Items by Carr, Sam
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Number of items: 30.
Carr, S., 2016. Ban on parents in pyjamas is a shameful power game. The Conversation
Carr, S., 2015. Are teachers suffering from a crisis of motivation? The Conversation
Carr, S. and Costas Batlle, I., 2015. Attachment theory, neoliberalism, and social conscience. Journal of Theoretical and Philosophical Psychology, 35 (3), pp. 160-176.
Carr, S., 2015. Study shows most teenage friendships doomed to fail: but whose fault is that? The Conversation
Costas Batlle, I., Carr, S. and Brown, C., 2015. Exploring sport as a site for children's relational and socio-psychological development. Procedia - Social and Behavioural Sciences, 191, pp. 1069-1076.
Rockett, B. and Carr, S., 2014. Animals and attachment theory. Society and Animals, 22 (4), pp. 415-433.
Carr, S., Colthurst, K., Coyle, M. and Elliott, D., 2013. Attachment dimensions as predictors of mental health and psychosocial well-being in the transition to university. European Journal of Psychology of Education, 28 (2), pp. 157-172.
Carr, S., 2012. High task/high ego oriented students’ reasons for endorsing task and ego goals in the context of physical education. Applied Psychology: An International Review, 61 (4), pp. 540-563.
Carr, S. and Landau, S., 2012. Consciously identified attachment hierarchies: Cognitive accessibility of attachment figure names as a function of threat primes in a lexical decision task. Scandinavian Journal of Psychology, 53 (1), pp. 17-25.
Bush, A. J., Anderson, E. and Carr, S., 2012. The declining existence of men’s homophobia in organized university sport. Journal for the Study of Sports and Athletes in Education, 6 (1), pp. 107-120.
Carr, S. and Fitzpatrick, N., 2011. Experiences of dyadic sport friendships as a function of self and partner attachment characteristics. Psychology of Sport and Exercise, 12 (4), pp. 383-391.
Carr, S., 2009. Adolescent–parent attachment characteristics and quality of youth sport friendship. Psychology of Sport and Exercise, 10 (6), pp. 653-661.
Carr, S., 2009. Implications of attachment theory for sport and physical activity research: conceptual links with achievement goal and peer-relationship models. International Review of Sport and Exercise Psychology, 2 (1), pp. 95-115.
Carr, S. and Weigand, D. A., 2008. Children's goal profiles and perceptions of the motivational climate:Interactive association with self-determined motivation and affective patterns in physical education. Journal of Social, Behavioral, and Health Sciences, 2, pp. 8-32.
Carr, S., 2006. An examination of multiple goals in children's physical education: Motivational effects of goal profiles and the role of perceived climate in multiple goal development. Journal of Sports Sciences, 24, pp. 281-297.
Elliott, D., Carr, S. and Orme, D., 2005. The influence of motivational music on sub-maximal exercise. European Journal of Sports Science, 2, pp. 97-106.
Elliott, D., Carr, S. and Savage, D., 2004. The effects of motivational music during submaximal exercise performance. Journal of Sport Behavior, 27, pp. 134-1478.
Carr, S. and Wyon, M., 2003. Motivational climate and goal orientations, trait anxiety and perfectionism in dance students. Journal of Dance Medicine and Science, 7 (4), pp. 105-114.
Carr, S. and Weigand, D. A., 2002. Goal profiles and perceptions of peer, teacher, and sport hero motivational climate in physical education. Journal of Sport Behavior, 25, pp. 19-40.
Weigand, D., Carr, S., Petherick, C. and Taylor, A., 2001. Motivational climate in sport and PE: The role of significant others. European Journal of Sports Science, 1, pp. 1-21.
Carr, S. and Weigand, D. A., 2001. Parental, peer, teacher, and sporting hero influence on the goal orientations of children in physical education. European Physical Education Review, 7 (3), pp. 305-329.
Carr, S., Weigand, D. A. and Jones, J., 2000. The relative influence of parents, peers and sporting hereos on goal orientations of children and adolescents in sport. Journal of Sport Pedagogy, 6 (2), pp. 34-55.
Carr, S., Weigand, D. A. and Hussey, W., 1999. The relative influence of parents, teachers, and peers on children and adolescents' achievement and intrinsic motivation and perceived competence in physical education. Journal of Sport Pedagogy, 5 (1), pp. 28-50.