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1.
培训对象是教师培训核心要素之一,它表现出若干变量群。本文详细探讨了教师培训对象背景变量群、发展变量群和环境变量群,背景变量群包括自然变量、时间变量、文化资本变量、社会资本变量和政治资本变量;发展变量群主要有等级化的职称变量、层级化的荣誉变量、科层化的职务变量和资格更新变量;环境变量群不仅表现在学段、年级、学科等变量,也表现在空间和组织,甚至是行政区域变量。文章认为,“对象变量”群是教师培训项目设计的重要依据,直接影响到培训项目的需求、主题等要素。 相似文献
2.
以489名IT员工为样本,以Yoon的模型为基础,利用结构等式模型深入探讨了组织承诺产生的中间机制,结果表明反映工作环境的变量主要通过工作满意度对组织承诺产生影响;反映组织环境的变量主要通过组织支持对组织承诺产生影响;大部分变量表现出显著性。模型能够较好地解释样本的组织承诺的方差变异,证明工作满意度和组织支持是影响组织承诺生成的中间变量。 相似文献
3.
由于可交换随机变量的基本结构定理De Finetti定理---可交换随机变量无限序列以其尾σ-代数为条件是独立同分布的,因而可交换随机变量应具有类似于独立同分布随机变量的性质。本文给出了可交换随机变量与独立同分布随机变量间关系的一些结论。 相似文献
4.
In longitudinal studies, investigators often measure multiple variables at multiple time points and are interested in investigating individual differences in patterns of change on those variables. Furthermore, in behavioral, social, psychological, and medical research, investigators often deal with latent variables that cannot be observed directly and should be measured by 2 or more manifest variables. Longitudinal latent variables occur when the corresponding manifest variables are measured at multiple time points. Our primary interests are in studying the dynamic change of longitudinal latent variables and exploring the possible interactive effect among the latent variables. Much of the existing research in longitudinal studies focuses on studying change in a single observed variable at different time points. In this article, we propose a novel latent curve model (LCM) for studying the dynamic change of multivariate manifest and latent variables and their linear and interaction relationships. The proposed LCM has the following useful features: First, it can handle multivariate variables for exploring the dynamic change of their relationships, whereas conventional LCMs usually consider change in a univariate variable. Second, it accommodates both first- and second-order latent variables and their interactions to explore how changes in latent attributes interact to produce a joint effect on the growth of an outcome variable. Third, it accommodates both continuous and ordered categorical data, and missing data. 相似文献
5.
艾伦 《中国现代教育装备》2020,(8):5-8
论证变量的相关性不等于因果性,相关性只是因果性的必要条件之一。同时提出变量之间因果性关系成立的条件是要求自变量必须满足正交性与完备性。正交性是对自变量之间独立性而无相互依赖的要求,完备性是对自变量具有充分条件与必要条件的要求。 相似文献
6.
关于随机变量分布函数 总被引：1，自引：0，他引：1
张晓明 《福建工程学院学报》2007,5(4):369-371
主要讨论连续型随机变量分布函数与离散型随机变量分布函数在表达形式等方面的异同,总结连续型随机变量分布函数的主要表达形式,并讨论连续型随机变量分布函数的可导性. 相似文献
7.
《Early education and development》2013,24(1):27-44
This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed. 相似文献
8.
Abstract Failure to identify and account for the effects of moderator variables, variables that intervene in and affect the relationship between two variables, has been an important reason for the low explanatory power of a large portion of educational research. This study illustrates the use of pre-existing subgroups as moderator variables and the consequent increase in efficiency of the analysis of data. Data on 32 variables, consisting of measures on personality, family background, attitudes, aspiration, and academic ability, were collected on an entering class of an urban community college. These variables were used as predictors in a regression analysis, and the status of the freshmen at the end of one year as dropouts or persisters was treated as the dependent variable. The categories of sex, ethnicity, and curriculum were tested for their moderating effect, and significant slope differences were found for the categories of all three variables. In view of this, sex and curriculum were used as subgrouping variables, and ethnic categories were used to generate interaction terms. The results showed that the use of moderator variables increased the amount of variance explained by 460%. 相似文献
9.
Elizabeth Kjellstrand Hartwig James P. Van Overschelde 《Counselor Education & Supervision》2016,55(4):294-309
The authors investigated predictor variables for the Counselor Preparation Comprehensive Examination (CPCE) to examine whether academic variables, demographic variables, and test version were associated with graduate counseling students' CPCE scores. Multiple regression analyses revealed all 3 variables were statistically significant predictors of CPCE total scores and subtest scores. 相似文献
10.
Ehri Ryu 《Structural equation modeling》2013,20(4):617-630
This article examined the role of centering in estimating interaction effects in multilevel structural equation models. Interactions are typically represented by product term of 2 variables that are hypothesized to interact. In multilevel structural equation modeling (MSEM), the product term involving Level 1 variables is decomposed into within-cluster and between-cluster random components. The choice of centering affects the decomposition of the product term, and therefore affects the sample variance and covariance associated with the product term used in the maximum likelihood fitting function. The simulation study showed that for an interaction between a Level 1 variable and a Level 2 variable, the product term of uncentered variables or the product term of grand mean centered variables produced unbiased estimates in both Level 1 and Level 2 models. The product term of cluster mean centered variables produced biased estimates in the Level 1 model. For an interaction between 2 Level 1 variables, the product term of cluster mean centered variables produced unbiased estimates in the Level 1 model, whereas the product term of grand mean centered variables produced unbiased estimates for the Level 1 model. Recommendations for researchers who wish to estimate interactions in MSEM are provided. 相似文献
11.
In response to the extraordinarily diverse adult student population present in college today, a new structural equation model adapted from Cabrera et al. (1993) integrated model of student retention was identified with the addition of three variables: career decision-making self-efficacy (CDMSE), perceived stress and financial difficulty. The study examined the persistence of students (N = 937) 24 years of age or older studying in two-year and four-year degree programs, by combining data from a survey questionnaire and institutional records. Twenty-three variables were included, twelve endogenous variables and eleven exogenous variables, within a nonrecursive structural equation model. The exogenous variables controlled for the background characteristics of the population of adult students examined. Of the twelve endogenous variables of a new integrated model of student persistence, CDMSE, a career development construct related to the perceived vocational futures and career-related tasks of adult students has the widest range of influence among the endogenous variables. 相似文献
12.
采用大学生专业承诺调查量表、大学生学习倦怠调查量表和社会支持评定量表,以民族聚居区高校604名大学生为对象,探讨学习倦怠、专业承诺和社会支持之间的关系,结果表明:(1)民族聚居区高校学生的学习倦怠水平较高,专业承诺水平不高,社会支持的总体水平较高,但对支持的利用度不高。(2)专业承诺和社会支持是民族聚居区高校学生学习倦怠的有效预测变量。具体表现为:情感承诺、继续承诺、理想承诺是情绪低落维度的有效预测变量;理想承诺是行为不当维度的有效预测变量;情感承诺是成就感低的有效预测变量;主观支持、对支持的利用度是情绪低落维度的有效预测变量;主观支持是行为不当维度的有效预测变量;支持的利用度是成就感低维度的有效预测变量。 相似文献
13.
Barry J. Fraser 《Research in Science Education》1976,6(1):109-120
Summary and conclusion The present study has reported the use of a set of nine classroom climate dimensions both as predictor and criterion variables
in research related to ASEP. When the climate dimensions were employed as independent variables, it was found that the climate
variables contributed an appreciable amount to the variance explained in various learning outcomes over and above that explained
by instructional and aptitudinal variables alone. When the climate measures were employed as dependent variables, it was found
that ASEP and control pupuls had significantly different perceptions of their classrooms along a number of the classroom dimensions. 相似文献
14.
弹性力学中混合变量的能量原理 总被引：3，自引：1，他引：3
建立了弹性力学中混合变量的虚功原理和虚余功原理,混合变量的最小势能原理和最小余能原理,混合变量最小势能的广义原理和最小余能的广义原理。同时,应用混合变量的最小势能原理于计算一复杂边界条件矩形板的弯曲。 相似文献
15.
Kofi Marfo Thomas E. Dinero Noel Browne Don Gallant Rosalind Smyth Allan Corbett 《Early education and development》1992,3(1):27-44
This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed. 相似文献
16.
OBJECTIVE: The goal of this research was to utilize the cognitive behavioral model of abusive parenting to select and examine risk factors to illuminate the unique and combined influences of social cognitive and affective variables in predicting abuse group membership. METHODOLOGY: Participants included physically abusive parents (n=56) and a closely-matched group of comparison parents (n=62). Social cognitive risk variables measured were (a) parent's expectations for children's abilities and maturity, (b) parental attributions of intentionality of child misbehavior, and (c) parents' perceptions of their children's adjustment. Affective risk variables included (a) psychopathology and (b) parenting stress. A series of logistic regression models were constructed to test the individual, combined, and interactive effects of risk variables on abuse group membership. RESULTS: The full set of five risk variables was predictive of abuse status; however, not all variables were predictive when considered individually and interactions did not contribute significantly to prediction. A risk composite score computed for each parent based on the five risk variables significantly predicted abuse status. Wide individual differences in risk across the five variables were apparent within the sample of abusive parents. CONCLUSIONS: Findings were generally consistent with a cognitive behavioral model of abuse, with cognitive variables being more salient in predicting abuse status than affective factors. Results point to the importance of considering diversity in characteristics of abusive parents. 相似文献
17.
文中运用实证研究的方法探讨组织文化对组织集成的影响关系.使用社会学统计软件SPSS11.50进行探索性因子分析确定项目组织文化的维度,由此建立组织文化结构模型,运用结构分析软件AMOS18.0对潜在变量之间的关系进行路径分析和修正,验证了自变量、中介变量、因变量之间的影响关系. 相似文献
18.
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. 相似文献
19.
Fabio Alivernini 《Educational studies》2013,39(4):399-417
The aim of the present study, based on data from 20 countries, is to identify the pattern of variables (at country, school and student levels), which are typical of students performing below the low international benchmark compared to students performing at the advanced performance benchmark, in the Progress in International Reading Literacy Study (PIRLS) 2006. The dependent variable of the analysis is a dichotomous variable, the values of which represent the two different performance groups of students. The independent variables are two sets of Organisation for Economic Co-operation and Development educational indicators, variables from PIRLS 2006 Reading Curriculum Questionnaire data, variables and indices based on data obtained from questionnaires for teachers, schools, parents and students. The analysis is based on classification and regression trees, which is a full hierarchical non-parametric method suited to detecting and interpreting complex reciprocal influences between a large number of independent variables. The results show that pupils’ performance can be predicted by the relationships between country-level variables (the changes in teachers’ salaries at the top of the salary scale), school context variables (e.g. percentages of students from economically affluent home) and home educational resources and variables at student level (e.g. students’ reading self-concept). 相似文献
20.
Laura Boeschoten Daniel L. Oberski Ton De Waal Jeroen K. Vermunt 《Structural equation modeling》2018,25(5):750-761
Latent class models are often used to assign values to categorical variables that cannot be measured directly. This “imputed” latent variable is then used in further analyses with auxiliary variables. The relationship between the imputed latent variable and auxiliary variables can only be correctly estimated if these auxiliary variables are included in the latent class model. Otherwise, point estimates will be biased. We develop a method that correctly estimates the relationship between an imputed latent variable and external auxiliary variables, by updating the latent variable imputations to be conditional on the external auxiliary variables using a combination of multiple imputation of latent classes and the so-called three-step approach. In contrast with existing “one-step” and “three-step” approaches, our method allows the resulting imputations to be analyzed using the familiar methods favored by substantive researchers. 相似文献