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Educational researchers commonly use the rule of thumb of “design effect smaller than 2” as the justification of not accounting for the multilevel or clustered structure in their data. The rule, however, has not yet been systematically studied in previous research. In the present study, we generated data from three different models (which differ in the location of the clustering effect). With a 3 (design effect) × 5 (cluster size) × 4 (number of clusters) Monte Carlo simulation study we found that the rule should not be applied when researchers: (a) are interested in the effects of higher-level predictors, or (b) have a cluster size less than 10. Implications of the findings and limitations of the study are discussed. 相似文献
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An estimated 20% of all adolescents will experience a depressive disorder by the age of 18, with schools being at the forefront of initiatives to promote resilience and well-being. This study reports on the development of the 24-item Student Perception of Wellbeing Questionnaire (SPWQ), created as a measure of well-being in three areas: exercise, explanatory style, and conflict resolution. The SPWQ was administered to 235 male school students from Years 6–8 and 251 female students from Years 7–9, and a principal components analysis with varimax rotation was performed on the data obtained. A three-factor solution was identified dealing with explanatory style, conflict resolution, and exercise, which explained 31% of the total variance. The scale was found to have strong internal consistency with a Cronbach alpha coefficient of α = 0.80 for the male students and α = 0.84 for the female students. 相似文献
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Ying Xu Joseph Aubele Valery Vigil Andres S. Bustamante Young-Suk Kim Mark Warschauer 《Child development》2022,93(2):e149-e167
Dialogic reading, when children are read a storybook and engaged in relevant conversation, is a powerful strategy for fostering language development. With the development of artificial intelligence, conversational agents can engage children in elements of dialogic reading. This study examined whether a conversational agent can improve children's story comprehension and engagement, as compared to an adult reading partner. Using a 2 (dialogic reading or non-dialogic reading) × 2 (agent or human) factorial design, a total of 117 three- to six-year-olds (50% Female, 37% White, 31% Asian, 21% multi-ethnic) were randomly assigned into one of the four conditions. Results revealed that a conversational agent can replicate the benefits of dialogic reading with a human partner by enhancing children's narrative-relevant vocalizations, reducing irrelevant vocalizations, and improving story comprehension. 相似文献
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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2075-2076
Reading and Writing - 相似文献
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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献