Reliably Assessing Growth with Longitudinal Diagnostic Classification Models     

Matthew J. Madison 《Educational Measurement》2019,38(2):68-78

Recent advances have enabled diagnostic classification models (DCMs) to accommodate longitudinal data. These longitudinal DCMs were developed to study how examinees change, or transition, between different attribute mastery statuses over time. This study examines using longitudinal DCMs as an approach to assessing growth and serves three purposes: (1) to define and evaluate two reliability measures to be used in the application of longitudinal DCMs; (2) through simulation, demonstrate that longitudinal DCM growth estimates have increased reliability compared to longitudinal item response theory models; and (3) through an empirical analysis, illustrate the practical and interpretive benefits of longitudinal DCMs. A discussion describes how longitudinal DCMs can be used as practical and reliable psychometric models when categorical and criterion‐referenced interpretations of growth are desired.  相似文献   

Non-Academic Careers for STS Graduate Students: Hopping off the Tenure Track     

Thomas S. Woodson  Matthew Harsh  Rider Foley 《Minerva》2018,56(4):529-535

Science, Technology & Society (STS) graduate programs primarily train graduate students to work in tenure track academic jobs. However, there are not enough tenure track academic jobs to match the supply of STS graduate students, nor does every STS graduate student want to become an academic. As a start to addressing these challenges, we hosted workshops before the 2017 Society for the Annual Meeting of the Society Studies of Science and the 2018 ST Global conference. In those workshops, panelists with PhDs in STS and related fields and working in non-academic faculty careers such as government agencies, non-profit foundations, and industry emphasized that students must showcase how their skills are useful to non-academic organizations. The panelists offered a wealth of stories on how their STS perspective supported their careers, yet most had faced implicit and explicit mentoring from STS faculty that ran counter to their career aspirations. The conversations centered on reframing research and conveying to potential employers how their STS training would support their future careers. A takeaway point that resonated with many participants was the need for STS graduate programs to rethink how they market themselves, recruit students, and critically reflect upon the measures of success. By implicitly steering graduate students solely towards an academic career, STS graduate training will miss an opportunity to make a positive impact on society.  相似文献   

Virtual-reality exergaming improves performance during high-intensity interval training     

Matthew Farrow  Christof Lutteroth  Peter C. Rouse 《European Journal of Sport Science》2019,19(6):719-727

Purpose: To determine if: (i) mean power output and enjoyment of high-intensity interval training (HIIT) are enhanced by virtual-reality (VR)-exergaming (track mode) compared to standard ergometry (blank mode), (ii) if mean power output of HIIT can be increased by allowing participants to race against their own performance (ghost mode) or by increasing the resistance (hard mode), without compromising exercise enjoyment.

Methods: Sixteen participants (8 males, 8 females, VO₂max: 41.2?±?10.8 ml^?1·kg^?1·min^?1) completed four VR-HIIT conditions in a partially-randomised cross-over study; (1a) blank, (1b) track, (2a) ghost, and (2b) hard. VR-HIIT sessions consisted of eight 60 s high-intensity intervals at a resistance equivalent to 70% (77% for hard) maximum power output (P_MAX), interspersed by 60 s recovery intervals at 12.5% P_MAX, at a self-selected cadence. Expired gases were collected and VO₂ measured continuously. Post-exercise questionnaires were administered to identify differences in indices related to intrinsic motivation, subjective vitality, and future exercise intentions.

Results: Enjoyment was higher for track vs. blank (difference: 0.9; 95% CI: 0.6, 1.3) with no other differences between conditions. There was no difference in mean power output for track vs. blank, however it was higher for track vs. ghost (difference: 5 Watts; CI: 3, 7), and hard vs. ghost (difference: 19 Watts; 95% CI: 15, 23).

Conclusions: These findings demonstrate that VR-exergaming is an effective intervention to increase enjoyment during a single bout of HIIT in untrained individuals. The presence of a ghost may be an effective method to increase exercise intensity of VR-HIIT.  相似文献   

Cut points of the Actigraph GT9X for moderate and vigorous intensity physical activity at four different wear locations     

Matthew B. Rhudy  Scott B. Dreisbach  Matthew D. Moran  Marissa J. Ruggiero  Praveen Veerabhadrappa 《Journal of sports sciences》2020,38(5):503-510

ABSTRACT

Accelerometer cut points are an important consideration for distinguishing the intensity of activity into categories such as moderate and vigorous. It is well-established in the literature that these cut points depend on a variety of factors, including age group, device, and wear location. The Actigraph GT9X is a newer model accelerometer that is used for physical activity research, but existing cut points for this device are limited since it is a newer device. Furthermore, there is not existing data on cut points for the GT9X at the ankle or foot locations, which offers some potential benefit for activities that do not involve arm and/or core motion. A total of N = 44 adults completed a four-stage treadmill protocol while wearing Actigraph GT9X sensors at four different locations: foot, ankle, wrist, and hip. Metabolic Equivalent of Task (MET) levels assessed by indirect calorimetry along with Receiver Operating Characteristic (ROC) curves were used to establish cut points for moderate and vigorous intensity for each wear location of the GT9X. Area under the ROC curves indicated high discrimination accuracy for each case.  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

An Introduction to the Blockchain and Its Implications for Libraries and Medicine     

Matthew B. Hoy 《Medical reference services quarterly》2017,36(3):273-279

The blockchain is a relatively new technology used to verify and store transaction records for online cryptocurrencies like Bitcoin. The system is redundant and distributed, making it difficult for transactions to be rescinded, duplicated, or faked. Beyond online currencies, the blockchain has potential uses in health care, education, and many other fields. This column will briefly describe what the blockchain is and how it is being used, potential future uses that may be of interest to librarians and medical practitioners, and some of the problems with the system.  相似文献   

The effects of informational complexity and working memory on problem-solving efficiency     

Bobby Hoffman  Matthew T. McCrudden  Gregory Schraw  Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474

This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency. We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency is situational and a function of the complexity of information. Educational implications and directions for future research are suggested.  相似文献   

I. INTRODUCTION     

Audun Dahl  Matthew Gingo  Kevin Uttich  Elliot Turiel 《Monographs of the Society for Research in Child Development》2018,83(3):7-30

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Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives     

Matthew Weinstein 《Science & Education》2008,17(8-9):961-975

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.’s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a priori principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from Guinea Pig Zero, an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The second counter-discourse is a comic book called Truth, which tells the story of Black soldiers who were used as guinea pigs in World War II. Ethics is both more political and more uncertain in this narrative. Science is portrayed as complicit with the racism of NAZI Germany; at the same time, and in contrast to the professional guinea pigs, neither agency nor politics are presented as effective tools for forcing the ethical conduct of the scientific establishment. The conclusion examines the value of presenting all of these views of scientific ethics in science education.  相似文献   

Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words     

Matthew K. Burns  Lisa N. Aguilar  Kristy Warmbold‐Brann  June L. Preast  Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献