In Their Own Words: The Significance of Participant Perceptions in Assessing Entomology Citizen Science Learning Outcomes Using a Mixed Methods Approach.

PubMed

Lynch, Louise I; Dauer, Jenny M; Babchuk, Wayne A; Heng-Moss, Tiffany; Golick, Doug

2018-02-06

A mixed methods study was used to transcend the traditional pre-, post-test approach of citizen science evaluative research by integrating adults' test scores with their perceptions. We assessed how contributory entomology citizen science affects participants' science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Pre- and post-test score analyses from citizen scientists ( n = 28) and a control group ( n = 72) were coupled with interviews ( n = 11) about science experiences and entomological interactions during participation. Considering quantitative data alone, no statistically significant changes were evident in adults following participation in citizen science when compared to the control group. Citizen scientists' pre-test scores were significantly higher than the control group for self-efficacy for environmental action, nature relatedness and attitude towards insects. Interview data reveal a notable discrepancy between measured and perceived changes. In general, citizen scientists had an existing, long-term affinity for the natural world and perceived increases in their science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Perceived influences may act independently of test scores. Scale instruments may not show impacts with variances in individual's prior knowledge and experiences. The value of mixed methods on citizen science program evaluation is discussed.

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

ERIC Educational Resources Information Center

Pruitt, Stephen L.

2010-01-01

This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science…

The Use of the Nature of Scientific Knowledge Scale as a Entrance Assessment in a Large, Online Citizen Science Project

NASA Astrophysics Data System (ADS)

Price, Aaron

2010-01-01

Citizen Sky is a new three-year, astronomical citizen science project launched in June, 2009 with funding from the National Science Foundation. This paper reports on early results of an assessment delivered to 1000 participants when they first joined the project. The goal of the assessment, based on the Nature of Scientific Knowledge Scale (NSKS), is to characterize their attitudes towards the nature of scientific knowledge. Our results are that the NSKS components of the assessment achieved high levels of reliability. Both reliability and overall scores fall within the range reported from other NSKS studies in the literature. Correlation analysis with other components of the assessment reveals some factors, such as age and understanding of scientific evidence, may be reflected in scores of subscales of NSKS items. Further work will be done using online discourse analysis and interviews. Overall, we find that the NSKS can be used as an entrance assessment for an online citizen science project.

Modeling the Interrelationships among Pre-Service Science Teachers' Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution

ERIC Educational Resources Information Center

Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne

2012-01-01

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…

Scaling of Attitudes Toward Population Problems

ERIC Educational Resources Information Center

Watkins, George A.

1975-01-01

This study related population problem attitudes and socioeconomic variables. Six items concerned with number of children, birth control, family, science, economic depression, and overpopulation were selected for a Guttman scalogram. Education, occupation, and number of children were correlated with population problems scale scores; marital status,…

The interdisciplinary effect of hands-on science as measured by the Tennessee Comprehensive Assessment Program (TCAP)

NASA Astrophysics Data System (ADS)

Cherry, Elvis H.

This study examined the difference in scale scores from Tennessee's standardized test the Tennessee Comprehensive Assessment Program (TCAP). Archival data from the years 2002 and 2005 were compared using ANOVA tests at < .01 and < .05 levels. TCAP/NCE Scale Scores for academic subjects of Science, Math, Social Studies and Reading were used. 3922 student test results were divided into groups based on the number of years the student had a trained hands-on science teacher. Trained hands-on science teachers were identified from Metropolitan Nashville Public Schools (MNPS) Science Department inservice records, which gave information on the teacher's participation in The Hands-on Science Initiative, Biology Gateway and Physical Science training. This information included not only that the teacher had be trained but also the dates of training. The study revealed 1600 students who attended MNPS between the years 2002 and 2005; in grades five through seven that never had a hands-on science trained teacher. About 1600 students in those same years had a hands-on science teacher for only one year, and 588 students had a hands-on science teacher for two of the three years. Lastly of the 3922 students in the study there were 44 students who had a hands-on science teacher for all three years. The results of the ANOVA test showed statistically significant gains in science, math and social studies but not in reading for students who had trained hands-on science teachers for at least one year.

Use of Prehire Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) Police Candidate Scores to Predict Supervisor Ratings of Posthire Performance.

PubMed

Tarescavage, Anthony M; Brewster, JoAnne; Corey, David M; Ben-Porath, Yossef S

2015-08-01

We examined associations between prehire Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) scores and posthire performance ratings for a sample of 131 male police officers. Substantive scale scores in this sample were meaningfully lower than those obtained by the test's normative sample and substantially range restricted, but scores were consistent with those produced by members of the police candidate comparison group (Corey & Ben-Porath). After applying a statistical correction for range restriction, we found several associations between MMPI-2-RF substantive scale scores and supervisor ratings of job-related performance. Findings for scales from the emotional dysfunction and interpersonal functioning domains of the test were particularly strong. For example, scales assessing low positive emotions and social avoidance were associated with several criteria that may be affected by lack of engagement with one's environment and other people, including problems with routine task performance, decision making, assertiveness, conscientiousness, and social competence. Implications of these findings for assessment science and practice are discussed. © The Author(s) 2014.

Validating Common Measures of Self-Efficacy and Career Attitudes within Informal Health Education for Middle and High School Students.

PubMed

Peterman, Karen; Withy, Kelley; Boulay, Rachel

2018-06-01

A common challenge in the evaluation of K-12 science education is identifying valid scales that are an appropriate fit for both a student's age and the educational outcomes of interest. Though many new scales have been validated in recent years, there is much to learn about the appropriate educational contexts and audiences for these measures. This study investigated two such scales, the DEVISE Self-Efficacy for Science scale and the Career Interest Questionnaire (CIQ), within the context of two related health sciences projects. Consistent patterns were found in the reliability of each scale across three age groups (middle school, high school, early college) and within the context of each project. As expected, self-efficacy and career interest, as measured through these scales, were found to be correlated. The pattern of results for CIQ scores was also similar to that reported in other literature. This study provides examples of how practitioners can validate established measures for new and specific contexts and provides some evidence to support the use of the scales studied in health science education contexts.

Science Competencies That Go Unassessed

ERIC Educational Resources Information Center

Gilmer, Penny J.; Sherdan, Danielle M.; Oosterhof, Albert; Rohani, Faranak; Rouby, Aaron

2011-01-01

Present large-scale assessments require the use of item formats, such as multiple choice, that can be administered and scored efficiently. This limits competencies that can be measured by these assessments. An alternative approach to large-scale assessments is being investigated that would include the use of complex performance assessments. As…

Assessment of Environmental Attitudes and Risk Perceptions among University Students in Mersin, Turkey.

PubMed

Yapici, Gulcin; Ögenler, Oya; Kurt, Ahmet Öner; Koçaş, Fazıl; Şaşmaz, Tayyar

2017-01-01

Environmental destruction is one of the most important problems in this century. The aim of the study was to determine the environmental attitudes and perceived risks associated with environmental factors of the students. This cross-sectional study was conducted in 7 faculties of Mersin University. The research data were collected using a questionnaire. The questionnaire included sociodemographic characteristics, the "Environmental Attitudes Scale," and the "Environmental Risk Perception Scale." 774 students who filled out questionnaires were evaluated. The sample included 55.8% females. Environmental Attitudes Scale mean scores of students were identified as 81.1 ± 11.3. The highest perceived risk was release of radioactive materials associated with nuclear power generation. The environmental attitudes and risk perception scores were higher in Health Sciences than in the other faculties. Females were more positive towards the environment and had higher risk perceptions than the men. There is a negative correlation between age and resource depletion risk and global environmental risk score. Students had a positive attitude to the environment and had moderate-level risk perception about the environment. Environmental awareness of students, especially those studying in the Social Sciences, should be increased. The environmental education curriculum should be revised throughout all the courses.

Cross-cultural validation of the Pediatric Quality of Life Inventory™ 4.0 (PedsQL™) generic core scale into Arabic language.

PubMed

Arabiat, Diana; Elliott, Barbara; Draper, Peter; Al Jabery, Mohammad

2011-12-01

A range of scales is available to measure health-related quality of life. Recently, established quality of life scales have been translated for use in a wide range of Western and non-Western cultures. One of the most widely used health-related quality of life scales for use with children is the PedsQL™ 4.0. In this paper, we describe the process of translating this scale into Arabic and establishing its reliability and validity. This paper has three aims: first, to explain the process of translating the PedsQL™ (4.0) self- and proxy-reports for the ages 8-12 and 13-18, from English into Arabic; second, to assess the reliability of the new Arabic version of the scale and third, to assess its validity. The scale was translated from English to Arabic and back-translated to ensure accuracy. The Arabic version was administered to healthy children and those with cancer and a range of chronic illnesses in Jordan. Statistical methods were used to test the psychometric properties (reliability and validity) of the Arabic version of the PedsQL™ (4.0) and its ability to discriminate between children in the above groups. Cronbach's alpha coefficients for child self- and parent proxy-reports exceeded 0.7 for the total scores, health summary scores and psychological health summary scores. Testing for discriminant validity showed that the healthy (control) group had a higher health-related quality of life than children and young people with cancer and chronic illness. The children with chronic illnesses had the lowest scores for physical, emotional and school functioning. Initial testing of the Arabic version of the PedsQL™ (4.0) suggests that the scale has satisfactory psychometric properties. © 2011 The Authors. Scandinavian Journal of Caring Sciences © 2011 Nordic College of Caring Science.

Technical Report: Kindergarten Early Learning Scale

ERIC Educational Resources Information Center

Riley-Ayers, Shannon; Jung, Kwanghee; Quinn, Jorie

2014-01-01

The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon…

Measuring adolescent science motivation

NASA Astrophysics Data System (ADS)

Schumm, Maximiliane F.; Bogner, Franz X.

2016-02-01

To monitor science motivation, 232 tenth graders of the college preparatory level ('Gymnasium') completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.

Teaching research methodology in medical schools: students' attitudes towards and knowledge about science.

PubMed

Hren, Darko; Lukić, Ivan Kresimir; Marusić, Ana; Vodopivec, Ivana; Vujaklija, Ana; Hrabak, Maja; Marusić, Matko

2004-01-01

To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. Anonymous questionnaire survey developed for this purpose. Zagreb University School of Medicine, Croatia. A total of 932 students (response rate 58%) from all 6 years were invited to participate. Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. The average attitude score for all students was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 +/- 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 +/- 24) and knowledge (4.7 +/- 1.7) scores compared with other year groups (P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5-4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6-10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = - 0.6; SE = 1.7; 95% CI - 3.9-2.6; P = 0.707; and B = - 3.1; SE = 1.9; 95% CI - 6.8-5.7; P = 0.097, respectively). Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science.

A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

ERIC Educational Resources Information Center

Bass, Kristin M.; Drits-Esser, Dina; Stark, Louisa A.

2016-01-01

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and…

Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity

ERIC Educational Resources Information Center

Kieffer, Michael J.; Lesaux, Nonie K.; Rivera, Mabel; Francis, David J.

2009-01-01

Including English language learners (ELLs) in large-scale assessments raises questions about the validity of inferences based on their scores. Test accommodations for ELLs are intended to reduce the impact of limited English proficiency on the assessment of the target construct, most often mathematic or science proficiency. This meta-analysis…

Comparisons of Physicians' and Nurses' Attitudes towards Computers.

PubMed

Brumini, Gordana; Ković, Ivor; Zombori, Dejvid; Lulić, Ileana; Bilic-Zulle, Lidija; Petrovecki, Mladen

2005-01-01

Before starting the implementation of integrated hospital information systems, the physicians' and nurses' attitudes towards computers were measured by means of a questionnaire. The study was conducted in Dubrava University Hospital, Zagreb in Croatia. Out of 194 respondents, 141 were nurses and 53 physicians, randomly selected. They surveyed by an anonymous questionnaire consisting of 8 closed questions about demographic data, computer science education and computer usage, and 30 statements on attitudes towards computers. The statements were adapted to a Likert type scale. Differences in attitudes towards computers between groups were compared using Kruskal-Wallis and Mann Whitney test for post-hoc analysis. The total score presented attitudes toward computers. Physicians' total score was 130 (97-144), while nurses' total score was 123 (88-141). It points that the average answer to all statements was between "agree" and "strongly agree", and these high total scores indicated their positive attitudes. Age, computer science education and computer usage were important factors witch enhances the total score. Younger physicians and nurses with computer science education and with previous computer experience had more positive attitudes towards computers than others. Our results are important for planning and implementation of integrated hospital information systems in Croatia.

Rasch Analysis of Scientific Literacy in an Astronomical Citizen Science Project

NASA Astrophysics Data System (ADS)

Price, A.

2012-06-01

(Abstract only) We investigate change in attitudes towards science and belief in the nature of science by participants in a citizen science project about astronomy. A pre-test was given to 1,385 participants and a post-test was given six months later to 165 participants. Nine participants were interviewed. Responses were analyzed using the Rasch Rating Scale Model to place Likert data on an interval scale allowing for more sensitive parametric analysis. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes relating to science news (positive) and scientific self efficacy (negative), p = .001 and p = .035, respectively. This change was related to social activity in the project. Beliefs in the nature of science exhibited a small but significant increase, p = .04. Relative positioning of scores on the belief items suggests the increase is mostly due to reinforcement of current beliefs.

Rasch Analysis of Scientific Literacy in an Astronomical Citizen Science Project

NASA Astrophysics Data System (ADS)

Price, Aaron

2011-05-01

We investigate change in attitudes towards science and belief in the nature of science by participants in a citizen science project about astronomy. A pre-test was given to 1,385 participants and a post-test was given six months later to 165 participants. Nine participants were interviewed. Responses were analyzed using the Rasch Rating Scale Model to place Likert data on an interval scale allowing for more sensitive parametric analysis. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes relating to science news (positive) and scientific self efficacy (negative), p < .001 and p = .035 respectively. This change was related to social activity in the project. Beliefs in the nature of science exhibited a small, but significant increase, p = .04. Relative positioning of scores on the belief items suggests the increase is mostly due to reinforcement of current beliefs.

Assessment of Environmental Attitudes and Risk Perceptions among University Students in Mersin, Turkey

PubMed Central

Ögenler, Oya; Kurt, Ahmet Öner; Koçaş, Fazıl; Şaşmaz, Tayyar

2017-01-01

Background Environmental destruction is one of the most important problems in this century. Objective The aim of the study was to determine the environmental attitudes and perceived risks associated with environmental factors of the students. Methods This cross-sectional study was conducted in 7 faculties of Mersin University. The research data were collected using a questionnaire. The questionnaire included sociodemographic characteristics, the “Environmental Attitudes Scale,” and the “Environmental Risk Perception Scale.” 774 students who filled out questionnaires were evaluated. Results The sample included 55.8% females. Environmental Attitudes Scale mean scores of students were identified as 81.1 ± 11.3. The highest perceived risk was release of radioactive materials associated with nuclear power generation. The environmental attitudes and risk perception scores were higher in Health Sciences than in the other faculties. Females were more positive towards the environment and had higher risk perceptions than the men. There is a negative correlation between age and resource depletion risk and global environmental risk score. Conclusion Students had a positive attitude to the environment and had moderate-level risk perception about the environment. Environmental awareness of students, especially those studying in the Social Sciences, should be increased. The environmental education curriculum should be revised throughout all the courses. PMID:28912823

Body Image, Food Addiction, Depression, and Body Mass Index in University Students.

PubMed

Şanlier, Nevin; Türközü, Duygu; Toka, Onur

2016-01-01

The relationship between body image, depression, food addiction and body mass index (BMI) and differences in these variables due to gender and field of education have not been studied extensively. This study was conducted on a total of 793 university students (20.19 ± 1.90 years). The Beck Depression Inventory, Yale Food Addiction, and Body Image Scale were used. It was determined that body image scores of females and individuals enrolled in health sciences programs were lower compared to those of males and those enrolled in the social sciences. There was a negative relationship between body image and depression and food addiction scores. There was a positive relationship between food addiction and depression scores, in addition to a positive relationship between food addiction and BMI.

The Motivational Effects of Gender, Residency, Worldview, and Acculturation Towards Science Study at American Institutes of Higher Education

NASA Astrophysics Data System (ADS)

Doppke, Max George

This non-experimental, quantitative exploratory study examined the relationship between genders, student residency status, acculturation, worldviews, and the motivation towards science education for a group of 291 undergraduate students in the United States. As all demographic variables were nominal, and all survey variables were ordinal, associations and differences utilized non-parametric statistical procedures. The overall design was descriptive, comparative, and correlational. Spearman's rho signified that there was a moderate positive correlation between the total scores on the Worldview Analysis Scale (WAS) and the total scores on the Science Motivation Questionnaire-II (SMQ-II; rs = .393, *p< .01, two-tailed). A Goodman and Kruskal's Gamma was conducted to determine the association between the seven subscales of the Worldview Assessment Survey (WAS) and the five subscales of the Science Motivation Questionnaire -II (SMQ-II). The results showed a moderate to strongly moderate, positive association between WAS Communalism (WASCOM) and the SMQ-II subscales of intrinsic motivation (SMQINTR; G = .322, p<.0005); self-efficacy (SMQSELF; G = .350, p< .0005); career motivation (SMQCAR; G = .307, p< .0005); and self-determination (SMQSELFDET; G = .364, p< .0005). A Mann-Whitney U test was run on the Worldview Analysis Scale (WAS) and the Science Motivation Questionnaire-II (SMQ-II) to determine if differences in score were based on gender. The WAS score was statistically significantly higher in males (Median = 180.00) than in females ( Median = 164.00, U = 8521.500, z = -2.840, p = .005). . The SMQ-II score was statistically insignificantly higher in males (Median = 152.56) than in females (Median = 140.08, U = 9652.500, z = -1.263, p = .207). In following the fundamental dictates of social research, this study offered a thorough description of a situation that ultimately provokes various possible explanations as necessary conclusions to intellectually stimulating thought, without the burden of propagating dubious inferences through unwarranted deterministic or probabilistic causality. Recommendations for future work include mixed-method studies with interviews, longitudinal studies, instructor-student studies, and gender vs. sexual orientation studies.

INTRODUCTION TO THE SOCIAL SCIENCES. AN EXPERIMENTAL INDEPENDENT STUDY COURSE FOR GIFTED HIGH SCHOOL STUDENTS. TEACHER MANUAL.

ERIC Educational Resources Information Center

SANDBERG, JOHN H.; AND OTHERS

"INTRODUCTION TO THE SOCIAL SCIENCES" IS A RECOGNIZED AND ACCREDITED COURSE IN THE SCHOOL CURRICULUM. THOUGH IT IS OFFERED TO SENIORS WHO SCORE IN THE TOP TWO OR THREE PERCENTILE RANKS ON STANDARDIZED TESTS SUCH AS THE STANFORD-BINET INTELLIGENCE SCALE, IT COULD BE DEVELOPED INTO A SEMINAR. MEETING ONCE OR TWICE A WEEK, THE TWO SEMESTER…

The revising of the Tangney Self-Control Scale for Chinese students.

PubMed

Unger, Alexander; Bi, Chongzeng; Xiao, Ying-Ying; Ybarra, Oscar

2016-06-01

Recent studies have characterized self-control as a vital psychological variable that helps explain various problems. Tangney's Self-Control Scale (SCS) is a self-report measurement to assess individual differences in traits of self-control. It has gained popularity in social and psychological science research. In China, there are a few Chinese-version scales measuring general self-control, which can be applied to college students. The purposes of the present study were to evaluate: (a) the psychometric properties of the Chinese version of Tangney's SCS using confirmatory factor analysis, and (b) whether higher scores on the scale correlated with positive outcomes in China. The final sample in this study consisted of 371 Chinese college students aged 17-23 years. The Full SCS and Brief SCS were both found to have a reasonable fitness, which also had satisfactory internal consistencies and a high correlation. Higher scores on the SCS correlated with higher self-esteem, extraversion, better harmony in interpersonal relationships and an appropriate anger expression, less impulsiveness, and state and trait anger. The test-retest reliability was confirmed in two additional samples. Tangney's SCS could be used in China. © 2016 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Student- and faculty-reported importance of science prerequisites for osteopathic medical school: a survey-based study.

PubMed

Binstock, Judith; Junsanto-Bahri, Tipsuda

2014-04-01

The relevance of current standard medical school science prerequisites is being reexamined. (1) To identify which science prerequisites are perceived to best prepare osteopathic medical students for their basic science and osteopathic manipulative medicine (OMM) coursework and (2) to determine whether science prerequisites for osteopathic medical school should be modified. Preclinical osteopathic medical students and their basic science and OMM faculty from 3 colleges of osteopathic medicine were surveyed about the importance of specific science concepts, laboratories, and research techniques to medical school coursework. Participants chose responses on a 5-point scale, with 1 indicating "strongly disagree" or "not important" and 5 indicating "strongly agree" or "extremely important." Participants were also surveryed on possible prerequisite modifications. Student responses (N=264) to the general statement regarding prerequisites were "neutral" for basic science coursework and "disagree" for OMM coursework, with mean (standard deviation [SD]) scores of 3.37 (1.1) and 2.68 (1.2), respectively. Faculty responses (N=49) were similar, with mean (SD) scores of 3.18 (1.1) for basic science coursework and 2.67 (1.2) for OMM coursework. Student mean (SD) scores were highest for general biology for basic science coursework (3.93 [1.1]) and physics for OMM coursework (2.5 [1.1]). Student mean (SD) scores were lowest for physics for basic science coursework (1.79 [1.2]) and organic chemistry for OMM coursework (1.2 [0.7]). Both basic science and OMM faculty rated general biology highest in importance (mean [SD] scores, 3.73 [0.9] and 4.22 [1.0], respectively). Students and faculty rated biochemistry high in importance for basic science coursework (mean [SD] scores of 3.66 [1.2] and 3.32 [1.2], respectively). For basic science coursework, students and faculty rated most laboratories as "important," with the highest mean (SD) ratings for general anatomy (students, 3.66 [1.5]; faculty, 3.72 [1.1]) and physiology (students, 3.56 [1.7]; faculty, 3.61 [1.1]). For their OMM coursework, students rated only general anatomy and physiology laboratories as "important" (mean [SD] scores, 3.22 [1.8] and 2.61 [1.6], respectively), whereas OMM faculty rated all laboratories as "important" (mean scores, >3). Both student and faculty respondents rated research techniques higher in importance for basic science coursework than for OMM coursework. For prerequisite modifications, all respondents indicated "no change" for biology and "reduce content" for organic chemistry and physics. All respondents favored adding physiology and biochemistry as prerequisites. General biology and laboratory were the only standard prerequisites rated as "important." Research techniques were rated as "important" for basic science coursework only. Physiology and biochemistry were identified as possible additions to prerequisites. It may be necessary for colleges of osteopathic medicine to modify science prerequisites to reflect information that is pertinent to their curricula.

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement, accounting for roughly one-third of the variance. The basic skills assessments and self-regulated learning were not significant predictors. English and reading assessments were more highly significant predictors in the biology than in the physical science groups, while math assessment was not related to science achievement.

The development of a scale to identify college and university science professors' science-faith paradigms

NASA Astrophysics Data System (ADS)

Bundrick, David Ray

The relationship between science and religion in American higher education changed significantly over the past two centuries as empiricism and naturalism became the philosophical underpinnings of the university. This philosophical shift contributed significantly to the secularization of the academy, the context in which philosophers of science during the last half-century have theorized a variety of theoretical patterns for relating science and religion. Evidence suggests that science professors operationalize various science-faith paradigms, but no instrument prior to this research had ever been created to measure the constructs. The purpose of this research was to develop a scale, with at least adequate psychometric properties (good validity and initial reliability), able to identify and discriminate among these various science-faith paradigms (in the Western Christian tradition) in practice among college and university science professors in the United States. The researcher conducted a Web-based electronic survey of a stratified random sample of science professors representing a variety of higher education institution types, science disciplines, and religious affiliation. Principal Components Analysis of the survey data produced five factors predicted by the researcher. These factors correspond to five science-faith paradigms: Conflict---Science over Religion; Conflict---Religion over Science; Compartmentalism; Complementarism; and Concordism. Analysis of items loading on each factor produced a 50-item Science-Faith Paradigm Scale (SFPS) that consists of five sub-scales, each having characteristics of good content validity, construct validity, and initial reliability (Cronbach's alpha ranging from .87 to .95). Preliminary exploratory analysis of differences in SFPS sub-scale scores based on demographic variables indicates that the SFPS is capable of discriminating among groups. This research validates the existence of five science-faith paradigms in practice in the Western Christian tradition, enriches the information base on science-faith paradigms in the academy, and makes possible further research in this subject area. The Science-Faith Paradigm Scale is subject to confirmatory analysis through further research and may be employed voluntarily by science faculty for self-understanding that could lead to more effective communication among science professors and greater appreciation for the diversity of scientific-religious perspectives in American higher education.

Processing environmental stimuli in paranoid schizophrenia: recognizing facial emotions and performing executive functions.

PubMed

Yu, Shao Hua; Zhu, Jun Peng; Xu, You; Zheng, Lei Lei; Chai, Hao; He, Wei; Liu, Wei Bo; Li, Hui Chun; Wang, Wei

2012-12-01

To study the contribution of executive function to abnormal recognition of facial expressions of emotion in schizophrenia patients. Abnormal recognition of facial expressions of emotion was assayed according to Japanese and Caucasian facial expressions of emotion (JACFEE), Wisconsin card sorting test (WCST), positive and negative symptom scale, and Hamilton anxiety and depression scale, respectively, in 88 paranoid schizophrenia patients and 75 healthy volunteers. Patients scored higher on the Positive and Negative Symptom Scale and the Hamilton Anxiety and Depression Scales, displayed lower JACFEE recognition accuracies and poorer WCST performances. The JACFEE recognition accuracy of contempt and disgust was negatively correlated with the negative symptom scale score while the recognition accuracy of fear was positively with the positive symptom scale score and the recognition accuracy of surprise was negatively with the general psychopathology score in patients. Moreover, the WCST could predict the JACFEE recognition accuracy of contempt, disgust, and sadness in patients, and the perseverative errors negatively predicted the recognition accuracy of sadness in healthy volunteers. The JACFEE recognition accuracy of sadness could predict the WCST categories in paranoid schizophrenia patients. Recognition accuracy of social-/moral emotions, such as contempt, disgust and sadness is related to the executive function in paranoid schizophrenia patients, especially when regarding sadness. Copyright © 2012 The Editorial Board of Biomedical and Environmental Sciences. Published by Elsevier B.V. All rights reserved.

Osteoporosis Knowledge among Future Healthcare Practitioners: Findings from a Malaysian Public University

PubMed Central

Elnaem, Mohamed Hassan; Jamshed, Shazia Qasim; Elkalmi, Ramadan Mohamed; Baharuddin, Muhammad Farhan; Johari, Muhammad Afif; Aziz, Nur Ashikin Binti Ab; Sabri, Siti Farhanah Binti Ahmad; Ismail, Nur Akmal Binti

2017-01-01

Background and Objectives: Students in relevant health-care academic programs are the future professionals who should play an active role in increasing community awareness regarding chronic diseases such as osteoporosis. This research aimed to evaluate the knowledge of osteoporosis, one of the growing health-care burdens in Malaysia, among students belong to three different health occupations programs in a Malaysian University. Methods: A cross-sectional study design was conducted to assess the level of knowledge on osteoporosis and to explore the potential association between the study program and osteoporosis-related knowledge among medicine, pharmacy, and allied health sciences students in a Malaysian University. A total of 348 students were approached. The data were collected using validated revised Osteoporosis Knowledge Test questionnaire. Results: The results showed variability in knowledge score between students belonging to different study programs. allied health sciences students have the highest overall total score (median = 20) and nutrition score (median = 16), but for exercise score, both students in allied health sciences and medicine programs shared a similar median score (median = 11.5). More than half of the respondents showed adequate knowledge on osteoporosis. The students from allied health sciences exhibited more knowledge on osteoporosis compared to students in other study programs. Among the Kulliyyah of Pharmacy respondents, the majority did not manage to answer correctly on the whole scale. This was evident by total percentage of 69.91% of the respondents scored below than median score. Conclusion: There is a considerable gap of knowledge regarding osteoporosis among students in various health occupations academic programs. Pharmacy students particularly need focused learning related to exercise and nutrition in preventing osteoporosis during their academic program. PMID:28717334

Osteoporosis Knowledge among Future Healthcare Practitioners: Findings from a Malaysian Public University.

PubMed

Elnaem, Mohamed Hassan; Jamshed, Shazia Qasim; Elkalmi, Ramadan Mohamed; Baharuddin, Muhammad Farhan; Johari, Muhammad Afif; Aziz, Nur Ashikin Binti Ab; Sabri, Siti Farhanah Binti Ahmad; Ismail, Nur Akmal Binti

2017-01-01

Students in relevant health-care academic programs are the future professionals who should play an active role in increasing community awareness regarding chronic diseases such as osteoporosis. This research aimed to evaluate the knowledge of osteoporosis, one of the growing health-care burdens in Malaysia, among students belong to three different health occupations programs in a Malaysian University. A cross-sectional study design was conducted to assess the level of knowledge on osteoporosis and to explore the potential association between the study program and osteoporosis-related knowledge among medicine, pharmacy, and allied health sciences students in a Malaysian University. A total of 348 students were approached. The data were collected using validated revised Osteoporosis Knowledge Test questionnaire. The results showed variability in knowledge score between students belonging to different study programs. allied health sciences students have the highest overall total score (median = 20) and nutrition score (median = 16), but for exercise score, both students in allied health sciences and medicine programs shared a similar median score (median = 11.5). More than half of the respondents showed adequate knowledge on osteoporosis. The students from allied health sciences exhibited more knowledge on osteoporosis compared to students in other study programs. Among the Kulliyyah of Pharmacy respondents, the majority did not manage to answer correctly on the whole scale. This was evident by total percentage of 69.91% of the respondents scored below than median score. There is a considerable gap of knowledge regarding osteoporosis among students in various health occupations academic programs. Pharmacy students particularly need focused learning related to exercise and nutrition in preventing osteoporosis during their academic program.

Learning approaches and learning difficulties: a comparison of Indian and Nepali dental science students.

PubMed

Mayya, Shreemathi S; Rao, A Krishna; Ramnarayan, K

2002-11-01

This study explored the difference in learning approaches and difficulties of Nepali and Indian undergraduate students of dental science. A locally developed inventory was used to measure learning approach and learning difficulties. Data collected from 166 Indians and 69 Nepalis were compared. The scores on various scales of the inventory indicate that Nepalis are more fearful and less confident regarding examination and course completion and have significantly less positive perception about academic capability. Indian students scored significantly higher on motivation, interest, and deep processing. The language problem was significantly greater for Nepali students. Higher percentages of Nepalis experienced various academic and nonacademic problems. The study highlights the need to consider difference in learning approach among the students of health science courses that admit students from different academic, nonacademic, and cultural backgrounds.

Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment.

PubMed

Nornoo, Adwoa O; Jackson, Jonathan; Axtell, Samantha

2017-03-25

Objective. To determine whether there is a correlation between pharmacy students' scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman's rho correlation test was performed. Results. A very weak but significant positive correlation was found between students' grades on the assignment and their overall HSRT score (r=0.19, p <0.05), as well as deduction (a scale score of the HSRT; r=0.26, p <0.01). Conclusion. Based on a very weak but significant correlation to HSRT scores, this study demonstrated the potential of a package insert assignment to be used as one of the components to measure critical-thinking skills in pharmacy students.

Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment

PubMed Central

Jackson, Jonathan; Axtell, Samantha

2017-01-01

Objective. To determine whether there is a correlation between pharmacy students’ scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman’s rho correlation test was performed. Results. A very weak but significant positive correlation was found between students’ grades on the assignment and their overall HSRT score (r=0.19, p<0.05), as well as deduction (a scale score of the HSRT; r=0.26, p<0.01). Conclusion. Based on a very weak but significant correlation to HSRT scores, this study demonstrated the potential of a package insert assignment to be used as one of the components to measure critical-thinking skills in pharmacy students. PMID:28381884

Psychometric Properties of Farsi Version of the Wish to be Dead Scale.

PubMed

Dadfar, Mahboubeh; Lester, David; Atef Vahid, Mohammad Kazem; Abdel-Khalek, Ahmed M

2017-11-01

The Wish to be Dead Scale (WDS) is a new scale to measure precursors to suicidal ideation, and the aim of the present study was to examine the psychometric characteristics of a Farsi version of the WDS. The sample was a convenience sample of 145 Iranian female undergraduates and postgraduates selected from different faculties at Iran University of Medical Sciences, Iran. Using a principal component analysis and a varimax rotation with Kaiser normalization, three factors were identified and labeled: (a) lack of purpose and usefulness in life, (b) lack of interest in living, and (c) fantasizing about being dead. The WDS had good inter-item and test-retest reliability and significant positive correlations with scores on the Kessler Psychological Distress Scale-10 and the Rosenberg Self-Esteem Scale, and negative correlations with scores on the Adult Hope Scale, the Satisfaction with Life Scale, the General Self-Efficacy Scale, the Love of Life Scale, the Life Orientation Test, and the Oxford Happiness Questionnaire. We conclude that the WDS may prove to be useful in clinical practice and research into suicide.

How Attitudes towards Statistics Courses and the Field of Statistics Predicts Statistics Anxiety among Undergraduate Social Science Majors: A Validation of the Statistical Anxiety Scale

ERIC Educational Resources Information Center

O'Bryant, Monique J.

2017-01-01

The aim of this study was to validate an instrument that can be used by instructors or social scientist who are interested in evaluating statistics anxiety. The psychometric properties of the English version of the Statistical Anxiety Scale (SAS) was examined through a confirmatory factor analysis of scores from a sample of 323 undergraduate…

Impact of Jigsaw on the Achievement and Attitudes of Saudi Arabian Male High School Science Students

NASA Astrophysics Data System (ADS)

Alghamdi, Abdulmonem

The aim of the study is to investigate the impact of cooperative learning instruction, specifically by using the Jigsaw instructional strategy on science achievement and attitudes towards science among 11th grade students. Based upon previous research literature, it was hypothesized that significant differences existed on gains between general science achievement of experimental group and control group. The quasi-experimental design was chosen for this study. The study sample consisted of 50 students of 11th grade class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The students' achievement was measured through the implementation of 30-item achievement test used as a pretest, as well as a posttest and deferred (follow-up) test. The experiment group was taught through cooperative learning while control group was taught through the instructions of "traditional teaching". The material was used such as lesson plans, worksheets and quizzes, designed to implement Jigsaw as a cooperative learning methodology. For the attitude scale towards science, a published 30-item Likert scale called Test of Science Related Attitudes (TOSRA) has been translated to Arabic in order to determine the students' attitudes ranging between strongly agree to strongly disagree. The data were analyzed through repeated measure analysis and multivariate analysis of variance with a .05 selected level of significance. The results of this study showed that using Jigsaw as a cooperative learning strategy has improved the students' achievement for the benefit of the experimental group. However, there was no significant change on the students' attitudes towards science for both groups, where the scores of all the attitude subscales were at or near the neutral level.

Sex, college major, and attribution of responsibility in empathic responding to persons with HIV infection.

PubMed

Bécares, Laia; Turner, Castellano

2004-10-01

This investigation studied the influence of sex, college major, and attributed responsibility on college students' empathic responding towards persons infected with HIV. We hypothesized that (1) women would score higher on empathy than men; (2) nursing and psychology majors would score higher on empathy than business and computer science majors; and (3) participants would score higher on empathy towards a target who contracted HIV through blood transfusion (presented as a Nonresponsible target) rather than through unprotected sex (presented as a Responsible target). Two hundred and fifty-eight undergraduate students (110 male, 148 female) attending a large urban university in the northeast filled out an anonymous demographic questionnaire, the Interpersonal Reactivity Index of Davis (1983), and an Empathy Reaction Scale that was developed by the authors. Results indicated a higher mean Empathy Reaction score from nursing and psychology students as compared to business and computer science students. There was no difference in Empathy Reaction scores between men and women. A higher Empathy Reaction score was found among participants who had read a diary from the target portrayed as Nonresponsible, as opposed to those who read a diary from the target portrayed as Responsible.

Improving Factor Score Estimation Through the Use of Observed Background Characteristics

PubMed Central

Curran, Patrick J.; Cole, Veronica; Bauer, Daniel J.; Hussong, Andrea M.; Gottfredson, Nisha

2016-01-01

A challenge facing nearly all studies in the psychological sciences is how to best combine multiple items into a valid and reliable score to be used in subsequent modelling. The most ubiquitous method is to compute a mean of items, but more contemporary approaches use various forms of latent score estimation. Regardless of approach, outside of large-scale testing applications, scoring models rarely include background characteristics to improve score quality. The current paper used a Monte Carlo simulation design to study score quality for different psychometric models that did and did not include covariates across levels of sample size, number of items, and degree of measurement invariance. The inclusion of covariates improved score quality for nearly all design factors, and in no case did the covariates degrade score quality relative to not considering the influences at all. Results suggest that the inclusion of observed covariates can improve factor score estimation. PMID:28757790

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.

This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science portion of the Georgia High School Graduation Test (GHSGT) for the years 2004 through 2007 to determine if the intervention by the Science Mentor Program (SMP) had significant effect on the science achievement and proficiency within the cohort of schools, as compared to a set of schools receiving no intervention, on various subgroups within the schools, and on various levels of intervention within the SMP. All data used in this study are available to the public through the Georgia Department of Education (GaDOE). SMP schools were selected based on their level of intervention for three consecutive years. Non-SMP schools were selected based on demographic similarities in economically disadvantaged, white, African-American, and students with disabilities to ensure a match of pairings for analyses. The results of this study showed significant improvement of scale scores and proficiency rates between 2004 and 2007. The study showed significant increases in all schools regardless of treatment. The study also showed significant differences in performance within the subgroups. Males, white, non-Economically Disadvantaged, and regular education students were all found to have significantly better performance in both achievement and proficiency rate. Economically Disadvantaged students were found to have a significant difference with regard to treatment groups. There was a significant difference between the mean scale score and proficiency rates of Economically Disadvantaged students in schools receiving high-intervention and schools receiving no-intervention. Further analysis showed that the only significant difference was in 2004, the year prior to implementation. Results indicate while the high-intervention schools did perform lower over all four years, they were not significantly different during the time of treatment indicating high-intervention schools performed at levels equivalent to schools receiving no-intervention. This study provided evidence of the success of a specific intervention by a state education agency to improve science education for the practicing teacher and its role in improving student science achievement. It will be used by policymakers to determine future activities and potential funding of other such programs. This also has a potential for national use as it is the only program of this nature operated by a department of education in the country.

Medical teachers' attitudes towards science and motivational orientation for medical research.

PubMed

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

The development of a questionnaire to measure students' motivation towards science learning

NASA Astrophysics Data System (ADS)

Tuan, Hsiao-Lin; Chin, Chi-Chin; Shieh, Shyang-Horng

2005-06-01

The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p?<?0.01) of the SMTSL questionnaire with students' science attitudes (r?=?0.41), and with the science achievement test in previous and current semesters (rp?=?0.40 and rc?=?0.41). High motivators and low motivators showed a significant difference (p?<?0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.

Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science - Investigating the Relationship Between Students' Knowledge and Attitudes

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Antonellis, J.; Impey, C.; CATS

2010-01-01

Data from a twenty-year investigation into the science literacy of undergraduates (see Impey et al., this meeting) was used to explore responses to questions, derived from policy driven projects (e.g. NSF Science Indicators). Responses from almost 10,000 undergraduate students enrolled in introductory astronomy courses from 1989 to 2009 have been analyzed based on students’ responses to forced-choice and open-ended science literacy questions as well as Likert scale belief questions about science and technology. Science literacy questions were scored based on work by Miller (1998, 2004). In addition, we developed an extensive emergent coding scheme for the four open-ended science questions. Unique results as well as trends in the student data based on subgroups of codes are presented. Responses to belief questions were categorized, using theoretically derived categories, remodeled and confirmed through factor analysis, into five main categories; belief in life on other planets, faith-based beliefs, belief in unscientific phenomena, general attitude toward science and technology, and ethical considerations. Analysis revealed that demographic information explained less than 10% of the overall variance in students’ forced-answer scientific literacy scores. We present how students’ beliefs in these categories relate to their scientific literacy scores. You can help! Stop by our poster and fill out a new survey that will give us important parallel information to help us continue to analyze our valuable data set. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Measuring Graph Comprehension, Critique, and Construction in Science

NASA Astrophysics Data System (ADS)

Lai, Kevin; Cabrera, Julio; Vitale, Jonathan M.; Madhok, Jacquie; Tinker, Robert; Linn, Marcia C.

2016-08-01

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding.

Performance on large-scale science tests: Item attributes that may impact achievement scores

NASA Astrophysics Data System (ADS)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.

Validation of the Korean Version of the Scales for Outcomes in Parkinson's Disease-Sleep.

PubMed

Sung, Young Hee; Kim, Hee Jin; Koh, Seong Beom; Kim, Joong Seok; Kim, Sang Jin; Cheon, Sang Myung; Cho, Jin Whan; Kim, Yoon Joong; Ma, Hyeo Il; Park, Mee Young; Baik, Jong Sam; Lee, Phil Hyu; Chung, Sun Ju; Kim, Jong Min; Song, In Uk; Kim, Han Joon; Kim, Ji Young; Kwon, Do Young; Lee, Jae Hyeok; Lee, Jee Young; Kim, Ji Seon; Yun, Ji Young; Hong, Jin Yong; Kim, Mi Jung; Youn, Jinyoung; Kim, Ji Sun; Oh, Eung Seok; Yang, Hui Jun; Yoon, Won Tae; You, Sooyeoun; Kwon, Kyum Yil; Park, Hyung Eun; Lee, Su Yun; Kim, Younsoo; Kim, Hee Tae; Ahn, Tae Beom

2018-01-08

Sleep problems commonly occur in patients with Parkinson's disease (PD), and are associated with a lower quality of life. The aim of the current study was to translate the English version of the Scales for Outcomes in Parkinson's Disease-Sleep (SCOPA-S) into the Korean version of SCOPA-S (K-SCOPA-S), and to evaluate its reliability and validity for use by Korean-speaking patients with PD. In total, 136 patients with PD from 27 movement disorder centres of university-affiliated hospitals in Korea were enrolled in this study. They were assessed using SCOPA, Hoehn and Yahr Scale (HYS), Unified Parkinson's Disease Rating Scale (UPDRS), Parkinson's Disease Sleep Scale 2nd version (PDSS-2), Non-motor Symptoms Scale (NMSS), Montgomery Asberg Depression Scale (MADS), 39-item Parkinson's Disease Questionnaire (PDQ39), Neurogenic Orthostatic Hypotension Questionnaire (NOHQ), and Rapid Eye Movement Sleep Behaviour Disorder Questionnaire (RBDQ). The test-retest reliability was assessed over a time interval of 10-14 days. The internal consistency (Cronbach's α-coefficients) of K-SCOPA-S was 0.88 for nighttime sleep (NS) and 0.75 for daytime sleepiness (DS). Test-retest reliability was 0.88 and 0.85 for the NS and DS, respectively. There was a moderate correlation between the NS sub-score and PDSS-2 total score. The NS and DS sub-scores of K-SCOPA-S were correlated with motor scale such as HYS, and non-motor scales such as UPDRS I, UPDRS II, MADS, NMSS, PDQ39, and NOHQ while the DS sub-score was with RBDQ. The K-SCOPA-S exhibited good reliability and validity for the assessment of sleep problems in the Korean patients with PD. © 2018 The Korean Academy of Medical Sciences.

Case Control Study of Impulsivity, Aggression, Pesticide Exposure and Suicide Attempts Using Pesticides among Farmers.

PubMed

Lyu, Chun Ping; Pei, Jian Ru; Beseler, L Cheryl; Li, Yu Ling; Li, Jian Hui; Ren, Ming; Stallones, Lorann; Ren, Shu Ping

2018-03-01

A case-control study was conducted to investigate associations between organophosphate pesticide (OP) exposure, aggression, impulsivity, and attempted suicide. Questionnaires were used to collect information; impulsivity and aggression were measured by the Barratt Impulsivity Scale (BIS) and the Aggression Inventory (AI). A greater number of OP symptoms was associated with an increased odds of a suicide attempt after adjusting for marital status and income (OR = 1.45; CI 1.14-1.86). Attempted suicide was significantly associated with high impulsivity scores (means: 72.4 vs. 60.6, P < 0.0001) and high aggression scores (means: 38.5 vs. 26.1, P < 0.0001). Suicide attempters had a higher number of OP exposure symptoms than controls and scored higher on scales of impulsivity and aggression. Copyright © 2018 The Editorial Board of Biomedical and Environmental Sciences. Published by China CDC. All rights reserved.

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

NASA Astrophysics Data System (ADS)

Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study's contribution benefits science education, scientists, university science education, and future collaborations. Key Terms: mixed methods, GK-12, scientific literacy, inquiry, collaboration.

The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

NASA Astrophysics Data System (ADS)

Newsome, Demetria Lynn

Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors. Findings of the study have implications for the design of preservice science teacher clinical experiences including providing longer, organized clinical experiences and preferential selection of preservice science teachers for PDS practicum assignments.

The effect of curriculum changes and instructional techniques on science-reasoning skills among high school students

NASA Astrophysics Data System (ADS)

Newman, Joan T.

Any change, particularly on a large scale like a sequence change in a district with 75,000 students, is difficult. However, with the advent of the new TAKS science test and the new requirements for high school graduation in the state of Texas, educators and students alike are engaged in innovative educational approaches to meet these requirements. This study investigated a different, non-traditional science sequence to investigate relationships among secondary core-science course sequencing, student science-reasoning performance, and classroom pedagogy. The methodology adopted in the study led to a deeper understanding of the successes and challenges faced by teachers in teaching conceptual physics and chemistry to 8 th and 9th grade students. The qualitative analysis suggested a difference in pedagogy employed by middle and high school science teachers and a need for secondary science teachers to enhance their content knowledge and pedagogical skills, as well as change their underlying attitudes and beliefs about the abilities of students. The study examined scores of 495 randomly chosen students following three different matriculation patterns within one large independent school district. The study indicated that students who follow a sequence with 9th grade IPC generally increase their science-reasoning skills as demonstrated on the 10th grade TAKS science test when these scores are compared with those of students who do not have 9th grade IPC in the science sequence.

The development and validation of Science Learning Inventory (SLI): A conceptual change framework

NASA Astrophysics Data System (ADS)

Seyedmonir, Mehdi

2000-12-01

A multidimensional theoretical model, Conceptual Change Science Learning (CCSL), was developed based on Standard Model of Conceptual Change and Cognitive Reconstruction of Knowledge Model. The model addresses three main components of science learning, namely the learner's conceptual ecology, the message along with its social context, and the cognitive engagement. A learner's conceptual ecology is organized around three clusters, including epistemological beliefs, existing conceptions, and motivation. Learner's cognitive engagement is represented by a continuum from peripheral processing involving shallow cognitive engagement to central processing involving deep cognitive engagement. Through reciprocal, non-sequential interactions of such constructs, the learners' conceptual change is achieved. Using a quantitative empirical approach, three studies were conducted to investigate the theoretical constructs based on the CCSL Model. The first study reports the development and validation of the hypothesized and factor-analytic scales comprising the instrument, Science Learning Inventory (SLI) intended for college students. The self-report instrument was designed in two parts, SLI-A (conceptual ecology and cognitive engagement) with 48 initial items, and SLI-B (science epistemology) with 49 initial items. The items for SLI-B were based on the tenets of Nature of Science as reflected in the recent reform documents, Science for All Americans (Project 2061) and National Science Education Standards. The results of factor analysis indicated seven factors for SLI-A and four factors for SLI-B. The second study investigated the criterion-related (conceptual change) predictive validity of the SLI in an instructional setting (a college-level physics course). The findings suggested the possibility of different interplay of factors and dynamics depending on the nature of the criterion (gain scores from a three-week intervention versus final course grade). Gain scores were predicted by "self-reflective study behavior" and "science self-efficacy" scales of SLI, whereas the course grade was predicted by "metacognitive engagement" and "dynamic scientific truth," (a factor from science epistemology). The third study investigated the effects of text-based conceptual-change strategy (Enhanced Refutational Text; ERT) on Newtonian Laws of Motion, and the efficacy of the SLI scales in a controlled setting. Also, initial divergent and convergent validity procedures are reported in the study. The results provided partial support for the superiority of ERT over expository text. The ERT was an effective intervention for students with no prior physics background but not for students with prior physics background.

Integrating the history of science into a middle school science curriculum

NASA Astrophysics Data System (ADS)

Huybrechts, Jeanne Marie

This study examined the effect of incorporating the history of science into a middle school physical science curriculum on student attitudes toward science and the work of scientists. While there is wide support for including some science history in middle school science lessons within both the science and science-education communities, there is little curriculum designed to meet that objective. A series of five lessons was written specifically for the study. Each lesson included a brief biography of a scientist whose work was of historical significance, and a set of directions for duplicating one or more of the experiments done by that scientist. A thirty-question, Likert scale survey of the attitudes of middle school students toward science and the work of scientists was also written for this study. The survey was administered to two groups of students in a single middle school: One group---the experimental group---subsequently used the science history curriculum; the second (control) group did not. The same attitude survey was readministered to both groups of students after study of the science-history curriculum was completed. The results of the study indicate that there was no statistically significant difference between the pretest and posttest scores of either the experimental or control group students. Further analysis was done to determine whether there were differences between the pretest and posttest scores of boys and girls, or between "regular" or "honors" students. In both cases no statistically significant difference was found.

Mixed and Mixture Regression Models for Continuous Bounded Responses Using the Beta Distribution

ERIC Educational Resources Information Center

Verkuilen, Jay; Smithson, Michael

2012-01-01

Doubly bounded continuous data are common in the social and behavioral sciences. Examples include judged probabilities, confidence ratings, derived proportions such as percent time on task, and bounded scale scores. Dependent variables of this kind are often difficult to analyze using normal theory models because their distributions may be quite…

An Analysis of Science Scale Scores for Grades 2-8 in Tennessee for 1990-1994.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

The use of statewide tests of student achievement as one component of accountability are certainly not new. An increasing number of states have mandated statewide testing through legislation aimed at tying financial incentives to a variety of accountability indicators including student achievement. These initiatives have generated several side…

An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

NASA Astrophysics Data System (ADS)

Dewnarain Ramnarain, Umesh; Chanetsa, Tarisai

2016-04-01

This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The three textbooks were scored on targeted NOS aspects on a scale of -3 to +3 that reflected the explicitness with which these aspects were addressed. The analysis revealed that the textbooks poorly depict NOS, and in particular, there was scant attention given to the social dimension of science, science versus pseudoscience and the 'myth of the scientific method'. The findings of this study are incommensurate with the strong emphasis in a reformed school science curriculum that underlies the need for learners to understand the scientific enterprise, and how scientific knowledge develops. In view of this, the findings of this research reinforce the need for a review on the mandate given to textbook publishers and writers so that a stronger focus be placed on the development of materials that better represent the tenets of NOS.

A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning

NASA Astrophysics Data System (ADS)

Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

2007-07-01

The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.

The assessment of post-vasectomy pain in mice using behaviour and the Mouse Grimace Scale.

PubMed

Leach, Matthew C; Klaus, Kristel; Miller, Amy L; Scotto di Perrotolo, Maud; Sotocinal, Susana G; Flecknell, Paul A

2012-01-01

Current behaviour-based pain assessments for laboratory rodents have significant limitations. Assessment of facial expression changes, as a novel means of pain scoring, may overcome some of these limitations. The Mouse Grimace Scale appears to offer a means of assessing post-operative pain in mice that is as effective as manual behavioural-based scoring, without the limitations of such schemes. Effective assessment of post-operative pain is not only critical for animal welfare, but also the validity of science using animal models. This study compared changes in behaviour assessed using both an automated system ("HomeCageScan") and using manual analysis with changes in facial expressions assessed using the Mouse Grimace Scale (MGS). Mice (n = 6/group) were assessed before and after surgery (scrotal approach vasectomy) and either received saline, meloxicam or bupivacaine. Both the MGS and manual scoring of pain behaviours identified clear differences between the pre and post surgery periods and between those animals receiving analgesia (20 mg/kg meloxicam or 5 mg/kg bupivacaine) or saline post-operatively. Both of these assessments were highly correlated with those showing high MGS scores also exhibiting high frequencies of pain behaviours. Automated behavioural analysis in contrast was only able to detect differences between the pre and post surgery periods. In conclusion, both the Mouse Grimace Scale and manual scoring of pain behaviours are assessing the presence of post-surgical pain, whereas automated behavioural analysis could be detecting surgical stress and/or post-surgical pain. This study suggests that the Mouse Grimace Scale could prove to be a quick and easy means of assessing post-surgical pain, and the efficacy of analgesic treatment in mice that overcomes some of the limitations of behaviour-based assessment schemes.

Male body dissatisfaction scale (MBDS): proposal for a reduced model.

PubMed

da Silva, Wanderson Roberto; Marôco, João; Ochner, Christopher N; Campos, Juliana Alvares Duarte Bonini

2017-09-01

To evaluate the psychometric properties of the male body dissatisfaction scale (MBDS) in Brazilian and Portuguese university students; to present a reduced model of the scale; to compare two methods of computing global scores for participants' body dissatisfaction; and to estimate the prevalence of participants' body dissatisfaction. A total of 932 male students participated in this study. A confirmatory factor analysis (CFA) was used to assess the scale's psychometric properties. Multi-group analysis was used to test transnational invariance and invariance in independent samples. The body dissatisfaction score was calculated using two methods (mean and matrix of weights in the CFA), which were compared. Finally, individuals were classified according to level of body dissatisfaction, using the best method. The MBDS model did not show adequate fit for the sample and was, therefore, refined. Thirteen items were excluded and two factors were combined. A reduced model of 12 items and 2 factors was proposed and shown to have adequate psychometric properties. There was a significant difference (p < 0.001) between the methods for calculating the score for body dissatisfaction, since the mean overestimated the scores. Among student participants, the prevalence of body dissatisfaction with musculature and general appearance was 11.2 and 5.3%, respectively. The reduced bi-factorial model of the MBDS showed adequate validity, reliability, and transnational invariance and invariance in independent samples for Brazilian and Portuguese students. The new proposal for calculating the global score was able to more accurately show their body dissatisfaction. No level of evidence Basic Science.

Assessment of abuse liability of Tramadol among experienced drug users: Double-blind crossover randomized controlled trial.

PubMed

Das, Mrinmay; Jain, Raka; Dhawan, Anju; Kaur, Amandeep

Tramadol is a widely used opioid analgesic. Different preclinical, clinical, and postmarketing surveillance studies show conflicting results regarding abuse potential of this drug. A randomized double-blind complete crossover study was conducted at National Drug Dependence Treatment Centre, All India Institute of Medical Sciences, New Delhi. Total subjects were 10, comprising total 120 observations (each subject assessed at baseline, 5, 45, and 240 minutes). Subjects with history of substance abuse were included after detoxification and informed consent. Assessment was done using modified single dose opiate questionnaire, morphine benzedrine group (MBG), pentobarbital chlorpromazine alcohol group (PCAG), and two bipolar visual analogue scales (VAS) after administration of three drugs-Tramadol (100 mg), Buprenorphine (0.6 mg), and Placebo (Normal Saline) intramuscularly, at 5-day interval. In intra-group analysis, there was statistically significant increase in scores of all four scales from baseline to all three time points after Tramadol and Buprenorphine administration. In inter-group analysis, statistically higher scores were seen for Buprenorphine in comparison to Tramadol at 5, 45, and 240 minutes for MBG scale; the score was significantly higher for Buprenorphine in VAS for pleasurable effect at 45 and 240 minutes, but not at baseline and 5 minutes. There was no significant difference in score at any point of time between Tramadol and Buprenorphine in PCAG scale and VAS for sedative/alertness effect. The scores were statistically insignificant in case of Placebo. All the subjects liked Buprenorphine most and then Tramadol followed by Placebo. Tramadol has abuse potential (even in therapeutic doses) more than Placebo but less than or comparable to Buprenorphine.

The comparison between science virtual and paper based test in measuring grade 7 students’ critical thinking

NASA Astrophysics Data System (ADS)

Dhitareka, P. H.; Firman, H.; Rusyati, L.

2018-05-01

This research is comparing science virtual and paper-based test in measuring grade 7 students’ critical thinking based on Multiple Intelligences and gender. Quasi experimental method with within-subjects design is conducted in this research in order to obtain the data. The population of this research was all seventh grade students in ten classes of one public secondary school in Bandung. There were 71 students within two classes taken randomly became the sample in this research. The data are obtained through 28 questions with a topic of living things and environmental sustainability constructed based on eight critical thinking elements proposed by Inch then the questions provided in science virtual and paper-based test. The data was analysed by using paired-samples t test when the data are parametric and Wilcoxon signed ranks test when the data are non-parametric. In general comparison, the p-value of the comparison between science virtual and paper-based tests’ score is 0.506, indicated that there are no significance difference between science virtual and paper-based test based on the tests’ score. The results are furthermore supported by the students’ attitude result which is 3.15 from the scale from 1 to 4, indicated that they have positive attitudes towards Science Virtual Test.

Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates.

PubMed

Ertekin Pinar, Sukran; Yildirim, Gulay; Sayin, Neslihan

2018-05-01

The high level of psychological resilience, self-confidence and problem solving skills of midwife candidates play an important role in increasing the quality of health care and in fulfilling their responsibilities towards patients. This study was conducted to investigate the psychological resilience, self-confidence and problem-solving skills of midwife candidates. It is a convenience descriptive quantitative study. Students who study at Health Sciences Faculty in Turkey's Central Anatolia Region. Midwife candidates (N = 270). In collection of data, the Personal Information Form, Psychological Resilience Scale for Adults (PRSA), Self-Confidence Scale (SCS), and Problem Solving Inventory (PSI) were used. There was a negatively moderate-level significant relationship between the Problem Solving Inventory scores and the Psychological Resilience Scale for Adults scores (r = -0.619; p = 0.000), and between Self-Confidence Scale scores (r = -0.524; p = 0.000). There was a positively moderate-level significant relationship between the Psychological Resilience Scale for Adults scores and the Self-Confidence Scale scores (r = 0.583; p = 0.000). There was a statistically significant difference (p < 0.05) between the Problem Solving Inventory and the Psychological Resilience Scale for Adults scores according to getting support in a difficult situation. As psychological resilience and self-confidence levels increase, problem-solving skills increase; additionally, as self-confidence increases, psychological resilience increases too. Psychological resilience, self-confidence, and problem-solving skills of midwife candidates in their first-year of studies are higher than those who are in their fourth year. Self-confidence and psychological resilience of midwife candidates aged between 17 and 21, self-confidence and problem solving skills of residents of city centers, psychological resilience of those who perceive their monthly income as sufficient are high. Psychological resilience and problem-solving skills for midwife candidates who receive social support are also high. The fact that levels of self-confidence, problem-solving skills and psychological resilience of fourth-year students are found to be low presents a situation that should be taken into consideration. Copyright © 2018 Elsevier Ltd. All rights reserved.

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

NASA Astrophysics Data System (ADS)

Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model Chapter Challenges; practice on the use of the storyboard; facilitation of activity debriefs using a debrief template; and the use and practice of identified strategies and scaffoldings targeting ELs. Three innovations developed by the LAUSD-ICS Leadership Team also were introduced in the PD sessions. They are the storyboard, "cartoon analysis" and debrief template.

A Factor Comparison of Old and New MCAT Scales.

ERIC Educational Resources Information Center

Jones, Robert F.; Thomae-Forgues, Maria

1981-01-01

The old Medical College Admission Test (MCAT) and the New MCAT were compared by factor-analyzing the scores of a sample of 1,484 examinees who took both tests during 1976-77. Three common factors are interpreted: a general science quantitative factor, verbal ability, and interpretation skills. Variances are noted and implications of the data for…

Reliability Generalization: An Examination of the Positive Affect and Negative Affect Schedule

ERIC Educational Resources Information Center

Leue, Anja; Lange, Sebastian

2011-01-01

The assessment of positive affect (PA) and negative affect (NA) by means of the Positive Affect and Negative Affect Schedule has received a remarkable popularity in the social sciences. Using a meta-analytic tool--namely, reliability generalization (RG)--population reliability scores of both scales have been investigated on the basis of a random…

Comparison of suprapatellar and infrapatellar intramedullary nailing for tibial shaft fractures: a systematic review and meta-analysis.

PubMed

Yang, Liqing; Sun, Yuefeng; Li, Ge

2018-06-14

Optimal surgical approach for tibial shaft fractures remains controversial. We perform a meta-analysis from randomized controlled trials (RCTs) to compare the clinical efficacy and prognosis between infrapatellar and suprapatellar intramedullary nail in the treatment of tibial shaft fractures. PubMed, OVID, Embase, ScienceDirect, and Web of Science were searched up to December 2017 for comparative RCTs involving infrapatellar and suprapatellar intramedullary nail in the treatment of tibial shaft fractures. Primary outcomes were blood loss, visual analog scale (VAS) score, range of motion, Lysholm knee scores, and fluoroscopy times. Secondary outcomes were length of hospital stay and postoperative complications. We assessed statistical heterogeneity for each outcome with the use of a standard χ 2 test and the I 2 statistic. The meta-analysis was undertaken using Stata 14.0. Four RCTs involving 293 participants were included in our study. The present meta-analysis indicated that there were significant differences between infrapatellar and suprapatellar intramedullary nail regarding the total blood loss, VAS scores, Lysholm knee scores, and fluoroscopy times. Suprapatellar intramedullary nailing could significantly reduce total blood loss, postoperative knee pain, and fluoroscopy times compared to infrapatellar approach. Additionally, it was associated with an improved Lysholm knee scores. High-quality RCTs were still required for further investigation.

Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

NASA Astrophysics Data System (ADS)

Beggrow, Elizabeth P.; Ha, Minsu; Nehm, Ross H.; Pearl, Dennis; Boone, William J.

2014-02-01

The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students' written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students' normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding than the multiple-choice assessment. These findings demonstrate the great potential of machine-learning tools for assessing key scientific practices highlighted in the new Framework for Science Education.

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

NASA Astrophysics Data System (ADS)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual-preference effect. Furthermore, the students indicated significantly more positive attitudes when instructed with a multisensory approach on either grade-level or above-grade level science content (p < 0.0001). The findings supported using a multisensory approach when teaching science concepts that are new to and difficult for students (Martini, 1986).

STEM Integration in Middle School Life Science: Student Learning and Attitudes

NASA Astrophysics Data System (ADS)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

NASA Astrophysics Data System (ADS)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

The prediction of intelligence in preschool children using alternative models to regression.

PubMed

Finch, W Holmes; Chang, Mei; Davis, Andrew S; Holden, Jocelyn E; Rothlisberg, Barbara A; McIntosh, David E

2011-12-01

Statistical prediction of an outcome variable using multiple independent variables is a common practice in the social and behavioral sciences. For example, neuropsychologists are sometimes called upon to provide predictions of preinjury cognitive functioning for individuals who have suffered a traumatic brain injury. Typically, these predictions are made using standard multiple linear regression models with several demographic variables (e.g., gender, ethnicity, education level) as predictors. Prior research has shown conflicting evidence regarding the ability of such models to provide accurate predictions of outcome variables such as full-scale intelligence (FSIQ) test scores. The present study had two goals: (1) to demonstrate the utility of a set of alternative prediction methods that have been applied extensively in the natural sciences and business but have not been frequently explored in the social sciences and (2) to develop models that can be used to predict premorbid cognitive functioning in preschool children. Predictions of Stanford-Binet 5 FSIQ scores for preschool-aged children is used to compare the performance of a multiple regression model with several of these alternative methods. Results demonstrate that classification and regression trees provided more accurate predictions of FSIQ scores than does the more traditional regression approach. Implications of these results are discussed.

Psychometric Properties of the Procrastination Assessment Scale-Student (PASS) in a Student Sample of Sabzevar University of Medical Sciences.

PubMed

Mortazavi, Forough; Mortazavi, Saideh S; Khosrorad, Razieh

2015-09-01

Procrastination is a common behavior which affects different aspects of life. The procrastination assessment scale-student (PASS) evaluates academic procrastination apropos its frequency and reasons. The aims of the present study were to translate, culturally adapt, and validate the Farsi version of the PASS in a sample of Iranian medical students. In this cross-sectional study, the PASS was translated into Farsi through the forward-backward method, and its content validity was thereafter assessed by a panel of 10 experts. The Farsi version of the PASS was subsequently distributed among 423 medical students. The internal reliability of the PASS was assessed using Cronbach's alpha. An exploratory factor analysis (EFA) was conducted on 18 items and then 28 items of the scale to find new models. The construct validity of the scale was assessed using both EFA and confirmatory factor analysis. The predictive validity of the scale was evaluated by calculating the correlation between the academic procrastination scores and the students' average scores in the previous semester. The corresponding reliability of the first and second parts of the scale was 0.781 and 0.861. An EFA on 18 items of the scale found 4 factors which jointly explained 53.2% of variances: The model was marginally acceptable (root mean square error of approximation [RMSEA] =0.098, standardized root mean square residual [SRMR] =0.076, χ(2) /df =4.8, comparative fit index [CFI] =0.83). An EFA on 28 items of the scale found 4 factors which altogether explained 42.62% of variances: The model was acceptable (RMSEA =0.07, SRMR =0.07, χ(2)/df =2.8, incremental fit index =0.90, CFI =0.90). There was a negative correlation between the procrastination scores and the students' average scores (r = -0.131, P =0.02). The Farsi version of the PASS is a valid and reliable tool to measure academic procrastination in Iranian undergraduate medical students.

Using the Interpersonal Skills tool to assess interpersonal skills of internationally educated nurses.

PubMed

Shen, Jay J; Xu, Yu; Staples, Shelley; Bolstad, Anne L

2014-07-01

To assess interpersonal skills of internationally educated nurses (IEN) while interacting with standardized patients. Participants included 52 IEN at two community hospitals in the southwestern region of the USA. Standardized patients were used to create patient-nurse encounter. Seventeen items in four domains ("skills in interviewing and collecting information"; "skills in counseling and delivering information"; "rapport"; and "personal manner") in an Interpersonal Skills (IPS) instrument were measured by a Likert scale 1-4 with 4 indicating the best performance. The average composite score per domain and scores of the 17 items were compared across the domains. On 10 of the 17 items, the nurses received scores under 3. Counseling with an average score of 2.10 and closure with an average score of 2.44 in domain 2, small talk with an average score of 2.06 in domain 3, and physical exam with average score of 2.21 in domain 4 were below 2.5. The average composite score of domain 1 was 3.54, significantly higher than those of domains 2-4 (2.77, 2.81, and 2.71, respectively). Age was moderately related to the average score per domain with every 10 year increase in age resulting in a 0.1 increase in the average score. Sex and country of origin showed mixed results. The interpersonal skills of IEN in three of the four domains need improvement. Well-designed educational programs may facilitate the improvement, especially in areas of small talk, counseling, closure, and physical exam. Future research should examine relationships between the IPS and demographics factors. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

Neurocognition and community outcome in schizophrenia: long-term predictive validity.

PubMed

Fujii, Daryl E; Wylie, A Michael

2003-02-01

The present study examined the predictive validity of neuropsychological measures to functional outcome in 26 schizophrenic patients 15-plus year post-testing. Outcome measures included score on the Resource Associated Functional Level Scale (RAFLS), number of state hospital admissions, and total duration of state hospital inpatient stay. Results of several stepwise multiple regressions revealed that verbal memory significantly predicted RAFLS score, accounting for nearly half of the variance. Trails B significantly predicted duration of state hospital inpatient status. Discussion focused on the utility of these measures for clinicians and system planners. Copyright 2002 Elsevier Science B.V.

The Big-Five factor structure as an integrative framework: an analysis of Clarke's AVA model.

PubMed

Goldberg, L R; Sweeney, D; Merenda, P F; Hughes, J E

1996-06-01

Using a large (N = 3,629) sample of participants selected to be representative of U.S. working adults in the year 2,000, we provide links between the constructs in 2 personality models that have been derived from quite different rationales. We demonstrate the use of a novel procedure for providing orthogonal Big-Five factor scores and use those scores to analyze the scales of the Activity Vector Analysis (AVA). We discuss the implications of our many findings both for the science of personality assessment and for future research using the AVA model.

Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

ERIC Educational Resources Information Center

Petko, Dominik; Cantieni, Andrea; Prasse, Doreen

2017-01-01

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and…

Relationship between Patterns of Personality of Campus Leaders and Scholastic Achievement in Elementary Schools: A Test of Holland's Theory

ERIC Educational Resources Information Center

Butler, Linda Ann

2010-01-01

The purpose of this study was to examine student achievement as a function of principal personality and assistant principal personality in an elementary school setting. Student achievement, the dependent variable, was fifth grade campus mean scale scores on the Texas Assessment of Academic Skills test for reading, math, and science. Holland's…

Evaluation of Computer-Based Training for Health Workers in Echocardiography for RHD.

PubMed

Engelman, Daniel; Okello, Emmy; Beaton, Andrea; Selnow, Gary; Remenyi, Bo; Watson, Caroline; Longenecker, Chris T; Sable, Craig; Steer, Andrew C

2017-03-01

The implementation of screening for rheumatic heart disease at a population-scale would require a considerable increase in human resources. Training nonexpert staff in echocardiography requires appropriate methods and materials. This pre/post study aims to measure the change in the knowledge and confidence of a group of health workers after a computer-assisted training intervention in basic echocardiography for rheumatic heart disease. A syllabus of self-guided, computer-based modules to train nonexpert health workers in basic echocardiography for rheumatic heart disease was developed. Thirty-eight health workers from Uganda participated in the training. Using a pre/post design, identical test instruments were administered before and after the training intervention, assessing the knowledge (using multiple-choice questions) and confidence (using Likert scale questions) in clinical science and echocardiography. The mean total score on knowledge tests rose from 44.8% to 85.4% (mean difference: 40.6%, 95% confidence interval [CI]: 35.4% to 45.8%), with strong evidence for an increase in scores across all knowledge theme areas (p < 0.001). Increased confidence with each key aspect was reported, and there was strong evidence for an increase in the mean score for confidence scales in clinical science (difference: 7.1, 95% CI: 6.2 to 8.0; p < 0.001) and echocardiography (difference: 18.3, 95% CI: 16.6 to 20.0; p < 0.001). The training program was effective at increasing knowledge and confidence for basic echocardiography in nonexpert health workers. Use of computer-assisted learning may reduce the human resource requirements for training staff in echocardiography. Copyright © 2016 World Heart Federation (Geneva). Published by Elsevier B.V. All rights reserved.

The Effects of Item Format and Cognitive Domain on Students' Science Performance in TIMSS 2011

NASA Astrophysics Data System (ADS)

Liou, Pey-Yan; Bulut, Okan

2017-12-01

The purpose of this study was to examine eighth-grade students' science performance in terms of two test design components, item format, and cognitive domain. The portion of Taiwanese data came from the 2011 administration of the Trends in International Mathematics and Science Study (TIMSS), one of the major international large-scale assessments in science. The item difficulty analysis was initially applied to show the proportion of correct items. A regression-based cumulative link mixed modeling (CLMM) approach was further utilized to estimate the impact of item format, cognitive domain, and their interaction on the students' science scores. The results of the proportion-correct statistics showed that constructed-response items were more difficult than multiple-choice items, and that the reasoning cognitive domain items were more difficult compared to the items in the applying and knowing domains. In terms of the CLMM results, students tended to obtain higher scores when answering constructed-response items as well as items in the applying cognitive domain. When the two predictors and the interaction term were included together, the directions and magnitudes of the predictors on student science performance changed substantially. Plausible explanations for the complex nature of the effects of the two test-design predictors on student science performance are discussed. The results provide practical, empirical-based evidence for test developers, teachers, and stakeholders to be aware of the differential function of item format, cognitive domain, and their interaction in students' science performance.

E-Health literacy of medical and health sciences university students in Mashhad, Iran in 2016: a pilot study

PubMed Central

Dashti, Sareh; Peyman, Nooshin; Tajfard, Mohammad; Esmaeeli, Habibollah

2017-01-01

Background In order to provide a better healthcare education to the society, health care students should have an acceptable electronic health (E-Health) literacy. Objective The aim of this study was to assess the level of E-Health literacy of Medicine and Health Sciences university students in Mashhad, Iran. Methods This cross-sectional study was performed on 192 students of Mashhad University of Medical Sciences using a validated Persian translate of the E-Health literacy scale (P-EHEALS) questionnaire in 2016. Demographic data including age, monthly income, level of education, preference of website for obtaining health related information and minutes of Internet use per day were obtained from the subjects. Independent-samples t-test and analysis of variance (ANOVA) were used for comparison between groups, and Pearson correlation coefficient and linear regression were used to assess the correlation between study parameters and EHEALS score using SPSS version 21. Results A total of 192 (67.2% female and 32.8% male) subjects with mean age of 24.71±5.30 years participated in the study. Mean P-EHEALS score of the subjects was 28.21±6.95. There was a significant difference in P-EHEALS score between genders (p<0.001), department (p=0.001), education level (p<0.001) and health status (p=0.003) as well as monthly income (p=0.03), website preference categories (p=0.02). Male students were significantly more likely to gain higher P-EHEALS scores. Conclusion The level of E-Health literacy was low in Medical and Health Sciences university students in Mashhad. More studies are needed to assess the contributors to E-Health literacy. PMID:28461871

Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

PubMed Central

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

A New Approach of Personality and Psychiatric Disorders: A Short Version of the Affective Neuroscience Personality Scales

PubMed Central

Pingault, Jean-Baptiste; Falissard, Bruno; Côté, Sylvana; Berthoz, Sylvie

2012-01-01

Background The Affective Neuroscience Personality Scales (ANPS) is an instrument designed to assess endophenotypes related to activity in the core emotional systems that have emerged from affective neuroscience research. It operationalizes six emotional endophenotypes with empirical evidence derived from ethology, neural analyses and pharmacology: PLAYFULNESS/joy, SEEKING/interest, CARING/nurturance, ANGER/rage, FEAR/anxiety, and SADNESS/separation distress. We aimed to provide a short version of this questionnaire (ANPS-S). Methodology/Principal Findings We used a sample of 830 young French adults which was randomly split into two subsamples. The first subsample was used to select the items for the short scales. The second subsample and an additional sample of 431 Canadian adults served to evaluate the psychometric properties of the short instrument. The ANPS-S was similar to the long version regarding intercorrelations between the scales and gender differences. The ANPS-S had satisfactory psychometric properties, including factorial structure, unidimensionality of all scales, and internal consistency. The scores from the short version were highly correlated with the scores from the long version. Conclusions/Significance The short ANPS proves to be a promising instrument to assess endophenotypes for psychiatrically relevant science. PMID:22848510

Impact of Mode of Curriculum on Knowledge and Attitudes of Medical Students towards Health Research

PubMed Central

Haseeb, Abdul; Ansari, M. Ahmed; Raheem, Ahmed; Khan, Aleena; Arshad, Mohammad Hussham; Motiani, Vanita; Akhtar, Muhammad Shahzeb

2016-01-01

Introduction Equipping students with skills in medical research should be an integral part of medical education systems. This study is designed to gauge the difference in knowledge and attitudes towards health research between two sets of undergraduate medical students; those enrolled in the new Problem Based Learning (PBL) education system versus those of the conventional Lecture Based Learning (LBL) curricula. Materials and Methods From the 4th and 5th years of medical university students, 90 participants were recruited from the Aga Khan University (PBL group) and Dow University of Health Sciences (LBL group) and were presented with structured and pre-validated questionnaire. Responses obtained for knowledge and attitudes of each group were recorded on a scale and graduated in percentages to be compared statistically for differences to identify the effectiveness of each curriculum. Results The score on the knowledge scale for the PBL group was found to be 44.77% against the 31.55% of the LBL students (p-value<0.001). Furthermore, the mean attitude score of AKU students was 72.22% as opposed to the 56.11% of the DUHS participants (p-value<0.001). Conclusion The PBL group achieved significantly higher scores in all aspects than the LBL group, showing healthier attitudes towards health science research along with better knowledge. Hence, the apparent positive influence of PBL curricula on attitudes towards research may be helpful in improving research output of medical students in Pakistan. PMID:27190837

Nursing students' attitudes toward statistics: Effect of a biostatistics course and association with examination performance.

PubMed

Kiekkas, Panagiotis; Panagiotarou, Aliki; Malja, Alvaro; Tahirai, Daniela; Zykai, Rountina; Bakalis, Nick; Stefanopoulos, Nikolaos

2015-12-01

Although statistical knowledge and skills are necessary for promoting evidence-based practice, health sciences students have expressed anxiety about statistics courses, which may hinder their learning of statistical concepts. To evaluate the effects of a biostatistics course on nursing students' attitudes toward statistics and to explore the association between these attitudes and their performance in the course examination. One-group quasi-experimental pre-test/post-test design. Undergraduate nursing students of the fifth or higher semester of studies, who attended a biostatistics course. Participants were asked to complete the pre-test and post-test forms of The Survey of Attitudes Toward Statistics (SATS)-36 scale at the beginning and end of the course respectively. Pre-test and post-test scale scores were compared, while correlations between post-test scores and participants' examination performance were estimated. Among 156 participants, post-test scores of the overall SATS-36 scale and of the Affect, Cognitive Competence, Interest and Effort components were significantly higher than pre-test ones, indicating that the course was followed by more positive attitudes toward statistics. Among 104 students who participated in the examination, higher post-test scores of the overall SATS-36 scale and of the Affect, Difficulty, Interest and Effort components were significantly but weakly correlated with higher examination performance. Students' attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. Copyright © 2015 Elsevier Ltd. All rights reserved.

Assessment of numeracy in sports and exercise science students at an Australian university

NASA Astrophysics Data System (ADS)

Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter

2018-05-01

The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy test questions. Background questions (5-point scale) focused on highest level of mathematics studied at high school, self-perception of mathematics proficiency, perceived importance of mathematics to SES and likelihood of seeking help with mathematics. Numeracy questions focused on rational number, ratios and rates, basic algebra and graph interpretation. Numeracy performance was based on answers to these questions (1 mark each) and represented by the total score (maximum = 39). Students from first (n = 212), second (n = 78) and third (n = 111) years of the SES degree completed the test. The distribution of numeracy test scores for the entire cohort was negatively skewed with a median (IQR) score of 27(11). We observed statistically significant associations between test scores and the highest level of mathematics studied (P < 0.05), being lowest in students who studied Year 10 Mathematics (20 (9)), intermediate in students who studied Year 12 General Mathematics (26 (8)) and highest in two groups of students who studied higher-level Year 12 Mathematics (31 (9), 31 (6)). There were statistically significant associations between test scores and level of self-perception of mathematics proficiency and also likelihood of seeking help with mathematics (P < 0.05) but not with perceived importance of mathematics to SES. These findings reveal that the level of mathematics studied in high school is a critical factor determining the level of numeracy performance in SES students.

The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation.

PubMed

Gardulf, Ann; Nilsson, Jan; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Johansson, Eva

2016-01-01

International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1 [20-56]years, 87.3% women) from 11 universities/university colleges participated. NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (93.2% vs 87.5% of NSPGs). Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure aspects of self-reported competence among NSPGs. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

NASA Astrophysics Data System (ADS)

Dionisio, Rui Meira

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

Leadership styles in secondary school science teachers

NASA Astrophysics Data System (ADS)

Lawson, Michael A.

A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

A new method for scoring financial conflicts of interest.

PubMed

Maharaj, S V M

2015-01-01

There is a large and consistent body of evidence showing that research sponsored by for-profit industries tends to have pro-industry conclusions in comparison with similar research or re-analyses not funded by industry. Disclosure of financial conflicts via statements is presently the standard method for notification of potential biases. However, many journals are not consistent in publishing financial conflicts of interest (FCoI) statements. Furthermore, even when divulged, disclosure merely shifts the burden of evaluating conflicts to readers and the general public. Moreover, there has been an absence of a means of quantifying FCoI. To propose a solution for the question: What are we doing about FCoI that continue to compromise the integrity of the scientific enterprise? The FCoI Scale was developed for scoring and comparing FCoI and describing potential biases. The FCoI Scale consists of a score that may be expressed in whole numbers and decimal fractions, correlated to descriptive terms for potential biases and examples of financial conflicts at 11 levels. The FCoI score (FCoIS) provides a means for a more uniform and concise method of disclosure compared to statements, while at the same time permitting flexibility. It encourages the disclosure of relevant information and transparency in the reporting of financial conflicts. The FCoI Scale has the potential to become the standard basis for measuring, reporting, and comparing financial conflicts, suitable for disciplines in science, medicine, and beyond.

A comparison of the diagnostic power of the Full Outline of Unresponsiveness scale and the Glasgow coma scale in the discharge outcome prediction of patients with traumatic brain injury admitted to the intensive care unit

PubMed Central

Gorji, Mohammad Ali Heidari; Hoseini, Seyed Hosein; Gholipur, Afshin; Mohammadpur, Reza Ali

2014-01-01

Background and Aim: This study aimed to determine whether the Full Outline of Unresponsiveness (FOUR) score is an accurate predictorof discharge outcome in traumatic brain injury (TBI) patients and to compare its performanceto Glasgow coma scale (GCS). Materials and Methods: Thisis diagnostic study conducted prospectively on 53 TBI patients admitted to ICU of education hospitals of Medical Science University of Mazandaran during February 2013 to June 2013. Data collection was done with a checklist including biographic, clinical information and outcome. The FOUR score and GCS were determined by the researcher in the first 24 hours. Outcomes considered as in-hospital mortality and poor neurologic outcome (Glasgow Outcome Scale (GOS) 1-3) in discharge time from the hospital. Results: In terms of predictive power for in-hospital mortality, the area under the receiver operating characteristic (ROC) curve was 0/92 (95% CI. 0/81-0/97) for FOUR score and 0/96 (95% CI. 0/87-0/99) for GCS. In terms of predictive power of poor neurologic outcome, the area under the ROC curve was 0/95 (95% CI. 0/86-0/99) for FOUR score and 0/90 (95% CI.0/79-0/96) for GCS as evidenced by GOS 1-3. The cut-off of 6 showed sensitivity and specificity of total four score predicting poor outcome at 0/86 and 0/87 while the cut-off of 4 showed the value of in hospital mortality at 0/90 and 0/90. The total GCS score showed sensitivity and specificity 0/100 and 0/61 at cut-off 7 in predicting poor outcome while in predicting mortality at cut-off of 4 this range was 0/100 and 0/92. Conclusion: The FOUR score is an accurate predictor of discharge outcome in TBI patients. Thus, researchers recommend for therapeutic Schematizationto use in neurosurgical patients at admission day. PMID:24843331

Predicting Outcome in Subarachnoid Hemorrhage (SAH) Utilizing the Full Outline of UnResponsiveness (FOUR) Score.

PubMed

Zeiler, F A; Lo, B W Y; Akoth, E; Silvaggio, J; Kaufmann, A M; Teitelbaum, J; West, M

2017-12-01

Existing scoring systems for aneurysmal subarachnoid hemorrhage (SAH) patients fail to accurately predict patient outcome. Our goal was to prospectively study the Full Outline of UnResponsiveness (FOUR) score as applied to newly admitted aneurysmal SAH patients. All adult patients presenting to Health Sciences Center in Winnipeg from January 2013 to July 2015 (2.5 year period) with aneurysmal SAH were prospectively enrolled in this study. All patients were followed up to 6 months. FOUR score was calculated upon admission, with repeat calculation at 7 and 14 days. The primary outcomes were: mortality, as well as dichotomized 1- and 6-month Glasgow Outcome Scale (GOS) and modified Rankin Scale (mRS) values. Sixty-four patients were included, with a mean age of 54.2 years (range 26-85 years). The mean FOUR score upon admission pre- and post-external ventricular drain (EVD) was 10.3 (range 0-16) and 11.1 (range 3-16), respectively. There was a statistically significant association between pre-EVD FOUR score (total, eye, respiratory and motor sub-scores) with mortality, 1-month GOS, and 6-month GOS/mRS (p < 0.05 in all). The day 7 total, eye, respiratory, and motor FOUR scores were associated with mortality, 1-month GOS/mRS, and 6-month GOS/mRS (p < 0.05 in all). The day 14 total, eye, respiratory, and motor FOUR scores were associated with 6-month GOS (p < 0.05 in all). The day 7 cumulative FOUR score was associated with the development of clinical vasospasm (p < 0.05). The FOUR score at admission and day 7 post-SAH is associated with mortality, 1-month GOS/mRS, and 6-month GOS/mRS. The FOUR score at day 14 post-SAH is associated with 6-month GOS. The brainstem sub-score was not associated with 1- or 6-month primary outcomes.

An analysis of the relationship between K--5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy

NASA Astrophysics Data System (ADS)

Clark, Ian

The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.

Crowdsourcing the General Public for Large Scale Molecular Pathology Studies in Cancer

PubMed Central

Candido dos Reis, Francisco J.; Lynn, Stuart; Ali, H. Raza; Eccles, Diana; Hanby, Andrew; Provenzano, Elena; Caldas, Carlos; Howat, William J.; McDuffus, Leigh-Anne; Liu, Bin; Daley, Frances; Coulson, Penny; Vyas, Rupesh J.; Harris, Leslie M.; Owens, Joanna M.; Carton, Amy F.M.; McQuillan, Janette P.; Paterson, Andy M.; Hirji, Zohra; Christie, Sarah K.; Holmes, Amber R.; Schmidt, Marjanka K.; Garcia-Closas, Montserrat; Easton, Douglas F.; Bolla, Manjeet K.; Wang, Qin; Benitez, Javier; Milne, Roger L.; Mannermaa, Arto; Couch, Fergus; Devilee, Peter; Tollenaar, Robert A.E.M.; Seynaeve, Caroline; Cox, Angela; Cross, Simon S.; Blows, Fiona M.; Sanders, Joyce; de Groot, Renate; Figueroa, Jonine; Sherman, Mark; Hooning, Maartje; Brenner, Hermann; Holleczek, Bernd; Stegmaier, Christa; Lintott, Chris; Pharoah, Paul D.P.

2015-01-01

Background Citizen science, scientific research conducted by non-specialists, has the potential to facilitate biomedical research using available large-scale data, however validating the results is challenging. The Cell Slider is a citizen science project that intends to share images from tumors with the general public, enabling them to score tumor markers independently through an internet-based interface. Methods From October 2012 to June 2014, 98,293 Citizen Scientists accessed the Cell Slider web page and scored 180,172 sub-images derived from images of 12,326 tissue microarray cores labeled for estrogen receptor (ER). We evaluated the accuracy of Citizen Scientist's ER classification, and the association between ER status and prognosis by comparing their test performance against trained pathologists. Findings The area under ROC curve was 0.95 (95% CI 0.94 to 0.96) for cancer cell identification and 0.97 (95% CI 0.96 to 0.97) for ER status. ER positive tumors scored by Citizen Scientists were associated with survival in a similar way to that scored by trained pathologists. Survival probability at 15 years were 0.78 (95% CI 0.76 to 0.80) for ER-positive and 0.72 (95% CI 0.68 to 0.77) for ER-negative tumors based on Citizen Scientists classification. Based on pathologist classification, survival probability was 0.79 (95% CI 0.77 to 0.81) for ER-positive and 0.71 (95% CI 0.67 to 0.74) for ER-negative tumors. The hazard ratio for death was 0.26 (95% CI 0.18 to 0.37) at diagnosis and became greater than one after 6.5 years of follow-up for ER scored by Citizen Scientists, and 0.24 (95% CI 0.18 to 0.33) at diagnosis increasing thereafter to one after 6.7 (95% CI 4.1 to 10.9) years of follow-up for ER scored by pathologists. Interpretation Crowdsourcing of the general public to classify cancer pathology data for research is viable, engages the public and provides accurate ER data. Crowdsourced classification of research data may offer a valid solution to problems of throughput requiring human input. PMID:26288840

Psychometric Properties of the Procrastination Assessment Scale-Student (PASS) in a Student Sample of Sabzevar University of Medical Sciences

PubMed Central

Mortazavi, Forough; Mortazavi, Saideh S.; Khosrorad, Razieh

2015-01-01

Background: Procrastination is a common behavior which affects different aspects of life. The procrastination assessment scale-student (PASS) evaluates academic procrastination apropos its frequency and reasons. Objectives: The aims of the present study were to translate, culturally adapt, and validate the Farsi version of the PASS in a sample of Iranian medical students. Patients and Methods: In this cross-sectional study, the PASS was translated into Farsi through the forward-backward method, and its content validity was thereafter assessed by a panel of 10 experts. The Farsi version of the PASS was subsequently distributed among 423 medical students. The internal reliability of the PASS was assessed using Cronbach’s alpha. An exploratory factor analysis (EFA) was conducted on 18 items and then 28 items of the scale to find new models. The construct validity of the scale was assessed using both EFA and confirmatory factor analysis. The predictive validity of the scale was evaluated by calculating the correlation between the academic procrastination scores and the students’ average scores in the previous semester. Results: The corresponding reliability of the first and second parts of the scale was 0.781 and 0.861. An EFA on 18 items of the scale found 4 factors which jointly explained 53.2% of variances: The model was marginally acceptable (root mean square error of approximation [RMSEA] =0.098, standardized root mean square residual [SRMR] =0.076, χ2 /df =4.8, comparative fit index [CFI] =0.83). An EFA on 28 items of the scale found 4 factors which altogether explained 42.62% of variances: The model was acceptable (RMSEA =0.07, SRMR =0.07, χ2/df =2.8, incremental fit index =0.90, CFI =0.90). There was a negative correlation between the procrastination scores and the students’ average scores (r = -0.131, P =0.02). Conclusions: The Farsi version of the PASS is a valid and reliable tool to measure academic procrastination in Iranian undergraduate medical students. PMID:26473078

The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science

NASA Astrophysics Data System (ADS)

Lewis, Ann S.

The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11 th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 x 2 mixed model ANOVA with the teacher as the random effect and the condition (trade books) as the fixed effect. The statistical analysis of this study showed that the students in the experimental classes did not score higher than the control classes on the Children's Environmental Attitude and Knowledge Scale or on a subset of "water" questions. Several limitations were placed on this research. These limitations included the following: (1) a small number of classes and a small number of teachers, (2) change from the original plan of using environmental science classes to aquatic science classes, (3) possible indifference of the students, and (4) restrictive teaching strategies of the teachers.

Biofeedback in Partial Weight Bearing: Usability of Two Different Devices from a Patient's and Physical Therapist's Perspective.

PubMed

van Lieshout, Remko; Pisters, Martijn F; Vanwanseele, Benedicte; de Bie, Rob A; Wouters, Eveline J; Stukstette, Mirelle J

2016-01-01

Partial weight bearing is frequently instructed by physical therapists in patients after lower-limb trauma or surgery. The use of biofeedback devices seems promising to improve the patient's compliance with weight-bearing instructions. SmartStep and OpenGo-Science are biofeedback devices that provide real-time feedback. For a successful implementation, usability of the devices is a critical aspect and should be tested from a user's perspective. To describe the usability from the physical therapists' and a patients' perspective of Smartstep and OpenGo-Science to provide feedback on partial weight bearing during supervised rehabilitation of patients after lower-limb trauma or surgery. In a convergent mixed-methods design, qualitative and quantitative data were collected. Usability was subdivided into user performance, satisfaction and acceptability. Patients prescribed with partial weight bearing and their physical therapists were asked to use SmartStep and OpenGo-Science during supervised rehabilitation. Usability was qualitatively tested by a think-aloud method and a semi-structured interview and quantitatively tested by the System-Usability-Scale (SUS) and closed questions. For the qualitative data thematic content analyses were used. Nine pairs of physical therapists and their patients participated. The mean SUS scores for patients and physical therapists were for SmartStep 70 and 53, and for OpenGo-Science 79 and 81, respectively. Scores were interpreted with the Curved Grading Scale. The qualitative data showed that there were mixed views and perceptions from patients and physical therapists on satisfaction and acceptability. This study gives insight in the usability of two biofeedback devices from the patient's and physical therapist's perspective. The overall usability from both perspectives seemed to be acceptable for OpenGo-Science. For SmartStep, overall usability seemed only acceptable from the patient's perspective. The study findings could help clinicians to decide which biofeedback device is appropriate for their given situation and provide information for future development of biofeedback devices.

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

NASA Astrophysics Data System (ADS)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34%, indicating that the non-majors tested exhibited many Earth science misconceptions and conceptual difficulties. A number of significant results were found when independent t-tests and correlations were conducted among test scores and demographic variables. The number of previous university Earth science courses was significantly related to ESC scores. Preservice elementary/middle majors differed significantly in several ways from other non-majors, and several earlier results were not supported. Results of this study indicate that an important opportunity may exist to improve Earth science conceptual understanding by focusing on spatial ability, a cognitive ability that has heretofore not been directly addressed in schools.

The arctic water resource vulnerability index: An integrated assessment tool for community resilience and vulnerability with respect to freshwater

USGS Publications Warehouse

Alessa, L.; Kliskey, A.; Lammers, R.; Arp, C.; White, D.; Hinzman, L.; Busey, R.

2008-01-01

People in the Arctic face uncertainty in their daily lives as they contend with environmental changes at a range of scales from local to global. Freshwater is a critical resource to people, and although water resource indicators have been developed that operate from regional to global scales and for midlatitude to equatorial environments, no appropriate index exists for assessing the vulnerability of Arctic communities to changing water resources at the local scale. The Arctic Water Resource Vulnerability Index (AWRVI) is proposed as a tool that Arctic communities can use to assess their relative vulnerability-resilience to changes in their water resources from a variety of biophysical and socioeconomic processes. The AWRVI is based on a social-ecological systems perspective that includes physical and social indicators of change and is demonstrated in three case study communities/watersheds in Alaska. These results highlight the value of communities engaging in the process of using the AWRVI and the diagnostic capability of examining the suite of constituent physical and social scores rather than the total AWRVI score alone. ?? 2008 Springer Science+Business Media, LLC.

Policy implications of select student characteristics and their influence on the Florida biology end-of-course assessment

NASA Astrophysics Data System (ADS)

Bertolotti, Janine Cecelia

In an attempt to improve student achievement in science in Florida, the Florida Department of Education implemented end-of-course (EOC) assessments in biology during the 2011-2012 academic school year. Although this first administration would only account for 30% of the student's overall final course grade in biology, subsequent administrations would be accompanied by increasing stakes for students, teachers, and schools. Therefore, this study sought to address gaps in empirical evidence as well as discuss how educational policy will potentially impact on teacher evaluation and professional development, student retention and graduation rates, and school accountability indicators. This study explored four variables- reading proficiency, ethnicity, socioeconomic status, and gender- to determine their influence and relationship on biology achievement on the Biology I EOC assessment at a Title 1 school. To do so, the results of the Biology I EOC assessment administered during the Spring 2012 school year was obtained from a small, rural Title 1 high school in North Florida. Additional data regarding each student's qualification for free and reduced-price lunch, FCAT Reading developmental scale scores, FCAT Reading level, grade level, gender, and ethnicity were also collected for the causal-comparative exploratory study. Of the 178 students represented, 48% qualified for free and reduced-price lunch, 54% were female, and 55% scored at FCAT Reading level 3 or higher. Additionally, 59% were White and 37% Black. A combination of descriptive statistics and other statistical procedures such as independent samples one-tailed t-test, one-way ANOVAs, ANCOVAs, multipleregression, and a Pearson r correlation was utilized in the analysis, with a significance level set at 0.05. Results indicate that of all four variables, FCAT Reading proficiency was the sole variable, after adjusting for other variables; that had a significant impact on biology achievement. Students with higher FCAT Reading developmental scores scored significantly higher on the Biology I EOC assessment than their peers with lower FCAT Reading scores. Additionally, FCAT Reading developmental scale scores were significantly correlated with Biology I EOC scores. The significant predictors for biology scores included FCAT Reading developmental scale scores, grade level, and eligibility for free lunch, which collectively explained 60% of the variability.

The effects of hands-on-science instruction on the science achievement of middle school students

NASA Astrophysics Data System (ADS)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically significant difference did not exist between the science scores of African American and non-African American middle school students. (4) A statistically significant difference existed in the socioeconomic status of students who were not provided with assisted lunches. Students with unassisted lunches had significantly higher science scores than those middle school students who were provided with assisted lunches. (5) A statistically significant difference was not found in the attitude scores of middle school students who were exposed to hands-on or traditional science instruction. (6) A statistically significant difference was not found in the observed attitude scores of middle school students who were exposed to either hands-on or traditional science instruction by their socioeconomic status. (7) A statistically significant difference was not found in the observed attitude scores of male and female students. (8) A statistically significant difference was not found in the observed attitude scores of African American and non African American students.

Nursing students' attitudes toward science in the nursing curricula

NASA Astrophysics Data System (ADS)

Maroo, Jill Deanne

The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.

Sensation seeking as a common factor in opioid dependent subjects and high risk sport practicing subjects. A cross sectional study.

PubMed

Franques, P; Auriacombe, M; Piquemal, E; Verger, M; Brisseau-Gimenez, S; Grabot, D; Tignol, J

2003-03-01

Animal research has outlined a vulnerability trait to drug dependence like behavior. The behavioral characteristic of this vulnerability is hyperactivity in response to a novel environment of which sensation seeking (SS) has been suggested as a possible equivalent in humans. If this is the case, SS should be more frequent in drug dependent and risky sports practicing subjects then controls. The objective of this study was to determine if opioid dependent subjects (ODS) and regular paragliders (RP) would be more SS then normal controls. Cross sectional study. Three groups of 34 individuals (total 102) matched for age and sex were selected from ODS seeking treatment, a paragliding club, and a college staff. Global and sub-scores of the Zuckerman sensation seeking scale (SSS). Non parametric statistics (Kruskal Wallis and Wilcoxon 2-Sample Tests) were used given the non-normal distribution of SSS scores in the ODS and RP groups. Significant differences were found across the three groups for the Thrill and Adventure Seeking (TAS) (P = 0.001), dishinibition (Dis) (P = 0.0003) and total score (P = 0.001). ODS and RP scored significantly higher than controls on two (Dis and the TAS scales). RP also scored significantly higher on the Boredom Susceptibility (BS) scale (P = 0.04). Our results show that RP and ODS differ from controls and have some similarities based on the SSS. In this study, the ODS and the RP could express different forms of a general tendency to seek intense and abrupt sensations through various behaviors. Our results in humans are in favor of the hypothesis that the behavioral trait of vulnerability to drug dependence behavior is expressed through SS. Copyright 2002 Elsevier Science Ireland Ltd.

[Levels of emotional intelligence and types of attachment among third year students of the Faculty of Health Science and the Faculty of Medicine--a comparative analysis].

PubMed

Tyszkiewicz-Bandur, Monika

2013-01-01

For the purposes of this research attachment theory was incorporated into the concept of emotional intelligence. The methodological starting point of this study was the assumption that the level of emotional intelligence and social competence is related to a steady feature, namely the type of attachment. Standardized questionnaires available in the Laboratory of Psychological Tests of the Polish Psychological Association were chosen to measure the level of emotional intelligence. However, the type of attachment was studied by Bartholomew's Self Description Test in my own translation. The study involved two groups of students, who were compared: 147 people from the Faculty of Health Sciences/Faculty of Nursing (nursing, midwifery, health promotion, cosmetology, emergency medicine, dietetics), and 181 people from the Faculty of Medicine (medicine), students in their second and third years of studies. A total of 328 people, aged 19-24, were tested. On the basis of the results it was stated that students of the Faculty of Health Sciences/Faculty of Nursing, as compared to students of the Faculty of Medicine, received significantly higher scores on the scale of the social competence scale, which investigated the efficiency of their behaviour in intimate situations. Moreover, statistical analysis proved that students of the Faculty of Health Sciences showed significantly higher scores than those studying at the Faculty of Medicine in the following fields: KKS-I subscale assessing social competencies in--conditioning effective behaviour in intimate situations, emotional intelligence measured with the INTE questionnaire,--awareness of their own emotional states and understanding their causes (DINEMO-I),--ability to recognize emotions in other people and understanding the reasons for the reactions expressed by them (DINEMO-Others)--emotional intelligence measured with the DINEMO questionnaire (DINEMO-general score). Women from both faculties showed higher social competence than men in the KKS-I, and higher emotional intelligence according to the INTE questionnaire and DINEMO: the overall result, DINEMO-Others and DINEMO-I (in the last scale, at level 0.065). Male students, from both faculties, showed significantly higher social competence in conditioning effectiveness of behaviour in situations requiring assertiveness (KKS-A). Taking into consideration the results of this study, the answer to the question of whether it is reasonable and necessary to develop skills among the examined students seems to be obvious. Indeed, assertive behaviours should be trained for at the Faculty of Health Sciences. At the same time skills related to EI--such as perceiving and processing emotional information, awareness of one's own and others' emotions, and associated social competencies in conditioning effective behaviours in intimate situations--should be trained for at the Faculty of Medicine.

Exploring culture, language and the perception of the nature of science

NASA Astrophysics Data System (ADS)

Sutherland, Dawn

2002-01-01

One dimension of early Canadian education is the attempt of the government to use the education system as an assimilative tool to integrate the First Nations and Me´tis people into Euro-Canadian society. Despite these attempts, many First Nations and Me´tis people retained their culture and their indigenous language. Few science educators have examined First Nations and Western scientific worldviews and the impact they may have on science learning. This study explored the views some First Nations (Cree) and Euro-Canadian Grade-7-level students in Manitoba had about the nature of science. Both qualitative (open-ended questions and interviews) and quantitative (a Likert-scale questionnaire) instruments were used to explore student views. A central hypothesis to this research programme is the possibility that the different world-views of two student populations, Cree and Euro-Canadian, are likely to influence their perceptions of science. This preliminary study explored a range of methodologies to probe the perceptions of the nature of science in these two student populations. It was found that the two cultural groups differed significantly between some of the tenets in a Nature of Scientific Knowledge Scale (NSKS). Cree students significantly differed from Euro-Canadian students on the developmental, testable and unified tenets of the nature of scientific knowledge scale. No significant differences were found in NSKS scores between language groups (Cree students who speak English in the home and those who speak English and Cree or Cree only). The differences found between language groups were primarily in the open-ended questions where preformulated responses were absent. Interviews about critical incidents provided more detailed accounts of the Cree students' perception of the nature of science. The implications of the findings of this study are discussed in relation to the challenges related to research methodology, further areas for investigation, science teaching in First Nations communities and science curriculum development.

Relationships between medical student burnout, empathy, and professionalism climate.

PubMed

Brazeau, Chantal M L R; Schroeder, Robin; Rovi, Sue; Boyd, Linda

2010-10-01

Medical student burnout is prevalent, and there has been much discussion about burnout and professionalism in medical education and the clinical learning environment. Yet, few studies have attempted to explore relationships between those issues using validated instruments. Medical students were surveyed at the beginning of their fourth year using the Maslach Burnout Inventory, the Jefferson Scale of Physician Empathy-Student Version, and the Professionalism Climate Instrument. The data were analyzed using Statistical Package for the Social Sciences, and Spearman correlation analysis was performed. Scores indicative of higher medical student burnout were associated with lower medical student empathy scores and with lower professionalism climate scores observed in medical students, residents, and faculty. Investigators observed relationships between medical student burnout, empathy, and professionalism climate. These findings may have implications for the design of curriculum interventions to promote student well-being and professionalism.

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

NASA Astrophysics Data System (ADS)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Standardizing an approach to the evaluation of implementation science proposals.

PubMed

Crable, Erika L; Biancarelli, Dea; Walkey, Allan J; Allen, Caitlin G; Proctor, Enola K; Drainoni, Mari-Lynn

2018-05-29

The fields of implementation and improvement sciences have experienced rapid growth in recent years. However, research that seeks to inform health care change may have difficulty translating core components of implementation and improvement sciences within the traditional paradigms used to evaluate efficacy and effectiveness research. A review of implementation and improvement sciences grant proposals within an academic medical center using a traditional National Institutes of Health framework highlighted the need for tools that could assist investigators and reviewers in describing and evaluating proposed implementation and improvement sciences research. We operationalized existing recommendations for writing implementation science proposals as the ImplemeNtation and Improvement Science Proposals Evaluation CriTeria (INSPECT) scoring system. The resulting system was applied to pilot grants submitted to a call for implementation and improvement science proposals at an academic medical center. We evaluated the reliability of the INSPECT system using Krippendorff's alpha coefficients and explored the utility of the INSPECT system to characterize common deficiencies in implementation research proposals. We scored 30 research proposals using the INSPECT system. Proposals received a median cumulative score of 7 out of a possible score of 30. Across individual elements of INSPECT, proposals scored highest for criteria rating evidence of a care or quality gap. Proposals generally performed poorly on all other criteria. Most proposals received scores of 0 for criteria identifying an evidence-based practice or treatment (50%), conceptual model and theoretical justification (70%), setting's readiness to adopt new services/treatment/programs (54%), implementation strategy/process (67%), and measurement and analysis (70%). Inter-coder reliability testing showed excellent reliability (Krippendorff's alpha coefficient 0.88) for the application of the scoring system overall and demonstrated reliability scores ranging from 0.77 to 0.99 for individual elements. The INSPECT scoring system presents a new scoring criteria with a high degree of inter-rater reliability and utility for evaluating the quality of implementation and improvement sciences grant proposals.

Knowledge, Attitude and Practice of Self-Medication Among Basic Science Undergraduate Medical Students in a Medical School in Western Nepal.

PubMed

Gyawali, Sudesh; Shankar, P Ravi; Poudel, Phanindra Prasad; Saha, Archana

2015-12-01

Studies have shown self-medication to be common among medical students. These studies are however, few in Nepal. The present study assessed knowledge, attitude, and practice of self-medication among second and fourth semesters' undergraduate medical students and studied differences in knowledge and attitude (if any) among different subgroups of the respondents. A cross-sectional survey was conducted using a questionnaire among basic science medical students of Manipal College of Medical Sciences, Nepal. Semester of study, gender, age, nationality, and the profession of their parents were noted. Students' knowledge and attitude about self-medication was studied by noting their degree of agreement with a set of 40 statements using a Likert-type scale. The average scores and frequency of occurrence of particular behaviors among different categories of respondents were compared using appropriate statistical tests. Two hundred and seventy-six of the 295 (93.6%) students participated. The mean (SD) knowledge, attitude, and total scores were 74.54 (6.92), 67.18 (5.68), and 141.73 (10.76) with maximum possible scores 100, 100 and 200, respectively. There was no significant difference in scores according to respondents' gender, age, and the profession of their parents. However, the mean knowledge, attitude and total scores were significantly different among students of different nationalities. Mean scores of fourth semester students were significantly higher compared to second semester students. There were differences in knowledge and total scores among students of different nationalities. Eighty two percent of respondents had self-medicated during the one year period preceding the study; 149 respondents (54%) shared that previous experience with the medicine was one of the information sources for self-medication. Prevalence of self-medication among respondents according to semester of study, gender, age, and profession of the parents was not significantly different. The use of self-medication was more common among Sri Lankan respondents compared to Nepalese. Painkillers (73.2%), antipyretics (68.8%), and antimicrobials (56.2%) were most commonly used for self-medication. Students' knowledge and attitude about self-medication is good. The prevalence of self-medication among medical students was high.

Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission

PubMed Central

2011-01-01

Background Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat) for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. Methods 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS) factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Results Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. Conclusions A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of applicants, the proportion of successful completion of the curriculum after two years is expected to rise substantially. PMID:21999767

Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission.

PubMed

Hissbach, Johanna C; Klusmann, Dietrich; Hampe, Wolfgang

2011-10-14

Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat) for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS) factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of applicants, the proportion of successful completion of the curriculum after two years is expected to rise substantially.

A program evaluation of Protovation Camp at an elementary school in North Carolina

NASA Astrophysics Data System (ADS)

Cavoly, Denise Y.

The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.

Attribution Theory in Science Achievement

ERIC Educational Resources Information Center

Craig, Martin

2013-01-01

Recent research reveals consistent lags in American students' science achievement scores. Not only are the scores lower in the United States compared to other developed nations, but even within the United States, too many students are well below science proficiency scores for their grade levels. The current research addresses this problem by…

Inquiry-Based Instruction and High Stakes Testing

NASA Astrophysics Data System (ADS)

Cothern, Rebecca L.

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

The Recentering of SAT® Scales and Its Effects on Score Distributions and Score Interpretations. Research Report No. 2002-11. ETS RR-02-04

ERIC Educational Resources Information Center

Dorans, Neil J.

2002-01-01

The history of SAT® score scales is summarized, and the need for realigning SAT score scales is demonstrated. The process employed to produce the conversions that take scores from the original SAT scales to recentered scales in which reference group scores are centered near the midpoint of the score-reporting range is laid out. For the purposes of…

Assessment of knowledge and perceptions toward generic medicines among basic science undergraduate medical students at Aruba.

PubMed

Shankar, P Ravi; Herz, Burton L; Dubey, Arun K; Hassali, Mohamed A

2016-10-01

Use of generic medicines is important to reduce rising health-care costs. Proper knowledge and perception of medical students and doctors toward generic medicines are important. Xavier University School of Medicine in Aruba admits students from the United States, Canada, and other countries to the undergraduate medical (MD) program. The present study was conducted to study the knowledge and perception about generic medicines among basic science MD students. The cross-sectional study was conducted among first to fifth semester students during February 2015. A previously developed instrument was used. Basic demographic information was collected. Respondent's agreement with a set of statements was noted using a Likert-type scale. The calculated total score was compared among subgroups of respondents. One sample Kolmogorov-Smirnov test was used to study the normality of distribution, Independent samples t -test to compare the total score for dichotomous variables, and analysis of variance for others were used for statistical analysis. Fifty-six of the 85 students (65.8%) participated. Around 55% of respondents were between 20 and 25 years of age and of American nationality. Only three respondents (5.3%) provided the correct value of the regulatory bioequivalence limits. The mean total score was 43.41 (maximum 60). There was no significant difference in scores among subgroups. There was a significant knowledge gap with regard to the regulatory bioequivalence limits for generic medicines. Respondents' level of knowledge about other aspects of generic medicines was good but could be improved. Studies among clinical students in the institution and in other Caribbean medical schools are required. Deficiencies were noted and we have strengthened learning about generic medicines during the basic science years.

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

NASA Astrophysics Data System (ADS)

Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

The effect of gender on the attitudes of undergraduates toward young-earth creationism after enrollment in an origins course

NASA Astrophysics Data System (ADS)

Vinaja, Sean Stephen

Many Christian students graduate from secondary schools and enter Christian colleges with worldviews that are unbiblical or contain unbiblical components, many of which stem from their beliefs regarding origins. Little research has been done to study the effect of gender on the role of a young-earth creationist (YEC) origins course in shaping students' worldview. Research has shown that males and females respond differently to science and religion instruction; because the origins discussion is an intersection of science and religion, the study of gender's effect in developing a Bible-based worldview is important so that Christian colleges might more effectively guide their students in developing that biblical worldview. The purpose of this causal-comparative study was to determine whether students' gender affected their YEC worldview components after enrollment in a YEC origins course while controlling for their pre-course worldviews. A sample of 315 residential students enrolled in a YEC origins course at a conservative Christian college in the Southeast completed the Creationist Worldview Scale before and after taking the course; the survey also contained a demographic questionnaire that collected information regarding students' gender, major, classification, ethnicity, and secondary schooling. The data were analyzed using a one way ANCOVA. There were no statistically significant differences between male and female students' posttest age scores or posttest science scores, but there was a significant difference between their posttest theology scores. Suggestions for further research are also included.

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science

NASA Astrophysics Data System (ADS)

Sugalan, Anacita Noromor

One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used high labs got higher science scores and that the reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth- grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.

The Nature of Science Instrument-Elementary (NOSI-E): Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science

NASA Astrophysics Data System (ADS)

Peoples, Shelagh

The purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS understanding. The NOS construct was conceptualized using five construct dimensions (Empirical, Inventive, Theory-laden, Certainty and Socially & Culturally Embedded). The competing models represent three internal models for the NOS construct. One postulate is that the NOS construct is unidimensional where one latent construct explains the relationship between the 28 items of the NOSI-E. Alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. A validity argument was developed that hypothesized that the internal structure of the NOS construct is best represented by the multidimensional Rasch model. Four sets of analyses were performed in which the three representations were compared. These analyses addressed five validity aspects (content, substantive, generalizability, structural and external) of construct validity. The vast body of evidence supported the claim that the NOS construct is composed of five separate but inter-related dimensions that is best represented by the multidimensional Rasch model. The results of the multidimensional analyses indicated that the items of the five subscales were of excellent technical quality, exhibited no differential item functioning (based on gender), had an item hierarchy that conformed to theoretical expectations; and together formed subscales of reasonable reliability (> 0.7 on each subscale) that were responsive to change in the construct. Theory-laden scores from the multidimensional model predicted students' science achievement with scores from all five NOS dimensions significantly predicting students' perceptions of the constructivist nature of their classroom learning environment. The NOSI-E instrument is a theoretically grounded scale that can measure elementary students' NOS understanding and appears suitable for use in science education research.

Toward Increasing Fairness in Score Scale Calibrations Employed in International Large-Scale Assessments

ERIC Educational Resources Information Center

Oliveri, Maria Elena; von Davier, Matthias

2014-01-01

In this article, we investigate the creation of comparable score scales across countries in international assessments. We examine potential improvements to current score scale calibration procedures used in international large-scale assessments. Our approach seeks to improve fairness in scoring international large-scale assessments, which often…

Family medicine practice and research: survey of physicians' attitudes towards scientific research in a post-communist transition country.

PubMed

Rogulj, Zdenka Mrdesa; Baloevic, Elizabet; Dogas, Zoran; Kardum, Goran; Hren, Darko; Marusic, Ana; Marusic, Matko

2007-01-01

Although the paradigm of modern medicine is evidence-based practice, there is a lack of research output and interest in research in family medicine. We investigated attitudes towards scientific research among family medicine practitioners in a country in post-communist socioeconomic transition, and related it to their attitudes towards alternative medicine and clinical knowledge relevant for their practice. We surveyed 427 family medicine practitioners in Croatia about their attitudes towards scientific research (5-point rating scale, total score range 20-100) and alternative medicine (5-point rating scale, total score range 14-70). We also tested their knowledge on diagnosis and treatment of hypertension (10 questions) and diabetes (12 questions). The attitude towards scientific research was positive (score 79.0 +/- 7.2 out of maximum 100) and significantly more positive than that towards alternative medicine (score 45.0 +/- 9.9 out of maximum 70; t(425) = 19.06, P < 0.001). The respondents correctly answered about half the questions on hypertension and diabetes; knowledge on new diagnostic and treatment guidelines was better than their textbook knowledge. The attitude scores were not related to knowledge or research activity or the medical practice of the respondents. Family medicine practitioners in a transition country have a more positive attitude towards science than towards alternative medicine, despite the adverse situation in which they practice. To involve family medicine practitioners in research, interventions must be directed towards changes in behavior and practice and not only towards increasing positive attitudes.

Score Matrix for HWBI Forecast Model

EPA Pesticide Factsheets

2000-2010 Annual State-Scale Service and Domain scores used to support the approach for forecasting EPA's Human Well-Being Index. A modeling approach was developed based relationship function equations derived from select economic, social and ecosystem final goods and service scores and calculated human well-being index and related domain scores. These data are being used in a secondary capacity. The foundational data and scoring techniques were originally described in: a) U.S. EPA. 2012. Indicators and Methods for Constructing a U.S. Human Well-being Index (HWBI) for Ecosystem Services Research. Report. EPA/600/R-12/023. pp. 121; and b) U.S. EPA. 2014. Indicators and Methods for Evaluating Economic, Ecosystem and Social Services Provisioning. Report. EPA/600/R-14/184. pp. 174. Mode Smith, L. M., Harwell, L. C., Summers, J. K., Smith, H. M., Wade, C. M., Straub, K. R. and J.L. Case (2014).This dataset is associated with the following publication:Summers , K., L. Harwell , and L. Smith. A Model For Change: An Approach for Forecasting Well-Being From Service-Based Decisions. ECOLOGICAL INDICATORS. Elsevier Science Ltd, New York, NY, USA, 69: 295-309, (2016).

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

NASA Astrophysics Data System (ADS)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal groups. The study found significant difference between the scores on the post-survey of the two groups with the blogging group registering a more positive attitude about the experience than the dialogue journal group. The qualitative aspect of the study used group and individual interviews with 26 randomly-chosen students to explore the nature of the students' experiences using blogs and dialogue journals. Overall, the blog group communicated more positive responses to the experience than did students from the dialogue journal group, often indicating that blogging was "fun" and "helpful" and made them look forward to science class. This study addressed research needs in the fields of writing, technology, and content literacy. It is significant because there is little research on the use of blogs in the middle school content classroom, particularly on the use of blogs as a tool for improving open-response writing. It adds information as to the experience of students who use blogs in the science classroom and explored it as a way to explore ideas, build understanding, and connect with others. This is significant to know as school districts look to include more technology instruction and practices in the curriculum. Blogs could give students a critical tool for writing and thinking in the content classroom, helping to prepare students for an increasingly technological and global society.

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

ERIC Educational Resources Information Center

Guzeller, Cem Oktay

2012-01-01

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

Georgia science curriculum alignment and accountability: A blueprint for student success

NASA Astrophysics Data System (ADS)

Reining-Gray, Kimberly M.

Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

ERIC Educational Resources Information Center

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

Luchando y logrando/struggling and achieving: Resilience of Latina/o math and science teacher candidates at California Hispanic-Serving Institutions: A critical race perspective

NASA Astrophysics Data System (ADS)

Gonzalez, Laura

Latin math and science students represent a resilient, determined, and encouraging group of high achievers. This qualitative study presents the narratives of 10 Latin science and math teacher candidates currently attending Hispanic-Serving Institutions in California. Semi structured, in-depth interviews were conducted, where participants shared the challenges they experienced and the factors that contributed to their resilience. The Connor Davidson Resilience Scale CD-RISC was used to present resilience measures for each participant. This score is compared to a group of college students throughout the nation. The findings provide insight into the critical need for universities to examine institutional practices and efforts to support these high achievers who have already beaten tremendous odds by entering the halls of higher education.

Spectral separability and mapping potential of cassava leaf damage symptoms caused by whiteflies (Bemisia tabaci).

PubMed

Sims, Neil C; De Barro, Paul; Newnham, Glenn J; Kalyebi, Andrew; Macfadyen, Sarina; Malthus, Tim J

2018-01-01

This study examines whether leaf spectra can be used to measure damage to cassava plants from whitefly (Bemisia tabaci), and the potential to translate measurements from leaf to landscape scale in eastern Africa. Symptoms of the cassava brown streak disease (CBSD) and cassava mosaic disease (CMD) viruses, and sooty mould (SM) blackening of lower leaves from whiteflies feeding on the upper leaves, were measured at the leaf scale with a high-resolution spectroradiometer and a single photon avalanche diode (SPAD) meter, which retrieves relative chlorophyll concentration. Spectral measurements were compared to the five-level visual scores used to assess the severity of each of the three damaging agents in the field, and also to leaf chemistry data. Leaves exhibiting severe CBSD and CMD were spectrally indistinguishable from leaves without any symptoms. Severe SM was spectrally distinctive but is likely to be difficult to map because of its occurrence in the lower crown. SPAD measurements were highly correlated with most foliar chemistry measurements and field scores of disease severity. Regression models between simulated Sentinel 2 bands, field scores and SPAD measurements were strongest using wavelengths with high importance weightings in random forest models. SPAD measurements are highly correlated to many foliar chemistry parameters, and should be considered for use in mapping disease severity over larger areas. Remaining challenges for mapping relate to the subtle expression of symptoms, the spatial distribution of disease severity within fields, and the small size and complex structure of the cassava fields themselves. © 2017 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. © 2017 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.

Factors Related to the Choice of Science as a Major among Negro College Students.

ERIC Educational Resources Information Center

Tilford, Michael Phillip

The purpose of this study was to identify some of the characteristics of Negro college students who majored in science in comparison to those who were non-majors. The science majors were sub-divided into pure science and applied science groups for some analyses. Twelve variables were investigated: (1) ACT composite scores, (2) ACT science scores,…

Comparing standardized measures of diligence and achievement with dental student academic performance.

PubMed

Jedrychowski, Joseph; Lindemann, Robert

2005-04-01

Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Gender roles and science beliefs and their relationship to science interest

NASA Astrophysics Data System (ADS)

Paolucci, Judith Jean

This study investigated adolescents' views about the nature of science (NOS) and conceptions of their gender identities, and revealed whether these conceptions and views are related to their science interest. Participants were 566 high school students enrolled in chemistry courses at three high schools in a New England state. A questionnaire was used to assess participants' science interest, gender role perceptions, and views about science, as well as to provide background and math and science achievement data. The study found that while student scores of NOS understanding did not differ by gender, some significant differences were noted on the student responses to statements about science. Students with higher-than-average science interest scores responded to these statements differently than students with lower science interest scores; their responses tended to more closely match statements about NOS taken from current reform documents. The study also found that math and science achievement, masculinity scores, and NOS scores accounted for a greater variance of science interest for girls than for boys, though all three also contributed significantly and positively to the regression equation for boys. These predictor variables predicted membership to the lower or higher science interest groups, but could not predict students' career aspiration groups. Thus, other mediating factors not considered in this study may translate high science interest to science career aspiration. The results of this study coed prior research, which found that science and math achievement and masculinity are positively and significantly related to science interest for boy boys and girls. Moreover, the study found that achievement in math and science courses is a greater predictor of science interest for girls than for boys. The results of this study provide a rationale for incorporating the nature of science into the science curriculum. Moreover, since the science interest of boys was also found to be related to NOS understanding, these curricular changes may positively affect all students.

An Inexpensive Predictor of Student Performance on Licensure Examinations.

ERIC Educational Resources Information Center

Hyde, R. M.; And Others

1987-01-01

The construction of a comprehensive final examination over the basic medical sciences is described. Performance on the exam was a better predictor of NBME-I scores than GPA in basic science or MCAT scores and a better predictor of NBME-II scores than preclinical course performance and MCAT scores. (Author/RH)

Schools Lack the Equipment to Carry out Essential Practical Science

ERIC Educational Resources Information Center

Education in Science, 2013

2013-01-01

SCORE is a collaboration of organisations that aim to improve science education in UK schools and colleges by supporting the development and implementation of effective education policy. Research commissioned by SCORE (Science Community Representing Education), a collaboration including the Association for Science Education (ASE), reports that…

Reliable scar scoring system to assess photographs of burn patients.

PubMed

Mecott, Gabriel A; Finnerty, Celeste C; Herndon, David N; Al-Mousawi, Ahmed M; Branski, Ludwik K; Hegde, Sachin; Kraft, Robert; Williams, Felicia N; Maldonado, Susana A; Rivero, Haidy G; Rodriguez-Escobar, Noe; Jeschke, Marc G

2015-12-01

Several scar-scoring scales exist to clinically monitor burn scar development and maturation. Although scoring scars through direct clinical examination is ideal, scars must sometimes be scored from photographs. No scar scale currently exists for the latter purpose. We modified a previously described scar scale (Yeong et al., J Burn Care Rehabil 1997) and tested the reliability of this new scale in assessing burn scars from photographs. The new scale consisted of three parameters as follows: scar height, surface appearance, and color mismatch. Each parameter was assigned a score of 1 (best) to 4 (worst), generating a total score of 3-12. Five physicians with burns training scored 120 representative photographs using the original and modified scales. Reliability was analyzed using coefficient of agreement, Cronbach alpha, intraclass correlation coefficient, variance, and coefficient of variance. Analysis of variance was performed using the Kruskal-Wallis test. Color mismatch and scar height scores were validated by analyzing actual height and color differences. The intraclass correlation coefficient, the coefficient of agreement, and Cronbach alpha were higher for the modified scale than those of the original scale. The original scale produced more variance than that in the modified scale. Subanalysis demonstrated that, for all categories, the modified scale had greater correlation and reliability than the original scale. The correlation between color mismatch scores and actual color differences was 0.84 and between scar height scores and actual height was 0.81. The modified scar scale is a simple, reliable, and useful scale for evaluating photographs of burn patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Increasing the reliability of the fluid/crystallized difference score from the Kaufman Adolescent and Adult Intelligence Test with reliable component analysis.

PubMed

Caruso, J C

2001-06-01

The unreliability of difference scores is a well documented phenomenon in the social sciences and has led researchers and practitioners to interpret differences cautiously, if at all. In the case of the Kaufman Adult and Adolescent Intelligence Test (KAIT), the unreliability of the difference between the Fluid IQ and the Crystallized IQ is due to the high correlation between the two scales. The consequences of the lack of precision with which differences are identified are wide confidence intervals and unpowerful significance tests (i.e., large differences are required to be declared statistically significant). Reliable component analysis (RCA) was performed on the subtests of the KAIT in order to address these problems. RCA is a new data reduction technique that results in uncorrelated component scores with maximum proportions of reliable variance. Results indicate that the scores defined by RCA have discriminant and convergent validity (with respect to the equally weighted scores) and that differences between the scores, derived from a single testing session, were more reliable than differences derived from equal weighting for each age group (11-14 years, 15-34 years, 35-85+ years). This reliability advantage results in narrower confidence intervals around difference scores and smaller differences required for statistical significance.

Predictors of obesity bias among exercise science students.

PubMed

Langdon, Jody; Rukavina, Paul; Greenleaf, Christy

2016-06-01

The purpose of the present study was to investigate particular psychosocial predictors of obesity bias in prehealth professionals, which include the internalization of athletic and general body ideals, perceived media pressure and information, and achievement goal orientations. Exercise science undergraduate students (n= 242) filled out a survey containing questions of demographic characteristics, achievement goals, social-cultural attitudes toward appearance (using Sociocultural Attitudes Towards Appearance Questionnaire-3), and obesity bias measurements (using the antifat attitudes test and fat phobia scale). The results indicated that students were explicitly biased toward overweight and obese individuals, held had high task and ego goals, and had high internalization of an athletic body type ideal, as determined by mean scores being above the median values for each scale. Internalization of the athletic body type predicted obesity bias for fat phobia, weight control blame, and physical/romantic attractiveness. In conclusion, exercise science students may enter programs socialized from society and sport, and, potentially, these psychosocial attitudes and beliefs may have implications to working with future clients, especially for those of the general population and those whose body shape and size are different than themselves. Copyright © 2016 The American Physiological Society.

Conditional Standard Errors of Measurement for Scale Scores.

ERIC Educational Resources Information Center

Kolen, Michael J.; And Others

1992-01-01

A procedure is described for estimating the reliability and conditional standard errors of measurement of scale scores incorporating the discrete transformation of raw scores to scale scores. The method is illustrated using a strong true score model, and practical applications are described. (SLD)

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the experiences of the participants in this study was also collected through interview, and inventories. Findings from the interview data revealed that prospective teachers benefited from the interactions with peers, science mentors, and science methods instructors during student teaching. Students who did not have access to computers noted that time was a constraint in the use of the electronic networks.

Combination of synoptical-analogous and dynamical methods to increase skill score of monthly air temperature forecasts over Northern Eurasia

NASA Astrophysics Data System (ADS)

Khan, Valentina; Tscepelev, Valery; Vilfand, Roman; Kulikova, Irina; Kruglova, Ekaterina; Tischenko, Vladimir

2016-04-01

Long-range forecasts at monthly-seasonal time scale are in great demand of socio-economic sectors for exploiting climate-related risks and opportunities. At the same time, the quality of long-range forecasts is not fully responding to user application necessities. Different approaches, including combination of different prognostic models, are used in forecast centers to increase the prediction skill for specific regions and globally. In the present study, two forecasting methods are considered which are exploited in operational practice of Hydrometeorological Center of Russia. One of them is synoptical-analogous method of forecasting of surface air temperature at monthly scale. Another one is dynamical system based on the global semi-Lagrangian model SL-AV, developed in collaboration of Institute of Numerical Mathematics and Hydrometeorological Centre of Russia. The seasonal version of this model has been used to issue global and regional forecasts at monthly-seasonal time scales. This study presents results of the evaluation of surface air temperature forecasts generated with using above mentioned synoptical-statistical and dynamical models, and their combination to potentially increase skill score over Northern Eurasia. The test sample of operational forecasts is encompassing period from 2010 through 2015. The seasonal and interannual variability of skill scores of these methods has been discussed. It was noticed that the quality of all forecasts is highly dependent on the inertia of macro-circulation processes. The skill scores of forecasts are decreasing during significant alterations of synoptical fields for both dynamical and empirical schemes. Procedure of combination of forecasts from different methods, in some cases, has demonstrated its effectiveness. For this study the support has been provided by Grant of Russian Science Foundation (№14-37-00053).

High school science teacher perceptions of the science proficiency testing as mandated by the State of Ohio Board of Education

NASA Astrophysics Data System (ADS)

Jeffery, Samuel Shird

There is a correlation between the socioeconomic status of secondary schools and scores on the State of Ohio's mandated secondary science proficiency tests. In low scoring schools many reasons effectively explain the low test scores as a result of the low socioeconomics. For example, one reason may be that many students are working late hours after school to help with family finances; parents may simply be too busy providing family income to realize the consequences of the testing program. There are many other personal issues students face that may cause them to score poorly an the test. The perceptions of their teachers regarding the science proficiency test program may be one significant factor. These teacher perceptions are the topic of this study. Two sample groups ware established for this study. One group was science teachers from secondary schools scoring 85% or higher on the 12th grade proficiency test in the academic year 1998--1999. The other group consisted of science teachers from secondary schools scoring 35% or less in the same academic year. Each group of teachers responded to a survey instrument that listed several items used to determine teachers' perceptions of the secondary science proficiency test. A significant difference in the teacher' perceptions existed between the two groups. Some of the ranked items on the form include teachers' opinions of: (1) Teaching to the tests; (2) School administrators' priority placed on improving average test scores; (3) Teacher incentive for improving average test scores; (4) Teacher teaching style change as a result of the testing mandate; (5) Teacher knowledge of State curriculum model; (6) Student stress as a result of the high-stakes test; (7) Test cultural bias; (8) The tests in general.

Relational coordination among home healthcare professions and goal attainment in nursing care.

PubMed

Sakai, Mahiro; Naruse, Takashi; Nagata, Satoko

2016-07-01

To examine whether interprofessional coordination is related to goal attainment in home visit nursing care. Self-administered questionnaire surveys were administered to home visit nursing agencies in Chiba Prefecture, Japan, from July to December 2014. Nurses evaluated their interprofessional coordination with professional groups (nursing colleague and managers, home doctors, care managers, home care workers, visiting therapists, day service and day care professionals, visiting bath professionals, and short stay professionals) using the Japanese version of the Relational Coordination Scale (RCS-J). Goal attainment across all clients during the most recent 3 months was measured with a rating scale ranging from incompletely attained (0) to completely attained (10). Data were analyzed with multivariate logistic regression analysis. A total of 83 nurses in 14 agencies responded, and data from 74 nurses were analyzed. The mean RCS-J and goal attainment scores were 3.59 (standard deviation = 0.47) and 6.51 (1.40), respectively. The RCS-J scores of the low and high goal attainment groups were 3.41 (0.46) and 3.73 (0.42), respectively. Multivariate logistic regression analysis revealed that RCS-J scores were positively associated with goal attainment (odds ratio, 5.71; 95% confidence interval, 1.65-19.79). The finding of this study suggest that well-coordinated professionals may fulfill client needs better than poorly coordinated professionals do. Future research is needed to determine whether similar results are obtained in individual clients using a well-validated goal attainment scale. © 2016 Japan Academy of Nursing Science.

Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

NASA Astrophysics Data System (ADS)

Sukariasih, Luh

2017-05-01

This study aims to produce teaching materials integrated natural science (IPA) webbed type of handout types are eligible for use in integrated science teaching. This type of research IS a kind of research and development / Research and Development (R & D) with reference to the 4D development model that is (define, design, develop, and disseminate). Data analysis techniques used to process data from the results of the assessment by the validator expert, and the results of the assessment by teachers and learners while testing is limited (12 students of class VIII SMPN 10 Kendari) using quantitative descriptive data analysis techniques disclosed in the distribution of scores on the scale of five categories grading scale that has been determined. The results of due diligence material gain votes validator material in the category of “very good” and “good”, of the data generated in the feasibility test presentation obtained the category of “good” and “excellent”, from the data generated in the feasibility of graphic test obtained the category of “very good “and” good “, as well as of the data generated in the test the feasibility of using words and language obtained the category of“very good “and” good “, so with qualifications gained the teaching materials IPA integrated type webbed by applying discourse analysis on the theme of energy and food for Junior High School (SMP) grade VIII suitable as teaching materials. In limited testing, data generated in response to a science teacher at SMPN 10 Kendari to product instructional materials as “excellent”, and from the data generated while testing is limited by the 12 students of class VIII SMPN 10 Kendari are more students who score indicates category “very good”, so that the qualification obtained by the natural science (IPA) teaching material integrated type webbed by applying discourse analysis on the theme of energy and food for SMP / class VIII fit for use as teaching material.

Biofeedback in Partial Weight Bearing: Usability of Two Different Devices from a Patient’s and Physical Therapist’s Perspective

PubMed Central

van Lieshout, Remko; Pisters, Martijn F.; Vanwanseele, Benedicte; de Bie, Rob A.; Wouters, Eveline J.; Stukstette, Mirelle J.

2016-01-01

Background Partial weight bearing is frequently instructed by physical therapists in patients after lower-limb trauma or surgery. The use of biofeedback devices seems promising to improve the patient’s compliance with weight-bearing instructions. SmartStep and OpenGo-Science are biofeedback devices that provide real-time feedback. For a successful implementation, usability of the devices is a critical aspect and should be tested from a user’s perspective. Aim To describe the usability from the physical therapists’ and a patients’ perspective of Smartstep and OpenGo-Science to provide feedback on partial weight bearing during supervised rehabilitation of patients after lower-limb trauma or surgery. Methods In a convergent mixed-methods design, qualitative and quantitative data were collected. Usability was subdivided into user performance, satisfaction and acceptability. Patients prescribed with partial weight bearing and their physical therapists were asked to use SmartStep and OpenGo-Science during supervised rehabilitation. Usability was qualitatively tested by a think-aloud method and a semi-structured interview and quantitatively tested by the System-Usability-Scale (SUS) and closed questions. For the qualitative data thematic content analyses were used. Results Nine pairs of physical therapists and their patients participated. The mean SUS scores for patients and physical therapists were for SmartStep 70 and 53, and for OpenGo-Science 79 and 81, respectively. Scores were interpreted with the Curved Grading Scale. The qualitative data showed that there were mixed views and perceptions from patients and physical therapists on satisfaction and acceptability. Conclusion This study gives insight in the usability of two biofeedback devices from the patient’s and physical therapist’s perspective. The overall usability from both perspectives seemed to be acceptable for OpenGo-Science. For SmartStep, overall usability seemed only acceptable from the patient’s perspective. Implication The study findings could help clinicians to decide which biofeedback device is appropriate for their given situation and provide information for future development of biofeedback devices. PMID:27798674

A Comparative Study of the Empirical Relationship in Student Performance between Physics and Other STEM Subjects

NASA Astrophysics Data System (ADS)

Guerra, Maricela

The Next Generation Science Standards (NGSS) advocated by the National Research Council emphasize the connections among Science, Technology, Engineering, and Mathematics (STEM) disciplines. By design, NGSS is expected to replace the previous science education standards to enhance the quality of STEM education across the nation. To support this initiative, this investigation was conducted to fill a void in the research literature by developing an empirical indicator for the relationship of student performance across STEM subjects using a large-scale database from the Trends in Mathematics and Science Study (TIMSS). In particular, an innovative approach has been taken in this study to support the canonical correlation analysis of student plausible scores between physics and other STEM subjects at different grade levels and in a cross-country context. Results from this doctoral research revealed the need to strengthen the alignment between the intended, implemented, and attained curricula to support the integration of STEM disciplines in the United States.

Massively multiplayer online role-playing games (MMORPG): association between its addiction, self-control and mental disorders among young people in Vietnam.

PubMed

Son, Dinh Thai; Yasuoka, Junko; Poudel, Krishna C; Otsuka, Keiko; Jimba, Masamine

2013-09-01

To explore the association between MMORPG addiction and mental health status, and between self-control ability and mental health status among young male MMORPG players in Hanoi, Vietnam. In this cross-sectional study, 10 computer game rooms were randomly selected out of 77 in five communes in Hanoi. From these game rooms, 350 MMORPG players were purposively recruited as a study group, of whom 344 completed the questionnaire. In the same five communes, 344 non-players were selected as a control group. An online game addiction scale, a self-control scale and the Vietnamese SRQ-20 were used to measure the degree of MMORPG addiction, self-control ability and level of mental disorders. MMORPG players had significantly higher mental disorders scale scores than non-players (p < .001). The strongest positive correlation was detected between MMORPG addiction scale scores and mental disorders scale scores (r = 0.730, p < .001). Self-control scale scores were negatively associated with mental disorders scale scores (r = -0.345, p < .001). The average amount of money spent on games per month, MMORPG addiction scale score and self-control scale score were considered the best predictors of a higher mental disorders scale score. Young, male MMORPG players with higher addiction scores were more likely to have higher mental disorders scale scores, and such mental status was negatively associated with the level of self-control in Hanoi, Vietnam. Closer attention should be paid to prevent mental disorders among MMORPG players.

Clinical empathy in medical students in India measured using the Jefferson Scale of Empathy-Student Version.

PubMed

Chatterjee, Anirban; Ravikumar, Rajkrishna; Singh, Satendra; Chauhan, Pranjal Singh; Goel, Manu

2017-01-01

The purpose of this study was to assess the clinical empathy of a cohort of medical students spanning 4 years of undergraduate study and to identify factors associated with empathy. A cross-sectional study to assess the empathy of undergraduate medical students at the University College of Medical Sciences and GTB Hospital in Delhi, India, was conducted using the Jefferson Scale of Empathy-Student Version. Demographic data were obtained using a pre-tested, semi-open-ended questionnaire. Of the 600 students, 418 participated in the survey (69.7%). The mean empathy score was 96.01 (of a maximum of 140), with a standard deviation of 14.56. The empathy scores decreased from the first to the third semester, plateaued at the fifth semester, and rose again in the seventh semester. Empathy was found to be significantly associated with the gender of the participant, with females having higher scores (P<0.001). The age of the participant, place of residence, whose decision it was for the student to enroll in an MBBS (bachelor of medicine and bachelor of surgery) program, and the choice of future specialty were not significantly associated with students' empathy scores. The study found significant gender differences in empathy among the participants. The empathy scores tended to decline initially and then rebound over time. The mean empathy levels found in this study are lower than those reported in most similar studies around the world; therefore, further studies are needed to analyze and address the underlying factors associated with this discrepancy.

Assessing clinical competency in the health sciences

NASA Astrophysics Data System (ADS)

Panzarella, Karen Joanne

To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p < .05 and for the HD case r = .700, p < .01. The SPs scored students higher than the other raters. Students' self-assessments were most closely aligned with the investigator. Effects were apparent due to case. Content validity was gathered in the process of developing cases and patient scenarios that were used in this study. Construct validity was obtained from the survey results analyzed from the experts and students. Future studies should examine the effect of rater training upon the reliability. Criterion or predictive validity could be further studied by comparing students' performances on the ISPE with other independent estimates of students' competence. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the student, can be practiced, learned and assessed.

The impact of science notebook writing on ELL and low-SES students' science language development and conceptual understanding

NASA Astrophysics Data System (ADS)

Huerta, Margarita

This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students' science notebook entries. Scores for academic language quality (or, for brevity, language ) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in the first two domains. These differences, however, were not statistically significant in the last domain. Last, correlations between language and concept scores were overall, positive, large, and significant across domains and groups. The study presents a rubric useful for quantifying diverse students' science notebook entries, and findings add to the sparse research on the impact of writing in diverse students' language development and conceptual understanding in science.

Interest in sports and belief in sports superstitions.

PubMed

McClearn, Duane G

2004-06-01

51 nonathletes, students (45 women) at a medium-sized southern university, were administered a survey containing three scales: an Interest in Sports Scale, a Belief in Sports Superstitions Scale, and Tobacyk and Milford's Paranormal Belief Scale (1983). Scores on the Interest in Sports Scale were significantly correlated with scores on the Belief in Sports Superstitions Scale, which measured adherence specifically to sports superstitions, but not with scores on the Paranormal Belief Scale, which measured a wide variety of irrational beliefs. Thus, participants with high interest in sports showed a tendency to subscribe to the type of irrational belief associated specifically with sports. Scores on the Belief in Sports Superstitions Scale were positively correlated with scores on the Paranormal Belief Scale.

A Brief Report on How Impossible Scores Affect Smoothing and Equating

ERIC Educational Resources Information Center

Puhan, Gautam; von Davier, Alina A.; Gupta, Shaloo

2010-01-01

Equating under the external anchor design is frequently conducted using scaled scores on the anchor test. However, scaled scores often lead to the unique problem of creating zero frequencies in the score distribution because there may not always be a one-to-one correspondence between raw and scaled scores. For example, raw scores of 17 and 18 may…

A comparative study on assessment procedures and metric properties of two scoring systems of the Coma Recovery Scale-Revised items: standard and modified scores.

PubMed

Sattin, Davide; Lovaglio, Piergiorgio; Brenna, Greta; Covelli, Venusia; Rossi Sebastiano, Davide; Duran, Dunja; Minati, Ludovico; Giovannetti, Ambra Mara; Rosazza, Cristina; Bersano, Anna; Nigri, Anna; Ferraro, Stefania; Leonardi, Matilde

2017-09-01

The study compared the metric characteristics (discriminant capacity and factorial structure) of two different methods for scoring the items of the Coma Recovery Scale-Revised and it analysed scale scores collected using the standard assessment procedure and a new proposed method. Cross sectional design/methodological study. Inpatient, neurological unit. A total of 153 patients with disorders of consciousness were consecutively enrolled between 2011 and 2013. All patients were assessed with the Coma Recovery Scale-Revised using standard (rater 1) and inverted (rater 2) procedures. Coma Recovery Scale-Revised score, number of cognitive and reflex behaviours and diagnosis. Regarding patient assessment, rater 1 using standard and rater 2 using inverted procedures obtained the same best scores for each subscale of the Coma Recovery Scale-Revised for all patients, so no clinical (and statistical) difference was found between the two procedures. In 11 patients (7.7%), rater 2 noted that some Coma Recovery Scale-Revised codified behavioural responses were not found during assessment, although higher response categories were present. A total of 51 (36%) patients presented the same Coma Recovery Scale-Revised scores of 7 or 8 using a standard score, whereas no overlap was found using the modified score. Unidimensionality was confirmed for both score systems. The Coma Recovery Scale Modified Score showed a higher discriminant capacity than the standard score and a monofactorial structure was also supported. The inverted assessment procedure could be a useful evaluation method for the assessment of patients with disorder of consciousness diagnosis.

Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

PubMed

Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

2014-03-24

The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students. In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

Assessment of first-year post-graduate residents: usefulness of multiple tools.

PubMed

Yang, Ying-Ying; Lee, Fa-Yauh; Hsu, Hui-Chi; Huang, Chin-Chou; Chen, Jaw-Wen; Cheng, Hao-Min; Lee, Wen-Shin; Chuang, Chiao-Lin; Chang, Ching-Chih; Huang, Chia-Chang

2011-12-01

Objective Structural Clinical Examination (OSCE) usually needs a large number of stations with long test time, which usually exceeds the resources available in a medical center. We aimed to determine the reliability of a combination of Direct Observation of Procedural Skills (DOPS), Internal Medicine in-Training Examination (IM-ITE(®)) and OSCE, and to verify the correlation between the small-scale OSCE+DOPS+IM-ITE(®)-composited scores and 360-degree evaluation scores of first year post-graduate (PGY(1)) residents. Between 2007 January to 2010 January, two hundred and nine internal medicine PGY1 residents completed DOPS, IM-ITE(®) and small-scale OSCE at our hospital. Faculty members completed 12-item 360-degree evaluation for each of the PGY(1) residents regularly. The small-scale OSCE scores correlated well with the 360-degree evaluation scores (r = 0.37, p < 0.021). Interestingly, the addition of DOPS scores to small-scale OSCE scores [small-scale OSCE+DOPS-composited scores] increased it's correlation with 360-degree evaluation scores of PGY(1) residents (r = 0.72, p < 0.036). Further, combination of IM-ITE(®) score with small-scale OSCE+DOPS scores [small-scale OSCE+DOPS+IM-ITE(®)-composited scores] markedly enhanced their correlation with 360-degree evaluation scores (r = 0.85, p < 0.016). The strong correlations between 360-degree evaluation and small-scale OSCE+DOPS+IM-ITE(®)-composited scores suggested that both methods were measuring the same quality. Our results showed that the small-scale OSCE, when associated with both the DOPS and IM-ITE(®), could be an important assessment method for PGY(1) residents. Copyright © 2011. Published by Elsevier B.V.

Examining student performance in an introductory Physics for engineering course: A quantitative case study.

NASA Astrophysics Data System (ADS)

Valente, Diego; Savkar, Amit; Mokaya, Fridah; Wells, James

The Force Concept Inventory (FCI) has been analyzed and studied in various ways with regards to students' understanding of basic physics concepts. We present normalized learning gains and effect size calculations of FCI scores, taken in the context of large-scale classes in a 4-year public university and course instruction that incorporates elements of Just-In-Time teaching and active learning components. In addition, we will present here a novel way of using FCI pre- and post-test as a predictor of students' performance on midterm and final exams. Utilizing a taxonomy table of physics concepts, we will look at student performance broken down by topic, while also examining possible correlations between FCI post-test scores and other course assessments. College of Liberal Arts and Sciences (CLAS), UConn.

Scaling: An Items Module

ERIC Educational Resources Information Center

Tong, Ye; Kolen, Michael J.

2010-01-01

"Scaling" is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of…

Genetic relationships between temperament of calves at auction and carcass traits in Japanese Black cattle.

PubMed

Takeda, Kazuya; Uchida, Hiroshi; Inoue, Keiichi

2017-10-01

Correlations of calves' temperament with carcass traits were estimated to clarify the genetic relationships between them in Japanese Black cattle. The temperament records for 3128 calves during auction at a calf market were scored on a scale of 1 (calm) to 5 (nervous) as temperament score (TS), and the TS were divided into two groups (TSG): TS 1 and 2 comprised TSG 1, and 3 to 5 constituted TSG 2. Carcass data were obtained from 33 552 fattened cattle. A threshold animal model was used for analyzing the underlying liability for TSG, whereas a linear one was used for TS and carcass traits. The heritability estimates for TS and TSG were 0.12 and 0.11, respectively. On the other hand, moderate to high heritability estimates were obtained for carcass traits (0.40 to 0.68). The temperament scores were negatively correlated with carcass weight, rib thickness and subcutaneous fat thickness (-0.13 to -0.59). In contrast, weak to moderate positive correlations were found between the temperament scores and rib eye area or yield estimate (0.16 to 0.45). The temperament scores and beef marbling score had no correlation. These results showed that it is possible to improve temperament and carcass traits simultaneously. © 2017 Japanese Society of Animal Science.

Short Form of Weinstein Noise Sensitivity Scale (NSS-SF): Reliability, Validity and Gender Invariance among Chinese Individuals.

PubMed

Zhong, Tao; Chung, Pak-Kwong; Liu, Jing Dong

2018-02-01

Independent from noise exposure, noise sensitivity plays a pivotal role in people's noise annoyance perception and concomitant health deteriorations. The present study empirically investigated the psychometric properties of the Chinese version of the Weinstein Noise Sensitivity Scale-Short Form (CNSS-SF), the widely used inventory measuring individual differences in noise perception. In total, 373 Chinese participants (age = 21.41 ± 3.36) completed the online, anonymous questionnaire package. Examination of the CNSS-SF's reliability (internal consistency), factorial validity through validation and cross-validation, nomological validity and measurement invariance across gender groups were undertaken. The Cronbach alpha coefficients and composite reliabilities indicated sufficient reliability of the CNSS-SF. Two confirmatory factor analyses (CFA), in two randomly partitioned groups of participants, substantiated the factorial validity of the scale. The nomological validity of the scale was also corroborated by the significant positive association of its score with the trait anxiety score. Measurement invariance of the CNSS-SF was also found across genders via multi-group CFA. Though not without limitations, findings from the present research provide promising evidence for the utility of the scale in measuring noise sensitivity among the Chinese population. The availability of the CNSS-SF can promote research related to environmental noise and health in China, as well as facilitate cross-cultural comparisons. Copyright © 2018 The Editorial Board of Biomedical and Environmental Sciences. Published by China CDC. All rights reserved.

Comparison of Basic Science Knowledge Between DO and MD Students.

PubMed

Davis, Glenn E; Gayer, Gregory G

2017-02-01

With the coming single accreditation system for graduate medical education, medical educators may wonder whether knowledge in basic sciences is equivalent for osteopathic and allopathic medical students. To examine whether medical students' basic science knowledge is the same among osteopathic and allopathic medical students. A dataset of the Touro University College of Osteopathic Medicine-CA student records from the classes of 2013, 2014, and 2015 and the national cohort of National Board of Medical Examiners Comprehensive Basic Science Examination (NBME-CBSE) parameters for MD students were used. Models of the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores were fit using linear and logistic regression. The models included variables used in both osteopathic and allopathic medical professions to predict COMLEX-USA outcomes, such as Medical College Admission Test biology scores, preclinical grade point average, number of undergraduate science units, and scores on the NBME-CBSE. Regression statistics were studied to compare the effectiveness of models that included or excluded NBME-CBSE scores at predicting COMLEX-USA Level 1 scores. Variance inflation factor was used to investigate multicollinearity. Receiver operating characteristic curves were used to show the effectiveness of NBME-CBSE scores at predicting COMLEX-USA Level 1 pass/fail outcomes. A t test at 99% level was used to compare mean NBME-CBSE scores with the national cohort. A total of 390 student records were analyzed. Scores on the NBME-CBSE were found to be an effective predictor of COMLEX-USA Level 1 scores (P<.001). The pass/fail outcome on COMLEX-USA Level 1 was also well predicted by NBME-CBSE scores (P<.001). No significant difference was found in performance on the NBME-CBSE between osteopathic and allopathic medical students (P=.322). As an examination constructed to assess the basic science knowledge of allopathic medical students, the NBME-CBSE is effective at predicting performance on COMLEX-USA Level 1. In addition, osteopathic medical students performed the same as allopathic medical students on the NBME-CBSE. The results imply that the same basic science knowledge is expected for DO and MD students.

Balancing Treatment and Control Groups in Quasi-Experiments: An Introduction to Propensity Scoring

ERIC Educational Resources Information Center

Connelly, Brian S.; Sackett, Paul R.; Waters, Shonna D.

2013-01-01

Organizational and applied sciences have long struggled with improving causal inference in quasi-experiments. We introduce organizational researchers to propensity scoring, a statistical technique that has become popular in other applied sciences as a means for improving internal validity. Propensity scoring statistically models how individuals in…

Applying Rasch Model and Generalizability Theory to Study Modified-Angoff Cut Scores

ERIC Educational Resources Information Center

Arce, Alvaro J.; Wang, Ze

2012-01-01

The traditional approach to scale modified-Angoff cut scores transfers the raw cuts to an existing raw-to-scale score conversion table. Under the traditional approach, cut scores and conversion table raw scores are not only seen as interchangeable but also as originating from a common scaling process. In this article, we propose an alternative…

Effects of designed learning strategies to enhance biology students' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Reeves, Carolyn T.

This research attempted to test the effectiveness of strategies designed for teaching the nature of science to Biology I students and to examine the effects of frequency of use of the strategies. Some strategies were designed to identify misconceptions about the nature of science; others were designed to correct misconceptions or provide correct concepts about the nature of science. This research commenced during the 3rd week of the 2001--2002 school year after obtaining IRB approval and permissions from school officials. The study ended after the 15th week. All participating students were given a pretest and a posttest of the Nature of Scientific Knowledge Scale Enhanced (NSKSE) test. Part I, 48 items, consisted of the NSKS test by Rubba & Anderson (1978). Part II, 10 items, consisted of a test constructed by the researcher. Part I contained questions about 6 tenets of the nature of science. Part II contained questions about how science works. The strategies were tested in two Biology I experimental classes, n = 41, and compared with two Biology I control classes, n = 34, by means of an analysis of covariance with the pretest scores used as the covariate. The overall mean posttest scores of the experimental and the control group were not found to be significantly different on either Part I, F(1,72) = 1.059, p = .307, or Part II, F(1,72) = 3.136, p = .081, of the test instrument. The number of times a strategy was used in each experimental classroom was determined. It was found that strategies were used almost twice as often in one classroom than in the other. A second set of ANCOVA analyses compared mean scores between Experimental Class A, Experimental Class B, and the control group. There was no significant difference between the groups on Part I, F(2,71) = .921, p = .403, but the difference between groups on Part II, F(2,71) = 5.769, p = .005, was significant. A post hoc Scheffe analysis showed that the class using strategies most often differed significantly with the control group, p = .009, but the other class did not, p = .929. This study suggests that frequent use of the designed strategies was effective in helping Biology I students understand some aspects of the nature of science. It also suggests that minimal use of the strategies was not effective.

Effect of Violating Unidimensional Item Response Theory Vertical Scaling Assumptions on Developmental Score Scales

ERIC Educational Resources Information Center

Topczewski, Anna Marie

2013-01-01

Developmental score scales represent the performance of students along a continuum, where as students learn more they move higher along that continuum. Unidimensional item response theory (UIRT) vertical scaling has become a commonly used method to create developmental score scales. Research has shown that UIRT vertical scaling methods can be…

Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.

PubMed

Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

2001-01-01

Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms.

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

Impossible Scores Resulting in Zero Frequencies in the Anchor Test: Impact on Smoothing and Equating. Research Report. ETS RR-08-10

ERIC Educational Resources Information Center

Puhan, Gautam; vonDavier, Alina; Gupta, Shaloo

2008-01-01

Equating under the external anchor design is frequently conducted using scaled scores on the anchor test. However, scaled scores often lead to the unique problem of creating zero frequencies in the score distribution because there may not always be a one-to-one correspondence between raw and scaled scores. For example, raw scores of 17 and 18 may…

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

NASA Astrophysics Data System (ADS)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.

Normative scores on the Berg Balance Scale decline after age 70 years in healthy community-dwelling people: a systematic review.

PubMed

Downs, Stephen; Marquez, Jodie; Chiarelli, Pauline

2014-06-01

What is the mean Berg Balance Scale score of healthy elderly people living in the community and how does it vary with age? How much variability in Berg Balance Scale scores is present in groups of healthy elderly people and how does this vary with age? Systematic review with meta-analysis. Any group of healthy community-dwelling people with a mean age of 70 years or greater that has undergone assessment using the Berg Balance Scale. Mean and standard deviations of Berg Balance Scale scores within cohorts of elderly people of known mean age. The search yielded 17 relevant studies contributing data from a total of 1363 participants. The mean Berg Balance Scale scores ranged from 37 to 55 out of a possible maximum score of 56. The standard deviation of Berg Balance Scale scores varied from 1.0 to 9.2. Although participants aged around 70 years had very close to normal Berg Balance Scale scores, there was a significant decline in balance with age at a rate of 0.7 points on the 56-point Berg Balance Scale per year. There was also a strong association between increasing age and increasing variability in balance (R(2) = 0.56, p < 0.001). Healthy community-dwelling elderly people have modest balance deficits, as measured by the Berg Balance Scale, although balance scores deteriorate and become more variable with age. Copyright © 2014. Published by Elsevier B.V.

Cross-cultural validation of the Child Abuse Potential Inventory in Greece: a preliminary study.

PubMed

Diareme, S; Tsiantis, J; Tsitoura, S

1997-11-01

The aim of this study was first, to provide preliminary findings on the reliability and validity of a Greek translation of the CAP Inventory (Milner, 1986), and second, to examine whether there were any differences between Greek and American scores in the CAP Inventory. A convenience sample of 320 Greek parents was recruited from the outpatient unit of a large Children's Hospital in Athens, Greece. Greek scores were compared with American scores taken from the test manual. Internal consistency reliability was high for the Abuse scale (.91), two factor scales (Distress = .93 and Rigidity = .86) and one Validity scale (Inconsistency = .80). The Greek version of the Abuse scale had a similar factorial structure with the American version. Also, 78.1% of Greek parents were classified correctly as nonabusive by the Abuse scale. This rate was increased to 88.6% when invalid questionnaires were excluded from the sample. Comparisons between Greek and American mean scale scores indicated that Greek scores were significantly higher than American scores in all but one scale. Greeks had significantly lower scores than Americans in the Problems with Child and Self scale. Current findings including the high reliability, relatively high correct classification rates and factorial structure of the Greek Abuse scale are promising and support the idea of continuation of research for the development and validation of the Greek CAP Inventory. The difference between Greek and American scores in particular indicates the need for adjustment of cut off scores in the Greek scale.

Relationship between maternal mindfulness and anxiety 1 month after childbirth.

PubMed

Yamamoto, Natsuki; Naruse, Takashi; Sakai, Mahiro; Nagata, Satoko

2017-10-01

To investigate the relationship between maternal mindfulness and maternal anxiety 1 month after childbirth. A cross-sectional design was used, featuring anonymous questionnaires that were completed between July and December 2014 at two Japanese hospitals. The participants (n = 151) completed the Mindful Attention Awareness Scale (Japanese version) and the State-Trait Anxiety Inventory Form X (Japanese version). The data analysis was carried out by using a hierarchical multiple regression. The state and trait anxiety scores showed significant relationships with mindfulness, the mother's age, and the perceived difference between the expectations of motherhood before childbirth and the reality of post-partum daily life. Furthermore, the amount of average sleep time in the past week (including naps) showed a negative association with the state anxiety score, whereas the marital relationship showed a positive association with trait anxiety. Finally, at 1 month post-partum, the mothers with greater mindfulness scores showed lower anxiety. Improvements in mindfulness could help mothers to reduce their post-partum anxiety. © 2016 Japan Academy of Nursing Science.

The psychometric properties of the Brief Fear of Negative Evaluation Scale.

PubMed

Duke, Danny; Krishnan, Mohan; Faith, Melissa; Storch, Eric A

2006-01-01

This study examined the psychometric properties of the Brief Fear of Negative Evaluation (BFNE) Scale in a nonclinical, nonstudent sample. Participants were administered the BFNE Scale, Beck Depression Inventory (BDI), and the UCLA Loneliness Scale. No differences were found across age, but women scored significantly higher on the BFNE Scale than men. Confirmatory factor analysis supported a two-factor solution corresponding to positive and reverse scored items. Internal consistency was excellent for the positive scored factor (alpha=.94), acceptable for the reverse scored factor (alpha=.73), and good for the full BFNE Scale (alpha=.80). BFNE scores were significantly correlated in the expected directions with the BDI and the UCLA Loneliness Scale. Implications of these findings for clinical practice and future research are discussed.

A system to evaluate the scientific quality of biological and restoration objectives using National Wildlife Refuge Comprehensive Conservation Plans as a case study

USGS Publications Warehouse

Schroeder, R.L.

2006-01-01

It is widely accepted that plans for restoration projects should contain specific, measurable, and science-based objectives to guide restoration efforts. The United States Fish and Wildlife Service (USFWS) is in the process of developing Comprehensive Conservation Plans (CCPs) for more than 500 units in the National Wildlife Refuge System (NWRS). These plans contain objectives for biological and ecosystem restoration efforts on the refuges. Based on USFWS policy, a system was developed to evaluate the scientific quality of such objectives based on three critical factors: (1) Is the objective specific, measurable, achievable, results-oriented, and time-fixed? (2) What is the extent of the rationale that explains the assumptions, logic, and reasoning for the objective? (3) How well was available science used in the development of the objective? The evaluation system scores each factor on a scale of 1 (poor) to 4 (excellent) according to detailed criteria. The biological and restoration objectives from CCPs published as of September 2004 (60 total) were evaluated. The overall average score for all biological and restoration objectives was 1.73. Average scores for each factor were: Factor 1-1.97; Factor 2-1.86; Factor 3-1.38. The overall scores increased from 1997 to 2004. Future restoration efforts may benefit by using this evaluation system during the process of plan development, to ensure that biological and restoration objectives are of the highest scientific quality possible prior to the implementation of restoration plans, and to allow for improved monitoring and adaptive management.

Perceived learned skills and professional development of graduates from a master in dental public health programme.

PubMed

Aslam, S; Delgado-Angulo, E K; Bernabé, E

2017-02-01

Assessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development. An online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups. Although all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme. This online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development. © 2015 The Authors. European Journal of Dental Education Published by John Wiley & Sons Ltd.

A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

PubMed Central

Bass, Kristin M.; Drits-Esser, Dina; Stark, Louisa A.

2016-01-01

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics. Throughout, we emphasize the iterative nature of the development process, the importance of creating instruments aligned to the learning goals of an intervention or curricula, and the importance of collaborating with other content and measurement specialists along the way. PMID:27055776

The Distribution of Scaled Scores and Possible Floor Effects on the WISC-III and WAIS-III

ERIC Educational Resources Information Center

Whitaker, Simon; Wood, Christopher

2008-01-01

Objective: It has been suggested that, as the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) give a scaled score of one even if a client scores a raw score of zero, these assessments may have a hidden floor effect at low IQ levels. The study looked for…

Determination of rate of customer focus in educational programs at Isfahan University of Medical Sciences(1) based on students' viewpoints.

PubMed

Shams, Assadollah; Yarmohammadian, Mohammad Hosein; Abbarik, Hadi Hayati

2012-01-01

Today, the challenges of quality improvement and customer focus as well as systems development are important and inevitable matters in higher education institutes. There are some highly competitive challenges among educational institutes, including accountability to social needs, increasing costs of education, diversity in educational methods and centers and their consequent increasing competition, and the need for adaptation of new information and knowledge to focus on students as the main customers. Hence, the purpose of this study was to determine the rate of costumer focus based on Isfahan University of Medical Sciences students' viewpoints and to suggest solutions to improve this rate. This was a cross-sectional study carried out in 2011. The statistical population included all the students of seven faculties of Isfahan University of Medical Sciences. According to statistical formulae, the sample size consisted of 384 subjects. Data collection tools included researcher-made questionnaire whose reliability was found to be 87% by Cronbach's alpha coefficient. Finally, using the SPSS statistical software and statistical methods of independent t-test and one-way analysis of variance (ANOVA), Likert scale based data were analyzed. The mean of overall score for customer focus (student-centered) of Isfahan University of Medical Sciences was 46.54. Finally, there was a relation between the mean of overall score for customer focus and gender, educational levels, and students' faculties. Researcher suggest more investigation between Medical University and others. It is a difference between medical sciences universities and others regarding the customer focus area, since students' gender must be considered as an effective factor in giving healthcare services quality. In order to improve the customer focus, it is essential to take facilities, field of study, faculties, and syllabus into consideration.

Determination of rate of customer focus in educational programs at Isfahan University of Medical Sciences1 based on students’ viewpoints

PubMed Central

Shams, Assadollah; Yarmohammadian, Mohammad Hosein; Abbarik, Hadi Hayati

2012-01-01

Background: Today, the challenges of quality improvement and customer focus as well as systems development are important and inevitable matters in higher education institutes. There are some highly competitive challenges among educational institutes, including accountability to social needs, increasing costs of education, diversity in educational methods and centers and their consequent increasing competition, and the need for adaptation of new information and knowledge to focus on students as the main customers. Hence, the purpose of this study was to determine the rate of costumer focus based on Isfahan University of Medical Sciences students’ viewpoints and to suggest solutions to improve this rate. Materials and Methods: This was a cross-sectional study carried out in 2011. The statistical population included all the students of seven faculties of Isfahan University of Medical Sciences. According to statistical formulae, the sample size consisted of 384 subjects. Data collection tools included researcher-made questionnaire whose reliability was found to be 87% by Cronbach's alpha coefficient. Finally, using the SPSS statistical software and statistical methods of independent t-test and one-way analysis of variance (ANOVA), Likert scale based data were analyzed. Results: The mean of overall score for customer focus (student-centered) of Isfahan University of Medical Sciences was 46.54. Finally, there was a relation between the mean of overall score for customer focus and gender, educational levels, and students’ faculties. Researcher suggest more investigation between Medical University and others. Conclusion: It is a difference between medical sciences universities and others regarding the customer focus area, since students’ gender must be considered as an effective factor in giving healthcare services quality. In order to improve the customer focus, it is essential to take facilities, field of study, faculties, and syllabus into consideration. PMID:23555127

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

NASA Astrophysics Data System (ADS)

Hill, Mary Denise

The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the results of TAAS. Independent samples t-tests indicated that students in the integrated mathematics/science program scored significantly higher than the students in the traditional program in mean achievement scores and in mean growth of scores based on the results of TAAS. No significant differences were found when comparing mathematics anxiety scores between students in the integrated mathematics/science program and the traditional program. However, additional significant differences were identified when students in the integrated mathematics/science program scored higher than the students in the traditional program when analyzing the overall mean student attitude scores concerning mathematics and the mean scores of attitudinal values of mathematics in society.

Validation of the Urdu version of the Epworth Sleepiness Scale.

PubMed

Surani, Asif Anwar; Ramar, Kannan; Surani, Arif Anwar; Khaliqdina, Jehangir Shehryar; Subramanian, Shyam; Surani, Salim

2012-09-01

To translate and validate the Epworth Sleepiness Scale (ESS) for use in Urdu-speaking population. The original Epworth Sleepiness Scale was translated into the Urdu version (ESS-Ur) in three phases - translation and back-translation; committee-based translation; and testing in bilingual individuals. The final was subsequently tested on 89 healthy bilingual subjects between February and April, 2010, to assess the validity of the translation compared to the original version. The subjects were students and employees of Dow University of Health Sciences, Karachi. Both English and Urdu versions of the Epworth Sleepiness Scale were administered to 59 (67%) women and 30 (33%) men. The mean composite Epworth score was 7.53 in English language and 7.7 in the Urdu version (p=0.76). The translated version was found to be highly correlated with the original scale (rho=0.938; p<.01). The study validated the scale's Urdu version as an effective tool for measuring daytime sleepiness in Urdu-speaking population. Future studies assessing the validity of such patients with sleep disorders need to be undertaken.

Effectiveness of autogenic training in improving motor performances in Parkinson's disease.

PubMed

Ajimsha, M S; Majeed, Nisar A; Chinnavan, Elanchezhian; Thulasyammal, Ramiah Pillai

2014-06-01

Relaxation training can be an important adjunct in reducing symptoms associated with Parkinson's disease (PD). Autogenic Training (AT) is a simple, easily administered and inexpensive technique for retraining the mind and the body to be able to relax. AT uses visual imagery and body awareness to promote a state of deep relaxation. To investigate whether AT when used as an adjunct to Physiotherapy (PT) improves motor performances in PD in comparison with a control group receiving PT alone. Randomized, controlled, single blinded trial. Movement Disorder Clinic and Department of Physiotherapy, Sree Chithira Thirunal Institute of Medical Sciences and Technology in Trivandrum, Kerala, India. Patients with PD of grade 2 or 3 of Hoehn & Yahr (H&Y) scale (N = 66). AT group or control group. The techniques were administered by Physiotherapists trained in AT and consisted of 40 sessions per patient over 8 weeks. Motor score subscale of Unified Parkinson's Disease Rating Scale (UPDRS) was used to measure the motor performances. The primary outcome measure was the difference in Motor score subscale of UPDRS scores between Week 1 (pretest score), Week 8 (posttest score), and follow-up at Week 12 after randomization. The simple main effects analysis showed that the AT group performed better than the control group in weeks 8 and 12 (P < .005). Patients in the AT and control groups reported a 51.78% and 35.24% improvement, respectively, in their motor performances in Week 8 compared with that in Week 1, which persisted, in the follow-up (Week 12) as 30.82% in the AT group and 21.42% in the control group. This study provides evidence that AT when used as an adjunct to PT is more effective than PT alone in improving motor performances in PD patients. Copyright © 2014 Elsevier Ltd. All rights reserved.

Short-Term Effects of Kinesiotaping on Pain and Joint Alignment in Conservative Treatment of Hallux Valgus.

PubMed

Karabicak, Gul Oznur; Bek, Nilgun; Tiftikci, Ugur

2015-10-01

The main aim of this study was to measure short-term effects of kinesiotaping on pain and joint alignment in the conservative treatment of hallux valgus. Twenty-one female patients diagnosed with a total of 34 feet with hallux valgus (13 bilateral, 6 right, and 2 left) participated in this study. Kinesiotaping was implemented after the first assessment and renewed in days 3, 7, and 10. The main outcome measures were pain, as assessed using visual analog scale, and hallux adduction angle, as measured by goniometry. Secondary outcome measure was patients' functional status, as measured by Foot Function Index and the hallux valgus scale of the American Orthopaedic Foot and Ankle Society (AOFAS). The radiographic results were also measured before and after 1 month of treatment. The Wilcoxon test was used to compare the differences between initial and final scores of AOFAS, as well as FFI scales and hallux valgus angle assessment scores. There was a significant reduction in goniometric measurement of hallux valgus angle (P = .001). There was a significant reduction in pain intensity (P = .001) and AOFAS and Foot Function Index scores at the end of the treatment (P = .001 and P = .001, respectively). There was a significant difference between radiographic results in 1-month control (P = .009). For this group of female patients, pain and joint alignment were improved after a 10-day kinesiotape implementation in patients with hallux valgus. The findings showed short-term decreased pain and disability in hallux valgus deformity. Copyright © 2015 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

Anti-intellectualism and political ideology in a sample of undergraduate and graduate students.

PubMed

Laverghetta, Antonio; Stewart, Juliana; Weinstein, Lawrence

2007-12-01

To estimate correlations for scores on a student anti-intellectualism scale with scores on a measure of political conservatism, 235 students were given a survey containing a student anti-intellectualism scale, a political conservatism scale, and a demographics questionnaire identifying the participants' sex, college classification, ethnicity, political party affiliation, and self-described political ideology. The political conservatism scale contained two factors, Religiosity and Economic Conservatism, both of which were scored separately in addition to an overall Conservatism score. Students' Anti-intellectualism scores were correlated with Political Conservatism scores (r = .37, p < .01), with Religiosity scores (r = .42, p < .01), and with Economic Conservatism scores (r = .17, p < .05). An analysis of variance indicated a significant difference in students' Anti-intellectualism scores based on college classification (F4,233 = 2.27, p < .04). Specifically, freshman had significantly higher scores than graduate students.

Facilitating the Interpretation of English Language Proficiency Scores: Combining Scale Anchoring and Test Score Mapping Methodologies

ERIC Educational Resources Information Center

Powers, Donald; Schedl, Mary; Papageorgiou, Spiros

2017-01-01

The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced "TOEFL ITP"® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance…

Stability of Rasch Scales over Time

ERIC Educational Resources Information Center

Taylor, Catherine S.; Lee, Yoonsun

2010-01-01

Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items.…

The Differences in Scores and Self-Efficacy by Student Gender in Mathematics and Science

ERIC Educational Resources Information Center

Louis, Rachel A.; Mistele, Jean M.

2012-01-01

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student's achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International…

Cross Validated Temperament Scale Validities Computed Using Profile Similarity Metrics

DTIC Science & Technology

2017-04-27

true at both the item and the scale level. 6 Moreover, the correlation between conventional scores and distance scores for these types of scales...have a perfect negative correlation , r = -1.00. From this perspective, conventional and distance scores are completely redundant. Therefore, we argue... correlation between each respondent’s rating profile and the scale key: shape-scores = rx,k. 2. Rating elevation difference, which is computed as the

A measure to evaluate classroom teaching practices in nursing.

PubMed

Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine A

2014-01-01

The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

The effect of an integrated high school science curriculum on student achievement, knowledge retention, and science attitudes

NASA Astrophysics Data System (ADS)

Smith, Kimberly A.

The research study investigates the effectiveness of an integrated high school science curriculum on student achievement, knowledge retention and science attitudes using quantitative and qualitative research. Data was collected from tenth grade students, in a small urban high school in Kansas City, Missouri, who were enrolled in a traditional Biology course or an integrated Environmental Science course. Quantitative data was collected in Phase 1 of the study. Data collected for academic achievement included pretest and posttest scores on the CTBS MATN exam. Data collected for knowledge retention included post-posttest scores on the CTBS MATN exam. Data collected for science attitudes were scores on a pretest and posttest using the TOSRA. SPSS was used to analyze the data using independent samples t-tests, one-way ANCOVA's and paired samples statistics. Qualitative data was collected in Phase 2 of the study. Data included responses to open-ended interview questions using three focus groups. Data was analyzed for common themes. Data analysis revealed the integrated Environmental Science course had a statistically significant impact on academic achievement, knowledge retention and positive science attitudes. Gender and socioeconomic status did not influence results. The study also determined that the CTBS MATN exam was not an accurate predictor of scores on state testing as was previously thought.

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

Psychometric properties of the reassurance-seeking scale in a Turkish sample.

PubMed

Gençöz, Tülin; Gençöz, Faruk

2005-02-01

This study examined the psychometric properties of the Reassurance-Seeking Scale in a sample of 102 Turkish undergraduate students. High internal consistency reliability was found for the Reassurance-Seeking Scale (alpha=.86). Factor analysis of the scale identified a single component that accounted for 71% of the total variance. The scale was significantly positively correlated with the Beck Depression Inventory and Beck Anxiety Inventory and had a significantly negative correlation with the Rosenberg Self-esteem Scale. Partial correlations of Reassurance-seeking with Depression scores as controlled by Anxiety scores and with Anxiety scores as controlled by Depression scores indicated that Reassurance-seeking scores maintained association with Depression but not with Anxiety. All these findings were in line with expectations.

A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use.

PubMed

Bass, Kristin M; Drits-Esser, Dina; Stark, Louisa A

2016-01-01

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students' understanding of concepts in cell biology and epigenetics. Throughout, we emphasize the iterative nature of the development process, the importance of creating instruments aligned to the learning goals of an intervention or curricula, and the importance of collaborating with other content and measurement specialists along the way. © 2016 K. M. Bass et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

'My happiness is the refugee camp, my future Palestine': optimism, life satisfaction and perceived happiness in a group of Palestinian children.

PubMed

Veronese, Guido; Castiglioni, Marco; Tombolani, Marco; Said, Mahmud

2012-09-01

This study aimed to explore optimism, perceived happiness and life satisfaction in a group of Palestinian children living in urban districts, rural areas and a refugee camp in the West Bank, as well as in a city in Israel. Three self-report instruments were administered to a convenience sample of school-age children (n. 226; 8-12 years old): the Youth Life Orientation Test (YLOT), the Subjective Happiness Scale (SHS) and the Face Scale (FS). The scores were analyzed using anovas and correlation tests (Pearson's r). Gender and age differences were explored. Optimism, life satisfaction and perceived happiness characterize the entire group of Palestinian children in general. Very little difference was found as a function of gender. Palestinian children seem to enjoy a satisfactory quality of life with regard to optimism, satisfaction and perceived happiness. We hypothesize that these factors may reinforce resilience and positive adjustment to trauma in children. The implications for clinical psychology are discussed. © 2011 The Authors. Scandinavian Journal of Caring Sciences © 2011 Nordic College of Caring Science.

Substitution of California Verbal Learning Test, second edition for Verbal Paired Associates on the Wechsler Memory Scale, fourth edition.

PubMed

Miller, Justin B; Axelrod, Bradley N; Rapport, Lisa J; Hanks, Robin A; Bashem, Jesse R; Schutte, Christian

2012-01-01

Two common measures used to evaluate verbal learning and memory are the Verbal Paired Associates (VPA) subtest from the Wechsler Memory Scales (WMS) and the second edition of the California Verbal Learning Test (CVLT-II). For the fourth edition of the WMS, scores from the CVLT-II can be substituted for VPA; the present study sought to examine the validity of the substitution. For each substitution, paired-samples t tests were conducted between original VPA scaled scores and scaled scores obtained from the CVLT-II substitution to evaluate comparability. Similar comparisons were made at the index score level. At the index score level, substitution resulted in significantly lower scores for the AMI (p = .03; r = .13) but not for the IMI (p = .29) or DMI (p = .09). For the subtest scores, substituted scaled scores for VPA were not significantly different from original scores for the immediate recall condition (p = .20) but were significantly lower at delayed recall (p = .01). These findings offer partial support for the substitution. For both the immediate and delayed conditions, the substitution produced generally lower subtest scores compared to original VPA subtest scores.

Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

PubMed

Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

Perception of Preparedness for Clinical Work Among New Residents: A Cross-sectional Study from Oman

PubMed Central

Al Sinawi, Hamed; Al Alawi, Mohammed; Al Qubtan, Ali; Al Lawati, Jaber; Al Habsi, Assad; Jose, Sachin

2017-01-01

Objectives To evaluate new residents’ perceptions of their own preparedness for clinical practice and examine the associated factors. Methods This is a cross-sectional study conducted on August 20−23, 2016. New residents accepted for postgraduate training by Oman Medical Specialty Board were asked to complete the Preparation for Hospital Practice Questionnaire (PHPQ). Data was analyzed using the Statistical Package for the Social Sciences version 22. Results A total of 160 residents were invited to participate in this study. Out of 160, 140 residents participated (87.5%), 70.7% were female and 59.3% were graduates from Sultan Qaboos University (SQU). Ninety-nine percent of the graduates were either ‘well prepared’ or ‘fairly well prepared’ for hospital practice. Male residents scored higher in the confidence scale, while residents who did a post-internship general practice placement scored higher in understanding science. Graduates from Oman Medical College felt more prepared compared to graduates from SQU. Conclusions Most of the new residents were well prepared to clinical work. Factors such as place of undergraduate study, training, and duration of internship significantly influenced the residents’ perception of preparedness. Addressing these factors will enhance residents’ preparedness for clinical work. PMID:28584600

Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

NASA Astrophysics Data System (ADS)

Ye, Lei

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. Students did not appear to change their self-reported engagement level after the intervention. Additionally, three multiple regression models were developed. Factors from the district, teacher, and student levels were identified to predict student post-knowledge assessments and their engagement with science learning. The results provide information to both the research community and practitioners.

Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

NASA Astrophysics Data System (ADS)

Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

2017-02-01

Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

Spouse perceptions of patient self-reported vertigo severity and dizziness.

PubMed

Piker, Erin G; Jacobson, Gary P; Tran, Aline T; McCaslin, Devin L; Hale, Sue T

2012-08-01

The present investigation was conducted in an effort to assess the level of congruence between patients and spouses for the patient's self-reported vertigo severity and dizziness handicap. Prospective study. Fifty consecutive patients, and their spouses, evaluated in our Balance Disorders Laboratory in the Division of Vestibular Sciences. Dizziness Handicap Inventory (DHI), Spouse version of the DHI (DHI-SP), Vertigo Symptom Scale (VSS), Spouse version of the VSS (VSS-SP), and the Hospital Anxiety and Depression Scale (HADS). The mean DHI and DHI-SP total scores were not statistically different from one another (t49 = 1.58, p = 0.16) and were strongly correlated (r = 0.79, p < 0.01). The VSS and VSS-SP scores were statistically different (t49 = 2.33, p = 0.02) but were still moderately correlated (r = 0.56, p < 0.01). Spouses tended to overestimate vertigo severity. We observed an increase in the frequency of occurrence of clinically significant anxiety and depression not only in patients but in spouses as well. Furthermore, anxious patients tended to be married to anxious spouses, and depressed patients tended to be married to depressed spouses. Finally, the mean DHI scores were significantly greater for patients with clinically significant anxiety and/or depression, but the presence of patient anxiety and/or depression did not affect spousal congruence. The results attest to the congruence of patient and spouse perceptions of vertigo severity and dizziness handicap.

An Approach to Scoring and Equating Tests with Binary Items: Piloting With Large-Scale Assessments

ERIC Educational Resources Information Center

Dimitrov, Dimiter M.

2016-01-01

This article describes an approach to test scoring, referred to as "delta scoring" (D-scoring), for tests with dichotomously scored items. The D-scoring uses information from item response theory (IRT) calibration to facilitate computations and interpretations in the context of large-scale assessments. The D-score is computed from the…

Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

NASA Astrophysics Data System (ADS)

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

ERIC Educational Resources Information Center

Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Summary scores captured changes in subjects' QoL as measured by the multiple scales of the EORTC QLQ-C30.

PubMed

Phillips, Rachel; Gandhi, Mihir; Cheung, Yin Bun; Findlay, Michael P; Win, Khin Maung; Hai, Hoang Hoa; Yang, Jin Mo; Lobo, Rolley Rey; Soo, Khee Chee; Chow, Pierce K H

2015-08-01

To examine the performance of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 30 (EORTC QLQ-C30) global health status/quality of life (QoL) scale and two summary scores to detect changes in the QoL profile over time, according to changes in the individual scales. Data came from 167 clinical trial patients with unresectable (advanced) hepatocellular carcinoma. The global health status/QoL scale of the questionnaire contained two items: overall health and overall QoL. Nordin and Hinz proposed summary scores for the questionnaire. A mixed-effect model was fitted to estimate trends in scores over time. Predominantly the individual scale scores declined over time; however, the global health status/QoL score was stable [rate of change = -0.3 per month; 95% confidence interval (CI): -1.2, 0.6]. Nordin's summary score, which gave equal weight to the 15 questionnaire scales, and Hinz's summary score, which gave equal weight to the 30 questionnaire items, showed a statistically significant decline over time, 3.4 (95% CI: -4.5, -2.4) and 4.2 (95% CI: -5.3, -3.0) points per month, respectively. In contrast to the global health status/QoL scale, the summary scores proposed by Nordin and Hinz detected changes in subjects' QoL profile described by the EORTC QLQ-C30 individual scales. Copyright © 2015 Elsevier Inc. All rights reserved.

Positive affect, negative affect, and physiological hyperarousal among referred and nonreferred youths.

PubMed

Laurent, Jeff; Joiner, Thomas E; Catanzaro, Salvatore J

2011-12-01

The Positive and Negative Affect Scale for Children (PANAS-C) and the Physiological Hyperarousal Scale for Children (PH-C) seem ideal measures for school mental health screenings, because they are theory based, psychometrically sound, and brief. This study provides descriptive information and preliminary cutoff scores in an effort to increase the practical utility of the measures. Scores on the PANAS-C Positive Affect (PA) and Negative Affect (NA) scales and the PH-C were compared for a general sample of schoolchildren (n = 226), a group of students referred for special education services (n = 83), and youths on an inpatient psychiatric unit (n = 37). Expected patterns of scores emerged for the general school and referred school samples, although only scores on the PH-C were statistically significantly different. Differences in scores between the general school and inpatient samples were significant for all 3 scales. Differences in scores between the referred school and inpatient samples were significant for the NA scale and the PH-C but not for the PA scale. In addition, we used traditional self-report measures to form groups of normal, anxious, depressed, and mixed anxious and depressed youths. Again, predicted general patterns of PA, NA and PH scores were supported, although statistical differences were not always evident. In particular, scores on the PH-C for the anxious and depressed groups were inconsistent with predictions. Possible reasons related to sample and scale issues are discussed. Finally, preliminary cutoff scores were proposed for the PANAS-C scales and the PH-C.

Symptom severity of patients with advanced cancer in palliative care unit: longitudinal assessments of symptoms improvement.

PubMed

Tai, Shu-Yu; Lee, Chung-Yin; Wu, Chien-Yi; Hsieh, Hui-Ya; Huang, Joh-Jong; Huang, Chia-Tsuan; Chien, Chen-Yu

2016-03-11

This study assessed the symptom severity of patients with advanced cancer in a palliative care unit and explored the factors associated with symptom improvement. This study was conducted in a palliative care unit in Taiwan between October 2004 and December 2009. Symptom intensity was measured by the "Symptom Reporting Form", and graded on a scale of 0 to 4 (0 = none, and 4 = extreme). These measures were assessed on the 1(st), 3(rd), 5(th), and 7(th) Day in the palliative care unit. The study data comprised routine clinical records and patients' demographic data. Generalized estimating equation (GEE) was used to assess the symptom improvement, and investigate the factors associated with the symptom reporting form scores. Among the 824 recruited patients with advanced cancer, pain (78.4%), anorexia (64.4%) and constipation (63.5%) were the most common and severe symptom. After controlling for other factors in the multivariate GEE model, the day of palliative care administration was a significant factor associated with all of the scales, except Days 7 on the dyspnoea and oedema scales and Day 5 on the anxiety scale. In addition, patients aged ≥ 65 years exhibited significantly lower scores on the pain, sleep disturbance, depression, and anxiety scales than did those aged < 65 years. Moreover, female patients exhibited higher scores on the vomiting, anorexia, oedema, depression, and anxiety scales than did male patients. Furthermore, patients with gastrointestinal tract cancer exhibited higher scores on the constipation, vomiting, anorexia, oedema, depression, and anxiety scales and lower scores on the dyspnoea scale than did those with lung cancer. Patients with breast cancer exhibited higher scores on the oedema scale and lower scores on the anxiety scale. Patients with genitourinary cancer exhibited higher scores on the vomiting and oedema scales and lower scores on the dyspnoea scale. Patients with head, neck, and oral cancer exhibited lower scores on the oedema scale alone. The symptom severity declined during the first week in the palliative care unit. In addition, differences in sex and primary cancer sites may contribute to varying degrees of symptom improvement.

Scientific literacy of adult participants in an online citizen science project

NASA Astrophysics Data System (ADS)

Price, Charles Aaron

Citizen Science projects offer opportunities for non-scientists to take part in scientific research. Scientific results from these projects have been well documented. However, there is limited research about how these projects affect their volunteer participants. In this study, I investigate how participation in an online, collaborative astronomical citizen science project can be associated with the scientific literacy of its participants. Scientific literacy is measured through three elements: attitude towards science, belief in the nature of science and competencies associated with learning science. The first two elements are measured through a pre-test given to 1,385 participants when they join the project and a post-test given six months later to 125 participants. Attitude towards science was measured using nine Likert-items custom designed for this project and beliefs in the nature of science were measured using a modified version of the Nature of Science Knowledge scale. Responses were analyzed using the Rasch Rating Scale Model. Competencies are measured through analysis of discourse occurring in online asynchronous discussion forums using the Community of Inquiry framework, which describes three types of presence in the online forums: cognitive, social and teaching. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes about science in the news (positive) and scientific self efficacy (negative), p < .001 and p = .035 respectively. Beliefs in the nature of science exhibited a small, but significant increase, p = .04. Relative positioning of scores on the belief items did not change much, suggesting the increase is mostly due to reinforcement of current beliefs. The cognitive and teaching presence in the online forums did not change, p = .807 and p = .505 respectively. However, the social presence did change, p = .011. Overall, these results suggest that multi-faceted, collaborative citizen science projects can have an impact on some aspects of scientific literacy. Using the Rasch Model allowed us to uncover effects that may have otherwise been hidden. Future projects may want to include social interactivity between participants and also make participants specifically aware of how they are contributing to the entire scientific process.

Probabilistic measurement of non-physical constructs during early childhood: Epistemological implications for advancing psychosocial science

NASA Astrophysics Data System (ADS)

Bezruczko, N.; Fatani, S. S.

2010-07-01

Social researchers commonly compute ordinal raw scores and ratings to quantify human aptitudes, attitudes, and abilities but without a clear understanding of their limitations for scientific knowledge. In this research, common ordinal measures were compared to higher order linear (equal interval) scale measures to clarify implications for objectivity, precision, ontological coherence, and meaningfulness. Raw score gains, residualized raw gains, and linear gains calculated with a Rasch model were compared between Time 1 and Time 2 for observations from two early childhood learning assessments. Comparisons show major inconsistencies between ratings and linear gains. When gain distribution was dense, relatively compact, and initial status near item mid-range, linear measures and ratings were indistinguishable. When Time 1 status was distributed more broadly and magnitude of change variable, ratings were unrelated to linear gain, which emphasizes problematic implications of ordinal measures. Surprisingly, residualized gain scores did not significantly improve ordinal measurement of change. In general, raw scores and ratings may be meaningful in specific samples to establish order and high/low rank, but raw score differences suffer from non-uniform units. Even meaningfulness of sample comparisons, as well as derived proportions and percentages, are seriously affected by rank order distortions and should be avoided.

Classroom climate and science-related attitudes of junior high school students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Bao-Shan; Crawley, Frank E., III

Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

High Agreement was Obtained Across Scores from Multiple Equated Scales for Social Anxiety Disorder using Item Response Theory.

PubMed

Sunderland, Matthew; Batterham, Philip; Calear, Alison; Carragher, Natacha; Baillie, Andrew; Slade, Tim

2018-04-10

There is no standardized approach to the measurement of social anxiety. Researchers and clinicians are faced with numerous self-report scales with varying strengths, weaknesses, and psychometric properties. The lack of standardization makes it difficult to compare scores across populations that utilise different scales. Item response theory offers one solution to this problem via equating different scales using an anchor scale to set a standardized metric. This study is the first to equate several scales for social anxiety disorder. Data from two samples (n=3,175 and n=1,052), recruited from the Australian community using online advertisements, were utilised to equate a network of 11 self-report social anxiety scales via a fixed parameter item calibration method. Comparisons between actual and equated scores for most of the scales indicted a high level of agreement with mean differences <0.10 (equivalent to a mean difference of less than one point on the standardized metric). This study demonstrates that scores from multiple scales that measure social anxiety can be converted to a common scale. Re-scoring observed scores to a common scale provides opportunities to combine research from multiple studies and ultimately better assess social anxiety in treatment and research settings. Copyright © 2018. Published by Elsevier Inc.

Neurotrauma pediatric scales

PubMed Central

Alexandru, Vlad Ciurea; Aurelia, Mihaela Sandu; Mihai, Popescu; Stefan, Mircea Iencean; Bogdan, Davidescu

2008-01-01

Cranial traumas have different particularities in infants, toddlers, preschool child, school child and teenagers. The assessment of these cases must be individualized according to age. It is completely different in children that in adults. Trauma scales, very useful in grading the severity and predicting outcome in traumatic brain injury, used in adults must be adapted in children. Children have age-related specificity and anatomic particularities, for each of this period of development. Neurotrauma scales, specific for infants and children, such as Pediatric Coma Scale, Children’s Coma Score, Trauma Infant Neurological Score, Glasgow Coma Scale, Liege Scale are reviewed, as well as neurotrauma outcome scales, like Glasgow Outcome Scale, modified Rankin score, KOSCHI score and Barthel Index. The authors present these scales in an exhaustive manner for thoroughgoing pediatric neurotrauma standards. PMID:20108520

Predicting scientific oral presentation scores in a high school photonics science, technology, engineering and mathematics (STEM) program

NASA Astrophysics Data System (ADS)

Gilchrist, Pamela O.; Carpenter, Eric D.; Gray-Battle, Asia

2014-07-01

A hybrid teacher professional development, student science technology mathematics and engineering pipeline enrichment program was operated by the reporting research group for the past 3 years. Overall, the program has reached 69 students from 13 counties in North Carolina and 57 teachers from 30 counties spread over a total of five states. Quantitative analysis of oral presentations given by participants at a program event is provided. Scores from multiple raters were averaged and used as a criterion in several regression analyses. Overall it was revealed that student grade point averages, most advanced science course taken, extra quality points earned in their most advanced science course taken, and posttest scores on a pilot research design survey were significant predictors of student oral presentation scores. Rationale for findings, opportunities for future research, and implications for the iterative development of the program are discussed.

Normal variability of children's scaled scores on subtests of the Dutch Wechsler Preschool and Primary scale of Intelligence - third edition.

PubMed

Hurks, P P M; Hendriksen, J G M; Dek, J E; Kooij, A P

2013-01-01

Intelligence tests are included in millions of assessments of children and adults each year (Watkins, Glutting, & Lei, 2007a , Applied Neuropsychology, 14, 13). Clinicians often interpret large amounts of subtest scatter, or large differences between the highest and lowest scaled subtest scores, on an intelligence test battery as an index for abnormality or cognitive impairment. The purpose of the present study is to characterize "normal" patterns of variability among subtests of the Dutch Wechsler Preschool and Primary Scale of Intelligence - Third Edition (WPPSI-III-NL; Wechsler, 2010 ). Therefore, the frequencies of WPPSI-III-NL scaled subtest scatter were reported for 1039 healthy children aged 4:0-7:11 years. Results indicated that large differences between highest and lowest scaled subtest scores (or subtest scatter) were common in this sample. Furthermore, degree of subtest scatter was related to: (a) the magnitude of the highest scaled subtest score, i.e., more scatter was seen in children with the highest WPPSI-III-NL scaled subtest scores, (b) Full Scale IQ (FSIQ) scores, i.e., higher FSIQ scores were associated with an increase in subtest scatter, and (c) sex differences, with boys showing a tendency to display more scatter than girls. In conclusion, viewing subtest scatter as an index for abnormality in WPPSI-III-NL scores is an oversimplification as this fails to recognize disparate subtest heterogeneity that occurs within a population of healthy children aged 4:0-7:11 years.

Effect of baby oil on pruritus, sleep quality, and quality of life in hemodialysis patients: pretest-post-test model with control groups.

PubMed

Karadag, Ezgi; Kilic, Serap Parlar; Karatay, Gülnaz; Metin, Ozgur

2014-07-01

To assess the effect of baby oil on pruritus, sleep quality, and quality of life in hemodialysis (HD) patients. This pretest-post-test model with control groups study was conducted in HD units in two different provinces in eastern Turkey. The study group consisted of a total of 70 patients receiving HD treatment who met the inclusion criteria, 35 being in the intervention group and 35 in the control group. After the patients in both groups were informed about the study, they were administered a questionnaire, the Severity Scale, Visual Analog Scale, the Pittsburgh Sleep Quality Index, and the SF-36 Quality of Life Scale. Following the administration of baby oil to the patients in the intervention group three times a week for a period of 1 month, the same scales were repeated to explore their pruritic status, sleep quality, and quality of life. The same scales were repeated also for the patients in the control group 1 month later but without administering any baby oil. When the Itch Severity Scale, Visual Analog Scale, Pittsburgh Sleep Quality Index, and SF-36 Quality of Life Physical and Mental Component scores of the patients in the control and intervention groups before and after the intervention were compared, the differences in the change were found to be statistically significant in favor of the intervention group (P < 0.05). It was found in this study that administration of baby oil had positive effects on itching, quality of life, and sleep quality in HD patients who had itching complaints. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

Fat phobia of university students: attitudes toward obesity.

PubMed

Hayran, Osman; Akan, Hülya; Özkan, Azru D; Kocaoglu, Bike

2013-01-01

This study examined attitudes about obesity among a sample of university students from the departments of Health Sciences and Fine Arts. This cross-sectional study was carried out among first- and second-year students of Health Sciences and Fine Arts Yeditepe between April and May 2011. The questionnaire surveyed sociodemographic characteristics, height, weight, and a short form of the "Fat Phobia" scale. A pilot study revealed that the test-retest reliability was r=0.71 and internal consistency (Cronbach alpha) was 0.8783. The mean and SD were computed for descriptive purposes, and a t-test was used for hypothesis testing; significance was considered for p<0.05. A total of 305 students (86 men, 219 women) were included in the study. The mean score on the fat phobia scale was 3.57±0.69 among the whole group. Fat phobia of women was higher than of men (p<0.001). Although the mean score of fat phobia was higher in underweight students than in obese students, there was no statistically significant differences according to body structure (p>0.05). The adjectives about which the whole group was phobic were "likes food" (4.50), "overeats" (4.20), "slow" (3.90), "inactive" (3.82), "no will power" (3.71), and "shapeless" (3.66). Female students were more phobic than men in adjectives (overeats,) (no will power,) (shapeless.) Fat phobia is common among university students, and women are more fat phobic than men. Fat phobia and attitudes toward obesity should be examined and followed, and methods and messages directed to change negative attitudes should be included during training.

Which score should be used in intubated patients’ Glasgow coma scale or full outline of unresponsiveness?

PubMed Central

Gorji, Mohammad Ali Heidari; Gorji, Ali Morad Heidari; Hosseini, Seyed Hossein

2015-01-01

Background and Aims: Today Glasgow coma scale (GCS) is the most well-known and common score for evaluation of the level of consciousness and outcome predict after traumatic brain injuries in the world. Regarding to some advantages of the full outline of unresponsiveness (FOUR) score over GCS in intubated patients, we’re going to compare the precision of these two scores in predicting the outcome predict in intubated patients. Methods: This research was a diagnostic-based study, which was conducted prospectively on 80 patients with Traumatic brain injury who were intubated and admitted to Intensive Care Unit (ICU) of Educational Hospitals of Mazandaran University of Medical Science during February 2013 to August 2013. The scores of FOUR and GCS were measured by the researcher in the first 24 h of admission in ICU. The information's recorded in the check list including the mortality rate of early and late inside of the hospital interred to excel. The findings were analyzed using SPSS software, through descriptive statistics and regression logistic. Results: The results showed of 80 patients 21 patients (20%) were female and 59 patients (80%) were male. The age average of the samples was 33.80 ± 12.60 ranging from 16 to 60 years old. 21 patients (26.2%) died during treatment. Of 21 patients, 15 patients died during first 14 days (18.7%) and 6 patients died after 14 years (7.5%). The area under curve (AUC) of FOUR score in early mortality was 0.90 (C1 = 0.95, 0.88–0.90). The amount AUC for GCS was 0.80 (C1 = 0.95, 0.78–0.84), which in delayed mortality it was ordered as 0.86 (C1 = 0.95, 0.84–0.90) and 0.89 (C1 = 0.95, 0.78–0.88). Conclusion: The research results indicated that FOUR score is more exact and more practical in intubated patients regarding lack of verbal response factor in early mortality prediction in GCS. Hence, it is recommended for health professionals to use the FOUR score to predict the early outcome of intubated patients with traumatic brain injuries. PMID:26097814

Five Years of NASA Science and Engineering in the Classroom: The Integrated Product Team/NASA Space Missions Course

NASA Astrophysics Data System (ADS)

Hakkila, Jon; Runyon, Cassndra; Benfield, M. P. J.; Turner, Matthew W.; Farrington, Phillip A.

2015-08-01

We report on five years of an exciting and successful educational collaboration in which science undergraduates at the College of Charleston work with engineering seniors at the University of Alabama in Huntsville to design a planetary science mission in response to a mock announcement of opportunity. Alabama high schools are also heavily involved in the project, and other colleges and universities have also participated. During the two-semester course students learn about scientific goals, past missions, methods of observation, instrumentation, and component integration, proposal writing, and presentation. More importantly, students learn about real-world communication and teamwork, and go through a series of baseline reviews before presenting their results at a formal final review for a panel of NASA scientists and engineers. The project is competitive, with multiple mission designs competing with one another for the best review score. Past classes have involved missions to Venus, Europa, Titan, Mars, asteroids, comets, and even the Moon. Classroom successes and failures have both been on epic scales.

Validity of the Korean Version of the Face, Legs, Activity, Cry, and Consolability Scale for Assessment of Pain in Dementia Patients.

PubMed

Moon, Yeonsil; Kim, Yoon Sook; Lee, Jongmin; Han, Seol Heui

2017-11-01

Pain is often associated with a more rapid progression of cognitive and functional decline, and behavioral disturbance in dementia. Therefore, it is essential to accurately assesses pain for proper intervention in patients with dementia. The Face, Legs, Activity, Cry, and Consolability (FLACC) scale is an excellent behaviour scale which includes most of the domains that are recommended by the American Geriatrics Society to evaluate when assessing pain in patients with dementia. The purpose of this study was to develop the Korean version of the FLACC (K-FLACC) and to verify its reliability and validity in assessing pain of elderly patients with dementia. We developed the K-FLACC to consist of the five domains (face, legs, activity, cry, and consolability) with scores of 0, 1, and 2 for each domain and a total score ranging from 0 to 10 as in the original FLACC. Eighty-eight patients with dementia who visited Konkuk University Medical Center were evaluated. The K-FLACC revealed good validity as compared to the Numeric Rating Scale (NRS; r = 0.617, P < 0.001) and the Face Pain Scale (FPS; r = 0.350, P = 0.001). All of the five domains of the K-FLACC were related to the NRS and FPS, in which the activity domain showed the highest correlation. Test-retest reliability was excellent, as the intra-class correlation coefficient comparing the retest to test was 0.73 (95% confidence interval, 0.59-0.82). Our results show that the K-FLACC is a suitable and valuable scale to assess pain in patients with dementia in Korea. © 2017 The Korean Academy of Medical Sciences.

Hyperventilation and exhaustion syndrome.

PubMed

Ristiniemi, Heli; Perski, Aleksander; Lyskov, Eugene; Emtner, Margareta

2014-12-01

Chronic stress is among the most common diagnoses in Sweden, most commonly in the form of exhaustion syndrome (ICD-10 classification - F43.8). The majority of patients with this syndrome also have disturbed breathing (hyperventilation). The aim of this study was to investigate the association between hyperventilation and exhaustion syndrome. Thirty patients with exhaustion syndrome and 14 healthy subjects were evaluated with the Nijmegen Symptom Questionnaire (NQ). The participants completed questionnaires about exhaustion, mental state, sleep disturbance, pain and quality of life. The evaluation was repeated 4 weeks later, after half of the patients and healthy subjects had engaged in a therapy method called 'Grounding', a physical exercise inspired by African dance. The patients reported significantly higher levels of hyperventilation as compared to the healthy subjects. All patients' average score on NQ was 26.57 ± 10.98, while that of the healthy subjects was 15.14 ± 7.89 (t = -3.48, df = 42, p < 0.001). The NQ scores correlated strongly with two measures of exhaustion (Karolinska Exhaustion Scale KES r = 0.772, p < 0.01; Shirom Melamed Burnout Measure SMBM r = 0.565, p < 0.01), mental status [Hospital Anxiety and Depression Score (HADS) depression r = 0.414, p < 0.01; HADS anxiety r = 0.627, p < 0.01], sleep disturbances (r = -0.514, p < 0.01), pain (r = -.370, p < 0.05) and poor well-being (Medical Outcomes Survey Short Form 36 questionnaire- SR Health r = -0.529, p < 0.05). In the logistic regression analysis, the variance in the scores from NQ were explained to a high degree (R(2) = 0.752) by scores in KES and HADS. The brief Grounding training contributed to a near significant reduction in hyperventilation (F = 2.521, p < 0.124) and to significant reductions in exhaustion scores and scores of depression and anxiety. The conclusion is that hyperventilation is common in exhaustion syndrome patients and that it can be reduced by systematic physical therapy such as Grounding. © 2013 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

A Comparison of Three Methods for Computing Scale Score Conditional Standard Errors of Measurement. ACT Research Report Series, 2013 (7)

ERIC Educational Resources Information Center

Woodruff, David; Traynor, Anne; Cui, Zhongmin; Fang, Yu

2013-01-01

Professional standards for educational testing recommend that both the overall standard error of measurement and the conditional standard error of measurement (CSEM) be computed on the score scale used to report scores to examinees. Several methods have been developed to compute scale score CSEMs. This paper compares three methods, based on…

Construct Validation of Analytic Rating Scales in a Speaking Assessment: Reporting a Score Profile and a Composite

ERIC Educational Resources Information Center

Sawaki, Yasuyo

2007-01-01

This is a construct validation study of a second language speaking assessment that reported a language profile based on analytic rating scales and a composite score. The study addressed three key issues: score dependability, convergent/discriminant validity of analytic rating scales and the weighting of analytic ratings in the composite score.…

Cross-validation of clinical characteristics and treatment patterns associated with phenotypes for lithium response defined by the Alda scale.

PubMed

Scott, Jan; Geoffroy, Pierre Alexis; Sportiche, Sarah; Brichant-Petit-Jean, Clara; Gard, Sebastien; Kahn, Jean-Pierre; Azorin, Jean-Michel; Henry, Chantal; Etain, Bruno; Bellivier, Frank

2017-01-15

It is increasingly recognised that reliable and valid assessments of lithium response are needed in order to target more efficiently the use of this medication in bipolar disorders (BD) and to identify genotypes, endophenotypes and biomarkers of response. In a large, multi-centre, clinically representative sample of 300 cases of BD, we assess external clinical validators of lithium response phenotypes as defined using three different recommended approaches to scoring the Alda lithium response scale. The scale comprises an A scale (rating lithium response) and a B scale (assessing confounders). Analysis of the two continuous scoring methods (A scale score minus the B scale score, or A scale score in those with a low B scale score) demonstrated that 21-23% of the explained variance in lithium response was accounted for by a positive family history of BD I and the early introduction of lithium. Categorical definitions of response suggest poor response is also associated with a positive history of alcohol and/or substance use comorbidities. High B scale scores were significantly associated with longer duration of illness prior to receiving lithium and the presence of psychotic symptoms. The original sample was not recruited specifically to study lithium response. The Alda scale is designed to assess response retrospectively. This cross-validation study identifies different clinical phenotypes of lithium response when defined by continuous or categorical measures. Future clinical, genetic and biomarker studies should report both the findings and the method employed to assess lithium response according to the Alda scale. Copyright © 2016 Elsevier B.V. All rights reserved.

Scoring best-worst data in unbalanced many-item designs, with applications to crowdsourcing semantic judgments.

PubMed

Hollis, Geoff

2018-04-01

Best-worst scaling is a judgment format in which participants are presented with a set of items and have to choose the superior and inferior items in the set. Best-worst scaling generates a large quantity of information per judgment because each judgment allows for inferences about the rank value of all unjudged items. This property of best-worst scaling makes it a promising judgment format for research in psychology and natural language processing concerned with estimating the semantic properties of tens of thousands of words. A variety of different scoring algorithms have been devised in the previous literature on best-worst scaling. However, due to problems of computational efficiency, these scoring algorithms cannot be applied efficiently to cases in which thousands of items need to be scored. New algorithms are presented here for converting responses from best-worst scaling into item scores for thousands of items (many-item scoring problems). These scoring algorithms are validated through simulation and empirical experiments, and considerations related to noise, the underlying distribution of true values, and trial design are identified that can affect the relative quality of the derived item scores. The newly introduced scoring algorithms consistently outperformed scoring algorithms used in the previous literature on scoring many-item best-worst data.

GMAT Scores of Undergraduate Economics Majors

ERIC Educational Resources Information Center

Nelson, Paul A.; Monson, Terry D.

2008-01-01

The average score of economics majors on the Graduate Management Admission Test (GMAT) exceeds those of nearly all humanities and arts, social sciences, and business undergraduate majors but not those of most science, engineering, and mathematics majors. (Contains 1 table.)

The Generalizability of Overreporting Across Self-Report Measures: An Investigation With the Minnesota Multiphasic Personality Inventory-2-Restructured Form and the Personality Assessment Inventory in a Civil Disability Sample.

PubMed

Crighton, Adam H; Tarescavage, Anthony M; Gervais, Roger O; Ben-Porath, Yossef S

2017-07-01

Elevated overreporting Validity Scale scores on the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) are associated with higher scores on collateral measures; however, measures used in prior research lacked validity scales. We sought to extend these findings by examining associations between elevated MMPI-2-RF overreporting scale scores and Personality Assessment Inventory (PAI) scale scores among 654 non-head injury civil disability claimants. Individuals were classified as overreporting psychopathology (OR-P), overreporting somatic/cognitive complaints (OR-SC), inconclusive reporting psychopathology (IR-P), inconclusive reporting somatic/cognitive complaints (IR-SC), or valid reporting (VR). Both overreporting groups had significantly and meaningfully higher scores than the VR group on the MMPI-2-RF and PAI scales. Both IR groups had significantly and meaningfully higher scores than the VR group, as well as lower scores than their overreporting counterparts. Our findings demonstrate the utility of inventories with validity scales in assessment batteries that include instruments without measures of protocol validity.

Reading Proficiency and Comparability of Mathematics and Science Scores for Students from English and Non-English Backgrounds: An International Perspective

ERIC Educational Resources Information Center

Ercikan, Kadriye; Chen, Michelle Y.; Lyons-Thomas, Juliette; Goodrich, Shawna; Sandilands, Debra; Roth, Wolff-Michael; Simon, Marielle

2015-01-01

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…

Relationship among self-esteem, psychological reactance, and other personality variables.

PubMed

Joubert, C E

1990-06-01

69 women and 42 men responded to the Coopersmith Self-esteem Inventory, the Revised UCLA Loneliness Scale, the Hong Psychological Reactance Scale, and the Famous Sayings test. Also, subjects rated their happiness using a Likert scale. Men scored significantly higher than did women on the UCLA Loneliness, Hostility, and Psychological Reactance measures, and lower on the Conventional Mores and Social Acquiescence measures. Loneliness scores positively correlated with Psychological Reactance scores and negatively with Self-esteem and Conventional Mores scores and with happiness self-ratings for both sexes. Men who scored higher on Psychological Reactance tended to score lower on Conventional Mores. Happiness ratings correlated negatively with Psychological Reactance for all subjects and positively with Conventional Mores for men subjects only. Women's self-esteem scores correlated positively with self-ratings of happiness and negatively with Psychological Reactance, Hostility, and Fear of Failure. Finally, women's Psychological Reactance scores correlated positively with those on Bass's Fear of Failure scale.

Quality of life among children with beta-thalassemia major treated in Western Saudi Arabia.

PubMed

Ayoub, Mohammed D; Radi, Suhaib A; Azab, Abdulrahman M; Abulaban, Abdulrahman A; Balkhoyor, Abdulrahman H; Bedair, Seifeleslam W; Aljaouni, Soad K; Kari, Jameela A

2013-12-01

To assess the quality of life among children and adolescents with thalassemia major. This cross-sectional study used the Pediatric Quality of Life Inventory (PedsQL). Children and adolescents with beta-thalassemia major who attended the Day Care Unit at King Abdulaziz University Hospital, Jeddah, Saudi Arabia from October 2012 to February 2013 were surveyed. The questions highlighted 4 health status scales, namely physical functioning (PF), emotional functioning (EF), school performance (SC), and social functioning (SF). Scores were calculated for each patient and data were analyzed using the Statistical Package for Social Sciences. We recruited 46 children (60.9% males). The median age of the sample was 12 years (range, 2-18 years). Most patients (84.8%) had 3 weekly blood transfusions. The mean+/-SD physical functioning (PF) score was 57.2+/-25.9; the EF score was 74.1+/-20.3, SF score was 78.5+/-24, and SC score was 54.3+/-24.2. The PF score was significantly lower in patients with a family history of thalassemia (p=0.003), and in those whose families had low incomes (p=0.049). Conversely, the SF score was significantly higher in school-educated patients (p=0.01). The quality of life of thalassemic children is affected by multiple factors, such as family income and a family history of thalassemia. Education appeared to increase patient functionality. Supportive measures could improve the quality of life in thalassemic patients.

[Systematic Review of the Methodology Quality in Lung Cancer Screening Guidelines].

PubMed

Li, Jiang; Su, Kai; Li, Fang; Tang, Wei; Huang, Yao; Wang, Le; Huang, Huiyao; Shi, Jufang; Dai, Min

2016-10-20

Lung cancer is the most common malignancy and screening can decrease the mortality. High quality screening guideline is necessary and important for effective work. Our study is to review and evaluate the basic characteristics and methodology quality of the current global lung cancer screening guidelines so as to provide useful information for domestic study in the future. Electronic searches were done in English and Chinese databases including PubMed, the Cochrane Library, Web of Science, Embase, CNKI, CBM, Wanfang, and some cancer official websites. Articles were screened according to the predefined inclusion and exclusion criteria by two researchers. The quality of guidelines was assessed by AGREE II. At last, a total of 11 guidelines with methodology were included. The guidelines were issued mainly by USA (81%). Canada and China developed one, respectively. As for quality, the average score in the "Scale and objective" of all guidelines was 80, the average score in the "Participants" was 52, the average score in the "rigorism" was 50, the average score in the "clarity" was 76, the average score in the "application" was 43 and the average score in the "independence" was 59. The highest average score was found in 2013 and 2015. Canada guideline had higher quality in six domains. 7 guidelines were evaluated as A level. The number of clinical guidelines showed an increasing trend. Most guidelines were issued by developed countries with heavy burden. Multi-country contribution to one guideline was another trend. Evidence-based methodology was accepted globally in the guideline development.

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

The use of tools for learning science in small groups

NASA Astrophysics Data System (ADS)

Valdes, Rosa Maria

2000-10-01

"Hands-on" learning through the use of tools or manipulatives representative of science concepts has long been an important component of the middle school science curriculum. However, scarce research exists on the impact of tool use on learning of science concepts, particularly on the processes involved in such learning. This study investigated how the use of tools by students engaged in small group discussion about the concept of electrical resistance and the explanations that accompany such use leads to improved understandings of the concept. Specifically, the main hypothesis of the study was that students who observe explanations by their high-ability peers accompanied by accurate tool use and who are highly engaged in these explanations would show learning gains. Videotaped interactions of students working in small groups to solve tasks on electricity were coded using scales that measured the accuracy of the tool use, the accuracy of the explanations presented, and the level of engagement of target students. The data of 48 students whose knowledge of the concept of resistance was initially low and who also were determined to be low achievers as shown by their scores on a set of pretest, was analyzed. Quantitative and qualitative analyses showed that students who observed their peers give explanations using tools and who were engaged at least moderately made gains in their understandings of resistance. Specifically, the results of regression analyses showed that both the level of accuracy of a high-ability peer's explanation and the target student's level of engagement in the explanation significantly predicted target students' outcome scores. The number of presentations offered by a high-ability peer also significantly predicted outcome scores. Case study analyses of six students found that students who improved their scores the most from pretest to posttest had high-ability peers who tended to be verbal and who gave numerous explanations, whereas students who improved the least had high-ability peers who gave no explanations at all. Important implications of this study for teaching are that (1) teachers should group students heterogeneously and should monitor students' small groups to insure that students are producing content-oriented discussion, and (2) students should be allowed to manipulate tools that allow experimentation as students build understandings and promote communication of abstract ideas.

Medical laboratory science and nursing students’ perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM)

PubMed Central

2016-01-01

Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement. PMID:27649901

Reliability and Validity of the KIPPPI: An Early Detection Tool for Psychosocial Problems in Toddlers

PubMed Central

Kruizinga, Ingrid; Jansen, Wilma; de Haan, Carolien L.; Raat, Hein

2012-01-01

Background The KIPPPI (Brief Instrument Psychological and Pedagogical Problem Inventory) is a Dutch questionnaire that measures psychosocial and pedagogical problems in 2-year olds and consists of a KIPPPI Total score, Wellbeing scale, Competence scale, and Autonomy scale. This study examined the reliability, validity, screening accuracy and clinical application of the KIPPPI. Methods Parents of 5959 2-year-old children in the Rotterdam area, the Netherlands, were invited to participate in the study. Parents of 3164 children (53.1% of all invited parents) completed the questionnaire. The internal consistency was evaluated and in subsamples the test-retest reliability and concurrent validity with regard to the Child Behavioral Checklist (CBCL). Discriminative validity was evaluated by comparing scores of parents who worried about their child’s upbringing and parent’s that did not. Screening accuracy of the KIPPPI was evaluated against the CBCL by calculating the Receiver Operating Characteristic (ROC) curves. The clinical application was evaluated by the relation between KIPPPI scores and the clinical decision made by the child health professionals. Results Psychometric properties of the KIPPPI Total score, Wellbeing scale, Competence scale and Autonomy scale were respectively: Cronbach’s alphas: 0.88, 0.86, 0.83, 0.58. Test-retest correlations: 0.80, 0.76, 0.73, 0.60. Concurrent validity was as hypothesised. The KIPPPI was able to discriminate between parents that worried about their child and parents that did not. Screening accuracy was high (>0.90) for the KIPPPI Total score and for the Wellbeing scale. The KIPPPI scale scores and clinical decision of the child health professional were related (p<0.05), indicating a good clinical application. Conclusion The results in this large-scale study of a diverse general population sample support the reliability, validity and clinical application of the KIPPPI Total score, Wellbeing scale and Competence scale. Also, the screening accuracy of the KIPPPI Total score and Wellbeing scale were supported. The Autonomy scale needs further study. PMID:23185388

Wechsler Adult Intelligence Scale-III profile in the early stages of Alzheimer's disease: performance in subtests sensitive to and resistant to normal decline with ageing.

PubMed

Matsuda, Osamu; Saito, Masahiko; Kato, Mayumi; Azami, Hiroki; Shido, Emi

2015-03-01

This study examined the significance of age-related subtest scores from the Japanese version of the Wechsler Adult Intelligence Scale-III in patients in the early stages of Alzheimer's disease (AD). The subjects of this study included 58 elderly Japanese persons classified into two groups: AD group (n = 29) and control group (n = 29). These groups did not differ in age, years of education, gender ratio, Hasegawa's Dementia Scale-Revised score, or Full-Scale IQ score. No subject scored below the cut-off point on Hasegawa's Dementia Scale-Revised, a frequently used dementia screen test in Japan. At the index score level, General Ability Index scores were the only scores that differed significantly between the groups, with the AD group scoring significantly lower than the control group (P < 0.05, Hedges' g = 0.54). At the subtest level, information scores were the only scores that differed significantly between the groups, with the AD group significantly lower than the control group (P < 0.01, Hedges' g = 0.74). The General Ability Index is a composite score that deducts components of working memory and processing speed, which are sensitive to decline with normal ageing, from the Full-Scale IQ. It also served as a subtest measuring crystallized intelligence, especially of acquired knowledge of general and factual information. Therefore, the results of this study seem to suggest that Wechsler Adult Intelligence Scale-III profile of very early AD may be characterized by weak performance on subtests normally resistant to decline with ageing. © 2014 The Authors. Psychogeriatrics © 2014 Japanese Psychogeriatric Society.

Functional Outcome Trajectories After Out-of-Hospital Pediatric Cardiac Arrest.

PubMed

Silverstein, Faye S; Slomine, Beth S; Christensen, James; Holubkov, Richard; Page, Kent; Dean, J Michael; Moler, Frank W

2016-12-01

To analyze functional performance measures collected prospectively during the conduct of a clinical trial that enrolled children (up to age 18 yr old), resuscitated after out-of-hospital cardiac arrest, who were at high risk of poor outcomes. Children with Glasgow Motor Scale score less than 5, within 6 hours of resuscitation, were enrolled in a clinical trial that compared two targeted temperature management interventions (THAPCA-OH, NCT00878644). The primary outcome, 12-month survival with Vineland Adaptive Behavior Scale, second edition, score greater or equal to 70, did not differ between groups. Thirty-eight North American PICUs. Two hundred ninety-five children were enrolled; 270 of 295 had baseline Vineland Adaptive Behavior Scale, second edition, scores greater or equal to 70; 87 of 270 survived 1 year. Targeted temperatures were 33.0°C and 36.8°C for hypothermia and normothermia groups. Baseline measures included Vineland Adaptive Behavior Scale, second edition, Pediatric Cerebral Performance Category, and Pediatric Overall Performance Category. Pediatric Cerebral Performance Category and Pediatric Overall Performance Category were rescored at hospital discharges; all three were scored at 3 and 12 months. In survivors with baseline Vineland Adaptive Behavior Scale, second edition scores greater or equal to 70, we evaluated relationships of hospital discharge Pediatric Cerebral Performance Category with 3- and 12-month scores and between 3- and 12-month Vineland Adaptive Behavior Scale, second edition, scores. Hospital discharge Pediatric Cerebral Performance Category scores strongly predicted 3- and 12-month Pediatric Cerebral Performance Category (r = 0.82 and 0.79; p < 0.0001) and Vineland Adaptive Behavior Scale, second edition, scores (r = -0.81 and -0.77; p < 0.0001). Three-month Vineland Adaptive Behavior Scale, second edition, scores strongly predicted 12-month performance (r = 0.95; p < 0.0001). Hypothermia treatment did not alter these relationships. In comatose children, with Glasgow Motor Scale score less than 5 in the initial hours after out-of-hospital cardiac arrest resuscitation, function scores at hospital discharge and at 3 months predicted 12-month performance well in the majority of survivors.

A study in the use of the position of discrepant events in the teaching of science

NASA Astrophysics Data System (ADS)

Frassinelli, John James

The purpose of this study was to determine whether alternative placement of discrepant events would impact affective and cognitive outcomes of ninth-grade physical science students grouped into intact classes and classified as either "high" or "low" in prior academic achievement. Although researchers have found discrepant events to be effective in terms of cognition and recall, their chronological placement within science lessons had not been empirically researched. In this study, discrepant events were presented before, during, and after specific science lessons involving thermodynamics and heat. Discrepant events were withheld from the control group. To measure affective outcomes, the "enjoyment" and "motivation" scales taken from Sandman's (1973) Attitudes Towards Science Inventory (ATSI) were used to index subjects' global feelings about studying science, while a 20-item set of Semantic Differential (SD) scales was employed to determine their attitudes regarding the specific subject matter taught. To measure cognitive outcomes, a 20-item, selected response test was constructed by the researcher, with 6 items intended to assess subjects' knowledge of unit materials, and 14 items designed to query their understanding of unit concepts. Each subject (N = 131) was administered identical forms of each test in both pre-and post-test formats, both before and after the four-week study. Analyzed using a 4 x 2 mixed Analysis of Variance (ANOVA) model, data pertinent to the ATSI suggested neither between- nor within-group differences in subjects' global attitudes about studying science, although data pertinent to the SD scales indicated generally improved attitudes about studying thermodynamics and heat (F (1,122) = 2.759, p < .10). On the cognitive pretests and posttests, significant two-way interactions were observed for the overall test and experimental condition (F (3,121) = 4.068, p < .01), as well as for the overall test and higher prior achievement in physical science (F (1,121) = 7.059,p < .01). As contrasted with negligible changes in the control group's scores, robust mean-difference effect sizes were observed for all three treatment groups---"beginning" (d = 1.24), "during" (d = 0.70), and "after" ( d = 0.78)---but particularly for the "beginning" group. Subsequent analysis revealed that the apparent advantage of the "beginning" group was largely attributable to a particularly strong showing on the six test items concerned with knowledge (d = 2.06).

Improving Science Achievement and Attitudes of Students With and Without Learning Disabilities

NASA Astrophysics Data System (ADS)

Sanders-White, Pamela

The primary purpose of this study was to investigate the effect of structured note-taking compared to traditional note-taking on the acquisition of scientific knowledge for students with and without learning disabilities (LD) and students with reading difficulties (RD). An additional purpose was to examine whether the two note-taking methods affected students' attitudes toward science. The sample population consisted of 203 fifth grade students across four public schools in the southern area of the United States. A standardized instrument aligned to Florida's science standards was used to measure the acquisition of scientific knowledge and the Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes. For meaningful analyses, students with LD and students with RD were collapsed to form a single group due to the small numbers of participants in each of the subgroups; the collapsed group was referred to as "low achievers." A three-way repeated measures ANOVA was conducted to determine the effects of the pretest-posttest Science Interim assessment by group, type of student, and gender. The pretest-posttest Science Interim assessment scores were the within-group factor, while group, type of student, and gender were the between-groups factors. Results revealed that there was a significant interaction between the pretest-posttest Science Interim assessment and group, F(1, 191) = 9.320, p = .003, indicating that scientific knowledge scores increased for the experimental group, but decreased for the control group. Results also indicated that there was a significant three-way interaction between the pretest-posttest Science Interim assessment, group, and gender, F(1, 191) = 5.197, p = .024, showing that all participants in the experimental group improved their scores; while in the control group, female scores decreased and male scores increased. Participants in the experimental and control groups did not show improved attitudes toward science, as measured by the pretest-posttest TOSRA constructs.

Graduate Student WAIS-III Scoring Accuracy Is a Function of Full Scale IQ and Complexity of Examiner Tasks

ERIC Educational Resources Information Center

Hopwood, Christopher J.; Richard, David C. S.

2005-01-01

Research on the Wechsler Adult Intelligence Scale-Revised and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) suggests that practicing clinical psychologists and graduate students make item-level scoring errors that affect IQ, index, and subtest scores. Studies have been limited in that Full-Scale IQ (FSIQ) and examiner administration,…

Reaffirming normal: the high risk of pathologizing healthy adults when interpreting the MMPI-2-RF.

PubMed

Odland, Anthony P; Lammy, Andrew B; Perle, Jonathan G; Martin, Phillip K; Grote, Christopher L

2015-01-01

Monte Carlo simulations were utilized to determine the proportion of the normal population expected to have scale elevations on the MMPI-2-RF when multiple scores are interpreted. Results showed that when all 40 MMPI-2-RF scales are simultaneously considered, approximately 70% of normal adults are likely to have at least one scale elevation at or above 65 T, and as many as 20% will have five or more elevated scales. When the Restructured Clinical (RC) Scales are under consideration, 34% of normal adults have at least one elevated score. Interpretation of the Specific Problem Scales and Personality Psychopathology Five Scales--Revised also yielded higher than expected rates of significant scores, with as many as one in four normal adults possibly being miscategorized as having features of a personality disorder by the latter scales. These findings are consistent with the growing literature on rates of apparently abnormal scores in the normal population due to multiple score interpretation. Findings are discussed in relation to clinical assessment, as well as in response to recent work suggesting that the MMPI-2-RF's multiscale composition does not contribute to high rates of elevated scores.

Correlates of the MMPI-2-RF in a college setting.

PubMed

Forbey, Johnathan D; Lee, Tayla T C; Handel, Richard W

2010-12-01

The current study examined empirical correlates of scores on Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF; A. Tellegen & Y. S. Ben-Porath, 2008; Y. S. Ben-Porath & A. Tellegen, 2008) scales in a college setting. The MMPI-2-RF and six criterion measures (assessing anger, assertiveness, sex roles, cognitive failures, social avoidance, and social fear) were administered to 846 college students (nmen = 264, nwomen = 582) to examine the convergent and discriminant validity of scores on the MMPI-2-RF Specific Problems and Interest scales. Results demonstrated evidence of generally good convergent score validity for the selected MMPI-2-RF scales, reflected in large effect size correlations with criterion measure scores. Further, MMPI-2-RF scale scores demonstrated adequate discriminant validity, reflected in relatively low comparative median correlations between scores on MMPI-2-RF substantive scale sets and criterion measures. Limitations and future directions are discussed.

Coefficient Alpha and Reliability of Scale Scores

ERIC Educational Resources Information Center

Almehrizi, Rashid S.

2013-01-01

The majority of large-scale assessments develop various score scales that are either linear or nonlinear transformations of raw scores for better interpretations and uses of assessment results. The current formula for coefficient alpha (a; the commonly used reliability coefficient) only provides internal consistency reliability estimates of raw…

A Comparative Study of Glasgow Coma Scale and Full Outline of Unresponsiveness Scores for Predicting Long-Term Outcome After Brain Injury.

PubMed

McNett, Molly M; Amato, Shelly; Philippbar, Sue Ann

2016-01-01

The aim of this study was to compare predictive ability of hospital Glasgow Coma Scale (GCS) scores and scores obtained using a novel coma scoring tool (the Full Outline of Unresponsiveness [FOUR] scale) on long-term outcomes among patients with traumatic brain injury. Preliminary research of the FOUR scale suggests that it is comparable with GCS for predicting mortality and functional outcome at hospital discharge. No research has investigated relationships between coma scores and outcome 12 months postinjury. This is a prospective cohort study. Data were gathered on adult patients with traumatic brain injury admitted to urban level I trauma center. GCS and FOUR scores were assigned at 24 and 72 hours and at hospital discharge. Glasgow Outcome Scale scores were assigned at 6 and 12 months. The sample size was n = 107. Mean age was 53.5 (SD = ±21, range = 18-91) years. Spearman correlations were comparable and strongest among discharge GCS and FOUR scores and 12-month outcome (r = .73, p < .000; r = .72, p < .000). Multivariate regression models indicate that age and discharge GCS were the strongest predictors of outcome. Areas under the curve were similar for GCS and FOUR scores, with discharge scores occupying the largest areas. GCS and FOUR scores were comparable in bivariate associations with long-term outcome. Discharge coma scores performed best for both tools, with GCS discharge scores predictive in multivariate models.

Predictors of depressive symptoms in older Japanese primiparas at 1 month post-partum: A risk-stratified analysis.

PubMed

Iwata, Hiroko; Mori, Emi; Tsuchiya, Miyako; Sakajo, Akiko; Maehara, Kunie; Ozawa, Harumi; Morita, Akiko; Maekawa, Tomoko; Aoki, Kyoko; Tamakoshi, Koji

2016-01-01

Older maternal age has become more common in Japan. Studies suggest that older maternal age and primiparity are associated with post-partum depression. The present study aimed to identify predictors of post-partum depression in older Japanese primiparas at 1 month post-partum. Participants were 479 primiparas aged 35 years and over, drawn from a prospective cohort study. Data were collected using self-report questionnaires. Depression was measured with the Japanese version of the Edinburgh Postnatal Depression Scale. Stepwise logistic regression analysis was conducted on binary outcome variables of depression at 1 month post-partum, along with a stratified analysis based on the risk status of depression. Five predictors were identified: (i) the depression score during hospital stay; (ii) financial burden; (iii) dissatisfaction with appraisal support; (iv) physical burden in daily life; and (v) concerns about infant caretaking. Stratified analysis identified dissatisfaction with instrumental support in the low-risk group, and the Child-care Value Scale score as unique predictors in the high-risk group. These results highlight the importance of early assessment of depressive symptoms and the provision of continuous care. © 2015 Japan Academy of Nursing Science.

Parametric analyses of summative scores may lead to conflicting inferences when comparing groups: A simulation study.

PubMed

Khan, Asaduzzaman; Chien, Chi-Wen; Bagraith, Karl S

2015-04-01

To investigate whether using a parametric statistic in comparing groups leads to different conclusions when using summative scores from rating scales compared with using their corresponding Rasch-based measures. A Monte Carlo simulation study was designed to examine between-group differences in the change scores derived from summative scores from rating scales, and those derived from their corresponding Rasch-based measures, using 1-way analysis of variance. The degree of inconsistency between the 2 scoring approaches (i.e. summative and Rasch-based) was examined, using varying sample sizes, scale difficulties and person ability conditions. This simulation study revealed scaling artefacts that could arise from using summative scores rather than Rasch-based measures for determining the changes between groups. The group differences in the change scores were statistically significant for summative scores under all test conditions and sample size scenarios. However, none of the group differences in the change scores were significant when using the corresponding Rasch-based measures. This study raises questions about the validity of the inference on group differences of summative score changes in parametric analyses. Moreover, it provides a rationale for the use of Rasch-based measures, which can allow valid parametric analyses of rating scale data.

Validity issues in the evaluation of a measure of science and mathematics teacher knowledge

NASA Astrophysics Data System (ADS)

Talbot, Robert M., III

2011-12-01

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice teachers' practice. In concluding this work, a set of four recommendations are presented for others who are engaged in similar measure development efforts. These recommendations focus on the areas of construct definition, item design and development, rater recruitment and training, and the validation process.

Psychometric Properties of Scores from the Web-based LibQUAL+ Study of Perceptions of Library Service Quality.

ERIC Educational Resources Information Center

Cook, Colleen; Thompson, Bruce

2001-01-01

Investigated the psychometric integrity of scores from the LibQUAL+ evaluation of perceived library service quality conducted by ARL (Association of Research Libraries). Examines score structure, score reliability, score correlation and concurrent validity coefficients, scale means, and scale standardized norms, and considers the potential of the…

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores

NASA Astrophysics Data System (ADS)

Rice, Tony E.

The purpose of this survey was to describe and analyze the perceptions of elementary school teachers' in a Midwestern state concerning their use of a science kit program, including to what extent a school's state science assessment scores can be predicated from the level of science kit usage. Prior research indicates that elementary school teachers lack the confidence in teaching science primarily because of their weak undergraduate training in inquiry-based instruction and the lack of a strong science background. Authors such as Dickerson et al. (2006) and Riggs and Enochs (2006) argued that science kits and the materials included in them are valuable in increasing teacher confidence. The teacher perceptions I collected matched the literature quite closely as far as what the teachers found to be of the most value and use. Teachers perceptions of the science kits were positive including: (a) student engagement in using the science kits, (b) use of most of the instructional items included in the kits, (c) the amount of teacher confidence in using them, (d) the support from the math and science center for using them, (e) and the professional development provided. Teachers liked using many components of the kits, especially the experiments. Their main complaint concerned time: time to teach science and time to complete the kit lessons. I used multiple regression to understand the components of the kit program that had a significant correlation to the state test scores. The following variables could explain a high proportion of the variance (.796): (a) teacher confidence, (b) student science learning success, (c) teacher beliefs about science education and (d) the percentage of students eligible for the National School Lunch Program. These findings might lead to school principals and teachers increasing their 5th grade state science exam scores by using the findings to identify which components of the kit program are most important in this endeavor.

An exploration of the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts

NASA Astrophysics Data System (ADS)

York, Kathleen Christine

This mixed method study explored the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts. Participants, 132 eighth-grade, predominately African American students, attending one middle school in a southeastern state, were administered a narrative and science version of the Metacomprehension Strategy Index (MSI) and asked to identify helpful strategic behaviors from six clustered subcategories (predicting and verifying; previewing; purpose setting; self-questioning; drawing from background knowledge; and summarizing and applying fix-up strategies). Participants also read and answered comprehension questions about narrative and science passages. Findings revealed no statistically significant differences in overall metacomprehension awareness with narrative and science texts. Statistically significant (p<.05) differences were found for two of the six subcategories, indicating students preview and set purpose more often with science than narrative texts. Findings also indicated overall narrative and science metacomprehension awareness and comprehension performance scores were statistically significantly (p<.01) related. Specifically, the category of summarizing and applying fix-up strategies was the strongest predictor of comprehension performance for both narrative and science texts. The qualitative phase of this study explored the relationship between metacomprehension awareness with narrative and science texts and the comprehension performance of six middle school students, three of whom scored high overall on the narrative and science text comprehension assessments in phase one of the study, and three of whom scored low. A qualitative analysis of multiple sources of data, including video-taped interviews and think-alouds, revealed the three high scoring participants engaged in competent school-based, metacognitive conversations infused with goal, self, and narrative talk and demonstrated multi-strategic engagements with narrative and science texts. In stark contrast, the three low scoring participants engaged in dissonant school-based talk infused with disclaimers, over-generalized, decontextualized, and literalized answers and demonstrated robotic, limited (primarily rereading and restating), and frustrated strategic acts when interacting with both narrative and science texts. The educational implications are discussed. This dissertation was funded by the Office of Special Education Programs, Federal Office Grant Award No. 324E031501.

An application of the TROFLEI in secondary-school science classes in New Zealand

NASA Astrophysics Data System (ADS)

Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

2011-07-01

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

Does Podcast Use Enhance Critical Thinking in Nursing Education?

PubMed

Blum, Cynthia A

The purpose of this pilot interventional study was to examine relationships between adjunctive podcast viewing and nursing students' critical thinking (CT) abilities. Participants were last semester/preceptorship nursing students. The intervention group was given unrestricted access to a CT podcast. There was no statistical significance between Health Sciences Reasoning Test pretest and posttest scores, the number of times the podcast was viewed, and specific demographic factors. The results suggest that CT podcast viewing did not improve CT abilities. However, Likert scale results indicated students liked this method of learning. Demographic factors and sample size were limited, and further research is recommended.

Monitoring scale scores over time via quality control charts, model-based approaches, and time series techniques.

PubMed

Lee, Yi-Hsuan; von Davier, Alina A

2013-07-01

Maintaining a stable score scale over time is critical for all standardized educational assessments. Traditional quality control tools and approaches for assessing scale drift either require special equating designs, or may be too time-consuming to be considered on a regular basis with an operational test that has a short time window between an administration and its score reporting. Thus, the traditional methods are not sufficient to catch unusual testing outcomes in a timely manner. This paper presents a new approach for score monitoring and assessment of scale drift. It involves quality control charts, model-based approaches, and time series techniques to accommodate the following needs of monitoring scale scores: continuous monitoring, adjustment of customary variations, identification of abrupt shifts, and assessment of autocorrelation. Performance of the methodologies is evaluated using manipulated data based on real responses from 71 administrations of a large-scale high-stakes language assessment.

Psychometric properties of the Tuckman Procrastination Scale in a Turkish sample.

PubMed

Ozer, Bilge Uzun; Saçkes, Mesut; Tuckman, Bruce W

2013-12-01

A stepwise validation procedure was carried out to translate and develop a Turkish version of the Tuckman Procrastination Scale. A total of 858 college students completed the Tuckman Procrastination Scale, the Academic Self-efficacy Scale, and the Rosenberg Self-esteem Scale. Two items in the original scale loaded on a different factor and were removed from the measure. The 14-item scale had a one-factor solution as supported by subsequent confirmatory factor analysis. The Turkish version of the Tuckman Procrastination Scale scores correlated negatively with academic self-efficacy and self-esteem scores. Overall results provided evidence for the validity and the reliability of the scale scores.

Development of a behaviour-based measurement tool with defined intervention level for assessing acute pain in cats.

PubMed

Calvo, G; Holden, E; Reid, J; Scott, E M; Firth, A; Bell, A; Robertson, S; Nolan, A M

2014-12-01

To develop a composite measure pain scale tool to assess acute pain in cats and derive an intervention score. To develop the prototype composite measure pain scale-feline, words describing painful cats were collected, grouped into behavioural categories and ranked. To assess prototype validity two observers independently assigned composite measure pain scale-feline and numerical rating scale scores to 25 hospitalised cats before and after analgesic treatment. Following interim analysis the prototype was revised (revised composite measure pain scale-feline). To determine intervention score, two observers independently assigned revised composite measure pain scale-feline and numerical rating scale scores to 116 cats. A further observer, a veterinarian, stated whether analgesia was necessary. Mean ± sd decrease in revised composite measure pain scale-feline and numerical rating scale scores following analgesia were 2 · 4 ± 2 · 87 and 1 · 9 ± 2 · 34, respectively (95% confidence interval for mean change in revised composite measure pain scale-feline between 1 · 21 and 3 · 6). Changes in revised composite measure pain scale-feline and numerical rating scale were significantly correlated (r = 0 · 8) (P < 0001). Intervention level score of ≥4/16 was derived for revised composite measure pain scale-feline (26 · 7% misclassification) and ≥3/10 for numerical rating scale (14 · 5% misclassification). A valid instrument with a recommended analgesic intervention level has been developed to assess acute clinical pain in cats that should be readily applicable in practice. © 2014 British Small Animal Veterinary Association.

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

The Psychometric Parameters of the Farsi Form of the Arabic Scale of Death Anxiety

PubMed Central

Abdel-Khalek, Ahmed M.; Lester, David

2017-01-01

The aim of this study was to describe the psychometric properties of the Farsi Form of the Arabic Scale of Death Anxiety (ASDA). The original scale was first translated into Farsi by language experts using the back translation procedure and then administered to a total of 252 Iranian college students and 52 psychiatric outpatients from psychiatric and psychological clinics. The one-week test-retest reliability of the Farsi version in a sample of college students was 0.78, indicating good temporal stability and corroborating the trait-like nature of scores. Cronbach's α was 0.90 for the college students and 0.92 for the psychiatric outpatients, indicating high internal consistency. Scale scores correlated 0.46 with Death Obsession Scale scores, 0.56 with Death Depression Scale scores, 0.41 with Death Anxiety Scale scores, and 0.40 with Wish to be Dead Scale scores, indicating good construct and criterion-related validity. A principal component analysis with a Varimax rotation yielded four factors in the sample of Iranian college students, indicating a lack of homogeneity in the content of the scale. Male students obtained a significant higher mean score than did females. It was concluded that the Farsi ASDA had good internal consistency, temporal stability, criterion-related validity, and a factor structure reflecting important features of death anxiety. In general, the Farsi ASDA could be recommended for use in research on death anxiety among Iranian college students and psychiatric outpatients. PMID:28698887

The Psychometric Parameters of the Farsi Form of the Arabic Scale of Death Anxiety.

PubMed

Dadfar, Mahboubeh; Abdel-Khalek, Ahmed M; Lester, David; Atef Vahid, Mohammad Kazem

2017-01-01

The aim of this study was to describe the psychometric properties of the Farsi Form of the Arabic Scale of Death Anxiety (ASDA). The original scale was first translated into Farsi by language experts using the back translation procedure and then administered to a total of 252 Iranian college students and 52 psychiatric outpatients from psychiatric and psychological clinics. The one-week test-retest reliability of the Farsi version in a sample of college students was 0.78, indicating good temporal stability and corroborating the trait-like nature of scores. Cronbach's α was 0.90 for the college students and 0.92 for the psychiatric outpatients, indicating high internal consistency. Scale scores correlated 0.46 with Death Obsession Scale scores, 0.56 with Death Depression Scale scores, 0.41 with Death Anxiety Scale scores, and 0.40 with Wish to be Dead Scale scores, indicating good construct and criterion-related validity. A principal component analysis with a Varimax rotation yielded four factors in the sample of Iranian college students, indicating a lack of homogeneity in the content of the scale. Male students obtained a significant higher mean score than did females. It was concluded that the Farsi ASDA had good internal consistency, temporal stability, criterion-related validity, and a factor structure reflecting important features of death anxiety. In general, the Farsi ASDA could be recommended for use in research on death anxiety among Iranian college students and psychiatric outpatients.

Can teaching research methodology influence students' attitude toward science? Cohort study and nonrandomized trial in a single medical school.

PubMed

Vujaklija, Ana; Hren, Darko; Sambunjak, Dario; Vodopivec, Ivana; Ivanis, Ana; Marusić, Ana; Marusić, Matko

2010-02-01

Medical teaching aims to develop attitudes and behaviors underlying professional competence of future physicians. We investigated whether a mandatory course on scientific methodology in the second study year could affect students' attitudes toward science in medicine. In a longitudinal study, students (n = 241) enrolling in 2001-2002 academic year at a single medical school were followed up until graduation in 2006-2007. Each year, they filled out a Likert-type questionnaire of 18 statements evaluating attitude toward science. Direct influence of the course on students' attitudes was tested in a nonrandomized controlled trial with the 2006-2007 second year student cohort. Positive students' attitudes toward science increased during study years (mean [SD] score of the maximum score of 90): from 57.6 (6.0) in the first to 69.8 (10.4) in the sixth year. There was a significant trend of increase in attitudes with the years of study (cubic trend by polynomial contrasts analysis, P = 0.011). Attendance of a course on research methodology significantly increased positive attitudes (score, 67.0 [7.0] before and 70.8 [7.5] after course, P = 0.032 vs control group), regardless of grade point average. The intervention had an effect even when the influence of the initial attitude was accounted for (F1,140 = 9.25, P = 0.003; analysis of covariance). The attitude changes after the course was greatest in students with low initial attitude scores (Spearman rinitial score, score difference, -0.44). Medical students have positive attitudes toward science and scientific method in medicine. Attendance of a course on research methodology had positive short-term effect on students' attitudes toward science. This positive effect should be maintained by vertical integration of the course in the medical curriculum.

Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students

PubMed Central

Bigdeli, Shoaleh; Pakpour, Vahid; Aalaa, Maryam; Shekarabi, Robabeh; Sanjari, Mahnaz; Haghani, Hamid; Mehrdad, Neda

2015-01-01

Background: Educational clinical environment has an important role in nursing students' learning. Any difference between actual and expected clinical environment will decrease nursing students’ interest in clinical environments and has a negative correlation with their clinical performance. Methods: This descriptive cross-sectional study is an attempt to compare nursing students' perception of the actual and expected status of clinical environments in medical-surgical wards. Participants of the study were 127 bachelor nursing students of Iran University of Medical Sciences in the internship period. Data gathering instruments were a demographic questionnaire (including sex, age, and grade point average), and the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. Descriptive and inferential statistics (t-test, paired t-test, ANOVA) were used for data analysis through SPSS version 16. Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. PMID:26034726

[Self-directed learning and academic background of 2010 to 2014 cohorts of medical students].

PubMed

Pérez-Villalobos, Cristhian E; Fasce-Henry, Eduardo A; Ortega-Bastidas, Javiera A; Ortiz-Moreira, Liliana E; Bastías-Vega, Nancy; Bustamante-Durán, Carolina E; Ibáñez-Gracia, Pilar; Márquez-Urrizola, Carolina G; Delgado-Rivera, Macarena; Glaría-López, Rocío

2017-07-01

The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.

Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

PubMed Central

Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha

2016-01-01

Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

[Cognitive, emotional and behavioral development of VLBW and ELBW preterm infants: diagnostic and therapeutic follow-up at preschool age].

PubMed

Pomella, R; Baldino, R; Cravero, B

2013-12-01

Aims of the present study ware: to identify in preterm children of 4-6 years of age outcomes concerning cognitive, linguistic, emotional and behavioral development; to develop a therapeutic-rehabilitative project for those children in collaboration with the family and school. The study enrolled 20 children born prematurely at ≤32 weeks of gestational age and/or with a weight ≤1500 g, 12 VLBW (7 male e 5 female), 8 ELBW (4 male e 4 female), hospitalized at Novara Hospital "Maggiore della Carità" during the years 2003 and 2004, without severe outcomes. Psychodiagnostic evaluation was performed with standardized tests. On the final report results were discussed with parents, with specific indications for families and schools. Follow-up was at 6 months. Statistical elaboration of data was performed using Spss (Statistical Package for Social Sciences) version 16. Normal cognitive level resulted from the Griffiths Scale, without significant differences between VLBW and ELBW. The overall lowest score, in the "performance" subscale, especially for ELBW, was correlated with Vineland Scales (low scores in the subscales "everyday skills" and "motor ability"). The highest scores were detected in the "linguistic" subscale of the Griffiths Scales and in the "Communication" subscale of the Vineland Scales. The results at Bus Story Test (narrative language) were lower than average for that age. CBCL and TRF do not demonstrate clinical results in the emotional-behavioural area, but the teachers give a more critical assessment. Difficulties in emotional self-regulation interfere in the test, in the separation from the parents and in socializing. Monitoring development before starting primary school helps to discover potential problems and to activate supportive interventions. Early interventions allow to control and contain academic failure at school, which could have a negative impact on the child's image of himself and on the perception that the parents and school could have.

Chinese students' science-related experiences: Comparison of the ROSE study in Xinjiang and Shanghai

NASA Astrophysics Data System (ADS)

Yeung, Yau-yuen; Li, Yufeng

2015-05-01

Background: Students' daily-life experiences may render favorable effects on the students' affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries. Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students. Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools). Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students' science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects. Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students' outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively. Conclusions: Based on ANOVA tests, Shanghai students' out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents' education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.

[The scale and application of the norm of occupational stress on the professionals in Chengdu and Chongqing area].

PubMed

Zeng, Fan-Hua; Wang, Zhi-Ming; Wang, Mian-Zhen; Lan, Ya-Jia

2004-12-01

To establish the scale of the norm of occupational stress on the professionals and put it into practice. T scores were linear transformations of raw scores, derived to have a mean of 50 and a standard deviation of 10. The scale standard of the norm was formulated in line with the principle of normal distribution. (1) For the occupational role questionnaire (ORQ) and personal strain questionnaire (PSQ) scales, high scores suggested significant levels of occupational stress and psychological strain, respectively. T scores >/= 70 indicated a strong probability of maladaptive stress, debilitating strain, or both. T scores in 60 approximately 69 suggested mild levels of maladaptive stress and strain, and in 40 approximately 59 were within one standard deviation of the mean and should be interpreted as being within normal range. T scores < 40 indicated a relative absence of occupational stress or psychological strain. For the personal resources questionnaire (PRQ) scales, high scores indicated highly developed coping resources. T scores < 30 indicated a significant lack of coping resources. T scores in 30 approximately 39 suggested mild deficits in coping skills, and in 40 approximately 59 indicated average coping resources, where as higher scores (i.e., >/= 60) indicated increasingly strong coping resources. (2) This study provided raw score to T-score conversion tables for each OSI-R scale for the total normative sample as well as for gender, and several occupational groups, including professional engineer, professional health care, economic business, financial business, law, education and news. OSI-R profile forms for total normative samples, gender and occupation were also offered according to the conversion tables. The norm of occupational stress can be used as screening tool, organizational/occupational assessment, guide to occupational choice and intervention measures.

An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models

ERIC Educational Resources Information Center

Sussman, Joshua; Beaujean, A. Alexander; Worrell, Frank C.; Watson, Stevie

2013-01-01

Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from 0.91 to 0.99. CRIS scores are supported by both methods.…

A comparison of four measures of moral reasoning.

PubMed

Wilmoth, G H; McFarland, S G

1977-08-01

Kohlberg's Moral Judgment Scale, Gilligan et al.'s Sexual Moral Judgment Scale, Maitland and Goldman's Objective Moral Judgment Scale, and Hogan's Maturity of Moral Judgment Scale, were examined for reliability and inter-scale relationships. All measures except the Objective Moral Judgment Scale had good reliabilities. The obtained relations between the Moral Judgment Scale and the Sexual Moral Judgment Scale replicated previous research. The Objective Moral Judgment Scale was not found to validly assess the Kohlberg stages. The Maturity of Moral Judgment Scale scores were strongly related to the subjects's classification on the Kohlberg stages, and the scale appears to offer a reliable, quickly scored, and valid index of mature thought, although the scale's continuous scores do not permit clear stage classification.

Depression assessment after traumatic brain injury: an empirically based classification method.

PubMed

Seel, Ronald T; Kreutzer, Jeffrey S

2003-11-01

To describe the patterns of depression in patients with traumatic brain injury (TBI), to evaluate the psychometric properties of the Neurobehavioral Functioning Inventory (NFI) Depression Scale, and to classify empirically NFI Depression Scale scores. Depressive symptoms were characterized by using the NFI Depression Scale, the Beck Depression Inventory (BDI), and the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) Depression Scale. An outpatient clinic within a Traumatic Brain Injury Model Systems center. A demographically diverse sample of 172 outpatients with TBI, evaluated between 1996 and 2000. Not applicable. The NFI, BDI, and MMPI-2 Depression Scale. The Cronbach alpha, analysis of variance, Pearson correlations, and canonical discriminant function analysis were used to examine the psychometric properties of the NFI Depression Scale. Patients with TBI most frequently reported problems with frustration (81%), restlessness (73%), rumination (69%), boredom (66%), and sadness (66%) with the NFI Depression Scale. The percentages of patients classified as depressed with the BDI and the NFI Depression Scale were 37% and 30%, respectively. The Cronbach alpha for the NFI Depression Scale was.93, indicating a high degree of internal consistency. As hypothesized, NFI Depression Scale scores correlated highly with BDI (r=.765) and MMPI-2 Depression Scale T scores (r=.752). The NFI Depression Scale did not correlate significantly with the MMPI-2 Hypomania Scale, thus showing discriminant validity. Normal and clinically depressed BDI scores were most likely to be accurately predicted by the NFI Depression Scale, with 81% and 87% of grouped cases, respectively, correctly classified. Normal and depressed MMPI-2 Depression Scale scores were accurately predicted by the NFI Depression Scale, with 75% and 83% of grouped cases correctly classified, respectively. Patients' NFI Depression Scale scores were mapped to the corresponding BDI categories, and 3 NFI score classifications emerged: minimally depressed (13-28), borderline depressed (29-42), and clinically depressed (43-65). Our study provided further evidence that screening for depression should be a standard component of TBI assessment protocols. Between 30% and 38% of patients with TBI were classified as depressed with the NFI Depression Scale and the BDI, respectively. Our findings also provided empirical evidence that the NFI Depression Scale is a useful tool for classifying postinjury depression.

Examining small "c" creativity in the science classroom: Multiple case studies of five high school teachers

NASA Astrophysics Data System (ADS)

Lasky, Dorothea Shawn

As the US continues to strive toward building capacity for a workforce in STEM fields (NSF, 2006), educational organizations and researchers have constructed frameworks that focus on increasing competencies in creativity in order to achieve this goal (ISTE, 2007; Karoly & Panis, 2004; Partnership for 21st Century Skills, 2007). Despite these recommendations, many teachers either do not believe in the relevance of nurturing creativity in their students (Kaufman & Sternberg, 2007) or accept the importance of it, but do not know how best to foster it in their classrooms (Kampylis et al., 2009). Researchers conclude that teachers need to revise their ideas about the kind of creativity they can expect from their students to reflect the idea of small 'c' versus large 'C' creativity. There is a dearth of literature that looks closely at teacher practice surrounding creativity in the US and gives teachers a set of practical suggestions they can follow easily. I examined five case studies of teachers as they participated in and implemented a large-scale, NSF-funded project premised on the idea that training teachers in 21 st century pedagogies, (for example, problem-based learning), helps teachers create classrooms that increase science competencies in students. I investigated how teachers' curricular choices affect the amount of student creativity produced in their classrooms. Analysis included determining CAT scores for student products and continua scores along the Small 'c' Creativity Framework. In the study, I present an understanding of how teachers' beliefs influence practice and how creativity is fostered in students through various styles of teacher practice. The data showed a relationship between teachers' CAT scores, framework scores, and school context. Thus, alongside CAT, the framework was determined to be a successful tool for understanding the degree to which teachers foster small 'c' creativity. Other themes emerged, which included teachers' allotment of time and small group collaboration, how science teachers valued creativity, the importance of transdisciplinarity, teachers' student knowledge, and school context. This study contributes to the growing body of literature surrounding teacher practice and creativity by revealing a clear and concrete set of practical recommendations based on the Small 'c' Creativity Framework.

Social Networking Addiction among Health Sciences Students in Oman

PubMed Central

Masters, Ken

2015-01-01

Objectives: Addiction to social networking sites (SNSs) is an international issue with numerous methods of measurement. The impact of such addictions among health science students is of particular concern. This study aimed to measure SNS addiction rates among health sciences students at Sultan Qaboos University (SQU) in Muscat, Oman. Methods: In April 2014, an anonymous English-language six-item electronic self-reporting survey based on the Bergen Facebook Addiction Scale was administered to a non-random cohort of 141 medical and laboratory science students at SQU. The survey was used to measure usage of three SNSs: Facebook (Facebook Inc., Menlo Park, California, USA), YouTube (YouTube, San Bruno, California, USA) and Twitter (Twitter Inc., San Francisco, California, USA). Two sets of criteria were used to calculate addiction rates (a score of 3 on at least four survey items or a score of 3 on all six items). Work-related SNS usage was also measured. Results: A total of 81 students completed the survey (response rate: 57.4%). Of the three SNSs, YouTube was most commonly used (100%), followed by Facebook (91.4%) and Twitter (70.4%). Usage and addiction rates varied significantly across the three SNSs. Addiction rates to Facebook, YouTube and Twitter, respectively, varied according to the criteria used (14.2%, 47.2% and 33.3% versus 6.3%, 13.8% and 12.8%). However, addiction rates decreased when work-related activity was taken into account. Conclusion: Rates of SNS addiction among this cohort indicate a need for intervention. Additionally, the results suggest that addiction to individual SNSs should be measured and that work-related activities should be taken into account during measurement. PMID:26357556

Perception of academic stress among Health Science Preparatory Program students in two Saudi universities.

PubMed

Alsulami, Saleh; Al Omar, Zaid; Binnwejim, Mohammed S; Alhamdan, Fahad; Aldrees, Amr; Al-Bawardi, Abdulkarim; Alsohim, Meshary; Alhabeeb, Mohammed

2018-01-01

The Health Science Preparatory Program (HSPP) is a special program that aims to enhance the educational preparedness of students for participation in a health sciences career. Students spend their first university year in a combined extensive teaching program before they can be assigned to a particular health science specialty. It is thought that students enrolled in a highly competitive environment such as HSPP with a long list of potential stressors, including developmental, academic overload, language barriers and competition, are more disposed to stress and stress-related complications. This study aims to measure the level of academic stress and to determine its risk factors in students enrolled in HSPP-adapted local universities in Saudi Arabia. The study was conducted at two Saudi universities, King Saud University (KSU) and Imam Mohammad ibn Saud Islamic University (IMSU) with competition-based and non-competition-based HSPP learning models, respectively. Both universities adopt the HSPP system. The scale for assessing academic stress (SAAS) was used to assess students' perceived stress. A total of 290 students successfully completed the questionnaire (N=290), with a mean age of 18.66 years. Mean SAAS scores for KSU and IMSU students were 8.37 (SD = 4.641) and 7.97 (SD = 5.104), P =0.480, respectively. Only "satisfaction" and "associated social and health problems" have shown statistically significant correlation with university ( P =0.000 and P =0.049, respectively). This study has found mean SAAS score for two local universities with competition-based versus non-competition-based HSPP learning models. Academic stress correlation with age, gender and universities was discussed, and valuable future work guidance was recommended.

Social Networking Addiction among Health Sciences Students in Oman.

PubMed

Masters, Ken

2015-08-01

Addiction to social networking sites (SNSs) is an international issue with numerous methods of measurement. The impact of such addictions among health science students is of particular concern. This study aimed to measure SNS addiction rates among health sciences students at Sultan Qaboos University (SQU) in Muscat, Oman. In April 2014, an anonymous English-language six-item electronic self-reporting survey based on the Bergen Facebook Addiction Scale was administered to a non-random cohort of 141 medical and laboratory science students at SQU. The survey was used to measure usage of three SNSs: Facebook (Facebook Inc., Menlo Park, California, USA), YouTube (YouTube, San Bruno, California, USA) and Twitter (Twitter Inc., San Francisco, California, USA). Two sets of criteria were used to calculate addiction rates (a score of 3 on at least four survey items or a score of 3 on all six items). Work-related SNS usage was also measured. A total of 81 students completed the survey (response rate: 57.4%). Of the three SNSs, YouTube was most commonly used (100%), followed by Facebook (91.4%) and Twitter (70.4%). Usage and addiction rates varied significantly across the three SNSs. Addiction rates to Facebook, YouTube and Twitter, respectively, varied according to the criteria used (14.2%, 47.2% and 33.3% versus 6.3%, 13.8% and 12.8%). However, addiction rates decreased when work-related activity was taken into account. Rates of SNS addiction among this cohort indicate a need for intervention. Additionally, the results suggest that addiction to individual SNSs should be measured and that work-related activities should be taken into account during measurement.

The relationship between immediate relevant basic science knowledge and clinical knowledge: physiology knowledge and transthoracic echocardiography image interpretation.

PubMed

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-10-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent research has implied that a more complex relationship between the two knowledge bases exists. In this study, we explore the relationship between immediate relevant basic science (physiology) and clinical knowledge within a specific domain of medicine (echocardiography). Twenty eight medical students in their 3rd year and 45 physicians (15 interns, 15 cardiology residents and 15 cardiology consultants) took a multiple-choice test of physiology knowledge. The physicians also viewed images of a transthoracic echocardiography (TTE) examination and completed a checklist of possible pathologies found. A total score for each participant was calculated for the physiology test, and for all physicians also for the TTE checklist. Consultants scored significantly higher on the physiology test than did medical students and interns. A significant correlation between physiology test scores and TTE checklist scores was found for the cardiology residents only. Basic science knowledge of immediate relevance for daily clinical work expands with increased work experience within a specific domain. Consultants showed no relationship between physiology knowledge and TTE interpretation indicating that experts do not use basic science knowledge in routine daily practice, but knowledge of immediate relevance remains ready for use.

Can teaching veterinary and animal-science students about animal welfare affect their attitude toward animals and human-related empathy?

PubMed

Hazel, Susan J; Signal, Tania D; Taylor, Nicola

2011-01-01

Attitudes toward animals are important in influencing how animals are treated. Few studies have investigated attitudes toward animals in veterinary or animal-science students, and no studies have compared attitudes to animals before and after a course teaching animal welfare and ethics. In this study, students enrolled in veterinary (first-year) or animal-science (first- and third-year) programs completed a questionnaire on attitudes toward different categories of animals before and after the course. Higher attitude scores suggest a person more concerned about how an animal is treated. Normally distributed data were compared using parametric statistics, and non-normally distributed data were compared using non-parametric tests, with significance p < .05. Attitudes toward pets (45.5-47.6) were higher than those toward pests (34.2-38.4) or profit animals (30.3-32.1). Attitude scores increased from before to after the course in the veterinary cohort on the Pest (36.9 vs. 38.4, respectively, n = 27, p < .05) and Profit (30.3 vs. 32.1, respectively, n = 28, p < .05) subscales, but not in the animal-science cohorts. Attitude scores in all categories were higher for women than for men. Currently having an animal was associated with higher pet scores (46.8 vs. 43.8, ns = 120 and 13, respectively, p < .05), and having an animal as a child was associated with higher profit scores (31.0 vs. 26.6, ns = 129 and 8, respectively, p < .05). Students electing to work with livestock had lower scores on the Pest and Profit subscales, and students wanting to work with wildlife had significantly higher scores on the Pest and Profit subscales. This study demonstrates attitudinal changes after an animal-welfare course, with significant increases in veterinary but not animal-science students.

Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

PubMed

Linger, Michele L; Ray, Glen E; Zachar, Peter; Underhill, Andrea T; LoBello, Steven G

2007-10-01

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Outcome in patients with bacterial meningitis presenting with a minimal Glasgow Coma Scale score

PubMed Central

Lucas, Marjolein J.; Brouwer, Matthijs C.; van der Ende, Arie

2014-01-01

Objective: In bacterial meningitis, a decreased level of consciousness is predictive for unfavorable outcome, but the clinical features and outcome in patients presenting with a minimal score on the Glasgow Coma Scale are unknown. Methods: We assessed the incidence, clinical characteristics, and outcome of patients with bacterial meningitis presenting with a minimal score on the Glasgow Coma Scale from a nationwide cohort study of adults with community-acquired bacterial meningitis in the Netherlands from 2006 to 2012. Results: Thirty of 1,083 patients (3%) presented with a score of 3 on the Glasgow Coma Scale. In 22 of 30 patients (73%), the minimal Glasgow Coma Scale score could be explained by use of sedative medication or complications resulting from meningitis such as seizures, cerebral edema, and hydrocephalus. Systemic (86%) and neurologic (47%) complications occurred frequently, leading to a high proportion of patients with unfavorable outcome (77%). However, 12 of 30 patients (40%) survived and 7 patients (23%) had a good functional outcome, defined as a score of 5 on the Glasgow Outcome Scale. Patients presenting with a minimal Glasgow Coma Scale score on admission and bilaterally absent pupillary light responses, bilaterally absent corneal reflexes, or signs of septic shock on admission all died. Conclusions: Patients with community-acquired bacterial meningitis rarely present with a minimal score on the Glasgow Coma Scale, but this condition is associated with high rates of morbidity and mortality. However, 1 out of 5 of these severely ill patients will make a full recovery, stressing the continued need for aggressive supportive care in these patients. PMID:25340065

The effects of calculator-based laboratories on standardized test scores

NASA Astrophysics Data System (ADS)

Stevens, Charlotte Bethany Rains

Nationwide, the goal of providing a productive science and math education to our youth in today's educational institutions is centering itself around the technology being utilized in these classrooms. In this age of digital technology, educational software and calculator-based laboratories (CBL) have become significant devices in the teaching of science and math for many states across the United States. Among the technology, the Texas Instruments graphing calculator and Vernier Labpro interface, are among some of the calculator-based laboratories becoming increasingly popular among middle and high school science and math teachers in many school districts across this country. In Tennessee, however, it is reported that this type of technology is not regularly utilized at the student level in most high school science classrooms, especially in the area of Physical Science (Vernier, 2006). This research explored the effect of calculator based laboratory instruction on standardized test scores. The purpose of this study was to determine the effect of traditional teaching methods versus graphing calculator teaching methods on the state mandated End-of-Course (EOC) Physical Science exam based on ability, gender, and ethnicity. The sample included 187 total tenth and eleventh grade physical science students, 101 of which belonged to a control group and 87 of which belonged to the experimental group. Physical Science End-of-Course scores obtained from the Tennessee Department of Education during the spring of 2005 and the spring of 2006 were used to examine the hypotheses. The findings of this research study suggested the type of teaching method, traditional or calculator based, did not have an effect on standardized test scores. However, the students' ability level, as demonstrated on the End-of-Course test, had a significant effect on End-of-Course test scores. This study focused on a limited population of high school physical science students in the middle Tennessee Putnam County area. The study should be reproduced in various school districts in the state of Tennessee to compare the findings.

A Nonparametric Framework for Comparing Trends and Gaps across Tests

ERIC Educational Resources Information Center

Ho, Andrew Dean

2009-01-01

Problems of scale typically arise when comparing test score trends, gaps, and gap trends across different tests. To overcome some of these difficulties, test score distributions on the same score scale can be represented by nonparametric graphs or statistics that are invariant under monotone scale transformations. This article motivates and then…

A General Approach for Estimating Scale Score Reliability for Panel Survey Data

ERIC Educational Resources Information Center

Biemer, Paul P.; Christ, Sharon L.; Wiesen, Christopher A.

2009-01-01

Scale score measures are ubiquitous in the psychological literature and can be used as both dependent and independent variables in data analysis. Poor reliability of scale score measures leads to inflated standard errors and/or biased estimates, particularly in multivariate analysis. Reliability estimation is usually an integral step to assess…

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

NASA Astrophysics Data System (ADS)

Ledger, Antoinette Frances

This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in achievement than experimental group females. The analysis of science self-efficacy data showed that neither experimental nor control group females increased their scores pre to posttest, both showed small decreases in scores. However, the posttest scores of the experimental group females were significantly higher than the posttest scores of the control group females. The analysis of the attitude toward science survey data showed that the scores of the experimental group females did not change from pre to posttest. However, scores of the control group females declined from pre to posttest. (Abstract shortened by UMI.)

Reliability, Factor Structure, and Measurement Invariance of the Dominic Interactive Across European Countries: Cross-Country Utility of a Child Mental Health Self-Report

PubMed Central

Kuijpers, Rowella C. W. M.; Otten, Roy; Vermulst, Ad A.; Bitfoi, Adina; Goelitz, Dietmar; Koç, Ceren; Mihova, Zlatka; Pez, Ondine; Carta, Mauro; Keyes, Katherine; Lesinskiene, Sigita; Engels, Rutger C. M. E.; Kovess, Viviane

2015-01-01

Large-scale international surveys are important to globally evaluate, monitor, and promote children's mental health. However, use of young children's self-reports in these studies is still controversial. The Dominic Interactive, a computerized DSM-IV–based child mental health self-report questionnaire, has unique characteristics that may make it preeminently appropriate for usage in cross-country comparisons. This study aimed to determine scale score reliabilities (omega) of the Dominic Interactive in a sample of 8,135 primary school children, ages 6–11 years old, in 7 European countries, to confirm the proposed 7-scale factor structure, and to test for measurement invariance of scale and item scores across countries. Omega reliability values for scale scores were good to high in every country, and the factor structure was confirmed for all countries. A thorough examination of measurement invariance provided evidence for cross-country test score comparability of 5 of the 7 scales and partial scale score invariance of 2 anxiety scales. Possible explanations for this partial invariance include cross-country differences in conceptualizing items and defining what is socially and culturally acceptable anxiety. The convincing evidence for validity of score interpretation makes the Dominic Interactive an indispensable tool for cross-country screening purposes. PMID:26237209

Identifying Careless Responding With the Psychopathic Personality Inventory-Revised Validity Scales.

PubMed

Marcus, David K; Church, Abere Sawaqdeh; O'Connell, Debra; Lilienfeld, Scott O

2018-01-01

The Psychopathic Personality Inventory-Revised (PPI-R) includes validity scales that assess Deviant Responding (DR), Virtuous Responding, and Inconsistent Responding. We examined the utility of these scales for identifying careless responding using data from two online studies that examined correlates of psychopathy in college students (Sample 1: N = 583; Sample 2: N = 454). Compared with those below the cut scores, those above the cut on the DR scale yielded consistently lower validity coefficients when PPI-R scores were correlated with corresponding scales from the Triarchic Psychopathy Measure. The other three PPI-R validity scales yielded weaker and less consistent results. Participants who completed the studies in an inordinately brief amount of time scored significantly higher on the DR and Virtuous Responding scales than other participants. Based on the findings from the current studies, researchers collecting PPI-R data online should consider identifying and perhaps screening out respondents with elevated scores on the DR scale.

Sexual satisfaction, anxiety, depression and quality of life among Turkish colorectal cancer patients [Izmir Oncology Group (IZOG) study].

PubMed

Akyol, Murat; Ulger, Eda; Alacacioglu, Ahmet; Kucukzeybek, Yuksel; Yildiz, Yasar; Bayoglu, Vedat; Gumus, Zehra; Yildiz, Ibrahim; Salman, Tarık; Varol, Umut; Ayakdas, Semra; Tarhan, Mustafa Oktay

2015-07-01

Determination of psychological problems will shed light on the terms of solution and provide support to patients about these problems will ensure the patients' coherence to the treatment and will enhance the benefits they receive from treatment. In this study, we aimed to determine these psychosocial problems and the interactions with each other in colon cancer patients. In this study, 105 patients with colorectal cancer were included. The forms consist of sociodemographic features, Hospital Anxiety and Depression Scale, European Organization for Research on Treatment of Cancer Questionnaires Quality of Life-C30 and Golombok-Rust Inventory of Sexual Satisfaction questionnaires. Male patients had significantly higher European Organization for Research on Treatment of Cancer Questionnaires Quality of Life-C30 function scales and global quality-of-life scores than female patients. Golombok-Rust Inventory of Sexual Satisfaction scores of female patients were significantly higher than that of male patients. European Organization for Research on Treatment of Cancer Questionnaires Quality of Life-C30 function scales and global quality-of-life scores of the patients with high depression scores were significantly lower, conversely symptom scale scores of the patients with high depression scores were significantly higher than that of the patients with low depression scores. Patients with low anxiety scores had significantly higher European Organization for Research on Treatment of Cancer Questionnaires Quality of Life-C30 function scales and global quality-of-life scores than the patients with high anxiety scores. Symptom scale scores of the patients with high anxiety scores were significantly higher than that of the patients with low anxiety scores. The scores of Golombok-Rust Inventory of Sexual Satisfaction except premature ejaculation and vaginismus were significantly higher in patients with high anxiety scores and a significant difference was determined in touch, avoidance and anorgasm. This study demonstrates that there is a significant association with anxiety/depression symptoms and quality-of-life scores, sexual dysfunction. Sexual dysfunction is significantly more common in patients with high anxiety and depression scores. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores

NASA Astrophysics Data System (ADS)

Judd, William Lindsey

The purpose of this study was to examine any significant difference on secondary school chemistry students' ACT Science Test scores between students taught by the Process Oriented Guided Inquiry Learning (POGIL) method versus students taught by traditional, teacher-centered pedagogy. This study also examined any difference between students taught by the POGIL method versus students taught by traditional, teacher-centered pedagogy in regard to the three different types of questions on the ACT Science Test: data representation, research summaries, and conflicting viewpoints. The sample consisted of sophomore-level students at two private, suburban Christian schools. A pretest-posttest design was used to compare the mean difference in scores from ACT issued sample test booklets before and after each group had received instruction via the POGIL method or more traditional methods. This study found that there was no significant difference in the mean difference of test scores between the two groups. This study also found that there was not a significant difference in the mean difference of scores in regard to the three different types of questions on the ACT Science Test. Further implications of this study are discussed.

[Reliability and validity of marital love scale in middle- aged and elderly couples].

PubMed

Ito, Yuko; Sagara, Junko

2012-08-01

A marital love scale was created to study the marital quality of middle-aged and elderly couples, and the scale's reliability and validity were examined. In this study, 888 middle-aged and elderly married participants completed the marital love scale questionnaire as well as answering questions regarding marriage satisfaction and husband-wife communication. In all age groups, men scored higher than women on the marital love scale. The marital love score gradually increased from the middle-aged to the senior period, and like the marriage satisfaction score, the marital love score showed a U-shaped curve in the whole married life. The results also showed that the scale was highly correlated with marriage satisfaction and spousal self-disclosure. Thus, the validity and internal consistency of the marital love scale were confirmed.

An Interprofessional Course on Substance Use Disorders for Health Professions Students.

PubMed

Muzyk, Andrew J; Tew, Chris; Thomas-Fannin, Allie; Dayal, Sanjai; Maeda, Reina; Schramm-Sapyta, Nicole; Andolsek, Kathryn M; Holmer, Shelley

2017-12-01

Substance use disorders (SUDs) affect millions of Americans. Nevertheless, there is insufficient health care resource allocation for these patients. One reason may be the lack of education and training about SUDs in health professions programs. The authors developed a required, interprofessional SUDs course for health professions students completing a one-month psychiatry clerkship within the Duke University Health System starting in November 2015. Students participated in six 1-hour class sessions led by an interdisciplinary faculty. Sessions focused on core areas in SUDs education and used either a lecture with discussion or a small-group team-based learning format. Students completed one motivational interview, attended a 12-step recovery meeting, and wrote a reflection paper. On the first and last day of the clerkship, students measured their attitudes toward individuals with SUDs using the Substance Abuse Attitude Scale (SAAS) and toward interprofessionalism using the Interprofessional Attitudes Scale (IPAS). Seventy-one students participated in the course from November 2015 to May 2016. Fifty-nine (83%) students had paired pre- and postcourse SAAS and IPAS data. On the SAAS, students showed significant improvement in their median total score and nonmoralizing, treatment optimism, and treatment intervention scores. On the IPAS, students showed significant improvement in their median score on the teamwork, roles, and responsibilities domain. The authors will continue to assess the course. Starting in academic year 2016-2017, the course will include four additional elements, and beginning in July 2016, accelerated bachelor of science in nursing students will participate in the course.

A quantitative study of a physics-first pilot program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pasero, Spencer Lee; /Northern Illinois U.

Hundreds of high schools around the United States have inverted the traditional core sequence of high school science courses, putting physics first, followed by chemistry, and then biology. A quarter-century of theory, opinion, and anecdote are available, but the literature lacks empirical evidence of the effects of the program. The current study was designed to investigate the effects of the program on science achievement gain, growth in attitude toward science, and growth in understanding of the nature of scientific knowledge. One hundred eighty-five honor students participated in this quasi-experiment, self-selecting into either the traditional or inverted sequence. Students took themore » Explore test as freshmen, and the Plan test as sophomores. Gain scores were calculated for the composite scores and for the science and mathematics subscale scores. A two-factor analysis of variance (ANOVA) on course sequence and cohort showed significantly greater composite score gains by students taking the inverted sequence. Participants were administered surveys measuring attitude toward science and understanding of the nature of scientific knowledge twice per year. A multilevel growth model, compared across program groups, did not show any significant effect of the inverted sequence on either attitude or understanding of the nature of scientific knowledge. The sole significant parameter showed a decline in student attitude independent of course sequence toward science over the first two years of high school. The results of this study support the theory that moving physics to the front of the science sequence can improve achievement. The importance of the composite gain score on tests vertically aligned with the high-stakes ACT is discussed, and several ideas for extensions of the current study are offered.« less

Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training

NASA Astrophysics Data System (ADS)

Giuliano, Joanne

The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The differences between pretest and posttest were statistically significant. There was some reversion to pretest levels interactions at follow-up. The results of the study support the effectiveness of gender equity training in facilitating increased awareness and behavioral change in teachers. However, training needs to be of longer duration for continued effectiveness.

Internet addiction and attention-deficit-hyperactivity disorder: Effects of anxiety, depression and self-esteem.

PubMed

Kahraman, Özlem; Demirci, Esra Özdemir

2018-06-01

Attention-deficit-hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. Behavioral disinhibition, poor neurocognitive skills and immediate reward preference in children with ADHD have been suggested as risk factors for Internet addiction (IA). The aim of the present study was therefore to investigate the relationship between IA and depression, anxiety, and self-esteem in adolescents with ADHD, and to identify the features of Internet use that predict IA. We studied 111 patients with ADHD aged 12-18 years, and 108 healthy controls. The ADHD patients and controls were asked to complete a sociodemographic data form, the Internet Addiction Scale (IAS), Children's Depression Inventory, Childhood Screening Scale for Anxiety in Children, and the Rosenberg Self-Esteem Scale. IAS total score in the adolescents with ADHD was significantly higher than in the control group. Compared with the control group, the ADHD group depression scale score was significantly higher, and self-esteem score significantly lower (P < 0.05 for both). There was no difference between the groups in anxiety score. IAS score had a positive correlation with depression and anxiety scores, and a negative correlation with self-esteem score. The relationship between IA scale score and depression, anxiety and self-esteem scale scores were similar in the ADHD and the control group. In addition, IAS subscale and total scores were significantly higher in the ADHD group than the control group, even after controlling for the effects of self-esteem, depression and anxiety scores. Thus, ADHD is thought to be an independent risk factor for depression, anxiety and self-esteem, and, hence, for IA. © 2018 Japan Pediatric Society.

The truth is out there: the structure of beliefs about extraterrestrial life among Austrian and British respondents.

PubMed

Swami, Viren; Furnham, Adrian; Haubner, Tanja; Stieger, Stefan; Voracek, Martin

2009-02-01

Previous investigators of extraterrestrial beliefs have relied on single-item scales, which limit the researchers' understanding of such beliefs. The present authors report responses to a 37-item scale about extraterrestrial beliefs from 320 participants in Austria and 257 participants in Britain. A factor analysis revealed 3 primary factors that were stable across sites: (a) belief that extraterrestrial life has visited Earth and that governmental agencies have knowledge of this fact, (b) scientific search for extraterrestrial life, and (c) general beliefs about the existence of extraterrestrial life. Participants rated only Factor 3 positively, suggesting that there is a distinction between paranormal-related beliefs and science-related beliefs. The authors found only political orientation and religiosity to be significantly correlated with factor scores. They discuss their results in relation to previous reports of extraterrestrial beliefs.

A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

PubMed

Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

2015-01-01

To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Association Between Undergraduate Performance Predictors and Academic and Clinical Performance of Osteopathic Medical Students.

PubMed

Agahi, Farshad; Speicher, Mark R; Cisek, Grace

2018-02-01

Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academic performance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and performance on COMLEX-USA Level 1 and Level 2-CE. This finding requires additional research into the value of the interview in the medical school admissions process and the availability of alternatives that allow better prediction and assessment of applicant performance.

The effect of learning styles and attitude on preservice elementary teachers' conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment

NASA Astrophysics Data System (ADS)

Al-Jaroudi, Mo H.

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers' learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers' science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain scores based on students' learning styles, entering in all 4-combined dimensions at the same time Visual/Verbal, Sensing/Intuitive, Sequential/Global, and Active/Reflective (p > .05), indicating the four learning styles dimensions cannot be used to predict students' achievement gain. Results also indicated that there was no significant relationship between achievement gain and students' attitude (p > .05). Attitude and learning style together were also not significantly related to achievement gain. Preservice elementary teachers' comprehension of chemical concepts in this study varied from no comprehension to fair comprehension, and included many misconceptions; no answer showed complete understanding of the concepts. Many of the preservice teachers held misconception related to evaporation. If not addressed in science content and methods courses, this could be a problem as this new generation of teachers goes out to teach. It is proposed that to fix preservice elementary teachers' conceptual problems, curriculum needs to specifically focus on misconceptions. The preservice elementary subjects of the study showed a variety of misconceptions on both pretest and posttest concerning the particulate and the kinetic nature of matter. Suggestions are made is that a science content course could more contribute to preservice students' conceptual change if curriculum designers incorporate a segment that specifically addresses misconceptions, especially those misconceptions that have been documented in the literature for decades. A robust cognitive model for science education is proposed to increase teachers' science knowledge and to decrease science misconceptions.

A clinimetric approach to assessing quality of life in epilepsy.

PubMed

Cramer, J A

1993-01-01

Clinimetrics is a concept involving the use of rating scales for clinical phenomena ranging from physical examinations to functional performance. Clinimetric or rating scales can be used for defining patient status and changes that occur during long-term observation. The scores derived from such scales can be used as guidelines for intervention, treatment, or prediction of outcome. In epilepsy, clinimetric scales have been developed for assessing seizure frequency, seizure severity, adverse effects related to antiepileptic drugs (AEDs), and quality of life after surgery for epilepsy. The VA Epilepsy Cooperative Study seizure rating scale combines frequency and severity in a weighted scoring system for simple and complex partial and generalized tonic-clonic seizures, summing all items in a total seizure score. Similarly, the rating scales for systemic toxicity and neurotoxicity use scores weighted for severity for assessing specific adverse effects typically related to AEDs. A composite score, obtained by adding the scores for seizures, systemic toxicity, and neurotoxicity, represents the overall status of the patient at a given time. The Chalfont Seizure Severity Scale also applies scores relative to the impact of a given item on the patient, without factoring in seizure frequency. The Liverpool Seizure Severity Scale is a patient questionnaire covering perceived seizure severity and the impact of ictal and postictal events. The UCLA Epilepsy Surgery Inventory (ESI-55) assesses quality of life for patients who have undergone surgery for epilepsy using generic health status instruments with additional epilepsy-specific items.(ABSTRACT TRUNCATED AT 250 WORDS)

An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement

NASA Astrophysics Data System (ADS)

Jones, Carol L.

The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated they enjoyed. Additionally, as best-practice, the questioning in all the gaming within CAT did not allow a student to continue until he/she had given the correct answer, thus reinforcing the correct response.

The Comparability of Three Wechsler Adult Intelligence Scales in a College Sample.

ERIC Educational Resources Information Center

Quereshi, M. Y.; Ostrowski, Michael J.

1985-01-01

Administered three Wechsler adult intelligence scales to 72 undergraduates and tested the quality of means, variances, and covariances, utilizing subtest scale scores and IQs. Results indicated that the three scales were not parallel. Generally, the subtest scaled scores exhibited less similarity across the three scales than the IQ estimates.…

Intercorrelations of Some Measures of Self-Concept.

ERIC Educational Resources Information Center

Martin, John D.; Coley, Leslie A.

1984-01-01

Scores derived from the Coopersmith Self Esteem Inventory (SEI), Tennessee Self Concept Scale (TSCS), Slosson Intelligence Test (SIT), and Rotter's Internal-External Locus of Control (LOC) Scale were analyzed. Significant correlations were obtained between scores on these instruments. Race and SIT scores and age and LOC scores were also…

The Performance of Trauma Research Centers of Iran during the Past 10 Years; A Science Monitor Survey.

PubMed

Yadollahi, Mahnaz; Shamsedini, Narges; Shayan, Leila; Rezaianzadeh, Abbas; Bolandparvaz, Shahram

2014-01-01

To compare and evaluation of scores of trauma research center of Shiraz University of Medical Sciences in Iran with other trauma research centers in Iran. The assessment scores of each center were gathered from Iran medical research and Ministry of Health and Medical Education website. Each score is recorded in helical year which is defined from the 21th of March of every year until the 20th of March of the next. They are ranked and scored by knowledge production, capacity development, and research projects. The total evaluation scores of the trauma research center of Iran's Universities of Medical Sciences have increased from establishment. The highest increase in assessment scores was related to Tehran Trauma Research Center. An upward trend was observed in the total indicators of knowledge production index of all the trauma research centers from 2001/2002 to 2011/2012. An ascending trend was showed in the published articles score of Shiraz and Kashan Trauma Research Centers through the recent years. The increasing trend in scores of trauma research centers in Iran indicated a significant role in the knowledge production but it is need to find barriers of research and doing interventional projects to promote trauma care and prevention.

The Performance of Trauma Research Centers of Iran during the Past 10 Years; A Science Monitor Survey

PubMed Central

Yadollahi, Mahnaz; Shamsedini, Narges; Shayan, Leila; Rezaianzadeh, Abbas; Bolandparvaz, Shahram

2014-01-01

Objective: To compare and evaluation of scores of trauma research center of Shiraz University of Medical Sciences in Iran with other trauma research centers in Iran. Methods: The assessment scores of each center were gathered from Iran medical research and Ministry of Health and Medical Education website. Each score is recorded in helical year which is defined from the 21th of March of every year until the 20th of March of the next. They are ranked and scored by knowledge production, capacity development, and research projects. Results: The total evaluation scores of the trauma research center of Iran's Universities of Medical Sciences have increased from establishment. The highest increase in assessment scores was related to Tehran Trauma Research Center. An upward trend was observed in the total indicators of knowledge production index of all the trauma research centers from 2001/2002 to 2011/2012. An ascending trend was showed in the published articles score of Shiraz and Kashan Trauma Research Centers through the recent years. Conclusion: The increasing trend in scores of trauma research centers in Iran indicated a significant role in the knowledge production but it is need to find barriers of research and doing interventional projects to promote trauma care and prevention. PMID:27162863

Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.

A Study of the Correlation between Religious Attitudes and Quality Of Life in Students at Jahrom University of Medical Sciences in 2014.

PubMed

Parniyan, Razieh; Kazemiane, Abdoreza; Jahromi, Marzieh Kargar; Poorgholami, Farzad

2016-10-01

General health is not simply determined by whether or not an individual is sick, but is dependent on physical, mental and social factors too. One such important factor is an individual's religious inclination. The present study aims to explore the correlation between religious beliefs and quality of life in the students at Jahrom University of Medical Sciences. This is a descriptive, cross-sectional study conducted in 2014. The sample consisted of 273 students who were randomly selected. Data were collected using Religious Attitude Questionnaire and a quality of life scale. The collected data were analyzed using Pearson's correlation coefficient and SPSS v. 23. The students' average age was 21.36±2.15. The means of their quality of life scores and religious attitude scores were 87.23 and 146.31 respectively. The results of Pearson's correlation test showed that there was a significant relationship between quality of life and its subscales on one hand and religious attitude and its indexes on the other; in other words, the students' mental well-being was found to correlate with their religious beliefs. Since religious beliefs affect college students' mental well-being and quality of life, it is suggested that through organized education, students' religious awareness be raised.

Comparison of the Vineland Adaptive Behavior Scales, Second Edition, and the Bayley Scales of Infant and Toddler Development, Third Edition.

PubMed

Scattone, Dorothy; Raggio, Donald J; May, Warren

2011-10-01

The Vineland Adaptive Behavior Scales, Second Edition (Vineland-II), and Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) were administered to 65 children between the ages of 12 and 42 months referred for developmental delays. Standard scores and age equivalents were compared across instruments. Analyses showed no statistical difference between Vineland-II ABC standard scores and cognitive levels obtained from the Bayley-III. However, Vineland-II Communication and Motor domain standard scores were significantly higher than corresponding scores on the Bayley-III. In addition, age equivalent scores were significantly higher on the Vineland-II for the fine motor subdomain. Implications for early intervention are discussed.

[Efficacy of family intervention in management of schizophrenic patients in China: a meta-analysis].

PubMed

Chen, Nan; An, Jing-huan; Yang, Min; Liu, Yuan-yuan

2015-11-01

To assess the efficacy of family intervention in management of schizophrenic patients in China. Chinese databases CNKI, VIP, WANFANG, CBM and English databases OVID Medline, Science Direct, Web of science, EBSCO were searched systematically from inception to January 2015. Quantitative and empirical studies on the outcomes of social disability screening scale (SDSS), brief psychiatric rating scale (BPRS) and positive and negative syndrome scale (PANSS) of family intervention for Chinese schizophrenic patients were selected. The effect size was derived from the standardized mean difference (SMD), and meta-analysis was conducted to compare effects of family intervention by intervention types, time of intervention, durations of illness and severity of schizophrenia. The study included 57 articles that met inclusion criteria. SDSS and PANSS scores revealed that the effect was positively associated with the length of intervention time (P<0.0001, P=0.0025); the effect of single family intervention was better than that of combined single and multiple family intervention (P<0.0001, P=0.0131); the effect was better for patients with severe conditions than those with less severe conditions (P<0.0001, P=0.0280). The SDSS showed that the effect was better for patients with shorter disease duration (P<0.0001). The results suggest that the long single family intervention would benefit to schizophrenic patients, particularly for severe patients with short disease duration.

The readiness of postgraduate health sciences students for interprofessional education in iran.

PubMed

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students' point of view. This was a cross-sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (? = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open-ended questionnaire and analyzed by qualitative content analysis method. The mean score of the students' readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students' point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges.

The Readiness of Postgraduate Health Sciences Students for Interprofessional Education in Iran

PubMed Central

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Aim: Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students’ point of view. Methods: This was a cross–sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (α = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open–ended questionnaire and analyzed by qualitative content analysis method. Results: The mean score of the students’ readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students’ point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. Conclusion: An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges. PMID:25946930

Panic disorder respiratory subtype: psychopathology, laboratory challenge tests, and response to treatment.

PubMed

Freire, Rafael C; Perna, Giampaolo; Nardi, Antonio E

2010-01-01

Our objective is to summarize the new findings concerning the respiratory subtype (RS) of panic disorder (PD) since its first description. Two searches were made in the Institute for Scientific Information Web of Science: with the keywords "panic disorder" and "respiratory symptoms," and all articles that cited Briggs and colleagues' 1993 article "Subtyping of Panic Disorder by Symptom Profile" (Br J Psychiatry 1993;163:201-9). Altogether, 133 articles were reviewed. We describe and discuss RS epidemiology, genetics, psychopathology, demographic features, clinical features, correlations with the respiratory system, traumatic suffocation history, provocative tests, and nocturnal panic. Compared to patients with the nonrespiratory subtype (non-RS), the RS patients had higher familial history of PD, lower comorbidity with depression, longer duration of illness, lower neuroticism scores, and higher scores in severity scales, such as the Panic and Agoraphobia Scale, Panic-Agoraphobia Spectrum scale and the Clinical Global Impression scale. Tests to induce panic attacks, such as those with CO(2), hyperventilation, and caffeine, produce panic attacks in a higher proportion of RS patients than non-RS patients. Differences in the subtypes' improvement with the pharmacologic treatment were found. There are also some controversial findings regarding the RS, including the age of onset of PD, and alcohol and tobacco use in RS patients. Some characteristics, such as the increased sensitivity to CO(2) and the higher familial history of PD, clearly distinguish the RS from the non-RS. Nevertheless, there are also controversial findings. More studies are needed to determine the validity of the RS subtype.

Factor Structure of Child Behavior Scale Scores in Peruvian Preschoolers

ERIC Educational Resources Information Center

Meyer, Erin L.; Schaefer, Barbara A.; Soto, Cesar Merino; Simmons, Crystal S.; Anguiano, Rebecca; Brett, Jeremy; Holman, Alea; Martin, Justin F.; Hata, Heidi K.; Roberts, Kimberly J.; Mello, Zena R.; Worrell, Frank C.

2011-01-01

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a…

Emotional Intelligence Abilities and Traits in Different Career Paths

ERIC Educational Resources Information Center

Kafetsios, Konstantinos; Maridaki-Kassotaki, Aikaterini; Zammuner, Vanda L.; Zampetakis, Leonidas A.; Vouzas, Fotios

2009-01-01

Two studies tested hypotheses about differences in emotional intelligence (EI) abilities and traits between followers of different career paths. Compared to their social science peers, science students had higher scores in adaptability and general mood traits measured with the Emotion Quotient Inventory, but lower scores in strategic EI abilities…

Raising test scores vs. teaching higher order thinking (HOT): senior science teachers' views on how several concurrent policies affect classroom practices

NASA Astrophysics Data System (ADS)

Zohar, Anat; Alboher Agmon, Vered

2018-04-01

This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements.

A Challenge for Diagnosing Acute Liver Injury with Concomitant/Sequential Exposure to Multiple Drugs: Can Causality Assessment Scales Be Utilized to Identify the Offending Drug?

PubMed Central

Lim, Roxanne; Conner, Kim; Karnsakul, Wikrom

2014-01-01

Drug-induced hepatotoxicity most commonly manifests as an acute hepatitis syndrome and remains the leading cause of drug-induced death/mortality and the primary reason for withdrawal of drugs from the pharmaceutical market. We report a case of acute liver injury in a 12-year-old Hispanic boy, who received a series of five antibiotics (amoxicillin, ceftriaxone, vancomycin, ampicillin/sulbactam, and clindamycin) for cervical lymphadenitis/retropharyngeal cellulitis. Histopathology of the liver biopsy specimen revealed acute cholestatic hepatitis. All known causes of acute liver injury were appropriately excluded and (only) drug-induced liver injury was left as a cause of his cholestasis. Liver-specific causality assessment scales such as Council for the International Organization of Medical Sciences/Roussel Uclaf Causality Assessment Method scoring system (CIOMS/RUCAM), Maria and Victorino scale, and Digestive Disease Week-Japan were applied to seek the most likely offending drug. Although clindamycin is the most likely cause by clinical diagnosis, none of causality assessment scales aid in the diagnosis. PMID:25506455

Linear units improve articulation between social and physical constructs: An example from caregiver parameterization for children supported by complex medical technologies

NASA Astrophysics Data System (ADS)

Bezruczko, N.; Stanley, T.; Battle, M.; Latty, C.

2016-11-01

Despite broad sweeping pronouncements by international research organizations that social sciences are being integrated into global research programs, little attention has been directed toward obstacles blocking productive collaborations. In particular, social sciences routinely implement nonlinear, ordinal measures, which fundamentally inhibit integration with overarching scientific paradigms. The widely promoted general linear model in contemporary social science methods is largely based on untransformed scores and ratings, which are neither objective nor linear. This issue has historically separated physical and social sciences, which this report now asserts is unnecessary. In this research, nonlinear, subjective caregiver ratings of confidence to care for children supported by complex, medical technologies were transformed to an objective scale defined by logits (N=70). Transparent linear units from this transformation provided foundational insights into measurement properties of a social- humanistic caregiving construct, which clarified physical and social caregiver implications. Parameterized items and ratings were also subjected to multivariate hierarchical analysis, then decomposed to demonstrate theoretical coherence (R2 >.50), which provided further support for convergence of mathematical parameterization, physical expectations, and a social-humanistic construct. These results present substantial support for improving integration of social sciences with contemporary scientific research programs by emphasizing construction of common variables with objective, linear units.

Development and validation of the Pediatric Anesthesia Behavior score--an objective measure of behavior during induction of anesthesia.

PubMed

Beringer, Richard M; Greenwood, Rosemary; Kilpatrick, Nicky

2014-02-01

Measuring perioperative behavior changes requires validated objective rating scales. We developed a simple score for children's behavior during induction of anesthesia (Pediatric Anesthesia Behavior score) and assessed its reliability, concurrent validity, and predictive validity. Data were collected as part of a wider observational study of perioperative behavior changes in children undergoing general anesthesia for elective dental extractions. One-hundred and two healthy children aged 2-12 were recruited. Previously validated behavioral scales were used as follows: the modified Yale Preoperative Anxiety Scale (m-YPAS); the induction compliance checklist (ICC); the Pediatric Anesthesia Emergence Delirium scale (PAED); and the Post-Hospitalization Behavior Questionnaire (PHBQ). Pediatric Anesthesia Behavior (PAB) score was independently measured by two investigators, to allow assessment of interobserver reliability. Concurrent validity was assessed by examining the correlation between the PAB score, the m-YPAS, and the ICC. Predictive validity was assessed by examining the association between the PAB score, the PAED scale, and the PHBQ. The PAB score correlated strongly with both the m-YPAS (P < 0.001) and the ICC (P < 0.001). PAB score was significantly associated with the PAED score (P = 0.031) and with the PHBQ (P = 0.034). Two independent investigators recorded identical PAB scores for 94% of children and overall, there was close agreement between scores (Kappa coefficient of 0.886 [P < 0.001]). The PAB score is simple to use and may predict which children are at increased risk of developing postoperative behavioral disturbance. This study provides evidence for its reliability and validity. © 2013 John Wiley & Sons Ltd.

A pilot study measuring changes in student impressions before and after clinical training using a questionnaire based on the semantic differential technique.

PubMed

Tamura, Naomi; Terashita, Takayoshi; Ogasawara, Katsuhiko

2013-01-01

Students with a positive impression of their studies can become more motivated. This study measured the learning impact of clinical training by comparing student impressions before and after clinical training. The study included 32 students of radiological technology in their final year with the Division of Radiological Science and Technology, Department of Health Sciences, School of Medicine, Hokkaido University. To measure student impressions of x-ray examination training, we developed a questionnaire using the semantic differential technique. The resulting factor analysis identified 2 factors that accounted for 44.9% of the 10 bipolar adjective scales. Factor 1 represented a "resistance" impression of x-ray examination training, and factor 2 represented a "responsibility" impression. The differences in factor scores before and after the clinical training suggest that student impressions are affected by clinical training.

Self-perceived assessment skill of prospective physics teachers

NASA Astrophysics Data System (ADS)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

Levels of use of an elementary school inquiry-based instructional innovation among a selected group of teacher participants in the Delaware Elementary Science Initiative

NASA Astrophysics Data System (ADS)

Bouchelle, Henry Ellsworth Wirt, III

Science education in Delaware's public elementary and middle schools has experienced much change in recent years as a result of the adoption of state standards and, in particular, the adoption by school districts of the Smithsonian/National Science Resources Council-sponsored inquiry-based instruction modules as part of the "Elementary Science Initiative." As part of this adoption process, each participating elementary teacher and middle school science teacher receives extensive training in the use of several discrete science kits. The trainings include reinforcement and development of content knowledge, in addition to the modeling of and practice with complementary pedagogy. One measure of the effectiveness of the science kit training process (and perhaps the Initiative itself) is the teachers' levels of use of the Initiative. The purpose of this study was to determine the participating teachers' use of the science kit innovation through the use of the Concerns-based Adoption Model Levels of Use Questionnaire. Eight K--5 elementary classroom teachers who had completed at least three science kit trainings participated. The results of this study indicate that on the Overall Level of Use Rating Scale, teachers who had completed training in at least three science kits generally scored at the Routine (IVA) level. All of the teachers, regardless of the wide range in the number of years of experience, had achieved the Mechanical Use level in Overall (III) LoU, and 6 of the 8 participants (75%) were operating at no less than the Refinement (IVA) Overall LoU level.

Clinical utility and validation of the Couple's Communicative Evaluation Scale.

PubMed

West, Craig E

2005-10-01

This study assessed the validity and clinical utility of a new test, the Couple's Communicative Evaluation Scale. With 24 couples from a variety of resources, e.g., churches, newspaper, and colleges, a discriminant analysis using the Dyadic Adjustment Scale, indicated that satisfied couples could be discriminated from issatisfied couples with 91-96% accuracy. Significant differences on the scale were found for means between 7 distressed and 16 nondistressed couples using the satisfaction/dissatisfaction cutoff score of 200 on the Dyadic Adjustment Scale and significant differences on the individual scales were found for means between 16 distressed and 31 nondistressed individuals using the satisfaction/dissatisfaction cutoff score of 100 on the Dyadic Adjustment Scale. Demographic variables, e.g., age, marriage length, were statistically significant. Scale scores were highly correlated with those on the Dyadic Adjustment Scale, indicating good validity. Using all 400 items, an alpha of .99 indicated good internal consistency for the verbal, nonverbal, and listening communication scores.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

PubMed

Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

2016-03-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

Construct Validity and Reliability of the SARA Gait and Posture Sub-scale in Early Onset Ataxia

PubMed Central

Lawerman, Tjitske F.; Brandsma, Rick; Verbeek, Renate J.; van der Hoeven, Johannes H.; Lunsing, Roelineke J.; Kremer, Hubertus P. H.; Sival, Deborah A.

2017-01-01

Aim: In children, gait and posture assessment provides a crucial marker for the early characterization, surveillance and treatment evaluation of early onset ataxia (EOA). For reliable data entry of studies targeting at gait and posture improvement, uniform quantitative biomarkers are necessary. Until now, the pediatric test construct of gait and posture scores of the Scale for Assessment and Rating of Ataxia sub-scale (SARA) is still unclear. In the present study, we aimed to validate the construct validity and reliability of the pediatric (SARAGAIT/POSTURE) sub-scale. Methods: We included 28 EOA patients [15.5 (6–34) years; median (range)]. For inter-observer reliability, we determined the ICC on EOA SARAGAIT/POSTURE sub-scores by three independent pediatric neurologists. For convergent validity, we associated SARAGAIT/POSTURE sub-scores with: (1) Ataxic gait Severity Measurement by Klockgether (ASMK; dynamic balance), (2) Pediatric Balance Scale (PBS; static balance), (3) Gross Motor Function Classification Scale -extended and revised version (GMFCS-E&R), (4) SARA-kinetic scores (SARAKINETIC; kinetic function of the upper and lower limbs), (5) Archimedes Spiral (AS; kinetic function of the upper limbs), and (6) total SARA scores (SARATOTAL; i.e., summed SARAGAIT/POSTURE, SARAKINETIC, and SARASPEECH sub-scores). For discriminant validity, we investigated whether EOA co-morbidity factors (myopathy and myoclonus) could influence SARAGAIT/POSTURE sub-scores. Results: The inter-observer agreement (ICC) on EOA SARAGAIT/POSTURE sub-scores was high (0.97). SARAGAIT/POSTURE was strongly correlated with the other ataxia and functional scales [ASMK (rs = -0.819; p < 0.001); PBS (rs = -0.943; p < 0.001); GMFCS-E&R (rs = -0.862; p < 0.001); SARAKINETIC (rs = 0.726; p < 0.001); AS (rs = 0.609; p = 0.002); and SARATOTAL (rs = 0.935; p < 0.001)]. Comorbid myopathy influenced SARAGAIT/POSTURE scores by concurrent muscle weakness, whereas comorbid myoclonus predominantly influenced SARAKINETIC scores. Conclusion: In young EOA patients, separate SARAGAIT/POSTURE parameters reveal a good inter-observer agreement and convergent validity, implicating the reliability of the scale. In perspective of incomplete discriminant validity, it is advisable to interpret SARAGAIT/POSTURE scores for comorbid muscle weakness. PMID:29326569

Development and testing of a scale to assess physician attitudes about handheld computers with decision support.

PubMed

Ray, Midge N; Houston, Thomas K; Yu, Feliciano B; Menachemi, Nir; Maisiak, Richard S; Allison, Jeroan J; Berner, Eta S

2006-01-01

The authors developed and evaluated a rating scale, the Attitudes toward Handheld Decision Support Software Scale (H-DSS), to assess physician attitudes about handheld decision support systems. The authors conducted a prospective assessment of psychometric characteristics of the H-DSS including reliability, validity, and responsiveness. Participants were 82 Internal Medicine residents. A higher score on each of the 14 five-point Likert scale items reflected a more positive attitude about handheld DSS. The H-DSS score is the mean across the fourteen items. Attitudes toward the use of the handheld DSS were assessed prior to and six months after receiving the handheld device. Cronbach's Alpha was used to assess internal consistency reliability. Pearson correlations were used to estimate and detect significant associations between scale scores and other measures (validity). Paired sample t-tests were used to test for changes in the mean attitude scale score (responsiveness) and for differences between groups. Internal consistency reliability for the scale was alpha = 0.73. In testing validity, moderate correlations were noted between the attitude scale scores and self-reported Personal Digital Assistant (PDA) usage in the hospital (correlation coefficient = 0.55) and clinic (0.48), p < 0.05 for both. The scale was responsive, in that it detected the expected increase in scores between the two administrations (3.99 (s.d. = 0.35) vs. 4.08, (s.d. = 0.34), p < 0.005). The authors' evaluation showed that the H-DSS scale was reliable, valid, and responsive. The scale can be used to guide future handheld DSS development and implementation.

Correlations between commonly used clinical outcome scales and patient satisfaction after total knee arthroplasty.

PubMed

Kwon, Sae Kwang; Kang, Yeon Gwi; Kim, Sung Ju; Chang, Chong Bum; Seong, Sang Cheol; Kim, Tae Kyun

2010-10-01

Patient satisfaction is becoming increasingly important as a crucial outcome measure for total knee arthroplasty. We aimed to determine how well commonly used clinical outcome scales correlate with patient satisfaction after total knee arthroplasty. In particular, we sought to determine whether patient satisfaction correlates better with absolute postoperative scores or preoperative to 12-month postoperative changes. Patient satisfaction was evaluated using 4 grades (enthusiastic, satisfied, noncommittal, and disappointed) for 438 replaced knees that were followed for longer than 1 year. Outcomes scales used the American Knee Society, Western Ontario McMaster University Osteoarthritis Index scales, and Short Form-36 scores. Correlation analyses were performed to investigate the relation between patient satisfaction and the 2 different aspects of the outcome scales: postoperative scores evaluated at latest follow-ups and preoperative to postoperative changes. The Western Ontario McMaster University Osteoarthritis Index scales function score was most strongly correlated with satisfaction (correlation coefficient=0.45). Absolute postoperative scores were better correlated with satisfaction than the preoperative to postoperative changes for all scales. Level IV (retrospective case series). Copyright © 2010 Elsevier Inc. All rights reserved.

Comparability of scores on the MMPI-2-RF scales generated with the MMPI-2 and MMPI-2-RF booklets.

PubMed

Van der Heijden, P T; Egger, J I M; Derksen, J J L

2010-05-01

In most validity studies on the recently released 338-item MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) Restructured Form (MMPI-2-RF; Ben-Porath & Tellegen, 2008; Tellegen & Ben-Porath, 2008), scale scores were derived from the 567-item MMPI-2 booklet. In this study, we evaluated the comparability of the MMPI-2-RF scale scores derived from the original 567-item MMPI-2 booklet with MMPI-2-RF scale scores derived from the 338-item MMPI-2-RF booklet in a Dutch student sample (N = 107). We used a counterbalanced (ABBA) design. We compared results with those previously reported by Tellegen and Ben-Porath (2008). Our findings support the comparability of the scores of the 338-item version and the 567-item version of the 50 MMPI-2-RF scales. We discuss clinical implications and directions for further research.

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

NASA Astrophysics Data System (ADS)

Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

Psychometric characteristics and dimensionality of a Persian version of Rosenberg Self-esteem Scale.

PubMed

Shapurian, R; Hojat, M; Nayerahmadi, H

1987-08-01

The Rosenberg Self-esteem scale was translated into Persian and 12 Iranian bilingual judges confirmed the soundness of translation. The psychometric properties of the Persian version of Rosenberg Self-esteem Scale were studied in two samples of Iranian college students separately. Sample I consisted of 232 Iranian students in American universities, and Sample II comprised 305 Iranian students in Iranian universities. Criterion measures of loneliness, depression, anxiety, neuroticism, psychoticism, misanthropy, locus of control, tendency to dissimulate, and measures of relationship with parents, peers, and academic achievement were obtained. Item-total score correlations and alpha reliabilities supported the internal consistency of the scale. Test-retest reliabilities indicated the stability of the scores, and correlations between scores of the scale, and criterion measures supported the concurrent validity of the Rosenberg scale. Factor analysis of the Rosenberg scores confirmed the unidimensionality of the scale.

Reliability and validity of the Parenting Scale of Inconsistency.

PubMed

Yoshizumi, Takahiro; Murase, Satomi; Murakami, Takashi; Takai, Jiro

2006-08-01

The purposes of the present study were to develop a Parenting Scale of Inconsistency and to evaluate its initial reliability and validity. The 12 items assess the inconsistency among parents' moods, behaviors, and attitudes toward children. In the primary study, 517 participants completed three measures: the new Parenting Scale of Inconsistency, the Parental Bonding Instrument, and the Depression Scale of the General Health Questionnaire. The Parenting Scale of Inconsistency had good test-retest reliability of .85 and internal consistency of .88 (Cronbach coefficient alpha). Construct validity was good as Inconsistency scores were significantly correlated with the Care and Overprotection scores of the Parental Bonding Instrument and with the Depression scores. Moreover, Inconsistency scores' relation with a dimension of parenting style distinct from Care and Overprotection suggested that the Parenting Scale of Inconsistency had factorial validity. This scale seems a potential measure for examining the relationships between inconsistent parenting and the mental health of children.

More Reasons to be Straightforward: Findings and Norms for Two Scales Relevant to Social Anxiety

PubMed Central

Rodebaugh, Thomas L.; Heimberg, Richard G.; Brown, Patrick J.; Fernandez, Katya C.; Blanco, Carlos; Schneier, Franklin R.; Liebowitz, Michael R.

2011-01-01

The validity of both the Social Interaction Anxiety Scale and Brief Fear of Negative Evaluation scale has been well-supported, yet the scales have a small number of reverse-scored items that may detract from the validity of their total scores. The current study investigates two characteristics of participants that may be associated with compromised validity of these items: higher age and lower levels of education. In community and clinical samples, the validity of each scale's reverse-scored items was moderated by age, years of education, or both. The straightforward items did not show this pattern. To encourage the use of the straightforward items of these scales, we provide normative data from the same samples as well as two large student samples. We contend that although response bias can be a substantial problem, the reverse-scored questions of these scales do not solve that problem and instead decrease overall validity. PMID:21388781

Race/ethnicity and depressive symptoms: a cross-cultural/ethnic comparison among university students in East Asia, North and South America.

PubMed

Iwata, Noboru; Buka, Stephen

2002-12-01

To examine manifestations of depressive symptomatology among undergraduate students in East Asia, North and South America, responses to the Center for Epidemiologic Studies Depression Scale (CES-D) were compared across Japanese (n = 310), Anglo-American (n = 377), Native American (n = 353), and Argentinean (n = 110) undergraduate students. Japanese reported a significantly higher level of low positive affect, leading to significantly higher total CES-D scores, whereas their negative symptoms score was comparable to scores of Anglo-Americans and Argentineans. Although Native Americans were more likely to endorse negative symptoms, their low positive affect score was comparable to those of Argentineans. Argentineans appear to suffer less from depressive symptoms. Results from a Differential Item Functioning analysis, using Anglo-Americans as the reference group, indicated that: (1) the manifestation of depressive symptoms seemed to be similar for Anglo-Americans and Argentineans, except for low positive affect; (2) Native Americans tended to favor somatic symptoms over affective (depressive) symptoms; (3) responses to positive affect questions could possibly be biased not only for Japanese but also for people in North America; i.e., the expression of positive affect might be enhanced in North American culture, while inhibited in Japanese culture. Copyright 2002 Elsevier Science Ltd.

Developing competencies for medical librarians in Pakistan.

PubMed

Ullah, Midrar; Anwar, Mumtaz A

2013-03-01

To identify competencies for medical librarians and get these validated from head librarians and employers. The survey method was used. A structured questionnaire, listing 84 competency statements, covering eight areas, prepared after extensive literature review, expert scrutiny and pilot testing, using a 5-point Likert scale was distributed among the head librarians and chairpersons of library committees (CLC) in 115 medical libraries. Sixty seven (58%) useable responses were received from head librarians and 63 (55%) from CLC. Of the 84 competency statements 83 were validated by the head librarians, 44 receiving four or higher mean score while the other 39 statements getting mean scores in the range of 3.97 and 3.06. The CLC validated 80 statements. Only 27 statements received four or higher mean score from CLC while the other 53 got mean scores in the range of 3.97 and 3.22. Medical librarians are required to be well versed with all those competencies which are needed for general librarianship. In addition, they are expected to have adequate knowledge of health sciences environment including medical terminologies and concepts. Sound knowledge of some competencies specific for medical libraries is an additional requirement for library personnel. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Utah

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Utah's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 167 for non-Title I students and 164 for Title I students. In 2009 the mean scale score in 4th grade reading was 168 for non-Title I students and 164 for Title I students. Between 2004 and 2009, the mean scale score…

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

What is the threshold for symptomatic response and remission for major depressive disorder, panic disorder, social anxiety disorder, and generalized anxiety disorder?

PubMed

Bandelow, Borwin; Baldwin, David S; Dolberg, Ornah T; Andersen, Henning Friis; Stein, Dan J

2006-09-01

Symptom-free remission is a goal for treatment in depression and anxiety disorders, but there is no consensus regarding the threshold for determining remission in individual disorders. We sought to determine these thresholds by comparing, in a post hoc analysis, scores on the Clinical Global Impressions scale (CGI) and disorder-specific symptom severity rating scales from all available studies of the treatment of major depressive disorder, panic disorder, generalized anxiety disorder, and social anxiety disorder with the same medication (escitalopram). We also sought to compare the standardized effect sizes of escitalopram for these 4 psychiatric disorders. Raw data from all randomized, double-blind, placebo-controlled, acute treatment studies sponsored by H. Lundbeck A/S (Copenhagen, Denmark) or Forest Laboratories, Inc. (New York, N.Y.), published through March 1, 2004, with patients treated with escitalopram for DSM-IV major depressive disorder (5 studies), panic disorder (1 study), generalized anxiety disorder (4 studies), or social anxiety disorder (2 studies) were compared with regard to the standardized effect sizes of change in CGI score and scores on rating scales that represent the "gold standard" for assessment of these disorders (the Montgomery-Asberg Depression Rating Scale, the Panic and Agoraphobia Scale, the Hamilton Rating Scale for Anxiety, and the Liebowitz Social Anxiety Scale, respectively). In all indications, treatment with escitalopram showed differences from placebo in treatment effect from 0.32 to 0.59 on the CGI-S and CGI-I and standardized effect sizes from 0.32 to 0.50 on the standard rating scales. There were no significant differences among the different disorders. Moderate to high correlations were found between scores on the CGI and the standard scales. The corresponding standard scale scores for CGI-defined "response" and "remission" were determined. Comparison of scores on the standard scales and scores on the CGI suggest that the traditional definition of response (i.e., a 50% reduction in a standard scale) may be too conservative.

Construct validity of the helplessness/hopelessness/haplessness scale: correlations with perfectionism and depression.

PubMed

Leenaars, Lindsey; Lester, David

2007-02-01

In a sample of 117 undergraduates, helplessness scores and the discrepancy scores on a measure of perfectionism predicted depression scores, providing evidence for construct validity for the hopelessness, helplessness, and haplessness scales.

Vocational interests and career indecision among psychosis-prone college students.

PubMed

Poreh, A M; Schullen, C

1998-10-01

This study investigated the relationship between scores on scales that purport to measure psychosis-proneness and scores on vocational interests, identity, and differentiation scales in a sample of 233 college students who completed the Perceptual Aberration and Magical Ideation scales, the Strong Campbell Interest Inventory, and the Career Decision Scale. The present findings are consistent with prior work indicating a sex-related association of scores on measures of psychosis-proneness and vocational interests. A positive correlation between scores on vocational indecision and measures of psychosis-proneness was also found, suggesting that both men and women who score high on psychosis-proneness find it difficult to formulate long-term career goals. Finally, there was no significant correlation between scores on measures of psychosis-proneness and Holland's Vocational Differentiation Index. Present results are discussed in light of previously reported sex differences among psychosis-prone adults and diagnosed schizophrenics. The implications of the findings for vocational counselors are also addressed.

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science

NASA Astrophysics Data System (ADS)

Ramey, Toni Boyd

The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found. Additionally, a questionnaire was administered to teachers in four public middle schools in which AMSTI had been implemented. ANOVAs were used to examine the responses to determine how teacher training in AMSTI materials and techniques affected reported teacher attitude and frequency of usage of inquiry-based lessons. When the responses of teachers with less than one year of AMSTI training were compared to those teachers with more than one year of training, no significant change in teachers' reported attitudes toward inquiry lessons or the frequency of usage of inquiry lessons was found.

The effects of collaborative video production on the attitudes and science knowledge of sixth graders

NASA Astrophysics Data System (ADS)

Gaston, Joseph Pickett

This quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixth-grade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction, and the two experimental classes learned the science concept through the CVP project. Pre- and posttests were administered to all students, as well as two pre- and post-surveys measuring student attitudes towards science and technology. Analysis of covariance (ANCOVA) with the pretest scores as the covariate (Xc) was conducted with the posttest and post-survey data to determine if a significant difference existed in scores between the two groups. In each case, no significant difference was found. The results of this study suggest that CVP was as effective at conveying conceptual understanding to sixth-grade science students as direct instruction. Although not significant, the study also showed that mean scores of students' attitudes towards science and technology increased from pre-surveys to post-surveys for those who participated in the CVP activity. These findings suggest that the treatment contributed to an increase in participants' attitudes and towards technology and the academic subject. No such increase in mean post-survey scores existed for students receiving direct instruction.

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

NASA Astrophysics Data System (ADS)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Sensory phenomena related to tics, obsessive-compulsive symptoms, and global functioning in Tourette syndrome.

PubMed

Kano, Yukiko; Matsuda, Natsumi; Nonaka, Maiko; Fujio, Miyuki; Kuwabara, Hitoshi; Kono, Toshiaki

2015-10-01

Sensory phenomena, including premonitory urges, are experienced by patients with Tourette syndrome (TS) and obsessive-compulsive disorder (OCD). The goal of the present study was to investigate such phenomena related to tics, obsessive-compulsive symptoms (OCS), and global functioning in Japanese patients with TS. Forty-one patients with TS were assessed using the University of São Paulo Sensory Phenomena Scale (USP-SPS), the Premonitory Urge for Tics Scale (PUTS), the Yale Global Tic Severity Scale (YGTSS), the Dimensional Yale-Brown Obsessive-Compulsive Scale (DY-BOCS), and the Global Assessment of Functioning (GAF) Scale. USP-SPS and PUTS total scores were significantly correlated with YGTSS total and vocal tics scores. Additionally, both sensory phenomena severity scores were significantly correlated with DY-BOCS total OCS scores. Of the six dimensional OCS scores, the USP-SPS scores were significantly correlated with measures of aggression and sexual/religious dimensions. Finally, the PUTS total scores were significantly and negatively correlated with GAF scores. By assessing premonitory urges and broader sensory phenomena, and by viewing OCS from a dimensional approach, this study provides significant insight into sensory phenomena related to tics, OCS, and global functioning in patients with TS. Copyright © 2015 Elsevier Inc. All rights reserved.

A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

NASA Astrophysics Data System (ADS)

Coffman, Mitchell Ward

The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.

The Impact of Spirituality Before and After Treatment of Major Depressive Disorder

PubMed Central

Peselow, Eric; Pi, Sarah; Lopez, Enrique; Besada, André; IsHak, Waguih W.

2014-01-01

Objective: The authors sought to assess spirituality in depressed patients and evaluate whether the degree of initial depressive symptoms and response to pharmacotherapy treatment has a correlation with degree of spirituality and belief in God. Methods: Our participants included 84 patients who presented to a depression/anxiety clinic for naturalistic treatment of their depressive illness over the course of two years. All patients met the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision criteria for major depression, as confirmed by structured interviews using the Structured Clinical Interview for DSM-IV, and were treated with selective serotonin reuptake inhibitors for eight weeks. Measurements: Patients were evaluated at baseline and after treatment using the Montgomery Asberg Depression Rating Scale, the Beck Hopelessness Scale, the Dysfunctional Attitude Scale, and the Spiritual Orientation to Life scale. Results: At baseline, patients reporting greater spirituality had significantly lower measures of hopelessness, dysfunctional attitudes, and depressive symptoms. Those who believed in God had a greater mean change score than those who did not on the Montgomery Asberg Depression Rating Scale, the Beck Hopelessness Scale, and the Dysfunctional Attitude Scale, with the Montgomery Asberg Depression Rating Scale showing the greatest mean change score. Significant correlations were detected between the Spiritual Orientation to Life scale score and the Montgomery Asberg Depression Rating Scale, the Beck Hopelessness Scale, and the Dysfunctional Attitude Scale pre-scores, post-scores, and change scores. Conclusion: The findings suggest that greater spirituality is associated with less severe depression. Moreover, the degree to which the measures of depressive symptom severity, hopelessness, and cognitive distortions improved over the course of eight weeks was significantly greater for those patients who were more spiritual. PMID:24800129

Aligning Scales of Certification Tests. Research Report. ETS RR-10-07

ERIC Educational Resources Information Center

Dorans, Neil J.; Liang, Longjuan; Puhan, Gautam

2010-01-01

Scores are the most visible and widely used products of a testing program. The choice of score scale has implications for test specifications, equating, and test reliability and validity, as well as for test interpretation. At the same time, the score scale should be viewed as infrastructure likely to require repair at some point. In this report…

Linking U.S. School District Test Score Distributions to a Common Scale. CEPA Working Paper No. 16-09

ERIC Educational Resources Information Center

Reardon, Sean F.; Kalogrides, Demetra; Ho, Andrew D.

2017-01-01

There is no comprehensive database of U.S. district-level test scores that is comparable across states. We describe and evaluate a method for constructing such a database. First, we estimate linear, reliability-adjusted linking transformations from state test score scales to the scale of the National Assessment of Educational Progress (NAEP). We…

One patient with schizophrenia showed reduced drug-induced extrapyramidal symptoms as a result of an alternative regimen of treatment with paliperidone 3 and 6 mg every other day.

PubMed

Suzuki, Hidenobu; Hibino, Hiroyuki; Inoue, Yuichi; Matsumoto, Hideo; Mikami, Katsunaka

2017-01-01

Schizophrenia is a chronic disease that requires long-term management with antipsychotics. Antipsychotic drugs are given by tapering their dose, extending the dosing interval, and so on, as part of a treatment strategy to minimize the adverse effects while at the same time maintaining efficacy. We report the case of one patient with schizophrenia in whom the clinical symptoms were alleviated after treatment with 6 mg paliperidone. However, the patient developed extrapyramidal syndrome, for which 3 and 6 mg paliperidone were administered alternately every other day. Extrapyramidal syndrome was assessed using the Drug-Induced Extrapyramidal Symptoms Scale, Abnormal Involuntary Movement Scale, or Barnes Akathisia Scale. There was improvement in Drug-Induced Extrapyramidal Symptoms Scale score and Abnormal Involuntary Movement Scale score. However, there was almost no change in the Positive and Negative Syndrome Scale total score, positive score, negative score, or general score. The results indicate the possibility of lessened adverse effects as a result of an alternative regimen of treatment with paliperidone 3 and 6 mg every other day in the maintenance phase.

Comparison of the Full Outline of UnResponsiveness score and the Glasgow Coma Scale in predicting mortality in critically ill patients*.

PubMed

Wijdicks, Eelco F M; Kramer, Andrew A; Rohs, Thomas; Hanna, Susan; Sadaka, Farid; O'Brien, Jacklyn; Bible, Shonna; Dickess, Stacy M; Foss, Michelle

2015-02-01

Impaired consciousness has been incorporated in prediction models that are used in the ICU. The Glasgow Coma Scale has value but is incomplete and cannot be assessed in intubated patients accurately. The Full Outline of UnResponsiveness score may be a better predictor of mortality in critically ill patients. Thirteen ICUs at five U.S. hospitals. One thousand six hundred ninety-five consecutive unselected ICU admissions during a six-month period in 2012. Glasgow Coma Scale and Full Outline of UnResponsiveness score were recorded within 1 hour of admission. Baseline characteristics and physiologic components of the Acute Physiology and Chronic Health Evaluation system, as well as mortality were linked to Glasgow Coma Scale/Full Outline of UnResponsiveness score information. None. We recruited 1,695 critically ill patients, of which 1,645 with complete data could be linked to data in the Acute Physiology and Chronic Health Evaluation system. The area under the receiver operating characteristic curve of predicting ICU mortality using the Glasgow Coma Scale was 0.715 (95% CI, 0.663-0.768) and using the Full Outline of UnResponsiveness score was 0.742 (95% CI, 0.694-0.790), statistically different (p = 0.001). A similar but nonsignificant difference was found for predicting hospital mortality (p = 0.078). The respiratory and brainstem reflex components of the Full Outline of UnResponsiveness score showed a much wider range of mortality than the verbal component of Glasgow Coma Scale. In multivariable models, the Full Outline of UnResponsiveness score was more useful than the Glasgow Coma Scale for predicting mortality. The Full Outline of UnResponsiveness score might be a better prognostic tool of ICU mortality than the Glasgow Coma Scale in critically ill patients, most likely a result of incorporating brainstem reflexes and respiration into the Full Outline of UnResponsiveness score.

The relationship of the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition.

PubMed

Smith, Billy L; McChristian, Chrystal L; Smith, Teresa D; Meaux, Julie

2009-08-01

The purpose of this study was to compare scores on the Reynolds Intellectual Assessment Scales (RIAS) with scores on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) in a group of college students diagnosed with a Learning Disability, Attention-Deficit Hyperactivity Disorder (ADHD), or a combination of the two. The RIAS Composite Index score was significantly higher than the WAIS-III Full Scale IQ, although scores on both tests were in the average range. Correlations between the two tests were significant on all measures. Male students were significantly higher than female students on both the RIAS Composite Index and on the WAIS-III Full Scale IQ. Although the ADHD group was higher on IQ than the Learning Disabled and combined disorder groups on all IQ measures, no significant differences were found.

Open Reduction and Internal Fixation versus Non-Surgical Treatment in Displaced Midshaft Clavicle Fractures: A Meta-Analysis.

PubMed

Ahmed, Abdulaziz F; Salameh, Motasem; AlKhatib, Nidal; Elmhiregh, Aissam; Ahmed, Ghalib O

2018-04-17

To compare open reduction and internal fixation (ORIF) and non-surgical treatment outcomes in displaced midshaft clavicle fractures. PubMed, MEDLINE, EMBASE, Web of Science, Cochrane Library, and ClinicalTrials.gov were searched in September 2017. Inclusion criteria were randomized controlled trials reporting nonunion, shoulder functional outcomes, and subsequent surgery rates or pain scores. We excluded studies with patients younger than 16 years, maximum follow-up less than nine months, and inaccessible full text. Extracted data included the first author, publication year, number of patients, number of nonunions, Constant scores, disabilities of the arm, shoulder and hand (DASH) scores, number of subsequent surgeries, and pain measured using the visual analogue analog scale. The risk ratio (RR) of nonunion was 0.15 (95% confidence interval [CI], 0.08, 0.31) in ORIF compared with that of non-surgical treatment. Constant and DASH scores were significantly better in ORIF up to 6 months. The mean difference (MD) in DASH scores at 12 months was statistically insignificant in both treatments (MD, -4.19; 95% CI, -9.34, 0.96). Constant scores remained significant in ORIF (MD, 4.39; 95% CI, 1.03, 7.75). Subsequent surgeries and pain scores were similar in both treatments. Significant reduction in nonunions and favorable early functional outcomes are associated with ORIF. Nevertheless, late functional outcomes, subsequent surgeries, and pain scores are similar to those of non-surgical treatment. Although patients treated with ORIF mainly had subsequent elective plate removals; non-surgically treated patients had more surgical fixations for nonunions. As a result, there remains inconsistent evidence regarding the best treatment for displaced midshaft clavicle fractures. Therapeutic Level I.

MIS Score: Prediction Model for Minimally Invasive Surgery.

PubMed

Hu, Yuanyuan; Cao, Jingwei; Hou, Xianzeng; Liu, Guangcun

2017-03-01

Reports suggest that patients with spontaneous intracerebral hemorrhage (ICH) can benefit from minimally invasive surgery, but the inclusion criterion for operation is controversial. This article analyzes factors affecting the 30-day prognoses of patients who have received minimally invasive surgery and proposes a simple grading scale that represents clinical operation effectiveness. The records of 101 patients with spontaneous ICH presenting to Qianfoshan Hospital were reviewed. Factors affecting their 30-day prognosis were identified by logistic regression. A clinical grading scale, the MIS score, was developed by weighting the independent predictors based on these factors. Univariate analysis revealed that the factors that affect 30-day prognosis include Glasgow coma scale score (P < 0.01), age ≥80 years (P < 0.05), blood glucose (P < 0.01), ICH volume (P < 0.01), operation time (P < 0.05), and presence of intraventricular hemorrhage (P < 0.001). Logistic regression revealed that the factors that affect 30-day prognosis include Glasgow coma scale score (P < 0.05), age (P < 0.05), ICH volume (P < 0.01), and presence of intraventricular hemorrhage (P < 0.05). The MIS score was developed accordingly; 39 patients with 0-1 MIS scores had favorable prognoses, whereas only 9 patients with 2-5 MIS scores had poor prognoses. The MIS score is a simple grading scale that can be used to select patients who are suited for minimal invasive drainage surgery. When MIS score is 0-1, minimal invasive surgery is strongly recommended for patients with spontaneous cerebral hemorrhage. The scale merits further prospective studies to fully determine its efficacy. Copyright © 2016 Elsevier Inc. All rights reserved.

The reliability and validity of the Tokyo Autistic Behaviour Scale.

PubMed

Kurita, H; Miyake, Y

1990-03-01

The Tokyo Autistic Behavior Scale (TABS) consisting of 39 items provisionally grouped in four areas--interpersonal-social relationship, language-communication, habit-mannerism and others--is an instrument used by a child's caretaker to rate the child's autistic behaviors on a 3-point scale. Test-retest reliability was satisfactory (i.e., an r for a total score was .94). Among six DSM-III diagnostic groups, infantile autism showed a significantly higher total TABS score than the other five groups, and a taxonomic validity coefficient was .54. An r between total scores of the TABS and the Childhood Autism Rating Scale--Tokyo Version was .59. The area scores showed a lower validity than the total score. The TABS appears to be a useful instrument to assess autistic behavior.

Validation of the 17-item Hamilton Depression Rating Scale definition of response for adults with major depressive disorder using equipercentile linking to Clinical Global Impression scale ratings: analysis of Pharmacogenomic Research Network Antidepressant Medication Pharmacogenomic Study (PGRN-AMPS) data.

PubMed

Bobo, William V; Angleró, Gabriela C; Jenkins, Gregory; Hall-Flavin, Daniel K; Weinshilboum, Richard; Biernacka, Joanna M

2016-05-01

The study aimed to define thresholds of clinically significant change in 17-item Hamilton Depression Rating Scale (HDRS-17) scores using the Clinical Global Impression-Improvement (CGI-I) Scale as a gold standard. We conducted a secondary analysis of individual patient data from the Pharmacogenomic Research Network Antidepressant Medication Pharmacogenomic Study, an 8-week, single-arm clinical trial of citalopram or escitalopram treatment of adults with major depression. We used equipercentile linking to identify levels of absolute and percent change in HDRS-17 scores that equated with scores on the CGI-I at 4 and 8 weeks. Additional analyses equated changes in the HDRS-7 and Bech-6 scale scores with CGI-I scores. A CGI-I score of 2 (much improved) corresponded to an absolute decrease (improvement) in HDRS-17 total score of 11 points and a percent decrease of 50-57%, from baseline values. Similar results were observed for percent change in HDRS-7 and Bech-6 scores. Larger absolute (but not percent) decreases in HDRS-17 scores equated with CGI-I scores of 2 in persons with higher baseline depression severity. Our results support the consensus definition of response based on HDRS-17 scores (>50% decrease from baseline). A similar definition of response may apply to the HDRS-7 and Bech-6. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Pilot Program for Teaching Earth Science in New York

NASA Astrophysics Data System (ADS)

Nadeau, Patricia A.; Flores, Kennet E.; Ustunisik, Gokce; Zirakparvar, Nasser A.; Grcevich, Jana; Pagnotta, Ashley; Sessa, Jocelyn A.; Kinzler, Rosamond J.; Macdonald, Maritza; Mathez, Edmond; Mac Low, Mordecai-Mark

2013-06-01

During the 2009-2010 school year, 40% of New York City (NYC) Earth science teachers were not certified to teach Earth science [New York State Education Department (NYSED), 2011]. This highlights a longstanding shortage of certified teachers, which persists today and prevents many schools from offering courses on the subject, thus diminishing student opportunities to study or embark on careers in Earth science. More generally, the paucity of qualified, effective science teachers hinders student achievement in science, technology, engineering, and mathematics (STEM), and research has consistently shown that improving the quality of teaching substantially increases achievement in STEM-related fields [National Science Board, 2007]. With only 36% of NYC 8th graders scoring at or above the basic level of proficiency in science and with even lower scores for African-American and Hispanic students [Livingston and Wirt, 2005], the need for more qualified science teachers is clear.

On the Cognitive Interpretation of Performance Assessment Scores. CSE Technical Report 546.

ERIC Educational Resources Information Center

Ayala, Carlos Cuauhtemoc; Shavelson, Richard; Ayala, Mary Ann

This study explored some aspects of reasoning needed to complete science performance assessments, i.e., students' hands-on investigations scored for the scientific justifiability of the findings. The reasoning demands of science performance assessments were studied focusing on three dimensions identified from a previous analysis of data from the…

[Translation and Validation of the FOUR Scale for Children and its Use as Outcome Predictor: A Pilot Study].

PubMed

Ferreira, Sofia Simões; Meireles, Daniel; Pinto, Alexandra; Abecasis, Francisco

2017-09-29

The Full Outline of UnResponsiveness - FOUR scale has been previously validated to assess impaired consciousness in the adult population. The aim of this study is the translation into Portuguese and validation of the FOUR scale in the pediatric population. The study also compares the FOUR scale and Glasgow coma scale score ratings and the clinical outcome of patients hospitalized in Pediatric Intensive Care Units. This study prospectively rated patients admitted to the Pediatric Intensive Care Units with impaired consciousness during one year. Both scales were applied daily to patients by three types of examiners: intensivists, residents and nurses, from the moment of admission until clinical discharge. Neurological sequelae was evaluated using the King's Outcome Scale for Childhood Head Injury - KOSCHI. Twenty seven patients between one and 17 years of age were included. Both scales are reliable and inter-rater reliability was greater for the FOUR score. Glasgow coma scale showed a minimum score in eight evaluations, whereas the FOUR scale obtained the minimum score in only two of these evaluations. In both scales there was a strong association between the admission score and the patient's outcome (area under curve FOUR = 0.939, versus Glasgow coma scale = 0.925). The FOUR scale provides more neurological information than Glasgow coma scale in patients with impaired consciousness and has prognostic interest. The FOUR scale can be applied in patients admitted with impaired consciousness in Pediatric Intensive Care Units. We think that a multicenter study would be very beneficial for confirming and generalizing these results.

Drug- and Herb-Induced Liver Injury in Clinical and Translational Hepatology: Causality Assessment Methods, Quo Vadis?

PubMed Central

Eickhoff, Axel; Schulze, Johannes

2013-01-01

Drug-induced liver injury (DILI) and herb-induced liver injury (HILI) are typical diseases of clinical and translational hepatology. Their diagnosis is complex and requires an experienced clinician to translate basic science into clinical judgment and identify a valid causality algorithm. To prospectively assess causality starting on the day DILI or HILI is suspected, the best approach for physicians is to use the Council for International Organizations of Medical Sciences (CIOMS) scale in its original or preferably its updated version. The CIOMS scale is validated, liver-specific, structured, and quantitative, providing final causality grades based on scores of specific items for individual patients. These items include latency period, decline in liver values after treatment cessation, risk factors, co-medication, alternative diagnoses, hepatotoxicity track record of the suspected product, and unintentional re-exposure. Provided causality is established as probable or highly probable, data of the CIOMS scale with all individual items, a short clinical report, and complete raw data should be transmitted to the regulatory agencies, manufacturers, expert panels, and possibly to the scientific community for further refinement of the causality evaluation in a setting of retrospective expert opinion. Good-quality case data combined with thorough CIOMS-based assessment as a standardized approach should avert subsequent necessity for other complex causality assessment methods that may have inter-rater problems because of poor-quality data. In the future, the CIOMS scale will continue to be the preferred tool to assess causality of DILI and HILI cases and should be used consistently, both prospectively by physicians, and retrospectively for subsequent expert opinion if needed. For comparability and international harmonization, all parties assessing causality in DILI and HILI cases should attempt this standardized approach using the updated CIOMS scale. PMID:26357608

Test Score Stability and Construct Validity of the Adult Manifest Anxiety Scale-College Version Scores among College Students: A Brief Report

ERIC Educational Resources Information Center

Lowe, Patricia A.; Papanastasiou, Elena C.; DeRuyck, Kimberly A.; Reynolds, Cecil R.

2005-01-01

In this study, the authors investigated the temporal stability and construct validity of the Adult Manifest Anxiety Scale-College Version (AMAS-C; C. R. Reynolds, B. O. Richmond, & P. A. Lowe, 2003b) scores. Results indicated that the AMAS-C scores had adequate to excellent test score stability, and evidence supported the construct validity of the…

A Pilot Study of the Correlation between the Numeric Rating Scale used to Evaluate "Geop" and Questionnaires on Pain Perception.

PubMed

Koo, Bon Sung; Jung, Myung Jin; Lee, Joon Ho; Jin, Hee Cheol; Lee, Jeong Seok; Kim, Yong Ik

2015-01-01

The word "geop" is a unique Korean term commonly used to describe fright, fear and anxiety, and similar concepts. The purpose of this pilot study is to examine the correlation between the Numeric Rating Scale (NRS) score of geop and three different questionnaires on pain perception. Patients aged 20 to 70 years who visited our outpatient pain clinics were evaluated. They were requested to rate the NRS score (range: 0-100) if they felt geop. Next, they completed questionnaires on pain perception, in this case the Korean version of the Pain Sensitivity Questionnaire (PSQ), the Pain Catastrophizing Scale (PCS), and the Pain Anxiety Symptoms Scale (PASS). The correlations among each variable were evaluated by statistical analyses. There was no statistically significant correlation between the NRS score of geop and the PSQ score (r = 0.075, P = 0.5605). The NRS score of geop showed a significant correlation with the PCS total score (r = 0.346, P = 0.0063). Among the sub-scales, Rumination (r = 0.338, P = 0.0077) and Magnification (r = 0.343, P = 0.0069) were correlated with the NRS score of geop. In addition, the NRS score of geop showed a significant correlation with the PASS total score (r = 0.475, P = 0.0001). The cognitive (r = 0.473, P = 0.0002) and fear factors (r = 0.349, P = 0.0063) also showed significant correlations with the NRS score of geop. This study marks the first attempt to introduce the concept of "geop." The NRS score of geop showed a moderate positive correlation with the total PCS and PASS score. However, further investigations are required before the "geop" concept can be used practically in clinical fields.

The impact of tics, obsessive-compulsive symptoms, and impulsivity on global functioning in Tourette syndrome.

PubMed

Kano, Yukiko; Kono, Toshiaki; Matsuda, Natsumi; Nonaka, Maiko; Kuwabara, Hitoshi; Shimada, Takafumi; Shishikura, Kurie; Konno, Chizue; Ohta, Masataka

2015-03-30

This study investigated the relationships between tics, obsessive-compulsive symptoms (OCS), and impulsivity, and their effects on global functioning in Japanese patients with Tourette syndrome (TS), using the dimensional approach for OCS. Fifty-three TS patients were assessed using the Yale Global Tic Severity Scale, the Dimensional Yale-Brown Obsessive-Compulsive Scale, the Impulsivity Rating Scale, and the Global Assessment of Functioning Scale. Although tic severity scores were significantly and positively correlated with OCS severity scores, impulsivity severity scores were not significantly correlated with either. The global functioning score was significantly and negatively correlated with tic and OCS severity scores. Of the 6 dimensional OCS scores, only aggression scores had a significant negative correlation with global functioning scores. A stepwise multiple regression analysis showed that only OCS severity scores were significantly associated with global functioning scores. Despite a moderate correlation between tic severity and OCS severity, the impact of OCS on global functioning was greater than that of tics. Of the OCS dimensions, only aggression had a significant impact on global functioning. Our findings suggest that it is important to examine OCS using a dimensional approach when analyzing global functioning in TS patients. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter?

PubMed

Wong, Stanley K; Ramirez, Juan R; Helf, Scott C

2009-11-01

The effect of a variety of preadmission variables, including the number of elective preadmission upper-level science courses, on academic achievement is not well established. To investigate the relationship between number of preadmission variables and overall student academic achievement in osteopathic medical school. Academic records of osteopathic medical students in the 2008 and 2009 graduating classes of Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California, were analyzed. Multivariate linear regression analyses were performed to identify predictors of academic achievement based on Medical College Admission Test (MCAT) subscores, undergraduate grade point average (GPA), GPA in medical school basic science (preclinical GPA) and clinical clerkship (clinical GPA), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE). Records of 358 osteopathic medical students were evaluated. Analysis of beta coefficients suggested that undergraduate science GPA was the most important predictor of overall student academic achievement (P<.01). Biological sciences MCAT subscore was a more modest but still statistically significant predictor of preclinical GPA and COMLEX-USA Level 1 score (P<.01). Physical sciences MCAT subscore was also a statistically significant predictor of preclinical GPA, and verbal reasoning MCAT subscore was a statistically significant predictor of COMLEX-USA Level 2-CE score (both P<.01). Women had statistically significantly higher preclinical GPA and COMLEX-USA Level 2-CE scores than men (P<.05). Differences in some outcome variables were also associated with racial-ethnic background and age. Number of preadmission elective upper-level science courses taken by students before matriculation was not significantly correlated with any academic achievement variable. Although undergraduate science GPA and MCAT biological sciences subscore were significant predictors of overall academic achievement for osteopathic medical students, the number of elective upper-level science courses taken preadmission had no predictive value.

Rorschach cognitive developmental indices of mentally retarded persons: a comparison with scores on Wechsler Intelligence Scale for children-revised.

PubMed

Di Nuovo, S F; Colucci, G; Pellicciotta, A; Buono, S

1997-08-01

In a sample of 55 mentally retarded subjects (M age = 14 yr., 1 mo.) the relations between some perceptual and cognitive Rorschach indices, including the Becker's Genetic Level Score, and Wechsler Scale scores were studied. The mean Developmental Score did not increase across ages and was higher for girls than for boys, while Verbal and Performance IQs were lower for girls. The correlations confirm the hypothesis that for mentally retarded persons WISC-R scaled scores and Rorschach cognitive indices are different measures of intellective functioning. The findings are discussed with reference to the assessment and rehabilitation of retarded subjects.

Patterns and Emerging Trends in Global Ocean Health

PubMed Central

Halpern, Benjamin S.; Longo, Catherine; Lowndes, Julia S. Stewart; Best, Benjamin D.; Frazier, Melanie; Katona, Steven K.; Kleisner, Kristin M.; Rosenberg, Andrew A.; Scarborough, Courtney; Selig, Elizabeth R.

2015-01-01

International and regional policies aimed at managing ocean ecosystem health need quantitative and comprehensive indices to synthesize information from a variety of sources, consistently measure progress, and communicate with key constituencies and the public. Here we present the second annual global assessment of the Ocean Health Index, reporting current scores and annual changes since 2012, recalculated using updated methods and data based on the best available science, for 221 coastal countries and territories. The Index measures performance of ten societal goals for healthy oceans on a quantitative scale of increasing health from 0 to 100, and combines these scores into a single Index score, for each country and globally. The global Index score improved one point (from 67 to 68), while many country-level Index and goal scores had larger changes. Per-country Index scores ranged from 41–95 and, on average, improved by 0.06 points (range -8 to +12). Globally, average scores increased for individual goals by as much as 6.5 points (coastal economies) and decreased by as much as 1.2 points (natural products). Annual updates of the Index, even when not all input data have been updated, provide valuable information to scientists, policy makers, and resource managers because patterns and trends can emerge from the data that have been updated. Changes of even a few points indicate potential successes (when scores increase) that merit recognition, or concerns (when scores decrease) that may require mitigative action, with changes of more than 10–20 points representing large shifts that deserve greater attention. Goal scores showed remarkably little covariance across regions, indicating low redundancy in the Index, such that each goal delivers information about a different facet of ocean health. Together these scores provide a snapshot of global ocean health and suggest where countries have made progress and where a need for further improvement exists. PMID:25774678

Reliability Generalization: Exploring Variation of Reliability Coefficients of MMPI Clinical Scales Scores.

ERIC Educational Resources Information Center

Vacha-Haase, Tammi; Kogan, Lori R.; Tani, Crystal R.; Woodall, Renee A.

2001-01-01

Used reliability generalization to explore the variance of scores on 10 Minnesota Multiphasic Personality Inventory (MMPI) clinical scales drawing on 1,972 articles in the literature on the MMPI. Results highlight the premise that scores, not tests, are reliable or unreliable, and they show that study characteristics do influence scores on the…

Observed Score and True Score Equating Procedures for Multidimensional Item Response Theory

ERIC Educational Resources Information Center

Brossman, Bradley Grant

2010-01-01

The purpose of this research was to develop observed score and true score equating procedures to be used in conjunction with the Multidimensional Item Response Theory (MIRT) framework. Currently, MIRT scale linking procedures exist to place item parameter estimates and ability estimates on the same scale after separate calibrations are conducted.…

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

PubMed Central

Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

2016-01-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for science increase in magnitude in later grades. Thirteen percent of the variation in achievement was found to occur between schools. At the school level, student/teacher ratio is positively related to student achievement in 7th grade and the percent of students who receive free lunch in a school is negatively related to achievement, but neither of these is related to growth in achievement over time.

A study of the effects of constructivist-based vs. traditional direct instruction on 8th grade science comprehension

NASA Astrophysics Data System (ADS)

Berube, Clair Thompson

2001-07-01

Studies conducted nationwide over the past several decades point consistently to the evidence that American school children lag behind several other countries in science scores. Problems arise from this dilemma, including the question of the ability of our youngsters to compete nationally and globally in the sciences as adults. Current research in this area of scores currently studies mostly mathematics. The few studies conducted concerning science mainly highlight students in other countries and neglects minorities and females regarding outcomes. By contrast, this study investigated the effects of teacher types (also defined as teaching styles or classroom orientation) on student outcomes on two measures; the standardized Standards of Learning 8th grade science test for the state of Virginia, and the Higher-Order Skills test (Berube, 2001), which was a researcher-constricted comprehension measurement. Minority and gender interactions were analyzed as well. Teacher type was designated by using the Constructivist Learning Environment Survey (Taylor & Fraser, 1991). Participants included students from five large urban middle schools and thirteen middle school science teachers. Scores from the two measures were used to determine differences in student outcomes as they pertained to teacher type, gender and ethnicity. Analysis indicated that students who were taught by teachers with more traditional and mixed teaching styles performed better on the Higher-Order Skills comprehension measurement, while teachers with constructivist teaching styles actually had the lowest scoring students. Also, the interaction of ethnicity and teacher type was significant, indicating that Higher-Order Skills scores were influenced by that interaction, with Caucasians scoring the highest when taught by teachers with mixed teaching styles. Such findings could profit school administrators considering the interaction of student achievement and teaching styles on high-stakes testing environments. Suggestions are made for future studies concerning females and minorities in these same environments.

A Construct Validity Investigation of Scores on the Japanese Version of an Academic Self-Concept Scale for a Sample of College Students.

ERIC Educational Resources Information Center

Paik, Chie Matsuzawa; Michael, William B.

The twofold purpose of this study was to investigate the reliability and construct validity of scores on the Japanese version of an academic self-concept scale titled the Dimensions of Self-Concept (DOSC) Form H and ascertain any relationships between scores on the DOSC scale and selected demographic variables, including class, gender, and…

The A14-scale: development and evaluation of a questionnaire for assessment of adherence and individual barriers.

PubMed

Jank, Susanne; Bertsche, Thilo; Schellberg, Dieter; Herzog, Wolfgang; Haefeli, Walter E

2009-08-01

To develop a questionnaire ("A14") for the description of adherence and individual barriers as basis for adherence-enhancing interventions in the clinical and pharmaceutical setting, and to compare it to the validated German MMAS (Morisky Medication Adherence Scale). Fourteen questions with a 5-item likert-scale from "never" (4) to "very often" (0) were given to 150 medical inpatients. According to their score, patients were classified into non-adherent (score <50) or adherent (score 50-56). On the dichotomous MMAS, "yes" is scored 0 and "no" 1 point, a total score of 4 indicating adherence. Patients with complete scales were compared with the remaining patients regarding socio-demographic factors. Descriptive statistics, Cronbach's Alpha, Spearman correlation, and kappa were computed. Eighty-three participants completed both scales. Patients with missing values differed significantly regarding age, education, and adherence according to MMAS. Cronbach's Alpha for A14 was 0.861. MMAS and A14 median total scores were 4 and 52, respectively. About 39.5% of patients were non-adherent as per MMAS compared to 40% as per A14; kappa was 0.262 (P = 0.016). The total scores correlated with a Rho-value of 0.43 (P < 0.001). The A14-scale showed good internal consistency and a significant correlation with the MMAS suggesting that it merits further investigation.

Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460

The effect of e-health contents on health science students' attitude toward the efficiency of health ICT in care provision.

PubMed

Lam, Mary K; Amon, Krestina L; Nguyen, Melanie; Campbell, Andrew J; Neville, Victoria

2012-01-01

This study aimed to examine the effects of e-health education content on the attitude of undergraduate health science students towards the efficiency of health ICT in healthcare provision. A cross-sectional survey design was used. Participants were Health Sciences students attending The University of Sydney. Students were divided into three groups: junior students enrolled in a subject with non e-health content; senior students enrolled in a subject with non e-health content; and students enrolled in a subject with e-health content. Students' attitude towards the efficiency of ICT in healthcare provision was measured by a modified version of the Information Technology Attitude Scales for Health (ITASH). Students enrolled in the subject with e-health content had a significantly higher average baseline attitude score than the other two groups (T198=-3.47, p=0.001; T93=-2.43, p=0.017). The repeat measures analysis yielded a result with significant interaction between survey time and student group (F2, 267=4.99, p=0.007) suggesting that changes of score was dependent on student group status. Subjects rich in e-health content significantly enhanced student attitudes, even with a group of students with a rather positive initial attitude. To facilitate the uptake and utilisation of health ICT by the future health workforce, it is important for tertiary educational institutes to provide students with sufficient exposure to specific health-related ICT training, via specifically designed subjects delivering both generic and specific e-health content.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.

PubMed

Hong, Zuway-R; Lin, Huann-shyang

2013-01-01

This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

The book availability study as an objective measure of performance in a health sciences library.

PubMed Central

Kolner, S J; Welch, E C

1985-01-01

In its search for an objective overall diagnostic evaluation, the University of Illinois Library of the Health Sciences' Program Evaluation Committee selected a book availability measure; it is easy to administer and repeat, results are reproducible, and comparable data exist for other academic and health sciences libraries. The study followed the standard methodology in the literature with minor modifications. Patrons searching for particular books were asked to record item(s) needed and the outcome of the search. Library staff members then determined the reasons for failures in obtaining desired items. The results of the study are five performance scores. The first four represent the percentage probability of a library's operating with ideal effectiveness; the last provides an overall performance score. The scores of the Library of the Health Sciences demonstrated no unusual availability problems. The study was easy to implement and provided meaningful, quantitative, and objective data. PMID:3995202

Attitudes toward and approaches to learning first-year university mathematics.

PubMed

Alkhateeb, Haitham M; Hammoudi, Lakhdar

2006-08-01

This study examined the relationship for 180 undergraduate students enrolled in a first-year university calculus course between attitudes toward mathematics and approaches to learning mathematics using the Mathematics Attitude Scale and the Approaches to Learning Mathematics Questionnaire, respectively. Regression analyses indicated that scores for the Mathematics Attitude Scale were negatively related to scores for the Surface Approach and accounted for 10.4% of the variance and scores for the Mathematics Attitude Scale were positively related to scores for the Deep Approach to learning mathematics and accounted for 31.7% of the variance.

Revised multicultural perspective index and measures of depression, life satisfaction, shyness, and self-esteem.

PubMed

Mowrer, Robert R; Parker, Keesha N

2004-12-01

In a 2002 publication, Mowrer and McCarver reported weak but significant correlations (r =.24) between scores on the Multicultural Perspective Index and scores on Neugarten, Havighurst, and Tobin's 1961 Life Satisfaction Index-A and the Life Satisfaction Scale developed in 1985 by Diener, Emmons, Larsen, and Griffin. Using 382 undergraduate students the present study reduced the Index from 42 to 29 items based on each item's correlation with total items. An additional 104 undergraduate students then completed the modified 29-item version, Rosenberg's Self-esteem Scale, Cheek and Buss's Shyness Scale, the Self-rating Depression Scale by Zung, and the Neugarten, et al. Life Satisfaction Index-A. Scores on the modified Index were negatively correlated with those on the Depression and Shyness scales and positively correlated with scores on the Self-esteem and Life Satisfaction scales (p< .05).

Cadet Evaluation Battery: A Comparison of 1975 Male and Female Scores with One Another and with 1971 Male Scores

DTIC Science & Technology

1978-09-01

and Social Sciences September 1978 Approved for public release; distribution unlimited 1 j•) olO),,,1 U U. S. ARMY RESEARCH INSTITUTE FOR THE...BEHAVIORAL AND SOCIAL SCIENCES A Field Operating Agency under the Jurisdiction of thre Deputy Chief of Staff for Personnel ¶ WILLIAM L. IIALUSHE JOSEP11 ZEII...DIRECTOR US, ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES 5001 Eisenhower Avenue, Alexamdria, Virginia 22333 Office, Deputy Chief of

Fisher Grading Scale Associated with Language Disorders in Patients with Anterior Circulation Aneurysmal Subarachnoid Hemorrhage.

PubMed

de Souza, Moysés Loiola Ponte; Vieira, Ana Cláudia C; Andrade, Gustavo; Quinino, Saul; de Fátima Leal Griz, Maria; Azevedo-Filho, Hildo R C

2015-08-01

To associate the presence of language deficits with varying scores of the Fisher grading scale in patients with subarachnoid hemorrhage in the period preceding the treatment of aneurysm in the anterior circulation, as well as to compare the scores of this scale, identifying the grades more associated with the decline of language. Database analysis of 185 preoperative evaluations of language, through the Montreal Toulouse Protocol Alpha version and verbal fluency through CERAD battery, of patients from "Hospital da Restauração" with aneurysmal subarachnoid hemorrhage, divided according to the Fisher grading scale (Fisher I, II, III, or IV) and compared with a control group of individuals considered normal. The various scores of the Fisher grading scale have different levels of language deficits, more pronounced as the amount of blood increases. Fisher III and IV scores are most associated with the decline of language. Our study made it possible to obtain information not yet available in the literature, by correlating the various scores of the Fisher grading scale with language yet in the period preceding treatment. Copyright © 2015 Elsevier Inc. All rights reserved.

Selection and Validation of Attitude Scales for Curriculum Evaluation

ERIC Educational Resources Information Center

Fraser, Barry J.

1977-01-01

Defines educational importance, multidimensionality, and economy to be essential criteria in the selection of attitude scales for curriculum evaluation. Five scales meeting the requirements are selected and tested with 1,158 Australian seventh-grade students. Scores on the attitude scales and correlations of scores with socioeconomic status,…

Convergent Validity of the Early Memory Index in Two Primary Care Samples.

PubMed

Porcerelli, John H; Cogan, Rosemary; Melchior, Katherine A; Jasinski, Matthew J; Richardson, Laura; Fowler, Shannon; Morris, Pierre; Murdoch, William

2016-01-01

Karliner, Westrich, Shedler, and Mayman (1996) developed the Early Memory Index (EMI) to assess mental health, narrative coherence, and traumatic experiences in reports of early memories. We assessed the convergent validity of EMI scales with data from 103 women from an urban primary care clinic (Study 1) and data from 48 women and 24 men from a suburban primary care clinic (Study 2). Patients provided early memory narratives and completed self-report measures of psychopathology, trauma, and health care utilization. In both studies, lower scores on the Mental Health scale and higher scores on the Traumatic Experiences scale were related to higher scores on measures of psychopathology and childhood trauma. Less consistent associations were found between the Mental Health and Traumatic Experiences scores and measures of health care utilization. The Narrative Coherence scale showed inconsistent relationships across measures in both samples. In analyses assessing the overall fit between hypothesized and actual correlations between EMI scores and measures of psychopathology, severity of trauma symptoms, and health care utilization, the Mental Health scale of the EMI demonstrated stronger convergent validity than the EMI Traumatic Experiences scale. The results provide support for the convergent validity of the Mental Health scale of the EMI.

Dental anxiety and fear among a young population with hearing impairment

PubMed Central

SUHANI, RALUCA DIANA; SUHANI, MIHAI FLAVIU; BADEA, MÎNDRA EUGENIA

2016-01-01

Background and aim Dental fear and anxiety is a major barrier for dental care provision. Identifying anxious patients can help dental professionals manage them appropriately. The study aimed at assessing dental fear and anxiety among a deaf population in Cluj-Napoca, Romania and their associated and contributing factors. Method In this cross sectional study 165 deaf participants were invited to complete a questionnaire comprising three sections. The first section contained questions about social and economical status, the second comprised a Romanian version of the Modified Dental Anxiety Scale (MDAS) while part three was the Dental Fear Survey (DFS). Data was introduced and analyzed with the Statistical Package for Social Sciences (SPSS) program, version 20.0 (SPSS Inc., Chicago, Illinois, USA). Results Thirty four point nine percent (34.9%) of respondents were found to be insignificantly anxious, 59.7% were moderately or extremely anxious with 5.3% being identified with dental phobia based on the MDAS scores. Mean total score for dental anxiety on the MDAS scale was 13.7. Patients suffering from a prior negative experience were found to be more anxious (p<0.05). Conclusions Dental fear and anxiety is widespread in the deaf communities. Higher percentages were observed among women and people with a previous traumatic dental experience. PMID:27004038

Maternal Depression and Expressive Communication in One-Year-Old Infants

PubMed Central

Kaplan, Peter S.; Danko, Christina M.; Everhart, Kevin D.; Diaz, Andres; Asherin, Ryan; Vogeli, JoAnn; Fekri, Shiva

2014-01-01

To separate effects of maternal depression on infant cognitive versus language development, 1-year-olds were assessed using the revised Bayley Scales of Infant and Toddler Development (BSID-III). Percentile scores on the Bayley Expressive Communication (EC) subscale were significantly negatively correlated with maternal self-report scores on the Beck Depression Inventory (BDI-II). However, mothers’ BDI-II scores did not correlate with infant percentile scores on the general cognitive (COG) or receptive communication (RC) subscales. Boys had significantly lower percentile scores than girls on the RC and EC scales, but did not differ on the Cog scale. Gender and maternal depression did not significantly interact on any of the scales. These findings suggest problems with expressive communication precede, and may at least partially account for, apparent deficits in general cognitive development. PMID:24953222

The correlation between ostomy knowledge and self-care ability with psychosocial adjustment in Chinese patients with a permanent colostomy: a descriptive study .

PubMed

Cheng, Fang; Meng, Ai-feng; Yang, Li-Fang; Zhang, Yi-nan

2013-07-01

A colostomy can have a negative impact on patient quality of life. Research suggests that psychosocial adaptation is positively associated with quality of life, but few reports address this adaptation and its related factors in patients with a permanent colostomy. A 4-month, descriptive study was conducted to assess the impact of ostomy knowledge and ability to self-care on the psychosocial adjustment of 54 Chinese outpatients (47 men, 14 participants 40 to 50 years old, 40 participants 50 to 70 years old) with a permanent colostomy to investigate the correlation between stoma knowledge, self-care ability, and psychosocial adjustment. Assessment instruments included a sociodemographic data questionnaire and a Chinese translation of the Ostomy Adjustment Inventory-23 that comprises 20 items in three domains (positive emotions, negative emotions, and social life). Participants rated statements on a scale from 0 (totally disagree) to 4 (totally agree); a score of 40 indicates a low level of psychosocial adjustment. Participants also completed the Stoma-related Knowledge Scale, comprising 14 5-point Likert scale questions where low scores indicate low knowledge, and they answered one question regarding self-care ability. Data were analyzed using statistical software for social science. The average stoma-related knowledge score suggested moderate levels of knowledge (45.112 ± 13.358). Twenty (20) participants managed all stoma care aspects independently, 30 required some assistance, and four (4) required care by someone else. The three domains of psychosocial adjustment scores (positive emotions, negative emotions, and social life) were 17.60 ± 4.093,12.92 ± 3.440, and 19.15 ± 6.316, respectively. Knowledge and the three domains of psychosocial adjustment were positively correlated with positive emotion (r = .610, P = 0.001), negative emotion (r = .696, P = 0.000), and social life adjustment (r = .617, P = 0.001). A significant difference in psychosocial adjustment scores was found between persons who did (57.37 ± 9.81) and those that did not (47.83 ± 8.18) independently care for their own stoma (P = 0.005). Persons with high levels of knowledge and independence had a high level of psychosocial adjustment. Providing knowledge and emphasizing/teaching self-care may help persons with a colostomy make the necessary daily and social life adaptations.

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

PubMed

Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

Comparison of Nutech Functional Score with European Stroke Scale for Patients with Cerebrovascular Accident Treated with Human Embryonic Stem Cells: NFS for CVA Patients Treated with hESCs.

PubMed

Shroff, Geeta

2017-06-01

Stem cell therapy is a promising modality for treatment of patients with chronic cerebrovascular accident (CVA) in whom treatment other than physiotherapy or occupational therapy does not address the repair or recovery of the lost function. In this study, the author aimed at evaluating CVA patients treated with human embryonic stem cell (hESC) therapy and comparing their study outcomes with globally accepted European Stroke Scale (ESS) to that with novel scoring system, Nutech functional score (NFS), a 21-point positional and directional scoring system for assessing patients with CVA. Patients diagnosed with CVA were assessed with NFS and ESS before and after hESC therapy. NFS assessed the patients in the direction of 1-5 (bad to good), where 5 was considered as the highest possible grade (HPG). The findings were obtained for the patients who scored HPG, and had shown improvement by at least one grade. Overall, 66.7% of patients scored HPG level on the NFS scale and about 62.5% of the patients scored HPG according to the ESS scale. Approximately, 52.2% patients showed an improvement of 100% (by at least one grade) on NFS scale. None of the patients showed 100% improvement in the alteration of the score by at least one grade when scored with ESS. NFS and ESS scores show that a large population of CVA patients was benefitted with hESC therapy. NFS was found to give more convincing results than ESS, and overcomes the shortcomings of ESS.

Clinical Neuropathy Scales in Neuropathy Associated with Impaired Glucose Tolerance

PubMed Central

Zilliox, Lindsay A.; Ruby, Sandra K.; Singh, Sujal; Zhan, Min; Russell, James W.

2015-01-01

AIMS Disagreement exists on effective and sensitive outcome measures in neuropathy associated with impaired glucose tolerance (IGT). Nerve conduction studies and skin biopsies are costly, invasive and may have their problems with reproducibility and clinical applicability. A clinical measure of neuropathy that has sufficient sensitivity and correlates to invasive measures would enable significant future research. METHODS Data was collected prospectively on patients with IGT and symptomatic early neuropathy (neuropathy symptoms < 2 years) and normal controls. The seven scales that were examined were the Neuropathy Impairment Score of the Lower Limb (NIS-LL), Michigan Diabetic Neuropathy Score (MNDS), modified Toronto Clinical Neuropathy Scale (mTCNS), Total Neuropathy Score (Clinical) (TNSc), The Utah Early Neuropathy Scale (UENS), the Early Neuropathy Score (ENS), and the Neuropathy Disability Score (NDS). RESULTS All seven clinical scales were determined to be excellent in discriminating between patients with neuropathy from controls without neuropathy. The strongest discrimination was seen with the mTCNS. The best sensitivity and specificity for the range of scores obtained, as determined by using receiver operating characteristic curves, was seen for the mTCNS followed by the TNSc. Most scales show a stronger correlation with measures of large than small fiber neuropathy. CONCULSIONS All seven scales identify patients with neuropathy. For the purpose of screening potential patients for a clinical study, the mTCNS followed by the TNSc would be most helpful to select patients with neuropathy. PMID:25690405

Development of a Facebook Addiction Scale.

PubMed

Andreassen, Cecilie Schou; Torsheim, Torbjørn; Brunborg, Geir Scott; Pallesen, Ståle

2012-04-01

The Bergen Facebook Addiction Scale (BFAS), initially a pool of 18 items, three reflecting each of the six core elements of addiction (salience, mood modification, tolerance, withdrawal, conflict, and relapse), was constructed and administered to 423 students together with several other standardized self-report scales (Addictive Tendencies Scale, Online Sociability Scale, Facebook Attitude Scale, NEO-FFI, BIS/BAS scales, and Sleep questions). That item within each of the six addiction elements with the highest corrected item-total correlation was retained in the final scale. The factor structure of the scale was good (RMSEA = .046, CFI = .99) and coefficient alpha was .83. The 3-week test-retest reliability coefficient was .82. The scores converged with scores for other scales of Facebook activity. Also, they were positively related to Neuroticism and Extraversion, and negatively related to Conscientiousness. High scores on the new scale were associated with delayed bedtimes and rising times.

Changes in Study Strategies of Medical Students between Basic Science Courses and Clerkships Are Associated with Performance

ERIC Educational Resources Information Center

Ensminger, David C.; Hoyt, Amy E.; Chandrasekhar, Arcot J.; McNulty, John A.

2013-01-01

We tested the hypothesis that medical students change their study strategies when transitioning from basic science courses to clerkships, and that their study practices are associated with performance scores. Factor scores for three approaches to studying (construction, rote, and review) generated from student (n = 150) responses to a…

Test Accommodations and Equating Invariance on a Fifth-Grade Science Exam

ERIC Educational Resources Information Center

Huggins, Anne Corinne; Elbaum, Batya

2013-01-01

The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on…

Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks

ERIC Educational Resources Information Center

Demir, Metin

2015-01-01

This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…

Chance performance and floor effects: threats to the validity of the Wechsler Memory Scale--fourth edition designs subtest.

PubMed

Martin, Phillip K; Schroeder, Ryan W

2014-06-01

The Designs subtest allows for accumulation of raw score points by chance alone, creating the potential for artificially inflated performances, especially in older patients. A random number generator was used to simulate the random selection and placement of cards by 100 test naive participants, resulting in a mean raw score of 36.26 (SD = 3.86). This resulted in relatively high-scaled scores in the 45-54, 55-64, and 65-69 age groups on Designs II. In the latter age group, in particular, the mean simulated performance resulted in a scaled score of 7, with scores 1 SD below and above the performance mean translating to scaled scores of 5 and 8, respectively. The findings indicate that clinicians should use caution when interpreting Designs II performance in these age groups, as our simulations demonstrated that low average to average range scores occur frequently when patients are relying solely on chance performance. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Conditional Standard Errors, Reliability and Decision Consistency of Performance Levels Using Polytomous IRT.

ERIC Educational Resources Information Center

Wang, Tianyou; And Others

M. J. Kolen, B. A. Hanson, and R. L. Brennan (1992) presented a procedure for assessing the conditional standard error of measurement (CSEM) of scale scores using a strong true-score model. They also investigated the ways of using nonlinear transformation from number-correct raw score to scale score to equalize the conditional standard error along…

Competence and frequency of provision of spiritual care by nurses in the Netherlands.

PubMed

Vogel, Annemieke; Schep-Akkerman, Annemiek E

2018-04-25

Spiritual care to patients is important for their well-being, and nurses do have a crucial role in it. Previous research focused on self-assessed competence in providing spiritual care, but little is known about the actual provision. The aims of this study were as follows: (i) to evaluate how often nurses provide spiritual care, (ii) if or which association there is between self-assessed competency and provision of spiritual care, and (iii) to study which factors do have influence on delivering spiritual care. A quantitative study was designed. Nurses were asked to complete a questionnaire. Self-assessment of spiritual care competence and actions was evaluated with the Spiritual Care Competence Scale New: a 27 items questionnaire on competence (SCCS-can) and frequency (SCCS-do) of providing spiritual care, measured with a five-point Likert scale. Mean competence score and frequency of provision were calculated, next to the correlation between those two. Several factors (mean SCCS-can, gender, age, education level, experience, life view, personal spirituality (measured on a 1-10 scale)) were included in regression analysis to study factors of influence on actual provision of spiritual care (measured with SCCS-do). A total of 104 completed questionnaires have been analysed. Mean score on the SCCS-can was 3.9, and on the SCCS-do 3.2. This means that nurses state they are highly competent in delivering spiritual care and provide this monthly. The Pearson correlation between SCCS-can and SCCS-do was 0.50, which means the higher the score on SCCS-can, the higher the score on SCCS-do. Regression analysis shows that the self-assessed competence of spiritual care (SCCS-can) and the personal spirituality are significant predictors of the outcome SCCS-do. The better the nurses think they can provide spiritual care, the more they say they practise it. Regression analysis supports this: the factors of influence on provision of spiritual care are self-assessed competence and personal spirituality. © 2018 Nordic College of Caring Science.

Assessment of medical students’ learning and study strategies in self-regulated learning

PubMed Central

JOUHARI, ZAHRA; HAGHANI, FARIBA; CHANGIZ, TAHEREH

2016-01-01

Introduction Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students. Methods This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI) questionnaire was completed by the students. It measures three latent factors of self-regulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40). Data were analyzed using t-test, correlation analysis, and ANOVA. Results Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44), and the lowest mean to self-testing (21.91±4.91). The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA) in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5. Conclusion The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence, it is suggested to evaluate the students when enrolling at universities and design educational programs based on the students’ characteristics. PMID:27104201

Assessing dangerous driving behavior during driving inattention: Psychometric adaptation and validation of the Attention-Related Driving Errors Scale in China.

PubMed

Qu, Weina; Ge, Yan; Zhang, Qian; Zhao, Wenguo; Zhang, Kan

2015-07-01

Driver inattention is a significant cause of motor vehicle collisions and incidents. The purpose of this study was to translate the Attention-Related Driving Error Scale (ARDES) into Chinese and to verify its reliability and validity. A total of 317 drivers completed the Chinese version of the ARDES, the Dula Dangerous Driving Index (DDDI), the Attention-Related Cognitive Errors Scale (ARCES) and the Mindful Attention Awareness Scale (MAAS) questionnaires. Specific sociodemographic variables and traffic violations were also measured. Psychometric results confirm that the ARDES-China has adequate psychometric properties (Cronbach's alpha=0.88) to be a useful tool for evaluating proneness to attentional errors in the Chinese driving population. First, ARDES-China scores were positively correlated with both DDDI scores and number of accidents in the prior year; in addition, ARDES-China scores were a significant predictor of dangerous driving behavior as measured by DDDI. Second, we found that ARDES-China scores were strongly correlated with ARCES scores and negatively correlated with MAAS scores. Finally, different demographic groups exhibited significant differences in ARDES scores; in particular, ARDES scores varied with years of driving experience. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teacher understanding of the nature of science and its impact on student learning about the nature of science in STS/Constructivist classrooms

NASA Astrophysics Data System (ADS)

Lieu, Sang-Chong

In the National Science Education Standards both STS/Constructivist teaching strategies and student understanding of the nature of science are stressed. If certain teaching practices can achieve both goals at one time, many problems will be solved. Such relationships were investigated in this study. Teacher subjects were selected based on two extremes of scores on the Testing on Understanding Science. The Secondary Teacher Analysis Matrix - Science Version was used to categorize teachers into their use of STS/Constructivist or more traditional strategies based on their teaching behaviors observed from video tapes. After the teacher subjects were selected, a non-equivalent control group design was adapted for the administration of items from the Views on Science-Technology-Society (VOSTS) to the students of these teachers. Pre- and post-test data were collected using 20 VOSTS items. VOSTS options were categorized into a Congruent/Partially Congruent/Naive format by a panel of six science educators. A special scoring procedure was devised for the VOSTS items to allow the use of inferential statistics. When performance on 17 VOSTS items were studied, more understanding of the nature of science by teachers, the presence of an STS/Constructivist learning environment in the classroom, or a combination of both factors was not found to help students learn more about the nature of science. Explanations for such results are offered. A McNemar test was performed to take a closer look at the 17 VOSTS items individually. The results indicated that students who were taught by STS/Constructivist teachers with high TOUS scores moved toward "congruent" views concerning the nature of science on a number of VOSTS items. Also, students who were taught by more traditional teachers with low TOUS scores moved toward "naive" views on other VOSTS items. The findings support the fact that teachers who know more about the nature of science and who practice many of the STS/Constructivist teaching strategies assist students in learning more about the nature of science.

More reasons to be straightforward: findings and norms for two scales relevant to social anxiety.

PubMed

Rodebaugh, Thomas L; Heimberg, Richard G; Brown, Patrick J; Fernandez, Katya C; Blanco, Carlos; Schneier, Franklin R; Liebowitz, Michael R

2011-06-01

The validity of both the Social Interaction Anxiety Scale and Brief Fear of Negative Evaluation scale has been well-supported, yet the scales have a small number of reverse-scored items that may detract from the validity of their total scores. The current study investigates two characteristics of participants that may be associated with compromised validity of these items: higher age and lower levels of education. In community and clinical samples, the validity of each scale's reverse-scored items was moderated by age, years of education, or both. The straightforward items did not show this pattern. To encourage the use of the straightforward items of these scales, we provide normative data from the same samples as well as two large student samples. We contend that although response bias can be a substantial problem, the reverse-scored questions of these scales do not solve that problem and instead decrease overall validity. Copyright © 2011 Elsevier Ltd. All rights reserved.

[Evaluation of the factorial and metric equivalence of the Sexual Assertiveness Scale (SAS) by sex].

PubMed

Sierra, Juan Carlos; Santos-Iglesias, Pablo; Vallejo-Medina, Pablo

2012-05-01

Sexual assertiveness refers to the ability to initiate sexual activity, refuse unwanted sexual activity, and use contraceptive methods to avoid sexually transmitted diseases, developing healthy sexual behaviors. The Sexual Assertiveness Scale (SAS) assesses these three dimensions. The purpose of this study is to evaluate, using structural equation modeling and differential item functioning, the equivalence of the scale between men and women. Standard scores are also provided. A total of 4,034 participants from 21 Spanish provinces took part in the study. Quota sampling method was used. Results indicate a strict equivalent dimensionality of the Sexual Assertiveness Scale across sexes. One item was flagged by differential item functioning, although it does not affect the scale. Therefore, there is no significant bias in the scale when comparing across sexes. Standard scores show similar Initiation assertiveness scores for men and women, and higher scores on Refusal and Sexually Transmitted Disease Prevention for women. This scale can be used on men and women with sufficient psychometric guarantees.

[Greek students' attitudes towards mental disorders].

PubMed

Antoniadis, D; Gouti, A; Kaloudi, E; Τourlende, N; Douzenis, A; Christodoulou, C; Lykouras, L; Livaditis, M; Samakouri, M

2016-01-01

Attitudes and beliefs of the population regarding the mentally ill have been universally subject of many researches. Research of different groups' opinion for mental disorders has given remarkable findings that assist in the right design of psychiatric services. Objective of this thesis is to study the attitude of students towards mental illness. In particular, it intends to study the differences derived from the age, gender, place of birth, kind of studies, year of study, duration of stay at the place of studies and the existence of mental disorders in the student's family. Data were collected from 536 students randomly selected from Universities and Technological Institutions both in Athens and Thessaloniki. In general, the participants are being divided based on the subject of their studies in undergraduates of human sciences, exact sciences, social and health sciences. The short version of the scale "Community Attitudes Toward the Mentality III" (CAMI) was used, which consists of 26 questions sorted to four subscales (domination scale, humanism scale, social exclusion scale and the scale measuring the community beliefs regarding the care of mentally ill), along with a special questionnaire in order to collect social and demographic data. Students' attitudes towards mental illness are influenced by demographic factors, the department they are studying at and the year of study. Female gender (p=0.000), personal contact with mentally ill (p=0.012), studying in Universities (p=0.031) and especially social sciences (p=0.009) are associated with positive attitudes. On the contrary, less years of studying are associated with negative attitudes whereas older students appear to score less in the Domination Scale (p=0.000). It is significant that the place of birth (p=0,335) and the duration of stay at the place of studies (r=0.735) did not show any association with the variables studied in this research. However these results cannot be compared with older researches since there are not sufficient findings. Women tend to show more humanitarian attitude towards the mentally ill in comparison to men, emphasizing the role the community plays in their support reinforcing their reintegration in the community verifying the results of research conducted in Greece and other countries. Furthermore, students who have previously been in contact with mentally ill tend to have more favorable attitude and understanding towards them. The findings concerning the age and the years of studying highlight the imperative need of exploring thoroughly the knowledge regarding the attitudes towards mental illness.

The Kreek-McHugh-Schluger-Kellogg scale: a new, rapid method for quantifying substance abuse and its possible applications.

PubMed

Kellogg, Scott H; McHugh, Pauline F; Bell, Kathy; Schluger, James H; Schluger, Rosemary P; LaForge, K Steven; Ho, Ann; Kreek, Mary Jeanne

2003-03-01

The new Kreek-McHugh-Schluger-Kellogg scale ('KMSK scale') is designed to quantify self-exposure to opiates, cocaine, alcohol, and/or tobacco. Each section of the KMSK scale assesses the frequency, amount, and duration of use of a particular substance during the individual's period of greatest consumption. The scale also assesses the mode of use, whether the substance use is current or past, and whether each substance is the substance of choice. The administration time is under 5 min. In an initial validation study of this scale, 100 human subjects were administered the KMSK scale concurrently with the Structured Clinical Interview for DSM-IV (SCID-I DSM-IV version). The sensitivity and specificity were very good for opiates, cocaine, and alcohol use. In addition, the correlations between KMSK scores and the number of SCID-I criteria items met were excellent for opiates and cocaine and good for alcohol use. Nicotine dependence was not assessed in this study as there is no SCID-I nicotine criteria. These preliminary results show that the KMSK scale may have both construct validity similar to that of other established self-report measures and the potential to be an effective screening instrument for the assessment of a lifetime diagnosis of alcohol, opiate, or cocaine dependence. Copyright 2002 Elsevier Science Ireland Ltd.

Comparison of COMLEX-USA scores, medical school performance, and preadmission variables between women and men.

PubMed

Dixon, Donna

2015-04-01

Previous studies by the author showed differences in preadmission variables and Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) scores between women and men at the New York Institute of Technology College of Osteopathic Medicine (NYIT-COM). It is pertinent to reexamine the preadmission variables, medical school performance, and COMLEX-USA scores of women and men to determine whether these differences still exist. To examine the relationship between student sex and performance on COMLEX-USA Level 1 and Level 2-Cognitive Evaluation (CE), performance during medical school, and preadmission academic variables at NYIT-COM. Scores on COMLEX-USA Level 1 and COMLEX-USA Level 2-CE, grades in all courses taken during the first 2 years of medical school, the National Board of Osteopathic Medical Examiners' clinical science subject examination scores, Medical College Admission Test (MCAT) scores, and undergraduate grade point averages (GPAs) were compared between women and men in the classes graduating between 2009 and 2012. Data from 748 students were analyzed. Men had statistically significantly higher scores than women on COMLEX-USA Level 1 in 2009 (540 vs 500; P<.001) and 2010 (537 vs 496; P<.001). No statistically significant difference in COMLEX-USA Level 2-CE scores was found between women and men. The performance of women and men was comparable during the first 2 years of medical school and on clinical science subject examinations in years 3 and 4. Men had statistically significantly higher MCAT scores than women, but no statistically significant differences were found between women's and men's undergraduate GPAs. Men were found to have higher scores than women on COMLEX-USA Level 1 and the MCAT. However, the reasons behind these data have yet to be elucidated. Although a stronger background in basic science could explain the discrepancy in scores between women and men, women were found to have equally high science GPAs and performed comparably to men in osteopathic medical school. The results were in agreement with previous studies at NYIT-COM.

An inventory to measure helplessness, hopelessness, and haplessness.

PubMed

Lester, D

2001-12-01

Using a sample of 69 undergraduates, scales were devised to measure helplessness, hopelessness, and haplessness and shown to have good reliability. Briefer scales were also developed whose scores were independent of one another in a factor analysis. Scores for 19 male and 50 female undergraduates on the 4-item scales of Helplessness and Hopelessness were associated with two different measures of depression, but scores on Hopelessness provided the stronger correlate.

Beyond the Floor Effect on the Wechsler Intelligence Scale for Children-4th Ed. (WISC-IV): Calculating IQ and Indexes of Subjects Presenting a Floored Pattern of Results

ERIC Educational Resources Information Center

Orsini, A.; Pezzuti, L.; Hulbert, S.

2015-01-01

Background: It is now widely known that children with severe intellectual disability show a 'floor effect' on the Wechsler scales. This effect emerges because the practice of transforming raw scores into scaled scores eliminates any variability present in participants with low intellectual ability and because intelligence quotient (IQ) scores are…

Development and psychometric evaluation of a clinical global impression for schizoaffective disorder scale.

PubMed

Allen, Michael H; Daniel, David G; Revicki, Dennis A; Canuso, Carla M; Turkoz, Ibrahim; Fu, Dong-Jing; Alphs, Larry; Ishak, K Jack; Bartko, John J; Lindenmayer, Jean-Pierre

2012-01-01

The Clinical Global Impression for Schizoaffective Disorder scale is a new rating scale adapted from the Clinical Global Impression scale for use in patients with schizoaffective disorder. The psychometric characteristics of the Clinical Global Impression for Schizoaffective Disorder are described. Content validity was assessed using an investigator questionnaire. Inter-rater reliability was determined with 12 sets of videotaped interviews rated independently by two trained individuals. Test-retest reliability was assessed using 30 randomly selected raters from clinical trials who evaluated the same videos on separate occasions two weeks apart. Convergent and divergent validity and effect size were evaluated by comparing scores between the Clinical Global Impression for Schizoaffective Disorder and the Positive and Negative Syndrome Scale, 21-item Hamilton Rating Scale for Depression, and Young Mania Rating Scale scales using pooled patient data from two clinical trials. Clinical Global Impression for Schizoaffective Disorder scores were then linked to corresponding Positive and Negative Syndrome Scale scores. Content validity was strong. Inter-rater agreement was good to excellent for most scales and subscales (intra-class correlation coefficient ≥ 0.50). Test-retest showed good reproducibility, with intraclass correlation coefficients ranging from 0.444 to 0.898. Spearman correlations between Clinical Global Impression for Schizoaffective Disorder domains and corresponding symptom scales were 0.60 or greater, and effect sizes for Clinical Global Impression for Schizoaffective Disorder overall and domain scores were similar to Positive and Negative Syndrome Scale Young Mania Rating Scale, and 21-item Hamilton Rating Scale for Depression scores. Raters anticipated that the scale might be less effective in distinguishing negative from depressive symptoms, and, in fact, the results here may reflect that clinical reality. Multiple lines of evidence support the reliability and validity of the Clinical Global Impression for Schizoaffective Disorder for studies in schizoaffective disorder.

Quantifying Risk of Financial Incapacity and Financial Exploitation in Community-dwelling Older Adults: Utility of a Scoring System for the Lichtenberg Financial Decision-making Rating Scale.

PubMed

Lichtenberg, Peter A; Gross, Evan; Ficker, Lisa J

2018-06-08

This work examines the clinical utility of the scoring system for the Lichtenberg Financial Decision-making Rating Scale (LFDRS) and its usefulness for decision making capacity and financial exploitation. Objective 1 was to examine the clinical utility of a person centered, empirically supported, financial decision making scale. Objective 2 was to determine whether the risk-scoring system created for this rating scale is sufficiently accurate for the use of cutoff scores in cases of decisional capacity and cases of suspected financial exploitation. Objective 3 was to examine whether cognitive decline and decisional impairment predicted suspected financial exploitation. Two hundred independently living, non-demented community-dwelling older adults comprised the sample. Participants completed the rating scale and other cognitive measures. Receiver operating characteristic curves were in the good to excellent range for decisional capacity scoring, and in the fair to good range for financial exploitation. Analyses supported the conceptual link between decision making deficits and risk for exploitation, and supported the use of the risk-scoring system in a community-based population. This study adds to the empirical evidence supporting the use of the rating scale as a clinical tool assessing risk for financial decisional impairment and/or financial exploitation.

A reciprocal model of face recognition and autistic traits: evidence from an individual differences perspective.

PubMed

Halliday, Drew W R; MacDonald, Stuart W S; Scherf, K Suzanne; Sherf, Suzanne K; Tanaka, James W

2014-01-01

Although not a core symptom of the disorder, individuals with autism often exhibit selective impairments in their face processing abilities. Importantly, the reciprocal connection between autistic traits and face perception has rarely been examined within the typically developing population. In this study, university participants from the social sciences, physical sciences, and humanities completed a battery of measures that assessed face, object and emotion recognition abilities, general perceptual-cognitive style, and sub-clinical autistic traits (the Autism Quotient (AQ)). We employed separate hierarchical multiple regression analyses to evaluate which factors could predict face recognition scores and AQ scores. Gender, object recognition performance, and AQ scores predicted face recognition behaviour. Specifically, males, individuals with more autistic traits, and those with lower object recognition scores performed more poorly on the face recognition test. Conversely, university major, gender and face recognition performance reliably predicted AQ scores. Science majors, males, and individuals with poor face recognition skills showed more autistic-like traits. These results suggest that the broader autism phenotype is associated with lower face recognition abilities, even among typically developing individuals.

A Reciprocal Model of Face Recognition and Autistic Traits: Evidence from an Individual Differences Perspective

PubMed Central

Halliday, Drew W. R.; MacDonald, Stuart W. S.; Sherf, Suzanne K.; Tanaka, James W.

2014-01-01

Although not a core symptom of the disorder, individuals with autism often exhibit selective impairments in their face processing abilities. Importantly, the reciprocal connection between autistic traits and face perception has rarely been examined within the typically developing population. In this study, university participants from the social sciences, physical sciences, and humanities completed a battery of measures that assessed face, object and emotion recognition abilities, general perceptual-cognitive style, and sub-clinical autistic traits (the Autism Quotient (AQ)). We employed separate hierarchical multiple regression analyses to evaluate which factors could predict face recognition scores and AQ scores. Gender, object recognition performance, and AQ scores predicted face recognition behaviour. Specifically, males, individuals with more autistic traits, and those with lower object recognition scores performed more poorly on the face recognition test. Conversely, university major, gender and face recognition performance reliably predicted AQ scores. Science majors, males, and individuals with poor face recognition skills showed more autistic-like traits. These results suggest that the broader autism phenotype is associated with lower face recognition abilities, even among typically developing individuals. PMID:24853862

Dehydroepiandrosterone and dehydroepiandrosterone sulfate levels in combat veterans with or without a history of suicide attempt.

PubMed

Sher, L; Flory, J; Bierer, L; Makotkine, I; Yehuda, R

2018-05-22

The goal of this study was to determine whether combat veterans who have made a suicide attempt postdeployment can be distinguished from combat veterans who have never made a suicide attempt based on differences in psychological and biological variables. Demographic and clinical parameters of suicide attempters and non-attempters were assessed. Blood samples were assayed for dehydroepiandrosterone (DHEA) and dehydroepiandrosterone sulfate (DHEAS). Suicide attempters had higher Scale for Suicidal Ideation and Montgomery-Åsberg Depression Rating Scale (MADRS)-suicidal thoughts item scores in comparison with non-attempters. There was a trend toward higher MADRS scores in the suicide attempter group compared with non-attempters. Suicide attempters had significantly lower levels of DHEA and DHEAS compared with non-attempters. Scale for Suicidal Ideation scores in all study participants combined negatively correlate with DHEA and DHEAS levels. DHEAS levels negatively correlate with Scale for Suicidal Ideation scores in suicide non-attempters but not in suicide attempters. DHEA/DHEAS ratios positively correlate with total adolescence aggression scores, total adulthood aggression scores, and total aggression scale scores in suicide attempters but not in suicide non-attempters. There are psychobiological differences between combat veterans with or without a history of suicidal behaviour. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Pilot study of personality traits assessed by the Karolinska Scales of Personality (KSP) in asthma, atopy, and rhinitis.

PubMed

Runeson, Roma; Wahlstedt, Kurt; Norbäck, Dan

2011-12-01

Asthma and atopy are common diseases. To study associations between personality and asthma, atopy, rhinitis, and personality traits were measured on the Karolinska Scales of Personality for 193 persons working in 19 buildings with suspected indoor air problems. In addition, information on history of atopy, asthma, and rhinitis was collected by postal questionnaire. In analyses, asthma was associated with higher impulsiveness scores, and atopy in non-asthmatics was associated with higher social desirability scores and lower irritability, guilt, and impulsiveness scores. Non-atopic rhinitis was associated with scores on several anxiety-related scales, while atopic rhinitis was not associated with scores on the Karolinska Scales of Personality. This exploration implies that asthma, atopy, and rhinitis may be associated with various but different personality trait scores. The finding of such personality trait associations in persons with non-asthmatic atopy raises the question of a potential role of an emotional conflict in atopy and the role of personality in asthma, atopy, and rhinitis.

Descriptive Statistics for Modern Test Score Distributions: Skewness, Kurtosis, Discreteness, and Ceiling Effects.

PubMed

Ho, Andrew D; Yu, Carol C

2015-06-01

Many statistical analyses benefit from the assumption that unconditional or conditional distributions are continuous and normal. More than 50 years ago in this journal, Lord and Cook chronicled departures from normality in educational tests, and Micerri similarly showed that the normality assumption is met rarely in educational and psychological practice. In this article, the authors extend these previous analyses to state-level educational test score distributions that are an increasingly common target of high-stakes analysis and interpretation. Among 504 scale-score and raw-score distributions from state testing programs from recent years, nonnormal distributions are common and are often associated with particular state programs. The authors explain how scaling procedures from item response theory lead to nonnormal distributions as well as unusual patterns of discreteness. The authors recommend that distributional descriptive statistics be calculated routinely to inform model selection for large-scale test score data, and they illustrate consequences of nonnormality using sensitivity studies that compare baseline results to those from normalized score scales.

Effects of decompressive craniectomy on functional outcomes and death in poor-grade aneurysmal subarachnoid hemorrhage: a systematic review and meta-analysis.

PubMed

Alotaibi, Naif M; Elkarim, Ghassan Awad; Samuel, Nardin; Ayling, Oliver G S; Guha, Daipayan; Fallah, Aria; Aldakkan, Abdulrahman; Jaja, Blessing N R; de Oliveira Manoel, Airton Leonardo; Ibrahim, George M; Macdonald, R Loch

2017-12-01

OBJECTIVE Patients with poor-grade aneurysmal subarachnoid hemorrhage (aSAH) (World Federation of Neurosurgical Societies Grade IV or V) are often considered for decompressive craniectomy (DC) as a rescue therapy for refractory intracranial hypertension. The authors performed a systematic review and meta-analysis to assess the impact of DC on functional outcome and death in patients after poor-grade aSAH. METHODS A systematic review and meta-analysis were performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles were identified through the Ovid Medline, Embase, Web of Science, and Cochrane Library databases from inception to October 2015. Only studies dedicated to patients with poor-grade aSAH were included. Primary outcomes were death and functional outcome assessed at any time period. Patients were grouped as having a favorable outcome (modified Rankin Scale [mRS] Scores 1-3, Glasgow Outcome Scale [GOS] Scores 4 and 5, extended Glasgow Outcome Scale [GOSE] Scores 5-8) or unfavorable outcome (mRS Scores 4-6, GOS Scores 1-3, GOSE Scores 1-4). Pooled estimates of event rates and odds ratios with 95% confidence intervals were calculated using the random-effects model. RESULTS Fifteen studies encompassing 407 patients were included in the meta-analysis (all observational cohorts). The pooled event rate for poor outcome across all studies was 61.2% (95% CI 52%-69%) and for death was 27.8% (95% CI 21%-35%) at a median of 12 months after aSAH. Primary (or early) DC resulted in a lower overall event rate for unfavorable outcome than secondary (or delayed) DC (47.5% [95% CI 31%-64%] vs 74.4% [95% CI 43%-91%], respectively). Among studies with comparison groups, there was a trend toward a reduced mortality rate 1-3 months after discharge among patients who did not undergo DC (OR 0.58 [95% CI 0.27-1.25]; p = 0.168). However, this trend was not sustained at the 1-year follow-up (OR 1.09 [95% CI 0.55-2.13]; p = 0.79). CONCLUSIONS Results of this study summarize the best evidence available in the literature for DC in patients with poor-grade aSAH. DC is associated with high rates of unfavorable outcome and death. Because of the lack of robust control groups in a majority of the studies, the effect of DC on functional outcomes versus that of other interventions for refractory intracranial hypertension is still unknown. A randomized trial is needed.

Efficacy and Safety of MIN-101: A 12-Week Randomized, Double-Blind, Placebo-Controlled Trial of a New Drug in Development for the Treatment of Negative Symptoms in Schizophrenia.

PubMed

Davidson, Michael; Saoud, Jay; Staner, Corinne; Noel, Nadine; Luthringer, Elisabeth; Werner, Sandra; Reilly, Joseph; Schaffhauser, Jean-Yves; Rabinowitz, Jonathan; Weiser, Mark; Luthringer, Remy

2017-12-01

The authors assessed the efficacy, safety, and tolerability of MIN-101, a compound with affinities for sigma-2 and 5-HT 2A receptors and no direct dopamine affinities, in comparison with placebo in treating negative symptoms in stabilized patients with schizophrenia. The trial enrolled 244 patients who had been symptomatically stable for at least 3 months and had scores of at least 20 on the negative subscale of the Positive and Negative Syndrome Scale (PANSS). After at least 5 days' withdrawal from all antipsychotic medication, patients were randomly assigned to receive placebo or 32 mg/day or 64 mg/day of MIN-101 for 12 weeks. The primary outcome measure was the PANSS negative factor score (pentagonal structure model). Secondary outcome measures were PANSS total score and scores on the Clinical Global Impressions Scale (CGI), the Brief Negative Symptom Scale, the Brief Assessment of Cognition in Schizophrenia, and the Calgary Depression Scale for Schizophrenia. A statistically significant difference in PANSS negative factor score was observed, with lower scores for the MIN-101 32 mg/day and 64 mg/day groups compared with the placebo group (effect sizes, d=0.45 and d=0.57, respectively). Supporting these findings were similar effects on several of the secondary outcome measures, such as the PANSS negative symptom, total, and activation factor scores, the CGI severity item, and the Brief Negative Symptom Scale. There were no statistically significant differences in PANSS positive scale score between the MIN-101 and placebo groups. No clinically significant changes were observed in vital signs, routine laboratory values, weight, metabolic indices, and Abnormal Involuntary Movement Scale score. MIN-101 demonstrated statistically significant efficacy in reducing negative symptoms and good tolerability in stable schizophrenia patients.

Relationships between phenylalanine levels, intelligence and socioeconomic status of patients with phenylketonuria.

PubMed

Castro, Isabel Pimenta Spínola; Borges, Juliana Martins; Chagas, Heloísa Alves; Tibúrcio, Jacqueline; Starling, Ana Lúcia Pimenta; Aguiar, Marcos José Burle de

2012-07-01

To assess intelligence and its relationship with blood phenylalanine concentrations and socioeconomic status in patients with phenylketonuria after 6 to 12 years of treatment. Sixty-three children were classified according to phenylalanine levels and socioeconomic status and assessed using the Wechsler Intelligence Scale for Children. The Statistical Package for the Social Sciences (SPSS) was used to analyze phenylalanine; ANOVA was used to analyze intelligence quotients (IQ) and phenylalanine levels; and ordinal logistic regression was used to analyze the likelihood of higher IQ. The overall IQ scores of 90.5% of the children were within a range from borderline intellectual deficiency to very high intelligence; for verbal IQ this proportion was 96.8% and 92.1% had performance IQ scores within this band. The categories from low to upper-medium socioeconomic status contained 98.4% of patients' families. The likelihood of having medium to high IQ was 4.29 times greater for children with good phenylalanine control and 4.03 greater for those from higher socioeconomic strata. Treatment prevented mental retardation in 90.5% of the patients. Control of phenylalanine levels and higher socioeconomic status were associated with higher IQ scores.

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

Assessment scale of risk for surgical positioning injuries 1

PubMed Central

Lopes, Camila Mendonça de Moraes; Haas, Vanderlei José; Dantas, Rosana Aparecida Spadoti; de Oliveira, Cheila Gonçalves; Galvão, Cristina Maria

2016-01-01

ABSTRACT Objective: to build and validate a scale to assess the risk of surgical positioning injuries in adult patients. Method: methodological research, conducted in two phases: construction and face and content validation of the scale and field research, involving 115 patients. Results: the Risk Assessment Scale for the Development of Injuries due to Surgical Positioning contains seven items, each of which presents five subitems. The scale score ranges between seven and 35 points in which, the higher the score, the higher the patient's risk. The Content Validity Index of the scale corresponded to 0.88. The application of Student's t-test for equality of means revealed the concurrent criterion validity between the scores on the Braden scale and the constructed scale. To assess the predictive criterion validity, the association was tested between the presence of pain deriving from surgical positioning and the development of pressure ulcer, using the score on the Risk Assessment Scale for the Development of Injuries due to Surgical Positioning (p<0.001). The interrater reliability was verified using the intraclass correlation coefficient, equal to 0.99 (p<0.001). Conclusion: the scale is a valid and reliable tool, but further research is needed to assess its use in clinical practice. PMID:27579925

An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields

NASA Astrophysics Data System (ADS)

Carter, Frances D.

2011-12-01

Low participation and performance in science, technology, engineering, and mathematics (STEM) fields by U.S. citizens are widely recognized as major problems with substantial economic, political, and social ramifications. Studies of collegiate interventions designed to broaden participation in STEM fields suggest that participation in undergraduate research is a key program component that enhances such student outcomes as undergraduate GPA, graduation, persistence in a STEM major, and graduate school enrollment. However, little is known about the mechanisms that are responsible for these positive effects. The current study hypothesizes that undergraduate research participation increases scientific self-efficacy and scientific research proficiency. This hypothesis was tested using data obtained from a survey of minority students from several STEM intervention programs that offer undergraduate research opportunities. Students were surveyed both prior to and following the summer of 2010. Factor analysis was used to examine the factor structure of participants' responses on scientific self-efficacy and scientific research proficiency scales. Difference-in-difference analysis was then applied to the resulting factor score differences to estimate the relationship of summer research participation with scientific self-efficacy and scientific research proficiency. Factor analytic results replicate and further validate previous findings of a general scientific self-efficacy construct (Schultz, 2008). While the factor analytic results for the exploratory scientific research proficiency scale suggest that it was also a measureable construct, the factor structure was not generalizable over time. Potential reasons for the lack of generalizability validity for the scientific research proficiency scale are explored and recommendations for emerging scales are provided. Recent restructuring attempts within federal science agencies threaten the future of STEM intervention programs. Causal estimates of the effect of undergraduate research participation on specific and measurable benefits can play an important role in ensuring the sustainability of STEM intervention programs. Obtaining such estimates requires additional studies that, inter alia, incorporate adequate sample sizes, valid measurement scales, and the ability to account for unobserved variables. Political strategies, such as compromise, can also play an important role in ensuring the sustainability of STEM intervention programs.

Non-Motor Symptom Burdens Are Not Associated with Iron Accumulation in Early Parkinson's Disease: a Quantitative Susceptibility Mapping Study.

PubMed

Shin, Chaewon; Lee, Seon; Lee, Jee Young; Rhim, Jung Hyo; Park, Sun Won

2018-03-26

Quantitative susceptibility mapping (QSM) has been used to measure iron accumulation in the deep nuclei of patients with Parkinson's disease (PD). This study examined the relationship between non-motor symptoms (NMSs) and iron accumulation in the deep nuclei of patients with PD. The QSM data were acquired from 3-Tesla magnetic resonance imaging (MRI) in 29 patients with early PD and 19 normal controls. The Korean version of the NMS scale (K-NMSS) was used for evaluation of NMSs in patients. The patients were divided into high NMS and low NMS groups. The region-of-interest analyses were performed in the following deep nuclei: red nucleus, substantia nigra pars compacta, substantia nigra pars reticulata, dentate nucleus, globus pallidus, putamen, and head of the caudate nucleus. Thirteen patients had high NMS scores (total K-NMSS score, mean = 32.1), and 16 had low NMS scores (10.6). The QSM values in the deep were not different among the patients with high NMS scores, low NMS scores, and controls. The QSM values were not correlated linearly with K-NMSS total score after adjusting the age at acquisition of brain MRI. The study demonstrated that the NMS burdens are not associated with iron accumulation in the deep nuclei of patients with PD. These results suggest that future neuroimaging studies on the pathology of NMSs in PD should use more specific and detailed clinical tools and recruit PD patients with severe NMSs. © 2018 The Korean Academy of Medical Sciences.

Boundary curves of individual items in the distribution of total depressive symptom scores approximate an exponential pattern in a general population.

PubMed

Tomitaka, Shinichiro; Kawasaki, Yohei; Ide, Kazuki; Akutagawa, Maiko; Yamada, Hiroshi; Furukawa, Toshiaki A; Ono, Yutaka

2016-01-01

Previously, we proposed a model for ordinal scale scoring in which individual thresholds for each item constitute a distribution by each item. This lead us to hypothesize that the boundary curves of each depressive symptom score in the distribution of total depressive symptom scores follow a common mathematical model, which is expressed as the product of the frequency of the total depressive symptom scores and the probability of the cumulative distribution function of each item threshold. To verify this hypothesis, we investigated the boundary curves of the distribution of total depressive symptom scores in a general population. Data collected from 21,040 subjects who had completed the Center for Epidemiologic Studies Depression Scale (CES-D) questionnaire as part of a national Japanese survey were analyzed. The CES-D consists of 20 items (16 negative items and four positive items). The boundary curves of adjacent item scores in the distribution of total depressive symptom scores for the 16 negative items were analyzed using log-normal scales and curve fitting. The boundary curves of adjacent item scores for a given symptom approximated a common linear pattern on a log normal scale. Curve fitting showed that an exponential fit had a markedly higher coefficient of determination than either linear or quadratic fits. With negative affect items, the gap between the total score curve and boundary curve continuously increased with increasing total depressive symptom scores on a log-normal scale, whereas the boundary curves of positive affect items, which are not considered manifest variables of the latent trait, did not exhibit such increases in this gap. The results of the present study support the hypothesis that the boundary curves of each depressive symptom score in the distribution of total depressive symptom scores commonly follow the predicted mathematical model, which was verified to approximate an exponential mathematical pattern.

Boundary curves of individual items in the distribution of total depressive symptom scores approximate an exponential pattern in a general population

PubMed Central

Kawasaki, Yohei; Akutagawa, Maiko; Yamada, Hiroshi; Furukawa, Toshiaki A.; Ono, Yutaka

2016-01-01

Background Previously, we proposed a model for ordinal scale scoring in which individual thresholds for each item constitute a distribution by each item. This lead us to hypothesize that the boundary curves of each depressive symptom score in the distribution of total depressive symptom scores follow a common mathematical model, which is expressed as the product of the frequency of the total depressive symptom scores and the probability of the cumulative distribution function of each item threshold. To verify this hypothesis, we investigated the boundary curves of the distribution of total depressive symptom scores in a general population. Methods Data collected from 21,040 subjects who had completed the Center for Epidemiologic Studies Depression Scale (CES-D) questionnaire as part of a national Japanese survey were analyzed. The CES-D consists of 20 items (16 negative items and four positive items). The boundary curves of adjacent item scores in the distribution of total depressive symptom scores for the 16 negative items were analyzed using log-normal scales and curve fitting. Results The boundary curves of adjacent item scores for a given symptom approximated a common linear pattern on a log normal scale. Curve fitting showed that an exponential fit had a markedly higher coefficient of determination than either linear or quadratic fits. With negative affect items, the gap between the total score curve and boundary curve continuously increased with increasing total depressive symptom scores on a log-normal scale, whereas the boundary curves of positive affect items, which are not considered manifest variables of the latent trait, did not exhibit such increases in this gap. Discussion The results of the present study support the hypothesis that the boundary curves of each depressive symptom score in the distribution of total depressive symptom scores commonly follow the predicted mathematical model, which was verified to approximate an exponential mathematical pattern. PMID:27761346

Improvement in intelligence test scores from 6 to 10 years in children of teenage mothers.

PubMed

Cornelius, Marie D; Goldschmidt, Lidush; De Genna, Natacha M; Richardson, Gale A; Leech, Sharon L; Day, Richard

2010-06-01

This study investigates change in IQ scores among 290 children born to teenage mothers and identifies social, economic, and environmental variables that may be associated with change in intelligence test performance. The children of 290 teenage mothers (72% African-American and 28% European American) were assessed with the Stanford-Binet Intelligence Scale-4th Edition at ages 6 and 10. The mean composite score at age 6 was 84.8 and 91.2 at age 10, an improvement of 6.4 points. Significant cross-sectional predictors at both ages 6 and 10 of higher Stanford-Binet Intelligence Scale scores were maternal cognitive ability, school grade, white ethnicity, and caregiver education. Having more children in the household significantly predicted lower Stanford-Binet Intelligence Scale scores at age 6. Higher satisfaction with maternal social support predicted higher Stanford-Binet Intelligence Scale scores at age 10. Change in IQ scores was not related to maternal socioeconomic status, social support, home environment, ethnicity, or family interactions. Custodial stability was associated with an improvement in IQ scores, whereas increase in caregiver depression was related to decline in IQ scores. Our findings suggest that improvement in IQ scores of offspring of teenage mothers may be related to stability of maternal custody. More research is needed to determine the impact of the maturation of adolescent mothers' parenting and the role of early education on improvement in cognitive abilities.

Translation and adaptation of the fatigue severity scale for use in Portugal.

PubMed

Laranjeira, Carlos António

2012-08-01

The Fatigue Severity Scale (FSS) is a widely used instrument to measure the impact of fatigue on specific types of functioning. This study aims to translate and test the reliability and validity of the Portuguese version of the FSS. The questionnaire was administered to a worker sample of 424 nurses. Reliability analysis showed satisfactory results (Cronbach's alpha coefficient = .87). The test-retest reliability was .85. The principal component analysis showed that the FSS was a measure with a one-factor structure. The construct validity of the total FSS score was assessed by correlation with Maslach Burnout Inventory (MBI) score, Depression Anxiety Stress Scale (DASS) score, and Visual Analogue Scale (VAS) score. Each of the corresponding correlation coefficients among the total FSS score and MBI score, DASS score, and perceived fatigue score (VAS) were .55 (p < .01), .62 (p < .01), and .68 (p < .01), respectively, which shows sufficient construct validity. To measure the discriminant validity of FSS, we examined the differences in scores between groups in terms of the number of hours of sleep and overtime. The less nurses slept and the longer they worked, the higher their total FSS score became. This preliminary validation study of the Portuguese version of FSS proved that it is an acceptable, reliable, and valid measure of fatigue in the working population. Copyright © 2012 Elsevier Inc. All rights reserved.

The Addenbrooke's Cognitive Examination Revised (ACE-R) and its sub-scores: normative values in an Italian population sample.

PubMed

Siciliano, Mattia; Raimo, Simona; Tufano, Dario; Basile, Giuseppe; Grossi, Dario; Santangelo, Franco; Trojano, Luigi; Santangelo, Gabriella

2016-03-01

The Addenbrooke's Cognitive Examination Revised (ACE-R) is a rapid screening battery, including five sub-scales to explore different cognitive domains: attention/orientation, memory, fluency, language and visuospatial. ACE-R is considered useful in discriminating cognitively normal subjects from patients with mild dementia. The aim of present study was to provide normative values for ACE-R total score and sub-scale scores in a large sample of Italian healthy subjects. Five hundred twenty-six Italian healthy subjects (282 women and 246 men) of different ages (age range 20-93 years) and educational level (from primary school to university) underwent ACE-R and Montreal Cognitive Assessment (MoCA). Multiple linear regression analysis revealed that age and education significantly influenced performance on ACE-R total score and sub-scale scores. A significant effect of gender was found only in sub-scale attention/orientation. From the derived linear equation, a correction grid for raw scores was built. Inferential cut-offs score were estimated using a non-parametric technique and equivalent scores (ES) were computed. Correlation analysis showed a good significant correlation between ACE-R adjusted scores with MoCA adjusted scores (r = 0.612, p < 0.001). The present study provided normative data for the ACE-R in an Italian population useful for both clinical and research purposes.

Mental Stress from Animal Experiments: a Survey with Korean Researchers.

PubMed

Kang, Minji; Han, AhRam; Kim, Da-Eun; Seidle, Troy; Lim, Kyung-Min; Bae, SeungJin

2018-01-01

Animal experiments have been widely conducted in the life sciences for more than a century, and have long been a subject of ethical and societal controversy due to the deliberate infliction of harm upon sentient animals. However, the harmful use of animals may also negatively impact the mental health of researchers themselves. We sought to evaluate the anxiety level of researchers engaged in animal use to analyse the mental stress from animal testing. The State Anxiety Scale of the State-Trait Anxiety Inventory (STAI) was used to evaluate how researchers feel when they conduct animal, as opposed to non-animal, based experiments (95 non-animal and 98 animal testing researchers). The Trait Anxiety Scale of STAI was employed to measure proneness to anxiety, namely the base trait of the researchers. Additionally, the information on sex, age, education, income, and total working periods was collected. While the Trait Anxiety scores were comparable (41.5 ± 10.9 versus 42.9 ± 10.1, p = 0.3682, t- test), the State Anxiety scores were statistically significantly higher for animal users than non-animal users (45.1 ± 10.7 versus 41.3 ± 9.4, p = 0.011). This trend was consistent for both male and female. Notably, younger animal testers (≤ 30 years of age) with less work experience (≤ 2 years) and lower income level (≤ 27,000 USD) exhibited higher anxiety scores, whereas these factors did not affect the anxiety level of non-animal users. The present study demonstrated that participation in animal experiments can negatively impact the mental health of researchers.

Suicidal Ideation, Depression, Anxiety, Stress, And Life Satisfaction Of Medical, Engineering, And Social Sciences Students.

PubMed

Naseem, Sabahat; Munaf, Seema

2017-01-01

Pursuing higher education is not an easy task as it requires hard work, dedication, and motivation. Although there are many rewards involved in growing up academically, nevertheless, it contains a few hazards too. For instance, suicidal ideation is associated with presence of depression, anxiety, and stress with low level of satisfaction with life in students finding difficulty in handling educational demands of higher education. Therefore, the present study focused on the query that whether there is any difference or not among medical, engineering, and social sciences students of city of Karachi, Pakistan in the level of suicidal ideation, depression, anxiety, stress, and life satisfaction. Using comparative group design, total 300 students (150 males and 150 females) with age range of 19-26 were selected from faculties of medical, engineering, and social sciences of different universities of Karachi, Pakistan, through purposive sampling. Respondent Profile Form, The Suicide Behaviours Questionnaire-Revised, Depression Anxiety Stress Scale-21, and Satisfaction with Life Scale were administered to assess suicidal ideation; depression, anxiety, stress; and life satisfaction, respectively, of the students. Scores were analysed through ANOVA and Post Hoc (Tukey's HSD) test using SPSS. Social sciences and engineering students were significantly higher on depression, anxiety, and stress than medical students [F (2, 297) =8.701, p=.000] whereas insignificant differences in the level of suicidal ideation [F (2, 297) =1.914, p=.149] and life satisfaction [F (2, 297) = .726, p = .485] among these students were found. With the help of these findings, it would be easier to counsel students of different disciplines in time on the lines of suggested preventive measures.

Dental anxiety among university students and its correlation with their field of study.

PubMed

Al-Omari, Wael Mousa; Al-Omiri, Mahmoud Khalid

2009-01-01

This study was designed to investigate the subjective ratings of dental anxiety levels among university students enrolled at Jordan University of Science and Technology. In addition, the present study aimed to explore the sources of dental anxiety and the impact of gender on the perceived dental anxiety and the correlation between field of study and dental anxiety level. The Modified Corah Dental Anxiety Scale was used to measure dental anxiety among the study population. Six hundred subjects were recruited into the study from Jordanian undergraduate students from the faculties of Medicine, Engineering, and Dentistry. Five hundred and thirty five complete questionnaires were returned, which accounts for a response rate of 89.2%. The totals of the mean anxiety scores were the following: Medical students, 13.58%; Engineering students, 13.27% and dental students, 11.22%. About 32% of the study population has scored 15 or more. Dental students had the lowest percentage of those who scored 15 or more. Surprisingly, the medical students were responsible for the highest percentage of those who scored 15 or above. Although women demonstrated statistically higher total dental anxiety scores than men (p= 0.03), the difference between both genders was small and could be clinically insignificant. The students were anxious mostly about tooth drilling and local anesthetic injection. Lack of adequate dental health education may result in a high level of dental anxiety among non-dental university students in Jordan. Further studies are required to identify the correlates of dental anxiety among university students.

Who Is Learning About Climate Change in American Schools? An Analysis of Climate Change in Curriculum Standards

NASA Astrophysics Data System (ADS)

Golden, B. W.; Francis, T. K.

2014-12-01

This work attempts to answer the question "how much, if any, climate change, exists in middle and high school curricula in the United States?" A necessary first step towards this answer involves an examination of Global Climate Change (GCC) coverage in the requisite standards documents. Until recently, each state had its own science framework, with four states (at the time of writing) having already adopted the new Next Generation Science Standards (NGSS) (Achieve, Inc, 2013). This work reports on an analysis of the extent to which GCC exists within the content frameworks of each state, including the NGSS. The analysis began with a word search for such content as "climate change", "greenhouse effect", and "global warming". We then searched through the remainder of the documents in question to understand the nuance of each framework. Each framework was then scored on a scale form zero (no mention of climate change) to four (climate change is explicit, an anthropogenic potential cause is emphasized, and GCC appears within at least one standard of its own). Eighteen states scored a zero, while only five states scored a four. This is particularly troubling, in light of recent statements of scientific consensus (AAAS, 2006; 2009; AGU, 2013; IPCC, 2007). While the NGSS scored well, it is unclear what this means in terms of actual students encountering the subject of climate change in actual classroom. Attention is given to some still-problematic aspects of GCC content are addressed, including its focus largely within courses not required for graduation, as well as the murky details of the yet-to-be determined processes by which individual states will choose to test, or not to test, the subject matter. The authors conclude that as of 2013, there is little evidence that students in most states are required to take courses which include significant aspects of GCC in their curricula.

[Dimensional approach of emotion in psychiatry: validation of the Positive and Negative Emotionality scale (EPN-31)].

PubMed

Pélissolo, A; Rolland, J-P; Perez-Diaz, F; Jouvent, R; Allilaire, J-F

2007-01-01

This paper reports the first validation study of the EPN-31 scale (Positive and Negative Emotionality scale, 31 items) in a French psychiatric sample. This questionnaire has been adapted by Rolland from an emotion inventory developed by Diener, and is also in accordance with Watson and Clark's tripartite model of affects. Respondents were asked to rate the frequency with which they had experienced each affect (31 basic emotional states) during the last month. The answer format was a 7-point scale, ranging from 1 "Not experienced at all" to 7 "Experienced this affect several times each day". Three main scores were calculated (positive affects, negative affects, and surprise affects), as well as six sub-scores (joy, tenderness, anger, fear, sadness, shame). Four hundred psychiatric patients were included in this study, and completed the EPN-31 scale and the Hospital Anxiety and Depression (HAD) scale. The Global Assessment of Functioning (GAF) scale was rated, as well as DSM IV diagnostic criteria. We performed a principal component analysis, with Varimax orthogonal transformation, and explored the factorial structure of the questionnaire, the internal consistency of each dimension, and the correlations between EPN-31 scores and HAD scores. The factorial structure of the EPN-31 was well-defined as expected, with a three-factor (positive, negative and surprise affects) solution accounting for 58.2% of the variance of the questionnaire. No correlation was obtained between positive and negative affects EPN-31 scores (r=0.006). All alpha Cronbach coefficients were between 0.80 and 0.95 for main scores, and between 0.72 and 0.90 for sub-scores. GAF scores were significantly correlated with EPN-31 positive affects scores (r=0.21; p=0.001) and with EPN-31 negative affects scores (r=- 0.45; p=0.001). We obtained significant correlations between positive affects score and HAD depression score (r=- 0.45; p<0.001), and between negative affects score and HAD anxiety (r=0.56; p<0.001) and depression (r=0.45; p<0.001) scores. This pattern of correlation was in accordance with the Watson tripartite model of emotionality. Significantly higher EPN-31 positive affect mean scores were observed in females when compared to males (p<0.001). The third factor of the EPN-31 is less robust than the others and, the validity of the surprise score could hence be discussed. In all, this study confirmed the validity and the interest of the EPN-31 use in psychiatric patients. Various clinical and research applications can be considered, such as infra-symptomatic studies of emotions in affective disorders and during treatment protocols or definition of phenotypic markers in genetic or neuro-imagery studies.

Test Score Stability and the Relationship of Adult Manifest Anxiety Scale-College Version Scores to External Variables among Graduate Students

ERIC Educational Resources Information Center

Lowe, Patricia A.; Peyton, Vicki; Reynolds, Cecil R.

2007-01-01

A sample of 79 individuals participated in the present study to evaluate the test score stability (8-week test-retest interval) and construct validity of the scores of the Adult Manifest Anxiety Scale-College Version, a new measure used to assess anxiety in college students, for application to graduate-level students. Results of the study…

Effects of Teacher Science Support on Student Science Support in Selected Tenth Grade Biology Classes.

ERIC Educational Resources Information Center

Simpson, Ronald Dale

The objectives of this study were (1) to assess the effects of teacher science support, as measured by the Science Support Scale (Tri-S scale), on student science support and (2) to gain normative data on the Science Support Scale as an instrument for use with high school students. Twenty-four 10th grade biology teachers were given the Tri-S scale…

Evaluating distance learning in health informatics education.

PubMed

Russell, Barbara L; Barefield, Amanda C; Turnbull, Diane; Leibach, Elizabeth; Pretlow, Lester

2008-04-24

The purpose of this study was to compare academic performance between distance-learning and on-campus health informatics students. A quantitative causal-comparative research design was utilized, and academic performance was measured by final GPA scores and Registered Health Information Administrator certification exam scores. Differences in previous academic performance between the two groups were also determined by comparing overall admission GPA and math/science admission GPA. The researchers found no difference in academic performance between the two groups when final GPA scores and total certification scores were compared. However, there were statistically significant differences between the two groups in 4 of the 17 sub-domains of the certification examination, with the on-campus students scoring slightly higher than the distance students. Correlation studies were also performed, and the researchers found significant correlations between overall admission GPA, math/science admission GPA, final GPA, and certification scores.

Measuring disease progression in early Parkinson disease: the National Institutes of Health Exploratory Trials in Parkinson Disease (NET-PD) experience.

PubMed

Parashos, Sotirios A; Luo, Sheng; Biglan, Kevin M; Bodis-Wollner, Ivan; He, Bo; Liang, Grace S; Ross, G Webster; Tilley, Barbara C; Shulman, Lisa M

2014-06-01

Optimizing assessments of rate of progression in Parkinson disease (PD) is important in designing clinical trials, especially of potential disease-modifying agents. To examine the value of measures of impairment, disability, and quality of life in assessing progression in early PD. Inception cohort analysis of data from 413 patients with early, untreated PD who were enrolled in 2 multicenter, randomized, double-blind clinical trials. Participants were randomly assigned to 1 of 5 treatments (67 received creatine, 66 received minocycline, 71 received coenzyme Q10, 71 received GPI-1485, and 138 received placebo). We assessed the association between the rates of change in measures of impairment, disability, and quality of life and time to initiation of symptomatic treatment. Time between baseline assessment and need for the initiation of symptomatic pharmaceutical treatment for PD was the primary indicator of disease progression. After adjusting for baseline confounding variables with regard to the Unified Parkinson's Disease Rating Scale (UPDRS) Part II score, the UPDRS Part III score, the modified Rankin Scale score, level of education, and treatment group, we assessed the rate of change for the following measurements: the UPDRS Part II score; the UPDRS Part III score; the Schwab and England Independence Scale score (which measures activities of daily living); the Total Functional Capacity scale; the 39-item Parkinson's Disease Questionnaire, summary index, and activities of daily living subscale; and version 2 of the 12-item Short Form Health Survey Physical Summary and Mental Summary. Variables reaching the statistical threshold in univariate analysis were entered into a multivariable Cox proportional hazards model using time to symptomatic treatment as the dependent variable. More rapid change (ie, worsening) in the UPDRS Part II score (hazard ratio, 1.15 [95% CI, 1.08-1.22] for 1 scale unit change per 6 months), the UPDRS Part III score (hazard ratio, 1.09 [95% CI, 1.06-1.13] for 1 scale unit change per 6 months), and the Schwab and England Independence Scale score (hazard ratio, 1.29 [95% CI, 1.12-1.48] for 5 percentage point change per 6 months) was associated with earlier need for symptomatic therapy. AND RELEVANCE In early PD, the UPDRS Part II score and Part III score and the Schwab and England Independence Scale score can be used to measure disease progression, whereas the 39-item Parkinson's Disease Questionnaire and summary index, Total Functional Capacity scale, and the 12-item Short Form Health Survey Physical Summary and Mental Summary are not sensitive to change. clinicaltrials.gov Identifiers: NCT00063193 and NCT00076492.

Empirical Correlates of Low Scores on MMPI-2/MMPI-2-RF Restructured Clinical Scales in a Sample of University Students

ERIC Educational Resources Information Center

Avdeyeva, Tatyana V.; Tellegen, Auke; Ben-Porath, Yossef S.

2012-01-01

In the present study, the authors explored the meaning of low scores on the MMPI-2/MMPI-2-RF Restructured Clinical (RC) scales. Using responses of a sample of university students (N = 811), the authors examined whether low (T less than 39), within-normal-limits (T = 39-64), and high (T greater than 65) score levels on the RC scales are…

Toxic Hazards Research Unit - 1988

DTIC Science & Technology

1989-07-01

and control groups, and all group means for these parameters were within the normal range for the age and species of test animals used (Wolford et al...13 APPENDIX 1 DRAIZEa SCALE FOR SCALING OCULAR LESIONS Parameter Score 1. Cornea A Opacity degree of density (area most taken for reading) No opacity...Therap 32 377 390 14 APPENDIX 2 DRAIZEa SCALE FOR EVALUATING AND SCORING SKIN REACTIONS Parameter Score 1. Erythema No erythema 0 Very slight erythema

Validation of Automated Scoring of Science Assessments

ERIC Educational Resources Information Center

Liu, Ou Lydia; Rios, Joseph A.; Heilman, Michael; Gerard, Libby; Linn, Marcia C.

2016-01-01

Constructed response items can both measure the coherence of student ideas and serve as reflective experiences to strengthen instruction. We report on new automated scoring technologies that can reduce the cost and complexity of scoring constructed-response items. This study explored the accuracy of c-rater-ML, an automated scoring engine…

The reverse of social anxiety is not always the opposite: the reverse-scored items of the social interaction anxiety scale do not belong.

PubMed

Rodebaugh, Thomas L; Woods, Carol M; Heimberg, Richard G

2007-06-01

Although well-used and empirically supported, the Social Interaction Anxiety Scale (SIAS) has a questionable factor structure and includes reverse-scored items with questionable utility. Here, using samples of undergraduates and a sample of clients with social anxiety disorder, we extend previous work that opened the question of whether the reverse-scored items belong on the scale. First, we successfully confirmed the factor structure obtained in previous samples. Second, we found the reverse-scored items to show consistently weaker relationships with a variety of comparison measures. Third, we demonstrated that removing the reverse-scored questions generally helps rather than hinders the psychometric performance of the SIAS total score. Fourth, we found that the reverse-scored items show a strong relationship with the normal personality characteristic of extraversion, suggesting that the reverse-scored items may primarily assess extraversion. Given the above results, we suggest investigators consider performing data analyses using only the straightforwardly worded items of the SIAS.

Which clinical variable influences health-related quality of life the most after spontaneous subarachnoid hemorrhage? Hunt and Hess scale, Fisher score, World Federation of Neurosurgeons score, Brussels coma score, and Glasgow coma score compared.

PubMed

Kapapa, Thomas; Tjahjadi, Martin; König, Ralph; Wirtz, Christian Rainer; Woischneck, Dieter

2013-12-01

To determine the strength of the correlation between the Hunt and Hess scale, Fisher score, Brussels coma score, World Federation of Neurosurgeons score, and Glasgow coma score and health-related quality of life. Evaluable questionnaires from 236 patients (5.6 years [± standard deviation, 2.854 years] on average after hemorrhage) were included in the analysis. Quality of life was documented using the MOS-36 item short form health survey. Because of the ordinal nature of the variables, Kendall tau was used for calculation. Significance was established as P ≤ 0.05. Weak and very weak correlations were found in general (r ≤ 0.28). The strongest correlations were found between the Glasgow coma score and quality of life (r = 0.236, P = 0.0001). In particular, the "best verbal response" achieved the strongest correlations in the comparison, at r = 0.28/P = 0.0001. The Fisher score showed very weak correlations (r = -0.148/P = 0.012). The Brussels coma score (r = -0.216/P = 0.0001), Hunt and Hess scale (r = -0.197/P = 0.0001), and the World Federation of Neurosurgeons score (r = -0.185/P = 0.0001) revealed stronger correlations, especially in terms of the physical aspects of quality of life. The Glasgow coma scale revealed the strongest, and the Fisher score showed the weakest correlations. Thus the Fisher score, as an indicator of the severity of a hemorrhage, has little significance in terms of health-related quality of life. Copyright © 2013 Elsevier Inc. All rights reserved.

Efficacy of Pramipexole for the Treatment of Primary Restless Leg Syndrome: A Systematic Review and Meta-analysis of Randomized Clinical Trials.

PubMed

Liu, Guang Jian; Wu, Lang; Lin Wang, Song; Xu, Li Li; Ying Chang, Li; Fu Wang, Yun

2016-01-01

The objective of this meta-analysis was to systematically evaluate the efficacy of pramipexole for the treatment of primary moderate-to-severe restless leg syndrome (RLS). Databases of PubMed, OVID, ScienceDirect, SpringerLink, Thomson Reuters Web of Science, the Cochrane Library, the Wiley Online Library, ArticleFirst, CALIS, Study, CNKI, and WanFang were searched to identify randomized controlled trials (RCTs) investigating pramipexole for the treatment of primary moderate-to-severe RLS. A meta-analysis was then conducted to pool results. Twelve RCTs involving 3286 participants were included in this study. The mean (SD) treatment duration was 11.12 (5.72) weeks/person. The meta-analysis found that the post-treatment change in the International Restless Leg Syndrome Study Group Rating Scale (IRLS) score of the pramipexole group was significantly superior to that of the placebo group (weighted mean difference [WMD] = -4.64; 95% CI, -5.95 to -3.33; n = 8). More patients in the pramipexole group reported at least a 50% reduction in the IRLS score after treatment (risk ratio [RR] = 1.57; 95% CI, 1.43 to 1.73; n = 8). In terms of the scores for the Clinical Global Impression of Improvement scale (RR = 1.48; 95% CI, 1.31 to 1.66; n = 11) and the Patient Global Impression scale (RR = 1.54; 95% CI, 1.31 to 1.81; n = 9), treatment outcomes of the pramipexole group were significantly superior to those of the placebo group. In terms of the change in quality of life (WMD = 5.39; 95% CI, 2.28 to 8.50; n = 4), the change in daytime tiredness (WMD = -0.61; 95% CI, -1.21 to -0.01; n = 4), the change in the number of periodic limb movements per hour of sleep (WMD = -35.95; 95% CI, -56.42 to -15.48; n = 3), and the change in the quality of sleep (WMD = 3.60; 95% CI, 1.69 to 5.50; n = 6), the treatment outcomes of the pramipexole group were significantly superior to those of the placebo group. This meta-analysis study indicated that pramipexole could effectively improve the symptoms of patients with primary moderate-to-severe RLS, although the quality of evidence was relatively low. Future clinical trials focusing on the medium-term and long-term treatment outcomes and using mainly objective indicators for evaluation are warranted. It is also necessary to pay close attention to augmentation during medication. Copyright © 2016. Published by Elsevier Inc.

Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

Integrating Genetics and Social Science: Genetic Risk Scores

PubMed Central

Belsky, Daniel W.; Israel, Salomon

2014-01-01

The sequencing of the human genome and the advent of low-cost genome-wide assays that generate millions of observations of individual genomes in a matter of hours constitute a disruptive innovation for social science. Many public-use social science datasets have or will soon add genome-wide genetic data. With these new data come technical challenges, but also new possibilities. Among these, the lowest hanging fruit and the most potentially disruptive to existing research programs is the ability to measure previously invisible contours of health and disease risk within populations. In this article, we outline why now is the time for social scientists to bring genetics into their research programs. We discuss how to select genetic variants to study. We explain how the polygenic architecture of complex traits and the low penetrance of individual genetic loci pose challenges to research integrating genetics and social science. We introduce genetic risk scores as a method of addressing these challenges and provide guidance on how genetic risk scores can be constructed. We conclude by outlining research questions that are ripe for social science inquiry. PMID:25343363

Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

NASA Astrophysics Data System (ADS)

Page, Purlie M.

At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

Correlations between the Hand Test Pathology score and Personality Assessment Inventory scales for pain clinic patients.

PubMed

George, J M; Wagner, E E

1995-06-01

Pearson correlations between the Hand Test Pathology (PATH) score and Personality Assessment Inventory scales produced a cluster of relationships characteristic of an antisocial orientation. Likewise, PATH significantly differentiated between a "P" (Pathology) group flagged by a high Negative Impression score on the inventory, and an "N" (Normal) group of 100 pain patients. It was suggested that the interpretive simplicity of Hand Test scores renders the scores amenable to further correlational studies involving the inventory.

Psychometric properties of the Italian version of the Cognitive Reserve Scale (I-CRS).

PubMed

Altieri, Manuela; Siciliano, Mattia; Pappacena, Simona; Roldán-Tapia, María Dolores; Trojano, Luigi; Santangelo, Gabriella

2018-05-04

The original definition of cognitive reserve (CR) refers to the individual differences in cognitive performance after a brain damage or pathology. Several proxies were proposed to evaluate CR (education, occupational attainment, premorbid IQ, leisure activities). Recently, some scales were developed to measure CR taking into account several cognitively stimulating activities. The aim of this study is to adapt the Cognitive Reserve Scale (I-CRS) for the Italian population and to explore its psychometric properties. I-CRS was administered to 547 healthy participants, ranging from 18 to 89 years old, along with neuropsychological and behavioral scales to evaluate cognitive functioning, depressive symptoms, and apathy. Cronbach's α, corrected item-total correlations, and the inter-item correlation matrix were calculated to evaluate the psychometric properties of the scale. Linear regression analysis was performed to build a correction grid of the I-CRS according to demographic variables. Correlational analyses were performed to explore the relationships between I-CRS and neuropsychological and behavioral scales. We found that age, sex, and education influenced the I-CRS score. Young adults and adults obtained higher I-CRS scores than elderly adults; women and participants with high educational attainment scored higher on I-CRS than men and participants with low education. I-CRS score correlated poorly with cognitive and depression scale scores, but moderately with apathy scale scores. I-CRS showed good psychometric properties and seemed to be a useful tool to assess CR in every adult life stage. Moreover, our findings suggest that apathy rather than depressive symptoms may interfere with the building of CR across the lifespan.

The reliability and validity of the Turkish version of Fullerton Advanced Balance (FAB-T) scale.

PubMed

Iyigun, Gozde; Kirmizigil, Berkiye; Angin, Ender; Oksuz, Sevim; Can, Filiz; Eker, Levent; Rose, Debra J

2018-06-04

The aim of this study was to evaluate the reliability and validity of the Turkish version of the FAB(FAB-T) scale in the older Turkish adults. The reliability and validity of the scale was tested on 200 community-dwelling older adults. FAB-T scale was scored by different physiotherapists on different days to evaluate inter-rater and intrarater reliability. The Berg Balance Scale (BBS) was used for the evaluation of convergent validity, and the content validity of the FAB-T scale was investigated. The FAB-T scale showed very high inter- and intra-rater reliability. For inter-rater agreement, on the individual test items and total score ICC values were 0.92 (95 %CI; 0.90-0.94) and 0.96 (95% CI; 0.95-0.97) respectively. The intra-rater agreement, on the individual test items and total score ICC values were 0.93 (95 %CI; 0.91- 0.95) and 0.96 (95% CI; 0.95- 0.97) respectively. There was a good agreement between the FAB-T and BBS scales. A high correlation was found between the BBS and FAB-T scales [rho = 0.70 (%95 CI; 0.62-0.76)] indicating good convergent validity. Considering the content validity of the FAB-T scale, no floor (floor score: 0%) or ceiling (ceiling score: 6.5%) effect was detected. The FAB-T scale was successfully translated from the original English version (FAB) and demonstrated strong psychometric features. It was found that the FAB-T scale has very high inter-rater and intra-rater reliability. Considering the convergent validity, the scale has high correlation with the BBS. The FAB-T has no floor and ceiling effect. Copyright © 2018 Elsevier B.V. All rights reserved.

The relationship between participation in student-centered discussions and the academic achievement of fifth-grade science students

NASA Astrophysics Data System (ADS)

Mathues, Patricia Kelly

Although the social constructivist theory proposed by Vygotsky states the value of discourse as a contribution to the ability of the learner to create meaning, student-led discussions have often been relegated to the language arts classroom. The standards created by the National Council of Teachers of English and the International Reading Association have long recognized that learners create meaning in a social context. The National Science Education Standards have also challenged science teachers to facilitate discourse. However, the science standards document provides no specific structure through which such discourse should be taught. This study investigated the effectiveness of a discussion strategy provided by Shoop and Wright for teaching and conducting student-centered discussions (SCD). Fifth graders in one school were randomly selected and randomly assigned to one of two science classes; 22 students in one class learned and applied the SCD strategies while a second class with 19 students learned the same science concepts from a teacher using traditional methods as described by Cazden. This study used a pretest-posttest design to test the hypothesis that participation in SCD's would effect a difference in fifth-graders' abilities to comprehend science concepts. Results of independent-samples t-tests showed that while there was no significant difference between the mean ability scores of the two groups of subjects as measured by a standardized mental abilities test, the mean pretest score of the traditional group was significantly higher than the SCD group's mean pretest score. ANCOVA procedures demonstrated that the SCD group's mean posttest score was significantly higher than the mean posttest score of the traditional group. Data analysis supported the rejection of the null hypothesis. The investigator concluded that the SCD methodology contributed to students' understanding of the science concepts. Results of this study challenge content area teachers to provide direct instruction of the SCD strategies and to encourage students to engage in the construction of knowledge through such discourse. Future research should focus on the application of the SCD strategies in other settings and for various durations of time.

The Depression Anxiety Stress Scales-21 (DASS-21): further examination of dimensions, scale reliability, and correlates.

PubMed

Osman, Augustine; Wong, Jane L; Bagge, Courtney L; Freedenthal, Stacey; Gutierrez, Peter M; Lozano, Gregorio

2012-12-01

We conducted two studies to examine the dimensions, internal consistency reliability estimates, and potential correlates of the Depression Anxiety Stress Scales-21 (DASS-21; Lovibond & Lovibond, 1995). Participants in Study 1 included 887 undergraduate students (363 men and 524 women, aged 18 to 35 years; mean [M] age = 19.46, standard deviation [SD] = 2.17) recruited from two public universities to assess the specificity of the individual DASS-21 items and to evaluate estimates of internal consistency reliability. Participants in a follow-up study (Study 2) included 410 students (168 men and 242 women, aged 18 to 47 years; M age = 19.65, SD = 2.88) recruited from the same universities to further assess factorial validity and to evaluate potential correlates of the original DASS-21 total and scale scores. Item bifactor and confirmatory factor analyses revealed that a general factor accounted for the greatest proportion of common variance in the DASS-21 item scores (Study 1). In Study 2, the fit statistics showed good fit for the bifactor model. In addition, the DASS-21 total scale score correlated more highly with scores on a measure of mixed depression and anxiety than with scores on the proposed specific scales of depression or anxiety. Coefficient omega estimates for the DASS-21 scale scores were good. Further investigations of the bifactor structure and psychometric properties of the DASS-21, specifically its incremental and discriminant validity, using known clinical groups are needed. © 2012 Wiley Periodicals, Inc.

Psychometric properties of the brief version of the Fear of Negative Evaluation Scale in a Turkish sample.

PubMed

Koydemir, Selda; Demir, Ayhan

2007-06-01

The purpose of the study was to report initial data on the psychometric properties of the Brief Fear of Negative Evaluation Scale. The scale was applied to a nonclinical sample of 250 (137 women, 113 men) Turkish undergraduate students selected randomly from Middle East Technical University. Their mean age was 20.4 yr. (SD= 1.9). The factor structure of the Turkish version, its criterion validity, and internal reliability coefficients were assessed. Although maximum likelihood factor analysis initially indicated that the scale had only one factor, a forced two-factor solution accounted for more variance (61%) in scale scores than a single factor. The straightforward items loaded on the first factor, and the reverse-coded items loaded on the second factor. The total score was significantly positively correlated with scores on the Revised Cheek and Buss Shyness Scale and significantly negatively correlated with scores on the Rosenberg Self-Esteem Scale. Factor 1 (straightforward items) correlated more highly with both Shyness and Self-esteem than Factor 2 (reverse-coded items). Internal consistency estimate was .94 for the Total scores, .91 for the Factor 1 (straightforward items), and .87 for the Factor 2 (reverse-coded items). No sex differences were evident for Fear of Negative Evaluation.

The Functional Arm Scale for Throwers (FAST)-Part II: Reliability and Validity of an Upper Extremity Region-Specific and Population-Specific Patient-Reported Outcome Scale for Throwing Athletes.

PubMed

Huxel Bliven, Kellie C; Snyder Valier, Alison R; Bay, R Curtis; Sauers, Eric L

2017-04-01

The Functional Arm Scale for Throwers (FAST) is an upper extremity (UE) region-specific and population-specific patient-reported outcome (PRO) scale developed to measure health-related quality of life in throwers with UE injuries. Stages I and II, described in a companion paper, of FAST development produced a 22-item scale and a 9-item pitcher module. Stage III of scale development, establishing reliability and validity of the FAST, is reported herein. To describe stage III of scale development: reliability and validity of the FAST. Cohort study (diagnosis); Level of evidence, 2. Data from throwing athletes collected over 5 studies were pooled to assess reliability and validity of the FAST. Reliability was estimated using FAST scores from 162 throwing athletes who were injured (n = 23) and uninjured (n = 139). Concurrent validity was estimated using FAST scores and Disabilities of the Arm, Shoulder, and Hand (DASH) and Kerlan-Jobe Orthopaedic Clinic (KJOC) scores from 106 healthy, uninjured throwing athletes. Known-groups validity was estimated using FAST scores from 557 throwing athletes who were injured (n = 142) and uninjured (n = 415). Reliability and validity were assessed using intraclass correlation coefficients (ICCs), and measurement error was assessed using standard error of measurement (SEM) and minimum detectable change (MDC). Receiver operating characteristic curves and sensitivity/specificity values were estimated for known-groups validity. Data from a separate group (n = 18) of postsurgical and nonoperative/conservative rehabilitation patients were analyzed to report responsiveness of the FAST. The FAST total, subscales, and pitcher module scores demonstrated excellent test-retest reliability (ICC, 0.91-0.98). The SEM 95 and MDC 95 for the FAST total score were 3.8 and 10.5 points, respectively. The SEM 95 and MDC 95 for the pitcher module score were 5.7 and 15.7 points, respectively. The FAST scores showed acceptable correlation with DASH (ICC, 0.49-0.82) and KJOC (ICC, 0.62-0.81) scores. The FAST total score classified 85.1% of players into the correct injury group. For predicting UE injury status, a FAST total cutoff score of 10.0 out of 100.0 was 91% sensitive and 75% specific, and a pitcher module score of 10.0 out of 100.0 was 87% sensitive and 78% specific. The FAST total score demonstrated responsiveness on several indices between intake and discharge time points. The FAST is a reliable, valid, and responsive UE region-specific and population-specific PRO scale for measuring patient-reported health care outcomes in throwing athletes with injury.

The Functional Arm Scale for Throwers (FAST)—Part II: Reliability and Validity of an Upper Extremity Region-Specific and Population-Specific Patient-Reported Outcome Scale for Throwing Athletes

PubMed Central

Huxel Bliven, Kellie C.; Snyder Valier, Alison R.; Bay, R. Curtis; Sauers, Eric L.

2017-01-01

Background: The Functional Arm Scale for Throwers (FAST) is an upper extremity (UE) region-specific and population-specific patient-reported outcome (PRO) scale developed to measure health-related quality of life in throwers with UE injuries. Stages I and II, described in a companion paper, of FAST development produced a 22-item scale and a 9-item pitcher module. Stage III of scale development, establishing reliability and validity of the FAST, is reported herein. Purpose: To describe stage III of scale development: reliability and validity of the FAST. Study Design: Cohort study (diagnosis); Level of evidence, 2. Methods: Data from throwing athletes collected over 5 studies were pooled to assess reliability and validity of the FAST. Reliability was estimated using FAST scores from 162 throwing athletes who were injured (n = 23) and uninjured (n = 139). Concurrent validity was estimated using FAST scores and Disabilities of the Arm, Shoulder, and Hand (DASH) and Kerlan-Jobe Orthopaedic Clinic (KJOC) scores from 106 healthy, uninjured throwing athletes. Known-groups validity was estimated using FAST scores from 557 throwing athletes who were injured (n = 142) and uninjured (n = 415). Reliability and validity were assessed using intraclass correlation coefficients (ICCs), and measurement error was assessed using standard error of measurement (SEM) and minimum detectable change (MDC). Receiver operating characteristic curves and sensitivity/specificity values were estimated for known-groups validity. Data from a separate group (n = 18) of postsurgical and nonoperative/conservative rehabilitation patients were analyzed to report responsiveness of the FAST. Results: The FAST total, subscales, and pitcher module scores demonstrated excellent test-retest reliability (ICC, 0.91-0.98). The SEM95 and MDC95 for the FAST total score were 3.8 and 10.5 points, respectively. The SEM95 and MDC95 for the pitcher module score were 5.7 and 15.7 points, respectively. The FAST scores showed acceptable correlation with DASH (ICC, 0.49-0.82) and KJOC (ICC, 0.62-0.81) scores. The FAST total score classified 85.1% of players into the correct injury group. For predicting UE injury status, a FAST total cutoff score of 10.0 out of 100.0 was 91% sensitive and 75% specific, and a pitcher module score of 10.0 out of 100.0 was 87% sensitive and 78% specific. The FAST total score demonstrated responsiveness on several indices between intake and discharge time points. Conclusion: The FAST is a reliable, valid, and responsive UE region-specific and population-specific PRO scale for measuring patient-reported health care outcomes in throwing athletes with injury. PMID:28451614

Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

NASA Astrophysics Data System (ADS)

Haseltine, Jessica

2006-10-01

A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

Right brain is important for students' achievements in science.

PubMed

Dogar, Cetin; Dane, Arif; Dane, Senol; Tan, Uner

2008-08-01

Relations between the hearing durations of right and left ears and points on the introductory examination for entrance to the Science School of Ataturk University in Erzurum were investigated in 31 male and 13 female students. The hearing duration of the left ear was significantly associated with the scores of the examination for the university entrance, the hearing duration for the right ear being not significantly related to the examination scores. The results suggest that the right brain would be beneficial for the students' achievements in science.

The outdoor situational fear inventory: a newer measure of an older instrument

Treesearch

Anderson B. Young; Alan Ewert; Sharon Todd; Thomas Steele; Thomas Quinn

1995-01-01

This study examined the relationship of two methods of scaling the Outdoor Situational Fear Inventory - continuum scaling and the more easily scored certainty method of scaling. Although item-by-item correlations varied widely, overall and subscale score relationships were strong. The data also suggested ways to clarify interpretations of earlier continuum scaled OSFI...

Three Approaches to Using Lengthy Ordinal Scales in Structural Equation Models: Parceling, Latent Scoring, and Shortening Scales

ERIC Educational Resources Information Center

Yang, Chongming; Nay, Sandra; Hoyle, Rick H.

2010-01-01

Lengthy scales or testlets pose certain challenges for structural equation modeling (SEM) if all the items are included as indicators of a latent construct. Three general approaches to modeling lengthy scales in SEM (parceling, latent scoring, and shortening) have been reviewed and evaluated. A hypothetical population model is simulated containing…

Administration Modifications on the WISC-R Performance Scale with Different Categories of Deaf Children.

ERIC Educational Resources Information Center

Sullivan, Patricia M.

1982-01-01

Two studies investigated the effects of administration modifications on subtest scaled scores of the Wechsler-Intelligence Scale for Children-Revised (WISC-R). Performance scale rated different groups of 57 severely/profoundly hearing-impaired children. Total communication was found to result in higher scores on all subtests in the genetic and…

Bugen's Coping with Death Scale: Reliability and Further Validation.

ERIC Educational Resources Information Center

Robbins, Rosemary A.

1991-01-01

Tested Bugen's Coping with Death Scale. Individuals who had written wills, planned estates and funerals, and signed organ donor cards scored higher on the Coping with Death Scale. Because Coping with Death scores were more consistently different in those who prepared for death, this scale may help in efforts to predict those who will engage in…

Comparing the MMPI-2 scale scores of parents involved in parental competency and child custody assessments.

PubMed

Resendes, John; Lecci, Len

2012-12-01

MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales 4, 8, 2, and 0), with the competency sample obtaining higher clinical scores as well as higher scores on F, FB, VRIN, TRIN, and L, but lower scores on K, relative to the custody sample. Despite the higher scores in the competency sample, MMPI-2 mean scores did not exceed the clinical cutoff (T > 65). Moreover, the present competency sample essentially replicates the MMPI-2 scores of a previously published competency sample, suggesting that the present findings are representative of that population. The present findings suggest that separate reference groups be used when conducting child custody vs. parental competency evaluations, as these appear to be distinct populations despite there being similarities in the testing circumstances.

Can the Hospital Anxiety and Depression (HAD) Scale be used on Chinese elderly in general practice?

PubMed

Lam, C L; Pan, P C; Chan, A W; Chan, S Y; Munro, C

1995-06-01

A study was carried out in a general practice in Hong Kong to find out if the Hospital Anxiety and Depression (HAD) Scale could be used to detect psychological problems in Chinese elderly. The HAD Scale was translated into Cantonese and administered by an interviewer to 298 Chinese aged 60 or above before their doctor consultations. The acceptance rate of the Scale was 96% and each interview took only 5-10 min to complete. All 298 elderly understood and completed the HAD Scale. Validation of the results of the HAD Scale by the Clinical Interview Schedule (CIS) was done on a random sample of 100 elderly. Relative operating characteristic (ROC) analysis showed that the optimal cut-off points of the HAD Scale was a depression score of 6 and an anxiety score of 3. The sensitivity was 80%, specificity was 90%, OMR (overall misclassification rate) was 12%, positive predictive value was 67% and negative predictive value was 95%. Thirty-six per cent of the elderly had scores above these cut-off points. More females than males had high anxiety scores. Nearly half of those with positive HAD scores were not known to have any psychological illness. The HAD Scale has great potential to be used as a screening instrument for psychological illnesses in Cantonese-speaking Chinese elderly all over the world.

Conditional standard errors of measurement for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition.

PubMed

Price, Larry R; Raju, Nambury; Lurie, Anna; Wilkins, Charles; Zhu, Jianjun

2006-02-01

A specific recommendation of the 1999 Standards for Educational and Psychological Testing by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education is that test publishers report estimates of the conditional standard error of measurement (SEM). Procedures for calculating the conditional (score-level) SEM based on raw scores are well documented; however, few procedures have been developed for estimating the conditional SEM of subtest or composite scale scores resulting from a nonlinear transformation. Item response theory provided the psychometric foundation to derive the conditional standard errors of measurement and confidence intervals for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition.

An educational program about premarital screening for unmarried female students in King Abdul-Aziz University, Jeddah.

PubMed

Ibrahim, Nahla Khamis Ragab; Al-Bar, Hussein; Al-Fakeeh, Ali; Al Ahmadi, Jawaher; Qadi, Mahdi; Al-Bar, Adnan; Milaat, Waleed

2011-03-01

The present study was conducted to assess knowledge and attitude of unmarried female students in King Abdul-Aziz University (KAU) towards premarital screening (PMS) program, to determine predictors of high students' knowledge scores and to improve their knowledge about PMS through conduction of an educational campaign. Multi-stage stratified random sample method was used with recruitment of 1563 students from all faculties of KAU, during the educational year 2008-2009. The Pre-test included 30 knowledge items and 14 attitude statements with student's response through a 5-point Likert scale. Health education was conducted using audiovisual aids through pre-designed educational materials. Statistical analysis was done by SPSS version 16. Students' knowledge about the program was generally low before the educational campaign. The predictors of high knowledge scores were being a health science student (aOR=4.15; 95% CI: 2.97-5.81), age ≥20 years (aOR=2.78; 95% CI: 2.01-3.85), family history of hereditary diseases and income ≥10,000 SR/month. Regarding attitude, almost all students (99.0%) agreed on the importance of PMS. After the educational program, students' knowledge about PMS was markedly improved. The mean students' knowledge score was 9.85 ± 5.36 in Pre-test and improved to 18.45 ± 4.96 in Post-test, with a highly statistical significant difference (paired t=25.40, p<0.000). The educational program was successful in improving students' knowledge about the PMS. Conduction of similar educational programs and adding PMS in the curriculum of secondary and university education are recommended. Copyright © 2010 King Saud Bin Abdulaziz University for Health Sciences. Published by Elsevier Ltd. All rights reserved.

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

[Clinical application and optimization of HEAD-US quantitative ultrasound assessment scale for hemophilic arthropathy].

PubMed

Li, J; Guo, X J; Ding, X L; Lyu, B M; Xiao, J; Sun, Q L; Li, D S; Zhang, W F; Zhou, J C; Li, C P; Yang, R C

2018-02-14

Objective: To assess the feasibility of HEAD-US scale in the clinical application of hemophilic arthropathy (HA) and propose an optimized ultrasound scoring system. Methods: From July 2015 to August 2017, 1 035 joints ultrasonographic examinations were performed in 91 patients. Melchiorre, HEAD-US (Hemophilic Early Arthropathy Detection with UltraSound) and HEAD-US-C (HEAD-US in China) scale scores were used respectively to analyze the results. The correlations between three ultrasound scales and Hemophilia Joint Health Scores (HJHS) were evaluated. The sensitivity differences of the above Ultrasonic scoring systems in evaluation of HA were compared. Results: All the 91 patients were male, with median age of 16 (4-55) years old, including 86 cases of hemophilia A and 5 cases hemophilia B. The median ( P 25 , P 75 ) of Melchiorre, HEAD-US and HEAD-US-C scores of 1 035 joints were 2(0,6), 1(0,5) and 2(0,6), respectively, and the correlation coefficients compared with HJHS was 0.747, 0.762 and 0.765 respectively, with statistical significance ( P <0.001). The positive rates of Melchiorre, HEAD-US-C and HEAD-US scale score were 63.0% (95% CI 59.7%-65.9%), 59.5% (95% CI 56.5%-62.4%) and 56.6% (95% CI 53.6%-59.6%) respectively, and the difference was statistically significant ( P <0.001). Even for 336 cases of asymptomatic joints, the positive rates of Melchiorre, HEAD-US-C and HEAD-US scale score were 25.0% (95% CI 20.6%-29.6%), 17.0% (95% CI 12.6%-21.1%) and 11.9% (95% CI 8.4%-15.7%) respectively, and the difference was statistically significant ( P <0.001). There were significant changes ( P <0.05) in the ultrasonographic score of HA before and after onset of hemorrhage in 107 joints of 40 patients. The difference in variation amplitude of HEAD-US-C scores and HEAD-US scores before and after joint bleeding was statistically significant ( P <0.001). Conclusion: Compared with Melchiorre, there were similar good correlations between HEAD-US, HEAD-US-C and HJHS. HEAD-US ultrasound scoring system is quick, convenient and simple to use. The optimized HEAD-US-C scale score is more sensitive than HEAD-US, especially for patients with HA who have subclinical state, which make up for insufficiency of sensitivity in HEAD-US scoring system.

An investigation of mathematics and science instruction in English and Spanish for English language learners

NASA Astrophysics Data System (ADS)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder.

PubMed

Baum, Katherine T; Shear, Paula K; Howe, Steven R; Bishop, Somer L

2015-08-01

In autism spectrum disorders, results of cognitive testing inform clinical care, theories of neurodevelopment, and research design. The Wechsler Intelligence Scale for Children and the Stanford-Binet are commonly used in autism spectrum disorder evaluations and scores from these tests have been shown to be highly correlated in typically developing populations. However, they have not been compared in individuals with autism spectrum disorder, whose core symptoms can make testing challenging, potentially compromising test reliability. We used a within-subjects research design to evaluate the convergent validity between the Wechsler Intelligence Scale for Children, 4th ed., and Stanford-Binet, 5th ed., in 40 youth (ages 10-16 years) with autism spectrum disorder. Corresponding intelligence scores were highly correlated (r = 0.78 to 0.88), but full-scale intelligence quotient (IQ) scores (t(38) = -2.27, p = 0.03, d = -0.16) and verbal IQ scores (t(36) = 2.23, p = 0.03; d = 0.19) differed between the two tests. Most participants obtained higher full-scale IQ scores on the Stanford-Binet, 5th ed., compared to Wechsler Intelligence Scale for Children, 4th ed., with 14% scoring more than one standard deviation higher. In contrast, verbal indices were higher on the Wechsler Intelligence Scale for Children, 4th ed., Verbal-nonverbal discrepancy classifications were only consistent for 60% of the sample. Comparisons of IQ test scores in autism spectrum disorder and other special groups are important, as it cannot necessarily be assumed that convergent validity findings in typically developing children and adolescents hold true across all pediatric populations. © The Author(s) 2014.

Assessment of nociception and pain in participants with unresponsive or minimally conscious state after acquired brain injury: the relationship between the Coma Recovery Scale-Revised and the Nociception Coma Scale-Revised.

PubMed

Chatelle, Camille; Hauger, Solveig L; Martial, Charlotte; Becker, Frank; Eifert, Bernd; Boering, Dana; Giacino, Joseph T; Laureys, Steven; Løvstad, Marianne; Maurer-Karattup, Petra

2018-04-10

Investigate the relationship between consciousness and nociceptive responsiveness (i.e., Nociception Coma Scale-Revised [NCS-R]), examine the suitability of the NCS-R for assessing nociception in participants with disorders of consciousness (DoC) and replicate previous findings on psychometric properties of the scale. We prospectively assessed consciousness with the Coma Recovery Scale-Revised (CRS-R). Responses during baseline, non-noxious and noxious stimulations were scored with the NCS-R, CRS-R oromotor and motor subscales. Specialized DoC program and university hospitals. Eighty-five participants diagnosed with DoCs. Correlation between CRS-R total scores and CRS-R and NCS-R (sub)scores to noxious stimulation, proportion of grimace and/or cry in participants with minimally consciousness (MCS) and unresponsive wakefulness syndrome (UWS) during non-noxious and noxious conditions. Not applicable RESULTS: CRS-R total scores correlated with NCS-R total scores and subscores. CRS-R motor subscale correlated with NCS-R total scores and motor subscale and CRS-R oromotor subscale correlated with NCS-R total scores, as well as verbal and facial expression. There was a difference between participants with UWS and MCS in the proportion of grimace and/or crying during the noxious condition. We replicated previous findings on psychometric properties of the scale, but found a different score as the best threshold for nociception. We report a strong relationship between responsiveness to nociception and the level of consciousness. The NCS-R seems to offer a valuable tool to assess nociception in an efficient manner, but additional studies are needed to allow recommendations for clinical assessment of subjective pain experience. Copyright © 2018 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Teachers' Concepts of Spatial Scale: An international comparison

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Paechter, Manuela; Yen, Chiung-Fen; Gardner, Grant; Taylor, Amy; Tretter, Thomas

2013-09-01

Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N = 92) and preservice (N = 134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers' accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel.

MMPI Traits of Incestuous Fathers.

ERIC Educational Resources Information Center

Kirkland, Karen D.; Bauer, Chris A.

1982-01-01

Compared Minnesota Multiphasic Personality Inventory scores of incestuous fathers and stepfathers to those of a matched control group. Analyses reflected more pathological scores for incest fathers on the psychopathic deviate scale, the psychasthenia scale and the schizophrenia scales. Results were discussed in terms of a character-disordered…

Social support and depression across the perinatal period: A longitudinal study.

PubMed

Li, Yang; Long, Zhouting; Cao, Danfeng; Cao, Fenglin

2017-09-01

To report changes in the prevalence of depression and the level of social support at three different time points in the perinatal period (late pregnancy, 1 week postpartum and 4 weeks postpartum) and to examine the relationship between depression and social support at these points in time. Social support is a modifiable factor for depression. Existing research is limited to examining social support at a single time point in relation to antepartum or postpartum depression. A longitudinal study. In total, 240 pregnant women were recruited from the prenatal clinic at a general hospital in China between June-September 2013. The Edinburgh Postnatal Depression Scale and Perceived Social Support Scale were used to measure the risk of depression and perceived social support at late pregnancy, within the first week postpartum, and at 4 weeks postpartum. The Perceived Social Support Scale scores within the first week after birth were higher than scores at the late pregnancy and postpartum week 4, while the Edinburgh Postnatal Depression Scale scores at late pregnancy were higher than scores at the two postpartum times. Women who had higher Perceived Social Support Scale scores at late pregnancy had less likelihood of developing antepartum depression, and women with higher Perceived Social Support Scale scores at postpartum week 4 were less likely to have postpartum depression. However, the Perceived Social Support Scale scores at late pregnancy did not predict the risk of postpartum depression. The study revealed that social support perceived by women changed over the perinatal period. Social support at each stage of the perinatal period was an important buffer against depression at this stage. An increased focus on the relationship between social support and depression at each stage of the perinatal period is necessary for future research and practice. © 2017 John Wiley & Sons Ltd.

A convenient method of obtaining percentile norms and accompanying interval estimates for self-report mood scales (DASS, DASS-21, HADS, PANAS, and sAD).

PubMed

Crawford, John R; Garthwaite, Paul H; Lawrie, Caroline J; Henry, Julie D; MacDonald, Marie A; Sutherland, Jane; Sinha, Priyanka

2009-06-01

A series of recent papers have reported normative data from the general adult population for commonly used self-report mood scales. To bring together and supplement these data in order to provide a convenient means of obtaining percentile norms for the mood scales. A computer program was developed that provides point and interval estimates of the percentile rank corresponding to raw scores on the various self-report scales. The program can be used to obtain point and interval estimates of the percentile rank of an individual's raw scores on the DASS, DASS-21, HADS, PANAS, and sAD mood scales, based on normative sample sizes ranging from 758 to 3822. The interval estimates can be obtained using either classical or Bayesian methods as preferred. The computer program (which can be downloaded at www.abdn.ac.uk/~psy086/dept/MoodScore.htm) provides a convenient and reliable means of supplementing existing cut-off scores for self-report mood scales.

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

46 CFR 310.55 - Scholastic requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... science; (B) Foreign language; (C) Economics; and, (D) Social science. (2) Evidence of academic work..., Social Sciences and Natural Sciences. Minimum qualifying scores on the entrance examinations will be... given to satisfactory college level study or any special study undertaken to strengthen their academic...

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study.

PubMed

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses' competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses' competence level and its possible relationship with their personality and emotional intelligence. Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses' competence, explaining almost 20% of variations in nurse competence scores. Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses' competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

PubMed

Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

2017-01-01

Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, p< 0.001) and trait anxiety scores (r= -0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students' TMQ scores and AMS scores (r= 0.279, p< 0.001). Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

An Examination of Possible Explanations for Differential Weight Changes Associated with Pregnancy

DTIC Science & Technology

1986-01-21

talk to about oneself), self - esteem support (perceived potential of a positive comparison of oneself with others), and belong- ing ~uppo~t (perceived...support; ISEL2, belonging support; ISEL3, tangible support; and ISEL4, self - esteem support). People high in one type of social support were likely...tangible support subscale score ISEL4- self - esteem support scale score STUNKT-total scale score for Stunkard eating scale STU~~l-cognitive restraint

Equipercentile linking of the BPRS and the PANSS.

PubMed

Leucht, S; Rothe, P; Davis, J M; Engel, R R

2013-08-01

The Positive and Negative Syndrome Scale (PANSS) and the Brief Psychiatric Rating Scale (BPRS) are the most frequently used scales to rate the symptoms of schizophrenia. There are many situations in which it is important to know what a given total score or a percent reduction from baseline score of one scale means in terms of the other scale. We used the equipercentile linking method to identify corresponding scores of simultaneous BPRS and PANSS ratings in 3767 patients from antipsychotic drug trials. Data were collected at baseline and at weeks 1, 2, 4 and 6. BPRS total scores of 18, 30, 40 and 50 roughly corresponded to PANSS total scores of 31, 55, 73 and 90, respectively. An absolute BPRS improvement of 10, 20, 30, 40 points corresponded to a PANSS improvement of 15, 32, 50, and 67. A percentage improvement of the BPRS total score from baseline of 19%, 30%, 40% and 50% roughly corresponded to percentage PANSS improvement of 16%, 25%, 35%, and 44%. Thus a given PANSS percent improvement was always lower than the corresponding BPRS percent improvement, on the average by 4-5%. A reason may be the higher number of items used in the PANSS. These results are important for the comparison of trials that used these rating scales. We present a detailed conversion table in an online supplement. Copyright © 2012 Elsevier B.V. and ECNP. All rights reserved.

Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Suicidal behaviour of Indian patients with obsessive compulsive disorder.

PubMed

Dhyani, Mohan; Trivedi, Jitendra Kumar; Nischal, Anil; Sinha, Pramod Kumar; Verma, Subham

2013-04-01

The chronicity, distress, high rates of comorbidity and varying degree of non response to treatment in Obsessive Compulsive Disorder (OCD) may contribute to suicidal behavior. There is relatively little information on suicidal behavior in OCD subjects. Our study design is Single point non-invasive, cross sectional, clinical study of new and follow up cases. Assessment of Suicidal Behavior in patients of OCD attending the adult Psychiatry O.P.D. of Chatrapati Shahuji Maharaj Medical University (CSMMU) U.P. Lucknow using (DSM-IV) criteria for diagnosis of Obsessive Compulsive Disorder, Structured Clinical Interview for DSM-IV Axis-I disorders, Yale Brown Obsessive Compulsive Rating Scale, Scale for Suicidal Ideation (SSI), Beck's Hopelessness Scale (BHS). Mean standard deviation and t test for independent samples, Pearson's correlation coefficient. Statistically significant differences were seen in the SSI score between the "Clinical" and "Sub-Clinical" cases with Clinical group having higher scores. Value of correlation coefficient between YBOCS score and SSI and BHS score is positive and statistically significant (P<0.01). "Clinical" group of patients had significantly higher scores of suicidal ideation measured by Scale of Suicidal Ideation (SSI). There was a significantly positive correlation between disease severity (YBOCS Score) and degree of suicidal ideation (SIS Score).

Schizotypal thinking and associative processing: a response commonality analysis of verbal fluency.

PubMed Central

Duchêne, A; Graves, R E; Brugger, P

1998-01-01

OBJECTIVE: To determine whether people with high scores for schizotypal thinking generate more uncommon words in a letter fluency task than people with low scores. DESIGN: Prospective study. SETTING: University psychology department. PATIENTS: Forty healthy, right-handed students. INTERVENTIONS: Students were administered the Magical Ideation (MI) Scale and a 2-minute letter fluency task in which they named as many nouns as possible beginning with "A" or "F," in any order. OUTCOME MEASURES: Total number of words produced and percentage of unique, rare and common words (as determined by the responses of the whole group); scores on MI scale. RESULTS: Participants with high scores (above the median) on the MI scale generated as many words as those who had low scores. People in both groups also generated a comparable number of unique words (named by only 1 person) and common words (named by 6 or more people). As hypothesized, people with high scores on the MI scale generated more rare words (named by fewer than 6 people) than those with low scores. CONCLUSIONS: These findings support the view of a disinhibition of semantic network functioning as the neuropsychological basis of creative thought, magical ideation and thought disorder. PMID:9505061

[Study of the occupational stress norm and it's application for the executive group and administrative support group].

PubMed

Yang, Xin-wei; Wang, Zhi-ming; Jin, Tai-yi; Lan, Ya-jia

2006-07-01

A study of the occupational stress norm and it's application for the executive group and administrative support group. In this study, cross-sectional study method is used, and a synthetic way of sorting and randomized sampling is adopted to deal with research targets (263 executive group, 569 administrative support group). Descriptive statistics for OSI-R scale scores for the executive group, administrative support group were modulated. Scale raw score to T-score conversion tables derived from the OSI-R normative sample for executive group, administrative support group were established. OSI-R profile from for executive group, administrative support group were established. For the ORQ and PSQ scales, scores at or above 70 indicate a strong levels of maladaptive stress and strain. Score inthe range of 60 to 69 suggest middle levels of maladaptive stress and strain. Score in the range of 40 to 59 indicate normal levels of stress and strain. Score below 40 indicate a relative absence of occupational stress and strain. For the PRQ scales, score below 30 indicate a significant lack of coping resources. Score in the range of 30 to 39 suggest middle deficits in coping resources. Score in the range of 40 to 59 indicate average coping resources. Scores at or above 60 indicate a strong levels of coping resources. Based on occupational Stress norm, raw score to T-score conversion tables, OSI-R profile form and classification criterion, we could estimate the level of occupation stress, stressor, strain and coping resources in different occupation. In addition, we combined subjective and objective environment match model of occupational stress. The various individual and organizational intervention measures should be taken to reduce the occupational stress and to increase coping so as to improve the work ability.

Health-related quality of life of infants from ethnic minority groups: the Generation R Study.

PubMed

Flink, Ilse J E; Beirens, Tinneke M J; Looman, Caspar; Landgraf, Jeanne M; Tiemeier, Henning; Mol, Henriette A; Jaddoe, Vincent W V; Hofman, Albert; Mackenbach, Johan P; Raat, Hein

2013-04-01

To assess whether the health-related quality of life of infants from ethnic minority groups differs from the health-related quality of life of native Dutch infants and to evaluate whether infant health and family characteristics explain the potential differences. We included 4,506 infants participating in the Generation R Study, a longitudinal birth cohort. When the child was 12 months, parents completed the Infant Toddler Quality of Life Questionnaire (ITQOL); ITQOL scale scores in each ethnic subgroup were compared with scores in the Dutch reference population. Influence of infant health and family characteristics on ITQOL scale scores were evaluated using multivariate regression models. Infants from ethnic minority groups presented significantly lower ITQOL scale scores compared to the Dutch subgroup (e.g., Temperament and Moods scale: median score of Turkish subgroup, 70.8 (IQR, 15.3); median score of Dutch subgroup, 80.6 (IQR, 13.9; P < 0.001)). Infant health and family characteristics mediated an important part of the association between the ethnic minority status and infant health-related quality of life. However, these factors could not fully explain all the differences in the ITQOL scale scores. Parent-reported health-related quality of life is lower in infants from ethnic minority groups compared to native Dutch infants, which could partly be explained by infant health and by family characteristics.

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

NASA Astrophysics Data System (ADS)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

Item Response Theory Analysis of the Psychopathic Personality Inventory-Revised.

PubMed

Eichenbaum, Alexander E; Marcus, David K; French, Brian F

2017-06-01

This study examined item and scale functioning in the Psychopathic Personality Inventory-Revised (PPI-R) using an item response theory analysis. PPI-R protocols from 1,052 college student participants (348 male, 704 female) were analyzed. Analyses were conducted on the 131 self-report items comprising the PPI-R's eight content scales, using a graded response model. Scales collected a majority of their information about respondents possessing higher than average levels of the traits being measured. Each scale contained at least some items that evidenced limited ability to differentiate between respondents with differing levels of the trait being measured. Moreover, 80 items (61.1%) yielded significantly different responses between men and women presumably possessing similar levels of the trait being measured. Item performance was also influenced by the scoring format (directly scored vs. reverse-scored) of the items. Overall, the results suggest that the PPI-R, despite identifying psychopathic personality traits in individuals possessing high levels of those traits, may not identify these traits equally well for men and women, and scores are likely influenced by the scoring format of the individual item and scale.

Cross-cultural validity of the scale for interpersonal behavior.

PubMed

Nota, Laura; Arrindell, Willem A; Soresi, Salvatore; van der Ende, Jan; Sanavio, Ezio

2011-01-01

The Scale for Interpersonal Behavior (SIB) is a 50-item multidimensional measure of difficulty and distress in assertiveness. The SIB assesses negative assertion, expression of and dealing with personal limitations, initiating assertiveness and positive assertion. The SIB was originally developed in the Netherlands. The present study attempted to replicate the original factors with an Italian student sample (n = 995). The four distress and four performance factors were replicable across two methods of analysis (the multiple group method of confirmatory analysis and Tucker's coefficient of congruence (phi). The corresponding scales were internally consistent and showed predicted patterns of correlations with a measure of self-efficacy. Sex and age differences in assertiveness were generally negligible. Italian students had higher positive assertion-performance scores than the Dutch and comparable scores on other performance scales; by contrast, the Italian subjects had significantly higher scores on all SIB distress scales than their Dutch equivalents. This was ascribed to the stronger pressure on people in Italian society to behave assertively (Hofstede's National Masculinity score = 70) as opposed to the Dutch society (National Masculinity score = 14).

The Science Gap in Canada: A Post-Secondary Perspective

ERIC Educational Resources Information Center

Kennepohl, Dietmar

2009-01-01

Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic and societal benefits afforded by science, this article reviews what is already being done in support of science, technology…

[Validity, reliability, and acceptability of the brief version of the self-management knowledge, attitude, and behavior assessment scale for diabetes patients].

PubMed

Wu, Y Z; Wang, W J; Feng, N P; Chen, B; Li, G C; Liu, J W; Liu, H L; Yang, Y Y

2016-07-06

To evaluate the validity, reliability, and acceptability of the brief version of the self-management knowledge, attitude, and behavior (KAB) assessment scale for diabetes patients. Diabetes patients who were managed at the Xinkaipu Community Health Service Center of Tianxin in Changsha, Hunan Province were selected for survey by cluster sampling. A total of 350 diabetes patients were surveyed using the brief scale to collect data on knowledge, attitudes, and behaviors of self-management. Content validity was evaluated by Pearson correlation coefficient between the brief scale and subscales of knowledge, attitude, and behavior. Structure validity was evaluated by factor analysis, and discrimination validity was evaluated by an independent sample t-test between the high-score and low-score groups. Reliability was tested by internal consistency reliability and split-half reliability. The evaluation indexes of internal consistency reliability were Cronbach's α coefficients, θ coefficient, and Ω coefficient. Acceptability was evaluated by valid response rate and completion time of the brief scale. A total of 346(98.9%) valid questionnaires were returned, with average survey time of (11.43±3.4) minutes. Average score of the brief scale was 78.85 ± 11.22; scores of the knowledge, attitude, and behavior subscales were 16.45 ± 4.42, 21.33 ± 2.03, and 41.07 ± 8.34, respectively. Pearson correlation coefficients between the brief scale and the knowledge, attitude, and behavior subscales were 0.92, 0.42, and 0.60, respectively; P-values were all less than 0.01, indicating that the face validity and content validity of the brief scale were achieved to a good level. The common factor cumulative variance contribution rate of the brief scale and three subscales was from 53.66% to 61.75%, which achieved more than 50% of the approved standard. There were 11 common factors; 41 of the total 42 items had factor loadings above 0.40 in their relevant common factor, indicating that the brief scale and three subscales had good construct validity. Patients were divided into a high-score group and a low-score group, then scores of the brief scale and three subscales were compared between the groups using a t-test. The results were all significant, indicating that the brief scale and three subscales had good discriminate validity. Mean scores of the brief scale and three subscales of the high-score group were 91.55±6.81, 19.51±2.17, 22.74±1.88, and 49.30±6.20, respectively; these were higher than the low-score group (65.89±5.79, 12.29±4.76, 20.22±1.88, and 33.39±6.17, respectively) with t-values 27.76, 13.31, 9.20, and 17.56 (P-values were less than 0.001). The Cronbach's α coefficient, θ coefficient, Ω coefficient, and split-half reliability of the brief scale were 0.83, 0.87, 0.96, and 0.84, respectively. These values for the three subscales were all above 0.70, except for the θ coefficient of the attitude subscale with 0.64, indicating that the brief scale and three subscales had acceptable internal consistency reliability. The brief version of the diabetes self-management knowledge, attitude, and behavior assessment scale showed good acceptability, validity, and reliability, to responsibly evaluate self-management KAB among patients with diabetes.

Science achievement of students in the Republic of Yemen and implications for improvement of science instruction

NASA Astrophysics Data System (ADS)

Ismail, Nageeb Kassem

The purpose of this study was to establish a research base from which strategies could be developed for improving science education in Yemen. The study measured the achievement in general science of Yemeni students attending primary, preparatory, and secondary schools, and their counterparts attending three- or five-year education programs in primary teacher training institutions. A sample of 1,984 students from six major cities in Yemen was given the Second International Science Study test in May 1988. Achievement scores of these selected groups were compared. The mean achievement in general science was 11.93 for science track students, 9.21 for three-year teacher training institution students, and 8.49 for five-year teacher training institution students. These mean scores were based on a total of 35 items. This low level of achievement was further verified by making comparisons of the achievement of selected groups from Yemeni high schools in six cities with each other. The following factors were measured in this study: location, grade level, gender and type of science program studied. Selected groups from Yemeni high schools were also compared to their peers in other nations. The researcher compared students of the science track and teacher training institutions to their counterparts in 13 nations and students of the literature track to their counterparts in eight nations. Fifth and ninth grade students' scores were compared with the scores of their counterparts in 15 and 17 nations respectively. In every comparison, every Yemeni group ranked at the bottom of the achievement list. (Jacobson W., & Doran, R. 1988) The outcomes of this research indicate the profound need for improving science programs in all grade levels in Yemen. The research recommendations for improvement in science education in Yemen fall into four areas: a change in attitudes toward education, a change in teacher education, a change in classroom conditions, and a change in educational opportunities for women. Because this research study was based on a sizable sample and many hypotheses were tested, this work has contributed appreciable to the base of data available to future researchers. This study also implemented use of the SISS instrument for the first time in Arabic.

A study of the development of scientific literacy in students of conservative Christian schools

NASA Astrophysics Data System (ADS)

Johns, Christopher D.

A collision of concepts often occurs within the science classrooms of Christian schools. Students are faced with the task of accommodating biblical teachings with science theories that are not only incompatible but often directly conflicting. Teachers in the Christian school must choose to what extent and how this conflicting information will be addressed. Students must manage the tension caused by this conflict and then determine their own belief systems. High-stakes achievement testing also plays a role in the curriculum and instruction of science in the Christian school as well as public schools. Science literacy, a lifelong pursuit of understanding of the physical world, can be a victim of instructional strategies aimed at promoting student success on a specific test covering a specific set of facts instead of a comprehensive plan developed for individual-specific growth. This study was designed to gain an understanding of science literacy development of the middle school student in the Christian school. This was accomplished by comparing the individual component scores of the science Indiana Statewide Testing for Educational Progress-Plus achievement test for a 3-year period of 5 Christian schools in Indiana to the overall state averages. Armed with this information, the study, in its second phase, included interviews of the 7th-grade science teachers of the included schools. The goal of the interviews was to provide meaning and substance to the score comparisons. The purpose of the study was to understand how the students in Christian schools compared to the overall population of students in areas of science that may conflict with their Biblical beliefs. Additionally, this study was developed to understand how the science teachers in Christian schools managed the conflict that develops between the Bible and theories of science. Findings from this study showed that students in Christian schools continue to score higher than the overall population of students in all content areas in the battery of the science test. Teachers attribute these scores to the multiple substantive discussions involving the competing views of the origin of Earth and man that occur in the classroom.

Using the abbreviated injury severity and Glasgow Coma Scale scores to predict 2-week mortality after traumatic brain injury.

PubMed

Timmons, Shelly D; Bee, Tiffany; Webb, Sharon; Diaz-Arrastia, Ramon R; Hesdorffer, Dale

2011-11-01

Prediction of outcome after traumatic brain injury (TBI) remains elusive. We tested the use of a single hospital Glasgow Coma Scale (GCS) Score, GCS Motor Score, and the Head component of the Abbreviated Injury Scale (AIS) Score to predict 2-week cumulative mortality in a large cohort of TBI patients admitted to the eight U.S. Level I trauma centers in the TBI Clinical Trials Network. Data on 2,808 TBI patients were entered into a centralized database. These TBI patients were categorized as severe (GCS score, 3-8), moderate (9-12), or complicated mild (13-15 with positive computed tomography findings). Intubation and chemical paralysis were recorded. The cumulative incidence of mortality in the first 2 weeks after head injury was calculated using Kaplan-Meier survival analysis. Cox proportional hazards regression was used to estimate the magnitude of the risk for 2-week mortality. Two-week cumulative mortality was independently predicted by GCS, GCS Motor Score, and Head AIS. GCS Severity Category and GCS Motor Score were stronger predictors of 2-week mortality than Head AIS. There was also an independent effect of age (<60 vs. ≥60) on mortality after controlling for both GCS and Head AIS Scores. Anatomic and physiologic scales are useful in the prediction of mortality after TBI. We did not demonstrate any added benefit to combining the total GCS or GCS Motor Scores with the Head AIS Score in the short-term prediction of death after TBI.