国外基于感知的学术期刊评价方法研究述评

【目的/意义】回顾国外基于感知的期刊评价方法类研究成果,归纳梳理其研究进展和趋势,以期对国内该领 域的相关研究提供借鉴参考。【方法/过程】对国外近十五年来明确使用专家问卷调查法且详细说明评价过程的30项 感知类期刊评价研究进行分析,从评价期刊来源、受访者样本、评价过程及评价判据四个方面分析了这些研究的基 本特征,对现有研究存在的问题展开讨论,并对后续研究提出展望。【结果/结论】国外基于感知期刊评价方法已经形 成了一系列比较稳定、有效的做法,各评价要素已具备了明显的特征。目前的研究在期刊领域细分、受访者偏见的 测度与控制、评价过程的完善与规范以及评价判据的定义与理解等方面还有很多不足,对此提出了具体建议。【创 新/局限】总结了国外基于感知的期刊评价方法的基本特征,针对现有研究的不足提出了完善建议。     

宁蒙沿黄地带产业结构的环境污染特征演变分析

宁蒙沿黄地带是我国黄河流域国家级能源原材料基地,也是西北资源型城市及资源型产业密集区之一。与其他资源型产业密集区相比,该区域位于黄河流域中上游的特殊地理位置,使其必须协调好产业结构演进与资源环境刚性约束之间的关系。本文采用产业经济学、统计学、计量经济学、GIS中的相关方法和技术,通过构建工业结构特征偏向指数来分析宁蒙沿黄地带工业结构的环境污染特征,并运用产业多样化指数、相似指数、区位商等指标从工业内部结构出发深入分析其工业结构环境污染特征演变的影响因素。研究结果表明,宁蒙沿黄地带大部分地区工业结构都表现出废水排放强度有所提高、固体废弃物排放强度明显上升的趋势,部分地区的二氧化硫排放强度与粉尘排放强度也有所增强。这种工业结构环境污染特征的演变主要受到以煤炭开采与洗选业为主的重工业高速发展、区域工业结构表现出一定单一化趋势等因素的影响。     

危机事件中网络空间场域情境对舆情偏差的影响研究

[目的/意义]为了探索危机事件中网络空间场域情境对舆情偏差的影响机制,对网络空间中不同情境进行分类和定级,实现网络舆情的差异化监控与治理,并从场域情境视角强化正面舆论的传播效果。[方法/过程]以情景关联、议题交互及结构异质为自变量,舆情偏差为因变量,认同聚敛与情感耦合为中介变量构建研究理论模型。通过问卷调查法对相关数据进行采集,采用结构方程模型方法,并借助AMOS22.0统计软件对数据进行处理和分析。[结果/结论]其研究发现：1)网络空间中,情景关联、议题交互及结构异质分别通过认知聚敛及结构异质的中介作用,对舆情偏差产生显著影响;情景关联为正向影响,议题交互及结构异质为负向影响;2)其中,结构异质对舆情偏差的影响效应最大,其次为议题交互,最小为情景关联;3)场域情境对舆情偏差的影响效应,在人口统计学上存在组间及组内显著性差异。最后,对研究结果进行分析和讨论,并指出了研究价值及未来展望。     

The Effect of Sampling-Time Variation on Latent Growth Curve Models

Longitudinal data are often collected in waves in which a participant’s data can be collected at different times within each wave, resulting in sampling-time variation that is unaccounted for when waves are treated as single time points. Little research has been reported on the effects of this temporal imprecision on longitudinal growth-curve modeling. This article describes the results of a simulation study into the effect of sampling-time variation on parameter estimation, model fit, and model comparison with an empirical validation of the model fit and comparison results.     

高师体育学院学生在排球技术学习上的利己主义归因偏向的研究

本文立足于归因理论 ,研究分析高师体育学院学生在学习排球技术时存在的一种归因偏向———利己主义归因偏向 ,指出教师在排球教学中应重视学生在学习上的这一归因特点 ,从而指导学生在技术学习过程中进行积极的归因 ,达到促进教学质量与效果的提高。     

Individual differences in the analysis of informal reasoning fallacies

After decades of research into formal or logical fallacies of reasoning, psychologists have only recently begun to examine the informal reasoning fallacies that are routinely present in critical discussions, debates, and other forms of argumentation. The present study considers several possible influences on an ability to identify and analyze these fallacies. College students completed measures of deductive reasoning, personal epistemology, and knowledge of specific argumentation norms and analyzed arguments containing fallacies such as argument from ignorance, begging the question, and slippery slope. Results indicated that effective analysis of informal fallacies was associated with some aspects of deductive reasoning—especially an ability to overcome belief bias—and with higher-order epistemic beliefs, as well as a commitment to argumentation norms for critical discussion. Results are discussed in terms of argumentation research and implications for pedagogical treatments of the fallacies are noted.     

Marketing students at work: organisation citizenship behaviour training as a tool to minimise survey non-response

A continuing decline in an institution’s response rates for student evaluations of teaching (SET) raised faculty concerns about non-response bias in summary statistics. In response, this institution’s SET stakeholders partnered with a Marketing Methods class section to create strategies for increasing response rates. The project was also an exercise in organisational citizenship behaviour (OCB) training because students in that class section received intensive training on how SET feedback is valued by instructors and its role in improving their academic organisation. Within the context of OCB theory, this article finds student exposure to OCB training increases SET response rates because knowing how SET benefits their organisation increases unit-level response propensity for member surveys intended to improve their institution. In the year of the OCB training, SET response rates increased by 26%, though the increases did not persist into later academic years. The response rate increases are realised across all demographic groups with disproportionate increases among low response rate groups, including low performing students, men and ethnic minorities.     

Average Effect Sizes in Developer-Commissioned and Independent Evaluations

Abstract

Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward.     

Biased grades? Changes in grading after a blinding of examinations reform

Abstract

Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with ‘native’ names, students with ‘foreign’ names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners – when the names of students are disclosed to them – if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.     

Cultural‐competence considerations for contemporary school‐based threat assessment

Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.