ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Replication Data for: Alternative resource matching
No full textThis dataset represents a matching between the main ICT indicators developed by EUROSTAT and those by the other main provider
Replication Data for Chapter 4 : COVID-19 Safe Education Framework
No full textReplication data, Readme, and R scripts for Chapter 4: COVID-19 Safe Education Framewor
Nocebo Hyperalgesia in Patients With Fibromyalgia and Healthy Controls: An Experimental Investigation of Conditioning and Extinction Processes at Baseline and 1-Month Follow-up
No full textBehavioural experimental data from female patients with fibromyalgia and female healthy controls. Data was collected in 2 sessions (at baseline (N=69) and at 1-month follow-up (N=56)). Data consists of questionnaires and self-reported experimental pain intensity
Jeroen van der Linden - Phd project data for study 4
No full textAbstract
This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.
Data
The dataset consists of 16 transcripts of approximately one-hour interviews with teachers from different programmes at a University of Applied Sciences in the Netherlands. These transcripts are in Dutch, the native language of the teachers. All teachers are given numbers that correspond to the file names of the transcripts and the quotations in the article based on these data. Due to the simultaneous invitation to this study and a parallel study, the numbering of the teachers in this study is not incremental. The file names consist of a description, Interview Docent anoniem, which translates from Dutch as Interview Teacher anonymous, and an identifier, in this case a number.<BR
Children's Depression Inventory (CDI)
No full textThe Children's Depression Inventory is a self-report questionnaire for children aged 8 to 21 and determines whether depressed mood is present and, and if so, its severity
Inflammation markers - Immunoglobulin E (IgE)
No full textInflammation markers, for instance C-reactive protein (CRP), Lymphocytes, Neopterin, Immunoglobulin E (IgE), Immunoglobulin G (IgG), and tissue Transglutaminase Immunoglobulin A (tTg-IgA), measured with traditional enzymatic tests, such as Enzyme-Linked Immunosorbent Assays (ELISA)
Eating Disorder Diagnostic Scale (EDDS)
No full textThe Eating Disorder Diagnostic Scale (EDDS) is a validated assessment of eating disorders. It includes items about anorexia nervosa, bulimia nervosa, and binge-eating disorder
Index of Empathy for Children and Adolescents (IECA)
No full textThe Empathy Index for Children and Adolescents (IECA) is a 22-item self-report questionnaire to assess dispositional affective empathy in children aged 6 and older. The IECA has been designed to assess emotional responsiveness, rather than accuracy of cognitive insight
Medical family illness
No full textMedical family illness assesses the presence and severity of medical problems of first degree family members, including pulmonary embolism, epilepsy, diabetes, hypertension, heart attack, stroke, migraine, cancer and miscarriage
Child Gap Overlap Task - Antisaccade
No full textThe Gap-overlap task is a gaze contingent paradigm that measures visual attention shifting between a central and a peripheral stimulus. This is thought to be a key process underlying behavioral control. The Gap-overlap task contains three conditions; i) Gap, in which the central stimulus disappears 200ms before the appearance of the peripheral target; ii) Baseline, in which the central stimulus disappears simultaneously with the appearance of the peripheral target; iii) Overlap, in which the central stimulus remains on screen during peripheral target presentation. In the antisaccade version of the task, which always follows the prosaccade version of the task, children are instructed to look at the opposite direction of where the stimulus appears. During the task, a Tobii TX300 eye-tracker records eye movements at 300 Hz. The key dependent variables are latency to shift attention to the peripheral stimulus in the Gap vs Baseline conditions (Facilitation) and Gap vs Overlap conditions (Disengagement). The Gap-Overlap task takes about 10-15 minutes in total