Cycling as a Part of Recreation: An Awareness-Exploring Study

This study aimed to explore the awareness among individuals engaged in recreational cycling about the benefits of cycling. The study consists of 66 participants in the age group of 18-30 who are interested in recreational cycling in the province of Sakarya. The “Recreation Awareness Scale” developed by Ekinci and Özdilek (2019) was used as a data collection tool in the study. In the study, skewness and kurtosis (kurtosis) were evaluated to ensure the normal distribution of the data in addition to descriptive statistical methods such as percentage and frequency. As a result, we found the data to be normally distributed and, thus, utilized the parametric tests. Accordingly, the groups were compared using a t-test and an analysis of variance (ANOVA). In addition, we performed a Tukey test to find out the group(s) as the source of difference. Then, Pearson’s correlation analysis was performed to see the association between two continuous variables. The results revealed that the participants did not differ significantly on pleasure/entertainment, social/achievement, and self-development subscales by gender. Yet, the mean scores of the participants differed significantly on the social/achievement and self-development subscales by educational attainment. The post hoc test suggested that those having a high school degree got significantly higher scores on the social/achievement subscale than the participant with an associate degree. Moreover, the high school graduates obtained higher scores on the self-development subscale than those with a secondary school, associate, and undergraduate degree. Considering the relationship between recreation awareness and age, the Pearson’s correlation test revealed significant positive relationships between age and the participants’ scores on the social/achievement and self-development subscales. Yet, we could not find a significant relationship between age and the pleasure/entertainment subscale.

Early Adolescents’ Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior

The current study examined the additive and interactive effects of early adolescents’ social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents’ social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (Mage = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents’ social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents’ social goals in conjunction with their perceived relational support for educators and practitioners.

Prevalence of attention deficit/hyperactivity disorder in Mexican university students

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) in adulthood causes relevant deterioration in daily functioning. Specifically, in educational scenarios, complications including an elevated rate of failed courses and desertion have been found. The reported prevalence of ADHD in adults varies widely, therefore studying specific populations becomes important. Objective: to determine the prevalence of ADHD in students at a public university using screening tools to determine the presence of current and retrospective symptomatology during childhood and to describe their sociodemographic characteristics. Method: the study was conducted with a probabilistic sample of undergraduate students (N = 1837), to whom the Adult Self Report Scale for ADHD (ASRS-6) and the Wender Utha Rating Scale (WURS) were administered to determine current and childhood ADHD symptoms. Results: the prevalence of ADHD in the studied population was 16.2%, with a significantly higher frequency in males (22.14%) than in females (13%). ADHD was most prevalent in Biology students (23.7%) and least in Nursery students (9.9%). Discussion and conclusion: results indicate a higher frequency of ADHD in Mexican undergraduate students than that reported in adult populations of other countries, but consistent with previous reports of Mexican undergraduate students and children. The association of ADHD and difficulties in academic, work, and social achievement in the studied population should be further investigated.

The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

Social Achievement Goals and Academic Engagement: The Mediating Role of Academic and Social Positive Emotions

Background: Social-cognitive theorists suggest that cognitive-emotional factors play essential roles in academic outputs like academic engagement. Objectives: The purpose of the present study was to investigate the relationship between social achievement goals and academic engagement by mediating role of academic and social positive emotions. Methods: The method of present study was descriptive cross-sectional study based on correlational research. Using cluster multi-stage sampling method, this study included 566 undergraduate students (278 male and 288 female) in the first semester of 2018. The research instruments were Social Achievement Goals scale, Academic Hope scale, Admiration scale, and Academic Engagement inventory. Data were analyzed using correlation matrix and structural equation modeling. Results: Results of analyzing data showed that social development goal had a positive indirect effect (β = 0.41, P = 0.01) on academic engagement through academic hope and admiration. Also, social demonstration-approach goal had an indirect and negative effect (β = -0.08, P = 0.01) on academic engagement by the mediating role of admiration. In general, the research model was able to explain 31% of the variance of academic engagement with two latent variables of social achievement goals and academic and social positive emotions. Conclusions: In general, social achievement goals and positive emotions significantly explained the variance of academic engagement. The findings provide supportive evidence for how motivations and emotions can affect academic engagement.

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 schools whose leadership team participated in a yearlong professional learning series to design their comprehensive, integrated, three-tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.

Respect for Persons and Public Justification

Gerald Gaus argues that respect for persons is not an independent ground for requiring that social morality must be publicly justified. Instead, respect is built into the structure of social morality, because social morality involves recognizing one another as sources of a moral summons to follow rules. So mutual respect for persons is a social achievement, not a requirement underlying morality. The authority of rules of social morality derives from this structural nature of social morality. But because one may face a gap between one’s individual moral reasoning and social morality, no particular rule of social morality, including rules about whether coercion is justified, necessarily overrides one’s own moral conclusions.