A Competency Model for Process Dynamics and Control and Its Use for Test Construction at University Level     

Päivi H. Taskinen  Jochen Steimel  Linda Gräfe  Sebastian Engell  Andreas Frey 《Peabody Journal of Education》2013,88(4):477-490

This study examined students’ competencies in engineering education at the university level. First, we developed a competency model in one specific field of engineering: process dynamics and control. Then, the theoretical model was used as a frame to construct test items to measure students’ competencies comprehensively. In the empirical application, the reliability of the test was examined. The results confirmed the applicability of the theory-based test. Also, associations between students’ competencies and individual characteristics were explored. Students who showed higher competencies could be identified based on their individual characteristics, such as participation in self-assessments. Finally, we demonstrated how to apply the standards of theory-based testing to everyday routines at the university and also highlighted some challenging issues to be considered when implementing theory-based testing in practice. This approach could be valuable: Tests based on theoretically sound models allow for appropriate measurement of students’ competencies in higher education.  相似文献   

Editorial     

K. L. Sebastian 《Resonance》2014,19(9):777-778

  相似文献   

Correlates of health in adolescent elite athletes and adolescents: A cross-sectional study of 1016 adolescents     

Philip von Rosen  Oskar Olofsson  Sebastian Väsbom  Annette Heijne 《European Journal of Sport Science》2019,19(5):707-716

The primary aim of this cross-sectional study was to compare subjective correlates of health, such as nutrition, self-esteem, sleep and stress, between adolescent elite athletes (n?=?625) and a reference group of adolescents (n?=?391) not involved in elite sports. A secondary aim was to study predictors for self-perceived stress. A questionnaire was e-mailed to all participants containing valid questions about competence-based self-esteem, nutrition, self-perceived stress and sleep. Our results show that adolescent elite athletes reported significantly (p?p?相似文献   

Maintaining and Sharing a Haudenosaunee Identity: Onondaga Collective Memory and Social Media     

Sebastian Modrow 《International Information and Library Review》2018,50(2):129-141

In this article, I survey the Onondaga Nation's social media outlets in the light of collective memory theory. The article identifies several core topics of the nation's identity narratives which, all together, are perceived as an expression of Onondaga functional memory. The role of wampum belts as medial cues to that memory is highlighted as well as the role of social media in the struggle against the negative effects of native media invisibility.  相似文献   

Fatigue detection in strength training using three-dimensional accelerometry and principal component analysis     

Niklas Brown  Sebastian Bichler  Meike Fiedler  Wilfried Alt 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):139-150

Detection of neuro-muscular fatigue in strength training is difficult, due to missing criterion measures and the complexity of fatigue. Thus, a variety of methods are used to determine fatigue. The aim of this study was to use a principal component analysis (PCA) on a multifactorial data-set based on kinematic measurements to determine fatigue. Twenty participants (strength training experienced, 60% male) executed 3 sets of 3 exercises with 50 (12 repetitions), 75 (12 repetitions) and 100%-12 RM (RM). Data were collected with a 3D accelerometer and analysed by a newly developed algorithm to evaluate parameters for each repetition. A PCA with six variables was carried out on the results. A fatigue factor was computed based on the loadings on the first component. One-way ANOVA with Bonferroni post hoc analysis was calculated to test for differences between the intensity levels. All six input variables had high loadings on the first component. The ANOVA showed a significant difference between intensities (p < 0.001). Post-hoc analysis revealed a difference between 100% and the lower intensities (p < 0.05) and no difference between 50 and 75%-12RM. Based on these results, it is possible to distinguish between fatigued and non-fatigued sets of strength training.  相似文献   

Editorial     

Sebastian Gurciullo 《档案与原稿》2013,41(3):119-121

  相似文献   

On the relationship between value orientation, valences, and academic achievement     

Stefan Fries  Sebastian Schmid  Manfred Hofer 《European Journal of Psychology of Education - EJPE》2007,22(2):201-216

  相似文献   

Editorial     

K. L. Sebastian 《Resonance》2014,19(10):883-883

  相似文献   

Facebook for supervision? Research education shaped by the structural properties of a social media space     

Christoph Pimmer  Jennifer Chipps  Petra Brysiewicz  Fiona Walters  Sebastian Linxen  Urs Gröhbiel 《Technology, Pedagogy and Education》2017,26(5):517-528

This study analyses the use of a group space on the social networking site Facebook as a way to facilitate research supervision for teams of learners. Borrowing Lee’s framework for research supervision, the goal was to understand how supervision and learning was achieved in, and shaped by, the properties of a social networking space. For this purpose, the discourse between supervisor and learners was analysed along with the structural properties afforded by the space. Using the empirical findings and further literature, a conceptual framework was developed that illustrates the ways in which functional supervision, enculturation, emancipation, critical thinking and relationship development are achieved and formed by the interplay of the technological, functional, multimodal and the wider sociocultural, political and sociolinguistic structures associated with social media space.  相似文献   

Children’s oral narrative and reading skills in the first 3?years of reading instruction     

Elaine Reese  Sebastian Suggate  Jennifer Long  Elizabeth Schaughency 《Reading and writing》2010,23(6):627-644

This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment in the early years of reading instruction.  相似文献