The Orientation to Life Questionnaire: Validation of a Measure to Assess Older Adults’ Sense of Coherence     

Sofia von Humboldt  Isabel Leal 《Educational gerontology》2015,41(6):451-465

Increasingly, the literature suggests that the sense of coherence (SOC) positively influences well-being in later life. This study reports the assessment of the following psychometric properties: distributional properties, construct, criterion and external-related validities, and reliability of the Orientation to Life Questionnaire (OtLQ) in an cross-national population of older adults. We recruited 1291 community-dwelling older adults aged between 75–102 years (M = 83.9; SD = 6.68). Convenience sampling was used to gather questionnaire data. The construct validity was asserted by confirmatory factor analysis and convergent and discriminant validity. Moreover, criterion and external-related validities, as well as distributional properties and reliability, were also tested. Data gathered with the 29-items OtLQ scale showed overall good psychometric properties in terms of distributional properties, construct, criterion, and external-related validities, as well as reliability. Three factors were validated for the OtLQ scale: (a) comprehensibility; (b) manageability; and (c) meaningfulness. We validated the three-factor OtLQ scale, which produced valid and reliable data for a cross-national sample with older adults. Hence, it is an adequate instrument for assessing sense of coherence among older people in health care practice and program development contexts.  相似文献   

Need-solution pair recognition by household sector individuals: Evidence,and a cognitive mechanism explanation     

Ruth M. Stock-Homburg  Shannon L.M. Heald  Christian Holthaus  Nils Lennart Gillert  Eric von Hippel 《Research Policy》2021,50(8):104068

Problem-solving by everyday individuals is thought to occur as a two-step process. First, an individual identifies or formulates a problem, followed by entering into a subsequent search to find the best solution. Here, however, we consider an alternative process that everyday individuals may use for solution finding first theorized by von Hippel and von Krogh (2016). Specifically, von Hippel and von Krogh proposed that everyday individuals may sometimes discover a solution and the need it satisfies simultaneously without the need for apriori problem formation, a cognitive process they called “need-solution pair recognition”. Utilizing a rich literature from psychology and neuroscience, we propose that seemingly spontaneous discoveries found by need-solution pair recognition are natural products of the object recognition system and its underlying mechanisms. This view asserts that on encountering an object and reasoning how it might be used (i.e. functional object understanding), an individual's perception of an object may culminate in recognizing the object as a solution, and in some cases, as a solution to a problem previously unknown to him or her, thus bypassing formal problem-formulation and active solution searching entirely. To empirically test this view, we manipulated the ability of everyday individuals to functionally reason about objects while we examined the spontaneous occurrence of solutions found by either need-solution pair recognition or traditional problem-first problem-solving. Consistent with our hypothesized mechanism, our results indicate that need-solution pair recognition occurs more frequently when constraints on functional object understanding are reduced. That is, we found that needsolution pair discoveries outpaced solutions found from traditional problem solving, in environments with unfamiliar objects, where participants were not directed to solve specific problems. Our results provide clear evidence that everyday individuals in the household sector do not always innovate through traditional problem-solving processes, but instead may arrive at solutions as they recognize and reason about objects. Implications for research and practice in household innovation, and for innovation more generally are considered.  相似文献   

A typical morning in preschool: Observations of teacher–child interactions in German preschools     

Antje von Suchodoletz  Anika Fäsche  Catherine Gunzenhauser  Bridget K. Hamre 《Early childhood research quarterly》2014

The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools.  相似文献   

Local Observed‐Score Kernel Equating     

Marie Wiberg  Wim J. van der Linden  Alina A. von Davier 《Journal of Educational Measurement》2014,51(1):57-74

Three local observed‐score kernel equating methods that integrate methods from the local equating and kernel equating frameworks are proposed. The new methods were compared with their earlier counterparts with respect to such measures as bias—as defined by Lord's criterion of equity—and percent relative error. The local kernel item response theory observed‐score equating method, which can be used for any of the common equating designs, had a small amount of bias, a low percent relative error, and a relatively low kernel standard error of equating, even when the accuracy of the test was reduced. The local kernel equating methods for the nonequivalent groups with anchor test generally had low bias and were quite stable against changes in the accuracy or length of the anchor test. Although all proposed methods showed small percent relative errors, the local kernel equating methods for the nonequivalent groups with anchor test design had somewhat larger standard error of equating than their kernel method counterparts.  相似文献   

Improving the Bandwidth Selection in Kernel Equating     

Björn Andersson  Alina A. von Davier 《Journal of Educational Measurement》2014,51(3):223-238

We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners for being too complex and that it does not offer sufficient smoothing in certain cases. In addition, the bandwidth parameters have been treated as constants in the derivation of the standard error of equating even when they were selected by considering the observed data. Here, the bandwidth selection is simplified, and modified standard errors of equating (SEEs) that reflect the bandwidth selection method are derived. The method is illustrated with real data examples and simulated data.  相似文献   

The influence of test‐based accountability policies on early elementary teachers: School climate,environmental stress,and teacher stress          下载免费PDF全文

Elina Saeki  Natasha Segool  Laura Pendergast  Nathaniel von der Embse 《Psychology in the schools》2018,55(4):391-403

This study examined the potential influence of test‐based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high‐stakes tests to evaluate teachers indirectly was related to teachers’ professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high‐stakes assessments, early elementary teachers reported high levels of stress associated with test‐based accountability policies. This study provides data across multiple states that test‐based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed.  相似文献   

Missing children: how Chilean schools evaded accountability by having low-performing students miss high-stakes tests     

Hofflinger  Alvaro  von Hippel  Paul T. 《Educational Assessment, Evaluation and Accountability》2020,32(2):127-152

Educational Assessment, Evaluation and Accountability - High-stakes testing pressures schools to raise test scores, but schools respond to pressure in different ways. Some responses produce real,...  相似文献   

Implementation of approach to compute the Lyapunov characteristic exponents for continuous dynamical systems to higher dimensions     

Hubertus F. von Bremen 《Journal of The Franklin Institute》2010,347(1):315-338

A general method for accurately computing the Lyapunov characteristic exponents (LCEs) of continuous dynamical systems has been developed in [10]. In this paper, this method is extended to implementations on systems of arbitrary dimensions. An accurate implementation of the extension of the method to compute LCEs that uses available numerical techniques is presented for systems of arbitrary dimensions. Previously in [10], the original approach had only been implemented for general systems of up to dimension three. Closed form expressions for the exponential of skew symmetric matrices of order 4 and 5 will be presented. These formulas are used to obtain an accurate and efficient implementation of the method for dynamical systems of dimensions 4 and 5. Numerical examples illustrating the accuracy of the implementations are presented.  相似文献   

Annual report of the committee on the library     

Hans von Strombeck 《Journal of The Franklin Institute》1892,133(2):154-155

  相似文献   

Beliefs,Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?     

von Kotzebue  Lena 《Journal of Science Education and Technology》2022,31(5):570-582

Journal of Science Education and Technology - Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee...  相似文献