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31.
Rowe DA McDonald SM Mahar MT Raedeke TD 《Research quarterly for exercise and sport》2005,76(4):407-415
A multitrait-multimethod (MTMM) matrix was used to evaluate validity evidence for a digital image manipulation (DIM) body image measurement technique in young women. One hundred one young women completed the DIM procedure and the Thompson and Gray (1995) Contour Drawing Rating Scale to measure self-ideal discrepancy and size perception accuracy components of body image. Seven-day test-retest reliability was acceptable (R = .81-.95). Convergent validity for self-ideal discrepancy was higher (r = .74) than the corresponding heterotrait, monomethod coefficients (r = .46, r = .23) and heterotrait-heteromethod coefficients (r = .18, r = .12). However, the convergent validity coefficient for size perception accuracy was r = .12. The pattern of correlations in the MTMM matrix met the criteria of Campbell and Fiske (1959) for validity of these procedures to measure self-ideal discrepancy but not size perception accuracy. The DIM procedure addresses some of the criticisms associated with figure-rating scales, such as unrepresentativeness of the figures, scale coarseness, and restriction of range in responses. DIM, therefore, represents a realistic, valid alternative to figure-rating scales for measuring self-ideal discrepancy. 相似文献
32.
33.
Matthew J. Mayhew 《Research in higher education》2012,53(3):282-310
This multi-level, longitudinal study investigated the ecumenical worldview development of 13,932 students enrolled in one
of 126 institutions. Results indicated that the final hierarchical linear model, consisting of institution-and-student-level
predictors as well as slopes explaining the relationships among some of these predictors, explained 39.98% of variance in
Time 2 ecumenical worldview. Specifically, differences in ecumenical development trajectories for men and women could be partially
explained by the average amount of religious struggle reported by students. Implications for college impact researchers and
student development scholars are discussed. 相似文献
34.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
35.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
Matthew M. MarsEmail: |
36.
Matthew Gardner Kelly 《Journal of educational administration and history》2018,50(3):191-203
In this article, I use a case study of education in nineteenth-century Oregon to place the twentieth-century phenomenon of ‘shopping for schools’ within a broader historical context. In doing so, I make three points. First, documenting previously unacknowledged links between the spread of public education and efforts to market land, I suggest that education, real estate markets, and the state have deeper and more tangled roots than scholars have imagined. Second, I contend that wrestling with these tangled roots suggests the need for scholars to reexamine the role of private markets in shaping the organisation of educational opportunity across places and time. Third, I argue that histories like Oregon’s demonstrate that ‘state’ and ‘market’ are neither stable nor mutually exclusive categories. 相似文献
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38.
Benjamin Xie Dastyni Loksa Greg L. Nelson Matthew J. Davidson Dongsheng Dong Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253
ABSTRACTBackground and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding. 相似文献
39.
Karla K. McGregor Natalie Langenfeld Sam Van Horne Jacob Oleson Matthew Anson Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments. 相似文献
40.
Since outbreaks in 2003, avian influenza has received a considerable amount of funding and become a controversial science policy issue in various respects. Like in many other global and multidisciplinary societal problems fraught with high levels of uncertainty, a variety of perspectives have emerged over how to “tackle” avian influenza and public voices have expressed concern over how research funds are being allocated. In this article, we document if and how research agendas are being informed by public policy debates. We use qualitative and quantitative approaches to examine the relations between expectations of outcomes of public science and the existing research landscape. Interviews with a cross-section of stakeholders reveal a wide range of perspectives and values associated with the nature and objectives of existing research avenues. We find that the landscape of public avian influenza research is not directly driven by expectations of societal outcomes. Instead, it is shaped by three institutional drivers: pharmaceutical industry priorities, publishing and public research funding pressures, and the mandates of science-based policy or public health organizations. These insights suggest that, in research prioritization, funding agencies should embrace a broad perspective of research governance that explicitly considers underlying institutional drivers. Deliberative approaches in public priority setting might help to make agendas more plural and diverse and thus more responsive to the contested and uncertain nature of avian influenza research. 相似文献