1,721,074 research outputs found
Handling Demanding Situations: Associations between Teachers’ Interpersonal Behavior, Physiological Responses, and Emotions
No full textTeaching can be emotionally demanding. The current study investigated how teachers handle demanding situations in class, and how their behavioral and physiological reactions shape their emotions after the lesson. Interpersonal behaviors of 80 secondary school teachers were coded based on video recordings of one real-life lesson. During the lesson, heart rate and cardiac output were recorded continuously as indicator of relative challenge versus threat motivational states. Overall, teachers differed substantially in the number of demanding situations and how they changed their interpersonal behavior and physiological responses. Although teachers’ behavioral and physiological changes were not a straightforward predictor of their emotional outcomes, especially teachers with dispositional low agency or communion were at risk of less positive and more negative emotions.</p
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
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
Stimulating autonomous motivation in the classroom: The role of interpersonal teacher agency and communion
No full textSelf Determination Theory (SDT) distinguishes the quality of motivation from its quantity or intensity (Vansteenkiste, Sierens, Soetens, Luyckx, & Lens, 2009). A sequence from controlled to autonomous motivation is adopted; autonomous motivation is seen as the best quality type. Being autonomously motivated, as opposed to controlled, has been found to lead to more volitional persistence, better relationships in social groups, more effective performance, greater health and wellbeing (Deci & Ryan, 2002), deep-level cognitive processing (Vansteenkiste et al., 2009), and creativity (Ryan & Deci, 2000a). The extent to which students’ motivation is controlled or autonomous, describes a difference in the quality of motivation
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Teacher-Student Interpersonal Relationships in Chinese Secondary Education Classrooms
No full textPositive interpersonal relationships between teacher and students contribute to students’ affective school experiences and outcomes, and such productive relationships are created through teacher moment-to-moment interpersonal behaviour in class. Previous studies on teacher-student interpersonal relationships, especially concerning teacher moment-to-moment interpersonal behaviours, have mainly been carried out in Western educational contexts. Therefore, the current PhD thesis aims to investigate if the interpersonal framework of teacher-student relationships can be used in the East Asian context, more specifically, secondary classrooms in the Chinese context. This PhD thesis consists of four studies. Study 1 developed a contextualized adaption of the Questionnaire on Teacher Interaction (QTI), i.e., the Chinese instrument to measure students’ interpersonal perceptions of their teacher. This Chinese version was developed by considering language and cultural embeddedness, which transcended a narrow view of instrument adaptation to another culture as mere translation. The questionnaire appeared to be reliable and indications for validity also were found. Study 2 and 3 assessed the relevance of teacher interpersonal behaviour for students’ affective variables, i.e., academic emotions, achievement goals and behavioural engagement in the Chinese context. The findings indicated that although teacher warmth and friendliness appeared to be a more important predictor than teacher dominance and control, teacher dominance should not be discarded as an antecedent of affective variables and in addition, dominance contributes to the effect of teacher warmth. Study 4 investigated how Chinese teachers with, as judged by their students, a positive interpersonal relationship behave interpersonally from moment to moment. This study found that Chinese teachers showed rather frequent dominant and friendly moment-to-moment behaviour and these behaviour were perceived to be rather stable and only to be shifting between rather similar friendly and agentic behaviours. Dutch teachers were found to exhibit larger changes in their moment-to-moment behaviour patterns than Chinese. Considering the findings in this thesis, it appears to be worthwhile to apply the framework of teacher-student interpersonal relationships into the Chinese context. Overall, the results are largely comparable with previous findings on the interpersonal framework in western samples, however the results also show that it is important for researchers to be aware that there are limitations to generalizability of Western results over cultural contexts, such as the East Asian classroom, and vice versa. In the Chinese context one should especially keep in mind the probable different functioning of teacher agency: teacher agentic or dominant behaviour may play a more important role in building a positive teacher-student interpersonal relationship in an East Asian classroom than in a Western context. Future research may consider conducting longitudinal studies with at least two or three measurement occasions to eventually draw firmer conclusions regarding the associations tested in this research. These might also include observation of student interpersonal behaviour to see how moment-to-moment teacher-student interactions unfold in different cultural contexts
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