The suitability of the EPQ‐R Short Scale for counselling Brunei student teachers when administered in English and Malay languages

The study investigated the psychometric properties of the Eysenck Personality Questionnaire – Revised (EPQ‐R) Short Scale administered to two groups of Brunei trainee teachers of both genders taking psychology courses in English (117 students) and Malay (106 students). The extraversion scale had the most problematic items. Both administrations produced means and standard deviations comparable to the norms in the technical manual. All the scales, except P (psychoticism), had satisfactory levels of alpha reliability and validity (discriminant and construct) on both versions. In addition factor analysis correctly assigned some of the items to their respective scales on both versions. No statistically significant gender difference in performance on both scales was obtained. Findings suggest that the instrument was suitable for use with Brunei student teachers with tertiary‐level education when technical terms were clarified and reasonable administration time was given.     

“隐藏的法律”理论——解决司法判决确定性和正确性紧张关系的路径

由于立法者理性的有限性,由于语言表达的有限性,由于法律赖以成长的物质生活方式的变化,立法者所制定的法律不能够涵摄将要发生的所有法律事实。立法者所制定的法律是＂显露＂的法律,当显露的法律出现不能够适用于法律事实的漏洞时,实证主义求助于＂自由裁量权＂是不可取的,而应该适用＂隐藏＂的法律。＂隐藏的法律＂来源于人类的＂类比思维＂,通过这种思维机器的加工,人类＂有限的语言＂能够表达＂无限的意思＂,因为通过类比思维＂机器＂的转换,＂有限的语言＂可以符合规则地、具有效力地、随机应变地转换成＂无限的语言＂,＂隐藏的法律＂通过类比思维机器的转换显露出来,变成可适用的法律,以填补法律漏洞和实现个案正义。     

LivePod LP2检测人体运动中能量消耗水平的信、效度检验

加速度传感器以其轻便、客观、精确等特点,在人体体力活动测量与评价中被广泛使用。LivePod LP2是一款国产新型加速度传感器,它基于3轴加速度MEMS传感器技术,采用人体动作智能模糊识别模型和个性化能耗模型测量人体运动中的能量消耗。对LivePodLP2在测量人体运动能量消耗的信度和效度水平进行了验证。26名受试者在4个不同部位佩戴LivePod LP2,在3种速度下(4km/h、6km/h、8km/h)运动。通过计算ICC,发现其值处于0.978～0.997;采用相关分析、配对样本t检验以及Bland-Altman分析法等方法对仪器和MAXII测量数据分析表明:LivePod LP2佩戴于右侧臀部上方,在慢跑速度水平下效度水平最高。LivePod LP2可以用于记录体力活动能量消耗,在日常应用中,用户可以选择将LivePod LP2固定于腰部来监测运动能量消耗情况。     

普通高校体育实践课课堂教学质量评价表的研制与实践

运用文献资料法、问卷调查法、德菲尔法、数理统计法、逻辑分析法等,针对领导或督导员、同行教师、学生三类不同评价主体,研制了体育实践课课堂教学质量评价量表,通过选择评价内容要点,构建评价体系,确定评价指标权重,制定评价结果的等级指标,说明统计方法的运用等五个方面进行阐述,并对测评的信度和效度进行检验。     

论政治认同何以必要

政治认同主要受信息时代、政治实践、认知框架、合法性理解、危机性认同和民心所向等几个方面的影响。为此,政治认同才成为倍受关注的对象,研究政治认同也就成为了时代的必要任务。     

试论校长课程领导力

文章试图通过基层学校校长对本校实施课程改革的探索实践的过程分析,解读校长课程领导力的内涵。文章解析了校长课程领导力的主要内容概念理解和实施途径,由此提出校长课程领导力能深化学校课程整合实践,促进教研团队的整体发展,能加强学校文化的环境建设,夯实课程内涵的发展基石。     

构建教师行动教育中的实效性课程体系——以教学课例为载体的继续教育课程的开发与实践

继续教育课程体系是教师继续教育课程编制的核心任务。课程内容的选择和编排必须考虑教师行动教育的有效性和教师的成人特性,使课程内容既呈现开放性的生成,又考虑教师个体的实际成长需求;既要面向发展的需要,又要从当前现实出发;体现出实用性与支持性相结合,广泛性与选择性相结合。着力开发突出实用性设计的继续教育课程体系。     

和谐视阈中沿海地方院校德育环境优化的思考

德育环境是德育外化和内化的重要条件,也是制约德育效度的重要因素。市场经济的深度冲击和社会价值观的多元化转型,以及校园德育环境的诸多劣势,使沿海地方院校的德育环境出现了许多不和谐的因素,德育工作徘徊在信度缺损与效度弱化的边缘。只有坚持开放性和互利性相结合、科学性与灵活性相统一、物质环境与精神环境相协调的原则,在双向互动中营造和谐的社会大德育环境,在德智并重中构建和谐的家庭德育环境,在“软硬兼施”中打造和谐的校园德育环境,才能实现德育内容与德育环境的和谐对接,促进德育活动与德育环境的和谐共振,不断提高沿海地方院校的德育效度。     

An investigation of the construct validity of the personality trait of self-directed learning

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice.     

A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria

Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists, Pragmatists, and Reflectors, and they were also graded on five different learning criteria throughout their four year education: classroom lectures, skills training, group projects, on-the-job training, and a written thesis. Although learning styles were matched to correspondingly suitable learning criteria, the LSQ revealed no predictive validity, however we can report good test–retest reliabilities over a two year time period. Given the lack of positive findings, using the LSQ to stimulate learning in college students is debatable.