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1.
This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5th and 6th (Mage = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort ​cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science.  相似文献   

2.
The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations—whether on individual, organisation or system points of view—indicate that employees do not identify closely enough with the organisation and its strategic goals.  相似文献   

3.
Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation.  相似文献   

4.
Abstract

Given the widespread use of student evaluation of teaching in North American colleges and universities, it is reasonable to ask whether student evaluation has accomplished one of its major intended outcomes, namely improvement of instructional quality. A review of research evidence from three independent sources (faculty surveys, field experiments and longitudinal comparisons) suggests that student evaluation does in fact contribute significantly to improvement of certain aspects of university teaching, particularly if evaluation is supplemented by expert consultation. Furthermore, there is no clear evidence that student evaluation has led to undesirable instructional side‐effects, such as grade inflation and entrenchment of traditional teaching methods.  相似文献   

5.
Children’s reports of the perceived seriousness of disruptive classroom behaviours were examined from their own perspective and from their perceptions of their peers’ beliefs about the same behaviour. Two hundred and seventy-six (116 female and 161 male, Mage?=?11.00?years, SDage?=?1.29) children recruited from a primary and a secondary school in the UK completed measures of the perceived seriousness of disruptive classroom behaviours from their own perspective and also their beliefs about their peers’ perceptions, social desirability and social behaviour. A three-factor structure of disruptive classroom behaviours emerged encompassing: Imprudent behaviours, negative behaviours and expressed emotions. Children judged the disruptive classroom behaviours as more serious compared to how they thought their peers would judge the same behaviour. Gender and age differences also emerged. The findings support the conclusion that children regard disruptive classroom behaviours as more serious than they believe their peers do.  相似文献   

6.
A popular taxonomy for categorizing outcomes of training is the four‐level model formulated by Kirkpatrick (1959). The first level in the model consists of reactions to training. Kirkpatrick recognized only affective reactions, but more recent reformulations of the model posit other types of reactions, including utility and perceptions of learning. We studied the relationship between three types of reaction measures (Kirkpatrick level 1) in six cohorts of first‐year college students participating in an evaluation of an orientation training program. The assessed reactions were amount learned, the usability of the information, and satisfaction with the training program. A substantial correlation (.6 to .7) exists between self‐assessed learning and the perceived usefulness of the information. Usefulness was almost as good as amount learned in predicting satisfaction with the training. The findings underscore the importance of using relevance strategies to make information appear useful.  相似文献   

7.
INTRODUCTION For some unknown reasons, perhaps caused bysalt, chlorine ions usually exist in reinforced concreteconsisting of cement, water, aggregate and additionalmaterials, and steel bars. In the presence of water, thechlorine ion reacts with iron existing in concrete andsteel bars to form Fe(OH)2 and FeCl2. The chemicalreactions seriously corrodes the surface of steel barsand damage the concrete, causing gradual decrease ofthe concrete compression and increase of its porosity,…  相似文献   

8.
Educational Assessment, Evaluation and Accountability - Students’ feedback is usually gathered in institutions of higher education to evaluate the teaching quality from the students’...  相似文献   

9.
INTRODUCTION Deconvolution of ultrasonic signals is defined as the solution of the inverse problem of convolving an input signal, known as the system function h(n), with a medium reflectivity function x(n) and can be rep- resented by y(n)=h(n)*x(n) η(n), (1) where y(n) is the measured signal, * denotes the convolution operation and η(n) is the additive noise. Recovering x(n) from the observation y(n) leads to improving the appearance and the axial resolution of the RF-signals by removin…  相似文献   

10.
INTRODUCTION In recent years, devastating disasters in whichreinforced concrete structures collapsed have causedmajor loss of life and property damage around thworld. Investigation of these incidents showed thathe collapses were mainly due to the poor concretquality (NCREE, 1999; SECL, 1999; Watabe, 1995)Therefore, high quality assurance in reinforced concrete (RC) structure design and manufacturing is onof the most important safety factors. To promote threliability of structure, co…  相似文献   

11.
A multilevel analysis approach was used to analyse students’ evaluation of teaching (SET). The low value of inter-rater reliability stresses that any solid conclusions on teaching cannot be made on the basis of single feedbacks. To assess a teacher’s general teaching effectiveness, one needs to evaluate four randomly chosen course implementations. Two implementations are needed when one course is evaluated, and if one implementation is evaluated, up to 15 feedbacks are needed. The stability of students’ ratings is very high, which reflects students’ stable rating criteria. There is an obvious rating paradox: from the student’s point of view, each rating is very precise, stable and justifiable, but from the teacher’s point of view a single feedback reflects the quality of teaching to just a moderate extent. Cross-hierarchical analysis reveals that there are large discrepancies between the uses of rating scales; some students are systematically more lenient in their rating whereas others are systematically more severe. The study also reveals that some courses are generally rated more favourably and that some courses are more suitable for certain teachers. Managers can thus improve the quality of teaching by finding the most suitable courses for each teacher.  相似文献   

12.
Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.  相似文献   

13.
ABSTRACT

A great deal of information and many services can now be accessed digitally. In order to make use of such services, however, it is necessary to have some form of Internet access. A lack of involvement in digital society may produce new forms of social exclusion. Older adults are particularly at risk of Internet-related social exclusion, since they tend to use the Internet less than younger adults. Little is known, however, about whether this lower level of Internet use among older people is in fact accompanied by a sense of social exclusion. In order to investigate the subjective sense of digital social exclusion resulting from a lack of Internet usage, we conducted a secondary analysis of a representative, cross-sectional telephone survey of 1,037 adults aged 65 years and over and living in Switzerland. We found that 33% of “onliners” reported that they would feel socially excluded were they to stop using the Internet, compared with 14% of “onliners” who felt socially excluded on account of their lack of Internet use. Our analyses show that onliners’ attitudes toward Internet use and the variety of online applications available were related to their sense of social exclusion. By contrast, offliners’ attitudes toward Internet use and their feelings of loneliness in general were predictors for their sense of social exclusion as a result of not using the Internet. The results of the study as well as its implications for research and practice are discussed.  相似文献   

14.
The current study aims to investigate the effects of three key demographic factors – the language of marking, gender and age – on markers’ reactions to onscreen marking (OSM). A total of 1743 markers completed a post-marking questionnaire consisting of two previously validated scales, i.e. Ease of Use in the OSM Environment and Acceptance of OSM scales. Rasch analysis results showed that the two scales had good psychometric properties. Markers generally reported finding the system easy to use and positive acceptance of OSM. Markers marking in both English and Chinese had higher perceived ease of use and acceptance than markers who marked only in English or in Chinese. Gender also had a significant impact on markers’ responses to the two scales – favouring males. Age was not a significant factor influencing markers’ perceived ease of use but older markers revealed a significantly higher level of acceptance than younger markers.  相似文献   

15.
Student evaluation of courses: what predicts satisfaction?   总被引：1，自引：0，他引：1  
The main goals of course evaluations are to obtain student feedback regarding courses and teaching for improvement purposes and to provide a defined and practical process to ensure that actions are taken to improve courses and teaching. Of the items on course evaluation forms, the one that receives the most attention and consequently the most weight is the question, ‘Overall, I was satisfied with the quality of this course.’ However, no attention has been placed on examining the predictors of students being ‘satisfied with the quality of this course’ overall. This study attempts to address this gap. The findings show that while student characteristics and reasons for enrolling in a course are predictors of overall satisfaction, it is the evaluation questions that predict the majority of the variation in course satisfaction. The findings also reveal that faculty‐selected optional questions are stronger predictors of overall satisfaction than compulsory questions.  相似文献   

16.
An important purpose of student evaluation of teaching is to inform an educator’s reflection about the strengths and weaknesses of their teaching approaches. Quantitative instruments are one way of obtaining student responses. They have traditionally taken the form of surveys in which students provide their responses to various statements using item-by-item agree/disagree ratings. Previous research has identified shortcomings of such rating scales, including response bias and the associated lack of discrimination amongst the items evaluated. In this paper, best–worst scaling is proposed as a novel method for quantitative teaching evaluation. The way in which best–worst scaling can be used in this context is illustrated in three different applications. Two applications demonstrate how it can be used for evaluations in a small-size classroom environment. The third application is a broader evaluation of university courses on a larger scale. In comparison with conventional rating scales, the best–worst scaling approach enables better highlighting of the differences between evaluation items. In doing so, it can provide enhanced guidance to educators in their reflection about their teaching. Moreover, implementation and analysis of a best–worst scaling evaluation is relatively straightforward, which establishes it a feasible method for teaching practitioners and researchers.  相似文献   

17.
School quality care has become important in many Western countries. Expectations are high, but little is known about the nature and extent of the use of self‐evaluation instruments within schools. From this longitudinal study into the use of a Dutch school self‐evaluation instrument, it became clear that schools vary in the extent to which they are able to make use of self‐evaluation results. A minority of schools in this study were able to use the self‐evaluation results for developing measures at the school and classroom level to improve the quality of education. Potential causes for the findings and alternatives for promoting the utilisation of school self‐evaluation instruments are discussed.  相似文献   

18.
This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.  相似文献   

19.
The Stressors about Practicum Inventory, a self-report measure of perceived stressors about the practicum, was designed to provide those responsible for the training of primary school teachers with an informative, inexpensive and psychometrically sound tool. The present study describes the development and validation of the 94-item inventory in a sample of 138 Greek primary student teachers. It also investigates its initial factor structure and reliability. The scale was administered both before and after a four-week period of practicum. Content validity was examined using a panel of experts and student teachers, whereas convergent validity was assessed with the use of a measure of neuroticism. Factor analyses revealed four sources of perceived stress. No gender differences were found. However, the experience of the practicum significantly reduced student teachers’ perceived stress. All perceived stressors were moderately correlated with neuroticism, but after the practicum the size of the correlations was reduced.  相似文献   

20.
School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level.  相似文献   

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