Developing conceptions of fair contest procedures and the understanding of skill and luck.

Abstract

Contrary to assumptions about the aversive effects of competition on achievement motivation, in this study young people saw academic contests as fair. When 136 children and adolescents (ages 6 -14) completed structured interviews on fair ways to organize science contests and on the differentiation of skill and luck, age-related trends in their conceptions of procedural justice were parallel to their ability to differentiate skill and luck tasks. Differences in the use of contest-specific attributions such as credit allocation, odds of winning, and incentives were central to developing conceptions of procedural justice. Everyone made similar intrapersonal attributions to effort, mood, talent, and interest. Individual competition was judged to be more fair than team competition. Effectiveness was seen as necessary but not sufficient for establishing fairness. Personal harm was not central to developing conceptions of fair contests.

A street corner education: Stop and search, trust, and gendered social norms

“…The idea that people with power should behave fairly is widely and deeply held. Research has shown, for example, that children and young people value procedural justice in interactions with both parents and teachers (Thorkildsen and White-McNulty 2002;Brubacher et al 2009;Jackson and Fondacaro 1999;James et al 2015)-in other words, in their relationships with authority figures that in the vast majority of cases precede their encounters with police officers. Most young people, therefore 'go into' encounters with police expecting and wanting to be treated fairly; when they are, they conclude that the values police represent are correct and aligned with their own.…”

“…Yet, shifting the way police officers think about their encounters with young people is unlikely to be easy, and may require significant investment in training and other activity. For example, there is existing research that sets out officer bias and stigmatisation of individuals with mental health, along with specific training to address this (Hansson & Markstom 2014;Thornicroft et al 2008). One question may well be to ask whether a similar stigma exists towards youth, particularly those that officers encounter on a regular basis -their 'usual suspects' (McAra and McVie 2005) -and whether greater effors to enhance the 'youth encounter' are also required.…”

Interactive means of motivating students to learn English for specific purposes at agrarian and technical universities

“…According to D. Tileston, motivation is the force that pushes us to do things [3]. T. A. Thorkildsen and L. White-McNulty point out that it is also an interior power that triggers, leads, and preserves actions consistently [4].…”

Cooperation and Competition

“…Cooperation was seen in all three countries as enjoyable when participants help each other and discuss things but not enjoyable when the people involved are not friends, or if there is arguing, or if not all the team members make an effort. Thorkildsen and White -McNulty (2002) studied the views of 6 -14 -year -old children about the fairness of individual and group contests in their schools. The participants saw some kinds of contests as fair.…”