The effects of childhood abuse on symptom complexity in a clinical sample: Mediating effects of emotion regulation difficulties     

Ji Young Choi  Young Min Choi  Min Sook Gim  Jun Hyun Park  Soo Hyun Park 《Child abuse & neglect》2014

The purpose of the present study was to first examine whether childhood abuse predicts symptom complexity, as indicated by the number of clinically elevated scales on the MMPI-2 in an adult clinical sample. Secondly, we investigated whether emotion regulation difficulties mediated the relationship between childhood abuse and symptom complexity. A total of 162 adult outpatients not presenting with psychotic symptoms completed the Korean Childhood Trauma Questionnaire (K-CTQ), Life Events Checklist (LEC), Difficulties in Emotion Regulation Scale (DERS), and Korean Minnesota Multiphasic Personality Inventory-2 (MMPI-2). Partial correlation analysis results indicated that after controlling for the presence of adulthood trauma, childhood abuse was associated with more symptom complexity, or more clinically elevated scales on the MMPI-2. Furthermore, structural equation modeling results showed that emotion regulation difficulties partially mediated the relationship between childhood abuse and symptom complexity. These findings indicate that individuals who had experienced childhood abuse evidence simultaneous presentation of diverse clinical symptoms.  相似文献   

The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report     

Robyn Yucel  Fiona L. Bird  Jodie Young  Tania Blanksby 《Assessment & Evaluation in Higher Education》2014,39(8):971-986

Lack of clarity about assessment criteria and standards is a source of anxiety for many first-year university students. The Developing Understanding of Assessment for Learning (DUAL) programme was designed as a staged approach to gradually familiarise students with expectations, and to provide opportunities for the development of the skills required to successfully complete assessment tasks. This paper investigated the students’ perceptions of the first two components of the DUAL programme, which assist first-year biology students to engage with stated assessment criteria and standards in order to develop their capacity to make judgements about scientific report exemplars, their peers’ scientific reports and ultimately their own. The study found strong evidence (96% of responses) that the marking and discussion of exemplar reports with peers and demonstrators clarified expectations of scientific report writing. A key feature of this element of DUAL was the opportunity for structured discussion about assessment criteria and standards between peers and markers (demonstrators). During these discussions, students can clarify explicit statements and develop a tacit knowledge base to enhance their ability to judge the quality of others’ work and their own. The peer review exercise (the second element of DUAL) was not rated as highly, with 65% of students finding the process helpful for improving their report. The negative reactions by a sizeable minority of students highlight the need to clearly communicate the expectations and benefits of peer review, with a focus on how the process of giving feedback to peers might benefit a student as much as receiving feedback on their own report.  相似文献   

Reconsidering human performance technology     

Hwan Young Jang 《Performance Improvement》2008,47(6):25-33

This article discusses three perceived challenges in the field of human performance technology: a missing link from training to performance, limitations in gap analysis and cause analysis, and a lack of attention to business and organization performance. It then provides possible alternatives for each issue, such as instructional system development frameworks for organizational learning, a soft performance technology framework, and a proposed framework for four levels of performance.  相似文献   

Orthogonal-polynomials-based integral inequality and its applications to systems with additive time-varying delays     

Seok Young Lee  Won Il Lee  PooGyeon Park 《Journal of The Franklin Institute》2018,355(1):421-435

Recently, a polynomials-based integral inequality was proposed by extending the Moon’s inequality into a generic formulation. By imposing certain structures on the slack matrices of this integral inequality, this paper proposes an orthogonal-polynomials-based integral inequality which has lower computational burden than the polynomials-based integral inequality while maintaining the same conservatism. Further, this paper provides notes on relations among recent general integral inequalities constructed with arbitrary degree polynomials. In these notes, it is shown that the proposed integral inequality is superior to the Bessel–Legendre (B–L) inequality and the polynomials-based integral inequality in terms of the conservatism and computational burden, respectively. Moreover, the effectiveness of the proposed method is demonstrated by an illustrative example of stability analysis for systems with additive time-varying delays.  相似文献   

Creative teaching in STEM     

Vikki Pollard  Rachael Hains-Wesson  Karen Young 《Teaching in Higher Education》2018,23(2):178-193

If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline.  相似文献   

The incidence and utility of the ACID,ACIDS, and SCAD profiles in a referred population     

Sandra B. Ward  Thomas J. Ward  Clifford V. Hatt  Debra L. Young  Nancy R. Mollner 《Psychology in the schools》1995,32(4):267-276

THE ACID, ACIDS, and SCAD profiles are examples of subtest patterns from the WISC-III that have been proposed as potentially helpful in differential diagnosis of exceptionalities. This study investigated the prevalence and utility of these profiles in a large referred population. Although the incidence rates of the ACID and ACIDS profiles in some groups were greater than rates reported for the standardization sample, incidence levels were found to be low in all clinical groups studied. The SCAD profile evidenced generally higher incidence rates but none greater than the rates reported for the standardization sample. The findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles are recommended as a criterion for determining exceptionality.  相似文献   

Dosuperior teachers employ systematic instructional planning procedures? A descriptive study     

Andrea C. Young  Robert A. Reiser  Walter Dick 《Educational technology research and development : ETR & D》1998,46(2):65-78

The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers (five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives. Implications for teaching preservice teachers about systematic planning are discussed. The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct it.  相似文献   

Large-scale organizational performance improvement     

Rudy Pilotto  Jonathan O'Donnell Young 《Performance Improvement》1999,38(10):24-28

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Dimensions of Market Demand Associated with Taekwondo Schools in North America: Development of a Scale     

Min Kil Kim  James J. Zhang  Yong Jae Ko 《Sport Management Review》2009,12(3):149-166

Since the introduction of martial arts in the United States, the sport of Taekwondo (TKD) has rapidly grown and developed. Although the elevated interest in this sport has increased the magnitude of the TKD market, no systematic studies have been conducted to investigate the market demand variables associated with TKD schools in North America. To a great extent, lack of study has been due to the unavailability of a viable measure. The purpose of this study was to identify the dimensions of market demand for TKD schools and develop the Scale of Market Demand Associated with Taekwondo School (SMD-TKD). Research participants (N = 205) were TKD school members who were 18 years and older from 22 TKD schools in major cities of Florida. A factor analysis using principal component extraction and varimax rotation produced six factors with 51 items returned (i.e., Personal Benefits, School Operation, Instruction Quality, Program Offering, Locker Room, and Cultural Learning). Multiples regression analysis revealed that all market demand factors, except for Program Offering and Cultural Learning, were positively (p < .05) predictive of TKD consumption, suggesting that the SMD-TKD is useful for marketing studies on TKD consumers.  相似文献   

Examining relative age effects on performance achievement and participation rates in Masters athletes   总被引：2，自引：0，他引：2  

Medic N  Starkes JL  Young BW 《Journal of sports sciences》2007,25(12):1377-1384

Although the relative age effect has been widely observed in youth sports (Musch & Grondin, 2001), it is unclear whether it generalizes across the lifespan. The purpose of this study was to examine the relative age effect among a population of Masters athletes using archived data. Two successive studies examined the frequency of record-setting achievements (Study 1) and the frequency of participation entries (Study 2) at the US Masters track-and-field and swimming championships as a function of an individual's constituent year within any 5-year age category. Results of Study 1 indicated that the probability of setting a record increased if Masters athletes were in the first year, and decreased if they were in the third, fourth or fifth year, of an age category. Results of Study 2 indicated that the likelihood of participating in the National championships increased if Masters athletes were in the first or second year, and decreased if they were in the fourth or fifth year, of an age category. We highlight and discuss potential advantages afforded to Masters athletes who are relatively younger than their peers in the same 5-year age category.  相似文献