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941.
942.
Reliability,Dimensionality, and Internal Consistency as Defined by Cronbach: Distinct Albeit Related Concepts
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Ernest C. Davenport Mark L. Davison Pey‐Yan Liou Quintin U. Love 《Educational Measurement》2015,34(4):4-9
This article uses definitions provided by Cronbach in his seminal paper for coefficient α to show the concepts of reliability, dimensionality, and internal consistency are distinct but interrelated. The article begins with a critique of the definition of reliability and then explores mathematical properties of Cronbach's α. Internal consistency and dimensionality are then discussed as defined by Cronbach. Next, functional relationships are given that relate reliability, internal consistency, and dimensionality. The article ends with a demonstration of the utility of these concepts as defined. It is recommended that reliability, internal consistency, and dimensionality each be quantified with separate indices, but that their interrelatedness be recognized. High levels of unidimensionality and internal consistency are not necessary for reliability as measured by α nor, more importantly, for interpretability of test scores. 相似文献
943.
944.
Neural Oscillation Reveals Deficits in Visuospatial Working Memory in Children With Developmental Coordination Disorder
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The electroencephalographic (EEG) oscillations associated with visuospatial working memory (VSWM) were examined in children with developmental coordination disorder (DCD; 10–11 years; N = 29) and typically developing (TD) children (10–11 years; N = 29). Behaviorally, DCD showed poorer VSWM than TD, which coincided with the diminished ability of DCD in modulating neural oscillations. Furthermore, prestimulus oscillatory alpha activity was correlated with VSWM performance. The results suggest that children with DCD might have a reduced ability to encode and recognize new information, and in particular have difficulty in maintaining task‐relevant information, resulting in poorer VSWM. This study thus concludes that changes in oscillatory EEG activity reflect some of the problems leading to cognitive deficits in DCD. 相似文献
945.
946.
Sarah McGeown Dave Putwain Helen St. Clair‐Thompson Peter Clough 《Psychology in the schools》2017,54(2):196-209
This study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control, and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12–17 participated. Focus group interviews (n = 15, average group size 3–4) were conducted, audio‐recorded, and transcribed verbatim. Data were analyzed using the principles of abbreviated grounded theory. The students’ views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed. 相似文献
947.
INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS
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Lisa Paleczek Susanne Seifert Barbara Gasteiger‐Klicpera 《Psychology in the schools》2017,54(3):228-245
The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training. 相似文献
948.
949.
Scholars are aware that the higher education sector in China is highly affected by its administrative system, but the questions of how and to what extent the Chinese administrative system impacts academic resources allocation have yet to be answered. By examining the empirical data from 2003 to 2010 of China’s National Excellent Doctoral Dissertations Award, this article finds that the hierarchical position of doctoral advisors who hold a university or college post will have an important influence on academic resources allocation, although these advisors are professors with high academic ability. This article also finds an interaction effect between advisors’ hierarchical position and students’ academic abilities in influencing the decisions on the award. Overall, the Chinese case digs rather deep into the increasing hierarchisation of academic life and science. 相似文献
950.
In this article, the degrees of freedom of the sample variance are simulated by using the Visual Basic for Applications of Microsoft Excel 2010. The simulation file dynamically displays why the sample variance should be calculated by dividing the sum of squared deviations by n‐1 rather than n, which is helpful for students to grasp the meaning of degrees of freedom. 相似文献