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排序方式: 共有65条查询结果,搜索用时 15 毫秒
1.
Kadriye Ercikan Rubab Arim Danielle Law Jose Domene France Gagnon Serge Lacroix 《Educational Measurement》2010,29(2):24-35
This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes. 相似文献
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Thérèse Bouffard-Bouchard Sophie Parent Serge Larivée 《European Journal of Psychology of Education - EJPE》1990,5(3):355-364
Feelings of self-efficacy have been the object of several studies that have confirmed its ability to predict performance in different contexts. Yet few studies have been conducted using cognitive or academic tasks in which it is more difficult to clearly distinguish self-efficacy from competence. The present study aims to study the moderating role of cognitive capacity in determining the relationship between self-efficacy and on-line self-regulation observed while solving a verbal concept formation task. In order to distinguish self-efficacy from competence, 44 subjects were selected based on the results of their SSPI; these results of which are related to comprehension ability. Analyses of results allow us to observe that, when compared to subjects who consider themselves less efficacious, subjects who have strong feelings of self-efficacy have a higher success rate, are more certain of these successes and reject fewer correct hypotheses, no matter what their cognitive ability. These results once again bring to light the relative independance of cognitive ability and motivational determinants of a person’s actual accomplishments. 相似文献
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The effectiveness of noise of various intensities and frequencies in modulating the amplitude of the acoustic startle reflex was evaluated, as a preliminary test of the capacity of these noises to produce consistent and reliable fear-potentiated startle in rats. It was determined that bands of noise containing high frequencies (greater than 10 kHz) tend to unconditionally reduce acoustic startle responses, probably by masking the high-frequency startle-eliciting stimulus. Noise containing high frequencies produced reliable fear-potentiated startle only when its estimated unconditioned startle suppression was subtracted from the enhancement obtained after pairing it with footshocks. Noises devoid of high frequencies produced modest-unconditioned startle enhancements and the most robust and reliable fear-potentiated startle when they were paired with footshocks. A nonmonotonic relationship between training shock intensity and the level of fear-potentiated startle was also exhibited when a low-frequency noise was used as a conditioned stimulus, a finding consistent with previous studies in which a visual stimulus was used. Finally, a differential Pavlovian conditioning procedure indicated that rats could readily discriminate between two different low-frequency bands of noise. The outcome of these experiments indicates that it is easier to employ low-frequency bands of noise to obtain auditory fear-potentiated startle with high-frequency startle-eliciting stimuli. 相似文献
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Barthelemy Delecroix Alan McCall Brian Dawson Serge Berthoin 《European Journal of Sport Science》2018,18(9):1280-1287
Purpose: The aim of this study was to analyse the relationship between absolute and acute:chronic workload ratios and non-contact injury incidence in professional football players and to assess their predictive ability. Methods: Elite football players (n?=?130) from five teams competing in European domestic and confederation level competitions were followed during one full competitive season. Non-contact injuries were recorded and using session rate of perceived exertion (s-RPE) internal absolute workload and acute:chronic (A:C) workload ratios (4-weeks, 3-weeks, 2-weeks and week-to-week) were calculated using a rolling days method. Results: The relative risk (RR) of non-contact injury was increased (RR?=?1.59, CI95%: 1.18–2.15) when a cumulative 4-week absolute workload was greater than 10629 arbitrary units (AU) in comparison with a workload between 3745 and 10628?AU. When the 3-week absolute workload was more than 8319?AU versus between 2822 and 8318?AU injury risk was also increased (RR=?1.46, CI95% 1.08–1.98). Injury incidence was higher when the 4-week A:C ratio was <0.85 versus >0.85 (RR?=?1.31, CI95%: 1.02–1.70) and with a 3-week A:C ratio >1.30 versus <1.30 (RR?=?1.37, CI95%: 1.05–1.77). Importantly, none of the A:C workload combinations showed high sensitivity or specificity. Conclusions: In elite European footballers, using internal workload (sRPE) revealed that cumulative workloads over 3 and 4 weeks were associated with injury incidence. Additionally, A:C workloads, using combinations of 2, 3 and 4 weeks as the C workloads were also associated with increased injury risk. No A:C workload combination was appropriate to predict injury. 相似文献
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The goal of this study is to verify whether preference for evaluation methods can be predicted by personality as defined by the Big Five model, when controlling for gender and business major. A sample of 108 students enrolled in two compulsory undergraduate business courses completed an online questionnaire. Analysis of multiple linear hierarchical regressions indicate that gender, business major and personality account for 7–16% of the variance in preference for case studies, group work, oral exams, written exams, multiple choice tests, and practical work. These findings are discussed with regard to the relationship between personality factors predicting preference for evaluation methods and potential impacts on student evaluation and academic success in business schools. 相似文献
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Georges Baquet Serge Berthoin Emmanuel Van Praagh 《Research quarterly for exercise and sport》2013,84(3):282-288
Abstract The purpose of this study was to determine the effects of intensified physical education sessions on adolescents ages 11–16 years. They were divided into two experimental groups—high-intensity running group (HIRG) and high-intensity jumping group (HIJG)—and a control group (C). During the sessions, heart rate (HR) was monitored. There was no significant difference between mean HR for HIRG and HIJG, while the mean HR was significantly lower for C (p < .001). For both HIRG and HIJG, the mean HR was significantly higher for girls than for boys (p < .001). Our results suggested that these intensified physical education lessons require a high percentage of maximal HR in adolescents and can be used to improve aerobic fitness. 相似文献
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Increasingly, research has focused on the cognitive processes associated with various standard-setting activities. This qualitative study involved an examination of 16 third-grade reading teachers' experiences with the cognitive task of conceptualizing an entire classroom of hypothetical target students when the single-passage bookmark method or the yes/no method was used during a one-day mock panel meeting. Data were collected using in-depth focus group interviews with eight participants from each of the panel meetings, and a whole-text analysis revealed three categories. Most participants experienced difficulty in attempting to conceive of an entire classroom of target students. Most of them were ultimately unable to do so and made use of alternative cognitive strategies. More fundamental issues also contributed to the difficulties experienced in attempting to complete the required cognitive task. Implications of the findings for standard setting and for further research are also discussed. 相似文献
9.
Christin Lang Anne Karina Feldmeth Serge Brand Edith Holsboer-Trachsler Uwe Pühse Markus Gerber 《Physical Education & Sport Pedagogy》2017,22(3):213-230
Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, Mage?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life. 相似文献
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