The self-efficacy of gifted students : an investigation into the written English self-efficacy of verbal and non-verbally gifted adolescents

Self-efficacy is a belief. It can encourage or hamper students from learning to their full potential. Students who are efficacious are more motivated, more persistent to meet their goals and are more likely to take learning risks. The research into the self-efficacy of students classified as verbally or non-verbally gifted is in its infancy. This book details a Doctoral dissertation that investigated the written English self-efficacy of adolescent students. Results identified verbally gifted students had higher written English self-efficacy, were more intrinsically motivated, had higher levels of creativity and wrote superior essays compared to non-verbally gifted and non-gifted students. Findings highlighted differences between gender as female student?s recorded higher self-efficacy and written English performance scores and interestingly, students from lower socio-economic backgrounds reported higher self-efficacy compared to students from higher socio-economic backgrounds. Pedagogical implications are considered with teachers encouraged to realise the impact of self-efficacy upon student learning, motivation and persistence regardless of their academic ability.

Investigating the written English self-efficacy of gifted and non- gifted adolescents

Self-efficacy is a belief. It can encourage or hamper students from learning to their full potential. Students who are efficacious are more motivated, more persistent to meet their goals and are more likely to take learning risks. The research into the self-efficacy of students classified as verbally or non-verbally gifted is in its infancy. This book details a Doctoral dissertation that investigated the written English self-efficacy of adolescent students. Results identified verbally gifted students had higher written English self-efficacy, were more intrinsically motivated, had higher levels of creativity and wrote superior essays compared to non-verbally gifted and non-gifted students. Findings highlighted differences between gender as female student?s recorded higher self-efficacy and written English performance scores and interestingly, students from lower socio-economic backgrounds reported higher self-efficacy compared to students from higher socio-economic backgrounds. Pedagogical implications are considered with teachers encouraged to realise the impact of self-efficacy upon student learning, motivation and persistence regardless of their academic ability.

Dietary salt intake in Australian and US children and adolescents

Dietary salt intake in Australian children exceeds recommendations and children of lower socioeconomic background consume even greater quantities. In Australian and US children, salt intake was positively associated with sugar-sweetened beverages, indicating a potential link between salt intake and obesity. Public health strategies to reduce salt intake in Australian children are required.

Correlates of physical activity and obesity among a sample of Chinese-Australian adolescents

This thesis examined the influences on physical activity, sedentary behaviour and overweight and obesity among a sample of Chinese-Australian and Anglo-Australian adolescents. The results found no significant difference in rates of overweight and obesity; however, lower engagement in daily light-intensity physical activity and greater sedentary participation was revealed among Chinese-Australian adolescents.

Exploring influences on eating behaviours of adolescents experiencing socioeconomic disadvantage

Dr Stephens' thesis utilised a novel approach to examine eating habits of socioeconomically disadvantaged adolescents and to identify factors supportive of healthy eating. Several potential targets and strategies were identified that could be considered when designing interventions, particularly the role of parents and the home food environment.

Longitudinal predictors of frequent vegetable and fruit consumption among socio-economically disadvantaged Australian adolescents

Adequate vegetable and fruit consumption is necessary for preventing nutrition-related diseases. Socio-economically disadvantaged adolescents tend to consume relatively few vegetables and fruits. However, despite nutritional challenges associated with socio-economic disadvantage, a minority of adolescents manage to eat vegetables and fruit in quantities that are more in line with dietary recommendations. This investigation aimed to identify predictors of more frequent intakes of fruits and vegetables among adolescents over a 2-year follow-up period. Data were drawn from 521 socio-economically disadvantaged (maternal education ≤Year 10 of secondary school) Australian adolescents aged 12–15 years. Participants were recruited from 37 secondary schools and were asked to complete online surveys in 2004/2005 (baseline) and 2006/2007 (follow-up). Surveys comprised a 38-item FFQ and questions based on Social Ecological models examining intrapersonal, social and environmental influences on diet. At baseline and follow-up, respectively, 29% and 24% of adolescents frequently consumed vegetables (≥2 times/day); 33% and 36% frequently consumed fruit (≥1 time/day). In multivariable logistic regressions, baseline consumption strongly predicted consumption at follow-up. Frequently being served vegetables at dinner predicted frequent vegetable consumption. Female sex, rarely purchasing food or drink from school vending machines, and usually being expected to eat all foods served predicted frequent fruit consumption. Findings suggest nutrition promotion initiatives aimed at improving eating behaviours among this at-risk population and should focus on younger adolescents, particularly boys; improving adolescent eating behaviours at school; and encouraging families to increase home availability of healthy foods and to implement meal time rules.

A case-control study of emotion regulation and school refusal in children and adolescents

The current study aimed to investigate emotion regulation (ER) strategy use in a sample of 21 clinic-referred children and adolescents (10-14 years old) presenting with school refusal, all of whom were diagnosed with at least one anxiety disorder. Being the first known study to examine ER and school refusal, hypotheses were guided by previous research on anxiety. It was hypothesized that the school refusal sample would report less healthy ER strategy use compared to an age- and sex-matched nonclinical sample (n = 21). As expected, the school refusal sample reported less use of cognitive reappraisal and greater use of expressive suppression to regulate their emotions than did the nonclinical sample. Although preliminary, the findings provide important information regarding the emotional functioning of children and adolescents presenting with school refusal. Future directions for research and implications for improved prevention and intervention programs are discussed.