International student mobility in a German and Portuguese university: Which factors in the host institution matter?     

Heiko Haase  Mario Franco  Eugénia Pedro 《European Journal of Education》2020,55(2):292-304

In a globalising world, international mobility in higher education is an important phenomenon for students and higher education institutions. It is therefore essential to understand the factors that determine international students' satisfaction with higher education institutions that serve as hosts. Through research of an exploratory, quantitative nature, this study presents results from a survey among 289 incoming international students in two universities in Germany and Portugal. Our findings show that the factor we define as educational experience was an important determinant of student satisfaction. Furthermore, the appraisal of academic reputation is dependent on the university. We conclude that satisfaction with academic factors is more important for international students than satisfaction with non-academic aspects.  相似文献   

Test-retest reliability and agreement of the SPI-Questionnaire to detect symptoms of digital ischemia in elite volleyball players     

Daan van de Pol  Tigran Zacharian  Mario Maas  P. Paul F. M. Kuijer 《Journal of sports sciences》2017,35(12):1173-1178

The Shoulder posterior circumflex humeral artery Pathology and digital Ischemia – questionnaire (SPI-Q) has been developed to enable periodic surveillance of elite volleyball players, who are at risk for digital ischemia. Prior to implementation, assessing reliability is mandatory. Therefore, the test-retest reliability and agreement of the SPI-Q were evaluated among the population at risk.

A questionnaire survey was performed with a 2-week interval among 65 elite male volleyball players assessing symptoms of cold, pale and blue digits in the dominant hand during or after practice or competition using a 4-point Likert scale (never, sometimes, often and always). Kappa (κ) and percentage of agreement (POA) were calculated for individual symptoms, and to distinguish symptomatic and asymptomatic players. For the individual symptoms, κ ranged from “poor” (0.25) to “good” (0.63), and POA ranged from “moderate” (78%) to “good” (97%). To classify symptomatic players, the SPI-Q showed “good” reliability (κ = 0.83; 95%CI 0.69–0.97) and “good” agreement (POA = 92%). The current study has proven the SPI-Q to be reliable for detecting elite male indoor volleyball players with symptoms of digital ischemia.  相似文献   

A cognitive-motivational model of decision satisfaction     

Small  Ruth V.  Venkatesh  Murali 《Instructional Science》2000,28(1):1-22

Satisfaction is a condition that contributes to the development of intrinsic motivation and a continuing motivation to learn. Research that helps to identify the factors that contribute to learning satisfaction is useful for educators. This paper introduces the Cognitive-Motivational Model of Decision Satisfaction, a model that extends Kruglanski's work on closure and builds on Keller's work on the motivational aspects of instruction and learning. Focusing on decision-making activities in a learning context, this model recognizes the importance of information-processing in judgmental tasks and specifies confidence as a major contributing factor to learning satisfaction. Some potential applications to both classroom and computer-based learning environments are suggested.  相似文献   

“Maria Montessori's contribution to the cultivation of the mathematical mind”     

Mario M. Montessori 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(2):134-141

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Bureaucratization in Public Research Institutions     

Mario Coccia 《Minerva》2009,47(1):31-50

The purpose of this paper is to analyse the nature of bureaucratization within public research bodies and its relationship to scientific performance, focusing on an Italian case-study. The main finding is that the bureaucratization of the research sector has two dimensions: public research labs have academic bureaucratization since researchers spend an increasing part of their time in administrative matters (i.e., preparing grant applications, managing grants/projects, and so on); whereas universities mainly have administrative bureaucratization generated by the increase over time of administrative staff in comparison with researchers and faculty. In addition, I show that research units with higher bureaucratization have lower scientific performance.

Mario CocciaEmail:

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Societal Controversies,Critical Thinking,and Moral Education     

Mario Kötter 《Science & Education》2018,27(5-6):567-571

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Network science meets algebraic topology     

Lingqing Shen  David M Walker  Michael Small 《国家科学评论(英文版)》2019,6(6):1064

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An empirical test of anchoring the NEP scale in environmental ethics     

Caroline L. Noblet  Mark Anderson  Mario F. Teisl 《Environmental Education Research》2013,19(4):540-551

Some argue that the new ecological paradigm (NEP) scale is incomplete and does not adequately reflect contemporary debates in environmental ethics. We focus on one specific shortcoming of the NEP, its lack of an item to reflect an ecocentric viewpoint. To test this concern, we administered the NEP to three different audiences and included one additional item to capture an ecocentric perspective. The empirical tests were designed to determine whether the addition of such an item changed results in a meaningful way. We find evidence that NEP may already capture ecocentric viewpoints, but our investigation leads us to question the validity and reliability of the NEP in capturing ecological worldview.  相似文献   

I have finished my course     

Ben Small  Gladyce Owens  Dorothy Rollins  Frances Hook  Marie Metzger  Julie Smart 《Peabody Journal of Education》2013,88(1):385-394

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Implicaciones educativas de los estilos cognitivos     

Jesús Palacios  Mario Carretero 《Infancia y Aprendizaje》2013,36(18):83-106

RESUMEN

Se plantea el problema de la adecuación de los contenidos y las técnicas educativas a los estilos cognitivos del alumno. Muchas investigaciones han mostrado la relación entre reflexividad-impulsividad y rendimiento escolar. Nuestro sistema educativo actual parece favorecer las habilidades propias de los sujetos reflexivos. En este sentido, muchos trabajos han investigado los procedimientos para modificar el estilo cognitivo hacia la reflexividad, ya que este estilo se considera más adaptativo. En relación al estilo cognitivo dependencia-independencia de campo (DIC) se han encontrado diferencias en el aprendizaje según los contenidos, el tipo de reforzamiento, las diferentes formas de motivación (extrínseca o intrínseca) y los “mediadores del aprendizaje” utilizados. Se plantea la necesidad de adaptar los contenidos y los procedimientos a las necesidades de los distintos alumnos, y la de encontrar la manera de ayudarlos a diversificar sus estrategias de aprendizaje.  相似文献