1,720,966 research outputs found
Relació entre patrons d'aprenentatge i estrès acadèmic en alumnes de batxillerat en la pandèmia de la COVID-19
Get PDFL'objectiu principal d'aquest estudi és trobar quins patrons d'aprenentatge es defineixen en l'alumnat en el context de la pandèmia de la COVID-19 i la seva relació amb l'estrès acadèmic. En una mostra d'alumnes de batxillerat, s'han mesurat els patrons d'aprenentatge i el nivell d'estrès acadèmic amb proves psicomètriques i s'han realitzat anàlisi de la correlació entre patrons d'aprenentatge i les subescales dels tests d'estrès acadèmic per poder respondre l'objectiu. Es corrobora el model de patrons d'aprenentatge i s'observen algunes diferències amb el que s'esperaria respecte a l'estrès acadèmic i la preferència de presencialitat o virtualitat de les classes.The main aim of this study is to find out what kind of learning patterns are defined among the High School students within the COVID-19 pandemic context and their relation with the academic stress. Therefore, within a 45 High School students sample, the learning patterns have been measured with the Inventory of Learning Patterns (ILP) and the academic stress level has been measured with the Academic Stress and Stress Coping Questionnaire (CEAU, R-CEA and A-CEA). Correlation analysis between the learning patterns (MD, RD, AD and UD) and the subscales from the different academic stress tests have been made in order to answer the main aim of this study. Results show some moderate correlations between different subscales and learning patterns, a strong and positive correlation between personal resource planification and management and the MD pattern (r = 0.68; p < 0.01), and another between social support seeking and the AD pattern (ρ = 0.61; p < 0.01). The learning patterns model is supported in this study. However, there are some differences with the expected academic stress results within patterns and with the preference between classroom based schooling and online classes
Patrones de aprendizaje en universitarios Latinoamericanos: Dimensión cultural e implicaciones educativas
Get PDFLa presente investigación explora y discute el modelo de patrones de aprendizaje definido por Vermunt (1998), y su relación con ciertos factores personales, contextuales y el rendimiento académico. En la muestra participaron un total de 354 estudiantes de primer curso de la carrera Ciencias de la Educación; los mismos pertenecen a 3 países latinoamericanos (Colombia, México y Venezuela) que se distribuyen en 4 universidades diferentes. Del total de participantes, 262 fueron estudiantes femeninas y 92 estudiantes masculinos. A las mismas se aplica una versión adaptada al español internacional Inventario de Estilos de Aprendizaje (ILS) y un cuestionario de datos socio-demográfico, mediante el cual se indagan los factores personales, contextuales (edad, género, esfuerzo, dedicación al estudio, percepción de la docencia y dominio específico) y el rendimiento académico. Los resultados reportan una estructura empírica de cuatro patrones de aprendizaje, en donde tres (MD, RD y UD) coinciden con la propuesta clásica de Vermunt. A su vez, en cada una de las muestras aparece otro patrón normalmente conformado por creencias o motivos para estudiar (PI y PM) más propios de estudiantes de educación Secundaria. Estas particularidades del territorio latinoamericano, se discuten en el marco de la dimensión intercultural. Asimismo, se hallan ciertas diferencias significativas en relación a factores tales como el género, el esfuerzo, la dedicación al estudio, la percepción de la docencia y el rendimiento académico. Por último, se exponen las limitaciones del estudio y perspectivas futuras.This research explores and discusses the learning pattern model defined by Vermunt’s (1998); and its relationship with personal and contextual factors and academic performance. In the sample participated a total of 354 students of first-year of Educational Sciences. The students belong to three Latin-American countries (Colombia, México and Venezuela) and they are distributed in four different universities. The participants were 262 females and 92 males’ students. Data collection was carried out using the Inventory of Learning Style (Vermunt, 1998); and a socio-demographic questionnaire with a set of questions about the students’ age, gender, dedication to study, perception of teaching, effort and academic performance were collected. The results report an empirical structure of four learning patterns, where three (MD, RD and UD) coincide with the classical Vermunt proposal. In addition, in each of the samples there appears another pattern normally conformed by beliefs or motives to study (PI and PM) more typical of students of Secondary education. These particularities of the Latin American territory are discussed within the framework of the cross-cultural dimension. Likewise, there are some significant differences in relation to certain factors such as gender, effort, dedication to study, perception of teaching and academic performance. Finally, the limitations of the study and future perspectives are presented
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
Latin American undergraduates and learning patterns in the transition to higher education: an exploratory study in Colombia
Get PDFEl objetivo de este estudio fue analizar la relación entre los patrones deaprendizaje, ciertos factores asociados y el rendimiento académico en una muestra de 115 estudiantes universitarios colombianos de 1er año de carrera. La necesidad de discutir el modelo de Vermunt en otros contextos se plantea como un reto en esta área de estudio con la finalidad de aportar evidencias para un modelo más robusto e inclusivo en el análisis de los procesos de aprendizaje.The aim of this study was to analyse the relationship between learning pat-terns, associated factors, and academic performance in 115 Colombian first-year university students. We posed the need to discuss the Vermunt model in other contexts, with an aim to supply evidence toward a more robust, inclusive model in analyzing learning processes. Method. Data were collected using a Spanish version of the Inventory of Learning Style (Martínez-Fernández et al., 2009; Vermunt, 1998). Additionally, we collected data about the students' age, gender, dedication to study, perception of teaching, effort, and academic per-formance. The data were processed by means of descriptive analysis, correlation, MANOVA, and path analysis. Results. The results show a structure of four learning patterns consisting of different factor combinations according to Vermunt: 1) Meaning-directed with external regulation (MD/er); 2) Passive-Idealistic (PI); 3) Passive-Motivated (PM); and 4) Reproduction-directed with lack of regulation (RD/lr). The relationship between learning patterns and the different factors was not sustained. However, we found an interesting explanation of academic performance from the perspective of self- and external regulation. Discussion and Conclusion. Based on these results, we defend the need to make the cultural dimension of learning patterns a key topic in the research agenda on learning processes
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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