Assessing the Statistical Anxiety Rating Scale as applied to prospective teachers in an Israeli Teacher-Training College

Statistics literacy is a growing part of our lives. However, around 75% of social science undergraduate students experience moderate to high levels of statistics anxiety, characterized by troubling thoughts, stress and an aversion to statistical content or to learning situations using statistics. The aims of the study were to examine the psychometric properties of the Hebrew version of the Statistical Anxiety Rating Scale, and to unfold the underlying structure of the construct as perceived by 163 pre-service teachers in an Israeli college of education. Multidimensional scaling analysis (MDS) confirms the confirmatory factor analysis (CFA) findings but highlights the importance of identifying the context of anxiety (statistics course vs. statistics as a distinct discipline) and the locus of anxiety (internal vs. external). The findings can help teacher educators better monitor their students’ statistics anxiety and assist them in implementing appropriate ways of reducing it.     

Evaluation of Test Statistics for Robust Structural Equation Modeling With Nonnormal Missing Data

A 2-stage robust procedure as well as an R package, rsem, were recently developed for structural equation modeling with nonnormal missing data by Yuan and Zhang (2012). Several test statistics that have been used for complete data analysis are employed to evaluate model fit in the 2-stage robust method. However, properties of these statistics under robust procedures for incomplete nonnormal data analysis have never been studied. This study aims to systematically evaluate and compare 5 test statistics, including a test statistic derived from normal-distribution-based maximum likelihood, a rescaled chi-square statistic, an adjusted chi-square statistic, a corrected residual-based asymptotical distribution-free chi-square statistic, and a residual-based F statistic. These statistics are evaluated under a linear growth curve model by varying 8 factors: population distribution, missing data mechanism, missing data rate, sample size, number of measurement occasions, covariance between the latent intercept and slope, variance of measurement errors, and downweighting rate of the 2-stage robust method. The performance of the test statistics varies and the one derived from the 2-stage normal-distribution-based maximum likelihood performs much worse than the other four. Application of the 2-stage robust method and of the test statistics is illustrated through growth curve analysis of mathematical ability development, using data on the Peabody Individual Achievement Test mathematics assessment from the National Longitudinal Survey of Youth 1997 Cohort.     

一类线性随机系统解过程在小波变换下的性质

分析了线性随机系统解过程的小波特征，得到了若干性质。分析了小波展开系数的统计特征及相关程度。     

Mean and Mean-and-Variance Corrections With Big Data

Mean and mean-and-variance corrections are the 2 major principles to develop test statistics with violation of conditions. In structural equation modeling (SEM), mean-rescaled and mean-and-variance-adjusted test statistics have been recommended under different contexts. However, recent studies indicated that their Type I error rates vary from 0% to 100% as the number of variables p increases. Can we still trust the 2 principles and what alternative rules can be used to develop test statistics for SEM with “big data”? This article addresses the issues by a large-scale Monte Carlo study. Results indicate that empirical means and standard deviations of each statistic can differ from their expected values many times in standardized units when p is large. Thus, the problems in Type I error control with the 2 statistics are because they do not possess the properties to which they are entitled, not because of the wrongdoing of the mean and mean-and-variance corrections. However, the 2 principles need to be implemented using small sample methodology instead of asymptotics. Results also indicate that distributions other than chi-square might better describe the behavior of test statistics in SEM with big data.     

不同损失函数下0—1分布参数的Bayes估计

按照Bayes统计学的观点,参数估计问题可视为一特殊的统计决策问题,不同的估计即为不同的决策。在不同的损失函数下,会带来不同的风险,故可在不同的损失函数下,在一定的估计类中寻找风险最小的估计。研究给出了两种损失函数下0—1分布参数的估计,并讨论了其性质。     

A356合金疲劳数据的数理统计分析

研究了不同加钛方式和钛含量对A356合金低周疲劳性能的影响,并重点对实验数据进行了数理统计分析,拟合了四种合金的Manson-Confin方程,分析了实验数据的统计可靠性与显著性。结果表明,A356合金低周疲劳寿命对加钛方式不敏感,其疲劳寿命仅受合金中Ti含量影响。无论电解加钛合金还是熔配加钛合金,Ti含量为0．1％的合金较0．14％的合金具有更优异的低周疲劳性能。     

Where do you stand? Notions of the statistical ‘centre’

We present a simple problem that can help highlight the decision-theoretic properties of various centrality measures. We also illustrate how the ‘centrality’parameters of the classical distributions in statistics would have to be modified if we were constrained to fewer defining principles.     

邻苯二甲酸型不饱和聚酯树脂与双环戊二烯型不饱和聚酯树脂性能比较研究

通过测试邻苯二甲酸型(邻苯型)不饱和聚酯树脂(UPR)和双环戊二烯型(DCPD 型)不饱和聚酯树脂(UPR)的固化胶凝时间、放热峰温度、气干性能、巴氏硬度、拉伸性能、弯曲性能数据,对两种树脂的综合性能做了比较研究.结果发现:1)邻苯型 UPR 的力学性能(如巴氏硬度、拉伸性能、弯曲性能)优于 DCPD 型 UPR.2)邻苯型 UPR 的固化性能(固化胶凝时间、放热峰温度)优于 DCPD 型 UPR.3)DCPD 型 UPR 的气干性能优于邻苯型 UPR.     

Psychometric Properties of the Caregiver Assessment of Movement Participation Scale for Screening Children with Development Coordination Disorders

Using Rasch analysis, the psychometric properties of a newly developed 35‐item parent‐proxy instrument, the Caregiver Assessment of Movement Participation (CAMP), designed to measure movement participation problems in children with Developmental Coordination Disorder, were examined. The CAMP was administered to 465 school children aged 5–10 years. Thirty of the 35 items were retained as they had acceptable infit and outfit statistics. Item separation (7.48) and child separation (3.16) were good; moreover, the CAMP had excellent reliability (Reliability Index for item = 0.98; Person = 0.91). Principal components analysis of item residuals confirmed the unidimensionality of the instrument. Based on category probability statistics, the original five‐point scale was collapsed into a four‐point scale. The item threshold calibration of the CAMP with the Movement Assessment Battery for Children Test was computed. The results indicated that a CAMP total score of 75 is the optimal cut‐off point for identifying children at risk of movement problems.     

关于混合分数布朗运动的极大不等式

在股票价格的长时间非周期统计相依性等经济、统计领域的研究中，混合分数布朗运动起到了重要的作用。因此研究这种混合分数布朗运动的基本性质是非常必要的。在这篇文章中，我们得到了关于混合分数布朗运动的B—D—G型的极大不等式上界。     

Self-efficacy beliefs in college statistics courses

We developed measures of current statistics self-efficacy (CSSE) and self-efficacy to learn statistics (SELS) to address whether statistics self-efficacy is related to statistics performance, and whether self-efficacy for statistics increases during an introductory statistics course. Both instruments yielded reliable, one-factor solutions that were related positively to each other and to two measures of statistics performance (i.e., specific statistics problems and overall course performance). The CSSE and SELS also were related positively to math self-efficacy and attitudes towards statistics, but related negatively to anxiety. Changes between two different testing occasions using the CSSE indicated that statistics self-efficacy increased almost two standard deviations over a 12-week instructional period.     

黑体辐射的热力学研究

运用量子统计的方法，分别从谐振子模型和光子气体模型这两种基本模型。推导了黑体辐射能谱公式，即著名的普朗克公式；并且讨论了在高频极限下回到经典统计力学；在低频极限情况下，却表现出明显的量子效应；此外还对黑体辐射的各种反映热力学性质的物理量进行了较全面的研究。     

货币与金融统计学网络教学平台开发设计研究

货币与金融统计学是宏观经济统计分析的重要分支,根据网络教学的特点,深入探讨了货币与金融统计学网络教学平台开发的必要性和原则,并结合亲身的教学实践,研究设计了货币与金融统计学网络教学平台,以期为货币与金融统计学课程教学改革作一些有益的探索。     

Teaching statistics in biology: using inquiry-based learning to strengthen understanding of statistical analysis in biology laboratory courses

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study.     

Teach a confidence interval for the median in the first statistics course

Few introductory statistics courses consider statistical inference for the median. This article argues in favour of adding a confidence interval for the median to the first statistics course. Several methods suitable for introductory statistics students are identified and briefly reviewed.     

Four New Corrected Statistics for SEM With Small Samples and Nonnormally Distributed Data

When the assumption of multivariate normality is violated and the sample sizes are relatively small, existing test statistics such as the likelihood ratio statistic and Satorra–Bentler’s rescaled and adjusted statistics often fail to provide reliable assessment of overall model fit. This article proposes four new corrected statistics, aiming for better model evaluation with nonnormally distributed data at small sample sizes. A Monte Carlo study is conducted to compare the performances of the four corrected statistics against those of existing statistics regarding Type I error rate. Results show that the performances of the four new statistics are relatively stable compared with those of existing statistics. In particular, Type I error rates of a new statistic are close to the nominal level across all sample sizes under a condition of asymptotic robustness. Other new statistics also exhibit improved Type I error control, especially with nonnormally distributed data at small sample sizes.     

Development and preliminary psychometric properties of the Transition Competence Battery for Deaf Adolescents and Young Adults.

This article describes the development and preliminary psychometric properties of the Transition Competence Battery for Deaf Adolescents and Young Adults (TCB). The TCB includes three subtests on employment and three subtests on independent living, in a 3-option multiple-choice format and with both written and videotaped instructions. The TCB was standardized on students from both mainstreamed and residential settings (n ranged from 180 to 230 for the different subtests). Overall, the item statistics and subtest reliabilities were adequate. An initial study of the battery's construct validity was conducted. Results demonstrated the power of all of the TCB subtests to differentiate among various groups.     

The crisis in academic statistics: an exploration

Abstract

At present, statistics as an academic career is not only experiencing an identity crisis, but is also fighting for survival as a vital and vibrant career choice. Good financial benefits, as well as the increasing demand for applied statisticians, have opened up very attractive career opportunities for statistics graduates, while at the same time eroding the viability of pursuing statistics as an academic teaching profession. As a result, the number of students wishing to teach statistics at universities is dwindling, and the number of vacancies in statistics departments at higher education institutions has increased. This article explores some of the reasons for the above, as well as the impact of the crisis on academic statistics. The article considers possible solutions – like opening the discourse on the future of academic statistics, taking students’ experiences seriously, the Africanisation of the curriculum, the effective use of technologies, ongoing research, and adequate financial reward.     

总体、个体和样本概念之探析

众所周知,数理统计与概率论是有密切联系的。要想把握二者之间的联系,必须先理清总体、个体和样本这几个最基本、最常用的概念之间的关系。在对总体、个体、样本逐一进行分析后,发现目前的定义存在一定的不足。最后,按同类属性定义同类概念的原则,对总体、个体、样本的概念进行了重新诠释。