Student barriers to online learning: A factor analytic study

This article reports on a large‐scale (n?=?1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.     

A factor analytic study of children’s picture interpretation behavior

Many questions about picture interpretation behavior remain to be answered One question relates to the psychological nature of such behavior and may be stated; What psychological processes are involved in drawing inferences from pictures? This study attempts to answer the question using a model of picture interpretation that consists of two interdependent forms of behavior: observation and inference drawing. The study focuses on the latter, which is further divided into productive and evaluative processes. These are accounted for by three constructs: operational facility, the ability to generalize concepts, and conceptual fluency. To test the model and related hypotheses, two pictorial tests of inference drawing and 19 reference tests were administered to 95 children aged 10 to 12 years, A factor analytic methodology was employed.     

A factor analytic and reliability study of the devereux elementary school behavior rating scale

The inter-rater and test-retest reliabilities of the Devereux Elementary School Behavior (DESB) Rating Scale were found to be satisfactory when averaged over two raters. Two separate factor analyses of the eleven subscales revealed three broadband factors: Classroom Management Problem, Self-Reliant Learner, and Seeks Teacher Approval. Each broad-band or major factor is composed of a cluster of subscales that describe the different facets of the three main factors.     

A factor analytic study of the state trait anxiety inventory utilized with preservice elementary teachers

The State-Trait Anxiety Inventory (STAI) has been widely used as a measure of anxiety in the psychological literature. A new form (STAI-Y) has recently been developed and some psychometric data were available from one previous study of Air Force recruits. In order to validate the instrument's use with preservice elementary teachers, a factor analytic study was undertaken. Preservice elementary teachers (N = 103) were administered the self-report instrument during a required science course. A restricted principal components analysis with iterations was employed as the factoring technique. A four-factor solution accounting for 58.8% of the variance resulted, with a factor-loading pattern very similar to the earlier study. This result, along with high-interval consistency levels, supports the use of the instrument with preservice elementary teachers.     

Relationships between the Lee-Clark Reading Readiness Test and the 1937 Revision of the Stanford-Binet Intelligence Test,Form L

Abstract

This study examined the relationship between teacher-student attitude similarity and the student's subsequent attraction to the teacher, the lesson and die audio-visual approach. Extreme attitudes were given by a videotaped teacher in the context of a social studies lesson. Stepwise multiple regression analyses revealed a significant positive relationship between attitudinal similarity and short and long term liking for the teacher. The effect was not significant for liking of the lesson or liking of the audio visual approach. The results are discussed within a classical conditioning model of attraction.     

A factor analytic study of the Childhood Trauma Questionnaire-Short Form in an all-female South African sample with and without HIV infection

BackgroundThe Childhood Trauma Questionnaire-Short Form (CTQ-SF) is widely used around the world but no norms have been established for South African users of the CTQ. The CTQ has been employed in South Africa but not yet validated. The present study aims to address this gap. There is great need in both clinical and research settings for an assessment tool that adequately measures childhood trauma, a sensitive and challenging construct to measure.ObjectiveThis study explores the psychometric properties of the CTQ-SF in an all-female cohort living with and without HIV infection in South Africa, the first study of its kind in this population.Participants and settingThe CTQ-SF was administered to 314 women (170 HIV uninfected; 144 HIV infected) in Cape Town, South Africa.MethodInternal consistency of the CTQ-SF was determined by Cronbach alpha coefficients. Using Lisrel, a confirmatory factor analysis (CFA) was performed, followed by an exploratory factor analysis (EFA) to explore an alternative factor structure model in this cohort.ResultsFor the group as a whole, the model fit was acceptable but not good. However, for the sub-sample of women living with HIV, the CFA revealed poor model fit. The EFA revealed a three-factor model, with mostly stable factor loadings for four of the five subscales. However, the Physical Neglect (PN) subscale cross loaded on two of the three factors.ConclusionOur findings revealed an alternative factor structure from the original model in this study cohort. The PN subscale does not have stable factor loadings and is not homogenous. The original instrument may therefore benefit from revision for use in this population. Measures such as the CTQ can be informative for preventative strategies in HIV-infected or at-risk youth and for clinical interventions aimed at mitigating the negative psychological sequelae of childhood maltreatment.     

The Gates-MacGinitie Readiness Skills Test and Illinois Test of Psycholinguistic Abilities as predictors of first-grade reading

Compares the effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i. t. a. approach Gr a t. o. sight approach. Subjects in grade one were administered the G-M, a measure of intelligence, and the ITPA at the beginning of the school year and the Lee-Clark Reading Tests at the end of the year. Subjects were learning to read in two approaches to reading –i. t. a. and t. o. sight-oriented approach. Relationships between the G-M. IQ, ITPA, and reading were analyzed using Pearson-Product Moment Correlations, Partial Correlations with intelligence controlled, and Stepwise Regression Analyses. The G-M was found to be a better predictor of reading than the ITPA for both i. t. a. and t. o. groups. The relative importance of specific subtests was found to depend on the factors of reading groups and/or sex. Future research may find a combination of available reading readiness tests to be most predictive of reading.     

全球数字化学习准备度排名报告探析

世界著名市场调研机构"经济学人智库"每年发布全球数字化准备度排名报告,成为影响各国政府、企业和教育部门制定数字化战略的重要参考指向.本文分析该组织发布的全球数字化学习准备度排名报告,解读其研究方法和结果,探究我国数字化学习准备度表现在全球及亚太地区的位置,对我国数字化学习政策制定及发展提出相关建议.     

Assessment of symptoms in adult survivors of incest: a factor analytic study of the Responses to Childhood Incest Questionnaire

Although research has established the long-term damaging effects of incest, these efforts have suffered from the lack of valid, standardized assessment instruments. The present study reports on the construction and factor validation of the Response to Childhood Incest Questionnaire (RCIQ), a self-report instrument that assesses a range of commonly reported symptoms experienced by adult survivors of incest. A clinical population of 104 adult women who had experienced childhood or adolescent incest completed the RCIQ. A factor analysis of the RCIQ items revealed seven factors which corresponded to hypothesized stress response themes experienced by survivors of traumatic events. These factors include vulnerability and isolation, fear and anxiety, anger and betrayal, reaction to the abuser, sadness and loss, and powerlessness. In addition, four factors corresponded to the diagnostic criteria for post-traumatic stress disorder: intrusive thoughts, avoidance and intrusive emotions, detachment, and emotional control and numbness. The usefulness of the RCIQ as a pre- and post-treatment measure and the need for further research is discussed.     

The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model

Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers.     

Metropolitan school desegregation and parent and student attitudes: A longitudinal case study

This study examines changes in the attitudes of parents and students coincident with desegregation in a new single unified school district, with reassignment of both suburban white students and inner-city minority students. Data are presented for the year immediately preceding desegregation implementation and for three years following implementation. The final sample presented includes only those parents and students for whom complete data were available for each of these four years. A repeated measures analysis of variance was used to examine overall changes in racial and educational attitudes across time and to determine the differential impact of several intervening variables, including race, sex, child's grade level at the time of desegregation, which of five former school districts the families were in prior to desegregation, and the parents' perceived social status. Overall changes were found for several parent and student attitudes, largely during the first year of desegregation implementation. Several of the intervening variables were also significantly related to attitude changes, notably race and child's initial grade level.     

层次分析法的一种新标度法

该文分析了T.L.Saaty层次分析法的1—9标度评判的非一致性,提出了一种新的标度法,经与1—9标度法进行比较,新的标度法较优。     

A concurrent validity study of the Woodcock Word Comprehension Test

The purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested in a University Reading Clinic. All were administered the Woodcock Reading Mastery Tests, the Slosson Oral Reading Test, an Informal Reading Inventory, the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the Peabody Picture Vocabulary Test. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.     

迟说话儿童的入学准备状况

本研究通过儿童入学准备综合测评工具对60名迟说话儿童及313名语言正常发展儿童进行测验,考察了迟说话儿童与语言正常发展儿童的入学准备水平是否存在差异,以及这些差异表现在哪些方面.结果表明,学前组和小学组的迟说话儿童入学准备水平总分(M学前472.04,M小学=474.54)均低于语言正常发展儿童(M学前=505.36,M小学=504.88),二者差异显著(F学前=18.57,p<0.001;F小学=8.86,p<0.01);在五个分测验上,学前组迟说话儿童五领域得分都显著低于正常儿童,小学组迟说话儿童除了在情绪与社珑会性和动作技能上与语言正常发展儿童差异不显著外,其它三个分测验上的得分仍显著低于正常儿童.这表明迟说话儿童的整体入学准备水平显著落后于语言正常发展儿童.