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Eunkyeng Baek S. Natasha Beretvas Wim Van den Noortgate John M. Ferron 《Journal of Experimental Education》2020,88(4):698-710
AbstractRecently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed. 相似文献
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Kim Namhee Baek Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634
We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.
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We argue that the influence of presumed influence (IPI) model (Gunther & Storey, 2003) should be extended through an additional interaction term between the presumed effects of media on “others” (PME3) and the “self” (PME1). Doing so would enable testing of whether individuals who perceive a mutually shared influence of the media show stronger support for censorship. The IPI model does not suffer from the methodological limitations of the conventional third-person effect literature relying on other–self disparities (i.e., PME3–PME1), but it focuses entirely on the main effect of PME3; thus, insufficient attention is paid to the role of PME1 in explaining the influence of presumed influence. To validate this Extended IPI model, and determine how it compares with other models, we compared individuals’ presumptions about the effects of fake news on others (PFNE3) and themselves (PFNE1), and how PFNE3 and PFNE1 interact to influence individuals’ support for policies prohibiting the potential negative effects of fake news. We found that individuals’ support for government interventions and sanctions for fake news creators and sharers was stronger if they believed that fake news influenced both other people and themselves. The theoretical and methodological implications of the Extended IPI model are discussed. 相似文献
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The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses
by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender,
2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation,
6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field
of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data
were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional
model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%)
were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis
specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender,
had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level,
65.8% in course level, and 27.2% of the total variance.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007. 相似文献
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Using a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen remain controversial. This study examined the effects of second-screen-application use on attention, learning performance, and user experience per content relevance for three primary contents (PC; i.e. videos) requiring different amounts of cognitive load: low, medium, and high. Second-screen use reduced learning performance and user satisfaction when the PC required high cognitive load. However, participants exhibited increased learning performance, concentration, and satisfaction with the PC requiring medium-cognitive-load when highly relevant information was presented on the secondary screen simultaneously. Based on these findings, guidelines were suggested for designing a second-screen application without degrading users’ learning and experience. 相似文献
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This study employs a cross-cultural perspective to examine how local audiences perceive and enjoy foreign dramas and how this psychological process differs depending on the cultural distance between the media and the viewing audience. Using a convenience sample of young Korean college students, this study, as predicted by cultural discount theory, shows that cultural distance decreases Korean audiences’ perceived identification with dramatic characters, which erodes their enjoyment of foreign dramas. Unlike cultural discount theory, however, cultural distance arouses Korean audiences’ perception of novelty, which heightens their enjoyment of foreign dramas. This study discusses the theoretical and practical implications of these findings, as well as their potential limitations. 相似文献
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The purpose of this study is to evaluate the educational value of teaching practicum in secondary schools. For this purpose,
on the basis of literature review and interviews, three evaluation criteria for measuring educational value of teaching practicum
are constructed as follows: (1) practical teaching competence, (2) readiness for teacher, and (3) maturity in character. A
total of 29 pre-service teachers in the College of Education at Seoul National University in South Korea participated voluntarily
in this study, and their practical teaching competence, readiness for teacher, and maturity in character were measured twice
before and after teaching practicum. As a result, the teaching practicum had significantly improved pre-service teachers’
practical teaching competence, readiness for teacher, and maturity in character. In other words, teaching practicum increases
the educational value. This study provides a conceptual framework and three instruments for measuring the educational value
of many other teaching practicums.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University,
Seoul, Korea, October 23–25, 2007. 相似文献
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This paper presents a novel plug-in nanoliter liquid dispensing system with a plug-and-play interface for simple and reversible, yet robust integration of the dispenser. A plug-in type dispenser was developed to facilitate assembly and disassembly with an actuating part through efficient modularization. The entire process for assembly and operation of the plug-in dispenser is performed via the plug-and-play interface in less than a minute without loss of dispensing quality. The minimum volume of droplets pneumatically dispensed using the plug-in dispenser was 124 nl with a coefficient of variation of 1.6%. The dispensed volume increased linearly with the nozzle size. Utilizing this linear relationship, two types of multinozzle dispensers consisting of six parallel channels (emerging from an inlet) and six nozzles were developed to demonstrate a novel strategy for volume gradient dispensing at a single operating condition. The droplet volume dispensed from each nozzle also increased linearly with nozzle size, demonstrating that nozzle size is a dominant factor on dispensed volume, even for multinozzle dispensing. Therefore, the proposed plug-in dispenser enables flexible design of nozzles and reversible integration to dispense droplets with different volumes, depending on the application. Furthermore, to demonstrate the practicality of the proposed dispensing system, we developed a pencil-type dispensing system as an alternative to a conventional pipette for rapid and reliable dispensing of minute volume droplets. 相似文献