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41.
In this continuously changing contemporary economy, companies have to be able to anticipate technological innovations and
to compete with other companies worldwide. This need makes important a company’s ability to evolve through its employees’
learning and through continuous development. Securing and retaining skilled employees plays an important role in this process,
because employees’ knowledge and skills are central to companies’ ability to be economically competitive. Given that employee
retention is very important for the functioning and competitiveness of a company, this study focuses on the organisational
and personal factors that influence employee retention. A special interest is taken in employees’ learning, because this is
seen as a retention supporting activity. A questionnaire was administered to 349 employees, and 11 employees were interviewed.
The interviews are used to illustrate and contextualise the quantitative results. The results show a large positive contribution
of appreciation and stimulation of the employee to employee retention. This result is consistent with findings of earlier
research. However, the retention benefits arising from personal development offer new possibilities when attempting to enhance
employee retention. This study also showed that individual differences influence employee retention. Leadership skills and
seniority have a positive relationship with employee retention and the level of readiness and initiative regarding learning
are negatively related to retention. 相似文献
42.
Coaches have the potential to influence athletes’ moral development, especially at the collegiate level—a powerful period of growth in young adults’ lives. As central agents in athlete moral education, coaches’ moral development and understanding of professionalism is currently unknown. The purpose of this study was to increase understanding of the ethical professional identity development of sport coaches. In-depth interviews based on moral exemplar and moral identity development theories were conducted with NCAA Division-I collegiate head coaches (n = 12) in the United States who were peer nominated ‘moral exemplars’. Interviews elicited themes of moral exemplarity, professionalism, and above average ethical identity development. Results can inform and improve coach education for current and future members of the profession. 相似文献
43.
Gali Dar Alon Yehiel Maya Cale’ Benzoor 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):426-436
The landing error scoring system (LESS) assesses the quality of a landing after a jump. The quality of the jump is usually evaluated using a three-dimensional (3-D) motion analysis system or a two-dimensional (2-D) video analysis visually rated by a clinician. However, both methods have disadvantages. The aim of this study was to examine the concurrent validity of a novel portable motion analysis system (‘PhysiMax System’) in assessing the LESS score by comparing it to video analysis. The study population included 48 healthy participants (28.45 ± 5.61 years), each performing the LESS test while two video cameras and the ‘PhysiMax’ simultaneously recorded the jump. The ‘Physimax’ system automatically evaluated the LESS. Subsequently, the examiners scored the test by viewing the video recordings, blinded to the ‘PhysiMax’ results. The mean LESS score, using the video recordings and the ‘PhysiMax’ was 4.77 (±2.29) and 5.15 (±2.58), respectively, (ICC = 0.80, 95% confidence intervals 0.65–0.87), mean absolute differences 1.13 (95% confidence intervals; 0.79–1.46). The results indicate a high consensus between the methods of measurement. The ‘Physimax’ system’s main advantages are portability, objective evaluation and immediate availability of results. The system can be used by athletic trainers and physiotherapists in the clinic and in the field for jumping assessment. 相似文献
44.
Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, Mage = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, Mage = 12.96, 50% girls, 93% White) and adults (N = 195, Mage = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development. 相似文献
45.
Tyler W. Watts Jade M. Jenkins Kenneth A. Dodge Robert C. Carr Maria Sauval Yu Bai Maya Escueta Jennifer Duer Helen Ladd Clara Muschkin Ellen Peisner-Feinberg Elizabeth Ananat 《Monographs of the Society for Research in Child Development》2023,88(1):7-182
We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed. 相似文献
46.
47.
Maya E. Maroto Anastasia Snelling Henry Linck 《Community College Journal of Research & Practice》2013,37(6):515-526
This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students. 相似文献
48.
Suzan Verberne Maya Sappelli Djoerd Hiemstra Wessel Kraaij 《Information Retrieval》2016,19(5):510-545
We evaluate five term scoring methods for automatic term extraction on four different types of text collections: personal document collections, news articles, scientific articles and medical discharge summaries. Each collection has its own use case: author profiling, boolean query term suggestion, personalized query suggestion and patient query expansion. The methods for term scoring that have been proposed in the literature were designed with a specific goal in mind. However, it is as yet unclear how these methods perform on collections with characteristics different than what they were designed for, and which method is the most suitable for a given (new) collection. In a series of experiments, we evaluate, compare and analyse the output of six term scoring methods for the collections at hand. We found that the most important factors in the success of a term scoring method are the size of the collection and the importance of multi-word terms in the domain. Larger collections lead to better terms; all methods are hindered by small collection sizes (below 1000 words). The most flexible method for the extraction of single-word and multi-word terms is pointwise Kullback–Leibler divergence for informativeness and phraseness. Overall, we have shown that extracting relevant terms using unsupervised term scoring methods is possible in diverse use cases, and that the methods are applicable in more contexts than their original design purpose. 相似文献
49.
A sample of 2072 respondents In 176 courses from four different departments In a community college completed a questionnaire concerning their attitudes towards various aspects of their studies. Results showed that the factor structure of the responses from the different departments was almost Identical, In spite of differences In students' demographic background and the purpose of studies. A regression analysis on the general satisfaction with courses revealed the teacher as the major contributor and the Interpersonal relations between students as an additional factor. When the willingness to continue studying in the same college was analysed, the Interpersonal relations between students were the major factor when the analysis was based on individual scores, but not when it was based on class‐averages. In both cases the difficulty of the course and the general evaluation of its quality were significant additional contributors. It was concluded that in order to evaluate higher education courses accurately, a generally applicable tool can be devised, but that this tool should cover social aspects of the study‐situation not yet Included in currently used evaluation questionnaires. 相似文献
50.
Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003. 相似文献