A vague-set-based fuzzy multi-objective decision making model for bidding purchase

A vague-set-based fuzzy multi-objective decision making model is developed for evaluating bidding plans in a bid- ding purchase process. A group of decision-makers (DMs) first independently assess bidding plans according to their experience and preferences, and these assessments may be expressed as linguistic terms, which are then converted to fuzzy numbers. The resulting decision matrices are then transformed to objective membership grade matrices. The lower bound of satisfaction and upper bound of dissatisfaction are used to determine each bidding plan’s supporting, opposing, and neutral objective sets, which together determine the vague value of a bidding plan. Finally, a score function is employed to rank all bidding plans. A new score function based on vague sets is introduced in the model and a novel method is presented for calculating the lower bound of sat- isfaction and upper bound of dissatisfaction. In a vague-set-based fuzzy multi-objective decision making model, different valua- tions for upper and lower bounds of satisfaction usually lead to distinct ranking results. Therefore, it is crucial to effectively contain DMs’ arbitrariness and subjectivity when these values are determined.     

Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time

Metacognition and Learning - Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of...     

职业决策模式的原因探析

所谓的职业决策是研究职业心理学以及进行职业指导领域的重要研究内容,职业决策理论作为研究职业决策领域的基础,是经典决策理论、经济以及心理决策理论的产物,在一定程度上对于帮助人们进行正确的职业指导和辅导具有非常重要的意义。目前,职业决策的困难对于大多数大学生甚至是成年人来说,都是普遍面临的正常现象,如何对人们进行正确的职业指导,找出影响职业决策的重要因素,将有利于推动社会的就业。     

Effects of “nonrational” influences on decision making in higher education: A simulation test

The purpose of the present study was to determine if a nonrational model of decision-making was used by college administrators in three typical areas of college operations. Were the value positions taken by three college constituency groups (faculty, students, community board) on problems in curriculum, student affairs, and personnel influencing decisions made by administrative groups? In a simulation study, information describing a mythical community college was prepared, using the dimensions of the management-information system CAMPUS (Comprehensive Analytical Methods for Planning in University Systems). Three simulated problems within the hypothetical community college setting were administered to teams of decision makers each composed of three junior college administrators. Junior college administrators did not use the nonrational model in reaching group or individual decisions in the three simulated problem areas. Administrators did not respond in a significant manner to the influence of college constituency groups in reaching decisions. The type of problem being considered (curriculum, student affairs, and personnel) was a significant factor in determining decision alternatives selected by administrators. Both the rational and nonrational models of decision-making as used in this study appear inadequate to explain administrative decisions. It is tenable to posit that decision-making is influenced at least as much by previously learned responses of the decision-makers, and it may need to be considered as an important element in any model of decision-making.     

Introduction and training of students to use separate answer sheets: Effects on standardized test scores

Previous research has found conflicting evidence regarding how early children can effectively use separate answer sheets with achievement tests. This study looked at the effects of separate answer sheets on the California Achievement Test (CAT) scores of third, fourth, and fifth graders. The Mathematics Computation and the Reading Comprehension subtests of the CAT were used. Seventy-one classrooms were randomly assigned to have students record their answers on either: (a) their test booklets, (b) separate answer sheets, or (c) separate answer sheets after being given training in the use of separate answer sheets. The results were consistent across both subtests and grades; no response mode treatment effect was found. Further, no evidence of a treatment by ability interaction was found, which was contrary to previously reported research. The results of this study suggest that students can, as early as grade three, effectively use separate answer sheets without prior training.     

Institutional research and decision making: A bibliographic essay

A review of literature dealing with the relationship between the institutional research function and the decision-making process in higher education reveals a wide range of opinion. At one extreme are those who believe that institutional researchers should be little more than purveyors of data for use by the executive decision makers. At the other extreme are the advocates of an active institutional research role in policy analysis and decision making. A recurring theme in the literature summarized here is the precarious nature of an institutional researcher's position in the unique organizational milieu of higher education. Most sources agree that an institutional research office must be perceived by all parties as completely neutral in order to maintain credibility with both faculty and administration.     

职业决策研究的新进展——PIC模型

职业决策研究是国内外职业心理学研究的难点。PIC模型是由以色列职业心理学家Gaff提出的一种系统的职业决策方法，其构建兼顾理论验证与实践运用。详析这一模型提出的理论基础及操作阶段，对团体和个人职业决策有重要帮助。     

Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.     

A survey of ethical decision making among practicing school psychologists

This study investigated a sample of practicing school psychologists' preferred resolutions to a series of ethical dilemmas and their primary reason(s) for arriving at these resolutions. Results indicated a general lack of consistency in both actions taken to resolve ethical dilemmas and reasons chosen to support such actions, regardless of respondents' sex, years of experience, self-reported hours of ethics training, frequency of encountering similar problems, perceived seriousness of the problem, or confidence in decision making. The results are discussed in light of similar findings from other areas of professional psychology and their implications for better preservice training in ethical decision making.     

A decision model for selecting participants in supply chain

In order to satisfy the rapid changing requirements of customers,enterprises most cooperate with each other to form supply chain.The first and the most important stage in the forming of supply chain is the selection of participants.The article proposes a two-staged decision model to select partners.The first stage is the inter company comparison in each business process to select highefficiency candidate based on inside variables.The next stage is to analyse the combination of different candidates in order to select the most perfect partners according to a goal-programming model.     

A cognitive-motivational model of decision satisfaction

Satisfaction is a condition that contributes to the development of intrinsic motivation and a continuing motivation to learn. Research that helps to identify the factors that contribute to learning satisfaction is useful for educators. This paper introduces the Cognitive-Motivational Model of Decision Satisfaction, a model that extends Kruglanski's work on closure and builds on Keller's work on the motivational aspects of instruction and learning. Focusing on decision-making activities in a learning context, this model recognizes the importance of information-processing in judgmental tasks and specifies confidence as a major contributing factor to learning satisfaction. Some potential applications to both classroom and computer-based learning environments are suggested.     

A feedback learning and mental models perspective on strategic decision making

This study aims to be a contribution to a theoretical model that explains the effectiveness of the learning and decision-making processes by means of a feedback and mental models perspective. With appropriate mental models, managers should be able to improve their capacity to deal with dynamically complex contexts, in order to achieve long-term success. We present a set of hypotheses about the influence of feedback information and systems thinking facilitation on mental models and management performance. We explore, under controlled conditions, the role of mental models in terms of structure and behaviour. A test based on a simulation experiment with a system dynamics model was performed. Three out of the four hypotheses were confirmed. Causal diagramming positively influences mental model structure similarity, mental model structure similarity positively influences mental model behaviour similarity, and mental model behaviour similarity positively influences the quality of the decision.     

A dynamic decision model for portfolio investment and assets management

This paper addresses a dynamic portfolio investment problem. It discusses how we can dynamically choose candidate assets, achieve the possible maximum revenue and reduce the risk to the minimum level. The paper generalizes Markowitz＇s portfolio selection theory and Sharpe＇s rule for investment decision. An analytical solution is presented to show how an institutional or individual investor can combine Markowitz＇s portfolio selection theory, generalized Sharpe＇s rule and Value-at-Risk （VaR） to find candidate assets and optimal level of position sizes for investment （dis-investment）. The result shows that the generalized Markowitz＇s portfolio selection theory and generalized Sharpe＇s rule improve decision making for investment.     

A case study of high school teachers' decision making models for planning and teaching science

The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision-making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach.     

关于75～85分成绩段情况调查的报告——兼谈影响普通话水平测试成绩的主客观因素

本分析了问卷调查和试卷调查的材料。用教学方法计算出广西普通话水平测试的各题分数的分布区间。再进一步考察出各题的稳定性：第四题“说话”最稳定,第三题“朗读”次之,第一题“读单字”次之,最不稳定的是第二题“读词语”。从稳定性的角度提出影响普通话水平测试成绩的主客观因素。