Introduction

Hanin, Yuri L.

doi:10.5040/9781492596233.0005

Cited by 66 publications

(115 citation statements)

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“… 1 Increased arousal can heighten cognitive performance on some tasks [ 64 , 65 ]. Whether increased our decreased arousal results in optimal performance is typically determined by the individual and the nature of the task (see Individual Zone of Optimal Functioning) [ 66 , 67 ] 2 Reading anxiety (over-arousal) can impair children’s reading performance in the classroom [ 12 ] by negatively impacting on cognitive processes involved in reading, including problem-solving and self-regulation [ 68 , 69 ]. 3 A reader’s self-concept or confidence in their reading ability determines reading practices [ 70 ], by influencing the amount of time and the degree of effort which is put into reading [ 71 ].…”

Section: Discussionmentioning

confidence: 99%

Children Reading to Dogs: A Systematic Review of the Literature

Hall

Gee²,

Mills

2016

PLoS ONE

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BackgroundDespite growing interest in the value of human-animal interactions (HAI) to human mental and physical health the quality of the evidence on which postulated benefits from animals to human psychological health are based is often unclear. To date there exist no systematic reviews on the effects of HAI in educational settings specifically focussing on the perceived benefits to children of reading to dogs. With rising popularity and implementation of these programmes in schools, it is essential that the evidence base exploring the pedagogic value of these initiatives is well documented.MethodsUsing PRISMA guidelines we systematically investigated the literature reporting the pedagogic effects of reading to dogs. Because research in this area is in the early stages of scientific enquiry we adopted broad inclusion criteria, accepting all reports which discussed measurable effects related to the topic that were written in English. Multiple online databases were searched during January-March 2015; grey literature searches were also conducted. The search results which met the inclusion criteria were evaluated, and discussed, in relation to the Oxford Centre for Evidence Based Medicine levels of evidence; 27 papers were classified as Level 5, 13 as Level 4, 7 as Level 2c and 1 as Level 2b.ConclusionThe evidence suggests that reading to a dog may have a beneficial effect on a number of behavioural processes which contribute to a positive effect on the environment in which reading is practiced, leading to improved reading performance. However, the evidence base on which these inferences are made is of low quality. There is a clear need for the use of higher quality research methodologies and the inclusion of appropriate controls in order to draw causal inferences on whether or how reading to dogs may benefit children’s reading practices. The mechanisms for any effect remain a matter of conjecture.

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Section: Discussionmentioning

confidence: 99%

Children Reading to Dogs: A Systematic Review of the Literature

Hall

Gee²,

Mills

2016

PLoS ONE

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“…The descriptors derived from an existing lists of adjectives that has been adopted to assess emotional experiences in youth sport and physical education (e.g., Robazza and Bortoli, 2005 ; Robazza et al, 2006 ). Noteworthy, this list of adjectives is based on seven PBS components conceptualized within the IZOF model ( Hanin, 2000 ; see Robazza et al, 2016 ; Ruiz et al, 2016 ). An item (discrete PBS state) includes two or three descriptors, rather than just one descriptor, in order to convey a clear and direct representation of an emotional experience occurring in the physical education domain.…”

Section: Studymentioning

confidence: 99%

“…The study was grounded in two prominent theories used to understand motivation in physical activity settings, namely, achievement goal and self-determination theories. We also used Hanin’s (2000 , 2007 ) individual zones of optimal functioning (IZOF) model as a theoretical perspective in the assessment of a range of emotional states related to the physical education experience. Finally, we adopted the TARGET model indications ( Epstein, 1989 ) to manipulate the motivational climate.…”

Section: Introductionmentioning

confidence: 99%

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

et al. 2017

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Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

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“…Studies showed the increase of positive energy minimizes the impacts of negative mentality [ 6 ]. Bandura [ 7 ], Deci and Ryan [ 8 ], Hanin [ 9 ] used emotions and motivations as predictors to study those effects on athletic performance. Their study found emotions and motivations were highly correlated [ 8 ] and athletes with higher involvement motivations generated positive emotions.…”

Section: Introductionmentioning

confidence: 99%

“…Their study found emotions and motivations were highly correlated [ 8 ] and athletes with higher involvement motivations generated positive emotions. In Hanin’s individualized zones of optimal functioning model [ 9 ], he pointed out that personnel with proper emotion status would have the best performance in sports. From previous studies, we can see that people with positive mentality bring up good achievements.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Positive Emotion and Interpersonal Relationships to Adaptation of School Life on High School Athletic Class Students

Chang

Hsieh

Huang

et al. 2020

IJERPH

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Background: Adaption for school life is important for all students. As for athletic students, since they need to cope with schoolwork and extensive training, adaption for school life could be very challenging. Taking this into consideration, the purpose of this study was to explore the factors which may help high school athletic students’ adaption of school life. Owing to this, the study explored previous researches and proposed four hypotheses: the first two hypotheses proposed that athletes’ positive emotion will have positive impacts on both their interpersonal relationships and adaption of school life; the third hypothesis suggests that athletes’ interpersonal relationships will have positive impacts on their adaption of school life and the fourth hypothesis suggested that interpersonal relationships play a mediating role among the positive emotion’s effect on adaption of school life. Methods: A total of 800 structured questionnaires were distributed to eleven high schools with athletic class students for data collection with a valid return rate of 90.6%. Structural equation modelling was used to test the relationship among them. Results: The result showed that positive emotion (β = 0.72, p < 0.05) and interpersonal relationships (β = 0.34, p < 0.05) had positive impacts on students’ adaption of school life with a predictive power of 68%. In addition, positive emotion also affected students’ school life adaption through interpersonal relationships. Conclusion: The study confirmed the positive emotion can have significant influences on student athletes’ interpersonal relationships and school life adaption. Implications: According to our findings, we suggest to encourage and promote athletes’ positive emotions so to help them have better interpersonal relationships and school life adaption.

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Introduction

Cited by 66 publications

References 0 publications

Children Reading to Dogs: A Systematic Review of the Literature

Children Reading to Dogs: A Systematic Review of the Literature

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

The Effect of Positive Emotion and Interpersonal Relationships to Adaptation of School Life on High School Athletic Class Students

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