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Perceived control is a psychological construct related to motivation, performance, and wellbeing. Perceived control has been studied in sport settings; however, this study considers a domain-specific perceived control measure related to athletes' sport performance. In two studies, we tested a novel domain-specific measure of perceived control over sport performance (Perceived Sport Control) adapted from Perry et al.'s (2001) perceived academic control scale. In Study 1, we employed an exploratory factor analysis to test the structure of the perceived sport control measure given its novelty in the sport domain, examined the internal reliability of the measure and how athletes' perceived sport control and academic control related to each other and demographic variables including age, year of sport eligibility, year of academic program, and hours per week training in their sport. In Study 2, we employed a confirmatory factor analysis to test the PSC measure with a larger sample based on Study 1 results. Study 1 data was collected from a Canadian sample of currently competing university (USports) athletes (N = 74) and Study 2 data was collected from a sample of Canadian and USA postsecondary athletes (N = 200). Study 1 findings supported a two-factor construct for perceived sport control reflecting action- and cognitive-based aspects of control. Factor 1 (action-based Influence) was positively associated with age and Factor 2 (cognitive-based Influence) was positively associated with perceived academic control. In Study 2, a CFA supported the two-factor PSC measure (RMSEA = .055, CFI = .98, TLI = .96, SRMR = .042) and across both studies, the two-factor measure was internally consistent. The universal application of the perceived sport control measure for understanding athletes' perceived control experiences in sport performance and across sport settings, as well as the study implications for sport research are discussed. Keywords: perceived control; student athletes; sport performance; measurement, Perceived control--a psychological construct--is considered a critical cognitive resource for humans dealing with obstacles or failures across the lifespan (Skinner, 2016). Generally, perceived control can be defined as the beliefs [...]

Author(s): Virginia M. C. Tze [sup.1] , Johnson C.-H. Li [sup.2] , Patti C. Parker [sup.3] Author Affiliations: (1) grid.21613.37, 0000 0004 1936 9609, Department of Educational Administration, Foundations, and [...], Acquiring strong math skills is essential in science, technology, engineering and mathematics (STEM) education. One important element to foster strong math skills is that students enjoy learning math early on during elementary school years. The control-value theory of achievement emotions (Pekrun, 2006 (See CR49)) has been widely used to examine how specific emotions mediate the relationship between cognitive appraisals (i.e., perceived control and value) and math achievement (e.g., Putwain et al., 2018a (See CR60)). However, there has not been a comprehensive study examining the mediating roles of the two commonly experienced emotions-enjoyment and boredom-on international math performance. In this study, Trends in International Mathematics and Science Study (TIMSS) 2015 data is used to evaluate how enjoyment and boredom mediate the influence of cognitive appraisals on math performance in 53 education systems. Specifically, boredom significantly mediates the paths in 25 systems (47%). In general, enjoyment negatively mediates the paths which was an unexpected finding; however, 21 out of the 53 systems (40%) yield expected positive results. Our results therefore advance our understanding regarding how enjoyment and boredom relate to math success. In particular, when the mediating effects are contradictory to our hypothesis (e.g., in Korea and Turkey), these unexpected findings may indicate a cultural difference on what emotions are important to be felt in relation to academic success.

Author(s): Virginia M. C. Tze [sup.1] , Lia M. Daniels [sup.2] , Jeremy M. Hamm [sup.3] , Patti C. Parker [sup.2] , Raymond P. Perry [sup.4] Author Affiliations: (1) grid.21613.37, [...], This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret) derived from Weiner's attribution theory of emotion (1985, 2007, 2018a, 2018b) were used to identify the emotion profiles of university students at the beginning (Time 1) and end (Time 2) of a two-semester course. We also examined changes in emotion profile memberships over time. Results showed 81% of participants remained in their Time 1 profiles at Time 2, with the majority classified in profiles defined by stable positive emotions or mixed emotions. ANCOVAs indicated that students in the stable positive emotion profile achieved better overall course performance than those with a stable mixed profile or a stable negative emotion profile. An ascending emotion transition profile (Time 1 mixed-to-Time 2 positive) performed better than a stable mixed emotion profile. The present findings extend our current understanding of multifaceted profiles of student emotion that can change over time.

Background Recent studies suggest low-income women of childbearing age may be at risk of suboptimal folate intake. Objective To evaluate the effect of learner-centered nutrition education on folate intake and food-related behaviors among nonpregnant, low-income women of childbearing age, compared to education unrelated to nutrition. Design Participants were randomly assigned by recruitment site to receive either the nutrition lesson or a control lesson about resource management. Participants Nonpregnant, low-income ([less than or equal to] 185% federal poverty level) women of childbearing age (18 to 45 years, n=155) from five California counties. Main outcome variables Changes in folate intake and other food-related behaviors. Statistical analysis Analysis of covariance, adjusting for baseline responses and potential confounders. Results Adjusting for baseline, participants who received the nutrition education had greater increases in folate intake and use of the Nutrition Facts label than the control group. Change in intake of specific folate-rich foods differed by ethnicity. Participants in the Special Supplemental Nutrition Program for Women, Infants, and Children who received the nutrition education increased folate intake but had no significant changes in other food-related behaviors. Food stamp recipients who received the nutrition education had no significant changes in folate intake but did increase the frequency of eating more than one kind of vegetable each day, compared to controls. Conclusions This study supports the use of learner-centered approaches to nutrition education for low-income audiences, compared to education unrelated to nutrition. Future work is needed to compare learner-centered techniques to traditional pedagogical nutrition education, and to determine whether observed changes from this study persist over the long term.

Information about folate intake among low-income women of childbearing age remains limited. This report presents results from a cross-sectional study of folate intake and food-related behaviors in a sample of low-income, nonpregnant women of childbearing age in California. One hundred fifty-seven nonpregnant, low-income ([less than or equal to] 185% federal poverty level) women of childbearing age (18 to 45 years) were evaluated for usual intake of natural food folate and synthetic folic acid, as well as specific food-related behaviors. Eighty-five percent of participants met the Recommended Dietary Allowance for folate, but only 37% met the current synthetic folic acid recommendation for reducing the risk of neural tube defects. Intake of naturally occurring food folate and intake of synthetic folic acid from supplements were positively associated with overall healthful food-related behaviors. Nutrition education that includes information about folic acid may be one way to improve folate intake and other healthful food behaviors among low-income women of childbearing age.

The generation of chimeras, characterized by coat color mosaicism caused by the aggregation of embryos of normal and transgenic mice, facilitate the analysis of the degeneration of photoreceptors during the expression of a mutant rhodopsin gene in transgenic mice. The degeneration of photoreceptors of chimeras retina is characteristically uniform and resembles the photoreceptors in transgenic mice. The examination of the role of cellular interaction in photoreceptor degeneration elucidates the dependent genetic activity of the mutated rhodopsin gene. This suggests the possibility of cellular interactions between photoreceptors affecting a functional role in degeneration.

Many clients in low-income community education programs have literacy problems, thereby making a text-only evaluation instrument difficult to use. There is a need for visually enhanced evaluation tools. Using a 16-item food behavior checklist (FBC) previously shown to be reliable, valid, and sensitive to change, we tested a series of formats and visuals (photographs and line drawings) to determine the best evaluation instrument for Food Stamp clients. A systematic process consisting of 3 levels of review was developed for the comparison of potential formats and visuals. Level I: research and academic program professionals. Level II: community-based paraprofessionals in the Food Stamp and the Expanded Food and Nutrition Education Programs. Level III: Food Stamp clients. Using cognitive interviewing procedures, Food Stamp clients described their preferences for the visuals. Clients were asked how the proposed visuals could be made to be more understandable to their peers. Generally, level I and II reviews resulted in more complex visuals for each of the 16 FBC items than the previous versions; however, the cognitive testing of Food Stamp clients revealed the need for less detail in the visuals. This systematic process produced an evaluation tool containing 16 visually enhanced items in a 4-page color booklet in which the items are easier to understand than the text-only version. Funding provided by the California Public Health Institute, the Expanded Food and Nutrition Education Program, and the University of California Cooperative Extension.