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991.
992.
J. Fredericks Volkwein Bruce P. Szelest Alan J. Lizotte 《Research in higher education》1995,36(6):647-670
This research draws upon merged national databases containing federal crime statistics, community demographic data, and campus characteristics. The study displays the trends in campus crime since 1974, and using 1990 data, examines the relationships between three measures of campus crime and 23 predictors developed for this study. The results show that campus rates of both violent crime and property crime are falling, especially since 1985. Moreover, students are considerably safer on campus than in the cities and communities surrounding them. The lowest average crime rates are found at two-year colleges, while the highest overall rates are at medical schools and health science centers. None of the community characteristics, including community crime and poverty rates, are significantly associated with campus crime. While campus organizational measures in general are more highly related to campus crime than are student characteristics, we find differences in the patterns of variables associated with violent crime versus property crime. Factors associated with property crime are partially consistent with existing theory on criminal activity. Factors associated with violent crime are more complex and difficult to predict.An earlier version of this paper was the winner of the regional Best Paper Award from the North East AIR annual meeting in Bolton Landing, N.Y., November 1993. It was presented again at the Association for Institutional Research Forum, New Orleans, Louisiana, May 1994. 相似文献
993.
Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献
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Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
997.
A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism. 相似文献
998.
This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected. 相似文献
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