Jurnal Online STTKD (Sekolah Tinggi Teknologi Kedirgantaraan)
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Mindful Social Inferences: The influence of a decentering instruction on hostile attributions of ambiguous social situations: a replication
No full textAssociative development of coping and internalizing psychopathology: Advanced methods for understanding multidimensional adaptation across adolescence
No full textThis project is the first of a two-study dissertation being completed by Sarah Perzow. Study 2 is titled "Stress Response Profiles in Low-SES Adolescents: A Replication Study.
The behavioral economics of smoking and vaping: The relationship between smoking perceptions, stage of change, and health literacy on hypothetical willingness to pay to avoid graphic warning labels
No full textExploring chemistry Language through the Framework of Cognitive Grammar01
No full textCognitive Grammar can be applied to better understand the language used to describe chemistry by analyzing prepositional meanings, roles of trajectors, cognitive metaphors, concepts of thing and relation, immediate scope, and prototypes. The ideas of elaboration and extension show that language is crucial for developing and communicating scientific concepts in chemistry. Overall, the framework of Cognitive Grammar can enhance communication and understanding in chemistry. Here we present some innovative ideas for processing chemistry based on cognitive Grammar
The Challenges and Payoffs of In-Person Big-Team Science
No full textBig-Team Science (BTS) offers a powerful framework for advancing psychological research through large-scale collaboration, yet the unique challenges of conducting in-person BTS studies remain under-examined. This manuscript draws on the Psychological Science Accelerator’s in-person stereotype threat study, which involved 2,500+ Black undergraduate students at over 20 U.S. universities, to illustrate these challenges in action. The project focused on testing social psychological theories of stereotype threat in real-world educational settings, a context highly relevant to social and personality psychology. We identify and analyze three central challenges in in-person BTS: (1) balancing standardization with contextual sensitivity, (2) addressing disparities in research infrastructure, and (3) supporting coordination and sustainability at scale. While previous BTS initiatives have largely focused on online studies, this paper centers the logistical, ethical, and scientific issues specific to in-person data collection. We offer concrete strategies developed during the study including metadata documentation, flexible protocol design, adaptive sampling, and shared infrastructure, and then provide a roadmap for more inclusive and efficient future collaborations
Back to Bayes-ics: Improving Universal Screening Decisions by Quantifying Uncertainty
No full textUniversal screeners of academic skills in schools are intended to predict the probability of academic risk in an efficient and economical manner. Recent methods of calculating post-test risk probabilities (Klingbeil et al., 2019; 2021) have been demonstrated to be simple and efficient to calculate, improving data-based decision-making practices in schools. However, these methods do not leverage the full advantages of Bayesian statistical inference, thereby limiting the quantification of uncertainty in the calculation of posterior probabilities of risk. This could produce overly deterministic data-based decisions. Bayesian ordinal regression models (BORMs) are a fully Bayesian extension of existing posterior probability calculations, and they offer multiple potential advantages for enhancing universal screening practices in schools. Through simulations and an applied example using real screening data, we elucidate some of the issues around BORMs in screening, including potential strengths (e.g., multilevel modeling) and barriers to practice (difficulty of interpretation/implementation). We discuss how BORMs can further advance both research and practice of data-based decision making in universal screening in schools
Millennials as a Demographic Bridge to Diversity? Segregation and Diversity of Young Adult Neighborhoods
No full textAs young adults, the Millennial generation arrived as the largest and most racially and ethnically diverse generation in U.S. history. These unique demographic characteristics, along with more progressive self-reported views on racial and ethnic issues, have prompted some to label this generation as a demographic bridge to America’s diverse future. This article examines whether these unique characteristics translate into greater neighborhood racial diversity and integration. Specifically, this study sets out to answer whether Millennial young adult neighborhoods are more racially and ethnically diverse and located in less segregated metropolitan areas than the young adult neighborhoods of prior generations. Using 1990-2019 Census and American Community Survey data, we find a mixed story. On the one hand, young adult White Early Millennials were living in neighborhoods with similar or slightly higher diversity levels, and metropolitan areas with similar or slightly lower segregation levels compared to White young adults in prior generations. On the other hand, young adult White Late Millennials tend to live in more segregated neighborhoods, and in most cases, their segregation levels surpass those for White young adult Gen Xers. These mixed findings provide moderate support for the perspective that the Millennial generation is a bridge to diversity, albeit not the final destination. There is evidence of positive changes towards residential racial integration, but resilience in segregated patterns still remain
Literacy Instruction for English Language Learners in Indiana Elementary Schools before and during the COVID-19 Pandemic
No full textThis mixed-methods study investigates the impact of COVID-19 on elementary school literacy instruction for English Language Learners (ELLs) across four Indiana school districts. Classroom lesson videos and observation rubrics for 19 teachers were collected from the beginning of 2020-2021 school year (during the pandemic) and compared with those collected pre-pandemic from the beginning of school years of 2018-2019 (n=7) and 2019-2020 (n=9). Findings demonstrate schools made efforts during the pandemic to offer quality literacy instruction within socially distanced classrooms, online synchronous instruction, and hybrid learning environments. However, teachers spent less time on two key literacy components: vocabulary and comprehension, and less time in small group/pair activities, resulting in lower rubric scores related to vocabulary and oral language development. As vocabulary and comprehension facilitated through peer interaction are central to quality literacy instruction, less attention to these areas illuminates the pandemic’s impact on literacy and language development for ELL students.
This article has been published in the Journal of English Learner Education, Vol. 16, No. 2 (2024). Please use the link below to access final published version:
li, H., Wright, W. E., & Morita-Mullaney, T. (2024). Literacy Instruction for English Language Learners in Indiana Elementary Schools before and during the COVID-19 Pandemic. Journal of English Learner Education. (16)2. Available https://stars.library.ucf.edu/jele/vol16/iss2/
Using joint probability density to create informative, unidimensional indices: A new method using pain and psychiatric severity as examples
No full textBackground. Dimension reduction methods do not always reduce their underlying indicators to a single dimension. Furthermore, such methods are usually based on optimality criteria that require discarding some information. The joint probability density functions (joint pdf or JPD) can be considered as unidimensional indices. We compare such JPD indices with some traditional scoring methods.
Methods. We introduced unidirectionality and co-directionality as basic requirements for a joint pdf to become an index. we then provided an argument to demonstrate its maximal informativeness property. Using all possible joint pdf conditional specifications, we estimated the JPD index. We then applied the method to two data sets: first, on the 7 Brief Pain Inventory Interference scale (BPI-I) items obtained from 8,889 US Veterans with chronic pain and, second, on a novel measure based on administrative data, the Manifestations of Psychiatric Severity Index (MoPSI), for 912 US Veterans who had applied for Department of Veterans Affairs disability benefits. We used measures of monotone dependence (e.g., Spearman’s rho) to assess unidirectionality and co-directionality. We used Shannon’s entropy to compare uncertainties (informativeness) in the BPI-I JPD score to standard BPI-I scores and to the estimated person’s parameters of Partial Credit Rasch modeling of BPI-I items. JPD score and person’s parameter were compared for the MoPSI.
Results. All three distinct BPI-I scores’ rankings were highly monotonically dependent (pairwise rho>0.98). The MoPSI’s JPD score rank correlation with the Rasch person’s parameter was also very high (rho=0.98). Compared to standard or Rasch scoring methods, Shannon’s entropy was smaller for BPI-I and for MoPSI JPD scores. With the fixed precision, the BPI-I’s JPD scoring method generated 7,778 unique person-scores compared to 71 unique person-scores generated by standard or Rasch scoring. The MOPSI’s JPD scoring method generated 121 unique person-scores compared to 21 unique person-scores generated by Rasch modeling.
Conclusions. While agreeing with more traditional scoring methods, the JPD scoring method benefits from the optimality foundations on which it is built, with the additional ability to provide more detailed ordering of subjects due to its maximal informativeness property
Improving financial education for US college students: A mixed-methods needs assessment
No full textMany young adults lack the necessary skills to follow a sustainable budget, responsibly manage debt, and plan for future spending needs. Yet financial education interventions, although common, are often unsuccessful. Cognizant of today’s financial landscape, we conducted a six-study mixed-methods needs assessment framed around social cognitive theory and informed by data collected on young adults in the United States to explore young adults’ 1) financial literacy knowledge and skills gaps and 2) barriers to effective financial behavior. Our findings converged around two primary knowledge and skills gaps factors (income and debt management) comprising six subfactors (budgeting, long-term planning, investing, credit cards, student loans) and three behavioral barriers factors (cognitive, behavioral, and environmental) comprising seven subfactors (proactiveness, emotions, self-efficacy, priority, education funding source, social environment, the economy). Our findings provide insight into how to design future financial literacy interventions to increase today’s young adults’ financial knowledge and support improved financial decision-making