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1.
T. J. Stewart E. Roberts P. Eleazer R. Boland D. Wieland 《Educational gerontology》2013,39(6):409-421
Results are reported from 2 common measures of medical student attitudes toward older adults: Maxwell-Sullivan Attitude Survey (MSAS); and UCLA Geriatrics Attitude Survey (GAS), with students entering the University of South Carolina School of Medicine (USCSM) in the period 2000–2005. A reliability analysis incorporating item means, Cronbach's alpha, item correlation matrix, and, Spearman-Brown prediction for positively and negatively worded items was conducted. Internal consistency results were unacceptable, revealing reliability and validity problems in this sample of medical students. Reconsideration of the use of these common measures, and a reframing of attitudes of medical students toward older adults seem appropriate. 相似文献
2.
Ebru Melek Koç 《欧洲师范教育杂志》2011,34(2):193-208
This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors relating to mentorship and explained 52.971% of the total variance. The KMO value of the MTRI was calculated as .968. The Cronbach's alpha was .951. These results indicated that a reliable and valid MTRI could be used for both the distance English teacher training programme and other distance teacher education programmes. 相似文献
3.
Li‐fang Zhang 《教育心理学》2007,27(6):823-841
The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People’s Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four scales from the Occupational Stress Inventory‐Revised (role overload, role insufficiency, psychological strain, and rational/cognitive coping). Satisfactory reliability and validity data were obtained for the Chinese version of the four occupational stress scales. After self‐rated abilities were taken into account, occupational stress remained a significant predictor of teaching style. A stronger feeling of role overload and more frequent use of a rational/cognitive coping strategy were conducive to employing both creativity‐generating and conservative teaching styles; a stronger feeling of role insufficiency and psychological strain had a negative impact on the use of creative‐generating teaching styles. The implications of this research for both university faculty members and university administrators are discussed. 相似文献
4.
职业自我效能的测量及其量表修订 总被引：2，自引：0，他引：2
该研究根据职业自我效能理论对职业自我效能测量的规定,以Betz和Hackett1981年编制的《职业自我效能量表》为原始量表,采取自编问卷的方法筛选项目,以南京师范大学4个专业80名大四学生为被试进行试测,检验了修订后量表的信度和效度。修订后的量表的信度指标基本上在0.90以上,内容效度良好,建构效度效标达到显著性水平。 相似文献
5.
Mary Ligon Katie Ehlman Gabriele Moriello Colleen Russo Kamila Miller 《Educational gerontology》2013,39(8):572-583
ABSTRACTOccupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties. 相似文献
6.
ABSTRACTAging involves concomitant and interrelated changes in sensory, motor, and cognitive function. There is a decrease in psychomotor skills—such as balance, spatial orientation, mobility, and motor coordination—visible in increased difficulties performing daily instrumental activities (e.g., self care and domestic activities). The absence of valid psychomotor instruments for the elderly population to be used by psychomotor therapists can be identified as one of the reasons why there is a scarce research in this area. Currently, in Portugal, psychomotor therapists do not have any specific, validated scale within the psychomotor domain built and/or adapted to guide psychomotor interventions with the elderly population. Therefore, the aim of this study was the translation, adaptation, and validation of the Portuguese version of the Éxamen Geronto-Psychomoteur (P-EGP) in a population of 497 elders, aged between 60 and 99 years, with and without dementia. Results of the study are presented and discussed in terms of the reliability and validity of P-EGP. The results demonstrate that P-EGP appears to be a valid and reliable assessment of psychomotor skills for the elderly population in Portugal. Practical implications and future directions of research are also discussed. 相似文献
7.
Soghra Akbari Chermahini Marian Hickendorff Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186
The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test. 相似文献
8.
周天梅 《内江师范学院学报》2009,24(12):63-66
目的检验中文版嘲笑问卷（Teasing Questionnaire-Revised,TQ-R）的效度和信度．方法对英文版TQ-R问卷进行系统的翻译和评价,并用中文版TQ-R对786名中学生进行测量,对测定结果进行效度和信度分析．结果通过对中文TQ-R问卷因子分析得到5个公因子,28个条目负荷值大于0．4,总方差解释率为47．74％,证实了量表的结构效度．总量表a系数为0．90,5个分量表的a系数在0．65以上;总量表与5个分量表呈显著正相关．结论中文TQ-R问卷可以用于评定我国中学生的嘲笑． 相似文献
9.
The aim of the present study was to determine the nature of the knowledge and skills related to professional expertise, and to develop means by which such expertise may be individually measured. An instrument was developed consisting of five different scales (with contents ranging from 12 to 19 items each), each reflecting one of five dimensions: knowledge, meta-cognitive knowledge, skills, social recognition, growth and flexibility. Participants were two different, but relevant, groups of raters: individual employees (N = 558) and their immediate supervisors (N = 454). The item-sets for both groups are nominally identical, except that the wording was adapted when necessary to suit one group or the other. The reliabilities of the developed scales were high with Cronbach's alpha ranging from 0.83 to 0.94, for both the self-ratings and the supervisor ratings. All five scales are homogeneous and distinctive as corroborated by Multitrait-Multimethod and LISREL analyses. Background and construction of the instrument are discussed at length and the instrument is appended in two versions: the original Dutch questionnaire and an English version. 相似文献
10.
This study validated the factor structure of a popular assessment of learner's cognitive test anxiety. Following recent findings in a study with Argentinean students' use of the Spanish version of the Cognitive Test Anxiety Scale (CTAS), this study tested the factor structure using data from 742 students who completed the original English version in the United States. Comparison of three confirmatory factor analyses confirmed the prior finding that reverse-coded items included in the original CTAS produced a second factor that did not add to the model fit for the CTAS. In addition, the results identified that a reduced length (17-item) version of the CTAS that removed all reverse-coded items was preferable to the two-factor solution for the full scale. Implications for assessment of test anxiety as well as the use of reverse-coded items in self-report survey research are discussed. 相似文献
11.
本研究旨在基于事先构建的理论模型,编制小学数学应用题认知诊断测验,并通过认知诊断评估对其效度进行验证。采用质性研究和量化研究两条思路,通过认知分析、大声思维和测验等方法,探索了认知诊断评估从理论模型构建到测验编制及其效度验证的过程。在理论模型构建和测验编制方面,所得结果表明认知分析和大声思维相结合能够合理地构建实质心理学的认知模型,并且基于该认知模型自上而下的测验设计是与认知诊断评估流程相吻合的。通过认知诊断评估所获取的数据分析表明,该测验的结构效度、内部效度和外部效度均达到理想水平,基于事先构建的认知模型所编制的认知诊断测验能够作为认知诊断评估的有效工具,有助于发掘和诊断学生数学应用题解决中的认知错误。 相似文献
12.
Lee LW 《Annals of dyslexia》2008,58(1):37-57
Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English. 相似文献
13.
The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in higher education. Analyses
into the validity and reliability of the original English ATI yielded positive results. In this study, we examined the degree
to which these positive results can also be found for the Dutch version that we developed. Data were gathered from 377 teachers
at the University of Antwerp (Flanders, Belgium) and three Antwerp university colleges. Confirmatory factor analyses and principal
factor analyses with oblique rotation support a model with sub-factors belonging to two main factors. Our research supports
the reliability and validity of our current Dutch version of the ATI. Consequently, the instrument can be used in educational
research or practice to obtain insights into the teaching approach of teachers. Further research into differences in the structure
of the ATI when used in different cultures would be valuable. 相似文献
14.
认知语言学指出,空间隐喻对人类的概念形成具有特殊重要的意义,而时间概念也是通过空间概念来表达和理解的。从认知语言学的角度,利用意象图式探讨了英汉方位介词的时间隐喻意义。 相似文献
15.
吴未未 《黑龙江教育学院学报》2007,26(11):148-151
认知心理学术语"认知图式"是指关于某个对象的模型化概念知识结构。认知语言学吸收了认知心理学的图式理论,认为语言的获得和创造是一个"旧具体实例→抽象认知图式→新具体实例"的过程。从认知语言学的角度来看,日语中的和制外来语简缩词、和制外来语复合词与和制外来语派生词的形态理据就是造词者脑中的一个个认知图式,这些认知图式均提取自日语和英语中本已存在的具体语言实例。 相似文献
16.
认知心理学在英语教学中的应用研究 总被引：4，自引：0，他引：4
韦兰芝 《大连教育学院学报》2001,17(3):38-41
探讨了利用现代认知心理学理论提高高校英语教学质量的可行性。结合现代认知心理学理论进行的英语教学应注重图式在接受新信息方面的作用 ,具体应从以下几个方面着手 :利用图式 ,联旧迎新 ;激活学生认知结构参与信息加工 ;帮助学生建立大量英语认知图式 ;指导学生认知策略的使用 相似文献
17.
Abstract This study proposes and verifies the concept of a technology disposition in teacher education, which is comprised of predisposition and competence. It examines the reliability and validity of a measure of the technology disposition of teacher education students, the Technology Disposition Scale for Teacher Education Students (TDS‐T). The TDS‐T is comprised of two subscales: technology predisposition and technology competence. In this study, the TDS‐T was completed by 656 teacher education students. Results showed the proposed disposition model of predisposition and competence had significant relationships with gender and class year. Male students had significantly higher overall technology disposition scores than did female students, but these differences were due to the male students' strong self‐concept, especially self‐confidence. Students technology competence level was significantly higher for seniors than for sophomores, and the overall technology disposition scores significantly increased from students' junior to senior years. The TDS‐T demonstrated content validity through factor analysis and convergent and discriminate validity through item analysis. The value for Cronbach's alpha was .93, indicating highly satisfactory reliability. 相似文献
18.
熊倪 《顺德职业技术学院学报》2009,7(1):68-70
高职英语属于职业用途英语（EOP）的范畴,而基于情境认知理论的模拟教学法能在模拟的职业环境中巩固学生的专业知识,培养岗位交际能力,提高英语运用水平,是EOP教学最有效的实现途径. 相似文献
19.
肖健 《温州职业技术学院学报》2014,(2):31-33,41
自2009年《高等职业教育英语课程教学要求（试行）》颁布之后,掀起了新一轮英语教学改革。现有的高职英语教学改革研究成果对新教学需求存在认识上的误区,即认为基础英语是普通英语,行业英语是专业英语,行业英语教学要在打下扎实的语言基础之后开展等。如果不消除这些认识误区,可能会阻碍高职英语课程教学改革的顺利开展。 相似文献
20.
The Scientific Attitude Inventory (SAI) was developed and field tested 25 years ago. It has been used extensively throughout the world, and it continues to be used. Reports of its use and suggestions for revision provide impetus for revision. The revision retains the original position statements of attitudes assessed and the original attitude statements with changes made only to improve readability and to eliminate gender-biased language. Also, in response to critical analysis, the SAI II uses a five-response Likert Scale. The new version is shorter, 40 items instead of 60 in the original. The SAI II was field tested with 557 students in Grades 6, 9, and 12. The top and bottom 27% of scorers for the total inventory were compared for the subscales. A statistically significant difference was obtained for each t-test comparison. Face validity for the SAI II is claimed on the basis of the original judgments of a panel of judges regarding the attitude position statements which have not been altered. A split-half reliability coefficient of .805 was computed for the entire group of 557 respondents. Cronbach's alpha reliability coefficient is .781. J Res Sci Teach 34: 327–336, 1997. 相似文献