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81.
This study examined the extent to which students could fake responses on personality and approaches to studying questionnaires, and the effects of such responding on the validity of non-cognitive measures for predicting academic performance (AP). University students produced a profile of an ‘ideal’ student using the Big-Five personality taxonomy, which yielded a stereotype with low scores for Neuroticism, and high scores for the other four traits. A sub-set of participants were allocated to a condition in which they were instructed to fake their responses as University applicants, portraying themselves as positively as possible. Scores for these participants revealed higher scores than those in a control condition on measures of deep and strategic approaches to studying, but lower scores on the surface approach variable. Conscientiousness was a significant predictor of AP in both groups, but the predictive effect of approaches to studying variables and Openness to Experience identified in the control group was lower in the group who faked their responses. Non-cognitive psychometric measures can be valid predictors of AP, but scores on these measures can be affected by instructional set. Further implications for psychometric measurement in educational settings are discussed. 相似文献
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Pete Thomas Linda Carswell Blaine Price & Marian Petre 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):149-161
This is the first of a series of papers describing how the Open University, a large distance education institution, has embraced the Internet as a medium for supporting its students, tutors, academics, and administrators throughout the education process. This paper reports on a holistic approach to integrating technology into the teaching process which addresses how to provide necessary functions in effective forms—some traditional, some new. It describes the development and structure of actual systems, which incorporate electronic student registration; electronic assignment submission, marking, and recording; electronic tutorials and other interaction; and electronic examinations. It describes and summarises some of the findings of the evaluation of those systems, including student, academic, and administrator feedback. Finally, this paper reflects on the benefits of an integrated holistic approach in exploiting the Internet's potential to support distance learning on a massive scale. Subsequent papers in this series will address specific areas in detail: the student experience, the role of the tutor in an electronic environment, and the institutional perspective. 相似文献
84.
E. Raji Nair Satish Kumar M. V. R. Reddy B. C. Harinath 《Indian journal of clinical biochemistry : IJCB》1998,13(2):98-105
A mycobacterial excretory-secretory protein fraction ESAS-7 purified by 50% ammonium sulphate precipitation followed by SDS-PAGE
fractionation was evaluated by penicillinase enzyme linked immuno-sorbent assay (ELISA) for its sensitivity and specificity
in the diagnosis of pulmonary tuberculosis. At a “cut off” serum dilution of 600, 38 (90%) of 42 sera from bacteriologically
confirmed tuberculosis cases, 15 (100%) of 15 sera from bacteriogically negative but anti tubercular therapy (ATT) responded
cases, 3 (7%) of 43 sera from normal healthy subjects and 4 (8%) of 48 sera from non tuberculous disease control cases gave
positive reaction for tubercular antibody to ESAS-7 antigen fraction containing predominantly 33-kDa protein with a sensitivity
of 90% in bacteriologically confirmed cases and specificity of 92%. Further, this diagnostic assay using the ESAS-7 antigen
is more sensitive requiring as little as one nanogram antigen per test compared to use of 100 nanogram EST-6 antigen reported
earlier. Thus use of ESAS-7 antigen for antibody detection has good diagnostic potential with improved specificity in pulmonary
tuberculosis. 相似文献
85.
Peter Reddy Irundika Dias Carol Holland Niyah Campbell Iaysha Nagar Luke Connolly 《European Journal of Sport Science》2017,17(5):638-645
The health benefits of playing football and the importance of exercise and social contact for healthy ageing are well established, but few older adults in the UK take enough exercise. Football is popular, flexible in format and draws players into engrossing, effortful and social exercise, but the physical demands of play at full speed may make it unsustainable for some older adults. Restricted to walking pace, will play still be engaging? Will health benefits be retained? Will physical demands remain manageable? This pilot study aims to investigate: (1) the experience of older adults playing walking football every week, is it sustainable and rewarding, (2) the intensity and locomotor pattern of walking football, (3) the scale and nature of walking football health benefits and (4) possible cognitive benefits of playing walking football through measures of processing speed, selective and divided attention and updating and inhibition components of executive function. ‘Walking football’ and ‘waiting list’ groups were compared before and after 12 weeks of one-hour per week football. Walking football was found to be engaging, sustainable for older adults and moderately intensive; however, selective health and cognitive benefits were not found from this brief intervention.Highlights
Walking football is a lower impact but authentic form of football that enables older players to extend their active participation.
Walking football is enjoyable and moderately demanding and may be a sustainable form of exercise for older adults.
Health and cognitive benefits to playing walking football were not found.
86.
W. Brendan Reddy Daniel Langmeyer Paule A. Steichen Asch 《Psychology in the schools》1978,15(1):66-71
Alternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self-concept, school selfimage, satisfaction, and involvement; (b) self-concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self-image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire (1972) and the Tennessee Self-Concept Scale (Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self-concept than the norm for high school students; self-concept was a good predictor of school self-image and satisfaction; and there was a positive relationship between school self-image, satisfaction, and involvement. 相似文献
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W. Brendan Reddy 《Counselor Education & Supervision》1970,9(2):110-115
A four-day T-Group was conducted conjointly with counselor education staff members and practicum students. At the end of the T-Group significant gains were made on the Barrett-Lennard Relationship Inventory, a measure of Rogers' conditions of a helping relationship. Three months later clients of the group members rated them on the same measure. A number of significant correlations were found. A follow-up questionnaire anecdotally supported the findings. 相似文献