1,720,963 research outputs found
Change in Expectancy as a Function of Teacher Involvement: A Classroom Study
No full textStudents’ motivation frequently fluctuates during a semester. However, it is often difficult for instructors to determine the specific situation under which these changes occur and their academic impact. Furthermore, classroom research in the area is scarce. Utilizing multiple analytic procedures to analyze the responses of 34 students in an upper-division Theories of Personality psychology course, the current study examined changes in expectancy (“Can I do this task?”) as a function of instructor involvement and the effect of expectancy changes on exam performance and test anxiety. Expectancy declined from one teacher-involved action to the next. However, changes in expectancy had no impact on exam performance and test anxiety. These findings confirm that students’ motivation is sensitive to classroom situations and clarify the influence of motivation changes on academic outcomes. The study reveals the importance of carefully considering the nature of the classroom situation when seeking to effect positive motivation changes
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
The Effect of goal orientation of attention, learning, and metacognitive awareness
No full textAn experimental study was conducted to examine whether achievement goals affect attention, comprehension, and metacognition. One hundred and twenty undergraduate students enrolled in introductory educational psychology classes participated. Students were randomly assigned to one of four goal groups (mastery, performance approach, performance avoidance, or control group) and one of three question groups (emotions, brain, and no questions). The study was conducted in two sessions. First, students were given a reading test, and questionnaires to measure their prior knowledge and personal goals. Second, students read the text on a computer. Then they completed an interest questionnaire, a manipulation check, a post test and an interview to assess their metacognition. A 4 (Type of Goal Instruction: mastery, performance approach, performance avoidance, and control) X 3 (Type of Questions: emotion, brain, and no questions) X 3 (Type of Text Segment Information: emotion, brain, and neutral) mixed factorial design was used. Type of goal instruction and type of questions were between subject factors; type of text segment information was a within-subject factor. The dependent measures were attention, comprehension, and metacognitive awareness. Personal goal orientation, prior knowledge, and reading ability were covariates. The analyses were conducted in seven parts: 1) a series of repeated measures ANOVAs were ran as general analyses, 2) causal analyses was used to determine whether attention mediated the relationship between goals and learning, 3) Attention data were analyzed to determine when participants became aware, 4) ANOVAs were ran to examine whether there were differences among goal groups on metacognition, 5) interview data were examined to determine whether participants differed on reading strategy use after they became metacognitively aware, 6), standard regression was conducted to test whether metacognition affected the amount of time spent on salient and non-salient text information, and 7) path analysis was used to test whether metacognition was a causal mediating variable between goals and learning. Results show that the attention was a partial mediating variable between goals and learning; metacognition mediated goals and learning; a mastery goal leads to better metacognition; and metacogntion affect attention. Theoretical and educational implications of the study\u27s findings are discussed
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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