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Jeffrey D. Camm Gordon E. McCray Michelle L. Roehm 《Decision Sciences Journal of Innovative Education》2023,21(3):112-122
Based on our experience developing and delivering a highly successful data visualization course within a Master of Science in Business Analytics program, we present a taxonomy for data visualization courses and recommend content and pedagogical features for each type of data visualization course therein. We also discuss the interdependence between data visualization and business communication as a critical consideration in course design. 相似文献
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Danielle S. Molnar Sabrina Thai Melissa Blackburn Dawn Zinga Gordon L. Flett Paul L. Hewitt 《Child development》2023,94(1):254-271
This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; Mage = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic. 相似文献
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Haina H. Modi Megan M. Davis Wendy Troop Gordon Eva H. Telzer Karen D. Rudolph 《Child development》2023,94(2):529-543
To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (Mage = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, p = .02) and less accurately (OR = 1.11, p = .03) during appetitive than aversive trials; at low ASB, girls responded more slowly during aversive than control trials (b = −4.42, p = .04). Thus, both context and individual differences influence adolescents' cognitive control. 相似文献
706.
Adams Sophie Bekker Sheree Fan Yanan Gordon Tess Shepherd Laura J. Slavich Eve Waters David 《Higher Education》2022,83(4):787-807
Higher Education - A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are... 相似文献
707.
Sarah J. Reiser Katherine A. McMillanKristi D. Wright Gordon J.G. Asmundson 《Child abuse & neglect》2014
Childhood experiences are thought to predispose a person to the development of health anxiety later in life. However, there is a lack of research investigating the influence of specific adverse experiences (e.g., childhood abuse, household dysfunction) on this condition. The current study examined the cumulative influence of multiple types of childhood adversities on health anxiety in adulthood. Adults 18–59 years of age (N = 264) completed a battery of measures to assess adverse childhood experiences, health anxiety, and associated constructs (i.e., negative affect and trait anxiety). Significant associations were observed between adverse childhood experiences, health anxiety, and associated constructs. Hierarchical multiple regression analysis indicted that adverse childhood experiences were predictive of health anxiety in adulthood; however, the unique contribution of these experience were no longer significant following the inclusion of the other variables of interest. Subsequently, mediation analyses indicated that both negative affect and trait anxiety independently mediated the relationship between adverse childhood experiences and health anxiety in adulthood. Increased exposure to adverse childhood experiences is associated with higher levels of health anxiety in adulthood; this relationship is mediated through negative affect and trait anxiety. Findings support the long-term negative impact of cumulative adverse childhood experiences and emphasize the importance of addressing negative affect and trait anxiety in efforts to prevent and treat health anxiety. 相似文献
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Abstract The purpose of this research project was to develop a psychometrically sound measure of mental toughness in cricket, using a multi-method research design. Two qualitative studies in which current and former cricketers' (n = 16) perceptions of the key components of mental toughness in cricket and the suitability of an item pool to target those key components (n = 9) were assessed. We then conducted two quantitative studies to examine both the within- and between-network properties of the Cricket Mental Toughness Inventory (CMTI) using confirmatory factor analysis and correlations. Support for the existence of a five-factor, 15-item model was revealed with three independent samples of cricketers; two contained cricketers from several different countries (n = 285 and 285), whereas one contained Australian cricketers only (n = 433). Each of the five subscales (affective intelligence, attentional control, resilience, self-belief, and desire to achieve) were positively correlated with dispositional flow, hardiness, and resilience and negatively correlated with athlete burnout. Although requiring replication and extension, the results of the present study provide preliminary support for the factor structure, internal reliability, and construct validity of the CMTI. 相似文献
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Abstract The AAHPER youth fitness test and Gordon's “How I See Myself” scale were administered to 75 grade 7 students. The subjects were divided into those with elementary school physical education provided by a specialist (N=46) and those from schools with no such specialist (N=29). Those subjects who were taught by a specialist participated in experiences in rhythmic activities, group games, tumbling and gymnastics activities, and other individual and dual activities each week. The atmosphere was free from threat, providing opportunities for each child to experience a degree of success and yet be challenged further each day. Results indicated that the subjects with the experience of working with a physical education specialist performed at a higher level and were more able to assess themselves accurately than were those subjects who had not worked with a physical education specialist in the elementary school. 相似文献