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The purpose of this study, grounded in the Achievement Goal Perspective Theory (AGPT) and a Caring framework, was to effectively adapt previously validated measures of caring, task-involving (CTI), and ego-involving (EI) climates for college exercise classes to the college biology laboratory setting. The items' measurement quality was assessed over two studies. Students (N[subscript Study1] = 249, female 73%; N[subsccript Study2] = 199, female 78%) enrolled in biology laboratory courses were invited to complete a survey during the last two weeks of their laboratory course. Confirmatory factor analysis (CFA) revealed overall good fit; however, two EI items had low loadings, so their wording was revised for Study 2. CFA results of Study 2 provided reliability and validity support for the use of these relatively brief and easy to administer measures in the college laboratory setting. This research provides additional support for creating CTI climates in the college laboratory setting.

Biology laboratory instructors play a key role in creating an optimal environment where college students try hard and enjoy their classroom experiences. This study used achievement goal perspective theory to examine the influence of instructor behaviors on science, technology, engineering, and mathematics (STEM) students' perceptions of the motivational climate (caring, task, ego) and their adaptive (i.e., effort, enjoyment, performance self-esteem, and social self-esteem) and maladaptive (i.e., shame) experiences in the biology laboratory setting. Students (N = 563; women, 65%; men, 35%) enrolled in biology laboratory courses voluntarily completed a survey during the final week of the semester. Results of two structural equation modeling analyses across gender and racial identities made two important contributions to the STEM higher education literature: (1) when instructors engaged in effective teaching behaviors, students were more likely to perceive a caring/task-involving climate and, in turn, report adaptive motivational responses (i.e., increased effort, enjoyment, self-esteem; decreased shame); and (2) neither gender nor race moderated the measurement of the latent parameters. This research has important pedagogical implications, as teaching assistants could be trained to engage in these effective behaviors to optimize students' STEM learning experiences.

Objective: The purpose of this study was to determine classroom teachers' self-efficacy towards, and perceptions of, physical activity in the classroom. Design: The study is a convergent mixed-methods design in which both qualitative and quantitative data were collected simultaneously at one time point. Setting: A convenience sample was recruited through email from two school districts to participate in an online survey and follow-up phone interview. Method: The survey consisted of demographic variables, as well as the validated 18-item Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS). Quantitatively, descriptive statistics were calculated to explore general relationships; qualitatively, constant comparison and inductive analysis were used to better understand teacher efficacy and perceptions towards providing physical activity in the classroom. Results: Sixteen participants (87% female; M[subscript age] = 38.4 years, M[subscript experience] =12.25 years) representing two states and 12 schools completed both measures. Participants represented all grade levels and varied in levels of general efficacy (M = 3.18, range = 1.78-4.06), student barrier efficacy (M = 3.30, range = 1.29-4.29), institutional efficacy (M = 2.92, range = 1.33-4.22) and educational efficacy (M = 3.60, range = 2.00-5.00). Three themes emerged as part of the qualitative analysis: (1) implementation barriers, (2) the face of teacher preparation and (3) knowledge and intentionality. Conclusion: Results offer further evidence of the disconnect that exists for classroom teachers as well as insights into classroom teachers' perceptions of and self-efficacy towards physical activity in the classroom.

The Physical Activity Barriers Questionnaire for Children and Youth with Visual Impairments (PABQ-VI) was originally developed to help teachers, coaches, and researchers to identify (and address) barriers that prevent young people with a visual impairment (VI) from participating in physical activity (PA). Previous studies have tested the validity, reliability and feasibility of the 42-item PABQ-VI, which recently prompted a reduction of scale length to produce a more user-friendly, 23-item scale (The PABQ-VI short version). The purpose of this article is to disseminate ready-to-administer copies of the PABQ-VI (short and long versions), complete with administration and scoring guidelines which were not previously accessible. Keywords: Visual impairment, physical activity, barriers, Background and Introduction School-aged students with a visual impairment (VI) often have delayed motor skills and participate in less physical activity (PA) compared to their sighted peers, despite having the [...]

Background: Improving the academic achievement of youth in the United States is an area of interest and a critical indicator of the future success of the youth. The purpose of this study was to examine the impact of a comprehensive school physical activity and healthy eating program on 5th-grade students' academic achievement, specifically reading and math. Methods: Overall, 628 (intervention: 377, 54% girls; comparison: 251, 49% girls) 5th-grade children participated across the 6 schools in a year-long comprehensive health intervention, completing curriculum-based academic achievement measures at 2 time-points. Results: Results showed that even after controlling for class clustering, age, sex, race, and T1 reading and math variables, students' T2 reading and math achievement were significantly higher in the intervention group than the comparison group. Conclusions: Comprehensive health programming can enhance the health and academic achievement of youth.

Mediation models are often conducted in psychology to understand mechanisms and processes of change. However, current best practices for handling missing data in mediation models are not always used by researchers. Missing data methods, such as full information maximum likelihood (FIML) and multiple imputation (MI), are best practice methods of handling missing data. However, FIML or MI are rarely used to handle missing data when testing mediation models, instead analyses used listwise deletion methods, the default in popular software. Compared to listwise deletion, the implementation of FIML or MI to handle missing data reduces parameter estimate bias, while maintaining the sample collected to maximise power and generalizability of results. In this tutorial, we review how to implement full‐information maximum likelihood and MI using best practice methods of testing the indirect effect. We demonstrate how to implement these methods using both R and JASP, which are both free, open‐source software programmes and provide online supplemental materials for these demonstrations. These methods are demonstrated using two example analyses, one using a cross‐sectional mediation model and one using a longitudinal mediation model examining how student‐athletes reported worry about COVID predicts their perceived stress, which in turn predicts satisfaction with life. [ABSTRACT FROM AUTHOR]

For college student athletes, graduation coincides with a loss of competitive careers and athletic identities and begin a potentially traumatic transition to a new life phase. However, how athletes' experience this developmental transition may be influenced by their readiness to retire. Thus, we prospectively examined how NCAA student athletes' (N = 166) psychological well-being changed from graduation/retirement (T1) to four months later (T2) and determined the extent their readiness to retire, as represented by 12 key psychosocial dimensions (e.g., social support, athletic identity) predicted well-being at T2. Athletes completed a 12-item measure of retirement readiness at T1, measures of depressive symptomatology, body satisfaction, and life satisfaction at T1 and T2. Through regressions analyses, and controlling for gender and T1 well-being scores, we found that athletes who developed a new life focus and had positive social support systems at retirement from sport were more satisfied with their lives and less depressed four to five months later. For the athletes' T2 body satisfaction, only their T1 satisfaction was a significant predictor. As one of the first studies to longitudinally examine collegiate athletes' well-being over the first six months of retirement, our findings provide direction for additional research and development of programming that focuses on helping athletes maintain and extend their support networks as they transition from their teams and develop a new purpose and direction in their lives as they lose what had been present for them through their sport involvement. Implications for assisting collegiate athletes in transition from sport are provided. [ABSTRACT FROM AUTHOR]

The present guide provides a practical guide to conducting latent profile analysis (LPA) in the Mplus software system. This guide is intended for researchers familiar with some latent variable modeling but not LPA specifically. A general procedure for conducting LPA is provided in six steps: (a) data inspection, (b) iterative evaluation of models, (c) model fit and interpretability, (d) investigation of patterns of profiles in a retained model, (e) covariate analysis, and (f) presentation of results. A worked example is provided with syntax and results to exemplify the steps.

The purpose of this study was to examine the relation between measures of students' physical well-being and self-perception and their academic achievement. Specifically, we look at students' social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students (n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students (R[superscript 2 over subscript Math]=36%; R[superscript 2 over subscript Read]=15%) and small to large for the male students (R[superscript 2 over subscript Math]=26%; R[superscript 2 over subscript Math]=10%). These findings can be used to guide future research and educational prevention and intervention efforts.

We present the results of a study of Chilean students' understanding of scientific models, using a Spanish-adapted version of the Students' Understanding of Models in Science instrument (Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students understanding of the role of scientific models in learning science. "International Journal of Science Education," "24"(4), 357-368. doi:10.1080/09500690110066485). The study covered 290 students in three schools in different parts of Chile. Results showed a Cronbach's alpha of 0.86 and medium correlation between the dimensions of the instrument. A confirmatory factor analysis showed that the five dimensions' theoretical structure is supported by the data, and one-way ANOVA and a t-test showed a balanced, non-discriminatory instrument that is suited for use in the Spanish language. The instrument also showed that Chilean students most need improvement in two of the dimensions -- 'understanding of scientific models in terms of exact replicas' and the 'use of scientific models'. This reflects the original data analysed by Treagust et al. (2002) and suggests that these factors are common issues in the teaching and learning of scientific models. Future research will review the data by year and group to determine how students develop the idea of a scientific model and relate this information to science curricula. It will also investigate the link between students' understanding of scientific models and Anderson & Krathwohl's (2001) cognitive taxonomy.

Given how COVID-19 had caused significant increases in collegiate athletes' psychological distress, we examined the extent to which such distress may have been ameliorated by the athletes' psychosocial resources (e.g., resilience). We used structural equation modeling to examine the direct and indirect relationships of resilience, self-compassion, and social support to women collegiate athletes' (N = 3,924; 81.2% White) psychological distress; athletes completed measures of these constructs from mid-April to mid-May 2020. Analyses revealed significant direct effects: More supported (β = −0.12 to −0.19), self-compassionate (β = −0.48 to −0.53), and resilient (β = −0.21 to −0.35) athletes experienced less psychological distress (R2 =.61–.65). Further, self-compassion and social support were related indirectly (and inversely) to psychological distress through higher levels of resilience. These psychosocial resources appear to have played a positive role in how athletes coped with the pandemic, being associated with less psychological distress. These findings have application beyond the pandemic, providing direction for how sport psychology professionals may assist athletes in maintaining their well-being. [ABSTRACT FROM AUTHOR]

Reports of ChAdOx1 vaccine-associated thrombocytopenia and vascular adverse events have led to some countries restricting its use. Using a national prospective cohort, we estimated associations between exposure to first-dose ChAdOx1 or BNT162b2 vaccination and hematological and vascular adverse events using a nested incident-matched case-control study and a confirmatory self-controlled case series (SCCS) analysis. An association was found between ChAdOx1 vaccination and idiopathic thrombocytopenic purpura (ITP) (0-27 d after vaccination; adjusted rate ratio (aRR) = 5.77, 95% confidence interval (CI), 2.41-13.83), with an estimated incidence of 1.13 (0.62-1.63) cases per 100,000 doses. An SCCS analysis confirmed that this was unlikely due to bias (RR = 1.98 (1.29-3.02)). There was also an increased risk for arterial thromboembolic events (aRR = 1.22, 1.12-1.34) 0-27 d after vaccination, with an SCCS RR of 0.97 (0.93-1.02). For hemorrhagic events 0-27 d after vaccination, the aRR was 1.48 (1.12-1.96), with an SCCS RR of 0.95 (0.82-1.11). A first dose of ChAdOx1 was found to be associated with small increased risks of ITP, with suggestive evidence of an increased risk of arterial thromboembolic and hemorrhagic events. The attenuation of effect found in the SCCS analysis means that there is the potential for overestimation of the reported results, which might indicate the presence of some residual confounding or confounding by indication. Public health authorities should inform their jurisdictions of these relatively small increased risks associated with ChAdOx1. No positive associations were seen between BNT162b2 and thrombocytopenic, thromboembolic and hemorrhagic events. New data from the EAVE II cohort in Scotland suggests that a first dose of the ChAdOx1 nCoV-19 vaccine might be associated with a small increase in the risk of idiopathic thrombocytopenic purpura between 0 and 27 d after vaccination., Author(s): C. R. Simpson [sup.1] [sup.2] , T. Shi [sup.2] , E. Vasileiou [sup.2] , S. V. Katikireddi [sup.3] , S. Kerr [sup.2] , E. Moore [sup.4] , C. McCowan [...]

Background/Aim: Increased knowledge, attitudes, and beliefs about a topic and behavioral capability and self-efficacy for healthy eating are often a precursor to behavior change. The purpose of this study is to determine the effectiveness of the multicomponent school-based program on children's healthy eating knowledge, attitudes, and self-efficacy for healthy eating, and on their eating habits over time. Method: Quasi-experimental (4 treatment, 2 comparison) in a metropolitan area using a pretest-posttest method. Participants were 628 fifth-grade youth (377 treatment, 251 comparison) with a mean age of 9.9 years. The Building Healthy Communities (BHC) program is an 8-month school-wide healthy school transformation program and includes six main components. Outcome measures include children's healthy eating knowledge, attitudes, self-efficacy, and behavior. Missing data were imputed, confirmatory factor analysis tested scale factor structure, and path analysis determined a parsimonious path explaining behavior change. Results: The Student Attitudes and Self-Efficacy (SASE) scale had good measurement model fit. BHC group's healthy eating knowledge and behaviors increased significantly, while SASE remained moderate. For both groups, the students' knowledge and SASE significantly predicted their healthy eating behaviors; however, the intervention group accounted for a greater amount of variance (35% vs. 26%). Discussion: The BHC program was effective in improving healthy eating knowledge and behavior among youth, and the relationship between variables did not vary by group. Healthy eating knowledge is a significant predictor of both future knowledge and behavior.

Objective: To investigate demographics, sport type, athletic identity, and COVID-19 sport season cancelation in relation to alcohol consumption among college student athletes shortly after the pandemic emerged. Participants: College student athletes recruited from U.S. athletic departments. Methods: Survey data were collected from 5,915 college student athletes in April/May 2020. Results: Being female, Latinx, and in a relationship were associated with lower alcohol consumption. Among males, team sport participation was related to greater alcohol consumption. Among females, athletic identity was inversely related to drinking, which was moderated by sport type, such that alcohol consumption was lower as athletic identity strengthened in individual (vs. team) sport athletes. However, we did not find a relationship of COVID-19 sport season cancelation with drinking. Conclusions: Our gender-specific findings are novel and generalizable based on a large, national sample of college student athletes, and may inform strategies for alcohol consumption education among college team sport athletes. [ABSTRACT FROM AUTHOR]

The onset of COVID-19 and cancellation of collegiate sports may have exacerbated student-athletes' psychological distress. Within a national sample of collegiate athletes (N = 5,755; 66.7% women), we determined how gender and race related to rates of depression, stress, and counseling use at the beginning of the pandemic (April/May 2020). Overall, 26.5% (n = 1,526) and 10.6% (n = 612) endorsed clinical levels of depression and stress, respectively; 25.1% (n = 1,443) and 69.7% (n = 4,014) reported subclinical levels. Few athletes (2.3%–17.1%) reported counseling use before or after the onset of COVID-19; those who did reported higher levels of depression and stress than those who never sought services. The female athletes reported higher rates of depression, stress, and counseling use than the male athletes. There were no race effects. Athletic departments must address their student-athletes' psychological distress by facilitating a higher use of mental health services. [ABSTRACT FROM AUTHOR]