Reminiscence Effects on Inter- and Intra-Individual Differences in Pursuit Rotor Performance

Abstract

Sixty male college students were given sixty 15-sec. trials on the pursuit rotor learning task. Practice was interrupted halfway through learning by a 10-min. rest period in order to investigate whether or not a reminiscence effect would influence inter-individual differences and intra-individual variation in performance. Results were consistent with previous experimentation in that inter-individual differences increased as a result of both practice and the interpolated rest period. A corresponding effect on intra-individual variation was barely noticeable.     

“学习能量”测量工具及其在改善中学生“成绩缺憾”方面的应用实验设计

课题以英国"学习能量"理论及其测量工具为主要研究手段,针对中学生undera-chievement即"成绩缺憾("国内学界统称为"学业不良)"问题,对"成绩缺憾"中学生的学习能量特点,及利用其来改善该学生群的学习质量和成绩进行研究。研究采用多种定量和定性手段相结合,探索如何将学习能量理念用于中国的教育环境,建立以学生学习为中心的最佳教学模式。     

Teacher efficacy in student engagement,instructional management,student stressors,and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored.     

Gauss—Markov结构下GM估计关于线性变换的不变性

在文[1]的基础上讨论了Gauss—Markov结构下线性变换对GM估计所产生的偏差,并减弱了文[1]的相关条件,给出了同一可估函数的GM估计具有不变性的充分必要条件．     

Measurement invariance of information,communication and technology (ICT) engagement and its relationship with student academic literacy: Evidence from PISA 2018

The present study aimed to examine the measurement invariance of the information, communication and technology (ICT) engagement questionnaire in the Programme for International Student Assessment (PISA) across countries, and further to explore the effects of ICT engagement on student literacy. The sample included 98,758 15-year-old students from 16 countries in PISA 2018. The multi-group confirmatory factor analyses results indicated that the ICT engagement questionnaire was invariant at the residual level so that meaningful cross-country comparisons can be made at the observed level. Furthermore, the multi-level model results indicated that perceived ICT autonomy was a positive predictor, while use of social media was a negative predictor of student literacy across the countries. However, the relations of interest in ICT and perceived ICT competence to student literacy were inconsistent, with some countries showing positive and linear relationships, while others negative and linear relationships.     

基于系统性文献综述的国外学习投入实证研究分析

学习投入是衡量学生学习过程质量的重要指标,与学生的学习持续性、学业满意度、学习绩效以及学业完成情况高度相关。近年来我国学者围绕学习投入的研究增长迅速,但研究内容多集中在理论层面,实证研究相对较少。国外在学习投入研究方面已经积累了较为丰富的经验,其在多情境下进行的学习投入实证研究,可以为我国学者提供更多的实践参考。利用系统性文献综述法对国外近十年的实证研究论文进行统计分析后发现:(1)国外学习投入实证研究主要涉及教育学、医学和语言学三个学科领域,研究场景主要包括传统课堂、游戏化课堂以及在线学习,研究对象多为大学生,研究方法则以定量研究和混合研究为主;(2)学习投入的概念框架复杂多元,包含学生在学业上的身体和心理的双重投入;(3)学习投入的指标体系相对宽泛,为不同情境下学习投入指标体系的构建提供了参考;(4)影响因素是国外学习投入实证研究的关注重点,主要包括教师、学生、课程、环境以及同伴等;(5)学习投入的测量仍以自我报告和编码等传统方式为主,基于多模态数据对学生的学习表现进行预测与评价将成为重要的发展方向。我国学者在开展学习投入实证研究时,需注重概念的情境化、指标的多维化、场景的多样化、结构的多元化以及数据的多源化,加强学习投入实证研究的深度与广度。     

Development of a scale on learners' views on blended learning and its implementation process

The purpose of this study was to extend the evaluation of learners' views on blended learning and its implementation process by developing and validating an objective assessment instrument. Cronbach' alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure the reliability and validity of the scale. A 50-item refined version of the scale was found to be highly reliable and of reasonable length.Further refinement was made based on principal component analysis. This indicated two major components, which facilitate the elicitation of learners' views on blended learning and its implementation process in relation to the complexity levels of the learning process.The scale is recommended to identify individual's views on blended learning and its implementation process and thus, to contribute to the improvement of a blended learning environment for learners.     

PRO-ESPRIT 算法在声表面波标签识别中的应用

The surface acoustic wave (SAW) identification (ID)-tags have great potential for application in radio frequency identification (RFID) due to their characteristics of wireless sensing and passive operation. In the measurements based on the frequency domain sampling (FDS), to expand the range of detection and allow the system work in harsh environments, it is necessary to enhance the identification capability at low SNR. In addition, to identify the tags in real time, it is important to reduce identification time. Therefore, estimation of signal parameters based on the Procrustes rotations via the rotational invariance technique (PRO-ESPRIT) is adopted. Experimental results show that good identification capability is achieved with a relatively faster measurement speed.     

Student engagement,context, and adjustment: Addressing definitional,measurement, and methodological issues

The goal of this special issue is to examine relationships among context, student engagement, and adjustment. We begin by describing the reasons for the increased popularity of student engagement in research, policy, and practice, and then describe how researchers in the field define and study this construct. Next, we outline some of the issues and challenges around the definitions, measurement, and analytic techniques that have been used in prior research. Finally, we provide a short overview of the papers in this special issue highlighting their theoretical frameworks, methodologies, and analytical techniques by which many of the challenges outlined in this introduction are addressed. The overall findings of these papers come from samples in Finland, Korea, and the United States.     

Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.