1,720,955 research outputs found
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
The Mediating Role of Coping in the Relationship Between Satisfaction of Psychological Needs and Academic Goal Progress: A Self-Determination Perspective
No full textThe first objective was to test the prospective relationship between need satisfaction and coping. A total of 113 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as a measure of coping at Time 2 (T2; i.e. a few weeks after the midterm exams). Results indicated that need satisfaction T1 explained unique variance in both dimensions of coping T2, namely task-oriented and disengagement-oriented coping, even after having statistically controlled for gender, Conscientiousness, Neuroticism, and social desirability at T1. The second objective was to examine a model in which need satisfaction and coping predict the amount of progress towards academic goals and, in turn, how coping and goal progress are associated to increases in need satisfaction over the course of a semester. A total of 166 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as measures of coping, goal progress, and need satisfaction at Time 2 (T2; i.e. a few weeks after the midterm exams). Results from structural equation modeling indicated that coping T2 fully mediated the relationship between need satisfaction T1 and goal progress T2. Results also indicated that goal progress T2 partially mediated the relation between task-oriented coping T2 and need satisfaction T2 as well as between disengagement-oriented coping T2 and need satisfaction T2
The Mediating Role of Coping in the Relationship Between Satisfaction of Psychological Needs and Academic Goal Progress: A Self-Determination Perspective
No full textThe first objective was to test the prospective relationship between need satisfaction and coping. A total of 113 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as a measure of coping at Time 2 (T2; i.e. a few weeks after the midterm exams). Results indicated that need satisfaction T1 explained unique variance in both dimensions of coping T2, namely task-oriented and disengagement-oriented coping, even after having statistically controlled for gender, Conscientiousness, Neuroticism, and social desirability at T1. The second objective was to examine a model in which need satisfaction and coping predict the amount of progress towards academic goals and, in turn, how coping and goal progress are associated to increases in need satisfaction over the course of a semester. A total of 166 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as measures of coping, goal progress, and need satisfaction at Time 2 (T2; i.e. a few weeks after the midterm exams). Results from structural equation modeling indicated that coping T2 fully mediated the relationship between need satisfaction T1 and goal progress T2. Results also indicated that goal progress T2 partially mediated the relation between task-oriented coping T2 and need satisfaction T2 as well as between disengagement-oriented coping T2 and need satisfaction T2
Favoriser la satisfaction, la réussite, la persévérance et la motivation chez les étudiants en formation à distance : le rôle de la relation tuteur-apprenant
Get PDFLa persévérance chez les étudiants représente un enjeu majeur, et ce, que ce soit au niveau secondaire ou post-secondaire. De surcroit, la place de plus en plus grande que prennent les études à distance permet certainement de favoriser un retour à l’école pour certains ou bien une meilleure conciliation tra-vail/famille/sport et/ou études. À cet égard, lorsqu’un apprenant poursuit des études à distance, le premier contact avec son milieu d’apprentissage est géné-ralement celui qu’il entretient avec la personne chargée de l’encadrement. Il ap-parait donc crucial de s’intéresser à la dyade tuteur-apprenant et à son rôle face à la satisfaction, la réussite, la persévérance et la motivation scolaires. Afin d’atteindre cette visée, la théorie de l’autodétermination (Deci et Ryan, 1985) offre un cadre pertinent permettant d’étudier comment le soutien à l’autonomie de la part du tuteur peut créer un environnement d’apprentissage soutenant et motivant, amenant subséquemment l’apprenant à persévérer, réussir et être plus satisfait face à ses études. Ainsi, l’objectif principal du présent mémoire est d’étudier le rôle du soutien à l’autonomie de la part du tuteur face à la satisfac-tion, la réussite, la persévérance et la motivation de l’étudiant envers ses études. Pour ce faire, 148 étudiants (80% de femmes), dont l’âge moyen était de 22 ans, inscrits au Cégep à distance à partir de l’hiver 2020 ont complété un question-naire en ligne d’une vingtaine de minutes. Plus spécifiquement, ils devaient rem-plir le questionnaire en se référant à un cours précis pour lequel ils étaient ins-crits ainsi qu’au tuteur attitré à ce cours. De plus, ils devaient avoir complété au moins deux devoirs dans ce cours. La relation tuteur-apprenant étant au cœur de cette étude, il apparaissait important de laisser la relation s’établir notamment par l’entremise du contact d’accueil en début de parcours, ainsi qu’à travers la cor-rection et la rétroaction fournies lors des deux premières évaluations. Les résul-tats ont démontré que le soutien à l’autonomie était associé à une plus grande satisfaction de l’étudiant par rapport à ses études à distance, à une meilleure satisfaction face aux résultats obtenus dans son cours à distance ainsi qu’à une plus grande intention de terminer ce cours. Il semble donc que le tuteur ait un rôle à jouer qui soit non négligeable face au cheminement de l’étudiant à travers la poursuite d’un cours à distance, et ce, particulièrement en favorisant chez l’apprenant des indicateurs de satisfaction, de réussite et de persévérance. À noter toutefois que contrairement à ce qui était attendu, le soutien à l’autonomie n’était pas lié à la motivation. Néanmoins, les résultats obtenus sont concordants avec des études antérieures ayant étudié le lien entre le soutien à l’autonomie de la part du tuteur et des indicateurs de satisfaction, réussite et persévérance en formation en présentiel (voir entre autres Jang et al., 2016; Reeve, 2006; Reeve et Jang, 2006; Ryan et Niemiec, 2009). Ces résultats s’ajoutent donc à la littéra-ture scientifique en ce qui a trait à la théorie de l’autodétermination. De surcroit, de tels résultats pourraient mener à la création de programmes d’intervention basés sur le soutien à l’autonomie, tel que défini par Ryan et Deci (2000), et des-tinés aux tuteurs. Ceci permettrait ainsi de fournir un meilleur encadrement aux étudiants en favorisant une plus grande satisfaction, réussite et persévérance scolaires
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
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