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[[alternative]]The Prediction of Self-Efficacy and Social-Support on Emotional Adjustment for Gifted and Talented Students
No full text[[abstract]]The Prediction of Self-Efficacy and Social-Support on Emotional Adjustment for Gifted and Talented Students
BI-RU YU
ABSTRACT
The purpose of this research is focused on the prediction of self-efficacy and social-support on emotional adjustment of gifted and talented junior high school students. The research target audience is based on 629 gifted and talented students of 12 junior high schools in Taipei. The three applied tools include “Social-Support Scales”, “Self-Efficacy Scales”, and “Emotional Adjustment Scales”. This paper uses questionnaire investigation for data collection; furthermore, uses statistical calculation methods like “average”, “standard deviation”, “one-way MANOVA” and “multiple regression analysis” for data analysis. The research results are as follows:
1. The performance of gifted and talented junior high school students on “self-efficacy”, “social-support” and “emotional adjustment” is:
Self-efficacy of gifted and talented junior high school students is at the junior high to high level, among which, positive self-efficacy is considerably high. The source of social-support is mainly from family. The type of support is mostly informative support. The emotional adjustment level of gifted and talented junior high school student is at the junior high to high level, among which emotional observation is the best.
2. The difference of various sex groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
There is no sex variation to positive self-efficacy, but there is obvious variance in negative self-efficacy. Negative self-efficacy of girls is higher than boys. There is noticeable difference in various types of social-support, where peer support for girls is higher than boys. The instrumental support for girls is apparently higher than boys. In emotional adjustment, the emotional limits of boys are scored higher than girls.
3. The effect of different gifted and talented student groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
On the self-efficacy of gifted and talented students, there is apparent difference among various gifted and talented student groups. On social-support level, there is no apparent difference on family social-support. However, peer and teacher social-support has reached noticeable standards among the various gifted and talented student groups. As for the emotional observation and management, there is no significant difference in the various gifted and talented student groups, but in emotional limit and expression, there exists variance among the various gifted and talented student groups.
4. The prediction of “self-efficacy” and “social-support” on emotional adjustment of junior high school gifted and talented students is:
〈1〉The prediction of self-efficacy and social-support on emotional adjustment of the different target audience is:
There are two degrees of self-efficacy (positive and negative) and three types of social-support (family support, peer support, and teacher support) based on three different target audience.
〈2〉The Prediction is based on the two degrees of self-efficacy (positive and negative) and three types of social-support (informative support, instrumental support, and emotional support), among which, positive self-efficacy is the most effective prediction of emotional adjustment.
Finally, this paper proposed some recommendation according to the conclusion and research report as reference for gifted and talented education workers and schools when promoting gifted and talented education.
The Prediction of Self-Efficacy and Social-Support on Emotional Adjustment for Gifted and Talented Students
No full text[[abstract]]The Prediction of Self-Efficacy and Social-Support on Emotional Adjustment for Gifted and Talented Students
BI-RU YU
ABSTRACT
The purpose of this research is focused on the prediction of self-efficacy and social-support on emotional adjustment of gifted and talented junior high school students. The research target audience is based on 629 gifted and talented students of 12 junior high schools in Taipei. The three applied tools include “Social-Support Scales”, “Self-Efficacy Scales”, and “Emotional Adjustment Scales”. This paper uses questionnaire investigation for data collection; furthermore, uses statistical calculation methods like “average”, “standard deviation”, “one-way MANOVA” and “multiple regression analysis” for data analysis. The research results are as follows:
1. The performance of gifted and talented junior high school students on “self-efficacy”, “social-support” and “emotional adjustment” is:
Self-efficacy of gifted and talented junior high school students is at the junior high to high level, among which, positive self-efficacy is considerably high. The source of social-support is mainly from family. The type of support is mostly informative support. The emotional adjustment level of gifted and talented junior high school student is at the junior high to high level, among which emotional observation is the best.
2. The difference of various sex groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
There is no sex variation to positive self-efficacy, but there is obvious variance in negative self-efficacy. Negative self-efficacy of girls is higher than boys. There is noticeable difference in various types of social-support, where peer support for girls is higher than boys. The instrumental support for girls is apparently higher than boys. In emotional adjustment, the emotional limits of boys are scored higher than girls.
3. The effect of different gifted and talented student groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
On the self-efficacy of gifted and talented students, there is apparent difference among various gifted and talented student groups. On social-support level, there is no apparent difference on family social-support. However, peer and teacher social-support has reached noticeable standards among the various gifted and talented student groups. As for the emotional observation and management, there is no significant difference in the various gifted and talented student groups, but in emotional limit and expression, there exists variance among the various gifted and talented student groups.
4. The prediction of “self-efficacy” and “social-support” on emotional adjustment of junior high school gifted and talented students is:
〈1〉The prediction of self-efficacy and social-support on emotional adjustment of the different target audience is:
There are two degrees of self-efficacy (positive and negative) and three types of social-support (family support, peer support, and teacher support) based on three different target audience.
〈2〉The Prediction is based on the two degrees of self-efficacy (positive and negative) and three types of social-support (informative support, instrumental support, and emotional support), among which, positive self-efficacy is the most effective prediction of emotional adjustment.
Finally, this paper proposed some recommendation according to the conclusion and research report as reference for gifted and talented education workers and schools when promoting gifted and talented education.
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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