so, around a quarter of all primary schools remain connected with the Anglican Church. The church school inspection system maintains that Anglican schools have a distinctive ethos. The Student Voice Project argues that school ethos is generated by the implicit collective values, beliefs and behaviours of the students, and was designed to give explicit voice to the students in response to six specific areas of school life identified by the Anglican school inspection criteria as relevant to school ethos. Drawing on data provide by 8,111 year-five and year-six students attending Church in Wales primary schools, the present study reports on the six ethos measures and on significant differences reported by female and male students, and by year-five and year-six students

Polar Topside Ionosphere During Geomagnetic Storms: Comparison of ISIS-II With TDIM

Space weather deposits energy into the high polar latitudes, primarily via Joule heating that is associated with the Poynting flux electromagnetic energy flow between the magnetosphere and ionosphere. One way to observe this energy flow is to look at the ionospheric electron density profile (EDP), especially that of the topside. The altitude location of the ionospheric peak provides additional information on the net field‐aligned vertical transport at high latitudes. To date, there have been few studies in which physics‐based ionospheric model storm simulations have been compared with topside EDPs. A rich database of high‐latitude topside ionograms obtained from polar orbiting satellites of the International Satellites for Ionospheric Studies (ISIS) program exists but has not been utilized in comparisons with physics‐based models. Of specific importance is that the Alouette/ISIS topside EDPs spanned the timeframe from 1962 to 1983, a period that experienced very large geomagnetic storms. We use a physics‐based ionospheric model, the Utah State University Time Dependent Ionospheric Model (TDIM), to simulate ionospheric EDPs for quiet and storm high‐latitude passes of ISIS‐II for two geomagnetic storms. This initial study finds that under quiet conditions there is good agreement between model and observations. During disturbed conditions, however, a large difference is seen between model and observations. The model limitation is probably associated with the inability of its topside boundary to replicate strong outflow conditions. As a result, modeling of the ionospheric outflows needs to be extended well into the magnetosphere, thereby moving the upper boundary much higher and requiring the use of polar wind models

Think aloud research in sport and exercise psychology: A focused mapping review and synthesis.

Use of Ericsson and Simon (1980, 1993) think aloud (TA) method within sport and exercise psychology research has increased in recent years. The purpose of this review was to map current research that has used the TA method with athletes and exercisers by synthesizing published literature that has adopted the TA method to investigate athlete or exerciser cognitions during task performance. Seven electronic databases were searched three times, with a final search conducted in April 2023. Thirty-six studies satisfying the eligibility criteria were included. Several methodological issues were identified including misunderstandings about the nature of the TA method, leading to the use of methods different from and sometimes antithetical to those proposed by Ericsson and Simon (1980, 1993). Other issues identified concerned participant samples, TA training, ecological validity of tasks, and defining the standard of participants. Theoretical misconceptions, methodological considerations, and recommendations for future research using the TA method to generate understanding of participant cognitions during task performance in sport and exercise are discussed. This review documents the extent and nature of the use of the TA method within sport and exercise psychology research and can guide researchers seeking to conduct high-quality research involving the TA method in future. (PsycInfo Database Record (c) 2024 APA, all rights reserved