Some Validation Data for the Achievement Motives Scale (AMS)     

Per Rand 《Scandinavian Journal of Educational Research》2013,57(4):155-171

Rand, P. 1978. Some Validation Data for the Achievement Motives Scale (AMS). Scandinavian Journal of Educational Research 22, 155‐171. The AM Swas administered to 588 sixth grade Oslo children, 301 boys and 287 girls. Among other tests given were 6 verbal and 2 numerical tests, TASC, and a Lie/Defensiveness Scale. On the basis of achievement theory, scores on the AMS subscale for motive to seek success (M5) were predicted to be positively related to performance on the verbal and numerical tests, and scores on the subscale for motive to avoid failure (Mf) to be negatively related to those scores. The theory also leads to the assumption that the difference in performance between individuals high and low in motive scores would be clearest on tasks experienced as being of medium difficulty. The results show predicted and mostly significant relationships. Even when related to the tests of personality characteristics, the AMS shows promising qualities. TASC scores are related positively to Mf scores and negatively to Ms scores. The fact that AMS scores show negligible correlations with lie/defensiveness scores indicates that the risk of faked AMS scores may be small.  相似文献   

Prediction of Academic Performance by Means of the Swedish Scholastic Assessment Test     

Per‐Erik Lyrén 《Scandinavian Journal of Educational Research》2013,57(6):565-581

This article reviews ten predictive validity studies of the Swedish Scholastic Assessment Test (SweSAT). A primary result is that the predictive validity of the SweSAT seems to be highly dependent upon the study programme being examined; that is, the predictive validity is better at some programmes than others. When compared with the upper‐secondary school grade point average, the predictive validity of the SweSAT seems to be fairly good, but there are major differences between study programmes in this case as well. However, it is suggested that the validity of the results is to some extent threatened by methodological issues. A general conclusion is, therefore, that there is room for improving the test itself, as well as the way that predictive validity studies are carried out.  相似文献   

Psychological Distress Among Nursing,Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study     

Per Nerdrum  Tone Rust⊘en  Michael Helge R⊘nnestad 《Scandinavian Journal of Educational Research》2013,57(4):363-378

In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12‐item version of the General Health Questionnaire. Nursing students became substantially more distressed during the three years of their programme compared to physiotherapy and occupational therapy students. Multivariate analyses showed that the students’ levels of psychological distress at the beginning of the study was the most important predictor of psychological distress at the end of the study. Other significant predictors were qualities of the individual student’s personal life, clarity in educational structure, subjective experience of study workload, and level of support in student milieu.  相似文献   

Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education     

Per Egil Mjaavatn  Per Frostad  Sip Jan Pijl 《欧洲特需教育杂志》2013,28(4):565-574

In recent decades, the basic principle in Norway’s education policy has been that all students should receive adapted education within the framework of the mainstream schools. This policy notwithstanding, the rate of students for whom special support was initiated, rose from 6.2% in 2006 to 8.0% in 2014. The study reported here developed measures for the possible causes for this unwelcome development. A questionnaire with 23 statements suggesting possible causes of the increase in the use of special support was presented to 136 teachers in primary and lower secondary school. A factor analysis revealed that 12 items formed three reliable scales for possible causes behind the high demand for special provisions: ‘Focus on students’ problems’, ‘External pressure on schools’ and ‘Early support’. The teachers stated that these causes had moderate impact. The study has resulted in three scales useful in measuring three causes.  相似文献   

Maximal oxygen uptake versus maximal power output in children     

Magnus Dencker  Ola Thorsson  Magnus K. Karlsson  Christian Lindén  Per Wollmer  L. B. Andersen 《Journal of sports sciences》2013,31(13):1397-1402

Abstract

Maximal oxygen uptake ([Vdot]O_2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O_2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O_2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min^?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O_2max (ml · min^?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O_2max per unit of body mass (ml · min^?1 · kg^?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O_2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min^?1 · kg^?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O_2max in population studies of children aged 8–11 years.  相似文献   

Acute and sub-acute effects of repetitive kicking on hip adduction torque in injury-free elite youth soccer players     

Jesper Jensen  Thomas Bandholm  Per Hölmich  Kristian Thorborg 《Journal of sports sciences》2013,31(14):1357-1364

Abstract

Hip adduction strength is important for kicking and acceleration in soccer players. Changes in hip adduction strength may therefore have an effect on soccer players’ athletic performance. The purpose of this study was to investigate the acute and sub-acute effects of a kicking drill session on hip strength, concerning isometric hip adduction, abduction and flexion torque of the kicking leg and the supporting leg. Ten injury-free male elite soccer players, mean ± s age of 15.8 ± 0.4 years participated. All players underwent a specific 20 min kicking drill session, comprising 45 kicks. The players were tested the day before, 15 min after and 24 h after the kicking drill session by a blinded tester using a reliable test procedure. The isometric hip-action and leg-order were randomized. For the kicking leg, hip adduction torque increased from 2.45 (2.19–2.65) Nm ? kg^?1, median (25th–75th percentiles), at pre-kicking to 2.65 (2.55–2.81) Nm ? kg^?1 (P = 0.024) 24 h post-kicking. This may have implications for the soccer player’s ability to maximally activate the hip adductors during kicking and acceleration, and thereby improve performance the day after a kicking drill session.  相似文献   

The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions     

Per Nilsson  Andreas Ryve 《Scandinavian Journal of Educational Research》2014,58(5):609-623

This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of focal projects and contextualization. The analysis investigates two students (12–13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.  相似文献   

Is Drop-out from University Dependent on National Culture and Policy? The Case of Denmark     

Rie Troelsen  Per F. Laursen 《European Journal of Education》2014,49(4):484-496

National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out.  相似文献   

Beyond knowledge management – understanding how to share knowledge through logic and practice     

Anna Jonsson 《知识管理研究与实践》2015,13(1):45-58

The aim of this paper is to develop our understanding of how knowledge is shared within a professional service firm. Insights from a 1-year ethnographic study suggest that it is important to go beyond the ‘theoretical limitations’ of knowledge management in order to understand how to manage knowledge within a firm. From the analysis of how knowledge is shared in practice, three logics emerge that help us understand not only how, but also why knowledge is shared among professionals within a professional service firm. A conceptual framework regarding how to better understand sharing, handling and developing knowledge within an organization is discussed, and implications for managers and future research are outlined.  相似文献   

Evaluating a large-scale implementation of Assessment for Learning in Sweden     

Anders Jonsson  Christian Lundahl  Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121

This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.  相似文献