Evaluation of the Psychometric Properties of the Parents’ Proxy MPAQ-C in Chinese Population

We examined psychometric properties of a Modified Physical Activity Questionnaire for Children (MPAQ-C). Thirty-two parents (Study 1), 40 students (6–9 years) and one of each student’s parents (Study 2), and 625 parents (Study 3) completed the MPAQ-C. The MPAQ-C (six items) measured children’s physical activity (PA) after school, and during evenings and weekends for 7 days. Test–retest reliability (Study 1) and convergent validity (Study 2) were measured. Factor validity of the MPAQ-C (Study 3) was examined using confirmatory factor analysis. A single-factor model of the MPAQ-C fit the data well (χ² (9) = 42.78, p < .001; comparative fit index[CFI] = .977; non-normed fit index [NNFI] = .962; root mean square error of approximation [RMSEA] = .079 [90% confidence interval {CI} = .057 to .11]), with good test–retest reliability, composite reliability (.80) and convergent validity. The factor loadings of MPAQ-C were invariant across fathers/mothers (Δχ² (6) = 3.44, p > .05). The MPAQ-C is a suitable parent proxy for measuring young Chinese children’s PA.     

A Comparison of Self-Report Scales and Accelerometer-Determined Moderate to Vigorous Physical Activity Scores of Finnish School Students

The current article provides an important insight into measurement differences between two commonly used self-reports and accelerometer-determined moderate to vigorous physical activity (MVPA) scores within matched samples across 1 school year. Participants were 998 fifth- through eighth-grade students who completed self-reports and 76 fifth- and sixth-grade children with accelerometers. The Health Behavior in School-aged Children (HBSC) Research Protocol showed the higher frequency of days exceeding 60 minutes of MVPA than the International Physical Activity Questionnaire Short Form (IPAQ-SF). Larger proportions of children achieved the MVPA guidelines based on HBSC results (girls 16%, boys 29%), than IPAQ-SF (girls 5%, boys 11%), or accelerometers data (girls 0%, boys 0%). MVPA remained stable over 12 months on the basis of both self-report and accelerometer results. Both self-report scales presented should be used with discretion in population studies, whereas accelerometer-determined data can be more authentic when personal guidance is required.     

天津鼓励支持人才创新创业政策研究

完善的政策体系是营造良好的创新创业环境,激发各类人才创新创业热情的必要条件,人才对政策的需求 则是制定创新创业政策的重要参考。本文在分析天津创新创业政策体系现状和特点的基础上,通过问卷调查,研究不 同种类人才对天津创新创业政策的需求,并针对目前创新资助政策、创业资助政策、金融支持政策等方面存在的不足 提出相应的对策和建议。     

新疆科技人才流动调查与对策建议

为了掌握新疆科技人才流动的情况,采用问卷调查方法,对新疆部分高新技术企业和科研机构在 “十一五”和“十二五”时期的科技人才流动情况进行调查,重点对高层次科技人才流入与流出的数量、结构等方面进 行分析,提出推进新疆科技人才引进、防止科技人才流失的对策建议。     

大学生数学成绩影响因素分析——以三亚学院为例

通过对大学一年级学生问卷调查的形式,获取样本数据。首先利用因子分析测量问卷的结构效度,实现因素的正交化变换,再采用最优尺度回归分析来探索影响学生数学成绩的主要因素,对各种因素进行有针对性的分析,提出改进教学效果的建议和措施,为大学数学教学以及教学管理提供一定的参考。     

城市未成年人互联网利用行为差异:表现与关联——来自中国某中部城市的样本分析

[目的/意义] 未成年人已经成为中国重要的互联网利用群体。发现未成年人互联网利用行为与内外环境的差异,并作为规范和引导其行为的依据有重要意义。[方法/过程] 借助问卷对我国某中部省会城市的1 016名6-18周岁（不包括18周岁）未成年人及其父母展开互联网利用行为的调查,数据分析采用SPSS线性统计分析。[结果/结论] 研究发现我国现阶段城市未成年人互联网利用时间充分、地点固定、内容偏向娱乐社交、网络接入与设备有基本保障,但以学校、图书馆和政府为主的社会环境支撑不足。行为特征差异与内外环境的关联表现为：未成年人的年龄与性别、其父母的受教育程度和工作性质对其利用内容有直接影响。     

医学本科生学习需求分析——以大连大学医学院为例

了解我校医学院本科生学习现状及对医学教育教学的需求,可为医学生创设良好的学习环境,帮助学生更好的成长。故对大连大学医学院2011-2015级本科生进行学生学习需求问卷调查并对调查结果进行对比总结分析,进而提出了针对性的改进措施,为医学院各专业的本科生培养提供更具体、实际的方针策略。     

高等职业院校对学生多维评价的初探

高职院校在学生评价中存在评价主体单一、评价指标简化、操作评价注重结果不注重过程、缺乏评价反馈指导等问题。为此,提出学生多维评价的理论构想:注重评价主体多元化、评价内容多面化和评价标准多层次化。指出建立健全学生评价支持体系是评价结果发挥实效的重要条件。     

Individually Weighted-Average Models: Testing a Taxonomic SEM Approach Across Different Multidimensional/Global Constructs Because the Weights “Don’t Make No Nevermind”

From the time of William James, psychologists have posited individually importance-weighted-average models (IWAMs) in which weighting specific attributes by individual measures of importance improves prediction of the global outcome measures. Because IWAMs cause much confusion, we briefly review a general taxonomic paradigm and structural equation models for testing IWAMs, and demonstrate its application for 2 simulated and 3 diverse “real” data applications (multidimensional measures of self-concept, quality of life, and job satisfaction). Consistent across the real data applications and previous research more generally, there is surprisingly little support for IWAMs when tested appropriately. In these diverse tests of IWAMs we integrate new approaches such as exploratory structural equation modeling (SEM), alternative approaches to constructing latent interactions, application of bifactor models, modeling method and item-wording effects, and the juxtaposition of model evaluation in relation to goodness of fit (typically used in SEM studies) and variance explained (typically used in multiple regression tests of IWAMs).     

基于HMM模型的网络课程学习过程多维评价研究

网络课程学习过程评价形式单一的问题亟待解决。因此提出一种基于隐马尔可夫模型的多维评价方法,对学生学习事件进行持续跟踪和统计,运用隐马尔可夫模型识别隐含在学习事件序列中不同维度学习状态序列,将其作为网络课程学习过程多维度评价结果。实验表明,该评价方法准确率、精度和召回率分别平均达到 0.64、0.75 和 0.80。基于 HMM 模型的网络课程学习过程多维评价结果可有效反映学生学习状态过程性变化。