How do self-efficacy,contextual variables and stressors affect teacher burnout in an EFL context?     

Reza Khani  Alireza Mirzaee 《教育心理学》2015,35(1):93-109

This study was an attempt to investigate the relationships among stressors, contextual variables, self-efficacy and teacher burnout in Iran as an EFL (English as a Foreign Language) context. A battery of questionnaires was administered to 216 English language teachers of private language institutes. Using Amos version 20, structural equation modelling was run to examine the proposed model of the study. The findings showed that contextual variables could directly cause teacher burnout. They could also do so indirectly by giving rise to stressors, which would in turn increase burnout. The results also highlighted the possible direct and indirect role of self-efficacy in reducing teacher burnout. We argue that self-efficacy could function as a mediator or moderator variable which would reduce the negative effects of contextual variables and stressors on teacher burnout. The results of the present study have important implications for various stakeholders in pedagogy.  相似文献   

An integrated microfluidic chip for immunocapture,preconcentration and separation of β-amyloid peptides     

Reza M. Mohamadi  Zuzana Svobodova  Zuzana Bilkova  Markus Otto  Myriam Taverna  Stephanie Descroix  Jean-Louis Viovy 《Biomicrofluidics》2015,9(5)

We present an integrated microfluidic chip for detection of β-amyloid (Aβ) peptides. Aβ peptides are major biomarkers for the diagnosis of Alzheimer''s disease (AD) in its early stages. This microfluidic device consists of three main parts: (1) An immunocapture microcolumn based on self-assembled magnetic beads coated with antibodies specific to Aβ peptides, (2) a nano-porous membrane made of photopolymerized hydrogel for preconcentration, and (3) a microchip electrophoresis (MCE) channel with fluorescent detection. Sub-milliliter sample volume is either mixed off-chip with antibody coated magnetic beads and injected into the device or is injected into an already self-assembled column of magnetic beads in the microchannel. The captured peptides on the beads are then electrokinetically eluted and re-concentrated onto the nano-membrane in a few nano-liters. By integrating the nano-membrane, total assay time was reduced and also off-chip re-concentration or buffer exchange steps were not needed. Finally, the concentrated peptides in the chip are separated by electrophoresis in a polymer-based matrix. The device was applied to the capture and MCE analysis of differently truncated peptides Aβ (1–37, 1–39, 1–40, and 1–42) and was able to detect as low as 25 ng of synthetic Aβ peptides spiked in undiluted cerebrospinal fluid (CSF). The device was also tested with CSF samples from healthy donors. CSF samples were fluorescently labelled and pre-mixed with the magnetic beads and injected into the device. The results indicated that Aβ1-40, an important biomarker for distinguishing patients with frontotemporal lobe dementia from controls and AD patients, was detectable. Although the sensitivity of this device is not yet enough to detect all Aβ subtypes in CSF, this is the first report on an integrated or semi-integrated device for capturing and analyzing of differently truncated Aβ peptides. The method is less demanding and faster than the conventional Western blotting method currently used for research.  相似文献   

An alternative approach to describing agility in sports through establishment of a relationship between velocity and radius of curvature     

Ahmed Reza Arshi  Sina Mehdizadeh  Keith Davids 《Journal of sports sciences》2015,33(13):1349-1355

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Performance of gymnastics skill benefits from an external focus of attention     

Reza Abdollahipour  Gabriele Wulf  Rudolf Psotta  Miriam Palomo Nieto 《Journal of sports sciences》2015,33(17):1807-1813

The present study was designed to fill a gap in the literature on attentional focus and sports performance. Specifically, in contrast to most previous studies in which an external focus was directed at an implement, we used a gymnastics skill that did not involve the use of an implement. Furthermore, while most studies used only outcome measures of performance, we also assessed movement quality. Twelve-year-old gymnasts performed a maximum vertical jump with a 180-degree turn while airborne, with their hands crossing in front of their chest during the turn under three different focus conditions. Under the external focus condition, participants were asked to focus on the direction in which a tape marker, which was attached to their chest, was pointing after the turn. Under the internal focus condition, they were asked to focus on the direction in which their hands were pointing after the turn. Under the control condition, no focus instructions were given. The external focus condition resulted in both superior movement form and greater jump height than did the other two conditions, which produced comparable results. The present findings show that, similar to other tasks, the performance of form-based skills can be enhanced relatively easily by appropriate external focus instructions.  相似文献   

A Global Energy Theorem for Linear Systems     

F.M. Reza 《Journal of The Franklin Institute》1982,313(2):97-105

A fundamental theorem and inequalities were derived earlier by the author describing arithmetic-geometric means and convex behaviour of the active energy dissipated by arbitrary linear reciprocal passive systems. These results are extended to give a new global theorem concerning bounds of energy for arbitrary linear active or passive, reciprocal or non-reciprocal systems.  相似文献   

How accurate are cited references in Iranian peer‐reviewed journals?          下载免费PDF全文

Mohammad Reza Ghane 《Learned Publishing》2016,29(2):77-82

The references cited in scientific articles are as important as any other part of the paper, because of their usefulness to the scientific community and to abstracting and indexing services and citation databases. I studied inaccuracies in references and in‐text citations in sample of 97 of the 519 peer‐reviewed journals accredited by the Iranian National Commission for Journal Accreditation Policy (Ministry of Research, Science and Technology). The target journals published 2,980 articles with 74,577 cited references and 108,151 in‐text citations. The results showed 36.6% as the average percentage error rate (range 5.6% to 61.3%). The mean number of errors in cited reference and in‐text citations was 2.7 per article, and the mean number of errors per journal was 690. For the entire sample of articles, 4,369 in‐text citations did not match any source in the list of references (4%), and 8,683 cited references did not match any in‐text citation (11.6%). The stakeholders in scholarly communication, especially authors, pay insufficient attention to the accuracy of bibliographic references. Peer‐reviewed journals should encourage the use of standardized journal policies and quality‐control measures regarding peer review, data quality and accuracy.  相似文献   

School-university partnerships: a new recipe for creating professional knowledge in school     

Masami Matoba  Yoshiaki Shibata  Mohammad Reza Sarkar Arani 《Educational Research for Policy and Practice》2007,6(1):55-65

This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered education that focuses on the real needs of students. From this study it can be claimed that more effective relationships between Japanese school teachers and university researchers can be established through developing collaborative a school-based research framework especially through the process of jugyou kenkyuu (lesson study).  相似文献   

Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study     

Seyed Mohammad Reza Amirian  Elaheh Tavakoli 《高等教育研究与发展》2016,35(6):1095-1110

Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors, and to investigate the relationship of this construct with their teaching and prior academic oral presentation experiences as two modes of Bandura’s [(1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press] mastery experience. Extracting the oral presentation sub-skills from the literature, an oral presentation self-efficacy questionnaire with 38 five-Likert scale items was constructed. A two-way between-group ANOVA was run on the responses of a total 48 postgraduates (25 EFL and 23 Non-EFL) and 63 undergraduates (28 EFL and 35 Non-EFL) selected randomly from two of the universities in Iran. The results indicated no difference between EFL and Non-EFL students, whether at undergraduate or postgraduate level, in terms of their oral presentation self-efficacy. Spearman’s correlation coefficient, however, showed a strong positive correlation between the two modes of mastery experience and oral presentation self-efficacy (r?=?.44, n?=?111, P?r?=?.42, n?=?111, P?相似文献   

Health information needs of pregnant women: information sources,motives and barriers          下载免费PDF全文

Sudabeh Kamali  Leila Ahmadian  Reza Khajouei  Kambiz Bahaadinbeigy 《Health information and libraries journal》2018,35(1):24-37

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Ercikan,K., & Pellegrino,J. W. Eds. (2017). Validation of Score Meaning for the Next Generation of Assessments: The Use of Response Processes. New York,NY: Routledge.     

Reza Neiriz 《Journal of Educational Measurement》2020,57(1):152-155

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