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An Overall Test of Pairwise Mean Conditional Covariances in IRT
No full textWe study how the Conditioning on Added Regression Predictions (CARP) statistics from different item pairs can be aggregated into a single overall test of monotone homogeneity. As a pairwise statistic, we use the mean conditional covariance (MCC) or its standardized value (). We use three different estimates of the covariance matrix of the pairwise test statistics: (1) the covariance matrix of the MCCs, based on the sample moments; (2) the covariance matrix of the MCCs or s, based on bootstrapping; and (3) the covariance matrix of the s, equated to the identity matrix. We consider various aggregation methods, including (a) the chi-bar-square statistic; (b) the preselected standardized partial sum of pairwise statistics; (c) the product of preselected -values; (d) the minimum of preselected -values; and (e–h) the same statistics, but now conditioned on post-selecting only the negative values in the test sample. We study the Type 1 error rate and power of the ensuing 20 tests based on simulations. The tests with the highest power among the tests that control the Type I error rate are based on -statistics with the identity matrix: the conditional likelihood ratio test, the conditionalized product of -values, the conditionalized sum of Z-values, and the preselected product of -values
Unpacking the role of demographic characteristics in organizational citizenship behaviour:An intersectional approach
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Zelfdeterminatie. Je eigen weg leren vinden
No full textMartens, R. (2025). Zelfdeterminatie. Je eigen weg leren vinden. In: M. Kuijpers, F. van der Mijn & R. van Dinteren (Red.). Nog Nooit verteld. Toonaangevende professionals over (hun) eigen ontwikkeling. (pp. 146-155). Uitgeverij Kloosterhof
The Bright and Dark Sides of Distributed Leadership in Schools:A Joint Structural and Functional Perspective on Distributed Leadership, Work Performance and Job Satisfaction
No full textThis study combines a structural and functional perspective on distributed leadership to disentangle its beneficial and detrimental effects on job satisfaction and work performance. Specifically, we explore the interaction between structural (SDL) and functional distributed leadership (FDL) on leadership support, organizational identification, and empowerment. This study also tests the mediating role of leadership support, organizational identification and empowerment as mechanisms that explain the association between distributed leadership and work-related outcomes in teachers. We used a multilevel mediation analysis to test the overall model in a sample of 2632 teachers embedded in 203 Romanian schools. The results replicate previous findings regarding the negative association between SDL and empowerment and identification and show that FDL has an overall positive association with leadership support, identification, and empowerment, as well as with job satisfaction and work performance reported by teachers. SDL had a negative indirect association with job satisfaction mediated by leadership support and with work performance mediated by organizational identification. The association between FDL and job satisfaction was significantly mediated by leadership support, identification, and empowerment within schools. Finally, the association between FDL and work performance was significantly mediated by organizational identification within as well as between schools.</p
Older people’s participation in responsible research and innovation:A qualitative study on motivation
No full textUser inclusion in innovation is vital, yet poorly executed, especially for vulnerable groups like older adults. The demographic shift increases the need for innovation, particularly in the healthcare sector. To ensure innovation meets, the needs of older people, they should be included earlier and with more influence. However, barriers to this participation exist, with motivation often overlooked in research. Our study examined user panels from two European innovation intermediaries to understand how older people's motivation evolves during innovation. Between 2020 and 2022, we conducted 28 interviews, nine open-ended questionnaires, and two focus groups. Our findings reveal that motivation varies before, during, and after inclusion. Key themes include that shared ownership of the innovation process can be motivating but also creates insecurity. Additionally, the lack of follow-up after sessions diminishes motivation. We conclude that prioritizing motivation is essential for effectively including older adults in innovation
Opinie: Fijn die Europese kampioenen in big tech, maar pas op dat ook zij er niet met de buit vandoor gaan
No full textBig tech is ook voor de Verenigde Staten en China zelf zeer schadelijk. Kopieer niet het destructieve gigantisme-model van deze landen, maar zet in op alternatieven die resoneren met Europese democratie en rechtsstatelijkheid
Investigating epistemic emotions experienced while reading refutation texts through a fine-grained measure of emotion
No full textThe current study addressed the often-overlooked role of epistemic emotions in refuting misinformation by replicating and expanding on the work of Trevors and Kendeou (2020). It broadened the participant pool beyond well-educated college students and introduced a novel dynamic measure, “DynamicEmo”, to capture epistemic emotions experienced while reading refutation texts in a more fine-grained way. Results reaffirmed that positive, negative, and standard refutation texts (vs. non-refutation texts) effectively enhanced knowledge revision. Analysis using DynamicEmo revealed that paragraphs presenting inconsistent information (misinformation+correction) in refutation texts elicited activating (curiosity and confusion) or suppressed deactivating epistemic emotions (boredom). Notably, in-the-moment negative epistemic emotions, triggered by critical correct-outcome sentences, were negatively predictive of knowledge revision, highlighting the significance of emotions experienced during critical parts of refutation text reading. This study demonstrated the key role of epistemic emotions in knowledge revision, while offering more granular insights through dynamic emotion measurement compared to traditional post-hoc self-reports