Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement

Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual awareness, metaconceptual regulation, affective awareness, and affective regulation) and science achievement with the mediating effect of science self-efficacy through structural equation modeling. A total of 576 eighth grade students participated in the study. Results indicated that science self-efficacy partially mediated the relationship that metaconceptual regulation and affective regulation have with science achievement. In other words, students who monitor and evaluate their existing conceptions and follow, control, and adapt their emotions are likely to have high science self-efficacy and then high science achievement. In addition, metaconceptual awareness, metaconceptual regulation, and affective regulation positively predicted science self-efficacy, which was itself a positive predictor of science achievement. The findings imply that metavariables are essential components of science achievement via self-efficacy.     

财务预警模型的变迁

根据国内外在财务预警模型研究中所运用的单变量判别法、多元线性回归分析、主成分分析、二元Logistic回归分析和神经网络分析等主要建模方法、应用情况和局限性，提出了财务预警模型研究中值得注意的若干问题和今后的发展趋势。     

Use of hierarchical linear modeling and curriculum-based measurement for assessing academic growth and instructional factors for students with learning difficulties

The main purpose of this paper is to demonstrate how to apply the Hierarchical Linear Modeling (HLM) technique to multi-wave Curriculum-Based Measurement (CBM) measures in modeling academic growth and assessing its relations to student- and instruction-related variables. HLM has advantages over other statistical methods (e.g., repeated measures ANOVA, Structural Equation Modeling) in modeling academic growth. The advantages include allowing more flexible research designs in collecting multiple data points and estimating growth rates and their relations to correlates in more reliable, accurate ways. CBM, as a multi-wave progressmonitoring system, also has distinctive psychometric features that facilitate longitudinal research on academic skill development. These features include provision of multiple data points within short time periods, good validity and reliability, and sensitivity for detecting small degrees of change. Finally, research questions related to assessing the academic growth of students with learning difficulties and using assessment results to improve educational practices for them are discussed     

Measuring the Impact of ICTs on Academic Performance: Evidence From Higher Education in Tunisia

Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries. Focusing on tertiary education in Tunisia, this article attempts to highlight the gap in knowledge about the effects of ICT on education in developing countries by providing evidence from this region. Using survey data involving 377 college students and teachers, a multilevel analysis was conducted to measure the impact of ICT access and use with other student, university, and teacher attributes that may affect academic performance. The results provided evidence for a distinctive, though negative, effect of ICT on performance. These findings raise questions about the effectiveness of educational policies in Tunisia. The findings suggest also that overall university support is essential in increasing ICT learning impacts.     

积分概念一致性探究

积分概念来源于实践,通过具体的实际问题引入,而最终又应用它去解决实际的问题,“定积分”是高等数学教学中的一个核心内容,而多元函数积分则是教学中的一个难点.多元函数积分类型较多,学习起来容易混淆,所以我们从各积分的概念入手,将各种积分的概念进行研究比较,进而深刻理解     

浅析教育目的的两种属性

教育目的研究,是教育研究的理论起点,应该重视其应然性和实然性两重属性。在科教兴国的时代背景下,应该正确理解我国的教育目的,准确贯彻它,使实然教育目的符合应然教育目的的要求,实现实然教育目的向应然教育目的的转变。     

内撑式基坑工程数值分析研究

应用P laxis有限元程序对内撑式围护结构基坑的开挖过程进行二维数值模拟分析,研究不同的开挖方式对于地表沉降、基底隆起、挡墙位移的影响,对比分析得出“先撑后挖”的开挖方式较为合理,对基坑工程施工具有积极的指导意义。     

Part II: A Computationally Based Modeling System for Class Elements Using Formal Observer-Based Experimental Connections

This article extends and refines the modeling system presented previously (Stewart, 1997). The initial system was sufficient for the optimization of delivery of education at a departmental level. This system is greatly more powerful, precise, and scientific, and fulfills the role of a modeling system for the research and development of educational practices. The model is applied to two widely diverse educational processes, Student Actions and Do Homework Problem, establishing the formalism and demonstrating its usefulness. The use of a rigorous computational syntax imposes completeness criteria on the modeling itself and uniformity. Experimental definition of the formation process of the patterns allows anyone to introduce new features of a model. This and the uniformity allows the models to become the property of the education community, not merely a single researcher, in the same way that mathematical models allow scientists to utilize and build upon previous research.     

基于UML的网上冲印管理系统的建模研究

在网上冲印业务的实现过程中，如何建立一个高效的系统模型是影响其成功运营的一个重要因素．分析网上冲印管理系统的业务需求，建立了基于UML的网上数码冲印系统的模型，并运用UML活动图描述其工作流程．     

控制动态电磁感应强度的神经网络逆向建模方法

介绍了基于B-H磁滞回线,利用BP人工神经网络建立的逆向B-H模型。根据建立的这个模型,利用simulink对这个模型进行仿真,通过输入期望的磁感强度信号,得到需要的磁场强度信号。