High school ranks and admission tests as predictors of first year medical students' performance     

Javier Touron 《Higher Education》1987,16(3):257-266

This article focuses on the predictive values of certain academic variables, high school ranks and admission tests, as related to grades at the end of the first year of the Licenciate in Medicine in Spain. Multiple regression equations were calculated for each first year subject. Multiple R values ranged from 0.41 to 0.61 which implies explained variance percentages of 16.5 and 37.5. The best predictor was found to be the high school grade point average in science courses, the global examination and the admission test average. The importance of taking into account these variables in the admission process is considered. Also the inclusion of some aptitudinal variables is discussed. Finally the need to establish prediction performance tables to be used in the counselling process of admitted students is considered.This is based on a paper presented at the 8th Annual Meeting of the Spanish Society for Medical Education held at Zaragoza on 26–27 October 1984.  相似文献   

Development and validation of ageist myths in a psychotherapy questionnaire (AMPQ): professional ageism among psychology graduate students     

Javier López  Cristina Noriega  Montse Giner 《Educational gerontology》2020,46(10):642-652

ABSTRACT

Ageism is a problem in aging societies. Clinical psychologists and undergraduate psychology students have shown negative attitudes toward older adults. However, no speci?c measure against ageist myths in the psychotherapeutic context is available. This study aims to develop and present the psychometric properties of the Ageist Myths about Psychotherapy Questionnaire (AMPQ).

These issues were examined by surveying 222 psychology graduates at higher education institutions about their attitudes and behaviors concerning psychotherapy with older adults, negative stereotypes toward aging, and attitudes toward dementia.

Using principal components analysis, 10 items were retained and one factor was obtained with an acceptable reliability index. Signi?cant associations were found between the AMPQ and negative stereotypes toward aging, and attitudes toward dementia.

Results revealed that universities and colleges with psychology programs have an ageist bias. Implications for college formation in aging, and older adults with mental health problems, are discussed and presented.  相似文献   

Which firms want PhDs? An analysis of the determinants of the demand     

Jose Garcia-Quevedo  Francisco Mas-Verdú  Jose Polo-Otero 《Higher Education》2012,63(5):607-620

PhD graduates hold the highest education degree, are trained to conduct research and can be considered a key element in the creation, commercialization and diffusion of innovations. The impact of PhDs on innovation and economic development takes place through several channels such as the accumulation of scientific capital stock, the enhancement of technology transfers and the promotion of cooperation relationships in innovation processes. Although the placement of PhDs in industry provides a very important mechanism for transmitting knowledge from universities to firms, information about the characteristics of the firms that employ PhDs is very scarce. The goal of this paper is to improve understanding of the determinants of the demand for PhDs in the private sector. Three main potential determinants of the demand for PhDs are considered: cooperation between firms and universities, R&D activities of firms and several characteristics of firms, size, sector, productivity and age. The results from the econometric analysis show that cooperation between firms and universities encourages firms to recruit PhDs and point to the existence of accumulative effects in the hiring of PhD graduates.  相似文献   

The incorporation of ICT in higher education. The contribution of ROC curves in the graphic visualization of differences in the analysis of the variables     

Ana García‐Valcárcel Muñoz‐Repiso  Francisco Javier Tejedor Tejedor 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):901-919

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Multi-objective optimization design of bridge piers with hybrid heuristic algorithms     

Francisco J. Martinez-Martin  Fernando Gonzalez-Vidosa  Antonio Hospitaler  Víctor Yepes 《浙江大学学报(A卷英文版)》2012,13(6):420-432

This paper describes one approach to the design of reinforced concrete (RC) bridge piers, using a three-hybrid multi-objective simulated annealing (SA) algorithm with a neighborhood move based on the mutation operator from the genetic algorithms (GAs), namely MOSAMO1, MOSAMO2 and MOSAMO3. The procedure is applied to three objective functions: the economic cost, the reinforcing steel congestion and the embedded CO₂ emissions. Additional results for a random walk and a descent local search multi-objective algorithm are presented. The evaluation of solutions follows the Spanish Code for structural concrete. The methodology was applied to a typical bridge pier of 23.97 m in height. This example involved 110 design variables. Results indicate that algorithm MOSAMO2 outperforms other algorithms regarding the definition of Pareto fronts. Further, the proposed procedure will help structural engineers to enhance their bridge pier designs.  相似文献   

Training Planning and Working Memory in Third Graders     

Andrea Paula Goldin  María Soledad Segretin  María Julia Hermida  Luciano Paz  Sebastián Javier Lipina  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146

Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research.  相似文献   

Obturated vs. Obturator: What obturates what?     

Jorge M. Barcia B.Sc.  Ph.D.  Francisco J. Romero M.D.  Ph.D. 《Anatomical sciences education》2013,6(5):359-360

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Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement     

Francisco Cano  Ángela García  A.B.G. Berbén  Fernando Justicia 《International Journal of Science Education》2013,35(10):1710-1732

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献   

Turkish Prospective Chemistry Teachers’ Beliefs about Chemistry Teaching     

F. Javier Perales‐Palacios  José M. Vílchez‐González 《International Journal of Science Education》2013,35(14):1647-1670

Given the progressive loss of influence for the school relative to television in youngsters’ everyday lives, this article describes the procedure and the results of including cartoons in the physics curriculum in secondary education. Work was carried out intensively with a small group of pupils and sporadically with a larger group. In the first case, cartoons were used for identifying and discussing fictitious phenomena, problem‐solving, and assessment of the learning. In the second case, for identifying and discussing fictitious phenomena, a quasi‐experimental research design was followed. The results back the use of this didactic tool as an element for motivating and invigorating the classroom, for identifying the pupils’ alternative ideas and the assessment of their learning, as well as for a more critical way of watching television.  相似文献   

Teaching and learning about human nutrition: a constructivist approach     

Enrique Banet  Francisco Núñez 《International Journal of Science Education》2013,35(10):1169-1194

The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process.  相似文献