An Experiment with Multiple Choice Vocabulary Tests Constructed by two Different Procedures     

Victor H. Kelley 《Journal of Experimental Education》2013,81(3):249-250

Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning longitudinal data.  相似文献   

Religious Affiliation,Socioeconomic Status,and Creativity     

Victor G. Cicirelli 《Journal of Experimental Education》2013,81(1):90-93

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The Influence of Class-Size Variations on Cognitive and Affective Learning of College Freshmen     

Kenneth H. Hoover  Victor H. Baumann  Susanne M. Shafer 《Journal of Experimental Education》2013,81(3):39-43

The influence of class-size variations on cognitive and affective learning was measured by use of a 15-concept semantic differential scale and a teacher-made test. A Non-equivalent Control Group design was employed with two groups of college freshmen (N = 320). After attending a weekly lecture, 160 Ss were divided into eight permanent discussion sections (twenty Ss each) for two weekly meetings. Small-group discussions emphasized critical examination of feelings and their impact on evaluation of personal, social, and professional problems. The remaining 160 Ss (serving as a control) were divided into three conventional classes (fifty-five Ss each) for similar purposes. No significant differences were revealed from an ANOCOVA (analysis of covariance) analysis. Within the limits of this study, it appeared that large-group lectures combined with small-group discussions, were as effective as conventional classes of fifty to sixty Ss.  相似文献   

Religious Education Progressive Educators Confer     

Victor E. Marriott 《Religious education (Chicago, Ill.)》2013,108(6)

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Understanding Cultural Differences in the Antecedents of Pro-Environmental Behavior: A Comparative Analysis of Business Students in the United States and Chile     

Mark Cordano  Stephanie Welcomer  Robert Scherer  Lorena Pradenas  Victor Parada 《The Journal of environmental education》2013,44(4):224-238

We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.  相似文献   

Psychologist-teacher collaboration in developing and team-teaching high school psychology courses     

Frederic J. Medway  Victor B. Elkin 《Psychology in the schools》1975,12(1):107-112

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Celebrating the Bicentennial     

Victor J. Danilov 《Curator: The Museum Journal》1975,18(3):165-176

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Objective behavior measures of first- and second-grade boys' free play and teachers' ratings on a behavior problem checklist     

James B. Victor  Charles F. Halverson  Gale Inoff  Henry J. Buczkowski 《Psychology in the schools》1973,10(4):439-443

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To Develop Autonomy: a critique of R. F. Dearden and two proposals     

Victor Quinn 《Journal of Philosophy of Education》1984,18(2):265-270

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The relevance of hedonic price indices     

Olivier Chanel  Louis-André Gérard-Varet  Victor Ginsburgh 《Journal of Cultural Economics》1996,20(1):1-24

We argue that for the case of heterogeneous commodities with infrequent tradings, such as paintings, it is relevant to base a price index on hedonic regressions using all sales and not resales only. To support this conclusion we construct a price index for paintings by Impressionists and their followers and compare the various estimators using bootstrapping techniques.  相似文献