1,721,061 research outputs found
Developing SENSES: Student experience of non-shared environment scales.
Full text linkTwin and adoption studies find that non-shared environmental (NSE) factors account for variance in most behavioural traits and offer an explanation for why genetically identical individuals differ. Using data from a qualitative hypothesis-generating study we designed a quantitative measure of pupils’ non-shared experiences at the end of formal compulsory education (SENSES: Student Experiences of Non-Shared Environment Scales). In Study 1 SENSES was administered to n = 117 16–19 year old twin pairs. Exploratory Factor Analysis yielded a 49-item 10 factor solution which explained 63% of the variance in responses. SENSES showed good internal consistency and convergent and divergent validity. In Study 2 this factor structure was confirmed with data from n = 926 twin pairs and external validity was demonstrated via significant correlations between 9 SENSES factors and both public examination performance and life satisfaction. These studies lend preliminary support to SENSES but further research is required to confirm its psychometric properties; to assess whether individual differences in SENSES are explained by NSE effects; and to explore whether SENSES explains variance in achievement and wellbeing
Analyzing the context of large-scale educational assessments using multilevel latent variable modeling
No full textKumulative Dissertation, Otto-Friedrich-Universität Bamberg, 2022Large-scale assessments in education often involve the measurement of latent competence, with the aim to perform comparisons between groups in subsequent analyses. The assessment of latent competence is thereby often performed within the institutionalized context of schools, or with the help of interviewers visiting respondents’ homes. In addition, sample selection for educational assessments might focus on groups as sampling units. For example, German secondary school types are used as primary sampling units in a multi-stage sampling procedure in educational studies. Subsequently, several schools per school type are selected for student competence assessment and in consequence, students are nested within clusters of schools. Hence, hierarchical data structures in large-scale educational assessments are caused by contexts of assessments, the sampling design or the combination of both. Regarding the resulting measures of latent competence, construct-irrelevant variance could be introduced by the context of educational assessments in the form of variance between clusters. This can potentially reduce the quality of measurement and impair a fair and valid interpretation of test scores. Further uncertainty in latent competence assessment arises by using as set of item indicators to measure the latent trait of interest. Besides the overall latent trait, also single items can vary by assessment contexts, indicated by random item effects that denote item variation across clusters. In addition, item differences can occur between groups (i.e., fixed item effects) and, if severe, indicate measurement non-invariance in the form of differential item functioning between groups. Item bias is indicated when item differences between groups favor a particular group. If item bias is found between groups that were used as sampling units (e.g., school type), item bias is associated with the context of competence assessment. Hence, group differences of items are then found on the cluster-level of the hierarchical data structure.
For the detection of such sources of construct-irrelevant variance stemming from the assessment context, as well as item bias and item variances associated with the assessment context, multilevel latent variable models are presented and applied to competence and cognitive ability assessments. Competence measurements in the domains mathematic and reading are examined, as well as a measure of the cognitive ability perceptual speed, all assessed within the National Educational Panel Study. In the first study, interviewer and area clusters were investigated in an adult mathematic competence assessment, as hierarchical structures that might introduce construct-irrelevant variance. The examination of cross-classified multilevel item response theory models showed substantial interviewer variance in mathematic competence, while area effects were small. Subsequent analyses revealed some interviewers with undue influence, that were in addition associated with the respondents’ number of missing values in the assessed test and participation rates at the subsequent competence assessment. The second study investigated consequences of item bias, in the form of cluster-level group differences in items by school type, for students reading competence development from fifth to ninth grade of German secondary school. Measurement non-invariance occurred especially between the highest and lowest school type of German secondary schools at all measurement occasions. Nevertheless, the school type comparisons of reading competence development were not sensitive to found measurement non-invariance between school types and a parallel development of reading competence between German secondary school types was presented. In the third study, in addition to cluster-level group differences in item estimates by school type (i.e., fixed item effects), also random item effects across school clusters per school type were investigated for three items measuring perceptual speed for German secondary school students at ninth grade. Fixed- and random-group differential item functioning was investigated in comparison of students from several types of regular schools and students with special educational needs. Random-group differential item functioning was found for two out of the three items, indicating that estimated item difficulties differed across school clusters. Such differences across assessment contexts (i.e., school clusters) might stem from problems of standardized test assessment. Finally, the results of the three studies are discussed with regard to test standards for educational and psychological testing. The results are furthermore compared to empirical evaluations of context effects in other educational large-scale assessments
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Die Multi-Informanten-Perspektive auf dem Prüfstand : Fremdeinschätzungen zu sozial-emotionalen Kompetenzen von Kindergartenkindern im Vergleich
No full textKulmulative Dissertation, Otto-Friedrich-Universität Bamberg, 2024
Von der genannten Lizenzangabe ausgenommen ist folgender Bestandteil dieser Dissertation:
Teil III "Parent and Teacher Assessments of Social-emotional Competence in Three-Year-Old Children: Does Sibling Status Matter? " (S. 95-117) steht unter der CC-Lizenz CC BY.
Lizenzvertrag: Creative Commons Attribution 4.0
https://creativecommons.org/licenses/by/4.0/Sozial-emotionale Kompetenzen sind besonders relevant für den späteren Erfolg in Schule und Beruf. Da Kinder mit unterschiedlich ausgeprägten kognitiven Kompetenzen in die Grundschule starten, ist es nötig, mögliche Mechanismen sozialer Ungleichheit schon im Kindergarten und im Zusammenhang mit sozial-emotionalen Kompetenzen zu untersuchen. Doch die Erfassung sozial-emotionaler Kompetenzen birgt viele Herausforderungen, welche in der Konsequenz Fragen für die Weiterverwendung der erfassten Konstrukte in wissenschaftlichen Sekundäranalysen aufwirft. In der hier dargestellten Forschung wurden daher die möglicherweise verzerrten Eltern- und ErzieherInnen-Einschätzungen sozial-emotionaler Kompetenzen von Kindergartenkindern und der Zusammenhang zu ihren späteren kognitiven Kompetenzen betrachtet, um Empfehlungen für Forschung und Praxis ableiten zu können
Variations on the Author
Full text link“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
Full text linkWe 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
R code and analyses results
No full textCode for: Gnambs, T. (2021). The day of the week effect on subjective well-being in the European Social Survey: An individual-participant meta-analysis. Zeitschrift für Psychologie, 229(1), 38–47. https://doi.org/10.1027/2151-2604/a000436In large-scale social surveys, respondents are typically interviewed on different days of the week. Because previous research established systematic daily fluctuations of people’s mood, it was hypothesized that subjective well-being ratings might be similarly affected by the day the interview takes place. Therefore, an individual-participant meta-analysis of 221 representative samples from the European Social Survey including 408,637 participants is presented. The random-effects meta-analysis found a negligible day of the week effect on life satisfaction and happiness ratings, even after accounting for selection and interviewer effects. Although significantly different ratings were observed on Sundays, the size of the obtained effects was trivial. These findings provide little evidence that the interview day has a meaningful impact on subjective well-being research in cross-sectional, large-scale studies.R code; analyses results; plotspeerReviewedacceptedVersio
e & i Elektrotechnik und Informationstechnik / Attitudes towards emergent autonomous robots in Austria and Germany
Full text linkAutonome Roboter sind ein unverzichtbarer Teil der Arbeit in zahlreichen Industriezweigen und stehen kurz davor, auch andere Anwendungsfelder im Personenverkehr und Gesundheitswesen zu erobern. Da Einstellungen gegenüber neuen Technologien die Entscheidungen von Konsumenten beeinflussen, diese Neuerungen auch zu nutzen, untersucht die vorliegende Studie die öffentliche Meinung gegenüber neuen automatischen Systemen in Österreich und Deutschland. Die Ergebnisse zeigten im Allgemeinen eine eher positive Einstellung in beiden Ländern. Allerdings ergab sich in Österreich ein zwiespältiges Bild: Obwohl Österreicher die höchste Nutzungsrate von Robotertechnologien aufwiesen, hatten sie die negativsten Einstellungen. Es kann vermutet werden, dass zunehmende Erfahrungen mit Robotern auch die negativen Seiten von Automation verstärkten, was in skeptischere Einstellungen gegenüber einer verbreiteten Nutzung von Robotern mündet.Autonomous robotic systems are an indispensable component of work in many industries that are on the brink of entering many other areas of people’s lives such as transportation or healthcare. Because attitudes towards new technologies shape consumers’ decision to adopt these innovations, the present study examines the public opinion toward emergent robotic systems in Austria and Germany. The results showed that, in general, attitudes seemed rather positive in both countries. However, for Austria a rather ambivalent picture emerged: although Austrians exhibited the largest adoption rate of robotic technologies in Europe, at the same time they evaluated robots most unfavorably as compared to other European countries. Thus, experiences with robots seemed to have intensified potential downsides of automation that resulted in more concerns regarding the widespread use of robots.Refereed/Peer-reviewedVersion of recor
The Web-Based Assessment of Mental Speed : An Experimental Study of Testing Mode Effects for the Trail-Making Test
No full textAlthough web-based cognitive assessments have gained increasing attention in recent decades, it is still debated whether unstandardized test settings allow for comparable measurements as compared to proctored testing, particularly for speeded cognitive tests. Therefore, two within-subject experiments (N = 73 and N = 72) compared differences in means, criterion correlations with measures of intelligence, and subjective test quality perceptions of a trail-making test between a proctored paper-based, a proctored computerized, and an unproctored web-based administration mode. The results in both samples showed equivalent means between the two computerized modes, equivalent criterion correlations between the three modes, and no differential item functioning. However, the web-based tests were rated as having an inferior measurement quality as compared to the proctored assessments. Thus, web-based testing allows for comparable measurements of mental speed as compared to traditional computerized tests, although it is still regarded as a lower quality medium by test takers
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