物权变动与债权行为生效要件差异性分析     

陈道柱 《陕西理工学院学报(社会科学版)》2003,21(1):90-94

物权变动与债权行为的生效要件应严格区分，各自独立。将物权变动要件作为债权行为的生效依据或者相反均有违物权法理论。我国目前有关规定存在的缺陷应予纠正，并在未来物权立法中坚持两者严格区分的制度。  相似文献   

A two-dimensional analysis of student ratings of instruction   总被引：2，自引：1，他引：2  

Peter W. Frey 《Research in higher education》1978,9(1):69-91

Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions.  相似文献   

Multidimensional motivation and engagement for writing: construct validation with a sample of boys     

Rebecca J. Collie  Jen Scott Curwood 《教育心理学》2016,36(4):771-791

Given recent concerns around boys’ literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11–18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study’s sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement – writing – that could benefit from an integrative multidimensional examination.  相似文献   

Text-belief consistency effect in adolescents´ comprehension of multiple documents from the Web (El efecto de consistencia en la comprensión lectora de los adolescentes de documentos múltiples provenientes de Internet)     

Johanna Abendroth  Tobias Richter 《Infancia y Aprendizaje》2020,43(1):60-100

ABSTRACT

Readers often comprehend belief-consistent information from multiple texts better compared with belief-inconsistent information (text-belief consistency effect). The aim of the present study was to investigate whether adolescents’ comprehension of multiple texts is similarly impacted by their beliefs. Moreover, readers’ prior knowledge and an alternating (compared with a blocked) mode of presenting multiple texts were expected to attenuate the text-belief consistency effect. High school students read two belief-consistent and two belief-inconsistent texts on one of two scientific issues in different modes of presentation (blocked vs. alternating). A recognition task was used to assess situation model strength for each text, and prior beliefs and prior knowledge were measured before the main experiment. As expected, in the blocked mode of presentation high school students had a stronger situation model for belief-consistent texts. In the alternating mode of presentation, participants had similar situation model strengths for the different texts. Moreover, high-knowledge participants experienced a text-belief consistency effect, whereas low-knowledge participants had weaker and similar situation models for the texts.  相似文献   

ID model construction and validation: a multiple intelligences case     

Monica W. Tracey  Rita C. Richey 《Educational technology research and development : ETR & D》2007,55(4):369-390

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of ID models using expert review procedures.  相似文献   

Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video     

Enrico Gandolfi  Karl W. Kosko  Richard E. Ferdig 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):824-841

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基于粗糙集-BP神经网络的电子政务系统风险验证模型构建     

朱景锋  杨倩晨 《南宁职业技术学院学报》2012,(2):98-100

针对电子政务系统的风险决策过程中存在大量不确定、不完全信息等特征,在传统粗糙集的基础上,将BP神经网络模型引入到电子政务系统的风险验证体系中,研究识别出电子政务系统风险因素,并以所识别的风险因素为对象,建立一套风险验证关键指标体系,运用基于粗糙集-BP神经网络模型建立风险评价方法,得出了电子政务风险验证模型指标的可能性、各方面风险因素生成可能性和风险后果大小的评估级别。  相似文献   

Applying methods to evaluate construct validity in the context of A level assessment     

Victoria Crisp  Stuart Shaw 《Educational studies》2012,38(2):209-222

Validity is a central principle of assessment relating to the appropriateness of the uses and interpretations of test results. Usually, one of the inferences that we wish to make is that the score reflects the extent of a student’s learning in a given domain. Thus, it is important to establish that the assessment tasks elicit performances that reflect the intended constructs. This research explored the use of three methods for evaluating whether there are threats to validity in relation to the constructs elicited in international A level geography examinations: (a) Rasch analysis; (b) analysis of processes expected and apparent when students answer questions; and (c) qualitative analysis of responses to items identified as potentially problematic. The results provided strong evidence to support validity with regard to the elicitation of constructs although one question part was identified as a threat to validity. Strengths and weaknesses of the methods can be identified.  相似文献   

Exploring parental involvement in early years education in China: development and validation of the Chinese Early Parental Involvement Scale (CEPIS)     

Eva Yi Hung Lau  Hui Li  Nirmala Rao 《International Journal of Early Years Education》2012,20(4):405-421

This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research.  相似文献   

Development and Preliminary Validation of the Time Management for Exercise Scale     

Laurie-ann M. Hellsten  W. Todd Rogers 《Measurement in physical education and exercise science》2013,17(1):13-33

The purpose of this study was to collect preliminary validity evidence for a time management scale for exercise. An initial pool of 91 items was developed from existing literature. Ten exercise/health psychologists evaluated each of the items in terms of relevance and representativeness. Forty-nine items met all criteria. Exploratory factor analysis of the initial pool of items with a sample of 501 undergraduate students revealed an interpretable 32-item, 4-factor solution: exercise importance, exercise documentation, perceived ability to manage time for exercise, and setting exercise goals. Internal consistency values ranged from 0.73 to 0.91. Time management for exercise appears to be related to exercise behavior as indicated by moderate correlations between each of the subscales and exercise behavior.  相似文献