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排序方式: 共有186条查询结果,搜索用时 15 毫秒
1.
Javier Horcajo David Santos Joshua J. Guyer Rafael Mateos 《Journal of sports sciences》2020,38(19):2242-2252
ABSTRACT To better understand doping-related attitude change, it is important to consider not only the amount of thinking (i.e., elaboration) done by message recipients, but also the favourability of their thoughts in response to the proposal, as well as the perceived validity in their thoughts. The main goal of the present study was to analyse the effects of a meta-cognitive process (i.e., thought validation) on attitudes related to doping. Thus, we randomly assigned participants to read a message either against or in favour of legalising several doping behaviours. Participants listed their thoughts regarding the proposal and indicated the perceived validity in their thoughts, then reported their attitudes. As hypothesised, the message against legalisation elicited more unfavourable thoughts and attitudes than the message in favour of legalisation. Most relevantly, the effects of the message direction on attitudes were greater for participants with higher (vs. lower) levels of thought validity. Furthermore, consistent with the thought validation process, results revealed that thought favourability was a better predictor of attitudes for participants with higher (vs. lower) perceived thought validity, indicating that perceiving one’s thoughts as valid plays an important role in persuasion. These findings provide novel insights for research and interventions regarding doping in sports. 相似文献
2.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
3.
Differential Item Functioning (DIF) is traditionally used to identify different item performance patterns between intact groups, most commonly involving race or sex comparisons. This study advocates expanding the utility of DIF as a step in construct validation. Rather than grouping examinees based on cultural differences, the reference and focal groups are chosen from two extremes along a distinct cognitive dimension that is hypothesized to supplement the dominant latent trait being measured. Specifically, this study investigates DIF between proficient and non-proficient fourth- and seventh-grade writers on open-ended mathematics test items that require students to communicate about mathematics. It is suggested that the occurrence of DIF in this situation actually enhances, rather than detracts from, the construct validity of the test because, according to the National Council of Teachers of Mathematics (NCTM), mathematical communication is an important component of mathematical ability, the dominant construct being assessed. However, the presence of DIF influences the validity of inferences that can be made from test scores and suggests that two scores should be reported, one for general mathematical ability and one for mathematical communication. The fact that currently only one test score is reported, a simple composite of scores on multiple-choice and open-ended items, may lead to incorrect decisions being made about examinees. 相似文献
4.
How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores. 相似文献
5.
Pauline?A.?Porcaro Denise?E.?Jackson Patricia?M.?McLaughlin Cindy?J.?O’MalleyEmail authorView authors OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357
A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %). 相似文献
6.
7.
Greg Tanaka Cindy Cruz 《International journal of qualitative studies in education》2013,26(1):137-153
Critical race theory now encompasses a polyphonic telling of story in which multiple, shifting identities are seen in relation to each other and situated within historical contexts. Locating the fictive voice of an administrator forced to deal with change at a small private university, the article begins with a flashback to confrontations demanding that he reexamine his positions in relation to both work and social life. The second part of the article is an analytic discussion of the voices of narrator and other actors and concludes with a critical reconceptualization of polyphony. Much in the same way that critical race theorists have injected story-telling into legal scholarship in order to deconstruct and then reconstruct knowledge, the authors urge education researchers to move away from methodologies and systems of analysis that derive from white liberal discourse and ironically serve to maintain the status quo by leaving in place conservative structures and reward mechanisms. 相似文献
8.
9.
(International) R&D collaboration and SMEs: The effectiveness of targeted public R&D support schemes
This study analyses the impact and effectiveness of targeted public support for R&D investment at the firm level. We test whether the policy design aiming at incentivizing (international) collaboration and R&D in SMEs achieves input as well as output additionality. Our results show that the targeted public subsidies trigger R&D spending, especially so in internationally collaborating SMEs. We further evaluate the different impact of privately financed and publicly induced R&D investment on innovation performance. The results confirm that the publicly induced R&D is productive as it translates into marketable product innovations. While both types of R&D investments trigger significant output effects, the effect of policy-induced R&D investment on sales from market novelties is highest for international collaborators as well as for SMEs. 相似文献
10.
This study reports on the composing process of one student, Peta (a pseudonym), as he reflects on a significant composition he produced during a unit on identity in a 12th‐grade English class in a U. S. high school. The unit was the first thematic exploration of the year for the students and was designed to help them think about themselves as readers, writers, and individuals. The teacher's goal was to have students' engagements with literary and artistic texts serve as vehicles for developing better understandings of themselves. The study demonstrates how students' engagement with more ‘traditional’ artefacts is essentially an example of multimodality and evidences why teachers and researchers should see such work as part of the long tradition of creativity within English. It also demonstrates how such an apparently ‘traditional’ artistic approach in fact covers the same territory as that of the digital revolution, that is that multimodal ‘tools’ engage all the cultural resources of students from their domestic, community and school settings, in contrast with much typical school activity that is perceived as pointless and tedious. 相似文献