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Women with histories of child sexual abuse (CSA) are more likely than those without such experiences to report a variety of negative sexual outcomes. This study examines the explanatory power of a CSA summed composite versus dichotomous (presence/absence) measurement in predicting a comprehensive negative sexual behavior outcome. Study participants were obtained from a community based sample examining women's sexual decision-making. The continuous CSA measurement reflects cumulative histories of CSA through a composite score capturing abuse specific characteristics. Using a cross-validation approach, the sample (n = 835) was randomly split and the explanatory power of each measure was examined through a series of multiple linear regressions comparing model fit indexes and performing a formal likelihood ratio test of one model against another. All CSA measures explained a similar percentage of variance but overall the CSA summed composite explained the data significantly better in terms predicting negative sexual experiences and revictimization than a binary measure as demonstrated with the likelihood ratio test. The results were replicated by cross-validating the predictive power of the CSA composite score between the split samples. Consistency of CSA regression estimates for the summed composite between training and validation samples were also confirmed. Given the superiority of the CSA summed composites over the binary variable, we recommend using this measure when examining associations between CSA histories and negative sexual experiences and revictimization. 相似文献
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Our understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders’ oral and silent reading using eye-tracking technology at the beginning and end of the school year. Oral reading took a longer time (greater rereading times and refixations) than silent reading, but showed greater development (greater reduction in rereading times and fixations) from the beginning to the end of the year. The relation of eye-movement behaviors to reading proficiency was such that, for example, less rereading time was positively related to reading proficiency, and the relation was stronger in oral reading than in silent reading. Moreover, the nature of relations between eye movements and reading skill varied as a function of the child’s reading proficiency such that the relations were weaker for poor readers, particularly at the beginning of the year. The relations between eye movements and reading proficiency stabilized in the spring for children whose reading skill was 0.30 quantile and above, but weaker relations remained for readers below 0.30 quantile. These findings suggest the importance of examining eye-movement behaviors in both oral and silent reading modes and their developmental relations to reading proficiency. 相似文献
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James Law Robert Rush Tom King Elizabeth Westrupp Sheena Reilly 《Child development》2018,89(1):295-309
Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions. 相似文献
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Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children 
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下载免费PDF全文 Colin Carmichael Amy MacDonald Laura McFarland‐Piazza 《British Educational Research Journal》2014,40(4):637-659
This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally‐representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty‐four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school‐related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home–school relationship on children's numeracy performance. 相似文献
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This study investigated how performance on reading curriculum‐based measurement (R‐CBM) in Spanish is related to performance on R‐CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum‐based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high‐achieving students in second and third grades. Practical implications and future directions are discussed. 相似文献
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采用经济先发地区的顺德1592个居民问卷调查数据,基于社会资本因素构建了居民个人主观幸福感的分位数线性回归模型,通过模型分析,社会资本变量对居民幸福感会产生显著影响,在此基础上,提出了提高个人主观幸福感的政策建议。 相似文献
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One of the most important findings to emerge from recent reading comprehension research is that there are large differences between tests in what they assess—specifically, the extent to which performance depends on word recognition versus listening comprehension skills. Because this research used ordinary least squares regression, it is not clear that the findings apply similarly to poor and good readers. The current study uses quantile regression to assess whether there might be differences within tests in the relative contributions of component skills as a function of performance level. There were 834 individuals (ages 8–18) who took 5 reading comprehension tests. Quantile regression showed that, for 3 of 5 tests, the contributions of word recognition and listening comprehension vary as a function of reading comprehension skill. These quantile differences hold across both younger and older readers. Our findings show that what skills a test assesses vary not only with the specific test used but also with how well the person performs. 相似文献
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Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Scientific Studies of Reading》2013,17(3):203-219
ABSTRACTUsing classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range. 相似文献
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我们以某学院旅游管理专业的68名大学生为研究对象,采用独立样本T检验和一元线性回归分析等方法探讨外语学习焦虑和自尊的关系.结果表明:外语学习焦虑与自尊呈显著负相关,学习者的自尊越低,外语学习焦虑水平越高.另外,自尊是外语学习焦虑的一个显著预测变量,是一个重要的外语学习焦虑源.因此,学生要想降低焦虑,必须提高自尊. 相似文献
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The sign of an association measure between two varibles may be strongly affected and even be reversed after marginalization over a backgruoud variable, which is the well-known Yule-Simpson paradox.Odds ratios are strongly collapsible over a background variable if they remain unchanged no matter how the background variable is partially pooled.In this paper, we firstly give some definitions and notations about odds ratios between a dichotomous explanatory variable and a continuous response variable.Then, we present conditions for simple collapsibility of odds ratios.Further, necessary and sufficient conditions are given for strong collapsibility of odds ratios for continuous outcome variable. 相似文献
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基于1980 ～2011年的统计资料,运用分位数回归方法,研究了福建省金融发展和经济增长之间的关系.与经典的条件均值回归相比,条件分位数回归方法在计量分析中挖掘出的数据信息更加丰富,为分析探索区域金融发展与经济增长的关系提供有力的支撑. 相似文献
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WILLIAM A. ANTHONY JAMES GORMALLY HENRY MILLER 《Counselor Education & Supervision》1974,14(2):105-111
A variety of traditional and nontraditional selection indices were used to predict the outcome of a graduate-level course in counseling which was specifically designed to improve the students' human relations skills. Multiple correlations of .75 to .80 were found between a measure of training outcome and various combinations of predictors. A series of multiple linear regression analyses indicated that the traditional selection indices (GPA, GRE-Verbal, GRE-Quantitative, Miller Analogies Test) accounted for a very minor amount of the variance in ratings of the final taped interview. In contrast, a newly developed selection measure (trainability index) accounted for almost all of the predictable variance. The need for a new and more efficient predictive model for graduate-level counselor training is discussed. 相似文献
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The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. 相似文献
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Teachers working together: A dialogue on organizational and cultural perspectives of Chinese teachers 总被引：1，自引：0，他引：1
This chapter is a dialogue between two scholars — one Chinese and one North American. Each from her own perspective draws on field research and professional experience to analyze practices of teacher collaboration in China. The chapter considers how Chinese teachers work together as a matter of both formal organization and informal relations. The underlying cultural assumptions which support these practices are also discussed. Much of what is perceived to be dichotomous in the West (such as group vs. individual, hierarchy vs. equality, and control vs. commitment) is perceived to be reconciled within the complex historical, cultural, and political patterns which embed Chinese thinking and practice. 相似文献
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The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison domain (e.g., English). Whereas academic self-concept encompasses self-ratings of achievement, peer academic reputation (PAR) encompasses peer ratings of the same achievement and PAR was shown to have an incremental predictive effect on a range of positive academic outcomes. Considering the importance of PAR, we hypothesized that the I/E model would also apply to PAR both as predictor and as outcome. We tested this hypothesis in a sample of 850 seventh-grade students in 47 classes in math and English. Therein, PAR was measured in a round-robin design where students rated each classmate's level of achievement. We tested I/E models with academic self-concept and PAR as outcomes. Results supported the I/E model for academic self-concept as outcome with academic achievement and PAR as predictor but not for PAR as outcome with achievement as predictor. For PAR as outcome, the effects across domains were positive rather than negative. These results were consistent across replications over three years using the same sample. Thus, whereas academic self-concept was characterized by contrasts between domains, PAR was characterized by assimilation between domains. 相似文献
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Mustafa Serdar Köksal 《Journal of Science Teacher Education》2011,22(7):661-677
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors
regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with
one another. Based on this relationship, the purpose of this study was to investigate the relationship between components
of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted
with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected
data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of
one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions
and implications of the study will be discussed. 相似文献
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利用多元线性回归和条件分位数模型,测算了翻转教学对大学生外语习得的影响幅度及有效边界。研究发现：1）翻转教学能够显著提高二语习得效率;2）学习者阅读水平提升最大,而听力和写作水平提升较小且在高位出现了增长收敛,说明翻转教学能够促进学习者对语言基本知识的学习,但对深层次语言加工能力的影响有限;3）翻转教学存在区间效应,其高效性源于中低及以下水平学习者语言能力提升,中高及以上水平学习者从中获益较少。 相似文献
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Latent class analysis often aims to relate the classes to continuous external consequences (“distal outcomes”), but estimating such relationships necessitates distributional assumptions. Lanza, Tan, and Bray (2013) suggested circumventing such assumptions with their LTB approach: Linear logistic regression of latent class membership on each distal outcome is first used, after which this estimated relationship is reversed using Bayes’ rule. However, the LTB approach currently has 3 drawbacks, which we address in this article. First, LTB interchanges the assumption of normality for one of homoskedasticity, or, equivalently, of linearity of the logistic regression, leading to bias. Fortunately, we show introducing higher order terms prevents this bias. Second, we improve coverage rates by replacing approximate standard errors with resampling methods. Finally, we introduce a bias-corrected 3-step version of LTB as a practical alternative to standard LTB. The improved LTB methods are validated by a simulation study, and an example application demonstrates their usefulness. 相似文献