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21.
采用访谈法、问卷评定和因素分析法,考察了大学生创业成功技能的结构维度,并开发了中国情境下大学生创业成功技能的评定工具。研究结果表明:(1)大学生创业成功技能包括两个基本维度六个因素,其中“自我技能”包括自我管理、职业规划和信息选择与应用三个因素,而管理与影响技能包括企业管理与战略、客户管理和人际沟通三个因素;(2)基于二维度六因素模型开发的《大学生创业成功技能调查问卷》包括23个有效评定项目,其结构效度和内部一致性信度达到可接受水平,可以用于大学生创业成功技能的自我评定。 相似文献
22.
Cengiz Zopluoglu 《Multivariate behavioral research》2013,48(6):632-644
Among the methods proposed for identifying the number of latent traits in multidimensional IRT models, DETECT has attracted the attention of both methodologists and applied researchers as a nonparametric counterpart to other procedures. The current study investigated the overall performance of the DETECT procedure and its outcomes using a real-data sampling design recommended by MacCallum (2003) and compared the results from a purely simulated data set that was generated with a well-specified “perfect” model. The comparison revealed that the sampling behavior of the maximized DETECT value and R-ratio statistics was quite robust to minor factors and other model misspecifications that potentially exist in the real data set, as there were negligible differences between the results of the real and simulated data sets. Item classification accuracy was also nearly identical for the real and simulated data sets. The accuracy of the identified number of dimensions reported by DETECT was the only outcome with an obvious difference between the purely simulated data set and the real data set. While the difference was small for smaller sample sizes, the identified number of dimensions was more accurate for larger sample sizes when the population data set was purely simulated. In many instances, exploratory DETECT analysis outperformed the cross-validated DETECT analysis in terms of overall accuracy. 相似文献
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Natalie J. Slider George H. Noell Kashunda L. Williams 《Journal of Behavioral Education》2006,15(4):215-228
This study examined the impact of a time efficient self-study method for providing practicing teachers with job-embedded professional development targeting specific classroom management skills. The training method employed print packets and videotapes that provided models of effective classroom management strategies for instruction-giving, praise, and time out. Participants were three master’s level speech therapists certified to teach speech and language delayed preschool children. The training materials were evaluated through observations of the teachers’ implementation of targeted practices in a multiple baseline across participants. Results indicated increases in all participants use of the management skills after training. The results suggest that this type of training method may help teachers increase their use of effective classroom management procedures. It is potentially noteworthy that the training program examined herein was largely teacher managed and was quite brief. Future directions and limitations of the study are discussed.Natalie J. Slider is now at Brownsburg Community School Corporation. 相似文献
24.
Kim Josefina Hubertina Dirkx Gino Camp Liesbeth Kester Paul Arthur Kirschner 《Applied cognitive psychology》2019,33(5):952-957
Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory‐enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, oftentimes only investigating a set of predefined strategies. The question, thus, remains whether these results are generalisable to secondary school students. The present study is the first to explore the use of different study strategies by secondary school students. With the use of an open question, 316 secondary school students from three different secondary school levels were asked how they prepare for an exam when they are studying by themselves. The results show that secondary school students use study strategies considered to be suboptimal. In the discussion, we compare our findings with results of previous studies among undergraduate university students. 相似文献
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Brian K. Martens Ph.D. 《Journal of Behavioral Education》1992,2(2):121-137
This paper describes a mathematical account of behavior known as matching theory. Matching theory evolved out of basic operant research and assumes that individuals can engage in a variety of behaviors at any moment, but they choose one to the exclusion of others. According to the matching equation, choices in behavior match the relative amount of reinforcement provided for each alternative. Although the principles of matching theory have proven useful in developing novel treatment strategies, few data exist validating the matching equation in natural human environments. Recent applications of matching theory to children's classroom behavior are described, and the implications of matching theory for classroom management and effective teaching are discussed. 相似文献
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R. Douglas Greer Ph.D. 《Journal of Behavioral Education》1991,1(2):159-164
The research and practices found in behavior analysis and the behavioral models of instruction suggest a common set of effective teaching practices. Implementation of these practices could save our schools. They have implications for the students, parents, teachers, and supervisors in our schools. They are presented herein as standards for effective pedagogy and schooling from the viewpoints of students, parents, teachers, and supervisors. Indeed, they may be the necessary ingredients for adequate schooling. All of these practices are feasible now, and all of the parties involved in schooling stand to benefit from their implementation! 相似文献
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Some small sample results for maximum likelihood estimation in multidimensional scaling 总被引:1,自引:0,他引:1
J. O. Ramsay 《Psychometrika》1980,45(1):139-144
Some aspects of the small sample behavior of maximum likelihood estimates in multidimensional scaling are investigated by Monte Carlo. An investigation of Model M2 in the MULTISCALE program package shows that the chi-square test of dimensionality requires a correction of tabled chi-square values to be unbiased. A formula for this correction in the case of two dimensions is estimated. The power of the test of dimensionality is acceptable with as few as two replications for 15 stimuli and as few as five replications for 10 stimuli. The biases in the exponent and standard error estimates in this model are also investigated.The research reported here was supported by grant number APA 320 to the author by the National Science and Engineering Research Council of Canada. 相似文献