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Workplace bullying, age, gender
No full textThis dataset contains individual survey from 11 organization of Estonia. Survey: Negative Acts Questionnaire-Revised (NAQ-R).
It has individual demographic data and organizational characteristics.
Dataset is in Estonia
Poland: Bibliographical database of Polish journalism and media research related to risks and opportunities for deliberative communication (2000–2020)
No full textThe dataset is produced within the framework of the HORIZON 2020 project called MEDIADELCOM (Critical Exploration of Media Related Risks and Opportunities for Deliberative Communication: Development Scenarios of the European Media Landscape) in 2021-2022.
The dataset is one of the 14 single-country data sets included in the consolidated file of country data sets (with 5623 entries), all in msw.xlsx format. All tables are searchable by 20 variables: full reference, year of publication, national/international publication, language, country the publication deals with, time of empirical data gathering, type of publication, open access/not OA, where referenced, focus on journalism domain, focus on media-related competences domain, focus on media usage patterns domain, focus on legal and ethical regulations domain, type of the approach, original key words, main topic, comments, country.
As the data has been gathered specifically about the research done in four mentioned domains concerning potential ROs emanating from the news media development for deliberative communication, this database does NOT cover ALL the academic publications in the fields of media and journalism research. Consequently, the above-mentioned conditions limit the generalizations and comparisons based on the current database
Estonia: Bibliographical database of Estonian journalism and media research related to risks and opportunities for deliberative communication (2000–2020)
No full textThe dataset is produced within the framework of the HORIZON 2020 project called MEDIADELCOM (Critical Exploration of Media Related Risks and Opportunities for Deliberative Communication: Development Scenarios of the European Media Landscape) in 2021-2022.
The dataset is one of the 14 single-country data sets included in the consolidated file of country data sets (with 5623 entries), all in msw.xlsx format. All tables are searchable by 20 variables: full reference, year of publication, national/international publication, language, country the publication deals with, time of empirical data gathering, type of publication, open access/not OA, where referenced, focus on journalism domain, focus on media related competences domain, focus on media usage patterns domain, focus on legal and ethical regulations domain, type of the approach, original key words, main topic, comments, country.
As the data has been gathered specifically about the research done in four mentioned domains concerning potential ROs emanating from the news media development for deliberative communication, this database does NOT cover ALL the academic publications in the fields of media and journalism research. Consequently, the above-mentioned conditions limit the generalizations and comparisons based on the current database
Czechia: Bibliographical database of Czech journalism and media research related to risks and opportunities for deliberative communication (2000–2020)
No full textThe dataset is produced within the framework of the HORIZON 2020 project called MEDIADELCOM (Critical Exploration of Media Related Risks and Opportunities for Deliberative Communication: Development Scenarios of the European Media Landscape) in 2021-2022.
The dataset is one of the 14 single-country data sets included in the consolidated file of country data sets (with 5623 entries), all in msw.xlsx format. All tables are searchable by 20 variables: full reference, year of publication, national/international publication, language, country the publication deals with, time of empirical data gathering, type of publication, open access/not OA, where referenced, focus on journalism domain, focus on media related competences domain, focus on media usage patterns domain, focus on legal and ethical regulations domain, type of the approach, original key words, main topic, comments, country.
As the data has been gathered specifically about the research done in four mentioned domains concerning potential ROs emanating from the news media development for deliberative communication, this database does NOT cover ALL the academic publications in the fields of media and journalism research. Consequently, the above-mentioned conditions limit the generalizations and comparisons based on the current database
Dataset 2. 16th-19th century glassworkers in Estonia
No full textThis dataset contains genealogical information about migrant glassworkers and their families as well as individuals closely related to the glassworks that operated in Estonia from the 17th-19th century as well as glaziers from the 16th century. This dataset is intended for researchers as a basis to build upon and does not contain a complete list of all migrant glassworkers or their family members who have lived in Estonia. The data in this dataset were collected by Monika Reppo using both records kept and digitized at the National Archives of Estonia, Institute of the Estonian Language, and Estonian History Museum as part of a University of Tartu PhD project ‘Glass and its makers in post-medieval Estonia’ from 2017-2023. This dataset consists of a single table which is one of three datasets compiled as part of this PhD project
DigiEfekt: õpilase õpiärevus (learning related anxiety)
No full textREADME-fail (ing k) on leitav DigiEfekti kollektsiooni “Koondfaili” juurest.Õpiärevuse andmekogum on osa DigiEfekti (DIGIVARA5) andmekollektsioonist. Andmekogum koosneb tabelist (DigiEfekt_student_learning_anxiety), kus on esitatud 3., 6., ja 9. klassi õpilaste andmekogumise andmed, sh koondtunnused. Koodiraamat on lisatud andmefailidesse teisele lehele ("Codebook"). Lisatud on uuringu instrumenti ja tulemusi kirjeldav põhiuuringu raport. Õpiärevuse kirjeldamisel eristatakse kolme ärevuse faktorit: tundide (4 väidet), õppimise (3 väidet) ja testimisega (4 väidet) seonduvat. Ärevust hinnati eraldi loodusainetes, matemaatikas ja suhtlemisel. ).Edasistes analüüsides kasutatakse vaimse võimekuse alltestide tulemusi kontrollmuutujatena.[ENG] The learning-related anxiety data set is part of the aggregated data set of the Digiefekt project (DIGIVARA5). The learning-related anxiety data set comprises a table (“lanxiety_data”) presenting the data on third-, sixth- and ninth-grade students, incl. construct-specific variables; the codebook ("Codebook") is found on the second sheet of the data table. Also, there are the main study report (“lanxiety_raport_est”), which describes the instrument and results of the study, and the learning-related anxiety instruments used in the study (the distribution of statements across dimensions is elaborated on in the report and in the codebook found in the data file). When describing learning-related anxiety, three anxiety factors are distinguished between: class-related (4 statements), learning-related (3 statements) and testing-related (4 statements) factors. Anxiety was measured separately in Science classes, Maths, and the Estonian language class. In further analyses, the results of the learning-related anxiety instrument were used as control variables.Raporti soovituslik viide eestikeelses allikas:
Pedaste, M. & Baucal, A. (2022). DigiEfekti põhiuuringu tulemuste raport – õpilase õpiärevus. Tartu Ülikool. http://doi.org/10.23673/re-416Raporti soovituslik viide ingliskeelses allikas:
Pedaste, M. & Baucal, A. (2022). DigiEfekti põhiuuringu tulemuste raport – õpilase õpiärevus [Report of the DigiEfekt project – learning-related anxiety]. University of Tartu. http://doi.org/10.23673/re-41
DigiEfekt: õpilase suhtluspäevus (communication competence)
No full textREADME-fail (ing k) on leitav DigiEfekti kollektsiooni “Koondfaili” juurest.Suhtluspädevuse andmekogum on osa DigiEfekti (DIGIVARA5) andmekollektsioonist. Andmekogum koosneb kolmest tabelist (“com_3_data”; “com_6_data”; “com_9_data” ), kus on esitatud 3., 6. ja 9. klassi õpilaste sügisese ja kevadise andmekogumise andmed, sh koondtunnused. Koodiraamat asub andmefailides teisel lehel ("Codebook"). Lisatud on uuringu instrumente ja tulemusi kirjeldav põhiuuringu raport (“com_report_est”) ning kõik kolm hindamisinstrumenti koos hindamisjuhenditega (“com_3_instrument_est”; “com_6_instrument_est”; “com_9_instrument_est”).
Suhtluspädevust defineeritakse kui 1) suutlikkust ennast selgelt ja asjakohaselt väljendada, arvestades olukordi ja suhtluspartnereid, ning oskust oma seisukohti esitada ja põhjendada; 2) oskust kuulata, lugeda ja mõista ning kirjutada eri liiki tekste, kasutades sobivaid keelevahendeid ja stiili; 3) väärtustada õigekeelsust ning väljendusrikast keelt. Suhtluspädevuse test 3., 6. j 9. klassis sisaldas enamasti samu dimensioone ja ülesandetüüpe, tööjuhiste sõnastus varieerus, arvestades õpilaste vanust/kooliastet. Suhtluspädevuse hindamiseks kasutati testi, mis koosneb kolmest dimensioonist: keelepädevus, pragmaatiline pädevus ja sotsiolingvistiline pädevus. Keelepädevuse puhul hinnati kõikides klassides õpilaste sõnavara ja sõnatähenduse tundmise oskust, grammatika ja ortograafia tundmist, välte tajumist ja fonoloogilist teadlikkust ning võimet kasutada sõnavara, grammatikat ja ortograafiat tähenduslike sõnumite koostamiseks. Pragmaatilise pädevuse hindamisel kontrolliti õpilase oskust mõista nii suulist kui ka kirjalikku teksti. Kõikides klassides hinnati õpilaste pragmaatilist pädevust kuulamisülesande, lõikude järjestamisülesande ning teksti lugemisjärgsete valikvastusülesannetega. Kuuendas ja üheksandas klassis lisandus eelnevalt nimetatud ülesannetele kujundlikest väljenditest arusaamise ülesanne. Sotsiolingvistilise pädevuse puhul hinnati 3., 6., ja 9. klassi õpilaste sotsiaalsete suhete keeleliste tähistajate ning registri erinevuste tundmist.[ENG] The communication competence data set is part of the Digiefekt project (DIGIVARA5) aggregated data set. The data set comprises three tables (“com_3_data”; “com_6_data”; “com_9_data” ) that present the third-, sixth- and ninth-grade students’ data from the autumn and spring data collection rounds, incl. the construct-specific variables. The codebook is found on the second sheet of the data files ("Codebook"). Also added are the main study report on the study instruments and results (“com_report_est”) and all three assessment instruments along with the assessment guidelines (“com_3_instrument_est”; “com_6_instrument_est”; “com_9_instrument_est”).
Communication competence is defined as 1) the ability to express oneself clearly and relevantly, considering different situations and social partners, as well as the ability to present and explain one’s position; 2) the ability to listen, read and comprehend as well as write different types of text, using appropriate linguistic tools and style; 3) the ability to value the correct use and expressivity of language. The communication competence test for the third, sixth and ninth grades mostly contained the same dimensions and types of assignments; the phrasing of instructions varied according to students’ age / stage of study. To assess communication competence, a test consisting of three dimensions – linguistic competence, pragmatic competence and sociolinguistic competence – was used. For linguistic competence, the following aspects were assessed in all grades: students’ vocabulary and knowledge of the meaning of words; knowledge of grammar and orthography; perception of the degree of quantity and phonological awareness; and the ability to use vocabulary, grammar and orthography to create meaningful messages. Assessing pragmatic competence involved measuring students’ ability to comprehend both oral and written text. In all grades, students’ pragmatic competence was assessed with a listening assignment, an assignment on sequencing passages and post-reading multiple-choice questions. In the sixth and ninth grade, an assignment on understanding figurative language was added to the aforementioned assignments. In the case of sociolinguistic competence, third-, sixth- and ninth-graders were assessed for their knowledge of linguistic markers of social relationships and differences in register.Raporti soovituslik viide eestikeelses allikas: Uibu, K., Kärbla, T., Võik, I. (2022). DigiEfekti põhiuuringu tulemuste raport – suhtluspädevus. Tartu Ülikool https://datadoi.ee/handle/33/542Raporti soovituslik viide ingliskeelses allikas: Uibu, K., Kärbla, T., & Võik, I. (2022). DigiEfekti põhiuuringu tulemuste raport – suhtluspädevus [Report of the DigiEfekt project – communication competence]. University of Tartu. https://datadoi.ee/handle/33/54
Data for "A corpus study of grammatical case forms in written and spoken Estonian: Frequency, distribution and grammatical role"
No full textThis dataset makes available the sample of clauses used in the study "A corpus study of grammatical case forms in written and spoken Estonian: Frequency, distribution and grammatical role". It includes 751 clauses from the fiction subcorpus of the University of Tartu’s Balanced Corpus of Written Estonian (cl.ut.ee/korpused) and 758 clauses from the Corpus of Spoken Estonian, maintained by the University of Tartu’s research group of Spoken Estonian (not publicly available at the time of publication). The spoken language selection derives from a subset of everyday (face-to-face and telephone) conversations. The dataset includes both the randomly selected clauses and manual coding, described in the paper
DigiEfekt: õpilaste sotsiaal-emotsionaalsed oskused
No full textSotsiaal-emotsionaalsete oskuste andmekogu on osa DigiEfekti (DIGIVARA5) koondandmekogust. Andmekogu koosneb kahest andmetabelist, kus ühes on esitatud 6. ja 9. klassi õpilaste sotsiaal-emotsionaalsete oskuste enesekohaste hinnangute andmed (“socialem_student_data”), sh konstruktispetsiifilised tunnused, ja teises andmetabelis on õpetaja hinnangud uuringus osalenud õpilaste sotsiaal-emotsionaalsetele oskustele (3., 6. ja 9. klass) (“socialem_teacher_data”). Koodiraamatud on lisatud andmefailidesse teisele lehele ("Codebook"). Lisatud on uuringu tulemusi kirjeldav raport (“socialem_report_est”).
Sotsiaalne pädevus on üks kaheksast üldpädevusest, mida Eesti koolides õppekava üleselt arendatakse. Sotsiaal-emotsionaalsed oskused (SEO) viitavad suutlikkusele reguleerida oma mõtteid, emotsioone ja käitumist ning on seotud peamiselt sellega, kuidas inimesed oma emotsioone juhivad ja teistega suhtlevad. Need oskused mõjutavad mitmeid olulisi näitajaid, sh nt vaimne heaolu ja akadeemiline edukus, ning ka kognitiivsete oskuste arengut ja kasutamist ning koolidel on nende oskuste arengu toetamisel oluline roll (Majandusliku Koostöö ja Arengu Organisatsioon (OECD), 2015 ja 2021). Sotsiaal-emotsionaalsete oskuste hindamiseks oleme Primi jt. (2021) teoreetilise raamistiku ning OECD sotsiaal-emotsionaalsete oskuste uuringu teoreetilise raamistiku (Chernyshenko et al., 2018) alusel koostanud küsimustiku versioonid õpilastele ja õpetajatele, et avada õpilaste oskusi üheksas dimensioonis.[ENG]
The social-emotional skills data set is part of the Digiefekt project (DIGIVARA5) aggregated data set. The data set comprises two data tables, one of which presents the data on the sixth- and ninth-grade students’ social-emotional skills self-report test (“socialem_student_data”), incl. construct-specific variables, and the other contains the teacher’s assessment of the social-emotional skills of the participating third-, sixth- and ninth-grade students (“socialem_teacher_data”). The codebooks are found on the second sheet of the data files ("Codebook"). The data set also contains the report t and results (“socialem_report_est”).
Social competence is one of eight general competences that are in trans-curricular development in Estonian schools. Social-emotional skills refer to one’s ability to regulate one’s thoughts, emotions and behaviour and mainly have to do with how people manage their emotions and interact with others. These are skills that affect several important outcomes of one’s life, such as mental wellbeing and academic success, as well as the development and use of cognitive skills; schools play an important part in supporting the development of these skills (Organisation for Economic Co-operation and Development (OECD), 2015 and 2021). To assess social-emotional skills, we have developed versions of a questionnaire for students and for teachers, intended for looking into students’ skills in nine dimensions; the questionnaire is based on the theoretical framework by Primi et al. (2021) and the theoretical framework of OECD’s survey on social and emotional skills (Chernyshenko et al., 2018).Raporti soovituslik viide eestikeelses allikas:
Einpaul, P., Rannastu-Avalos, M., Baucal, A., & Leijen, Ä. (2022). DigiEfekti põhiuuringu tulemuste raport – sotsiaal-emotsionaalsed oskused. Tartu Ülikool. http://doi.org/10.23673/re-407Raporti soovituslik viide ingliskeelses allikas:
Einpaul, P., Rannastu-Avalos, M., Baucal, A., & Leijen, Ä. (2022). DigiEfekti põhiuuringu tulemuste raport – sotsiaal-emotsionaalsed oskused [Report of the DigiEfekt project – social-emotional competence]. University of Tartu. http://doi.org/10.23673/re-40
DigiEfekt: matemaatikapädevus (mathematical competence)
No full textREADME-fail (ing k) on leitav DigiEfekti kollektsiooni “Koondfaili” juurest.Matemaatikapädevuse andmekogu on osa DigiEfekti (DIGIVARA5) koondandmekogust. Andmekogu koosneb kolmest tabelist (“math_3_data”; “math_6_data”; “math_9_data”), kus on esitatud 3., 6. ja 9. klassi õpilaste sügisese ja kevadise andmekogumise andmed, sh konstruktispetsiifilised tunnused. Koodiraamat on lisatud andmefailidesse teisele lehele ("Codebook"). Lisatud on uuringu instrumente ja tulemusi kirjeldav põhiuuringu raport (“math_report_est”) ja uuringu instrumendid koos hindamisjuhenditega (“math_3_test_est”; “math_6_test_est”; “math_9_test_est”).
Matemaatikapädevuse hindamiseks DigiEfekti projektis koostati kolm testi: 1) matemaatikatest 3. klassidele, 2) matemaatikatest 6. klassidele, 3) matemaatikatest 9. klassidele. Antud testid tuginevad Eesti Vabariigi põhikooli riikliku õppekava matemaatika ainekavale ja Rootsis välja töötatud matemaatikapädevuse uurimise raamistikule, mida kohandati DigiEfekti uuringu läbiviimiseks Eesti kontekstis. Kõik kolm testi mõõdavad matemaatikapädevust läbi kuue matemaatikapädevuse dimensiooni: probleemi lahendamise pädevus, arutluspädevus, protseduuriline pädevus, esitluspädevus, seoste loomise pädevus, kommunikatsioonipädevus. Hilisemad faktoranalüüsid on näidanud, et kõigis klassides on siiski mõistlik eristada kuue dimensiooni asemel viite dimensiooni. 3. klassides tuleks liita esituse ja seose loomise dimensioonid, 6. klassides probleemilahendamise ja seoste loomise dimensioonid ja 9. klassides seoste loomise pädevuse ja kommunikatsioonipädevuse dimensioonid (vt Johanson, Pedaste, & Baucal, 2023)[ENG]
The mathematical competence data set is part of the Digiefekt project (DIGIVARA5) aggregated data set. The data set comprises three tables (“math_3_data”; “math_6_data”; “math_9_data”) that present the third-, sixth- and ninth-grade students’ data from the autumn and spring data collection rounds, incl. the construct-specific variables. The codebook is found on the second sheet of the data files ("Codebook"). Also, there are the main study report on the study instruments and results (“math_report_est”) and the study instruments along with the assessment guidelines (“math_3_test_est”; “math_6_test_est”; “math_9_test_est”).
To assess the mathematical competence in the Digiefekt project, three tests were developed: 1) maths test for third-graders, 2) maths test for sixth-graders, and 3) maths test for ninth-graders. The tests are grounded in the mathematics syllabus of the Estonian national curriculum for basic schools and in the framework for studying mathematical competence developed in Sweden and adapted to the Estonian context for conducting the Digiefekt study. All three tests measure mathematical competence through six dimensions of the competence: problem-solving competence, reasoning competence, applying procedures competence, representation competence, connection competence and communication competence. Later factor analyses have shown, however, that it would be reasonable to differentiate between five dimensions instead of six in all grades. In the third grade, representation and connection dimensions should be merged; in the sixth grade, problem-solving and connection dimensions should be merged; and in the ninth grade, connection and communication dimensions should be merged (see Johanson, Pedaste, & Baucal, 2023).Raporti soovituslik viide eestikeelses allikas: Johanson, M., Sõrmus, M., Jukk, H., Pedaste, M., Baucal, A. (2022). DigiEfekti põhiuuringu tulemuste raport – matemaatikapädevus. Tartu Ülikool. https://datadoi.ee/handle/33/543Raporti soovituslik viide ingliskeelses allikas: Johanson, M., Sõrmus, M., Jukk, H., Pedaste, M., Baucal, A. (2022) DigiEfekti põhiuuringu tulemuste raport – matemaatikapädevus. [Report of the DigiEfekt project – mathematical competence]. University of Tartu. https://datadoi.ee/handle/33/54