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Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students' intrinsic motivation for visual programming. According to the control-value theory of Pekrun (2006), we posit that the influence of error learning orientation on intrinsic motivation is mediated by self-efficacy for visual programming as well as by error-related achievement emotions. A sample of 269 Swiss secondary school students (grades 7 to 9), who were beginners in visual programming, filled out a questionnaire as part of a course on visual programming. A structural equation model was established to illustrate the expected relationships between students' attitudes and their impacts. As expected, the results point to the need of paying more attention to errors in STEM education and indicate that students' error learning orientation had a low but significant effect on their intrinsic motivation for visual programming. The findings confirmed the effects of error learning orientation on intrinsic motivation for visual programming, which are mediated by self-efficacy but not by error related achievement emotions in the context of coding activities.

Motor imagery (MI) is frequently used in tennis players. This pilot study aimed to assess whether the MI modality and preference of skilled tennis players could influence their service performance when using MI before serving first balls. Twenty expert players (Mage = 18.6 years) completed the movement imagery questionnaire (third version) to assess their MI modality scores (internal visual, external visual, and kinesthetic) and their MI preference. Participants completed 4 experimental counterbalanced sessions spread over 4 weeks, each including the completion of 20 first-serve balls in match condition. The sessions included a control condition (i.e., only physical practice trials) and three MI conditions during which the players had to mentally imagine themselves performing a serve according to one of the imagery modalities, either internal visual, external visual, or kinesthetic, before serving. The percentage of success, the speed of the service balls (measured by a tablet with SWING VISION and a radar gun), and an efficiency score were recorded and then evaluated by experts and served as performance indicators and dependent variables. The results of this study showed that players benefited from MI before serving and that almost a third of the participants achieved a higher percentage of success and efficiency scores when using their preferred MI modality. These results lead us, in an applied way, to suggest to skilled tennis players to determine their MI preference and to have recourse to the mental simulation of a successful serve before serving the first balls in match condition. [ABSTRACT FROM AUTHOR]

The terms 'authenticity' and 'authentic' have been used increasingly frequently in educational contexts over the past decades. In science education, authenticity is claimed to be a crucial concept, inter alia, for students' motivation and interest in science. However, both terms are used, defined and conceptualised in various and ambiguous ways. So far, however, a model to integrate and structure the various conceptualisations, definitions and findings with their implementation in a teaching context is lacking. In this contribution, we introduce such a model, coherently integrating a broad range of work done by previous authors. Meanwhile, the model is flexible enough for future extensions and refinements. As many authors have shown, the concept of authenticity is multidimensional. In the present contribution, we therefore introduce a multidimensional model, explaining each dimension with reference to previous work on authenticity before integrating them as the complete model. We will outline a tool for practitioners and researchers which is based on the introduced model.

The aim of this study was to investigate the effect of motor imagery (MI) combined with instructional self-talk on service performance in young novice tennis players. The participants were assigned to one of three groups: control, MI, or MI + self-talk. They performed a pretest (10 serves), participated in 5 days of intervention sessions, and finally performed a posttest similar to the pretest. During the intervention sessions, the participants performed 20 serves. The control group was not given any instructions other than verbal instructions on the steps of the serve. Before each serve, the MI group was instructed to imagine performing a successful serve towards the "correct" service box. The MI + self-talk group had to repeat the instructions during MI before serving. The results of this original study revealed that only the participants in the MI and MI + self-talk groups increased their service percentage of success and technical quality scores from pre- to posttest. In addition, at posttest, the participants of the MI + self-talk group had higher serve speeds and technical quality scores than the participants of the control and MI groups. The beneficial effect of using MI and/or self-talk during short tennis interventions and the practical applications are discussed.

In the field of school-based outdoor education, researchers claim that pre-service teachers should already be provided with basic knowledge, skills, and methods for teaching curriculum-based content outdoors in their initial schoolteacher training. The present review aims to summarize and structure the variety of topics in the literature regarding outdoor teaching in initial formal schoolteacher training. We analyzed the general characteristics of 46 empirical studies from different regions that investigate skills, content areas, and pedagogical strategies to prepare pre-service teachers from early childhood to secondary education for teaching outdoors. We used deductive-inductive content analysis to identify categories and emerging themes. We identified eight themes in the reviewed studies, of which we detail and discuss the four most frequently mentioned: collaboration, creativity, strategies for outdoor learning and sustainability. We discuss the implications for further research and for teacher training.

This study examined how a tropical climate (i.e. hot and wet climatic environment) and different language instructions, in French and in Creole, could affect imagery ability on French-Creole bilingual in the French West Indies. Participants were divided into two groups: Half of them completed the French Movement Imagery Questionnaire (MIQ-F), the others realized the Creole version (MIQ-C), in Neutral Climate (NC) then in Tropical Climate (TC). The results of this original study showed that participants had lower visual and kinaesthetic MIQ-F and kinaesthetic MIQ-C imagery scores, but had higher visual MIQ-C imagery scores, in TC than in NC. Poor imagers had significant lower kinaesthetic MIQ-F, and better visual MIQ-C imagery scores in TC than in NC. The results of this study suggested that imagery language instruction can modulate the influence of tropical climate on imagery ability. The difference between Creole and French language effects on cognition as imagery is discussed.

We investigated whether face mask wearing in a hot and humid environment would influence subjective states: motivation, affect, and the performance of cognitive tasks requiring attentional processes. Forty volunteers performed the tasks under 4 repeated conditions: in an air-conditioned (AC) room or a tropical climate (TC; hot and wet environment) while wearing a mask or not (counterbalanced). For each condition, they completed questionnaires on subjective states (affect, motivation, and attentional processes) by performing the Bells and d2 tests, and a comparison of men and women was an indirect focus of this study. Results showed that the participants had higher sensations of fatigue, thermal discomfort, and a negative affect when wearing a mask in the TC condition. Additionally, lower performance scores were noted in the Bells test when participants wore a mask in a TC compared with all other conditions. Lastly, the participants' performance on the d2 test involving selective and sustained attention improved without a mask in AC and in TC conditions. Consequently, the results revealed that wearing a mask in a TC can induce anxiety, headaches, discomfort, and lower motivation. KEYWORDS: attention, tropical climate, mask, motivation, affect, Stressful environmental conditions such as heat or high levels of relative humidity, as in a tropical climate (TC), can have deleterious effects on cognition and can negatively affect psychological factors [...]

The thermal discomfort experienced in a tropical environment has negative effects on human performance. Cooling techniques before, during, or immediately after exercise have been extensively reported on in the physiological literature, but psychological techniques for subjective cooling have rarely been explored. The purpose of this experiment was to evaluate whether a cold suggestion would have an effect on environmental perceptions and affect in a tropical climate. Fifty participants were assigned in random order to two experimental sessions in similar hot and humid conditions at a 1 -week interval (30[degrees]C [+ or -] 1.2; 87% rH [+ or -] 2): one with a suggestion focused on cold and the other a control session. The main results indicated that the suggestion focused on cold significantly decreased thermal discomfort and perceived heat and reduced the degradation on the Feeling Scale. The cold suggestion used as a per-cooling technique to cope with the negative impact of a tropical climate is discussed. KEYWORDS: tropical environment, cold suggestion, mental strategy, thermal comfort, affect, 'Que frio barbaro hace' se dijo Oliveira que creia en la eficacia de la autosugestion' (Cortazar, 1963, p. 256). As early as 1963, Argentinean writer Julio Cortazar referred to autosuggestion [...]

Industry-school partnerships offer authentic learning opportunities and can support the development of students' interest in a STEM career. The expectancy-value model of achievement-related choice can help to explain how several factors influence career choice. Interest-enjoyment values and attainment values are most important in students' motivation to participate in out-of-school technology and design activities. Our research question is the following: Is there a development in secondary school students' career interests in science-based technology-related professions while participating in industry-school partnerships? We employed a longitudinal, mixed-methods research design. The sample consists of 213 secondary school students from 9 classes and 72 students from 4 classes in 4 neighbouring schools who served as a control group. All of the students filled out a questionnaire before and after the visit. The questionnaire items were based on scales relating to an expectancy-value model. Four groups of students were interviewed with respect to the industry visit experiences. Analyses indicated that attitudes for applying technology became relevant for predicting career interest in a technology profession in the project group after the end of the project. However, career interest did not increase over time. In the qualitative analysis, four topics emerged that elucidated why career interest did not increase. Overall, the results demonstrate that factory visits combined with embedded tasks are one way to overcome fixed ability self-concepts and allow the students to reconsider a career in the technology and engineering industry towards the end of secondary school.

The present study examines, in the context of physical education (PE) classes, if having the opportunity to report disadvantages before performing a physical test could reduce students' self-reported level of fear of failure. Forty-six students (31 males, M[subscript age] = 14.2 years and 15 females, M[subscript age] = 12.5 years) from a middle school and a high school in France participated in the study. A repeated measures design (intra-individual) was used, such that the fear of failure was measured before and after students were given (week 1) or not given (week 2) the opportunity to report disadvantages that could impair their future performance. The main results indicated that when students had the opportunity to report disadvantages, their self-reported level of fear of failure declined before performing the physical test. Conversely, when they had no opportunity to report disadvantages, their self-reported level of fear of failure increased. Implications for educational psychologists and teachers are discussed.

Purpose: This research investigated the pre-, per- and post cooling strategies used by competitive tennis players from various levels of play who occasionally train and compete in hot (>28°C) and humid (>60% rH), and dry (<60% rH) environments. Methods: 129 male tennis players (Mage = 24.9) competing at regional (N = 54), national (N = 30) and international (N = 45) levels, completed an online questionnaire regarding their use (i.e., timing, type, justification and effectiveness) of pre- (i.e., before practice), per- (i.e., during exercise) and post-cooling strategies when playing tennis in hot dry (HD) and hot humid (HH) conditions. Individual follow-up interviews were also carried on 3 participants to gain an in-depth understanding of the player's experience. Results: Competitive tennis players used both internal and external cooling strategies to combat the negative effects of HD and HH conditions, but considered the HH to be more stressful than HD and experienced more heatrelated illness in HH environments. International players used cold packs and cold towel more frequently than the regional and national players in hot environments, and used cold water immersion and cold vest more frequently than the latter in HH. Differences in strategy use were mostly observed during per-cooling where regional and national players more frequently used cold drinks than international players who more frequently used cold packs in HD and cold towel in HH conditions. Moreover the latter more frequently used cold towel, cold packs and cold water immersion as post-cooling strategies than regional players. Conclusion: When playing tennis in the heat, it is strongly recommended to employ cooling strategies to maintain health, limit declines in performance, and promote recovery. We also recommend improving education regarding the appropriate use and effectiveness of cooling strategies, and increasing their availability in tournaments. [ABSTRACT FROM AUTHOR]

The purpose of the present experiment was to investigate whether the motivational climates (MCs) drawn from achievement goal and self-determination theories would affect perceived competence and the use of claimed self-handicapping. Specifically, this study examined the effects of performance MC, mastery MC and need-supportive MC on these two variables. In the context of high school physical education, 37 participants had the opportunity to claim handicaps before performing an isometric resistance task in a given MC. This procedure was repeated three times at one-week intervals so that all participants were assigned to each of the three MCs. Consistent with our hypotheses, students claimed handicaps less in the need-supportive than in the performance MC. In addition, when data from girls and boys were separated, girls reported significantly greater perceived competence in the need-supportive MC than in the performance and mastery MCs. The theoretical and applied implications of these finding are discussed.

Introduction: The COVID-19 pandemic created challenges to healthcare systems worldwide. To allow overwhelmed hospitals to focus on the most fragile and severely ill patients, new types of management had to be set up. During the pandemic, patients with COVID-19 from greater Paris area were monitored at home using a web-based remote system called COVIDOM™, using self-administered questionnaires, which triggered alerts to a regional control center. To ease hospital discharge and to prevent hospital from being overwhelmed, patients still requiring low-flow oxygen therapy discharged home were also included in this telemedicine solution. We aim to evaluate the safety of this original management.Methods: We conducted a retrospective multicenter cohort of patients discharged home from hospital after COVID-19 and still requiring nasal oxygen therapy, who were monitored by questionnaire and trained physicians using COVIDOM. During late follow-up, the status of the patients using a Euro-Qol (EQ-5D-5L) questionnaire, and the Medical Research Council (MRC) Dyspnea scale was collected.Results: From March 21st to June 21st 2020, 73 COVID-19 patients still receiving nasal oxygen at hospital discharge were included. Median [Inter-Quartile Range (IQR)] age was 62.0 [52.5–69.0] years, 64.4% were male. Altogether, risk factors were observed in 49/73 (67%) patients, mainly hypertension (35.6%), diabetes mellitus (15.1%) and active neoplasia (11.0%). Among the cohort, 26% of patients were previously managed in ICU. Oxygen therapy was required for a median [IQR] of 20 [16–31] days. No death or urgent unplanned hospitalization were observed during the COVIDOM telemonitoring. During the late follow-up evaluation (6 months after inclusion), the mean EQ-5D-5L questionnaire score was 7.0 ± 1.6, and the mean MRC dyspnea scale was 0.8 ± 1.0, indicating absence of dyspnea. Five patients have died from non-COVID causes.Conclusions: In this preliminary study, early discharge home of patients with severe COVID-19 disease who still required low-oxygen therapy seems to be safe.

The aim of this study was to test the effects on the performance of experienced tennis players of a service pre-performance routine consisting of internal motivational discourse combined with mental imagery centred on the trajectory of the ball and the target zone to be reached in the service box. Twenty-seven male players (M = 17.5 years) from the second series (ranked between 5/6 and 3/6), who had been playing tennis for more than 10 years, volunteered to take part in this experiment. The participants were divided into 3 groups (control, discourse, and discourse + imagery) and carried out 3 phases: Pre-test (20 serves in playing condition), Acquisition: 16 sessions (warm-up + 20 serves + super tie-break), Post-test (20 serves in playing condition). The percentage of success, speed and efficiency of the serves were measured at the Pre- and Post-tests and served as dependent variables for statistical analyses (repeated measures ANOVAS). The results of this study show a further improvement in serve performance when internal motivational discourse is combined with mental imagery. We recommend that experienced tennis coaches and players use internal self-talk as well as imagery in their pre-serve performance routines. [ABSTRACT FROM AUTHOR]

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific inquiry teaching as part of a short teacher training. Sample: N = 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland. Design and methods: We applied a pre-post-research design. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. In addition, the teachers completed a test on content knowledge (CK) and pedagogical content knowledge (PCK). To examine the relationship between the different measurements, we applied structure equation modelling. Results: There was no significant relation between CK and PCK at both time points. The analysis further demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. Prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training. Conclusions: It appears that even short PCK training seminars may affect pre-service teacher attitudes towards scientific inquiry. Hence, teaching education programmes should be designed to broaden PCK.

This study examined how a tropical climate (i.e., hot and wet climatic environment) could affect mental rotation according to imagery ability. The participants performed 2 test sessions in a tropical climate (TC), then in air conditioning (AC), in a randomized order. During each session, the participants completed the Movement Imagery Questionnaire, revised version (MIQ-R) and the Vandenberg Mental Rotation Test (VMRT). A first analysis including all the participants revealed that men had better VMRT scores than women in AC, which confirms the gender effect generally observed. However, no statistical gender difference was observed in TC, in which men performed worse. A second analysis including MIQ-R scores as participant selection found a significant interaction between imagery ability and climate condition and revealed that poor imagers had worse VMRT scores in TC than in AC, whereas no significant difference was observed for good imagers. Moreover, MIQ-R scores were lower in TC than in AC for the visual and kinesthetic imagery. More precisely, good imagers had significantly lower visual imagery MIQ-R scores in TC than in AC, and kinesthetic imagery MIQ-R scores of poor imagers tended to deteriorate in TC. The results of this study are consistent with the idea that TC can negatively affect mental rotation, motor imagery, and imagery ability, and the influence of TC on them is discussed. More research is needed to investigate the effects of hygrometry on imagery. KEYWORDS: mental rotation, imagery ability, tropical environment, gender, Since the early days of imagery research, many authors have been interested in imagery ability. One reason for the interest may be that almost everyone seems to have the ability [...]