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José M. Tomás Amparo Oliver Laura Galiana Patricia Sancho Marisol Lila 《Structural equation modeling》2013,20(2):299-313
Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found. 相似文献
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Angela C. Baum Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155
Abstract The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research. 相似文献
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Tom Stafford 《英语沙龙》2013,(1):16-17
Shapes fall from the sky,all you have to do is to control how they fall and fit within each other.A simple premise,but added with an annoyingly addictive electronica (电子音乐) soundtrack (based on a Russian folk tune) and you have a revolution in entertainment.
Fascinating Tetris
令人着迷的俄罗斯方块
Since Tetris was launched on the world in 1986,millions of hours have been lost through playing this simple game.Since then,we've seen games consoles(便携型游戏机)grow in power,andwith it the appearance of everything from Call of Duty(游戏名,"使命的召唤")to World of Warcraft(游戏名,"魔兽世界").Yet block and puzzle games like Tetris still have a special place in our hearts.Why are they so compelling? 相似文献
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Julio Guerra Margarita Ortiz-Rojas Miguel Angel Zúñiga-Prieto Eliana Scheihing Alberto Jiménez Tom Broos Tinne De Laet Katrien Verbert 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):973-1001
Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks. 相似文献