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1.
Ayalon Michal Wilkie Karina J. Eid Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48
Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and... 相似文献
2.
Jana Mahlke Martin Schultze Tobias Koch Michael Eid Regina Eckert Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110
Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model. 相似文献
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An extension of two confirmatory factor models for multitrait-multimethod measurement designs with structurally different methods to the analysis of latent interaction effects is presented: the nonlinear latent difference (NL-LD) model and the nonlinear correlated trait–correlated method-minus-one (NL-CTC[M – 1]) model. Both models are compared with regard to (a) the psychometric definition of the latent variables, (b) the capabilities of explaining latent method effects, and (c) the analysis of latent interaction effects. Using the latent moderated structural equation approach, we show how moderated method effects can be examined in the NL-CTC(M – 1) model. This fine-grained analysis of method effects is not feasible using the classical NL-LD model. We propose an extended version of the NL-LD model, which recovers the results of the NL-CTC(M – 1) model. The different versions of the nonlinear multimethod models are illustrated using real data from a multirater study. Finally, the advantages and challenges of incorporating latent interaction effects in complex CFA–MTMM models are discussed. 相似文献
4.
Hesham Khalifa Sherif A El-Safty Abdullah Reda Mohamed A Shenashen Alaa I Eid 《国家科学评论(英文版)》2020,7(5):863
We report on low-cost fabrication and high-energy density of full-cell lithium-ion battery (LIB) models. Super-hierarchical electrode architectures of Li2SiO3/TiO2@nano-carbon anode (LSO.TO@nano-C) and high-voltage olivine LiMnPO4@nano-carbon cathode (LMPO@nano-C) are designed for half- and full-system LIB-CR2032 coin cell models. On the basis of primary architecture-power-driven LIB geometrics, the structure keys including three-dimensional (3D) modeling superhierarchy, multiscale micro/nano architectures and anisotropic surface heterogeneity affect the buildup design of anode/cathode LIB electrodes. Such hierarchical electrode surface topologies enable continuous in-/out-flow rates and fast transport pathways of Li+-ions during charge/discharge cycles. The stacked layer configurations of pouch LIB-types lead to excellent charge/discharge rate, and energy density of 237.6 Wh kg−1. As the most promising LIB-configurations, the high specific energy density of hierarchical pouch battery systems may improve energy storage for long-driving range of electric vehicles. Indeed, the anisotropic alignments of hierarchical electrode architectures in the large-scale LIBs provide proof of excellent capacity storage and outstanding durability and cyclability. The full-system LIB-CR2032 coin cell models maintain high specific capacity of ∼89.8% within a long-term life period of 2000 cycles, and average Coulombic efficiency of 99.8% at 1C rate for future configuration of LIB manufacturing and commercialization challenges. 相似文献
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De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献
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In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement. 相似文献
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Sigurd W. Hystad Jarle Eid Jon C. Laberg Bjørn H. Johnsen Paul T. Bartone 《Scandinavian Journal of Educational Research》2013,57(5):421-429
Attending university is a pleasurable experience for many students. Yet for others it represents a highly stressful time of extensive studying and pressure to meet the requirements of academia. Academic stress is associated with a variety of negative outcomes such as physical illness and deteriorating mental health. This paper explores the capacity of personality hardiness to buffer the relationship between academic stress and health. Results showed that hardiness was negatively associated with both academic stress and number of health complaints, and showed that hardiness moderated the association between academic stress and health. 相似文献
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The purpose of this paper is to explore middle school in-service mathematics teachers’ ability (1) to identify and explain students’ actions in pattern generalization and (2) to account for the variation in teachers’ explanations of students’ actions in terms of task and teachers’ factors. Two questionnaires were developed: (1) a questionnaire to measure teachers’ ability to identify students’ actions while finding the nth term in the pattern generalization and (2) a questionnaire to measure teachers’ ability to explain students’ actions in different tasks. The two questionnaires were given to a sample of 83 middle school in-service mathematics teachers from 22 schools in Lebanon. Analysis of data shows that teachers seemed to have the ability to identify students’ actions while finding the nth term in the pattern generalization and that teachers’ explanations of students’ actions in different tasks are lacking in terms of identifying variable-related counting elements. The results of stepwise multiple regression show that teachers’ ability to explain students’ actions to find the general term depends on their ability to explain students’ step-by-step counting or drawing. 相似文献
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In a recent article, Castro-Schilo, Widaman, and Grimm (2013) compared different approaches for relating multitrait–multimethod (MTMM) data to external variables. Castro-Schilo et al. reported that estimated associations with external variables were in part biased when either the correlated traits–correlated uniqueness (CT-CU) or correlated traits–correlated (methods–1) [CT-C(M–1)] models were fit to data generated from the correlated traits–correlated methods (CT-CM) model, whereas the data-generating CT-CM model accurately reproduced these associations. Castro-Schilo et al. argued that the CT-CM model adequately represents the data-generating mechanism in MTMM studies, whereas the CT-CU and CT-C(M–1) models do not fully represent the MTMM structure. In this comment, we question whether the CT-CM model is more plausible as a data-generating model for MTMM data than the CT-C(M–1) model. We show that the CT-C(M–1) model can be formulated as a reparameterization of a basic MTMM true score model that leads to a meaningful and parsimonious representation of MTMM data. We advocate the use confirmatory factor analysis MTMM models in which latent trait, method, and error variables are explicitly and constructively defined based on psychometric theory. 相似文献
10.
Christian Geiser Wolfgang Lehmann Martin Corth Michael Eid 《Learning and individual differences》2008,18(4):419
This study investigated quantitative and qualitative changes in mental rotation performance and solution strategies with a focus on sex differences. German children (N = 519) completed the Mental Rotations Test (MRT) in the 5th and 6th grades (interval: one year; age range at time 1: 10–11 years). Boys on average outperformed girls on both occasions (dT1 = 0.45; dT2 = 0.35). Strong quantitative change was reflected in increased test scores from time 1 to time 2. The increase was equivalent for girls (d = 1.04) and boys (d = 1.05). Qualitative change was investigated in a multigroup latent transition analysis (LTA) of the MRT items. LTA confirmed findings from prior studies showing that children used different solution strategies to solve the MRT problems. Girls tended to use less efficient strategies than did boys. Moreover, LTA revealed that participants showing inefficient solution strategies at time 1 tended to improve their performance less than students who already showed more elaborate strategies at time 1. 相似文献