Student Self-Grading in Social Statistics

ERIC Educational Resources Information Center

Edwards, Nelta M.

2007-01-01

This article analyzes a social statistics class that engaged in self-grading. Students liked self-grading because they identified their own mistakes, it reinforced what they learned, and they received immediate feedback. Some students worried that others would cheat, but this assertion was not confirmed in the data and the possibility of cheating…

Self-Perceptions, Discrepancies between Self- and Other-Perceptions, and Children's Self-Reported Emotions

ERIC Educational Resources Information Center

Nuijens, Karen L.; Teglasi, Hedwig; Hancock, Gregory R.

2009-01-01

Self and others' perceptions of victimization, bullying, and academic competence were examined in relation to self-reported anxiety, depression, anger, and global self-worth in a non-clinical sample of second- and third-grade children. Previous studies document links between negative emotions and self-perceptions that are less favorable than…

Measured emotional intelligence ability and grade point average in nursing students.

PubMed

Codier, Estelle; Odell, Ellen

2014-04-01

For most schools of nursing, grade point average is the most important criteria for admission to nursing school and constitutes the main indicator of success throughout the nursing program. In the general research literature, the relationship between traditional measures of academic success, such as grade point average and postgraduation job performance is not well established. In both the general population and among practicing nurses, measured emotional intelligence ability correlates with both performance and other important professional indicators postgraduation. Little research exists comparing traditional measures of intelligence with measured emotional intelligence prior to graduation, and none in the student nurse population. This exploratory, descriptive, quantitative study was undertaken to explore the relationship between measured emotional intelligence ability and grade point average of first year nursing students. The study took place at a school of nursing at a university in the south central region of the United States. Participants included 72 undergraduate student nurse volunteers. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, version 2, an instrument for quantifying emotional intelligence ability. Pre-admission grade point average was reported by the school records department. Total emotional intelligence (r=.24) scores and one subscore, experiential emotional intelligence(r=.25) correlated significantly (>.05) with grade point average. This exploratory, descriptive study provided evidence for some relationship between GPA and measured emotional intelligence ability, but also demonstrated lower than average range scores in several emotional intelligence scores. The relationship between pre-graduation measures of success and level of performance postgraduation deserves further exploration. The findings of this study suggest that research on the relationship between traditional and nontraditional

Focus in Grade 8: Teaching with Curriculum Focal Points

ERIC Educational Resources Information Center

Schielack, Jane

2010-01-01

This book describes and illustrates learning paths for the mathematical concepts and skills of each grade 8 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about…

An Examination of the Relationship between Retention, Grade Point Average, and Developmental Characteristics of College Freshmen.

ERIC Educational Resources Information Center

Allbritten, Bill

Attrition, which averages 40 percent among college freshmen, has been associated with academic skills, career decision making, psychological characteristics, and institutional climate. To determine the self-perceived developmental characteristics of college freshmen and the relationship of those characteristics to retention and grade point average…

Variations in a university subject pool as a function of earlier or later participation and self-report: a replication and extension.

PubMed

Bernard, Larry C; Walsh, R Patricia

2002-10-01

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory-Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests: and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd through 12th Grade Classrooms: A Meta-Analysis

ERIC Educational Resources Information Center

Sanchez, Carmen E.; Atkinson, Kayla M.; Koenka, Alison C.; Moshontz, Hannah; Cooper, Harris

2017-01-01

The "assessment 'for' learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through…

What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

ERIC Educational Resources Information Center

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2012-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…

Secondary Principals' Perceptions of Grading and Grade Reporting Practices

ERIC Educational Resources Information Center

Akins, Jeremie

2016-01-01

Effective grading practices in the classroom as well as reporting practices such as standards-based grading (SBG) is one way to report learning (Marzano, 2010). The focus of this particular study was to address alternative ways to tackle the issue of grading and grade reporting in comparison to the traditional grading methods. Specifically, this…

Readability and Comprehension of Self-Report Binge Eating Measures

PubMed Central

Richards, Lauren K.; McHugh, R. Kathryn; Pratt, Elizabeth M.; Thompson-Brenner, Heather

2013-01-01

The validity of self-report binge eating instruments among individuals with limited literacy is uncertain. This study aims to evaluate reading grade level and multiple domains of comprehension of 13 commonly used self-report assessments of binge eating for use in low-literacy populations. We evaluated self-report binge eating measures with respect to reading grade levels, measure length, formatting and linguistic problems. Results: All measures were written at a reading grade level higher than is recommended for patient materials (above the 5th to 6th grade level), and contained several challenging elements related to comprehension. Correlational analyses suggested that readability and comprehension elements were distinct contributors to measure difficulty. Individuals with binge eating who have low levels of educational attainment or limited literacy are often underrepresented in measure validation studies. Validity of measures and accurate assessment of symptoms depends on an individual's ability to read and comprehend instructions and items, and these may be compromised in populations with lower levels of literacy. PMID:23557814

Readability of Self-Report Alcohol Misuse Measures

PubMed Central

McHugh, R Kathryn; Sugarman, Dawn E; Kaufman, Julia S; Park, Sara; Weiss, Roger D; Greenfield, Shelly F

2014-01-01

Objective: Self-report measures of alcohol misuse and alcohol use disorders are valuable assessment tools for both research and clinical practice settings. However, readability is often overlooked when establishing the validity of these measures, which may result in measures written at a reading-grade level that is higher than the ability level of many potential respondents. The aim of the current study was to estimate the reading-grade level of validated measures of alcohol misuse and associated problems. Method: A total of 45 measures were identified, and reading-grade level was calculated using three validated readability formulas. Results: The majority of measures were written above the recommended reading-grade level for patient materials (5th–6th grade), with particularly poor readability for measure instructions. Conclusions: Given that many self-report alcohol misuse measures are written at a high reading-grade level, the consideration of readability is important when selecting measures for use in research and practice settings. Moreover, the development or modification of measures to target low-literacy populations may facilitate the broader applicability of these instruments. PMID:24650827

Sixth Grade Student Self-Regulation in Science

NASA Astrophysics Data System (ADS)

Reid, Lisa J.

The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

Verification of adolescent self-reported smoking.

PubMed

Kentala, Jukka; Utriainen, Pekka; Pahkala, Kimmo; Mattila, Kari

2004-02-01

Smoking and the validity of information obtained on it is often questioned in view of the widespread belief that adolescents tend to under- or over-report the habit. The aim here was to verify smoking habits as reported in a questionnaire given in conjunction with dental examinations by asking participants directly whether they smoked or not and performing biochemical measurements of thiocyanate in the saliva and carbon monoxide in the expired air. The series consisted of 150 pupils in the ninth grade (age 15 years). The reports in the questionnaires seemed to provide a reliable estimate of adolescent smoking, the sensitivity of the method being 81-96%, specificity 77-95%. Biochemical verification or control of smoking proved needless in normal dental practice. Accepting information offered by the patient provides a good starting point for health education and work motivating and supporting of self-directed breaking of the habit.

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies

ERIC Educational Resources Information Center

Lopez-Pastor, Victor M.; Fernandez-Balboa, Juan-Miguel; Santos Pastor, Maria L.; Aranda, Antonio Fraile

2012-01-01

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students' self-grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and…

Improving Grading Consistency through Grade Lift Reporting

ERIC Educational Resources Information Center

Millet, Ido

2010-01-01

We define Grade Lift as the difference between average class grade and average cumulative class GPA. This metric provides an assessment of how lenient the grading was for a given course. In 2006, we started providing faculty members individualized Grade Lift reports reflecting their position relative to an anonymously plotted school-wide…

Readability and comprehension of self-report binge eating measures.

PubMed

Richards, Lauren K; McHugh, R Kathryn; Pratt, Elizabeth M; Thompson-Brenner, Heather

2013-04-01

The validity of self-report binge eating instruments among individuals with limited literacy is uncertain. This study aims to evaluate reading grade level and multiple domains of comprehension of 13 commonly used self-report assessments of binge eating for use in low-literacy populations. We evaluated self-report binge eating measures with respect to reading grade levels, measure length, formatting and linguistic problems. All measures were written at a reading grade level higher than is recommended for patient materials (above the 5th to 6th grade level), and contained several challenging elements related to comprehension. Correlational analyses suggested that readability and comprehension elements were distinct contributors to measure difficulty. Individuals with binge eating who have low levels of educational attainment or limited literacy are often underrepresented in measure validation studies. Validity of measures and accurate assessment of symptoms depend on an individual's ability to read and comprehend instructions and items, and these may be compromised in populations with lower levels of literacy. Copyright © 2013 Elsevier Ltd. All rights reserved.

How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades

ERIC Educational Resources Information Center

Bertrams, Alex

2012-01-01

The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between…

Immediate versus delayed self-reporting of symptoms and side effects during chemotherapy: does timing matter?

PubMed

Coolbrandt, Annemarie; Van den Heede, Koen; Vanhove, Ellen; De Bom, Ann; Milisen, Koen; Wildiers, Hans

2011-04-01

The aim of this study was to examine how patients recall symptoms at a delayed self-report. Accurate insight into toxicity symptoms during chemotherapy is essential so that nurses and doctors can assess therapeutic tolerance and adjust supportive care accordingly. A non-experimental, longitudinal design was employed. Using the Therapy-Related Symptoms Checklist (TRSC), respondents (n = 142) reported their initial symptoms during the first 7 days of the chemotherapy cycle at two different times: (1) each day of the first seven days after the chemotherapy administration (immediate self-report), and (2) at their next hospital visit for chemotherapy (delayed self-report). We compared the number and severity of symptoms and side effects reported in the immediate and delayed self-reports. Respondents reported significantly fewer symptoms and fewer severe symptoms in the delayed self-report. For 22 out of 25 symptoms the delayed-reported grade was significantly lower than the immediate-reported maximum grade. Compared to the immediate-reported median grade, significant differences occurred in only 10 out of the 25 symptoms. In all cases, except fatigue, the delayed-reported grade was significantly higher than the immediate-reported median grade. This study indicates that delayed self-report of chemotherapy side effects is not an appropriate measure of actual symptoms and side effects experienced by patients. Delayed self-report gives a weaker insight into actual symptom burden. Fatigue is at particular risk to be minimized at the delayed self-report. Therefore it is recommended to assess chemotherapy-related symptoms and side effects by means of immediate self-report. Copyright © 2010 Elsevier Ltd. All rights reserved.

Short- and Long-Term Effects of Over-Reporting of Grades on Academic Self-Concept and Achievement

ERIC Educational Resources Information Center

Sticca, Fabio; Goetz, Thomas; Nett, Ulrike E.; Hubbard, Kyle; Haag, Ludwig

2017-01-01

This study examined the short- and long-term effects of self-enhancement (i.e., overreporting of academic grades) on academic self-concept and academic achievement. A total of 916, 719, and 647 students participated in the first, second, and third waves of assessment, respectively (mean age at T1 = 15.6 years). At each assessment, students…

Reliability Estimates for Undergraduate Grade Point Average

ERIC Educational Resources Information Center

Westrick, Paul A.

2017-01-01

Undergraduate grade point average (GPA) is a commonly employed measure in educational research, serving as a criterion or as a predictor depending on the research question. Over the decades, researchers have used a variety of reliability coefficients to estimate the reliability of undergraduate GPA, which suggests that there has been no consensus…

Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression.

PubMed

Seals, Dorothy; Young, Jerry

2003-01-01

This study investigated the prevalence of bullying and victimization among students in grades 7 and 8. It also explored the relationship of bullying and victimization to gender, grade level, ethnicity, self-esteem, and depression. Three survey instruments were used to obtain data from a convenience sample of 454 public school students. Twenty-four percent reported bullying involvement. Chi-square tests indicated significantly more male than female bullying involvement, seventh graders reported more involvement than did eighth graders, and there were no statistically significant differences in involvement based on ethnicity. Both bullies and victims manifested higher levels of depression than did students who were neither bullies nor victims. There were no significant differences between groups in terms of self-esteem.

Predicting Different Grades in Different Ways for Selective Admission: Disentangling the First-Year Grade Point Average

ERIC Educational Resources Information Center

Steenman, Sebastiaan C.; Bakker, Wieger E.; van Tartwijk, Jan W. F.

2016-01-01

The first-year grade point average (FYGPA) is the predominant measure of student success in most studies on university admission. Previous cognitive achievements measured with high school grades or standardized tests have been found to be the strongest predictors of FYGPA. For this reason, standardized tests measuring cognitive achievement are…

Improving Fifth Grade Students' Mathematics Self-Efficacy Calibration and Performance through Self-Regulation Training

ERIC Educational Resources Information Center

Ramdass, Darshanand H.

2009-01-01

This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias,…

Health behaviours, body weight and self-esteem among grade five students in Canada.

PubMed

Wu, Xiuyun; Kirk, Sara F L; Ohinmaa, Arto; Veugelers, Paul

2016-01-01

This study sought to identify the principal components of self-esteem and the health behavioural determinants of these components among grade five students. We analysed data from a population-based survey among 4918 grade five students, who are primarily 10 and 11 years of age, and their parents in the Canadian province of Nova Scotia. The survey comprised the Harvard Youth and Adolescent Questionnaire, parental reporting of students' physical activity (PA) and time spent watching television or using computer/video games. Students heights and weights were objectively measured. We applied principal component analysis (PCA) to derive the components of self-esteem, and multilevel, multivariable logistic regression to quantify associations of diet quality, PA, sedentary behaviour and body weight with these components of self-esteem. PCA identified four components for self-esteem: self-perception, externalizing problems, internalizing problems, social-perception. Influences of health behaviours and body weight on self-esteem varied across the components. Better diet quality was associated with higher self-perception and fewer externalizing problems. Less PA and more use of computer/video games were related to lower self-perception and social-perception. Excessive TV watching was associated with more internalizing problems. Students classified as obese were more likely to report low self- and social-perception, and to experience fewer externalizing problems relative to students classified as normal weight. This study demonstrates independent influences of diet quality, physical activity, sedentary behaviour and body weight on four aspects of self-esteem among children. These findings suggest that school programs and health promotion strategies that target health behaviours may benefit self-esteem in childhood, and mental health and quality of life later in life.

Computer-Based Reading Technology in the Classroom: The Affective Influence of Performance Contingent Point Accumulation on 4th Grade Students

ERIC Educational Resources Information Center

Putman, S. Michael

2005-01-01

The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self-efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city.…

Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study

ERIC Educational Resources Information Center

Bakoban, R. A.; Aljarallah, S. A.

2015-01-01

Extracurricular activities (ECA) are part of students' everyday life; they play important roles in students' lives. Few studies have addressed the question of how student engagements to ECA affect student's grade point average (GPA). This research was conducted to know whether the students' grade point average in King Abdulaziz University,…

Clicking for Grades? Really? Investigating the Use of Clickers for Awarding Grade-Points in Post-Secondary Education

ERIC Educational Resources Information Center

White, Peter; Syncox, David; Alters, Brian

2011-01-01

Using classroom response systems (clickers) to accumulate grade-points has become a controversial practice as response systems have become more widely used in the last decade. Although some instructors opt to use clickers on a non-grades basis, it has become quite common to reward students for (a) correct answers, (b) participating in clicker…

"Turning Points" Revisited: How Effective Middle-Grades Schools Address Developmental Needs of Young Adolescent Students.

ERIC Educational Resources Information Center

Martin, Terry

1993-01-01

Reviews the Carnegie Council on Adolescent Development Task Force Report (1989) "Turning Points" and looks at some successful middle school programs. Some issues discussed are diversity; self-deveelopment and self-definition; student participation; school and community; social interaction; school climate; and curriculum and instruction.…

High School Grade Inflation from 1991 to 2003. Research Report Series 2004-04

ERIC Educational Resources Information Center

Woodruff, David J.; Ziomek, Robert L.

2004-01-01

This report presents the results of a study investigating inflation in high school grade point average (HSGPA). Inflation was measured by comparing HSGPA to ACT Assessment (ACT) scores over the years 1991 to 2003. The results indicate the presence of grade inflation over the 13 years. That is, HSGPAs increased without a concomitant increase in…

Application of hazard analysis and critical control point methodology and risk-based grading to consumer food safety surveys.

PubMed

Røssvoll, Elin Halbach; Ueland, Øydis; Hagtvedt, Therese; Jacobsen, Eivind; Lavik, Randi; Langsrud, Solveig

2012-09-01

Traditionally, consumer food safety survey responses have been classified as either "right" or "wrong" and food handling practices that are associated with high risk of infection have been treated in the same way as practices with lower risks. In this study, a risk-based method for consumer food safety surveys has been developed, and HACCP (hazard analysis and critical control point) methodology was used for selecting relevant questions. We conducted a nationally representative Web-based survey (n = 2,008), and to fit the self-reported answers we adjusted a risk-based grading system originally developed for observational studies. The results of the survey were analyzed both with the traditional "right" and "wrong" classification and with the risk-based grading system. The results using the two methods were very different. Only 5 of the 10 most frequent food handling violations were among the 10 practices associated with the highest risk. These 10 practices dealt with different aspects of heat treatment (lacking or insufficient), whereas the majority of the most frequent violations involved storing food at room temperature for too long. Use of the risk-based grading system for survey responses gave a more realistic picture of risks associated with domestic food handling practices. The method highlighted important violations and minor errors, which are performed by most people and are not associated with significant risk. Surveys built on a HACCP-based approach with risk-based grading will contribute to a better understanding of domestic food handling practices and will be of great value for targeted information and educational activities.

[Self-referrals at Emergency Care Access Points and triage by General Practitioner Cooperatives].

PubMed

Smits, M; Rutten, M; Schepers, L; Giesen, P

2017-01-01

There is a trend for General Practitioner Cooperatives (GPCs) to co-locate with emergency departments (EDs) of hospitals at Emergency Care Access Points (ECAPs), where the GPCs generally conduct triage and treat a large part of self-referrals who would have gone to the ED by themselves in the past. We have examined patient and care characteristics of self-referrals at ECAPs where triage was conducted by GPCs, also to determine the percentage of self-referrals being referred to the ED. Retrospective cross-sectional observational study. Descriptive analyses of routine registration data from self-referrals of five ECAPs (n = 20.451). Patient age, gender, arrival time, urgency, diagnosis and referral were analysed. Of the self-referrals, 57.9% was male and the mean age was 32.7 years. The number of self-referrals per hour was highest during weekends, particularly between 11 a.m. and 5 p.m. On weekdays, there was a peak between 5 and 9 p.m. Self-referrals were mostly assigned a low-urgency grade (35.7% - U4 or U5) or a mid-urgency grade (49% - U3). Almost half of the self-referrals had trauma of the locomotor system (28%) or the skin (27.3%). In total, 23% of the patients was referred to the ED. Self-referred patients at GPCs are typically young, male and have low- to mid-urgency trauma-related problems. Many self-referrals present themselves on weekend days or early weekday evenings. Over three quarters of these patients can be treated by the GPCs, without referral to the ED. This reduces the workload at the ED.

Graded porous inorganic materials derived from self-assembled block copolymer templates.

PubMed

Gu, Yibei; Werner, Jörg G; Dorin, Rachel M; Robbins, Spencer W; Wiesner, Ulrich

2015-03-19

Graded porous inorganic materials directed by macromolecular self-assembly are expected to offer unique structural platforms relative to conventional porous inorganic materials. Their preparation to date remains a challenge, however, based on the sparsity of viable synthetic self-assembly pathways to control structural asymmetry. Here we demonstrate the fabrication of graded porous carbon, metal, and metal oxide film structures from self-assembled block copolymer templates by using various backfilling techniques in combination with thermal treatments for template removal and chemical transformations. The asymmetric inorganic structures display mesopores in the film top layers and a gradual pore size increase along the film normal in the macroporous sponge-like support structure. Substructure walls between macropores are themselves mesoporous, constituting a structural hierarchy in addition to the pore gradation. Final graded structures can be tailored by tuning casting conditions of self-assembled templates as well as the backfilling processes. We expect that these graded porous inorganic materials may find use in applications including separation, catalysis, biomedical implants, and energy conversion and storage.

7 CFR 56.31 - Report of grading work.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Reports § 56.31 Report of grading work. Reports of grading work performed...

Voluntary medical male circumcision: a cross-sectional study comparing circumcision self-report and physical examination findings in Lesotho.

PubMed

Thomas, Anne Goldzier; Tran, Bonnie Robin; Cranston, Marcus; Brown, Malerato Cecilia; Kumar, Rajiv; Tlelai, Matsotetsi

2011-01-01

Overwhelming evidence, including three clinical trials, shows that male circumcision (MC) reduces the risk of HIV infection among men. However, data from recent Lesotho Demographic and Health Surveys do not demonstrate MC to be protective against HIV. These contradictory findings could partially be due to inaccurate self-reported MC status used to estimate MC prevalence. This study describes MC characteristics among men applying for Lesotho Defence Force recruitment and seeks to assess MC self-reported accuracy through comparison with physical-examination-based data. During Lesotho Defence Force applicant screening in 2009, 241 (77%) of 312 men, aged 18-25 y, consented to a self-administered demographic and MC characteristic survey and physician-performed genital examination. The extent of foreskin removal was graded on a scale of 1 (no evidence of MC) to 4 (complete MC). MC was self-reported by 27% (n = 64/239) of participants. Of the 64 men self-reporting being circumcised, physical exam showed that 23% had no evidence of circumcision, 27% had partial circumcision, and 50% had complete circumcision. Of the MCs reportedly performed by a medical provider, 3% were Grade 1 and 73% were Grade 4. Of the MCs reportedly performed by traditional circumcisers, 41% were Grade 1, while 28% were Grade 4. Among participants self-reporting being circumcised, the odds of MC status misclassification were seven times higher among those reportedly circumcised by initiation school personnel (odds ratio = 7.22; 95% CI = 2.29-22.75). Approximately 27% of participants self-reported being circumcised. However, only 50% of these men had complete MC as determined by a physical exam. Given this low MC self-report accuracy, countries scaling up voluntary medical MC (VMMC) should obtain physical-exam-based MC data to guide service delivery and cost estimates. HIV prevention messages promoting VMMC should provide comprehensive education regarding the definition of VMMC.

Mental health problems in the 10th grade and non-completion of upper secondary school: the mediating role of grades in a population-based longitudinal study

PubMed Central

2014-01-01

Background School drop-out is a problem all over the world with adverse life-course consequences. The aim of this paper is to study how internalising and externalising problems in the 10th grade are associated with non-completion of upper secondary school, and to examine the mediating role of grade points in the 10th grade across general academic and vocational tracks in upper secondary school. We also study the impact of health behaviour. Methods Population-based health surveys were linked with Norwegian registries on education and sociodemographic factors (n = 10 931). Mental health was assessed by the self-report Strengths and Difficulties Questionnaire. Logistic regression was used to analyse the relations between mental health and health behaviour in 10th grade and non-completion of upper secondary school. The mediating effect of grade points was studied by causal mediation analysis. Results Adolescents not completing upper secondary school reported more externalising problems and girls more internalising problems in the 10th grade, after adjustments. Smoking and physical inactivity increased the odds of non-completion of upper secondary school. Causal mediation analyses showed that a reduction in externalising problems of 10 percentage points led to lower rates of non-completion of 4–5 percentage points, and about three-quarters of this total effect was mediated by grades. For internalising problems the total effect was significant only for girls (1 percentage point), and the mediated effect of grades was about 30%. The effect of mental health problems on school dropout was mainly the same in both vocational and general tracks. Conclusions Assuming a causal relationship from mental health problems to school performance, this study suggests that externalising problems impair educational attainment. A reduction of such problems may improve school performance, reduce school drop-out and reduce the adverse life-course consequences. PMID:24406098

Grade Level Differences in Factors of Self-Esteem

ERIC Educational Resources Information Center

Kokenes, Barbara

1974-01-01

Investigated the construct validity of the Coopersmith Self Esteem Inventory, using approximately 1500 elementary school students. Also investigated grade level differences in preadolescent and adolescent children. (Author/ED)

7 CFR 56.31 - Report of grading work.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 3 2010-01-01 2010-01-01 false Report of grading work. 56.31 Section 56.31 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards... EGGS Grading of Shell Eggs Reports § 56.31 Report of grading work. Reports of grading work performed...

Pass-fail grading: laying the foundation for self-regulated learning.

PubMed

White, Casey B; Fantone, Joseph C

2010-10-01

Traditionally, medical schools have tended to make assumptions that students will "automatically" engage in self-education effectively after graduation and subsequent training in residency and fellowships. In reality, the majority of medical graduates out in practice feel unprepared for learning on their own. Many medical schools are now adopting strategies and pedagogies to help students become self-regulating learners. Along with these changes in practices and pedagogy, many schools are eliminating a cornerstone of extrinsic motivation: discriminating grades. To study the effects of the switch from discriminating to pass-fail grading in the second year of medical school, we compared internal and external assessments and evaluations for a second-year class with a discriminating grading scale (Honors, High Pass, Pass, Fail) and for a second-year class with a pass-fail grading scale. Of the measures we compared (MCATs, GPAs, means on second-year examinations, USMLE Step 1 scores, residency placement, in which there were no statistically significant changes), the only statistically significant decreases (lower performance with pass fail) were found in two of the second-year courses. Performance in one other course also improved significantly. Pass-fail grading can meet several important intended outcomes, including "leveling the playing field" for incoming students with different academic backgrounds, reducing competition and fostering collaboration among members of a class, more time for extracurricular interests and personal activities. Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation, which is key to self-regulated, lifelong learning.

A Self-Report Measure of Assertiveness in Young Adolescents.

ERIC Educational Resources Information Center

Connor, Jane M.; And Others

1982-01-01

Reported a self-report measure of adolescents' assertiveness. Items for the scale were presented to sixth-grade students. Factor analysis revealed factors of submissiveness, aggressiveness, and assertiveness. After the validational study, a small assertiveness training program indicated that training effects were obtained and could be generalized…

Factors associated with self-reported inattentive driving at highway-rail grade crossings.

PubMed

Zhao, Shanshan; Khattak, Aemal J

2017-12-01

This research identified factors associated with inattentive driving at Highway-Rail Grade Crossings (HRGCs) by investigating drivers' self-reported inattentive driving experiences and factors pertaining to their socioeconomic, personality, attitudinal, and other characteristics. A random selection of 2500 households in Nebraska received a survey questionnaire designed for licensed motor vehicle drivers; respondents returned 980 questionnaires. Factor analysis identified latent variables evaluating drivers' patience and inclination to wait for trains, attitudes toward new technology, law enforcement or education regarding HRGC safety, and the propensity to commit serious traffic violations at HRGCs. The investigation utilized a structural equation model for analysis. This model indicated that drivers with a higher risk of inattentive driving at HRGCs were: female, younger in age, from households with higher incomes, with shorter tenure (in years) in their current city of residence, more frequently used HRGCs, received less information on safety at HRGCs, had less patience to wait for trains to pass and had less interest in safety improvement technology, law enforcement or safety education at HRGCs. These research findings provide useful information for future research and to policy makers for improving public safety. Additionally, the results are useful for safety educational program providers for targeted program delivery to drivers that are more vulnerable to distracted driving at HRGCs. Copyright © 2017 Elsevier Ltd. All rights reserved.

Affecting Student Perception and Performance by Grading with 10,000 Points

ERIC Educational Resources Information Center

Peterson, Claudette M.; Peterson, Tim O.

2016-01-01

As professors, we each have our own approach to grading which allows us to assess learning and provide useful feedback to our students, yet is not too onerous. This article explains one approach we have used that differs from standard grading scales we often hear about from our colleagues. Rather than being based on 100 points or 100% over the…

Classrooms beyond School Walls for Grades K-12. Mamaroneck Career Education Project. Final Report.

ERIC Educational Resources Information Center

Mamaroneck Union Free School District 1, NY.

This document contains two reports on the Classrooms beyond Walls Career Education Project conducted by the Mamaroneck Union Free School District and the Sound Consortium for grades K-12 in the 1975-76 school year. The final report summarizes the project's major objectives (increasing self-awareness and decision-making skills, training teachers in…

Anxiety, Self-Efficacy, and College Exam Grades

ERIC Educational Resources Information Center

Barrows, Jennifer; Dunn, Samantha; Lloyd, Carrie A.

2013-01-01

A student's level of self-efficacy and test anxiety directly impacts their academic success (Abdi, Bageri, Shoghi, Goodarzi, & Hosseinzadeh, 2012; Hassanzadeh, Ebrahimi, & Mahdinejad, 2012). When a student doubts themself and their own ability to test well, the students' sole focus becomes worrying about poor grades and cannot focus on…

Self-Perception and Satisfaction with School: Effects of Ninth-Grade Placement.

ERIC Educational Resources Information Center

Rodgers, Philip L.; Zsiray, Stephen W., Jr.

The placement of ninth-grade students has often been a decision based upon available resources and not the best interests of the students. This study provides some evidence of the different influences of three types of ninth-grade placement. Self-perception data were collected for 161 randomly selected eighth-grade students in middle school…

Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades

PubMed Central

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

2017-01-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children’s effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter–word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. PMID:25688999

Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.

PubMed

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

2015-04-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. (c) 2015 APA, all rights reserved).

Grade Point Average: What's Wrong and What's the Alternative?

ERIC Educational Resources Information Center

Soh, Kay Cheng

2011-01-01

Grade point average (GPA) has been around for more than two centuries. However, it has created a lot of confusion, frustration, and anxiety to GPA-producers and users alike, especially when used across-nation for different purposes. This paper looks into the reasons for such a state of affairs from the perspective of educational measurement. It…

Perceptions of physical and social environment variables and self-efficacy as correlates of self-reported physical activity among adolescent girls.

PubMed

Motl, Robert W; Dishman, Rod K; Saunders, Ruth P; Dowda, Marsha; Pate, Russell R

2007-01-01

This cross-sectional study examined the direct and indirect effects of perceived equipment accessibility, neighborhood safety, and social support on self-reported physical activity among older adolescent girls. Adolescent girls (n = 1,655) who were in the 12th grade completed a battery of questionnaires that included self-report measures of the perceived physical environment, social support, barriers self-efficacy, and physical activity. Perceived neighborhood safety did not exhibit direct or indirect effects on self-reported physical activity. Perceived equipment accessibility exhibited an indirect effect on self-reported physical activity that was accounted for by barriers self-efficacy. Perceived social support exhibited direct and indirect effects on self-reported physical activity; the indirect effect was accounted for by barriers self-efficacy. The relationships were independent of parental education and body mass index (BMI). Perceived physical environmental factors indirectly influenced self-reported physical activity, and perceived social environmental factors both directly and indirectly influenced self-reported physical activity in this sample of older adolescent girls.

Turning Points: States in Action. An Interim Report of the Middle Grade School State Policy Initiative.

ERIC Educational Resources Information Center

Council of Chief State School Officers, Washington, DC. Resource Center on Educational Equity.

This report analyzes the experiences of 27 states selected to participate in Carnegie Corporation of New York's Middle Grade School State Policy Initiative (MGSSPI), a 3-year grant program to states to stimulate fundamental reform in schools serving 10- to 15-year old students. MGSSPI states are working to radically transform the education…

Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

ERIC Educational Resources Information Center

Radunzel, Justine; Noble, Julie

2012-01-01

This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

PubMed Central

Carraway-Stage, Virginia; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.

2016-01-01

Background Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers’ self-efficacy toward teaching nutrition. Methods Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis. Results Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice Health educators can use the findings to inform the development of teacher trainings in nutrition and health. PMID:28392881

"To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades.

PubMed

Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S

2016-01-01

Keeping students back in the same grade - retention - has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students

A Program To Develop through LOGO the Computer Self-Confidence of Seventh Grade Low-Achieving Girls.

ERIC Educational Resources Information Center

Angell, Marion D.

This practicum report describes the development of a program designed to improve self-confidence in low-achieving seventh grade girls towards computers. The questionnaire "My Feelings Towards Computers" was used for pre- and post-comparisons. Students were introduced to the computer program LOGO, were taught to compose programs using the…

The Effect of Various Reinforcement Contingencies on the Accuracy of Children's Self-Reports. Technical Report #46.

ERIC Educational Resources Information Center

Speidel, Gisela E.

This study, part of the Kamehameha Early Education Program (KEEP), investigated the accuracy of children's self reports under various contingencies. Sixteen first grade arithmetic students were randomly assigned to two groups, A and B. It was found that both groups learned to check their own work and report it fairly accurately when no…

7 CFR 70.60 - Report of grading work.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 3 2010-01-01 2010-01-01 false Report of grading work. 70.60 Section 70.60 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards... grading work. Reports of grading work performed within official plants shall be forwarded to the...

Self-Esteem and Sharing in Fourth-Grade Children.

ERIC Educational Resources Information Center

Miller, Shirley M.; And Others

1981-01-01

Children (N=64) in a fourth-grade class were given 20 tokens for drawing a picture and then had the option of donating any or all of the tokens to either "needy children" or for "a class prize." Sharing with needy children was positively correlated with self-esteem. (Author)

Self-control as predictor of school grades, life balance, and flow in adolescents.

PubMed

Kuhnle, Claudia; Hofer, Manfred; Kilian, Britta

2012-12-01

Recently, several studies have shown that strength of self-control is a crucial factor in determining positive outcomes in individuals' lives. Most attention has been directed to the relationships that self-control has with learning and academic achievement. This article analyses the effects of self-control not only on school grades but also on the experience of life balance and flow. It is theorized that students with a higher level of self-control are better able to distribute their time in a satisfying way over academic and leisure matters, and are better able to shield their studying against distractions. A total of 697 eighth graders with a mean age of 13.4 years participated in the longitudinal study. Students completed a questionnaire containing measures of self-control, school grades, subjective life balance, and flow while studying at the beginning and at the end of the school year. Structural equation modelling was used to analyse the relationships between the constructs. Results of cross-lagged analyses show that self-control predicted school grades, life balance, and flow. The findings suggest that self-control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives. ©2011 The British Psychological Society.

Overestimation Bias in Self-Reported SAT Scores

ERIC Educational Resources Information Center

Mayer, Richard E.; Stull, Andrew T.; Campbell, Julie; Almeroth, Kevin; Bimber, Bruce; Chun, Dorothy; Knight, Allan

2007-01-01

The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards over-reporting.…

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

PubMed

Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

2015-01-01

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Association between adolescents' self-perceived oral health and self-reported experiences of abuse.

PubMed

Kvist, Therese; Annerbäck, Eva-Maria; Sahlqvist, Lotta; Flodmark, Olof; Dahllöf, Göran

2013-12-01

This study investigated the association between self-perceived oral health and self-reported exposure to different types of child abuse. It was hypothesized that self-perceived oral health is compromised in exposed adolescents. All Grade-9 compulsory school and second-year high-school pupils in Södermanland County, Sweden (n = 7,262) were invited to take part in a population-based survey; 5,940 adolescents responded. Survey items on health and social wellbeing included self-perceived oral health and exposure to abuse. The results showed that poor self-perceived oral health was associated with self-reported experience of physical abuse, intimate partner violence, forced sex, and bullying (adjusted OR = 2.3-14.7). The likelihood of reporting poor oral health increased from an adjusted OR of 2.1 for a single incident of abuse to an adjusted OR of 23.3 for multiple abuses. In conclusion, poor self-perceived oral health and previous exposure to child physical abuse, intimate partner violence, bullying, and forced sex is associated. It is important that dental professionals recognize adolescents with poor subjective oral health and take into consideration child abuse as a possible cause in order to prevent these adolescents from further victimization. These results further strengthen that dental professionals are an important resource in child protection. © 2013 Eur J Oral Sci.

Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education.

PubMed

Satheesh, Keerthana M; Brockmann, Lorraine B; Liu, Ying; Gadbury-Amyot, Cynthia C

2015-12-01

While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students' self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students' and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help

The Self-Concept Target Game: A Comprehensive Report.

ERIC Educational Resources Information Center

FitzGibbon, Ann

A Self Concept Target Game (SCTG) which was designed to measure the level of aspiration of second or third grade children who had been exposed to at least two years of the Responsive Model Follow Through (RMFT) Program, and the field testing of the game are described in this report. The game is played by throwing and pushing a bean bag along a…

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

The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

The role of underestimating body size for self-esteem and self-efficacy among grade five children in Canada.

PubMed

Maximova, Katerina; Khan, Mohammad K A; Austin, S Bryn; Kirk, Sara F L; Veugelers, Paul J

2015-10-01

Underestimating body size hinders healthy behavior modification needed to prevent obesity. However, initiatives to improve body size misperceptions may have detrimental consequences on self-esteem and self-efficacy. Using sex-specific multiple mixed-effect logistic regression models, we examined the association of underestimating versus accurate body size perceptions with self-esteem and self-efficacy in a provincially representative sample of 5075 grade five school children. Body size perceptions were defined as the standardized difference between the body mass index (BMI, from measured height and weight) and self-perceived body size (Stunkard body rating scale). Self-esteem and self-efficacy for physical activity and healthy eating were self-reported. Most of overweight boys and girls (91% and 83%); and most of obese boys and girls (93% and 90%) underestimated body size. Underestimating weight was associated with greater self-efficacy for physical activity and healthy eating among normal-weight children (odds ratio: 1.9 and 1.6 for boys, 1.5 and 1.4 for girls) and greater self-esteem among overweight and obese children (odds ratio: 2.0 and 6.2 for boys, 2.0 and 3.4 for girls). Results highlight the importance of developing optimal intervention strategies as part of targeted obesity prevention efforts that de-emphasize the focus on body weight, while improving body size perceptions. Copyright © 2015 Elsevier Inc. All rights reserved.

Training students in serologic reaction grading increased perceptions of self-efficacy and ability to recognize serologic reactions but decreased grading accuracy.

PubMed

Perry, Holly; Henry, Stephen

2015-06-01

The ability to recognize and grade serologic reactions in manual techniques remains an important skill both for reference laboratories and in disaster-relocated laboratory services. Developing skills in recognizing and grading serologic reactions is limited to some extent by the range of samples available. Twenty-six students studying transfusion science were presented with blinded grading panels consisting of mixes of natural cells and kodecytes (natural cells modified with synthetic blood group antigens) representing a range of serologic grades. Results from 15-minute exercises over 17 contact weeks were assessed to determine if training with grading panels would have an impact on the ability of students to recognize and correctly grade serologic reactions. Twenty-one clinically active practitioners also took part in a single analysis. Grading exercises found that the use of kodecytes and natural negative cells were able to identify deficiencies in both students' and practitioners' ability to recognize negative and grade serologic reactions. The seventeen 15-minute exercises undertaken with students revealed that although there was some improvement in performance in recognizing positive and negative serologic reactions there was also a degradation in ability to accurately grade. Self-assessment showed a major improvement in students' self-efficacy. The use of serologic grading panels created with kodecytes was suitable as a tool to recognize and monitor serologic grading abilities. Evidence suggests that for both students and practitioners to gain and sustain competency in serologic reaction recognition and grading, they will require ongoing training and monitoring of competence. © 2015 AABB.

The Chicken Soup Effect: The Role of Recreation and Intramural Participation in Boosting Freshman Grade Point Average

ERIC Educational Resources Information Center

Gibbison, Godfrey A.; Henry, Tracyann L.; Perkins-Brown, Jayne

2011-01-01

Freshman grade point average, in particular first semester grade point average, is an important predictor of survival and eventual student success in college. As many institutions of higher learning are searching for ways to improve student success, one would hope that policies geared towards the success of freshmen have long term benefits…

Predictors of First-Year Sultan Qaboos University Students' Grade Point Average

ERIC Educational Resources Information Center

Alkhausi, Hussain Ali; Al-Yahmadi, Hamad; Al-Kalbani, Muna; Clayton, David; Al-Barwani, Thuwayba; Al-Sulaimani, Humaira; Neisler, Otherine; Khan, Mohammad Athar

2015-01-01

This study investigated predictors of first-year university grade point average (GPA) using academic and nonacademic variables. Data were collected from 1511 Omani students selected conveniently from the population of students entering Sultan Qaboos University (SQU) in Fall 2010. Variables considered in the analysis were general education diploma…

Self-reported pain intensity with the numeric reporting scale in adult dengue.

PubMed

Wong, Joshua G X; Gan, Victor C; Ng, Ee-Ling; Leo, Yee-Sin; Chan, Siew-Pang; Choo, Robin; Lye, David C

2014-01-01

Pain is a prominent feature of acute dengue as well as a clinical criterion in World Health Organization guidelines in diagnosing dengue. We conducted a prospective cohort study to compare levels of pain during acute dengue between different ethnicities and dengue severity. Demographic, clinical and laboratory data were collected. Data on self-reported pain was collected using the 11-point Numerical Rating Scale. Generalized structural equation models were built to predict progression to severe disease. A total of 499 laboratory confirmed dengue patients were recruited in the Prospective Adult Dengue Study at Tan Tock Seng Hospital, Singapore. We found no statistically significant differences between pain score with age, gender, ethnicity or the presence of co-morbidity. Pain score was not predictive of dengue severity but highly correlated to patients' day of illness. Prevalence of abdominal pain in our cohort was 19%. There was no difference in abdominal pain score between grades of dengue severity. Dengue is a painful disease. Patients suffer more pain at the earlier phase of illness. However, pain score cannot be used to predict a patient's progression to severe disease.

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.

PubMed

Leecaster, Molly; Toth, Damon J A; Pettey, Warren B P; Rainey, Jeanette J; Gao, Hongjiang; Uzicanin, Amra; Samore, Matthew

2016-01-01

Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that "sensor-detectable", proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than "self-reportable" talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency.

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

PubMed

Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

2018-02-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Critical Point in Self-Organized Tissue Growth

NASA Astrophysics Data System (ADS)

Aguilar-Hidalgo, Daniel; Werner, Steffen; Wartlick, Ortrud; González-Gaitán, Marcos; Friedrich, Benjamin M.; Jülicher, Frank

2018-05-01

We present a theory of pattern formation in growing domains inspired by biological examples of tissue development. Gradients of signaling molecules regulate growth, while growth changes these graded chemical patterns by dilution and advection. We identify a critical point of this feedback dynamics, which is characterized by spatially homogeneous growth and proportional scaling of patterns with tissue length. We apply this theory to the biological model system of the developing wing of the fruit fly Drosophila melanogaster and quantitatively identify signatures of the critical point.

Physical Self-Concept in Adolescence: Generalizability of a Multidimensional, Hierarchical Model Across Gender and Grade

ERIC Educational Resources Information Center

Hagger, Martin S.; Biddle, Stuart J. H.; John Wang, C. K.

2005-01-01

This study tests the generalizability of the factor pattern, structural parameters, and latent mean structure of a multidimensional, hierarchical model of physical self-concept in adolescents across gender and grade. A children's version of the Physical Self-Perception Profile (C-PSPP) was administered to seventh-, eighth- and ninth-grade high…

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia

PubMed Central

Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

2015-01-01

Background This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson’s bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25–3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29–0.77). Conclusion Only 32.8% of the variation in self-reported academic performance was explained by the studied

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia.

PubMed

Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

2015-01-01

This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25-3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29-0.77). Only 32.8% of the variation in self-reported academic performance was explained by the studied variables. Hence, efficacious mechanisms

A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

PubMed

Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

2008-05-01

The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Non-suicidal self-harm behavior within the previous year among 10th-grade adolescents in Istanbul and related variables.

PubMed

Evren, Cuneyt; Evren, Bilge; Bozkurt, Muge; Can, Yesim

2014-10-01

Non-suicidal self-harm behavior (SHB), which is a pervasive and dangerous problem, is frequent among adolescents and it is important to evaluate the associated psychological and social factors to better understand its nature and to plan treatment programs. Aim of the present study is to determine the prevalence of SHB and the associated variables such as substance use, psychological, behavioral and social factors among 10th-grade students in Istanbul/Turkey. Cross-sectional online self-report survey conducted in 45 schools from the 15 districts in Istanbul/Turkey. A representative sample of 4957 10th-grade students was studied between October 2012 and December 2012. SHB within the previous year were reported by 14.4% of the students (n = 713). Lifetime suicidal thoughts or behavior, tobacco, alcohol and/or drug use, symptoms of depression, anxiety and impulsive, delinquent and aggressive behaviors were also associated with SHB in Turkish 10th-grade students. The findings of the present study may be relevant in prevention and management of SHB as well as important problems among students, such as substance use, impulsive, delinquent, aggressive and suicidal behavior.

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

ERIC Educational Resources Information Center

Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

2018-01-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

Self-Assessment of Word Knowledge with Graded Readers: A Preliminary Study

ERIC Educational Resources Information Center

Wan-a-rom, Udorn

2010-01-01

The study investigated how second language (L2) learners self-assessed word knowledge on a page of text taken from a graded reader. The case study subjects were five Thai high school learners of English. They were asked to assess their word knowledge using a page of continuous text. Data gained through observation, interviews, self-assessment and…

Impact of tubing material on the failure of product-specific bubble points of sterilizing-grade filters.

PubMed

Meyer, Brian K; Vargas, Diego

2006-01-01

The following study was conducted to determine the effect of different preservatives commonly used in the biopharmaceutical industry on the product-specific bubble point of sterilizing-grade filters when used to filter product processed with different types of tubing. The preservatives tested were 0.25% phenol, m-cresol, and benzyl alcohol. The tubing tested was Sani-Pure (platinum-cured silicone tubing), Versilic (peroxide-cured silicone tubing), C-Flex, Pharmed, and Cole-Parmer (BioPharm silicone tubing). The product-specific bubble point values of sterilizing grade filters were measured after the recirculation of product through the filter and tubing of different types of materials for a total contact time of 15 h. When silicone tubing was used, the post-recirculation product-specific bubble point was suppressed on average 13 psig when compared to the pre- recirculation product-specific bubble point. Suppression was also observed with C-Flex, but to a much lesser extent than with silicone tubing. Suppression was not observed with Pharmed or BioPharm tubing. Alcohol extractions performed on the filters that experienced suppressed bubble points followed by Fourier transform infrared spectroscopy analysis indicated the filters contained poly(dimethylsiloxane). Direct addition of poly(dimethlysiloxane) to solutions filtered through sterilizing-grade filters suppressed the filter bubble points when tested for integrity. Silicone oils most likely reduced the surface tension of the pores in the membrane, resulting in the ability of air (or nitrogen) to pass more freely through the membrane, causing suppressed bubble point test values. The results of these studies indicate that product-specific bubble point of a filter determined with only product may not reflect the true bubble point for preservative-containing products that are recirculated or contacted with certain tubing for 15 h or greater. In addition, tubing material placed in contact with products containing

Pumsy in Pursuit of Excellence and Self-Concept of Second Grade Students.

ERIC Educational Resources Information Center

Burkholder, Janiece

This practicum evaluated the effects a self-esteem program, Pumsy in Pursuit of Excellence, which was implemented by the elementary school counselor with second grade students (N=65). Forty-five second grade students comprised the control group. The Pumsy in Pursuit of Excellence Units include: (1) Pumsy Decides; (2) If Only Things Were Different;…

Self-imaging of partially coherent light in graded-index media.

PubMed

Ponomarenko, Sergey A

2015-02-15

We demonstrate that partially coherent light beams of arbitrary intensity and spectral degree of coherence profiles can self-image in linear graded-index media. The results can be applicable to imaging with noisy spatial or temporal light sources.

Jordanian twelfth-grade science teachers' self-reported usage of science and engineering practices in the next generation science standards

NASA Astrophysics Data System (ADS)

Malkawi, Amal Reda; Rababah, Ebtesam Qassim

2018-06-01

This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n = 315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included 'using the diagram, table or graphic through instructions to clarify the subject of a new science,' and to 'discuss with the students how to interpret the quantitative data from the experiment or investigation'. The practice with the lowest frequency was 'teach a lesson on interpreting statistics or quantitative data,' which was moderately applied. No statistically significant differences at (α = 0.05) were found among these Jordanian science teachers' self-estimations of (SEP) application into their own teaching according to the study's demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α = 0.05) was found among Jordanian high school science teachers' practice means based on gender, with female teachers using SEPs at a higher rate than male teachers.

Comparing Weighted and Unweighted Grade Point Averages in Predicting College Success of Diverse and Low-Income College Students

ERIC Educational Resources Information Center

Warne, Russell T.; Nagaishi, Chanel; Slade, Michael K.; Hermesmeyer, Paul; Peck, Elizabeth Kimberli

2014-01-01

While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other…

The Changes in Students' Self-Concepts as Readers and Values Placed on Reading from Sixth Grade to Eleventh Grade

ERIC Educational Resources Information Center

Swinehart, Alexis Fitzgerald

2011-01-01

This study extended the research of Aiken (2006), which originally examined the reading motivation, attitudes, and habits for a cohort of 6th grade readers from an affluent suburban community. The purpose of this research was to investigate if the students' self-concepts as readers and values of reading have changed from their 6th grade year…

How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes

ERIC Educational Resources Information Center

Vonkova, Hana; Bendl, Stanislav; Papajoanu, Ondrej

2017-01-01

The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students' dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in…

Standards-Based Grading and Reporting Will Improve Education

ERIC Educational Resources Information Center

Muñoz, Marco A.; Guskey, Thomas R.

2015-01-01

Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers' evaluations, formative or summative, of students' performance. Reporting is how the results of those evaluations are communicated to students, parents, or others. Because of their fundamental nature, educators must ensure that grading…

The Effect of Instruction Point of View on Self-Efficacy for Performing Breast Self-Exams

ERIC Educational Resources Information Center

Aikman, Shelley N.; Doyle-Portillo, Susann; Verhaeghen, Paul; Simmons, Nicole

2017-01-01

Background: Self-efficacy is an important predictor of performing health behaviors. Purpose: We invoked varying points of view (none, first person, third person) in standard instructions for breast self-exams (BSEs) to examine whether point of view taken would impact self-efficacy for and behavioral intentions regarding BSE. Methods: One hundred…

Correlation between Grade Point Averages and Student Evaluation of Teaching Scores: Taking a Closer Look

ERIC Educational Resources Information Center

Griffin, Tyler J.; Hilton, John, III.; Plummer, Kenneth; Barret, Devynne

2014-01-01

One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations…

Friends' knowledge of youth internalizing and externalizing adjustment: accuracy, bias, and the influences of gender, grade, positive friendship quality, and self-disclosure.

PubMed

Swenson, Lance P; Rose, Amanda J

2009-08-01

Some evidence suggests that close friends may be knowledgeable of youth's psychological adjustment. However, friends are understudied as reporters of adjustment. The current study examines associations between self- and friend-reports of internalizing and externalizing adjustment in a community sample of fifth-, eighth-, and eleventh-grade youth. The study extends prior work by considering the degree to which friends' reports of youth adjustment are accurate (i.e., predicted by youths' actual adjustment) versus biased (i.e., predicted by the friend reporters' own adjustment). Findings indicated stronger bias effects than accuracy effects, but the accuracy effects were significant for both internalizing and externalizing adjustment. Additionally, friends who perceived their relationships as high in positive quality, friends in relationships high in disclosure, and girls perceived youths' internalizing symptoms most accurately. Knowledge of externalizing adjustment was not influenced by gender, grade, relationship quality, or self-disclosure. Findings suggest that friends could play an important role in prevention efforts.

Recursive processes in self-affirmation: intervening to close the minority achievement gap.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Purdie-Vaughns, Valerie; Apfel, Nancy; Brzustoski, Patricia

2009-04-17

A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the grade point average (GPA) of African Americans was, on average, raised by 0.24 grade points. Low-achieving African Americans were particularly benefited. Their GPA improved, on average, 0.41 points, and their rate of remediation or grade repetition was less (5% versus 18%). Additionally, treated students' self-perceptions showed long-term benefits. Findings suggest that because initial psychological states and performance determine later outcomes by providing a baseline and initial trajectory for a recursive process, apparently small but early alterations in trajectory can have long-term effects. Implications for psychological theory and educational practice are discussed.

A Latent Class Growth Analysis of School Bullying and Its Social Context: The Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P. H.; Zhang, Xiao

2015-01-01

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%),…

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data

PubMed Central

Leecaster, Molly; Toth, Damon J. A.; Pettey, Warren B. P.; Rainey, Jeanette J.; Gao, Hongjiang; Uzicanin, Amra; Samore, Matthew

2016-01-01

Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that “sensor-detectable”, proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than “self-reportable” talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency. PMID:27100090

Self-Similar Spin Images for Point Cloud Matching

NASA Astrophysics Data System (ADS)

Pulido, Daniel

based on the concept of self-similarity to aid in the scale and feature matching steps. An open problem in fusion is how best to extract features from two point clouds and then perform feature-based matching. The proposed approach for this matching step is the use of local self-similarity as an invariant measure to match features. In particular, the proposed approach is to combine the concept of local self-similarity with a well-known feature descriptor, Spin Images, and thereby define "Self-Similar Spin Images". This approach is then extended to the case of matching two points clouds in very different coordinate systems (e.g., a geo-referenced Lidar point cloud and stereo-image derived point cloud without geo-referencing). The use of Self-Similar Spin Images is again applied to address this problem by introducing a "Self-Similar Keyscale" that matches the spatial scales of two point clouds. Another open problem is how best to detect changes in content between two point clouds. A method is proposed to find changes between two point clouds by analyzing the order statistics of the nearest neighbors between the two clouds, and thereby define the "Nearest Neighbor Order Statistic" method. Note that the well-known Hausdorff distance is a special case as being just the maximum order statistic. Therefore, by studying the entire histogram of these nearest neighbors it is expected to yield a more robust method to detect points that are present in one cloud but not the other. This approach is applied at multiple resolutions. Therefore, changes detected at the coarsest level will yield large missing targets and at finer levels will yield smaller targets.

Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

ERIC Educational Resources Information Center

Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

2013-01-01

This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

Teachers' Self-Reported Beliefs on Developmentally Appropriate and Inappropriate Practices in Grade K-4 EFL Classrooms

ERIC Educational Resources Information Center

Mede, Enisa

2017-01-01

This study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers' beliefs about the developmentally appropriate and inappropriate practices, discover the…

Self-Reported Pain Intensity with the Numeric Reporting Scale in Adult Dengue

PubMed Central

Wong, Joshua G. X.; Gan, Victor C.; Ng, Ee-Ling; Leo, Yee-Sin; Chan, Siew-Pang; Choo, Robin; Lye, David C.

2014-01-01

Background Pain is a prominent feature of acute dengue as well as a clinical criterion in World Health Organization guidelines in diagnosing dengue. We conducted a prospective cohort study to compare levels of pain during acute dengue between different ethnicities and dengue severity. Methods Demographic, clinical and laboratory data were collected. Data on self-reported pain was collected using the 11-point Numerical Rating Scale. Generalized structural equation models were built to predict progression to severe disease. Results A total of 499 laboratory confirmed dengue patients were recruited in the Prospective Adult Dengue Study at Tan Tock Seng Hospital, Singapore. We found no statistically significant differences between pain score with age, gender, ethnicity or the presence of co-morbidity. Pain score was not predictive of dengue severity but highly correlated to patients’ day of illness. Prevalence of abdominal pain in our cohort was 19%. There was no difference in abdominal pain score between grades of dengue severity. Conclusion Dengue is a painful disease. Patients suffer more pain at the earlier phase of illness. However, pain score cannot be used to predict a patient’s progression to severe disease. PMID:24788828

Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades.

PubMed

Wang, Kenneth T

2012-01-01

An increasing number of perfectionism studies have been conducted across different countries outside of the Western framework. Using an international egalitarian approach that adopts indigenous frameworks and concepts from the cultural context of the population studied is imperative. This study examines different groups of perfectionists with a sample of 348 Taiwanese college students, emphasizing the collectivistic culture. In particular, this is a follow-up study to further explore characteristics of a group with low standards/high discrepancy--a feeling that they are not good enough despite having low standards--found in a previous study with Taiwanese students. More specifically, this study investigates whether the source of the high discrepancy scores among this group is related to having higher perfectionistic standards from their family. Perfectionism was examined not only from a personal/individualistic perspective, but also from a familistic dimension to reflect Taiwanese collectivistic cultural values. Results partially supported the hypotheses--this group reported having higher family discrepancy, but not family standards, than nonperfectionists. However, this group of participants reported lower academic grades, which implies the possibility of their discrepancy being associated with poorer performance. Four cluster groups--adaptive perfectionists, maladaptive perfectionists, nonperfectionists, and those with low standards/high discrepancy--were compared on their levels of depression, self-esteem, achievement motivation, and academic grades. Maladaptive perfectionists reported the highest depression level, while adaptive perfectionists reported the highest self-esteem. Results also show that aspects of personal perfectionism and family perfectionism related to self-esteem differently among this sample. Findings and implications are discussed with consideration of the collectivistic cultural context in Taiwan.

Middle Grades' School Models and Their Impact on Early Adolescent Self-Esteem

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Sheehan, Heather Chase; Earley, Mark A.

2007-01-01

Throughout the world, school grade structures are most variable during the early adolescent years when students can find themselves in a variety of school models. This paper investigates the impact of two popular school models in the United States (middle school and K-8) on the self-esteem and self-concept of early adolescents. Based on mixed…

Generalized Self-Efficacy, Holland Theme Self-Efficacy, and Academic Performance.

ERIC Educational Resources Information Center

Lindley, Lori D.; Borgen, Fred H.

2002-01-01

Analysis of Self-Efficacy Scale, Skills Confidence Inventory; ACT Assessment, and grade point average (GPA) results for 189 women and 91 men revealed strong relationships between generalized self-efficacy and confidence in Investigative and Enterprising occupations for both and Conventional occupations for men. ACT scores were related to…

Imagined Self-Motion Differs from Perceived Self-Motion: Evidence from a Novel Continuous Pointing Method

PubMed Central

Campos, Jennifer L.; Siegle, Joshua H.; Mohler, Betty J.; Bülthoff, Heinrich H.; Loomis, Jack M.

2009-01-01

Background The extent to which actual movements and imagined movements maintain a shared internal representation has been a matter of much scientific debate. Of the studies examining such questions, few have directly compared actual full-body movements to imagined movements through space. Here we used a novel continuous pointing method to a) provide a more detailed characterization of self-motion perception during actual walking and b) compare the pattern of responding during actual walking to that which occurs during imagined walking. Methodology/Principal Findings This continuous pointing method requires participants to view a target and continuously point towards it as they walk, or imagine walking past it along a straight, forward trajectory. By measuring changes in the pointing direction of the arm, we were able to determine participants' perceived/imagined location at each moment during the trajectory and, hence, perceived/imagined self-velocity during the entire movement. The specific pattern of pointing behaviour that was revealed during sighted walking was also observed during blind walking. Specifically, a peak in arm azimuth velocity was observed upon target passage and a strong correlation was observed between arm azimuth velocity and pointing elevation. Importantly, this characteristic pattern of pointing was not consistently observed during imagined self-motion. Conclusions/Significance Overall, the spatial updating processes that occur during actual self-motion were not evidenced during imagined movement. Because of the rich description of self-motion perception afforded by continuous pointing, this method is expected to have significant implications for several research areas, including those related to motor imagery and spatial cognition and to applied fields for which mental practice techniques are common (e.g. rehabilitation and athletics). PMID:19907655

A Comparison of Self-Report Scales and Accelerometer-Determined Moderate to Vigorous Physical Activity Scores of Finnish School Students

ERIC Educational Resources Information Center

Gråstén, Arto; Watt, Anthony

2016-01-01

The current article provides an important insight into measurement differences between two commonly used self-reports and accelerometer-determined moderate to vigorous physical activity (MVPA) scores within matched samples across 1 school year. Participants were 998 fifth- through eighth-grade students who completed self-reports and 76 fifth- and…

Effects of Cross-Age Tutoring on Self-Esteem and Reading Achievement of Low Self-Esteem Fifth-Grade Males.

ERIC Educational Resources Information Center

Diamond, Barbara

This study investigated the effects of a cross-age tutorial experience on the self-esteem of the tutors and the reading achievement of the pupils. Ninety-two fifth-grade males selected from four parochial schools in Nassau County, New York, were tested on a self-esteem inventory. Those scoring lowest were randomly assigned to tutoring groups and…

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

PubMed Central

Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S.

2016-01-01

Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine

Building Self-Efficacy in Fifth Grade Art Students through Authentic Assessments and Self-Regulating Strategies

ERIC Educational Resources Information Center

Richardson, Hannah

2017-01-01

This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors…

Motivational and Self-Imagery Development Job Development. Disadvantaged Pupil Program Fund. Final Evaluation Report, 1982-83.

ERIC Educational Resources Information Center

Miller, Katherine H.

This report evaluates the 1982-83 Motivational and Self-Imagery Development/Job Development project in the Cleveland Public Schools. The project's purpose is to present job information to students in grades 11 and 12 and to provide assistance in placing students in fulltime jobs after graduation. Students in grades 8 and 9 are also introduced to a…

Relationship of sociocultural factors and academic self-esteem to school grades and school disengagement in North African French adolescents.

PubMed

Régner, Isabelle; Loose, Florence

2006-12-01

The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, perceived parental involvement, acculturation orientations, and ethnic identity were simultaneously investigated in order to discover their respective contribution to grades among these students. Additionally, it was tested whether academic self-esteem mediated the relationship between grades and psychological disengagement. North African French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their grades in the main courses were obtained from the school records. Although perceived parental involvement displayed the strongest contribution to grades, acculturation orientations and ethnic identity still predicted grades, after controlling for parental involvement. Academic self-esteem mediated the influence of grades on both facets of disengagement, while this pattern was less clear for the devaluing process.

The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students

ERIC Educational Resources Information Center

Awad, Germine H.

2007-01-01

The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic…

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Adolescent Self-Reported and Peer-Reported Self-Esteem.

ERIC Educational Resources Information Center

O'Donnell, William James

1979-01-01

The study is an examination of the relationship between adolescents' self-reported and peer-reported self-esteem and how this relationship is affected by sex, race, and age variables. Significant sex and race variations interacted with age. Explanatory hypotheses for these findings are given. (Author/KC)

Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

PubMed Central

Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

2015-01-01

We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. PMID:26997755

Assessing the accuracy of self-reported self-talk

PubMed Central

Brinthaupt, Thomas M.; Benson, Scott A.; Kang, Minsoo; Moore, Zaver D.

2015-01-01

As with most kinds of inner experience, it is difficult to assess actual self-talk frequency beyond self-reports, given the often hidden and subjective nature of the phenomenon. The Self-Talk Scale (STS; Brinthaupt et al., 2009) is a self-report measure of self-talk frequency that has been shown to possess acceptable reliability and validity. However, no research using the STS has examined the accuracy of respondents’ self-reports. In the present paper, we report a series of studies directly examining the measurement of self-talk frequency and functions using the STS. The studies examine ways to validate self-reported self-talk by (1) comparing STS responses from 6 weeks earlier to recent experiences that might precipitate self-talk, (2) using experience sampling methods to determine whether STS scores are related to recent reports of self-talk over a period of a week, and (3) comparing self-reported STS scores to those provided by a significant other who rated the target on the STS. Results showed that (1) overall self-talk scores, particularly self-critical and self-reinforcing self-talk, were significantly related to reports of context-specific self-talk; (2) high STS scorers reported talking to themselves significantly more often during recent events compared to low STS scorers, and, contrary to expectations, (3) friends reported less agreement than strangers in their self-other self-talk ratings. Implications of the results for the validity of the STS and for measuring self-talk are presented. PMID:25999887

Complementary therapy use and quality of life in persons with high-grade gliomas.

PubMed

Fox, Sherry; Laws, Edward R; Anderson, Frederick; Farace, Elana

2006-08-01

Studies have indicated that 30%-80% of cancer patients use complementary and alternative practices and products (CAPPs), but little is known about CAPPs use by persons with brain tumors. This secondary analysis of Glioma Outcomes Project data compared CAPPs users with nonusers, compared those who stopped using CAPPs with those who continued use, described frequency and patterns of CAPPs use, and compared the relationship of CAPPs use to self-reported quality of life (QOL) over time, in 186 persons with high-grade gliomas. CAPPs users at all three measurement points rated QOL higher, although not significantly higher, than nonusers. Study findings support further exploration of CAPPs use and its effects on key outcomes in persons with high-grade gliomas.

A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

ERIC Educational Resources Information Center

Louwerse, Frances H.

A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

Adolescent Self-Reported Health in Relation to School Factors: A Multilevel Analysis

ERIC Educational Resources Information Center

Nygren, Karina; Bergström, Erik; Janlert, Urban; Nygren, Lennart

2014-01-01

The aim of the study was to examine school-related determinants of self-reported health among adolescents. Questionnaire survey data comprising 4,972 students, Grades 7 through 9, from 20 schools in northern Sweden were used. Also, complimentary data about each school were collected from the Swedish National Agency for Education. Using multilevel…

I Know Who My Friends Are, But Do You? Predictors of Self-reported and Peer-inferred Relationships

PubMed Central

Neal, Jennifer Watling; Neal, Zachary P.; Cappella, Elise

2013-01-01

Using social network data, this study examines which features of social and spatial proximity predict self-reported, or “real,” and peer-reported, or “inferred,” relationships among 2695 pairwise combinations of African American second through fourth grade students (ages 7-11). Relationships were more likely to exist, and more likely to be inferred to exist by peers, between pairs of children who were the same sex, sat near one another, shared a positive academic orientation, or shared athletic ability. Sex similarity had a dramatically larger effect on peers’ inferences about relationships than on self-reported real relationships, suggesting that children overestimate the importance of sex in their inferences about relationships. Results were stable across different grade levels in middle childhood and for boys and girls. PMID:24320155

I feel good! Gender differences and reporting heterogeneity in self-assessed health.

PubMed

Schneider, Udo; Pfarr, Christian; Schneider, Brit S; Ulrich, Volker

2012-06-01

For empirical analysis and policy-oriented recommendations, the precise measurement of individual health or well-being is essential. The difficulty is that the answer may depend on individual reporting behaviour. Moreover, if an individual's health perception varies with certain attitudes of the respondent, reporting heterogeneity may lead to index or cut-point shifts of the health distribution, causing estimation problems. An index shift is a parallel shift in the thresholds of the underlying distribution of health categories. In contrast, a cut-point shift means that the relative position of the thresholds changes, implying different response behaviour. Our paper aims to detect how socioeconomic determinants and health experiences influence the individual valuation of health. We analyse the reporting behaviour of individuals on their self-assessed health status, a five-point categorical variable. Using German panel data, we control for observed heterogeneity in the categorical health variable as well as unobserved individual heterogeneity in the panel estimation. In the empirical analysis, we find strong evidence for cut-point shifts. Our estimation results show different impacts of socioeconomic and health-related variables on the five categories of self-assessed health. Moreover, the answering behaviour varies between female and male respondents, pointing to gender-specific perception and assessment of health. Hence, in case of reporting heterogeneity, using self-assessed measures in empirical studies may be misleading and the information needs to be handled with care.

Determinants of self-reported smoking and misclassification during pregnancy, and analysis of optimal cut-off points for urinary cotinine: a cross-sectional study

PubMed Central

Aurrekoetxea, Juan J; Murcia, Mario; Rebagliato, Marisa; López, María José; Castilla, Ane Miren; Santa-Marina, Loreto; Guxens, Mónica; Fernández-Somoano, Ana; Espada, Mercedes; Lertxundi, Aitana; Tardón, Adonina; Ballester, Ferran

2013-01-01

Objectives To estimate the prevalence and factors associated with smoking and misclassification in pregnant women from INMA (INfancia y Medio Ambiente, Environment and Childhood) project, Spain, and to assess the optimal cut-offs for urinary cotinine (UC) that best distinguish daily and occasional smokers with varying levels of second-hand smoke (SHS) exposure. Design We used logistic regression models to study the relationship between sociodemographic variables and self-reported smoking and misclassification (self-reported non-smokers with UC >50 ng/ml). Receiver operating characteristic (ROC) curves were used to calculate the optimal cut-off point for discriminating smokers. The cut-offs were also calculated after stratification among non-smokers by the number of sources of SHS exposure. The cut-off points used to discriminate smoking status were the level of UC given by Youden's index and for 50 and 100 ng/ml for daily smokers, or 25 and 50 ng/ml for occasional smokers. Participants At the third trimester of pregnancy, 2263 pregnant women of the INMA Project were interviewed between 2004 and 2008 and a urine sample was collected. Results Prevalence of self-reported smokers at the third trimester of pregnancy was 18.5%, and another 3.9% misreported their smoking status. Variables associated with self-reported smoking and misreporting were similar, including born in Europe, educational level and exposure to SHS. The optimal cut-off was 82 ng/ml (95% CI 42 to 133), sensitivity 95.2% and specificity 96.6%. The area under the ROC curve was 0.986 (95% CI 0.982 to 0.990). The cut-offs varied according to the SHS exposure level being 42 (95% CI 27 to 57), 82 (95% CI 46 to 136) and 106 ng/ml (95% CI 58 to 227) for not being SHS exposed, exposed to one, and to two or more sources of SHS, respectively. The optimal cut-off for discriminating occasional smokers from non-smokers was 27 ng/ml (95% CI 11 to 43). Conclusions Prevalence of smoking during pregnancy in

Determinants of self-reported smoking and misclassification during pregnancy, and analysis of optimal cut-off points for urinary cotinine: a cross-sectional study.

PubMed

Aurrekoetxea, Juan J; Murcia, Mario; Rebagliato, Marisa; López, María José; Castilla, Ane Miren; Santa-Marina, Loreto; Guxens, Mónica; Fernández-Somoano, Ana; Espada, Mercedes; Lertxundi, Aitana; Tardón, Adonina; Ballester, Ferran

2013-01-24

To estimate the prevalence and factors associated with smoking and misclassification in pregnant women from INMA (INfancia y Medio Ambiente, Environment and Childhood) project, Spain, and to assess the optimal cut-offs for urinary cotinine (UC) that best distinguish daily and occasional smokers with varying levels of second-hand smoke (SHS) exposure. We used logistic regression models to study the relationship between sociodemographic variables and self-reported smoking and misclassification (self-reported non-smokers with UC >50 ng/ml). Receiver operating characteristic (ROC) curves were used to calculate the optimal cut-off point for discriminating smokers. The cut-offs were also calculated after stratification among non-smokers by the number of sources of SHS exposure. The cut-off points used to discriminate smoking status were the level of UC given by Youden's index and for 50 and 100 ng/ml for daily smokers, or 25 and 50 ng/ml for occasional smokers. At the third trimester of pregnancy, 2263 pregnant women of the INMA Project were interviewed between 2004 and 2008 and a urine sample was collected. Prevalence of self-reported smokers at the third trimester of pregnancy was 18.5%, and another 3.9% misreported their smoking status. Variables associated with self-reported smoking and misreporting were similar, including born in Europe, educational level and exposure to SHS. The optimal cut-off was 82 ng/ml (95% CI 42 to 133), sensitivity 95.2% and specificity 96.6%. The area under the ROC curve was 0.986 (95% CI 0.982 to 0.990). The cut-offs varied according to the SHS exposure level being 42 (95% CI 27 to 57), 82 (95% CI 46 to 136) and 106 ng/ml (95% CI 58 to 227) for not being SHS exposed, exposed to one, and to two or more sources of SHS, respectively. The optimal cut-off for discriminating occasional smokers from non-smokers was 27 ng/ml (95% CI 11 to 43). Prevalence of smoking during pregnancy in Spain remains high. UC is a reliable biomarker for classifying

Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

ERIC Educational Resources Information Center

Girard, Beverly Lawler

2010-01-01

This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

The Relations among Observational, Physiological, and Self-Report Measures of Children's Anger

ERIC Educational Resources Information Center

Hubbard, Julie A.; Parker, Elizabeth H.; Ramsden, Sally R.; Flanagan, Kelly D.; Relyea, Nicole; Dearing, Karen F.; Smithmyer, Catherine M.; Simons, Robert F.; Hyde, Christopher T.

2004-01-01

Our first goal was to examine the relations among observational, physiological, and self-report measures of children's anger. Our second goal was to investigate whether these relations varied by reactive or proactive aggression. Children (272 second-grade boys and girls) participated in a procedure in which they lost a game and prize to a…

A Fifth Grade Self-Report Study: Race and Gender Issues.

ERIC Educational Resources Information Center

Morgan, Harry

In order to assess preteen activities in a moderate sized community in Georgia, selected group of classroom teachers conducted a pilot study. A questionnaire was developed and distributed to approximately 1,000 fifth-grade children and the results are presented here. It was discovered that Blacks, more than Whites, and boys, more than girls,…

Commonwealth Degrees from Class to Equivalence: Changing to Grade Point Averages in the Caribbean

ERIC Educational Resources Information Center

Bastick, Tony

2004-01-01

British Commonwealth universities inherited the class system for classifying degrees. However, increasing global marketization has brought with it increasing demands for student exchanges, particularly with universities in North America. Hence, Commonwealth universities are considering adopting grade point averages (GPAs) for degree classification…

Effective use of e-grading in the dental simulation clinic.

PubMed

Morrow, Jay A; Pulido, M Teresa; Smith, P Bradford; McDaniel, Thomas F; Willcox, Austin B

2014-06-01

The purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all-access, anytime (24/7) web-based program accessed through tablets, the software allows for a comparison between students' self-grading and instructor grading. This comparison facilitates student-faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self-learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post-course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more efficient and allowed more time for faculty-student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students' perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.

Measuring the bias, precision, accuracy, and validity of self-reported height and weight in assessing overweight and obesity status among adolescents using a surveillance system.

PubMed

Pérez, Adriana; Gabriel, Kelley; Nehme, Eileen K; Mandell, Dorothy J; Hoelscher, Deanna M

2015-07-27

Evidence regarding bias, precision, and accuracy in adolescent self-reported height and weight across demographic subpopulations is lacking. The bias, precision, and accuracy of adolescent self-reported height and weight across subpopulations were examined using a large, diverse and representative sample of adolescents. A second objective was to develop correction equations for self-reported height and weight to provide more accurate estimates of body mass index (BMI) and weight status. A total of 24,221 students from 8th and 11th grade in Texas participated in the School Physical Activity and Nutrition (SPAN) surveillance system in years 2000-2002 and 2004-2005. To assess bias, the differences between the self-reported and objective measures, for height and weight were estimated. To assess precision and accuracy, the Lin's concordance correlation coefficient was used. BMI was estimated for self-reported and objective measures. The prevalence of students' weight status was estimated using self-reported and objective measures; absolute (bias) and relative error (relative bias) were assessed subsequently. Correction equations for sex and race/ethnicity subpopulations were developed to estimate objective measures of height, weight and BMI from self-reported measures using weighted linear regression. Sensitivity, specificity and positive predictive values of weight status classification using self-reported measures and correction equations are assessed by sex and grade. Students in 8th- and 11th-grade overestimated their height from 0.68cm (White girls) to 2.02 cm (African-American boys), and underestimated their weight from 0.4 kg (Hispanic girls) to 0.98 kg (African-American girls). The differences in self-reported versus objectively-measured height and weight resulted in underestimation of BMI ranging from -0.23 kg/m2 (White boys) to -0.7 kg/m2 (African-American girls). The sensitivity of self-reported measures to classify weight status as obese was 70.8% and 81

What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports

PubMed Central

Bieg, Madeleine; Goetz, Thomas; Lipnevich, Anastasiya A.

2014-01-01

This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students’ trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students’ scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students’ academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed. PMID:24647760

Black Girls: A Comparative Analysis of Self-Perception and Achievement by Race, Sex and Socioeconomic Background. Report No. 271.

ERIC Educational Resources Information Center

Hare, Bruce R.

This report focuses on the self-perception and academic achievement of fifth grade black girls as compared to black boys and white girls. Comparisons are made along different dimensions of self-esteem (general, school, peer, and home), and on self-concept of ability, achievement orientation, general anxiety, locus of control, importance of social…

Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process†

PubMed Central

Brigati, Jennifer R.; Swann, Jerilyn M.

2015-01-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings. PMID:25949758

Facilitating improvements in laboratory report writing skills with less grading: a laboratory report peer-review process.

PubMed

Brigati, Jennifer R; Swann, Jerilyn M

2015-05-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.

Factors That Predict Marijuana Use and Grade Point Average among Undergraduate College Students

ERIC Educational Resources Information Center

Coco, Marlena B.

2017-01-01

The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students' attitudes, beliefs, and experiences related to substance use in college. The sample used in this…

Grade Equivalents: We Report Them, You Should Too.

ERIC Educational Resources Information Center

Ligon, Glynn; Battaile, Richard

In certain situations, grade equivalent scores are the most appropriate statistic available for reporting achievement test data. It is noted that testing practitioners have found that raw scores, normal curve equivalents, stanines, and standard scores are very useful. However, it is best to convert to either grade equivalents or percentiles before…

Second and Third Grade Students in the Hunters Point-Bayview SEED Project: A Diagnostic Review.

ERIC Educational Resources Information Center

Counelis, James Steve

This report supplements the first South East Education Development project (SEED) on first grade children. Full and partial records of 624 second grade students and 591 third grade students are the basis of this diagnostic review. The empirical data obtained for the SEED project students included: each student's sex and number of full days in…

Teaching ecosystem and environment and its effect on the environmental consciousness of grade 9 students: A preliminary self study

NASA Astrophysics Data System (ADS)

Pantongkam, Monta; Wongboonnak, Sompratana; Khumwong, Pinit

2018-01-01

This research is a self-study research. The aims of the research were to reflect a teaching and learning process in a classroom on the topic of ecosystem and environment; a part of basic science subjects, and investigate the effect of a teaching on environmental consciousness. As a self-study research, the first author was a practitioner who taught grade ninth students classroom consisting of 50 students of an extra-large high school in Bangkok during the second semester of 2016 academic year. Data of the teaching method was collected by using teaching logs and critical friend interviews. The data was qualitatively analyzed by using content analysis. The effectiveness of teaching the environmental consciousness was investigated by using a 5 level-rating scale the environmental consciousness questionnaire. The questionnaire was administered three times, at the beginning of the semester, before and after learning the topic ecosystem and environment. The data was statistically analyzed by mean, standard deviation, and analysis of variance (one -way ANOVA). The results were indicated that: 1. The teacher directed all classroom activities, used power point to show the contents and pictures while she was talking and students were listening. The teacher often asked questions and mostly assigned students to work alone and sometimes in a group. Students only studied in the classroom. After learning, the students were assigned to do work sheets alone such as searching for information and making reports. 2. The grade 9 students had no significantly different level of the environmental consciousness comparing between the beginning of the semester (x ¯ = 3.33), before learning (x ¯ = 3.35) and after learning (x ¯ = 3.40). It can be concluded that this teaching and learning process cannot promote the environmental consciousness. This study was a preliminary study, the results indicate the need for change of teaching practice in the classroom.

Self-reports about tinnitus and about cochlear implants.

PubMed

Noble, W

2000-08-01

Analyze literature on self-report outcomes in two areas of audiological rehabilitation: 1) tinnitus and 2) cochlear implant hearing aids. 1) Tinnitus: survey of features in the development of self-report approaches and of formal scales used in assessment of tinnitus disability and handicaps. 2) Cochlear implants: summary of the literature using self-report approaches to cochlear implant experience that indicates points of theoretical significance. 1) Major features of tinnitus are: a) disabilities such as interference with and distortion of normal auditory perception; b) handicaps such as emotional distress, interference with sleep, and with personal and social life. Nonauditory factors-chronic depression, high self-focused attention-mediate the degree of experienced tinnitus handicap. 2) People with prelingual loss of hearing report that a cochlear implant primarily enables improved detection and discrimination of environmental sound; those with postlingual loss find that an implant in addition provides improved speech recognition. 1) Coping with tinnitus is influenced by the personal resources that can be brought to bear on the experience, highlighting a general point that any rehabilitation outcome is not only a matter of acoustical solutions. By the same token, tinnitus can be easier to cope with if its "psychoacoustic presence" can be diminished by some form of masking. 2) Cochlear implants fitted in childhood that do not provide meaningful input signals in real-world settings may be rejected in adolescence. 3) "Hearing," as a capacity, does not have a fixed worth. Different circumstances mean it will be taken as desirable or as delivering torment (extreme tinnitus, e.g.). Its value will also vary depending on the extent of a person's access to spoken language (aiding in very early childhood, e.g.).

Using item response theory to investigate the structure of anticipated affect: do self-reports about future affective reactions conform to typical or maximal models?

PubMed

Zampetakis, Leonidas A; Lerakis, Manolis; Kafetsios, Konstantinos; Moustakis, Vassilis

2015-01-01

In the present research, we used item response theory (IRT) to examine whether effective predictions (anticipated affect) conforms to a typical (i.e., what people usually do) or a maximal behavior process (i.e., what people can do). The former, correspond to non-monotonic ideal point IRT models, whereas the latter correspond to monotonic dominance IRT models. A convenience, cross-sectional student sample (N = 1624) was used. Participants were asked to report on anticipated positive and negative affect around a hypothetical event (emotions surrounding the start of a new business). We carried out analysis comparing graded response model (GRM), a dominance IRT model, against generalized graded unfolding model, an unfolding IRT model. We found that the GRM provided a better fit to the data. Findings suggest that the self-report responses to anticipated affect conform to dominance response process (i.e., maximal behavior). The paper also discusses implications for a growing literature on anticipated affect.

Using item response theory to investigate the structure of anticipated affect: do self-reports about future affective reactions conform to typical or maximal models?

PubMed Central

Zampetakis, Leonidas A.; Lerakis, Manolis; Kafetsios, Konstantinos; Moustakis, Vassilis

2015-01-01

In the present research, we used item response theory (IRT) to examine whether effective predictions (anticipated affect) conforms to a typical (i.e., what people usually do) or a maximal behavior process (i.e., what people can do). The former, correspond to non-monotonic ideal point IRT models, whereas the latter correspond to monotonic dominance IRT models. A convenience, cross-sectional student sample (N = 1624) was used. Participants were asked to report on anticipated positive and negative affect around a hypothetical event (emotions surrounding the start of a new business). We carried out analysis comparing graded response model (GRM), a dominance IRT model, against generalized graded unfolding model, an unfolding IRT model. We found that the GRM provided a better fit to the data. Findings suggest that the self-report responses to anticipated affect conform to dominance response process (i.e., maximal behavior). The paper also discusses implications for a growing literature on anticipated affect. PMID:26441806

Do Nondomestic Undergraduates Choose a Major Field in Order to Maximize Grade Point Averages?

ERIC Educational Resources Information Center

Bergman, Matthew E.; Fass-Holmes, Barry

2016-01-01

The authors investigated whether undergraduates attending an American West Coast public university who were not U.S. citizens (nondomestic) maximized their grade point averages (GPA) through their choice of major field. Multiple regression hierarchical linear modeling analyses showed that major field's effect size was small for these…

Physical activity and self-efficacy in normal and over-fat children.

PubMed

Suton, Darijan; Pfeiffer, Karin A; Feltz, Deborah L; Yee, Kimbo E; Eisenmann, Joey C; Carlson, Joseph J

2013-09-01

To examine the independent and combined association of self-efficacy and fatness with physical activity in 5(th) grade children. Participants were 281 students (10.4 ± 0.7 years). Physical activity was assessed using a self-report question. Self-efficacy to be physically active was assessed using a 5-point scale. Body fatness was assessed by bioelectrical impedance. Descriptive statistics, ANOVA, and t-tests were used. There were no differences in reported days of physical activity between boys and girls, and normal-fat and over-fat children. However, children with high self-efficacy participated in significantly more physical activity compared to their low self-efficacy counterparts (3.4 ± 2.0 days vs. 5.4 ± 1.8 days, respectively, p < .001). Only physical activity self-efficacy was related to physical activity, fatness was not.

The relationship between standards-based reporting systems and third-grade mathematics and science achievement

NASA Astrophysics Data System (ADS)

Prejean-Harris, Rose M.

Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

A Comparison of Brain Wave Patterns of High and Low Grade Point Average Students During Rest, Problem Solving, and Stress Situations.

ERIC Educational Resources Information Center

Montor, Karel

The purpose of this study was to compare brain wave patterns produced by high and low grade point average students, while they were resting, solving problems, and subjected to stress situations. The study involved senior midshipmen at the United States Naval Academy. The high group was comprised of those whose cumulative grade point average was…

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

ERIC Educational Resources Information Center

Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

Pre-Veterinary Medical Grade Point Averages as Predictors of Academic Success in Veterinary College.

ERIC Educational Resources Information Center

Julius, Marcia F.; Kaiser, Herbert E.

1978-01-01

A five-year longitudinal study was designed to find the best predictors of academic success in veterinary school at Kansas State University and to set up a multiple regression formula to be used in selecting students. The preveterinary grade point average was found to be the best predictor. (JMD)

Grades and Incentives: Assessing Competing Grade Point Average Measures and Postgraduate Outcomes

ERIC Educational Resources Information Center

Bailey, Michael A.; Rosenthal, Jeffrey S.; Yoon, Albert H.

2016-01-01

In many educational settings, students may have an incentive to take courses where high grades are easier to achieve, potentially corroding student learning, evaluation of student achievement, and the fairness and efficiency of post-graduation labor outcomes. A grading system that takes into account heterogeneity of teacher standards and student…

Into Adolescence: Enhancing Self-Esteem. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Zevin, Dale; McPherson, Carole

This book is a 10-lesson module for grades 5-8, designed to increase students' awareness of self-esteem as a dynamic, ever-changing component in their lives. Beginning with a "Full Esteem Ahead" lesson to help students identify high and low self-esteem behaviors, this module gives teachers specific instructional strategies for guiding students…

Self-discipline outdoes IQ in predicting academic performance of adolescents.

PubMed

Duckworth, Angela L; Seligman, Martin E P

2005-12-01

In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.

Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status

ERIC Educational Resources Information Center

Karaarslan, Guliz; Sungur, Semra

2011-01-01

This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to…

A Canonical Correlation Analysis of the Influence of Social Comparison, Gender, and Grade Level on the Multidimensional Self-Concepts of Gifted Adolescents

ERIC Educational Resources Information Center

Rinn, Anne N.; Jamieson, Kelly M.; Gross, Candace M.; McQueen, Kand S.

2009-01-01

This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II…

Priming honesty reduces subjective bias in self-report measures of mind wandering.

PubMed

Vinski, Melaina T; Watter, Scott

2012-03-01

Using self-report as a measure of conscious experience has been a point of contention in mind wandering research. Whereas prior work has focused on the introspective component of self-report validity, the current research introduces an honesty prime task to the current paradigm in order to assess the role of goal states and social factors on self-report accuracy. Findings provide evidence for an inflated report of mind wandering frequency arising from demand characteristics, intensified by the divergent properties of the subjective and behavioural measures and the general deficit in meta-awareness of off task episodes. Copyright © 2011 Elsevier Inc. All rights reserved.

Development of a Measure to Assess Youth Self-Reported Experiences of Activity Settings (SEAS)

ERIC Educational Resources Information Center

King, Gillian; Batorowicz, Beata; Rigby, Patty; McMain-Klein, Margot; Thompson, Laura; Pinto, Madhu

2014-01-01

There is a need for psychometrically sound measures of youth experiences of community/home leisure activity settings. The 22-item Self-Reported Experiences of Activity Settings (SEAS) captures the following experiences of youth with a Grade 3 level of language comprehension or more: Personal Growth, Psychological Engagement, Social Belonging,…

Influence of Tönnis Grade on Outcomes of Arthroscopic Management of Symptomatic Femoroacetabular Impingement.

PubMed

Byrd, J W Thomas; Bardowski, Elizabeth A; Jones, Kay S

2018-05-19

To define the outcomes of arthroscopic correction of femoroacetabular impingement (FAI) based on Tönnis findings within a previously reported patient population, including a comparative analysis of Tönnis grade 0 and 1 versus grade 2 changes. Outcomes (modified Harris Hip Score [mHHS]) of a previously published study of arthroscopic correction of FAI were correlated with Tönnis grade. The inclusion criteria were the first 100 consecutive patients undergoing arthroscopic FAI correction with minimum 2-year follow-up. These procedures were performed between December 2003 and May 2006. Grades were determined independently by 2 experienced clinicians. Tönnis grades 0 and 1 were compared with Tönnis grade 2. Independent variables of sex and age were also evaluated. The average age of the entire group was 34.7 years (range, 13-76 years), with 66 male and 34 female patients. Of the patients, 17 had Tönnis grade 0, 49 had Tönnis grade 1, 29 had Tönnis grade 2, and 4 had Tönnis grade 3 (1 unknown). The average mHHS improvement for Tönnis grade 0 was 20.6 points; Tönnis grade 1, 22.2 points; Tönnis grade 2, 14.9 points; and Tönnis grade 3, 18.8 points. The improvement was statistically (P < .01) and clinically (>8 points) significant across all Tönnis grades. There was no difference (P = .077) between Tönnis grades 0 and 1 (21.8 points) versus grade 2 (14.9 points). There was no difference based on sex or age. These data support that statistically and clinically meaningful successful patient-reported outcomes (mHHS) at 2 years can be encountered even in the presence of Tönnis grade 2 radiographic features. Neither age nor sex was an indicator of poorer results within similar Tönnis grades. Level III, case-control study. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Literacy Achievement Trends at Entry to First Grade

ERIC Educational Resources Information Center

D'Agostino, Jerome V.; Rodgers, Emily

2017-01-01

Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We…

Self-reported dietary energy intake of normal weight, overweight and obese adolescents.

PubMed

Vance, Vivienne A; Woodruff, Sarah J; McCargar, Linda J; Husted, Janice; Hanning, Rhona M

2009-02-01

The purpose of the present paper was to assess dietary energy reporting as a function of sex and weight status among Ontario and Alberta adolescents, using the ratio of energy intake (EI) to estimated BMR (BMRest). Data were collected using the FBQ, a validated web-based dietary assessment tool (including a 24 h dietary recall, FFQ, and food and physical activity behavioural questions). BMI was calculated from self-reported height and weight and participants were classified as normal weight, overweight or obese. BMR was calculated using the WHO equations (based on weight). Reporting status was identified using the ratio EI:BMRest. Data were collected in public, Catholic and private schools in Ontario and Alberta, Canada. A total of 1917 (n 876 male and n 1041 female) students (n 934 grade 9 and n 984 grade 10) participated. The mean EI:BMRest ratio across all participants was 1.4 (sd 0.6), providing evidence of under-reporting for the total sample. Females under-reported more than males (t = 6.27, P < 0.001), and under-reporting increased with increasing weight status for both males (F = 33.21, P < 0.001) and females (F = 14.28, P < 0.001). After removing those who reported eating less to lose weight, the EI:BMRest was 1.56 (sd 0.6) for males and 1.4 (sd 0.6) for females. The present study highlights methodological challenges associated with self-reported dietary data. Systematic differences in under-reporting of dietary intake by gender and weight status were observed using a web-based survey, similar to observations made using paper-based 24 h recalls and dietitian interviews.

The Effect of Self-Regulated Learning on Sixth-Grade Turkish Students' Mathematics Achievements and Motivational Beliefs

ERIC Educational Resources Information Center

Yidizli, Hülya; Saban, Ahmet

2016-01-01

This study examined the effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs. Both quantitative and qualitative research methods were used in the study. Participants included sixth-grade students attending at TOKI 125. Year Middle School in Nevsehir (Turkey) during the 2014-2015…

Facilitated versus self-guided training of non-ophthalmologists for grading pre-plus and plus disease using fundus images for retinopathy of prematurity screening

PubMed Central

Raufi, Nikolas N.; Morris, Caleb K.; Freedman, Sharon F.; Wallace, David K.; Prakalapakorn, S. Grace

2016-01-01

Purpose Retinopathy of prematurity (ROP) is an important cause of preventable blindness; barriers to screening necessitate novel approaches. While trained non-ophthalmologists can accurately grade retinal images for ROP, effective training protocols are not established. This study compares the effectiveness of facilitated versus self-guided training of non-ophthalmologists for grading retinal images for pre-plus or plus disease in ROP. Methods Forty-eight undergraduate and graduate students were trained to grade retinal images for the presence of pre-plus or plus disease. Students were randomly assigned to one of two training protocols. Both utilized identical electronic slideshows; one guided by an in-person facilitator, and the other was self-guided. After completing their respective training, students proficient in grading pre-plus and plus disease graded images in a telemedicine screening scenario. Accuracy of grading was compared to the reference standard of clinical examination. Results 83% (40/48) of trained students (91% in the facilitated vs. 77% in the self-guided group, p=0.26) were proficient and qualified to grade the ROP telemedicine screening scenario. Median accuracy for grading normal, pre-plus or plus disease was 69% (70% in the facilitated vs. 68% in the self-guided group, p=0.91). When considering the designation of pre-plus or plus disease by graders as a screening test for detecting plus disease (confirmed on clinical exam), the median sensitivity and specificity of all students was 95% and 64%, respectively. Conclusions Both facilitated- and self-guided teaching protocols yielded similar performance in ROP image grading for pre-plus or plus disease. Self-guided training protocols may be adequate to train non-ophthalmologists to grade retinal images for pre-plus and plus disease with high sensitivity. PMID:27224953

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

ERIC Educational Resources Information Center

Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Brock, Laura L.

2009-01-01

We examined gender differences in the first-grade transition, exploring child and classroom contributions to self-control and achievement in a rural sample. Teachers (n = 36) reported on children's (n = 172) initial adjustment difficulty and end-of-year self-control. Observed classroom organization and teacher-reported classroom chaos measured…

Grading NASA's Solar System Exploration Program: A Midterm Report

NASA Technical Reports Server (NTRS)

2008-01-01

The Committee on Assessing the Solar System Exploration Program has reviewed NASA's progress to date in implementing the recommendations made in the National Research Council's (NRC's) solar system exploration decadal survey covering the period 2003-2013, New Frontiers in the Solar System, and in its Mars Architecture report, Assessment of NASA s Mars Architecture 2007-2016. The committee assessed NASA's progress with respect to each individual recommendation in these two reports, assigning an academic-style grade, explaining the rationale for the grade and trend, and offering recommendations for improvement. The committee generally sought to develop recommendations in cases where it determined that the grade, the trend, or both were worrisome and that the achievement of a decadal survey recommendation would require some kind of corrective action on NASA's part. This usually meant that the committee sought to offer a recommendation when the grade was a "C" or lower. However, the committee did offer recommendations in connection with some higher grades when it believed that minor corrective action was possible and desirable. More importantly, the committee did not offer recommendations for some of the activities given lower grades, particularly in the enabling technologies area (Chapter 6), because the committee determined that only the restoration of funding and the development of a strategic technology development program would solve these problems.

School-based exposure to hazardous air pollutants and grade point average: A multi-level study.

PubMed

Grineski, Sara E; Clark-Reyna, Stephanie E; Collins, Timothy W

2016-05-01

The problem of environmental health hazards around schools is serious but it has been neglected by researchers and analysts. This is concerning because children are highly susceptible to the effects of chemical hazards. Some ecological studies have demonstrated that higher school-level pollution is associated with lower aggregate school-level standardized test scores likely, related to increased respiratory illnesses and/or impaired cognitive development. However, an important question remains unexamined: How do school-level exposures impact individual children's academic performance? To address this, we obtained socio-demographic and grades data from the parents of 1888 fourth and fifth grade children in the El Paso (Texas, USA) Independent School District in 2012. El Paso is located on the US-side of the Mexican border and has a majority Mexican-origin population. School-based hazardous air pollution (HAP) exposure was calculated using census block-level US Environmental Protection Agency National Air Toxics Assessment risk estimates for respiratory and diesel particulate matter (PM). School-level demographics were obtained from the school district. Multi-level models adjusting for individual-level covariates (e.g., age, sex, race/ethnicity, English proficiency, and economic deprivation) and school-level covariates (e.g., percent of students economically disadvantaged and student-teacher ratio) showed that higher school-level HAPs were associated with lower individual-level grade point averages. An interquartile range increase in school-level HAP exposure was associated with an adjusted 0.11-0.40 point decrease in individual students' grade point averages (GPAs), depending on HAP type and emission source. Respiratory risk from HAPs had a larger effect on GPA than did diesel PM risk. Non-road mobile and total respiratory risk had the largest effects on children's GPA of all HAP variables studied and only mother's level of education had a larger effect than those

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Predicting College Success: Achievement, Demographic, and Psychosocial Predictors of First-Semester College Grade Point Average

ERIC Educational Resources Information Center

Saltonstall, Margot

2013-01-01

This study seeks to advance and expand research on college student success. Using multinomial logistic regression analysis, the study investigates the contribution of psychosocial variables above and beyond traditional achievement and demographic measures to predicting first-semester college grade point average (GPA). It also investigates if…

Prevention of Drug Use. Grades 4-6. Education for Self-Responsibility II.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

This Education for Self Responsibility (ESR) curriculum guide is designed to help students learn to make intelligent decisions about health and well being, and to act responsibly when confronted with opportunities to try drugs. The program focuses on ways in which Grades 4-6 teachers can emphasize: personal development; interpersonal relations;…

Effects of Self-Graphing on Written Expression of Fourth Grade Students with High-Incidence Disabilities

ERIC Educational Resources Information Center

Stotz, Kate E.; Itoi, Madoka; Konrad, Moira; Alber-Morgan, Sheila R.

2008-01-01

The purpose of this study was to determine the effects of self-graphing on the writing of 3 fourth grade students with high-incidence disabilities. Measures of written expression included total number of words written and number of correct word sequences. During intervention, students self-graphed their total number of words written in response to…

Writing, self-reflection, and medical school performance: the Human Context of Health Care.

PubMed

Stephens, Mark B; Reamy, Brian V; Anderson, Denise; Olsen, Cara; Hemmer, Paul A; Durning, Steven J; Auster, Simon

2012-09-01

Finding ways to improve communication and self-reflection skills is an important element of medical education and continuing professional development. This study examines the relationship between self-reflection and educational outcomes. We correlate performance in a preclinical course that focuses on self-reflection as it relates to contextual elements of patient care (Human Context of Health Care), with educational measures such as overall grade point average, clinical clerkship scores, and Medical College Admission Test (MCAT) scores. Student performance in Human Context of Health Care correlated with MCAT-Verbal scores, MCAT-writing sample scores, clerkship grades, and overall medical school grade point average (R = 0.3; p < 0.001). Writing and self-reflection skills are often neglected in undergraduate medical curricula. Our findings suggest that these skills are important and correlate with recognized long-term educational outcomes.

The Impact of Teachers' Characteristics and Self-Reported Practices on Students' Algebra Achievement

ERIC Educational Resources Information Center

Cope, Liza M.

2013-01-01

This study examined the impact of teachers' characteristics and self-reported practices on students' Algebra achievement while controlling for students' characteristics. This study is based on the secondary analysis of data collected from a nationally representative sample of 9 th grade students and their mathematics teachers during…

The accuracy of self-reported pregnancy-related weight: a systematic review.

PubMed

Headen, I; Cohen, A K; Mujahid, M; Abrams, B

2017-03-01

Self-reported maternal weight is error-prone, and the context of pregnancy may impact error distributions. This systematic review summarizes error in self-reported weight across pregnancy and assesses implications for bias in associations between pregnancy-related weight and birth outcomes. We searched PubMed and Google Scholar through November 2015 for peer-reviewed articles reporting accuracy of self-reported, pregnancy-related weight at four time points: prepregnancy, delivery, over gestation and postpartum. Included studies compared maternal self-report to anthropometric measurement or medical report of weights. Sixty-two studies met inclusion criteria. We extracted data on magnitude of error and misclassification. We assessed impact of reporting error on bias in associations between pregnancy-related weight and birth outcomes. Women underreported prepregnancy (PPW: -2.94 to -0.29 kg) and delivery weight (DW: -1.28 to 0.07 kg), and over-reported gestational weight gain (GWG: 0.33 to 3 kg). Magnitude of error was small, ranged widely, and varied by prepregnancy weight class and race/ethnicity. Misclassification was moderate (PPW: 0-48.3%; DW: 39.0-49.0%; GWG: 16.7-59.1%), and overestimated some estimates of population prevalence. However, reporting error did not largely bias associations between pregnancy-related weight and birth outcomes. Although measured weight is preferable, self-report is a cost-effective and practical measurement approach. Future researchers should develop bias correction techniques for self-reported pregnancy-related weight. © 2017 World Obesity Federation.

A Mixed-Methods Study Investigating the Relationship between Media Multitasking Orientation and Grade Point Average

ERIC Educational Resources Information Center

Lee, Jennifer

2012-01-01

The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to investigate the research questions. In the quantitative section of the study, the primary method of statistical analyses was multiple regression. The independent variables for the…

Factors Related to Predicting Grade Point Averages of Dislocated Workers at a Rural Community College

ERIC Educational Resources Information Center

Gregory, James Brent

2010-01-01

The purpose of the study was to examine relationships which existed between selected demographics and college grade point averages "GPAs" for dislocated workers and non dislocated workers enrolled in career-technical courses at a rural community college. The variables included in the study are age, gender, and marital status. The study…

Airspace Designations and Reporting Points (1997)

DOT National Transportation Integrated Search

1997-09-10

This order, published yearly, provides a listing of all airspace designations : and reporting points, and pending amendments to those designations and reporting : points, established by the Federal Aviation Administration (FAA) under the : authority ...

Cognitive Vulnerability to Depressive Symptoms in Children: The Protective Role of Self-efficacy Beliefs in a Multi-Wave Longitudinal Study

PubMed Central

Steca, P.; Abela, J. R. Z.; Monzani, D.; Greco, A.; Hazel, N. A.; Hankin, B. L.

2015-01-01

The current multi-wave longitudinal study on childhood examined the role that social and academic self-efficacy beliefs and cognitive vulnerabilities play in predicting depressive symptoms in response to elevations in idiographic stressors. Children (N = 554; males: 51.4%) attending second and third grade completed measures of depressive symptoms, negative cognitive styles, negative life events, and academic and social self-efficacy beliefs at four time-points over 6 months. Results showed that high levels of academic and social self-efficacy beliefs predicted lower levels of depressive symptoms, whereas negative cognitive styles about consequences predicted higher depression. Furthermore, children reporting higher social self-efficacy beliefs showed a smaller elevation in levels of depressive symptoms when reporting an increases in stress than children with lower social self-efficacy beliefs. Findings point to the role of multiple factors in predicting children’s depression in the long term and commend the promotion of self-efficacy beliefs and the modification of cognitive dysfunctional styles as relevant protective factors. PMID:23740171

Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

PubMed

MacCann, C; Roberts, R D

2013-01-01

The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

Management of low-grade cervical abnormalities detected at screening: which method do women prefer?

PubMed

Whynes, D K; Woolley, C; Philips, Z

2008-12-01

To establish whether women with low-grade abnormalities detected during screening for cervical cancer prefer to be managed by cytological surveillance or by immediate colposcopy. TOMBOLA (Trial of Management of Borderline and Other Low-grade Abnormal smears) is a randomized controlled trial comparing alternative management strategies following the screen-detection of low-grade cytological abnormalities. At exit, a sample of TOMBOLA women completed a questionnaire eliciting opinions on their management, contingent valuations (CV) of the management methods and preferences. Within-trial quality of life (EQ-5D) data collected for a sample of TOMBOLA women throughout their follow-up enabled the comparison of self-reported health at various time points, by management method. Once management had been initiated, self-reported health in the colposcopy arm rose relative to that in the surveillance arm, although the effect was short-term only. For the majority of women, the satisfaction ratings and the CV indicated approval of the management method to which they had been randomized. Of the minority manifesting a preference for the method which they had not experienced, relatively more would have preferred colposcopy than would have preferred surveillance. The findings must be interpreted in the light of sample bias with respect to preferences, whereby enthusiasm for colposcopy was probably over-represented amongst trial participants. The study suggests that neither of the management methods is preferred unequivocally; rather, individual women have individual preferences, although many would be indifferent between methods.

Correlation between the Physical Activity Level and Grade Point Averages of Faculty of Education Students

ERIC Educational Resources Information Center

Imdat, Yarim

2014-01-01

The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…

Does Academic and Social Self-Concept and Motivation Explain the Effect of Grading on Students' Achievement?

ERIC Educational Resources Information Center

Klapp, Alli

2018-01-01

The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students' achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating…

Operating Point Self-Regulator for Giant Magneto-Impedance Magnetic Sensor.

PubMed

Zhou, Han; Pan, Zhongming; Zhang, Dasha

2017-05-11

The giant magneto-impedance (GMI) magnetic sensor based on the amorphous wire has been believed to be tiny dimensions, high sensitivity, quick response, and small power consumption. This kind of sensor is usually working under a bias magnetic field that is called the sensor's operating point. However, the changes in direction and intensity of the external magnetic field, or the changes in sensing direction and position of the sensor, will lead to fluctuations in operating point when the sensor is working without any magnetic shield. In this work, a GMI sensor based on the operating point self-regulator is designed to overcome the problem. The regulator is based on the compensated feedback control that can maintain the operating point of a GMI sensor in a uniform position. With the regulator, the GMI sensor exhibits a stable sensitivity regardless of the external magnetic field. In comparison with the former work, the developed operating point regulator can improve the accuracy and stability of the operating point and therefore decrease the noise and disturbances that are introduced into the GMI sensor by the previous self-regulation system.

Operating Point Self-Regulator for Giant Magneto-Impedance Magnetic Sensor

PubMed Central

Zhou, Han; Pan, Zhongming; Zhang, Dasha

2017-01-01

The giant magneto-impedance (GMI) magnetic sensor based on the amorphous wire has been believed to be tiny dimensions, high sensitivity, quick response, and small power consumption. This kind of sensor is usually working under a bias magnetic field that is called the sensor’s operating point. However, the changes in direction and intensity of the external magnetic field, or the changes in sensing direction and position of the sensor, will lead to fluctuations in operating point when the sensor is working without any magnetic shield. In this work, a GMI sensor based on the operating point self-regulator is designed to overcome the problem. The regulator is based on the compensated feedback control that can maintain the operating point of a GMI sensor in a uniform position. With the regulator, the GMI sensor exhibits a stable sensitivity regardless of the external magnetic field. In comparison with the former work, the developed operating point regulator can improve the accuracy and stability of the operating point and therefore decrease the noise and disturbances that are introduced into the GMI sensor by the previous self-regulation system. PMID:28492514

The Pointing Self-calibration Algorithm for Aperture Synthesis Radio Telescopes

NASA Astrophysics Data System (ADS)

Bhatnagar, S.; Cornwell, T. J.

2017-11-01

This paper is concerned with algorithms for calibration of direction-dependent effects (DDE) in aperture synthesis radio telescopes (ASRT). After correction of direction-independent effects (DIE) using self-calibration, imaging performance can be limited by the imprecise knowledge of the forward gain of the elements in the array. In general, the forward gain pattern is directionally dependent and varies with time due to a number of reasons. Some factors, such as rotation of the primary beam with Parallactic Angle for Azimuth-Elevation mount antennas are known a priori. Some, such as antenna pointing errors and structural deformation/projection effects for aperture-array elements cannot be measured a priori. Thus, in addition to algorithms to correct for DD effects known a priori, algorithms to solve for DD gains are required for high dynamic range imaging. Here, we discuss a mathematical framework for antenna-based DDE calibration algorithms and show that this framework leads to computationally efficient optimal algorithms that scale well in a parallel computing environment. As an example of an antenna-based DD calibration algorithm, we demonstrate the Pointing SelfCal (PSC) algorithm to solve for the antenna pointing errors. Our analysis show that the sensitivity of modern ASRT is sufficient to solve for antenna pointing errors and other DD effects. We also discuss the use of the PSC algorithm in real-time calibration systems and extensions for antenna Shape SelfCal algorithm for real-time tracking and corrections for pointing offsets and changes in antenna shape.

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students

ERIC Educational Resources Information Center

Bardhoshi, Gerta; Duncan, Kelly; Erford, Bradley T.

2018-01-01

This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core…

Gender Invariance in the Impacts of Pre-College Scholastic Factors and Self-Regulated Learning Variables on the Academic Attainment of Undergraduate Students.

ERIC Educational Resources Information Center

Ruban, Lilia; McCoach, D. Betsy; Reis, Sally M.

The aim of this study was to report the development and testing of a model explaining gender differences in the interrelationships among aptitude measures, high school mathematics and science preparation, college academic level, motivational and self-regulatory variables, and grade point average using structural equation modeling and multiple…

The Relationship Between Child and Teacher Evaluations of Self Esteem and Adjustment in Fourth and Sixth Grade Children.

ERIC Educational Resources Information Center

Dorr, Darwin; And Others

The purposes of this study were to investigate at two elementary grade levels, the fourth and the sixth: the relationship between children's self-evaluations of self esteem and adjustment; the relationship between teachers' evaluations of children's self esteem and adjustment; and the relationship between teacher and child judgments of adjustment,…

Band-edge positions in G W : Effects of starting point and self-consistency

NASA Astrophysics Data System (ADS)

Chen, Wei; Pasquarello, Alfredo

2014-10-01

We study the effect of starting point and self-consistency within G W on the band-edge positions of semiconductors and insulators. Compared to calculations based on a semilocal starting point, the use of a hybrid-functional starting point shows a larger quasiparticle correction for both band-edge states. When the self-consistent treatment is employed, the band-gap opening is found to result mostly from a shift of the valence-band edge. Within the non-self-consistent methods, we analyse the performance of empirical and nonempirical schemes in which the starting point is optimally tuned. We further assess the accuracy of the band-edge positions through the calculation of ionization potentials of surfaces. The ionization potentials for most systems are reasonably well described by one-shot calculations. However, in the case of TiO2, we find that the use of self-consistency is critical to obtain a good agreement with experiment.

Younger Children's Changing Self-Concepts: Boys and Girls from Preschool through Second Grade

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota

2006-01-01

The author investigated age- and gender-related changes in self-evaluative judgments of 87 children followed from preschool through 2nd grade. Focusing on cognitive, physical, and peer competence assessed by the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA; S. Harter & R. Pike, 1984), the author tested PSPCSA subscale…

A comparison of measured versus self-reported anthropometrics for assessing obesity in adults: a literature review.

PubMed

Maukonen, Mirkka; Männistö, Satu; Tolonen, Hanna

2018-03-01

Up-to-date information on the accuracy between different anthropometric data collection methods is vital for the reliability of anthropometric data. A previous review on this matter was conducted a decade ago. Our aim was to conduct a literature review on the accuracy of self-reported height, weight, and body mass index (BMI) against measured values for assessing obesity in adults. To obtain an overview of the present situation, we included studies published after the previous review. Differences according to sex, BMI groups, and continents were also assessed. Studies published between January 2006 and April 2017 were identified from a literature search on PubMed. Our search retrieved 62 publications on adult populations that showed a tendency for self-reported height to be overestimated and weight to be underestimated when compared with measured values. The findings were similar for both sexes. BMI derived from self-reported height and weight was underestimated; there was a clear tendency for underestimation of overweight (from 1.8%-points to 9.8%-points) and obesity (from 0.7%-points to 13.4%-points) prevalence by self-report. The bias was greater in overweight and obese participants than those of normal weight. Studies conducted in North America showed a greater bias, whereas the bias in Asian studies seemed to be lower than those from other continents. With globally rising obesity rates, accurate estimation of obesity is essential for effective public health policies to support obesity prevention. As self-report bias tends to be higher among overweight and obese individuals, measured anthropometrics provide a more reliable tool for assessing the prevalence of obesity.

Self-efficacy for AIDS preventive behaviors among tenth grade students.

PubMed

Kasen, S; Vaughan, R D; Walter, H J

1992-01-01

To guide acquired immunodeficiency syndrome (AIDS) prevention program planning, 181 tenth grade students residing in or near an AIDS epicenter completed a survey measuring past year involvement in sexual intercourse and condom use, beliefs about self-efficacy for AIDS preventive behaviors, and beliefs about susceptibility to and severity of AIDS, and outcome efficacy of AIDS preventive actions. A degree of uncertainty existed for all areas of self-efficacy surveyed: refusing sexual intercourse under a variety of circumstances, questioning sex partners about past risky behaviors, and correct and consistent condom use. Students were most uncertain of their ability to refuse sex with a desirable partner, under pressure, or after drinking alcohol or using marijuana; to purchase condoms, or use them consistently after drinking alcohol or using marijuana; and to question partners about past homosexual history. Those students with lower self-efficacy for refusing sex were twice as likely to have had sexual intercourse. Similarly, those students with lower self-efficacy for correct, consistent condom use were five times less likely to have used condoms consistently. These associations remained even after adjusting for the influence of other AIDS-related beliefs. Implications of these findings focus on exploiting the link between self-efficacy and behavior by building a prevention program that emphasizes skills-building rather than the traditional knowledge-only approach.

Predicting the Attitudes and Self-Esteem of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

ERIC Educational Resources Information Center

Tran, Van Dat

2012-01-01

This study reports the validity of the hypothesis that students' perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students' perceptions of…

Short- and long-term effects of major organisational change on minor psychiatric disorder and self-rated health: results from the Whitehall II study.

PubMed

Falkenberg, Helena; Fransson, Eleonor I; Westerlund, Hugo; Head, Jenny A

2013-10-01

To investigate short- and long-term effects of major organisational change on minor psychiatric disorder and self-rated health for women and men in different employment grades. Minor psychiatric disorder and self-rated health among 6710 British civil servants (1993 women and 4717 men) in three employment grades from the Whitehall II study were examined from 1985 to 1988 under stable employment conditions. The short-term effects of organisational change were investigated in 1991-1993 after a time of major restructuring aiming at increasing the influence of market forces in the civil service and the long-term effects were investigated in 1997-1999. Those who had experienced organisational change and those who anticipated organisational change reported more negative short-term health effects (minor psychiatric disorder and poor self-rated health) compared with those who reported no change. No major differences were found depending on employment grade or gender. The negative health effects had diminished during 1997-1999 for those who reported that a major change had happened before 1991-1993. Those who anticipated an organisational change in 1991-1993 still reported more ill-health in 1997-1999 (both minor psychiatric disorder and self-reported health) than those in the comparison group. The results indicate that organisational change affects employees' health negatively in the short term but also that it is possible to recover from such negative effects. As it was not possible to discern any definite difference between the gender and grades, the results point at the importance of working proactively to implement organisational change for women and men at all levels.

The Pointing Self-calibration Algorithm for Aperture Synthesis Radio Telescopes

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

Bhatnagar, S.; Cornwell, T. J., E-mail: sbhatnag@nrao.edu

This paper is concerned with algorithms for calibration of direction-dependent effects (DDE) in aperture synthesis radio telescopes (ASRT). After correction of direction-independent effects (DIE) using self-calibration, imaging performance can be limited by the imprecise knowledge of the forward gain of the elements in the array. In general, the forward gain pattern is directionally dependent and varies with time due to a number of reasons. Some factors, such as rotation of the primary beam with Parallactic Angle for Azimuth–Elevation mount antennas are known a priori. Some, such as antenna pointing errors and structural deformation/projection effects for aperture-array elements cannot be measuredmore » a priori. Thus, in addition to algorithms to correct for DD effects known a priori, algorithms to solve for DD gains are required for high dynamic range imaging. Here, we discuss a mathematical framework for antenna-based DDE calibration algorithms and show that this framework leads to computationally efficient optimal algorithms that scale well in a parallel computing environment. As an example of an antenna-based DD calibration algorithm, we demonstrate the Pointing SelfCal (PSC) algorithm to solve for the antenna pointing errors. Our analysis show that the sensitivity of modern ASRT is sufficient to solve for antenna pointing errors and other DD effects. We also discuss the use of the PSC algorithm in real-time calibration systems and extensions for antenna Shape SelfCal algorithm for real-time tracking and corrections for pointing offsets and changes in antenna shape.« less

Point by Point: Adding up Motivation

ERIC Educational Resources Information Center

Marchionda, Denise

2010-01-01

Students often view their course grades as a mysterious equation of teacher-given grades, teacher-given grace, and some other ethereal components based on luck. However, giving students the power to earn points based on numerous daily/weekly assignments and attendance makes the grading process objective and personal, freeing the instructor to…

Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes. Case study comparisons. University setting. Two severely injured students with cognitive impairments. A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college. Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life. Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable. It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.

Third and Fourth Grade Teacher Practices in Cognitive and Emotional/Social Development, Their Students' Opportunities for Emotional/Social Development, and Academic Self-Concept Moderated by Students' Mothers' Level of Education and Time Reading at Home

ERIC Educational Resources Information Center

Santos, Carol A.

2009-01-01

This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

PubMed

Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

2014-10-01

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

Risk for Sleep Disorder Measured during Students' First College Semester May Predict Institutional Retention and Grade Point Average over a 3-Year Period, with Indirect Effects through Self-Efficacy

ERIC Educational Resources Information Center

Gaultney, Jane F.

2016-01-01

The present study used a validated survey to assess freshmen college students' sleep patterns and risk for sleep disorders and then examined associations with retention and grade point average (GPA) over a 3-year period. Students at risk for a sleep disorder were more likely to leave the institution over the 3-year period, although this…

Self-reported eating speed in relation to non-alcoholic fatty liver disease in adults.

PubMed

Lee, Saehyun; Ko, Byung-Joon; Gong, Younghoon; Han, Kyungdo; Lee, Anna; Han, Byoung-Duck; Yoon, Yeo Joon; Park, Siyoung; Kim, Jung-Hyun; Mantzoros, Christos S

2016-02-01

Non-alcoholic fatty liver disease (NAFLD), known to be related to insulin resistance, has been the focus of intensive research efforts due to its increasing prevalence and clinical significance. Rapid eating behavior is another emerging health issue associated with insulin resistance. We aimed to clarify the correlation between self-reported eating speed and NAFLD, both known to be related to insulin resistance. A cross-sectional study was conducted during routine medical checkups on 7,917 consecutively enrolled participants. Anthropometric, biochemical, nutritional, and social parameters were checked. The self-reported eating speed per their usual meal (<5, 5-10, 10-15, and more than 15 min) was recorded by a registered dietitian. The faster eating groups had a higher proportion of NAFLD, and the grade of NAFLD was advanced. After controlling for anthropometric, cardiometabolic, social, and nutritional parameters, the fastest eating group (<5 min) showed an increased risk of NAFLD compared with the lowest eating speed group (≥15 min) both in total [odds ratio (OR) 1.81, 95% confidence interval (CI) 1.24-2.63] and the participants with BMI < 25 kg/m(2) (OR 1.79, 95% CI 1.22-2.61). As the self-reported eating speed increased, the risk of NAFLD also increased in total and those with BMI < 25 kg/m(2) (P for trend <0.001). Fast eating is associated with an increased risk of the presence and grade of NAFLD in Korean adults, especially those with BMI < 25 kg/m(2), since presence of overweight or obesity may be overwhelming the effect on NAFLD.

Improving the Academic Achievement of Third and Fourth Grade Underachievers as a Result of Improved Self-Esteem.

ERIC Educational Resources Information Center

Coakley, Barbara Fairfax

This study was designed to improve the academic achievement of 35 third- and fourth-grade underachievers through improved self-esteem. Specific goals included focusing on self-concept and learning skills reinforcement, with the ultimate goal of increasing academic performance and motivation. Large group sessions with students focused on…

Grading for Understanding--Standards-Based Grading

ERIC Educational Resources Information Center

Zimmerman, Todd

2017-01-01

Standards-based grading (SBG), sometimes called learning objectives-based assessment (LOBA), is an assessment model that relies on students demonstrating mastery of learning objectives (sometimes referred to as standards). The goal of this grading system is to focus students on mastering learning objectives rather than on accumulating points. I…

Predictive Role of Physical Education Motivation: The Developmental Trajectories of Physical Activity during Grades 7-9

ERIC Educational Resources Information Center

Yli-Piipari, Sami; Leskinen, Esko; Jaakkola, Timo; Liukkonen, Jarmo

2012-01-01

In this study we examined adolescents' physical activity (PA) stability as well as individual differences in PA across grades 7-9. In addition, we tested the predictive role of adolescents' self-determination and goal orientations in physical education at grade 6 in relation to their PA development. Adolescents' (N = 812) self-reported PA was…

Self-reported study habits for enhancing medical students’ performance in the National Medical Unified Examination

PubMed Central

Idris, Amr; Al Saadi, Tareq; Edris, Basel; Sawaf, Bisher; Zakaria, Mhd. Ismael; Alkhatib, Mahmoud; Turk, Tarek

2016-01-01

Background: The National Medical Unified Examination (NMUE) is currently required for graduation, joining postgraduate medical training, and practicing medicine in Syria. Objective: To investigate self-reported study habits that correlate with high performance on the NMUE. Methods: First through 3rd year residents at the three main hospitals in Damascus, Syria, were asked to complete a retrospective cross-sectional survey investigating their study habits and previous scores. Results: Significantly higher score was associated with >15 study h/day and allocating 1–40% of study time for practicing questions. Mean NMUE score was not significantly different in relation to preparation months for examination or for those who reported spending all their time studying alone compared with spending any amount of time in a group setting. Scores of 231–240 on the Syrian scientific high school exam correlated with significantly higher NMUE performance compared with fewer scores, except scores of 221–230. For every 10 point increase in medical school cumulative grades, the NMUE score increased 3.6 (95% confidence interval 2.5–4.8). Conclusion: The NMUE score was significantly affected by hours spent studying per day, number of practice questions completed, percentage of study time allocated for doing questions, Syrian scientific high school exam scores, and the cumulative medical school class grades. It was not significantly affected by preparation months or studying in a group setting. More studies are needed to further describe and investigate the factors that might affect performance in the NMUE. PMID:27144140

First-Year College Students' Time Use: Relations With Self-Regulation and GPA

ERIC Educational Resources Information Center

Thibodeaux, Jordan; Deutsch, Aaron; Kitsantas, Anastasia; Winsler, Adam

2017-01-01

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students' (N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings…

Randomised controlled comparison of the Health Survey Short Form (SF-12) and the Graded Chronic Pain Scale (GCPS) in telephone interviews versus self-administered questionnaires. Are the results equivalent?

PubMed

Lungenhausen, Margitta; Lange, Stefan; Maier, Christoph; Schaub, Claudia; Trampisch, Hans J; Endres, Heinz G

2007-11-22

The most commonly used survey methods are self-administered questionnaires, telephone interviews, and a mixture of both. But until now evidence out of randomised controlled trials as to whether patient responses differ depending on the survey mode is lacking. Therefore this study assessed whether patient responses to surveys depend on the mode of survey administration. The comparison was between mailed, self-administered questionnaires and telephone interviews. A four-armed, randomised controlled two-period change-over design. Each patient responded to the same survey twice, once in written form and once by telephone interview, separated by at least a fortnight. The study was conducted in 2003/2004 in Germany. 1087 patients taking part in the German Acupuncture Trials (GERAC cohort study), who agreed to participate in a survey after completing acupuncture treatment from an acupuncture-certified family physician for headache, were randomised. Of these, 823 (664 women) from the ages of 18 to 83 (mean 51.7) completed both parts of the study. The main outcome measure was the comparison of the scores on the 12-Item Short-Form Health Survey (SF-12) and the Graded Chronic Pain Scale (GCPS) questionnaire for the two survey modes. Computer-aided telephone interviews (CATI) resulted in significantly fewer missing data (0.5%) than did mailed questionnaires (2.8%; p < 0.001). The analysis of equivalence revealed a difference between the survey modes only for the SF-12 mental scales. On average, reported mental status score was 3.5 score points (2.9 to 4.0) lower on the self-administered questionnaire compared to the telephone interview. The order of administration affected results. Patients who responded to the telephone interview first reported better mental health in the subsequent paper questionnaire (mean difference 2.8 score points) compared to those who responded to the paper questionnaire first (mean difference 4.1 score points). Despite the comparatively high cost of

Susceptibility to Alcohol Hangovers: The Association with Self-Reported Immune Status.

PubMed

van de Loo, Aurora J A E; Mackus, Marlou; van Schrojenstein Lantman, Marith; Kraneveld, Aletta D; Brookhuis, Karel A; Garssen, Johan; Scholey, Andrew; Verster, Joris C

2018-06-18

Increasing evidence points at a role for the immune system in the genesis of the alcohol hangover. This study investigated the association between self-reported immune function and experiencing hangovers. Dutch students aged 18 to 30 years old were invited to complete an online survey. Eighteen items on immune-related complaints were completed to assess self-reported immune function. Alcohol consumption in the past month (with respect to usual consumption and the occasion of heaviest drinking) was also recorded. Subjects with an estimated blood alcohol concentration (eBAC) of 0.18% or higher on their heaviest drinking occasion in the prior month were included in the analyses. Self-reported immune function was compared between drinkers with a hangover and those who claimed to be hangover resistant. In total, of 481 subjects (79.2% women) with a mean (SD) age of 21.1 (1.9) years old were included in the analysis. Of these, 83.3% ( n = 400) reported having hangovers and 16.8% ( n = 81) claimed to be hangover resistant. Drinkers with hangovers had significantly higher self-reported overall immune function scores when compared to hangover-resistant drinkers (mean ± SD = 10.5 ± 3.6 versus 13.1 ± 4.9, p = 0.0001), indicating a poorer immune status. In conclusion, experiencing alcohol hangovers is associated with significantly poorer self-reported immune function.

Accuracy of Professional Self-Reports: Medical Student Self-Report and the Scoring of Professional Competence

ERIC Educational Resources Information Center

Richter Lagha, Regina Anne

2014-01-01

Self-report is currently used as an indicator of professional practice in a variety of fields, including medicine and education. Important to consider, therefore, is the ability of self-report to accurately capture professional practice. This study investigated how well professionals' self-reports of behavior agreed with an expert observer's…

Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality

ERIC Educational Resources Information Center

Limpo, Teresa; Alves, Rui A.

2013-01-01

Writing is a complex activity that requires transcription and self-regulation. We used multiple-group structural equation modeling to test the contribution of transcription (handwriting and spelling), planning, revision, and self-efficacy to writing quality at 2 developmental points (Grades 4-6 vs. 7-9). In Grades 4-6, the model explained 76% of…

Alternative Estimates of the Reliability of College Grade Point Averages. Professional File. Article 130, Spring 2013

ERIC Educational Resources Information Center

Saupe, Joe L.; Eimers, Mardy T.

2013-01-01

The purpose of this paper is to explore differences in the reliabilities of cumulative college grade point averages (GPAs), estimated for unweighted and weighted, one-semester, 1-year, 2-year, and 4-year GPAs. Using cumulative GPAs for a freshman class at a major university, we estimate internal consistency (coefficient alpha) reliabilities for…

Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes.

PubMed

Fogarty, Gerard J; Davies, Janet E; MacCann, Carolyn; Roberts, Richard D

2014-06-01

Parents consult with schools on how to help their children succeed, but schools rarely consult with parents, even though most parents have considerable expertise concerning their children's thoughts, feelings, and abilities. This study compares the prediction of academic achievement from self- and parent-ratings of feelings towards school (both positive and negative), life satisfaction, and the conscientiousness facet of industriousness for 357 adolescents. The student sample consisted of 383 participants (194 boys) mostly aged between 12 and 14. The parent sample consisted of 374 participants, 83% of whom were mothers. Self-report and other-report scales measuring the above-mentioned constructs were administered to students and parents. Hierarchical regression analysis was used to test hypotheses concerning the incremental validity of parent-ratings. Self-ratings explained 28.6% of the variance in grade point average (GPA) with parent-ratings explaining an additional 12.1%. The incremental effect was strongest for industriousness. These results suggest that parent-reports are often more accurate than adolescent self-reports, but that both methods of assessment make unique contributions to the explanation of variance in school grades. Parental understanding constitutes a relatively untapped reservoir of knowledge available to teachers, school counsellors and administrators, education policy makers, and beyond. It makes sense to ask parents about their children when assessing those individual differences that contribute to better educational outcomes. © 2013 The British Psychological Society.

Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students

ERIC Educational Resources Information Center

Sengul, Sare

2011-01-01

The purpose of this research is to determine the effect of concept cartoons on the students' perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school…

[Prevalence of deliberate self-harm and its relation with suicidal behaviors among students in middle schools in Beijing].

PubMed

Xing, Yi; Qiao, Yijuan; Duan, Jiali; Bai, Chengxu

2015-09-01

To understand the prevalence of deliberate self-harm in middle school students in Beijing, and explore the relationship between self-harm and suicidal behaviors. An anonymous self-administered questionnaire survey was conducted among 5 807 students selected through cluster random sampling from grade 9 to grade 12 in 16 middle schools in Beijing. Among the surveyed middle school students, 35.6% reported that they once had self-harm behaviors, 7.0% reported often had self-harm behaviors in the past 30 days before the survey. More girls reported self-harm behaviors than boys did. And the prevalence of self-harm behaviors was highest in girls in grade 8 and in boys in grade 9. The students in key senior high schools, or living with single or remarried parents were the risk population to have self-harm behaviors. Higher suicide behavior reporting rate was correlated with higher self-harm behavior reporting rate. Compared with students who reported no self-harm behaviors during the past month, the suicide behavior reporting rate in students reporting self-harm behaviors increased by 5.7-12.3 times. Deliberate self-harm behaviors were associated with suicide behaviors among middle school students in Beijing. Early psychological intervention and life education should be carried out among middle school students in order to find risk population and save their life.

Improving the Grade Point Average of Our At-Risk Students: A Collaborative Group Action Research Approach.

ERIC Educational Resources Information Center

Saurino, Dan R.; Hinson, Kenneth; Bouma, Amy

This paper focuses on the use of a group action research approach to help student teachers develop strategies to improve the grade point average of at-risk students. Teaching interventions such as group work and group and individual tutoring were compared to teaching strategies already used in the field. Results indicated an improvement in the…

Self-Esteem, Test Anxiety and General Anxiety Among Students of Three Ethnic Groups in Grades 9 Through 12.

ERIC Educational Resources Information Center

Nasseri, Gholamreza

This dissertation investigated the levels of self esteem, general anxiety, and test anxiety, and their inter-relationships among white, black, and Spanish surnamed students in grades nine through twelve. The relationships of sex and grade levels to these variables were also examined. A group of 2,448 students from two public high schools were…

No More Shopping for Grades at B-Mart; Re-Establishing Grades as Indicators of Academic Performance

ERIC Educational Resources Information Center

Stanley, Gregory; Baines, Lawrence

2004-01-01

The report card grade has come to serve a variety of purposes: (1) Substantiation for state funding; (2) A public relations opportunity to help generate positive feelings between a school and the community; (3) A vehicle used by the teacher to increase a student's self-esteem; (4) An opportunity to reward a student's likability; and (5) A chance…

Student and Faculty Perceptions of Plus/Minus Grading and Its Effect on Course Grade Point Averages

ERIC Educational Resources Information Center

Edgar, Leslie D.; Johnson, Donald M.; Graham, Donna L.; Dixon, Bruce L.

2014-01-01

In fall 2005, the Dale Bumpers College of Agricultural, Food and Life Sciences at the University of Arkansas authorized the optional use of a plus/minus grading system. Since 2005, approximately one-half of courses have been graded using plus/minus and one-half using the straight letter grade system. This study examined student (n = 338) and…

Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

NASA Astrophysics Data System (ADS)

Williams, Tammy Kay

The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10. Technical Report #1403

ERIC Educational Resources Information Center

Wray, Kraig; Lai, Cheng-Fei; Sáez, Leilani; Alonzo, Julie; Tindal, Gerald

2013-01-01

We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N = 84-199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-­10) across 5 time points. The alternate form reliabilities ranged from…

Self-consistent Monte Carlo study of high-field carrier transport in graded heterostructures

NASA Astrophysics Data System (ADS)

Al-Omar, A.; Krusius, J. P.

1987-11-01

Hot-electron transport over graded heterostructures was investigated. A new formulation of the carrier transport, based on the effective mass theorem, a position-dependent Hamiltonian, scattering rates that included overlap integrals with correct symmetry, and ohmic contact models preserving the stochastic nature of carrier injection, was developed and implemented into the self-consistent ensemble Monte Carlo method. Hot-carrier transport in a graded Al(x)Ga(1-x)As device was explored with the following results: (1) the transport across compositionally graded semiconductor structures cannot be described with drift and diffusion concepts; (2) although heterostructure launchers generate a ballistic electron fraction as high as 15 percent and 40 percent of the total electron population for 300 and 77 K, respectively, they simultaneously reduce macroscopic average currents and carrier velocities; and (3) the width of the ballistic electron distribution and the magnitude of the ballistic fraction are primarily determined by material parameters and operating voltages rather than details of the device structure.

Grade pending: lessons for hospital quality reporting from the New York City restaurant sanitation inspection program.

PubMed

Ryan, Andrew M; Detsky, Allan S

2015-02-01

Public quality reporting programs have been widely implemented in hospitals in an effort to improve quality and safety. One such program is Hospital Compare, Medicare's national quality reporting program for US hospitals. The New York City sanitary grade inspection program is a parallel effort for restaurants. The aims of Hospital Compare and the New York City sanitary inspection program are fundamentally similar: to address a common market failure resulting from consumers' lack of information on quality and safety. However, by displaying easily understandable information at the point of service, the New York City sanitary inspection program is better designed to encourage informed consumer decision making. We argue that this program holds important lessons for public quality reporting of US hospitals. © 2014 Society of Hospital Medicine.

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

Positive academic emotions moderate the relationship between self-regulation and academic achievement.

PubMed

Villavicencio, Felicidad T; Bernardo, Allan B I

2013-06-01

Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. ©2012 The British Psychological Society.

School Attendance Revisited: A Study of Urban African American Students' Grade Point Averages and Coping Strategies

ERIC Educational Resources Information Center

Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan; Jo, Hanik; Hill, Martin F.

2008-01-01

Urban African American first-year high school students' absenteeism was found to be negatively related to grade point average (GPA) and avoidance as a means of coping (use of substances as a way to escape--food, alcohol, smoking, caffeine, etc.) and positively related to use of social support as a means of coping (efforts to stay emotionally…

Parental self-efficacy and oral health-related knowledge are associated with parent and child oral health behaviors and self-reported oral health status.

PubMed

de Silva-Sanigorski, Andrea; Ashbolt, Rosie; Green, Julie; Calache, Hanny; Keith, Benedict; Riggs, Elisha; Waters, Elizabeth

2013-08-01

This study sought to advance understanding of the influence of psychosocial factors on oral health by examining how parental self-efficacy (with regard to acting on their child's oral health needs) and oral health knowledge relate to parental and child oral health behaviors and self-rated oral health. Parents of children in grades 0/1 and 5/6 (n = 804) and children in grades 5/6 (n = 377, mean age 11.5 ± 1.0, 53.9% female) were recruited from a stratified random sample of 11 primary (elementary) schools. Participants completed surveys capturing psychosocial factors, oral health-related knowledge, and parental attitudes about oral health. Parents also rated their own oral health status and the oral health of their child. Correlations and logistic regression analysis (adjusted for socioeconomic status, child age, and gender) examined associations between psychosocial factors and the outcomes of interest (parent and child behaviors and self-rated oral health status). Higher parental self-efficacy was associated with more frequent toothbrushing (by parent and child), and more frequent visits to a dental professional. These associations were particularly strong with regard to dental visits for children, with parents with the highest tertile for self-efficacy 4.3 times more likely to report that their child attended a dentist for a checkup at least once a year (95%CI 2.52-7.43); and 3 times more likely to report their child brushing their teeth at least twice a day (Adjusted Odds Ratio 3.04, 95%CI 1.64-5.64) compared with those parents in the lowest tertile for self-efficacy. No associations with oral health knowledge were found when examined by tertile of increasing knowledge. Oral health self-efficacy and knowledge are potentially modifiable risk factors of oral health outcomes, and these findings suggest that intervening on these factors could help foster positive dental health habits in families. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Self-Exciting Point Process Modeling of Conversation Event Sequences

NASA Astrophysics Data System (ADS)

Masuda, Naoki; Takaguchi, Taro; Sato, Nobuo; Yano, Kazuo

Self-exciting processes of Hawkes type have been used to model various phenomena including earthquakes, neural activities, and views of online videos. Studies of temporal networks have revealed that sequences of social interevent times for individuals are highly bursty. We examine some basic properties of event sequences generated by the Hawkes self-exciting process to show that it generates bursty interevent times for a wide parameter range. Then, we fit the model to the data of conversation sequences recorded in company offices in Japan. In this way, we can estimate relative magnitudes of the self excitement, its temporal decay, and the base event rate independent of the self excitation. These variables highly depend on individuals. We also point out that the Hawkes model has an important limitation that the correlation in the interevent times and the burstiness cannot be independently modulated.

The Strengths and Difficulties Self-Report Questionnaire as a screening instrument in Norwegian community samples.

PubMed

Rønning, John A; Handegaard, Bjørn Helge; Sourander, Andre; Mørch, Willy-Tore

2004-04-01

This study reports on the application of the Norwegian self-report version of the Strengths and Difficulties Questionnaire (SDQ-S). The application of the SDQ-S was not motivated by a wish to reveal the prevalence of psychiatric disorders, but rather to set the stage for routine screening as part of schools' efforts to inform themselves about the life of adolescents at school. The survey included 4167 young people aged 11 to 16 years, attending 66 primary and secondary schools in Northern Norway. The respondents comprised 80.2% of the total population in these grades in the target area. Structural analysis of the instrument, including confirmatory factor analysis, internal consistency and intra- and cross-scale correlations revealed somewhat variable psychometric properties. Model modification suggested several ways of improving the structural psychometric properties of the SDQ-S. Norwegian cut-off points were similar to those found in other Scandinavian studies. About one third of the subjects reported at least minor perceived difficulties, while about 5% reported definite or severe difficulties. These difficulties were strongly associated with all symptom scales. Girls reported a significantly higher level of emotional problems and better prosocial functioning. Boys reported significantly higher scores on the externalising scales and on peer problems. The SDQ-S may be judged as an efficient and economical screening instrument for preventive research on large community samples. However, efforts should be made to improve its psychometric structure.

[Study of self-reported health of people living near point sources of environmental pollution: a review. First part: health indicators].

PubMed

Daniau, C; Dor, F; Eilstein, D; Lefranc, A; Empereur-Bissonnet, P; Dab, W

2013-08-01

Epidemiological studies have investigated the health impacts of local sources of environmental pollution using as an outcome variable self-reported health, reflecting the overall perception interviewed people have of their own health. This work aims at analyzing the advantages and the results of this approach. A first step focused on describing the indicators. The literature on indicators of self-reported health was reviewed, leading to a discussion on data collection, selection of health effects, data processing, and construction of indicators. The literature review concerned 51 articles. The use of self-reported health indicators allowed the studies to take into account the health concerns and complaints of populations exposed to environmental pollution. Various indicators of self-reported health were used in the studies. They measured physical, psychological and general dimensions of health. Standardized questionnaires were used less often than ad hoc questionnaires (78% of studies) developed to fit the needs of a given study. Three standardized questionnaires were used more frequently: the MOS Short-Form Health Survey (SF-36) to measure general health perceptions, the General Health Questionnaire (GHQ), and the Symptoms Checklist (SCL-90) to measure psychological distress. The choice of self-reported health indicators is a compromise between specificity of the studied health issues within a given environment and standardization of the questionnaires used to measure them. Such standardization is necessary to ensure the validity and the reliability of the information collected across time and situations. The psychometric properties of the measuring questionnaires are rarely estimated or verified when they are used. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

PubMed

Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

2016-12-01

Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.

Relationship of Self Esteem of the Disadvantaged to School Success.

ERIC Educational Resources Information Center

Frerichs, Allen H.

This study shows that there is a positive correlation between self esteem and academic achievement for inner city black children. Seventy-eight grade 6 black students were divided into the following categories: upper one-third and lower third based on intelligence test scores, standardized reading test scores, and grade point average (GPA) from…

Principals' and Teachers' Reports of Instructional Time Allocations in Third Grade

ERIC Educational Resources Information Center

Heafner, Tina L.; Fitchett, Paul G.

2015-01-01

Using a paired national cross-section of third grade teacher and principal Schools and Staffing Survey data from 2007 to 2008, comparisons were made regarding teachers' and elementary principals' reports of instructional time distributions for English Language Arts, mathematics, science, social studies, and reading in third grade during a full…

Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

PubMed

Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

2016-03-01

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

Self-reported prevalence of hypersensitivity reactions against drugs among medical students: does awareness cause any difference?

PubMed

Bavbek, Sevim; Erkekol, Ferda Öner; Celik, Gülfem Elif; Gönüllü, Ipek; Misirligil, Zeynep

2011-02-01

True epidemiologic data on hypersensitivity reactions to drugs are scarce. More accurate data may be obtained in more specific clinical settings. Considering their educational background, medical students may be an appropriate target audience for evaluating prevalence of drug hypersensitivity. This study is designed to determine the prevalence of self-reported drug hypersensitivity alongside related factors among young adults. A structured questionnaire was administered to the students. A total of 1267 students (mean age: 21.71+1.90 years, F/M: 648/619) from all grades responded to the survey. The mean prevalence of self-reported drug hypersensitivity was 4.7% (60/1267). The most frequently involved drugs were beta-lactam antibiotics (55%) followed by non-steroidal anti-inflammatory drugs (28%). The most commonly reported clinical presentations were cutaneous (43.3%), followed by systemic (36.8%), cardiovascular (8.3%) and respiratory (8.3%) symptoms. Factors related with reported reactions were higher grades (p=0.015, OR: 2.09), female gender (p=0.006, OR: 2.13), personal history of allergic diseases (p=0.001, OR: 2.64), and family history of drug hypersensitivity (p<0.001, OR: 5.78). Half of the students sought medical help during the acute stage of their reaction. Only 3.2% of the cases have been referred to an allergist for further evaluation. This study, the first of its kind in Turkey, with medical students showed that self-reported hypersensitivity reactions to drugs is highly prevalent and its prevalence seems to be affected by awareness of the individuals in addition to previously reported risk factors. The education of both patients and physicians on the management of drug hypersensitivity seems to be necessary. Copyright © 2010 John Wiley & Sons, Ltd.

Effects of Social Desirability Bias on Self-Report and Non Self-Report Assessments During Smoking Cessation

DTIC Science & Technology

2010-09-30

measures assess automatic cognitions , both of which should be outside the conscious control of the participant. Therefore, examining these types of...Self-reported Attitudes and Cognitions Research also suggests that SDR can have a significant effect on self- reported attitudes and thoughts...particularly ones which are driven by social approval. SDR has been reported to be associated with self-reported attitudes and cognitions , such as craving

Self-reported versus behavioral self-handicapping: empirical evidence for a theoretical distinction.

PubMed

Hirt, E R; Deppe, R K; Gordon, L J

1991-12-01

The present study was an investigation of how Ss would respond when given 2 self-handicapping options, 1 behavioral (withdrawal of practice effort) and 1 self-reported (reporting high levels of stress). Ss anticipating a diagnostic test of intellectual ability were given different instructions regarding the effects of stress and practice on test performance. Ss were told that (a) stress only, (b) practice only, (c) both stress and practice, or (d) neither stress nor practice affected test scores. Ss were then given the opportunity to self-report a handicap on a stress inventory and to behaviorally self-handicap by failing to practice before the test. High self-handicapping men and women showed evidence of self-reported handicapping, but only high self-handicapping men behaviorally self-handicapped. However, when both self-handicaps were viable, both high self-handicapping men and women preferred the self-reported over the behavioral self-handicap.

Covariates of Tooth-brushing Frequency in Low-income African Americans From Grades 5 to 8

PubMed Central

Koerber, A.; Graumlich, S.; Punwani, I.C.; Berbaum, M.L.; Burns, J.L.; Levy, S.R.; Cowell, J.M.; Flay, B.R.

2009-01-01

Purpose The purpose of this study was to examine tooth-brushing frequency in 575 urban and nearby suburban African American children as part of a comprehensive risk-reduction study for students at high risk for violence, drugs, school delinquency, and unsafe sexual behaviors to determine which covariates predicted tooth-brushing frequency. Methods Students were surveyed 5 times, from the beginning of grade 5 and the end of each year through grade 8, and parents were surveyed at the beginning of grade 5. Peer influence, importance of being liked, self-esteem, attitudes towards tooth-brushing, oral health knowledge, self-efficacy, parental attitudes, and other covariates were examined for the ability to predict self-reporting of tooth-brushing frequency. Results In the fifth grade, peer influence, the importance of being liked, and physical self-esteem were the significant predictors, and peer influence continued to predict tooth-brushing in the eighth grade. Oral health knowledge and parental influence were not significant. Conclusion Peer influence is an important factor in tooth-brushing behavior in metropolitan African American preadolescent children. PMID:17249434

Covariates of tooth-brushing frequency in low-income African Americans from grades 5 to 8.

PubMed

Koerber, A; Graumlich, S; Punwani, I C; Berbaum, M L; Burns, J L; Levy, S R; Cowell, J M; Flay, B R

2006-01-01

The purpose of this study was to examine tooth-brushing frequency in 575 urban and nearby suburban African American children as part of a comprehensive risk-reduction study for students at high risk for violence, drugs, school delinquency, and unsafe sexual behaviors to determine which covariates predicted tooth-brushing frequency. Students were surveyed 5 times, from the beginning of grade 5 and the end of each year through grade 8, and parents were surveyed at the beginning of grade 5. Peer influence, importance of being liked, self-esteem, attitudes towards tooth-brushing, oral health knowledge, self-efficacy, parental attitudes, and other covariates were examined for the ability to predict self-reporting of tooth-brushing frequency. In the fifth grade, peer influence, the importance of being liked, and physical self-esteem were the significant predictors, and peer influence continued to predict tooth-brushing in the eighth grade. Oral health knowledge and parental influence were not significant. Peer influence is an important factor in tooth-brushing behavior in metropolitan African American preadolescent children.

Effect of Chinese Parental Practices on Their Adolescent Children's School Performance, Moderated by Student's Conformity to Parents, Self-Esteem, and Self-Efficacy.

ERIC Educational Resources Information Center

Shen, Yuh-Ling; Peterson, Gary

This study examined how parental practices in mainland China influence adolescents' school performance, including school motivation and grade point average (GPA), when moderated by self-esteem and self-efficacy. Participating in the study were 497 students, ranging in age from 12 to 19 years, attending six public junior and senior high schools.…

Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

NASA Astrophysics Data System (ADS)

Britner, Shari Lynn

Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

Do Grades Shape Students' School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School

ERIC Educational Resources Information Center

Poorthuis, Astrid M. G.; Juvonen, Jaana; Thomaes, Sander; Denissen, Jaap J. A.; de Castro, Bram Orobio; van Aken, Marcel A. G.

2015-01-01

Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…

Improving the Study Skills of Discrepant Achieving Seventh Grade Students. Research and Development Report 30.

ERIC Educational Resources Information Center

Baker, Roger G.; Pappas, James P.

Three approaches to the problem of helping underachieving seventh grade boys improve their study habits are compared: (1) behavior modification; (2) group counseling; and (3) didactic instruction. A pre-post criteria format sought to measure change in terms of: (1) academic achievement as measured by grade point average; and (2) study habits and…

The Impacts of the Voice Change, Grade Level, and Experience on the Singing Self-Efficacy of Emerging Adolescent Males

ERIC Educational Resources Information Center

Fisher, Ryan A.

2014-01-01

The purposes of the study are to describe characteristics of the voice change in sixth-, seventh-, and eighth-grade choir students using Cooksey's voice-change classification system and to determine if the singing self-efficacy of adolescent males is affected by the voice change, grade level, and experience. Participants (N = 80) consisted of…

Mixed-grade rejection and its association with overt aggression, relational aggression, anxious-withdrawal, and psychological maladjustment.

PubMed

Bowker, Julie C; Etkin, Rebecca G

2014-01-01

The authors examined the associations between mixed-grade rejection (rejection by peers in a different school grade), anxious-withdrawal, aggression, and psychological adjustment in a middle school setting. Participants were 181 seventh-grade and 180 eighth-grade students (M age = 13.20 years, SD = 0.68 years) who completed peer nomination and self-report measures in their classes. Analyses indicated that in general, same- and mixed-grade rejection were related to overt and relational aggression, but neither type was related to anxious-withdrawal. Mixed-grade rejection was associated uniquely and negatively with self-esteem for seventh-grade boys, while increasing the loneliness associated with anxious-withdrawal. The results suggest that school-wide models of peer relations may be promising for understanding the ways in which different peer contexts contribute to adjustment in middle school settings.

Monolithic graded-refractive-index glass-based antireflective coatings. Broadband/omnidirectional light harvesting and self-cleaning characteristics

DOE PAGES

Aytug, Tolga; Lupini, Andrew R.; Jellison, Gerald E.; ...

2015-04-23

The design of multifunctional coatings impact impact the performance of many optical systems and components. Such coatings should be mechanically robust, and combine user-defined optical and wetting functions with scalable fabrication formulations. By taking cues from the properties of some natural biological structures, we report here the formation of low-refractive index antireflective glass films that embody omni-directional optical properties over a wide range of wavelengths, while also possessing specific wetting capabilities. The coatings comprise an interconnected network of nanoscale pores surrounded by a nanostructured silica framework. These structures result from a novel fabrication method that utilizes metastable spinodal phase separationmore » in glass-based materials. The approach not only enables design of surface microstructures with graded-index antireflection characteristics, where the surface reflection is suppressed through optical impedance matching between interfaces, but also facilitates self-cleaning ability through modification of the surface chemistry. Based on near complete elimination of Fresnel reflections (yielding >95% transmission through a single-side coated glass) and corresponding increase in broadband transmission, the fabricated nanostructured surfaces are found to promote a general and an invaluable ~3–7% relative increase in current output of multiple direct/indirect bandgap photovoltaic cells. Moreover, these antireflective surfaces also demonstrate superior resistance against mechanical wear and abrasion. Unlike conventional counterparts, the present antireflective coatings are essentially monolithic, enabling simultaneous realization of graded index anti-reflectivity, self-cleaning capability, and mechanical stability within the same surface. Moreover, the concept represents a fundamental basis for development of advanced coated optical quality products, especially where environmental exposure is required.« less

Predicting dating behavior from aggression and self-perceived social status in adolescence.

PubMed

Lee, Kirsty S; Brittain, Heather; Vaillancourt, Tracy

2018-03-14

We investigated the longitudinal associations between self-reported aggression, self-perceived social status, and dating in adolescence using an intrasexual competition theoretical framework. Participants consisted of 536 students in Grade 9 (age 15), recruited from a community sample, who were assessed on a yearly basis until they were in Grade 11 (age 17). Adolescents self-reported their use of direct and indirect aggression, social status, and number of dating partners. A cross-lagged panel model that controlled for within-time covariance and across-time stability while examining cross-lagged pathways was used to analyze the data. The findings revealed that direct aggression did not predict dating behavior and was negatively associated with self-perceived social status in Grade 10. Self-perceived social status in Grade 9 was positively associated with greater use of indirect aggression in Grade 10. Regarding dating, in Grade 9, self-perceived social status positively predicted more dating partners the following year, while in Grade 10, it was higher levels of indirect aggression that predicted greater dating activity the following year. Overall, there were no significant sex differences in the model. The study supports the utility of evolutionary psychological theory in explaining peer aggression, and suggests that although social status can increase dating opportunities, as adolescents mature, indirect aggression becomes the most successful and strategic means of competing intrasexually and gaining mating advantages. © 2018 Wiley Periodicals, Inc.

Social determinants of self-reported health for Canada's indigenous peoples: a public health approach.

PubMed

Bethune, R; Absher, N; Obiagwu, M; Qarmout, T; Steeves, M; Yaghoubi, M; Tikoo, R; Szafron, M; Dell, C; Farag, M

2018-04-14

In Canada, indigenous peoples suffer from a multitude of health disparities. To better understand these disparities, this study aims to examine the social determinants of self-reported health for indigenous peoples in Canada. This study uses data from Statistics Canada's Aboriginal Peoples Survey 2012. Multinomial logistic regression models were used to examine how selected social determinants of health are associated with self-reported health among off-reserve First Nations and Métis peoples in Canada. Our analysis shows that being older, female, and living in urban settings were significantly associated with negative ratings of self-reported health status among the indigenous respondents. Additionally, we found that higher income and levels of education were strongly and significantly associated with positive ratings of self-reported health status. Compared with indigenous peoples with an education level of grade 8 or lower, respondents with higher education were 10 times (5.35-22.48) more likely to report 'excellent' and 'very good' health. Respondents who earned more than $40,000 annually were three times (2.17-4.72) more likely to report 'excellent' and 'very good' health compared with those who earned less than $20,000 annually. When interacted with income, we also found that volunteering in the community is associated with better self-reported health. There are known protective determinants (income and education) and risk determinants (location of residence, gender, and age) which are associated with self-reported health status among off-reserve First Nations and Métis peoples. For indigenous-specific determinants, volunteering in the community appears to be associated with self-perceived health status. Thus, addressing these determinants will be necessary to achieve better health outcomes for indigenous peoples in Canada. Next steps include developing indigenous-specific social determinants of health indicators that adequately measure culture, connection

How Can I Help Myself? Self-Knowledge, Self-Advocacy, and Academic Success.

ERIC Educational Resources Information Center

Fassett, David R.

This report discusses findings from a study that investigated the effectiveness of a student's improved self-knowledge of his or her specific learning disabilities in achieving academic success and improved self-advocacy skills. Forty-four general and special education faculty members and para-educators, and 13 ninth-grade students and their…

Cognitive self-regulation and social functioning among French children: A longitudinal study from kindergarten to first grade.

PubMed

Hubert, Blandine; Guimard, Philippe; Florin, Agnès

2017-03-01

This study adds to the body of research examining the links between two components of cognitive self-regulation (inhibitory control and verbal working memory) and social functioning (social integration, social problem solving, and prosocial skills) and focuses on children's sex as a moderator of the association between cognitive self-regulation and social functioning. The participants (N = 131) were French schoolchildren followed from kindergarten (Mage = 68.36 months, SD = 3.33 months) through Grade 1. Using hierarchical regression analyses, three major findings were revealed: (1) inhibitory control was a better predictor than verbal working memory of prosocial skills assessed by peers using the sociometric technique as well as by teachers using questionnaires, after controlling for sex, mother's education, and verbal and non-verbal IQ; (2) the prosocial skills assessed by teachers in kindergarten contributed more to explaining the prosocial skills and peer acceptance assessed in Grade 1 than cognitive self-regulation; and (3) sex did not moderate the relationship between cognitive self-regulation and social functioning. These results suggest that developing strong cognitive self-regulation, especially inhibitory control and prosocial skills, in young children schooled in France could be beneficial for their social development. © 2017 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

First Grade Students in the Hunters Point-Bayview SEED Project: A Diagnostic Review.

ERIC Educational Resources Information Center

Counelis, James Steve

A first-year report of the South East Education Development (SEED) project, an organization between the community-at-large and the schools in a disadvantaged section of San Francisco, California, is presented. The author first lists major findings about the primarily Negro first-grade students as a group and an introduction which refers to the…

Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

ERIC Educational Resources Information Center

Sonnert, Gerhard; Fox, Mary Frank

2012-01-01

Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

Incidence and severity of self-reported chemotherapy side effects in routine care: A prospective cohort study

PubMed Central

Haas, Marion; Viney, Rosalie; Pearson, Sallie-Anne; Haywood, Philip; Brown, Chris; Ward, Robyn

2017-01-01

Aim Chemotherapy side effects are often reported in clinical trials; however, there is little evidence about their incidence in routine clinical care. The objective of this study was to describe the frequency and severity of patient-reported chemotherapy side effects in routine care across treatment centres in Australia. Methods We conducted a prospective cohort study of individuals with breast, lung or colorectal cancer undergoing chemotherapy. Side effects were identified by patient self-report. The frequency, prevalence and incidence rates of side effects were calculated by cancer type and grade, and cumulative incidence curves for each side effect computed. Frequencies of side effects were compared between demographic subgroups using chi-squared statistics. Results Side effect data were available for 449 eligible individuals, who had a median follow-up of 5.64 months. 86% of participants reported at least one side effect during the study period and 27% reported a grade IV side effect, most commonly fatigue or dyspnoea. Fatigue was the most common side effect overall (85%), followed by diarrhoea (74%) and constipation (74%). Prevalence and incidence rates were similar across side effects and cancer types. Age was the only demographic factor associated with the incidence of side effects, with older people less likely to report side effects. Conclusion This research has produced the first Australian estimates of self-reported incidence of chemotherapy side effects in routine clinical care. Chemotherapy side effects in routine care are common, continue throughout chemotherapy and can be serious. This work confirms the importance of observational data in providing clinical practice-relevant information to decision-makers. PMID:29016607

Incidence and severity of self-reported chemotherapy side effects in routine care: A prospective cohort study.

PubMed

Pearce, Alison; Haas, Marion; Viney, Rosalie; Pearson, Sallie-Anne; Haywood, Philip; Brown, Chris; Ward, Robyn

2017-01-01

Chemotherapy side effects are often reported in clinical trials; however, there is little evidence about their incidence in routine clinical care. The objective of this study was to describe the frequency and severity of patient-reported chemotherapy side effects in routine care across treatment centres in Australia. We conducted a prospective cohort study of individuals with breast, lung or colorectal cancer undergoing chemotherapy. Side effects were identified by patient self-report. The frequency, prevalence and incidence rates of side effects were calculated by cancer type and grade, and cumulative incidence curves for each side effect computed. Frequencies of side effects were compared between demographic subgroups using chi-squared statistics. Side effect data were available for 449 eligible individuals, who had a median follow-up of 5.64 months. 86% of participants reported at least one side effect during the study period and 27% reported a grade IV side effect, most commonly fatigue or dyspnoea. Fatigue was the most common side effect overall (85%), followed by diarrhoea (74%) and constipation (74%). Prevalence and incidence rates were similar across side effects and cancer types. Age was the only demographic factor associated with the incidence of side effects, with older people less likely to report side effects. This research has produced the first Australian estimates of self-reported incidence of chemotherapy side effects in routine clinical care. Chemotherapy side effects in routine care are common, continue throughout chemotherapy and can be serious. This work confirms the importance of observational data in providing clinical practice-relevant information to decision-makers.

Ecology: Learning To Love Our Planet. A Self-Directed Learning Experience. Grades K-8.

ERIC Educational Resources Information Center

Enz, Judith; Diffenderfer, Susan

This self-directed study unit for grades K-3 and 4-8 was developed expressly to transport the student from the position of passive recipient to active participant in his/her own pursuit of knowledge. Within the guide are two complete units: one created for the lower elementary student and one for the upper elementary/middle school student. Units…

The Rosenberg Self-Esteem Scale and Harter's Self-Perception Profile for Adolescents: A Concurrent Validity Study.

ERIC Educational Resources Information Center

Hagborg, Winston J.

1993-01-01

Administered Rosenberg Self-Esteem Scale (RSE) and Harter's Self-Perception Profile for Adolescents to 150 adolescents in grades 8 through 12. Correlational and cross-validation multiple regression analyses found that RSE total score and both its factor scores were strongly related to Global Self-Worth. Females reported significantly lower RSE…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Tennessee. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Tennessee's 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in…

The Nation's Report Card Reading 2013 State Snapshot Report. Massachusetts. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in…

The Nation's Report Card Reading 2013 State Snapshot Report. Idaho. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's 2013 student achievement in reading…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois's 2013 student achievement in…

The Nation's Report Card Reading 2009 State Snapshot Report. Massachusetts. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' student achievement in reading. In…

The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's student achievement in reading. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Idaho. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's student achievement in mathematics. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Iowa. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's student achievement in mathematics. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's student achievement in mathematics.…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Illinois. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' student achievement in mathematics. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Florida. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's student achievement in mathematics. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. Arkansas. Grade 12 Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' student achievement in mathematics. In…

Is self-sampling to test for high-risk papillomavirus an acceptable option among women who have been treated for high-grade cervical intraepithelial neoplasia?

PubMed

Andersson, Sonia; Belkić, Karen; Mints, Miriam; Östensson, Ellinor

2018-01-01

Self-sampling to test for high risk human papilloma virus (HPV) is becoming an increasingly important component of cervical cancer screening. The aim of this observational study is to examine how women treated for high-grade cervical intraepithelial neoplasia (CIN) view HPV self-sampling. Invited to participate in the present study were patients who had undergone treatment of high-grade CIN (grade 2 or higher) and were followed-up at 6-months at the Karolinska University Hospital, Stockholm. The participants were instructed as to how to perform HPV self-sampling. Thereafter, the participants completed a questionnaire about HPV self-sampling and other cervical cancer screening methods, as well as about self-perceived risk of cervical cancer without regular gynecologic follow-up and about specific knowledge regarding HPV, CIN and cervical cancer. Altogether 479 women enrolled in this study. The participation rate was 96.6%. Nearly 75% of the participants stated they would consider performing the HPV self-sampling prior to their next gynecologic follow-up. Confidence in HPV self-sampling was a significant independent predictor of willingness to perform HPV self-sampling. However, confidence in HPV self-sampling was significantly lower than confidence in Papanicolaou smears and in HPV testing with samples collected by health professionals. Higher specific knowledge about HPV, CIN and cervical cancer was also a significant independent predictor of willingness to perform HPV self-sampling, as was having travelled longer distance to attend gynecologic follow-up. Participants with lower income and without completed university education expressed significantly higher confidence in HPV self-sampling and lower confidence in Papanicolaou smears than the other women. To the best of our knowledge, this is the first study to examine the views of women treated for high-grade CIN vis-à-vis HPV self-sampling. The latter is an acceptable option for the vast majority of this cohort

The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Tennessee's 2013 student achievement in reading.…

The Nation's Report Card Reading 2013 State Snapshot Report. Michigan. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in reading. In…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Iowa. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in mathematics. In…

The Nation's Report Card Reading 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in reading. In…

The Nation's Report Card Reading 2013 State Snapshot Report. Florida. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's 2013 student achievement in reading. In…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's 2013 student achievement in mathematics.…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in mathematics.…

The Nation's Report Card Reading 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in reading.…

The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's 2013 student achievement in mathematics.…

The Nation's Report Card Reading 2013 State Snapshot Report. Illinois. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' 2013 student achievement in reading. In…

The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in reading. In…

The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's student achievement in reading. In 2009,…

The Nation's Report Card Reading 2009 State Snapshot Report. Arkansas. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' student achievement in reading. In 2009,…

The Nation's Report Card Reading 2009 State Snapshot Report. Illinois. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' student achievement in reading. In 2009,…

The Nation's Report Card Reading 2009 State Snapshot Report. Florida. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's student achievement in reading. In 2009,…

The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's student achievement in reading. In 2009,…

Exploring Student Understanding of Grades and Report Cards

ERIC Educational Resources Information Center

Gwidt, Kathleen M.

2010-01-01

This qualitative study was designed to identify how students from a single high school in the rural Midwest perceive grades and report cards. Stratified purposeful random sampling resulted in the inclusion of 14 students who provided journal entries and participated in one-on-one interviews for the purpose of exploring student understanding of…

Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average

ERIC Educational Resources Information Center

Mayo, Sandra Sims

2012-01-01

Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors…

Will hospital report cards make the grade?

PubMed

1997-07-01

Hospital report cards that document patients' medical outcomes are attracting increasing attention for their role in guiding health care decisions by employers, consumers and providers. Significant questions remain, however, regarding the validity and utility of this information. This Issue Brief is based on a seminar held by the Center for Studying Health System Change at which two expert panels discussed whether report cards make the grade. The first panel approached this subject through a Socratic dialogue that focused on the release of a hypothetical community hospital report card. The second panel weighed in on two research presentations related to report cards. The panelists agreed that efforts to collect and report clinical outcomes data are flawed. Even so, release of the data can help improve clinical quality and foster an environment in which health care quality information ultimately has an impact on health care decision making.

Randomised controlled comparison of the Health Survey Short Form (SF-12) and the Graded Chronic Pain Scale (GCPS) in telephone interviews versus self-administered questionnaires. Are the results equivalent?

PubMed Central

Lungenhausen, Margitta; Lange, Stefan; Maier, Christoph; Schaub, Claudia; Trampisch, Hans J; Endres, Heinz G

2007-01-01

Background The most commonly used survey methods are self-administered questionnaires, telephone interviews, and a mixture of both. But until now evidence out of randomised controlled trials as to whether patient responses differ depending on the survey mode is lacking. Therefore this study assessed whether patient responses to surveys depend on the mode of survey administration. The comparison was between mailed, self-administered questionnaires and telephone interviews. Methods A four-armed, randomised controlled two-period change-over design. Each patient responded to the same survey twice, once in written form and once by telephone interview, separated by at least a fortnight. The study was conducted in 2003/2004 in Germany. 1087 patients taking part in the German Acupuncture Trials (GERAC cohort study), who agreed to participate in a survey after completing acupuncture treatment from an acupuncture-certified family physician for headache, were randomised. Of these, 823 (664 women) from the ages of 18 to 83 (mean 51.7) completed both parts of the study. The main outcome measure was the comparison of the scores on the 12-Item Short-Form Health Survey (SF-12) and the Graded Chronic Pain Scale (GCPS) questionnaire for the two survey modes. Results Computer-aided telephone interviews (CATI) resulted in significantly fewer missing data (0.5%) than did mailed questionnaires (2.8%; p < 0.001). The analysis of equivalence revealed a difference between the survey modes only for the SF-12 mental scales. On average, reported mental status score was 3.5 score points (2.9 to 4.0) lower on the self-administered questionnaire compared to the telephone interview. The order of administration affected results. Patients who responded to the telephone interview first reported better mental health in the subsequent paper questionnaire (mean difference 2.8 score points) compared to those who responded to the paper questionnaire first (mean difference 4.1 score points). Conclusion

Illusions of a Good Grade: Effort or Luck?

ERIC Educational Resources Information Center

Buckelew, Susan P.; Byrd, Nikki; Key, Colin W.; Thornton, Jessica; Merwin, Michelle M.

2013-01-01

This study assessed the relationships among the accuracy of grade predictions, actual grades, self-enhancement bias, and attributions about academic performance. As a group, students anticipated higher grades than were earned. Individual differences in self-enhancement bias were measured using the discrepancy between anticipated and attained…

Setting the Foundation: A Report on Elementary Grades Reading in Tennessee. Appendix

ERIC Educational Resources Information Center

Tennessee Department of Education, 2016

2016-01-01

"Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee…

External validity of children's self-reported sleep functioning: associations with academic, social, and behavioral adjustment.

PubMed

Becker, Stephen P

2014-09-01

Several child-report measures of sleep functioning have been developed but very few studies have examined the external validity of child self-reported sleep in relation to daytime functioning. This study examined child-reported sleep in relation to teacher-rated psychopathology symptoms and also tested the hypothesis that child-reported sleep would be associated with poorer child- and teacher-reported functioning after controlling for demographics and psychopathology symptoms that are known to be associated with adjustment. Participants were 175 children (81 boys, 94 girls) in 1st-6th grades (ages 6-13) and their teachers. Children completed the Sleep Self-Report. Teachers completed a measure of attention-deficit/hyperactivity disorder (ADHD), oppositional/conduct, and anxiety/depression symptoms. Children and teachers completed multiple measures of academic, behavioral, and social/peer functioning. Child-reported sleep was significantly associated with teacher-rated inattentive and internalizing symptoms, even after controlling for child demographics, hyperactivity-impulsivity, and conduct problems. Multilevel modeling analyses further indicated that, after controlling for child demographics and psychopathology symptoms, child-reported sleep problems were significantly associated with poorer child- and teacher-reported academic, behavioral, and social functioning (including increased reactive aggression, peer rejection, loneliness, and lower friendship satisfaction and self-worth). Findings provide initial support for the external validity of children's self-reported sleep functioning. Results of this study suggest that it may be clinically useful to screen for sleep problems by assessing for children's own perceptions of their sleep. Future studies should include both child- and parent-reported sleep functioning to further examine the utility of children's ratings of sleep functioning. Copyright © 2014 Elsevier B.V. All rights reserved.

Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education

ERIC Educational Resources Information Center

Buckmiller, Tom; Peters, Randal; Kruse, Jerrid

2017-01-01

Despite its growing use at the K-12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case…

Influence of the Wenchuan earthquake on self-reported irregular menstrual cycles in surviving women.

PubMed

Li, Xiao-Hong; Qin, Lang; Hu, Han; Luo, Shan; Li, Lei; Fan, Wei; Xiao, Zhun; Li, Ying-Xing; Li, Shang-Wei

2011-09-01

To explore the influence of stress induced by the Wenchuan earthquake on the menstrual cycles of surviving women. Self-reports of the menstrual cycles of 473 women that survived the Wenchuan earthquake were analyzed. Menstrual regularity was defined as menses between 21 and 35 days long. The death of a child or the loss of property and social resources was verified for all surviving women. The severity of these losses was assessed and graded as high, little, and none. About 21% of the study participants reported that their menstrual cycles became irregular after the Wenchuan earthquake, and this percentage was significantly higher than before the earthquake (6%, p < 0.05). About 30% of the surviving women with a high degree of loss in the earthquake reported menstrual irregularity after the earthquake. Association analyses showed that some stressors of the Wenchuan earthquake were strongly associated with self-reports of menstrual irregularity, including the loss of children (RR: 1.58; 95% CI: 1.09, 2.28), large amounts of property (RR: 1.49; 95% CI: 1.03, 2.15), social resources (RR: 1.34; 95% CI: 1.00, 1.80) and the hormonal contraception use (RR: 1.62; 95% CI: 1.21, 1.83). Self-reported menstrual irregularity is common in women that survived the Wenchuan earthquake, especially in those who lost children, large amounts of property and social resources.

The Relationships among Shyness, Shame, and Attachment Style with Respect to College Student Persistence and Grade Point Average

ERIC Educational Resources Information Center

Lamana Finn, Kim

2017-01-01

The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative,…

Can Mindful Parenting Be Observed? Relations between Observational Ratings of Mother-Youth Interactions and Mothers’ Self-Report Mindful Parenting

PubMed Central

Duncan, Larissa G.; Coatsworth, J. Douglas; Gayles, Jochebed G.; Geier, Mary H.; Greenberg, Mark T.

2015-01-01

Research on mindful parenting, an extension of mindfulness to the interpersonal domain of parent-child relationships, has been limited by its reliance on self-report assessment. The current study is the first to examine whether observational indices of parent-youth interactions differentiate between high and low levels of self-reported mindful parenting. The Iowa Family Interaction Rating Scales (IFIRS) were used to code interactions between mothers and their 7th grade youth. Mothers drawn from the top and bottom quartiles (n = 375) of a larger distribution of self-reported interpersonal mindfulness in parenting (N = 804) represented clearly defined high and low mindful parenting groups. Discriminant function analysis (DFA) was used to analyze how well six composite IFIRS observational rating variables (e.g., parental warmth, consistent discipline) discriminated between high and low self-reports of mindful parenting. DFA results were cross-validated, with statistically significant canonical correlations found for both subsamples (p < .05). Subsequent independent samples t-tests revealed that group means were significantly different on all six IFIRS composite ratings. Confirmation of the relations between self-report mindful parenting and the observational ratings was also provided through hierarchical regression analyses conducted with a continuous predictor of mindful parenting using the full sample. Thus, the present study provides preliminary evidence for a link between self-reported mindful parenting and observed interactions between parents and youth. PMID:25844494

Involvement in home meal preparation is associated with food preference and self-efficacy among Canadian children.

PubMed

Chu, Yen Li; Farmer, Anna; Fung, Christina; Kuhle, Stefan; Storey, Kate E; Veugelers, Paul J

2013-01-01

To examine the association between frequency of assisting with home meal preparation and fruit and vegetable preference and self-efficacy for making healthier food choices among grade 5 children in Alberta, Canada. A cross-sectional survey design was used. Children were asked how often they helped prepare food at home and rated their preference for twelve fruits and vegetables on a 3-point Likert-type scale. Self-efficacy was measured with six items on a 4-point Likert-type scale asking children their level of confidence in selecting and eating healthy foods at home and at school. Schools (n =151) located in Alberta, Canada. Grade 5 students (n = 3398). A large majority (83-93 %) of the study children reported helping in home meal preparation at least once monthly. Higher frequency of helping prepare and cook food at home was associated with higher fruit and vegetable preference and with higher self-efficacy for selecting and eating healthy foods. Encouraging children to be more involved in home meal preparation could be an effective health promotion strategy. These findings suggest that the incorporation of activities teaching children how to prepare simple and healthy meals in health promotion programmes could potentially lead to improvement in dietary habits.

Grade-Level Differences in Future-Oriented Self-Concept During Early Adolescence: Potential Relevance to School Nursing

PubMed Central

2016-01-01

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents’ future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and building effective health-promotion and risk reduction interventions. Therefore, this study explored grade-level differences in hoped for and feared possible selves in a sample of 6th – 9th grade students (n = 2,498; Mage = 12.72, SD = 1.15; 51.3% female). Findings suggest that adolescents list a variety of possible selves, and the content differs according to grade-level. These findings offer helpful insight for intervention work aimed at improving student outcomes and preventing risk behavior. Understanding what adolescents hope and fear for themselves in the future may be particularly beneficial for school nurses in identifying the unique challenges students experience and tailoring health-promotion efforts. PMID:27222444

Grade-Level Differences in Future-Oriented Self-Concept During Early Adolescence: Potential Relevance to School Nursing.

PubMed

Stoddard, Sarah A; Pierce, Jennifer; Schmidt, Carissa J

2016-12-01

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents' future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and building effective health promotion and risk reduction interventions. Therefore, this study explored grade-level differences in hoped for and feared possible selves in a sample of sixth- to ninth-grade students (n = 2,498; M age = 12.72, SD = 1.15; 51.3% female). Findings suggest that adolescents list a variety of possible selves, and the content differs according to grade level. These findings offer helpful insight for intervention work aimed at improving student outcomes and preventing risk behavior. Understanding what adolescents hope and fear for themselves in the future may be particularly beneficial for school nurses in identifying the unique challenges students experience and tailoring health promotion efforts. © The Author(s) 2016.

Calibration of self-report tools for physical activity research: the Physical Activity Questionnaire (PAQ).

PubMed

Saint-Maurice, Pedro F; Welk, Gregory J; Beyler, Nicholas K; Bartee, Roderick T; Heelan, Kate A

2014-05-16

The utility of self-report measures of physical activity (PA) in youth can be greatly enhanced by calibrating self-report output against objectively measured PA data.This study demonstrates the potential of calibrating self-report output against objectively measured physical activity (PA) in youth by using a commonly used self-report tool called the Physical Activity Questionnaire (PAQ). A total of 148 participants (grades 4 through 12) from 9 schools (during the 2009-2010 school year) wore an Actigraph accelerometer for 7 days and then completed the PAQ. Multiple linear regression modeling was used on 70% of the available sample to develop a calibration equation and this was cross validated on an independent sample of participants (30% of sample). A calibration model with age, gender, and PAQ scores explained 40% of the variance in values for the percentage of time in moderate-to-vigorous PA (%MVPA) measured from the accelerometers (%MVPA = 14.56 - (sex*0.98) - (0.84*age) + (1.01*PAQ)). When tested on an independent, hold-out sample, the model estimated %MVPA values that were highly correlated with the recorded accelerometer values (r = .63) and there was no significant difference between the estimated and recorded activity values (mean diff. = 25.3 ± 18.1 min; p = .17). These results suggest that the calibrated PAQ may be a valid alternative tool to activity monitoring instruments for estimating %MVPA in groups of youth.

Childhood Self-Control Predicts Smoking Throughout Life: Evidence From 21,000 Cohort Study Participants

PubMed Central

2016-01-01

Objective: Low self-control has been linked with smoking, yet it remains unclear whether childhood self-control underlies the emergence of lifetime smoking patterns. We examined the contribution of childhood self-control to early smoking initiation and smoking across adulthood. Methods: 21,132 participants were drawn from 2 nationally representative cohort studies; the 1970 British Cohort Study (BCS) and the 1958 National Child Development Study (NCDS). Child self-control was teacher-rated at age 10 in the BCS and at ages 7 and 11 in the NCDS. Participants reported their smoking status and number of cigarettes smoked per day at 5 time-points in the BCS (ages 26–42) and 6 time-points in the NCDS (ages 23–55). Both studies controlled for socioeconomic background, cognitive ability, psychological distress, gender, and parental smoking; the NCDS also controlled for an extended set of background characteristics. Results: Early self-control made a substantial graded contribution to (not) smoking throughout life. In adjusted regression models, a 1-SD increase in self-control predicted a 6.9 percentage point lower probability of smoking in the BCS, and this was replicated in the NCDS (5.2 point reduced risk). Adolescent smoking explained over half of the association between self-control and adult smoking. Childhood self-control was positively related to smoking cessation and negatively related to smoking initiation, relapse to smoking, and the number of cigarettes smoked in adulthood. Conclusions: This study provides strong evidence that low childhood self-control predicts an increased risk of smoking throughout adulthood and points to adolescent smoking as a key pathway through which this may occur. PMID:27607137

Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

ERIC Educational Resources Information Center

Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

2013-01-01

Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

ERIC Educational Resources Information Center

Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

2017-01-01

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…

The Relationship between Self-Esteem and Academic Achievement in a Group of High, Medium, and Low Secondary Public High School Achievers.

ERIC Educational Resources Information Center

Thomas-Brantley, Betty J.

This study investigated the relationship between self-esteem and academic achievement in a group of 150 high, medium, and low achievers at a large midwestern public high school. Correlating data from the Coopersmith Inventory of self-esteem with grades, cumulative grade point averages, and class rank, the study disclosed a positive correlation…

Impact of field of study, college and year on calculation of cumulative grade point average.

PubMed

Trail, Carla; Reiter, Harold I; Bridge, Michelle; Stefanowska, Patricia; Schmuck, Marylou; Norman, Geoff

2008-08-01

A consistent finding from many reviews is that undergraduate Grade Point Average (uGPA) is a key predictor of academic success in medical school. Curiously, while uGPA has established predictive validity, little is known about its reliability. For a variety of reasons, medical schools use different weighting schemas to combine years of study. Additional concerns relate to the equivalence of grades obtained from different fields of study and institutions, with little hard data to guide conclusions. At the Michael G. DeGroote School of Medicine Class of 2007 at McMaster University, every undergraduate grade of 2,138 applicants, along with field of study and post-secondary educational institution, was analyzed. Individual grades were aggregated into an overall uGPA using published algorithms from several medical school, and correlated with a non-weighted sum. Correlations of the different schemas with equal weights ranged from 0.973 to 0.990. The extent of the difference between fields of study was small, accounting for only 1.5% of the variance. However, differences among 16 Ontario universities were larger, and accounted for 9.3% of the variance. The results of this study suggest that all weighting schemas are virtually equivalent, making any formulation reasonable. Differences by field of study are small, but do not show any bias against non-science students. Differences by institution are larger, amounting to a range in average score from 78.7 to 84.6; however it is not clear whether this reflects candidate ability or institutional policy, so attempts to correct for institution may be difficult.

Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement

ERIC Educational Resources Information Center

Diseth, Age

2011-01-01

High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

Self-reported previous knee injury and low knee function increase knee injury risk in adolescent female football.

PubMed

Clausen, M B; Tang, L; Zebis, M K; Krustrup, P; Hölmich, P; Wedderkopp, N; Andersen, L L; Christensen, K B; Møller, M; Thorborg, K

2016-08-01

Knee injuries are common in adolescent female football. Self-reported previous knee injury and low Knee injury and Osteoarthritis Outcome Score (KOOS) are proposed to predict future knee injuries, but evidence regarding this in adolescent female football is scarce. The aim of this study was to investigate self-reported previous knee injury and low KOOS subscale score as risk factors for future knee injuries in adolescent female football. A sample of 326 adolescent female football players, aged 15-18, without knee injury at baseline, were included. Data on self-reported previous knee injury and KOOS questionnaires were collected at baseline. Time-loss knee injuries and football exposures were reported weekly by answers to standardized text-message questions, followed by injury telephone interviews. A priori, self-reported previous knee injury and low KOOS subscale scores (< 80 points) were chosen as independent variables in the risk factor analyses. The study showed that self-reported previous knee injury significantly increased the risk of time-loss knee injury [relative risk (RR): 3.65, 95% confidence (CI) 1.73-7.68; P < 0.001]. Risk of time-loss knee injury was also significantly increased in players with low KOOS subscale scores (< 80 points) in Activities of Daily Living (RR: 5.0), Sport/Recreational (RR: 2.2) and Quality of Life (RR: 3.0) (P < 0.05). In conclusion, self-reported previous knee injury and low scores in three KOOS subscales significantly increase the risk of future time-loss knee injury in adolescent female football. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Profile formation of academic self-concept in elementary school students in grades 1 to 4.

PubMed

Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

2017-01-01

Academic self-concept (ASC) is comprised of individual perceptions of one's own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one's own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

Profile formation of academic self-concept in elementary school students in grades 1 to 4

PubMed Central

Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

2017-01-01

Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons. PMID:28542384

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

PubMed Central

Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

PubMed

Simzar, Rahila M; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

Validity of Self-reported Sleep Bruxism among Myofascial Temporomandibular Disorder Patients and Controls

PubMed Central

Raphael, Karen G.; Janal, Malvin N.; Sirois, David A.; Dubrovsky, Boris; Klausner, Jack J.; Krieger, Ana C.; Lavigne, Gilles J.

2015-01-01

Sleep bruxism (SB), primarily involving rhythmic grinding of the teeth during sleep, has been advanced as a causal or maintenance factor for a variety of orofacial problems, including temporomandibular disorders (TMD). Since laboratory polysomnographic (PSG) assessment is extremely expensive and time-consuming, most research testing this belief has relied on patient self-report of SB. The current case-control study examined the accuracy of those self-reports relative to laboratory-based PSG assessment of SB in a large sample of women suffering from chronic myofascial TMD (n=124) and a demographically matched control group without TMD (n=46). A clinical research coordinator administered a structured questionnaire to assess self-reported SB. Participants then spent two consecutive nights in a sleep laboratory. Audiovisual and electromyographic data from the second night were scored to assess whether participants met criteria for presence of 2 or more (2+) rhythmic masticatory muscle activity episodes accompanied by grinding sounds, moderate SB, or severe SB, using previously validated research scoring standards. Contingency tables were constructed to assess positive and negative predictive values, sensitivity and specificity, and 95% confidence intervals surrounding the point estimates. Results showed that self-report significantly predicted 2+ grinding sounds during sleep for TMD cases. However, self-reported SB failed to significantly predict presence or absence of either moderate or severe SB as assessed by PSG, for both cases and controls. These data show that self-report of tooth grinding awareness is highly unlikely to be a valid indicator of true SB. Studies relying on self-report to assess SB must be viewed with extreme caution. PMID:26010126

Validity of self-reported sleep bruxism among myofascial temporomandibular disorder patients and controls.

PubMed

Raphael, K G; Janal, M N; Sirois, D A; Dubrovsky, B; Klausner, J J; Krieger, A C; Lavigne, G J

2015-10-01

Sleep bruxism (SB), primarily involving rhythmic grinding of the teeth during sleep, has been advanced as a causal or maintenance factor for a variety of oro-facial problems, including temporomandibular disorders (TMD). As laboratory polysomnographic (PSG) assessment is extremely expensive and time-consuming, most research testing this belief has relied on patient self-report of SB. The current case-control study examined the accuracy of those self-reports relative to laboratory-based PSG assessment of SB in a large sample of women suffering from chronic myofascial TMD (n = 124) and a demographically matched control group without TMD (n = 46). A clinical research coordinator administered a structured questionnaire to assess self-reported SB. Participants then spent two consecutive nights in a sleep laboratory. Audiovisual and electromyographic data from the second night were scored to assess whether participants met criteria for the presence of 2 or more (2+) rhythmic masticatory muscle activity episodes accompanied by grinding sounds, moderate SB, or severe SB, using previously validated research scoring standards. Contingency tables were constructed to assess positive and negative predictive values, sensitivity and specificity, and 95% confidence intervals surrounding the point estimates. Results showed that self-report significantly predicted 2+ grinding sounds during sleep for TMD cases. However, self-reported SB failed to significantly predict the presence or absence of either moderate or severe SB as assessed by PSG, for both cases and controls. These data show that self-report of tooth grinding awareness is highly unlikely to be a valid indicator of true SB. Studies relying on self-report to assess SB must be viewed with extreme caution. © 2015 John Wiley & Sons Ltd.

On-Demand Grades: The Effect of Online Grade Book Access on Student Mastery and Performance Goal Orientations, Grade Orientation, Academic Self Efficacy, and Grades

ERIC Educational Resources Information Center

Seldow, Adam Lowell

2010-01-01

With the widespread growth of broadband Internet access, teachers, and in many cases, schools and school districts are transitioning from traditional paper-based grade books to student accessible online (Web-based) grade books. Online grade books offer students 24/7, on demand access to grades and various other student data, and have the potential…

Self-report: psychology's four-letter word.

PubMed

Haeffel, Gerald J; Howard, George S

2010-01-01

Self-report continues to be one of the most widely used measurement strategies in psychology despite longstanding concerns about its validity and scientific rigor. In this article, the merits of self-report are examined from a philosophy of science perspective. A framework is also provided for evaluating self-report measures. Specifically, four issues are presented that can be used as a decision aid when making choices about measurement.

Self-reported walking ability predicts functional mobility performance in frail older adults.

PubMed

Alexander, N B; Guire, K E; Thelen, D G; Ashton-Miller, J A; Schultz, A B; Grunawalt, J C; Giordani, B

2000-11-01

To determine how self-reported physical function relates to performance in each of three mobility domains: walking, stance maintenance, and rising from chairs. Cross-sectional analysis of older adults. University-based laboratory and community-based congregate housing facilities. Two hundred twenty-one older adults (mean age, 79.9 years; range, 60-102 years) without clinical evidence of dementia (mean Folstein Mini-Mental State score, 28; range, 24-30). We compared the responses of these older adults on a questionnaire battery used by the Established Populations for the Epidemiologic Study of the Elderly (EPESE) project, to performance on mobility tasks of graded difficulty. Responses to the EPESE battery included: (1) whether assistance was required to perform seven Katz activities of daily living (ADL) items, specifically with walking and transferring; (2) three Rosow-Breslau items, including the ability to walk up stairs and walk a half mile; and (3) five Nagi items, including difficulty stooping, reaching, and lifting objects. The performance measures included the ability to perform, and time taken to perform, tasks in three summary score domains: (1) walking ("Walking," seven tasks, including walking with an assistive device, turning, stair climbing, tandem walking); (2) stance maintenance ("Stance," six tasks, including unipedal, bipedal, tandem, and maximum lean); and (3) chair rise ("Chair Rise," six tasks, including rising from a variety of seat heights with and without the use of hands for assistance). A total score combines scores in each Walking, Stance, and Chair Rise domain. We also analyzed how cognitive/ behavioral factors such as depression and self-efficacy related to the residuals from the self-report and performance-based ANOVA models. Rosow-Breslau items have the strongest relationship with the three performance domains, Walking, Stance, and Chair Rise (eta-squared ranging from 0.21 to 0.44). These three performance domains are as strongly

Students aggress against professors in reaction to receiving poor grades: an effect moderated by student narcissism and self-esteem.

PubMed

Vaillancourt, Tracy

2013-01-01

Laboratory evidence about whether students' evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η(2) = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self-esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self-serving biases, participants higher in self-esteem who were in the positive grade/feedback condition exhibited a self-enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self-esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self-enhancing biases are robust among those with high self-esteem. © 2012 Wiley Periodicals, Inc.

Do Mobile Phone Applications Improve Glycemic Control (HbA1c) in the Self-management of Diabetes? A Systematic Review, Meta-analysis, and GRADE of 14 Randomized Trials.

PubMed

Hou, Can; Carter, Ben; Hewitt, Jonathan; Francisa, Trevor; Mayor, Sharon

2016-11-01

To investigate the effect of mobile phone applications (apps) on glycemic control (HbA 1c ) in the self-management of diabetes. Relevant studies that were published between 1 January 1996 and 1 June 2015 were searched from five databases: Medline, CINAHL, Cochrane Library, Web of Science, and Embase. Randomized controlled trials that evaluated diabetes apps were included. We conducted a systematic review with meta-analysis and GRADE (Grading of Recommendations Assessment, Development and Evaluation) of the evidence. Participants from 14 studies (n = 1,360) were included and quality assessed. Although there may have been clinical diversity, all type 2 diabetes studies reported a reduction in HbA 1c . The mean reduction in participants using an app compared with control was 0.49% (95% Cl 0.30, 0.68; I 2 = 10%), with a moderate GRADE of evidence. Subgroup analyses indicated that younger patients were more likely to benefit from the use of diabetes apps, and the effect size was enhanced with health care professional feedback. There was inadequate data to describe the effectiveness of apps for type 1 diabetes. Apps may be an effective component to help control HbA 1c and could be considered as an adjuvant intervention to the standard self-management for patients with type 2 diabetes. Given the reported clinical effect, access, and nominal cost of this technology, it is likely to be effective at the population level. The functionality and use of this technology need to be standardized, but policy and guidance are anticipated to improve diabetes self-management care. © 2016 by the American Diabetes Association.

The Nation's Report Card Reading 2013 State Snapshot Report. New Hampshire. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in…

The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in…

The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in…

The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in…

The Nation's Report Card Mathematics 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's student achievement in…

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

Women's reported self-care behaviors during pregnancy.

PubMed

Hawkins, J W; Aber, C S; Cannan, A; Coppinger, C M; Rafferty, K O

1998-01-01

Responsibility for self-care is the purview of the pregnant woman. Her self-care behaviors are influenced by her quest for a healthy pregnancy and by her health care providers and social network. Our purpose in this descriptive ex post facto study was to examine women's reported self-care behaviors during pregnancy. The 100 women in the study sample reported engaging in self-care behaviors that were both positive and negative. More than half of the women reported activities to keep healthy that included walking or jogging, 48 changed their diets, 25 reported working out, exercising, and/or mediating. Of the 32 women experiencing a medical problem with their pregnancies, none reported engaging in behaviors to keep healthy. Assessing reported self-care behaviors early in pregnancy might help identify women who can benefit from advice about self-care strategies to increase their chances of healthy outcomes.

Assessing the Link between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students

ERIC Educational Resources Information Center

Ballmer, Noelle C.

2017-01-01

As the push towards lowering attrition of university students intensifies, particularly for first-time-in-college freshmen, administrators and campus leaders are increasingly designing and implementing co-curricular programs to support this population in order to positively impact student outcomes, namely, the grade point average, student…

[Study on relationship between outdoor activities and self-reported myopia among middle school students].

PubMed

Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

2017-09-06

Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, P< 0.001). The prevalence of self-reported myopia was separately 63.5%(4 927/7 756) in non-myopic parents group, 78.0%(2 664/3 415)in either myopic parent group, and 82.1%(1 175/1 432) in both myopic parents group(χ(2)=328.28, P< 0.001). Outdoor activities were associated with self-reported myopia. Binary logistic regression analysis showed that the risk of self-reported myopia was significantly increased by always staying at home in extracurricular time among the middle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs

The Nation's Report Card Reading 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2014

2014-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in reading.…

The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's student achievement in reading. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's student achievement in reading. In…

The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's student achievement in reading. In…

The Nation's Report Card Mathematics 2009 State Snapshot Report. New Jersey. Grade 12, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's student achievement in mathematics.…

The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies.

ERIC Educational Resources Information Center

Urdan, Tim; Midgley, Carol; Anderman, Eric M.

1998-01-01

Surveyed 656 fifth graders on their use of self-handicapping strategies and examined predictors of self-handicapping. Boys used handicapping more than girls did, and grade point average and perceived academic competence were negatively related to handicapping. Ability goal structure and teaching practices highlighting relative ability were…

Age at smoking initiation and self-rated health among second grade high school boys and girls in Scania, Sweden, a cross-sectional study.

PubMed

Hansen, Kristina; Lindström, Martin; Rosvall, Maria

2015-11-18

Smoking is usually initiated early in life and most adult regular smokers have started smoking before 18 years of age. A younger age at smoking initiation is associated with risk taking behaviours and worse health outcomes regarding psychological and somatic conditions, suggested to be caused by exposure during critical developmental periods. The present study aims to investigate self-rated health among second grade high school boys and girls related to age at smoking initiation (<14 years of age and ≥ 14 years of age) among current and former smokers, compared to never smokers. Data was derived from the Scania public health survey among children and adolescents in 2012. The study was cross-sectional with retrospective information about first time cigarette smoking experiences among 3245 boys and 3434 girls in second grade of high school. Self-rated health was assessed with the question "How do you rate your general health". Associations of age at smoking initiation, current smoking status and poor self-rated health were investigated with logistic regression models. Crude odds ratios of poor self-rated health were increased for all smoking groups compared to never smokers. Former smoking boys and currently smoking girls with early smoking initiation had the highest odds ratios of poor self-rated health, with odds ratios (OR) 2.4 (95 % confidence interval (CI): 1.5-3.7) and OR 2.9 (95 % CI: 2.3-3.6), respectively. After adjustments for sociodemographic factors, health-related behaviours, psychosocial factors, weight and functional disabilities, the results were attenuated, but remained statistically significant regarding former and current smoking boys with early smoking initiation, OR 2.0 (95 % CI: 1.1-3.7) and OR 1.7 (95 % CI: 1.1-2.4) and for current smoking girls with early and later smoking initiation, OR 2.1 (95 % CI: 1.5-2.8) and OR 1.5 (95 % CI: 1.1-2.0). Boys and girls in second grade of high school with early smoking initiation reported

De-labelling self-reported penicillin allergy within the emergency department through the use of skin tests and oral drug provocation testing.

PubMed

Marwood, Joseph; Aguirrebarrena, Gonzalo; Kerr, Stephen; Welch, Susan A; Rimmer, Janet

2017-10-01

Self-reported penicillin allergy is common among patients attending the ED, but is a poor predictor of true immunoglobulin E-mediated hypersensitivity to penicillin. We hypothesise that with a combination of skin testing and drug provocation testing, selected patients can be safely de-labelled of their allergy. This prospective study enrolled a sample of patients presenting to an urban academic ED between 2011 and 2016 with a self-reported allergy to penicillin. Standardised skin prick and intradermal testing with amoxicillin and both major and minor determinants of penicillin was performed in the department. If negative, testing was followed by a graded oral challenge of amoxicillin over 9 days. The primary end point was the allergy status of participants at the end of the study. A total of 100 patients (mean age 42; standard deviation 14 years; 54% women) completed the testing. Of these, 81% (95% confidence interval 71.9-88.2) showed no hypersensitivity to penicillin and were labelled non-allergic. The majority (16/19) of allergies were confirmed by skin testing, with three suspected allergies detected by the oral challenge. Women were more likely than men to have a true penicillin allergy, with odds ratio of 4.0 (95% confidence interval 1.23-13.2). There were no serious adverse events. Selected patients in the ED who self-report an allergy to penicillin can be safely tested there for penicillin allergy, using skin tests and oral drug provocation testing. This testing allows a significant de-labelling of penicillin allergy, with the majority of these patients able to tolerate penicillin without incident. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Comparison of graded exercise and graded exposure clinical outcomes for patients with chronic low back pain.

PubMed

George, Steven Z; Wittmer, Virgil T; Fillingim, Roger B; Robinson, Michael E

2010-11-01

Quasi-experimental clinical trial. This study compared outcomes from graded exercise and graded exposure activity prescriptions for patients participating in a multidisciplinary rehabilitation program for chronic low back pain. Our primary purpose was to investigate whether pain and disability outcomes differed based on treatment received (graded exercise or graded exposure). Our secondary purpose was to investigate if changes in selected psychological factors were associated with pain and disability outcomes. Behavioral interventions have been advocated for decreasing pain and disability from low back pain, yet relatively few comparative studies have been reported in the literature. Consecutive sample with chronic low back pain recruited over a 16-month period from an outpatient chronic pain clinic. Patients received physical therapy supplemented with either graded exercise (n=15) or graded exposure (n=18) principles. Graded exercise included general therapeutic activities and was progressed with a quota-based system. Graded exposure included specific activities that were feared due to back pain and was progressed with a hierarchical exposure paradigm. Psychological measures were pain-related fear (Fear-Avoidance Beliefs Questionnaire, Tampa Scale for Kinesiophobia, Fear of Pain Questionnaire), pain catastrophizing (Coping Strategies Questionnaire), and depressive symptoms (Beck Depression Inventory). Primary outcome measures were pain intensity (visual analog scale) and self-report of disability (modified Oswestry Disability Questionnaire). Statistically significant improvements (P<.01) were observed for pain intensity and disability at discharge. The rate of improvement did not differ based on behavioral intervention received (P>.05 for these comparisons). Overall, 50% of patients met criterion for minimally important change for pain intensity, while 30% met this criterion for disability. Change in depressive symptoms was associated with change in pain intensity

Answers to Essential Questions about Standards, Assessments, Grading, & Reporting

ERIC Educational Resources Information Center

Guskey, Thomas R.; Jung, Lee Ann

2013-01-01

How do assessments for learning differ from assessments of learning? What is the purpose of grading? After nearly two decades of immersion in standards-based curriculua and instruction, our nation's educators are often still confounded by the (admittedly complex) landscape of standards, assessment, and reporting. In "Answers to Essential…

Behavioral and Self-report Measures Influencing Children’s Reported Attachment to Their Dog

PubMed Central

Hall, Nathaniel J.; Liu, Jingwen; Kertes, Darlene A.; Wynne, Clive D.L.

2016-01-01

Despite the prevalence of dogs as family pets and increased scientific interest in canine behavior, few studies have investigated characteristics of the child or dog that influence the child-dog relationship. In the present study, we explored how behavioral and self-report measures influence a child’s reported feelings of attachment to their dog, as assessed by the Lexington Attachment to Pets Scale (LAPS). We tested specifically whether children (N= 99; Age: M= 10.25 years, SD= 1.31 years) reported stronger attachment to dogs that were perceived as being more supportive (measured by a modified version of the Network of Relationships Inventory), to dogs that are more successful in following the child’s pointing gesture in a standard two-object choice test, or to dogs that solicited more petting in a sociability assessment. In addition, we assessed whether children’s attachment security to their parent, and whether being responsible for the care of their dog, influenced reported feelings of attachment to the dog. Overall, perceived support provided by the dog was highly predictive of all subscales of the LAPS. The dog’s success in following the child’s pointing gesture and lower rates of petting during the sociability assessment were associated with higher ratings on the general attachment subscale of the LAPS, but not of other subscales of the LAPS. Caring for the dog did not predict the child’s reported attachment to dog, but did predict the dog’s behavior on the point following task and petting during the sociability task. If the child cared for the dog, the dog was more likely to be successful on the pointing task and more likely to be petted. These results indicate a dyadic relationship in which the child’s care for the dog is associated with the dog’s behavior on the behavioral tasks, which in turn is related to the child’s reported feelings of attachment. The direction of influence and nature of this dyad will be a fruitful area for future

Development of self-handicapping tendencies.

PubMed

Kimble, C E; Kimble, E A; Croy, N A

1998-08-01

This study was undertaken to determine when U.S. children begin to self-handicap, that is, to reduce preparation effort before evaluations rather than applying themselves to do their best. The personal variables examined for their impact on practice behavior were gender, grade level, and self-esteem. The situational variables were time of the self-esteem test (before or after the evaluation task) and importance of the evaluation task. The results showed that (a) the 6th-grade boys were more likely than the 6th-grade girls to self-handicap, (b) the 3rd-grade children were not as affected as the 6th-grade children by the self-evaluation implications of performance evaluations, (c) self-handicapping by low-self-esteem and high-self-esteem 6th graders depended on recent experiences, and (d) the self-affirming experience of a self-esteem test reduced the motivation to self-handicap among high-self-esteem 6th-grade boys.

Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence

PubMed Central

Barker, Erin T.; Bornstein, Marc H.

2012-01-01

Global self-esteem, appearance satisfaction, and self-reported dieting are interrelated. In the current study, we examine the temporal ordering of global self-esteem and appearance satisfaction across the early adolescence transition, from age 10 to age 14, as well as the independent associations of self-esteem and appearance satisfaction on self-reported dieting at age 14. Participants were 130 firstborn European American adolescents (40% girls). Adolescents who were less satisfied with their appearance at age 10 reported declines in self-esteem from age 10 to age 14. Adolescents with lower global self-esteem at age 10 did not decline in appearance satisfaction. Girls, adolescents with higher BMI scores at age 10, and adolescents who were less satisfied with their appearance at age 14 all reported more frequent dieting at age 14. Implications for etiological and intervention models of eating problems in adolescence are considered. PMID:23155302

A brief report on the relationship between self-control, video game addiction and academic achievement in normal and ADHD students.

PubMed

Haghbin, Maryam; Shaterian, Fatemeh; Hosseinzadeh, Davood; Griffiths, Mark D

2013-12-01

Over the last two decades, research into video game addiction has grown increasingly. The present research aimed to examine the relationship between video game addiction, self-control, and academic achievement of normal and ADHD high school students. Based on previous research it was hypothesized that (i) there would be a relationship between video game addiction, self-control and academic achievement (ii) video game addiction, self-control and academic achievement would differ between male and female students, and (iii) the relationship between video game addiction, self-control and academic achievement would differ between normal students and ADHD students. The research population comprised first grade high school students of Khomeini-Shahr (a city in the central part of Iran). From this population, a sample group of 339 students participated in the study. The survey included the Game Addiction Scale (Lemmens, Valkenburg & Peter, 2009), the Self-Control Scale (Tangney, Baumeister & Boone, 2004) and the ADHD Diagnostic checklist (Kessler et al., 2007). In addition to questions relating to basic demographic information, students' Grade Point Average (GPA) for two terms was used for measuring their academic achievement. These hypotheses were examined using a regression analysis. Among Iranian students, the relationship between video game addiction, self-control, and academic achievement differed between male and female students. However, the relationship between video game addiction, self-control, academic achievement, and type of student was not statistically significant. Although the results cannot demonstrate a causal relationship between video game use, video game addiction, and academic achievement, they suggest that high involvement in playing video games leaves less time for engaging in academic work.

Prevalence and oral health-related quality of life of self-reported orofacial conditions in Sweden.

PubMed

Oghli, I; List, T; John, M; Larsson, P

2017-03-01

To (i) determine the prevalences of self-report in a Swedish adult population, of temporomandibular disorders, burning mouth syndrome, dry mouth, and bad breath and (ii) determine oral health-related quality-of-life impairment in subjects reporting these conditions. A cross-sectional, randomized sample of the adult Swedish population (response rate: 46%, N = 1309 subjects) self-reported their condition from the preceding month to assess prevalences of self-report for the studied conditions together with comorbidity group of subjects who reported more than one condition. The 49-item Oral Health Impact Profile (OHIP) used to assess oral health-related quality of life. The most prevalent condition was bad breath (39%), followed by dry mouth (22%), temporomandibular disorders (18%) and burning mouth syndrome (4%). High comorbidity of conditions occurred in 27% of the population. Quality-of-life impairment increased with the number of comorbid conditions. Among individual conditions, burning mouth syndrome and temporomandibular disorders (57% and 40% OHIP points) presented higher impairment than dry mouth and bad breath (32% and 26% OHIP points). Orofacial conditions were common and often coexist. The comorbidity group experienced the highest impact on oral health-related quality of life: the more the comorbid conditions, the greater the negative impact. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Calibration of self-report tools for physical activity research: the Physical Activity Questionnaire (PAQ)

PubMed Central

2014-01-01

Background The utility of self-report measures of physical activity (PA) in youth can be greatly enhanced by calibrating self-report output against objectively measured PA data. This study demonstrates the potential of calibrating self-report output against objectively measured physical activity (PA) in youth by using a commonly used self-report tool called the Physical Activity Questionnaire (PAQ). Methods A total of 148 participants (grades 4 through 12) from 9 schools (during the 2009–2010 school year) wore an Actigraph accelerometer for 7 days and then completed the PAQ. Multiple linear regression modeling was used on 70% of the available sample to develop a calibration equation and this was cross validated on an independent sample of participants (30% of sample). Results A calibration model with age, gender, and PAQ scores explained 40% of the variance in values for the percentage of time in moderate-to-vigorous PA (%MVPA) measured from the accelerometers (%MVPA = 14.56 - (sex*0.98) - (0.84*age) + (1.01*PAQ)). When tested on an independent, hold-out sample, the model estimated %MVPA values that were highly correlated with the recorded accelerometer values (r = .63) and there was no significant difference between the estimated and recorded activity values (mean diff. = 25.3 ± 18.1 min; p = .17). Conclusions These results suggest that the calibrated PAQ may be a valid alternative tool to activity monitoring instruments for estimating %MVPA in groups of youth. PMID:24886625

The Contributions of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade

ERIC Educational Resources Information Center

Merritt, Eileen G.; Wanless, Shannon B.; Rimm-Kaufman, Sara E.; Cameron, Claire; Peugh, James L.

2012-01-01

The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers,…

Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

ERIC Educational Resources Information Center

Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

2015-01-01

We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…

Grade-Level Differences in Future-Oriented Self-Concept during Early Adolescence: Potential Relevance to School Nursing

ERIC Educational Resources Information Center

Stoddard, Sarah A.; Pierce, Jennifer; Schmidt, Carissa J.

2016-01-01

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents' future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and…

Point-to-point Commercial Space Transportation in the National Aviation System Final Report.

DOT National Transportation Integrated Search

2010-03-10

The advent of suborbital transport brings promise of point-to-point (PTP) long distance transportation as a revolutionary mode of air transportation. In 2008, the International Space University (ISU) of Strasbourg, France, published a report1 documen...

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

NASA Astrophysics Data System (ADS)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

Use of Severity Grades to Characterize Histopathologic Changes.

PubMed

Schafer, Kenneth A; Eighmy, John; Fikes, James D; Halpern, Wendy G; Hukkanen, Renee R; Long, Gerald G; Meseck, Emily K; Patrick, Daniel J; Thibodeau, Michael S; Wood, Charles E; Francke, Sabine

2018-04-01

The severity grade is an important component of a histopathologic diagnosis in a nonclinical toxicity study that helps distinguish treatment-related effects from background findings and aids in determining adverse dose levels during hazard characterization. Severity grades should be assigned based only on the extent (i.e., amount and complexity) of the morphologic change in the examined tissue section(s) and be clearly defined in the pathology report for critical lesions impacting study interpretation. However, the level of detail provided and criteria by which severity grades are assigned can vary, which can lead to inappropriate comparisons and confusion when evaluating pathology results. To help address this issue, a Working Group of the Society of Toxicologic Pathology's Scientific and Regulatory Policy Committee was formed to provide a "points to consider" article on the assignment and application of pathology severity grades. Overall, the Working Group supports greater transparency and consistency in the reporting of grading scales and provides recommendations to improve selection of diagnoses requiring more detailed severity criteria. This information should enhance the overall understanding by toxicologic pathologists, toxicologists, and regulatory reviewers of pathology findings and thereby improve effective communication in regulatory submissions.

Guided graded exercise self-help plus specialist medical care versus specialist medical care alone for chronic fatigue syndrome (GETSET): a pragmatic randomised controlled trial.

PubMed

Clark, Lucy V; Pesola, Francesca; Thomas, Janice M; Vergara-Williamson, Mario; Beynon, Michelle; White, Peter D

2017-07-22

Graded exercise therapy is an effective and safe treatment for chronic fatigue syndrome, but it is therapist intensive and availability is limited. We aimed to test the efficacy and safety of graded exercise delivered as guided self-help. In this pragmatic randomised controlled trial, we recruited adult patients (18 years and older) who met the UK National Institute for Health and Care Excellence criteria for chronic fatigue syndrome from two secondary-care clinics in the UK. Patients were randomly assigned to receive specialist medical care (SMC) alone (control group) or SMC with additional guided graded exercise self-help (GES). Block randomisation (randomly varying block sizes) was done at the level of the individual with a computer-generated sequence and was stratified by centre, depression score, and severity of physical disability. Patients and physiotherapists were necessarily unmasked from intervention assignment; the statistician was masked from intervention assignment. SMC was delivered by specialist doctors but was not standardised; GES consisted of a self-help booklet describing a six-step graded exercise programme that would take roughly 12 weeks to complete, and up to four guidance sessions with a physiotherapist over 8 weeks (maximum 90 min in total). Primary outcomes were fatigue (measured by the Chalder Fatigue Questionnaire) and physical function (assessed by the Short Form-36 physical function subscale); both were self-rated by patients at 12 weeks after randomisation and analysed in all randomised patients with outcome data at follow-up (ie, by modified intention to treat). We recorded adverse events, including serious adverse reactions to trial interventions. We used multiple linear regression analysis to compare SMC with GES, adjusting for baseline and stratification factors. This trial is registered at ISRCTN, number ISRCTN22975026. Between May 15, 2012, and Dec 24, 2014, we recruited 211 eligible patients, of whom 107 were assigned to the

Self-control in postsecondary settings: students' perceptions of ADHD college coaching.

PubMed

Parker, David R; Hoffman, Sharon Field; Sawilowsky, Shlomo; Rolands, Laura

2013-04-01

The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the learning and study strategies inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life.

Cognitive Ability and Personality Variables as Predictors of School Grades and Test Scores in Adolescents

ERIC Educational Resources Information Center

Hofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Fries, Stefan

2012-01-01

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students' achievement because they are operative in situations…

2013 strategic petroleum reserve big hill well integrity grading report.

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

Lord, David L.; Roberts, Barry L.; Lord, Anna C. Snider

2014-02-01

This report summarizes the work performed in developing a framework for the prioritization of cavern access wells for remediation and monitoring at the Big Hill Strategic Petroleum Reserve site. This framework was then applied to all 28 wells at the Big Hill site with each well receiving a grade for remediation and monitoring. Numerous factors affecting well integrity were incorporated into the grading framework including casing survey results, cavern pressure history, results from geomechanical simulations, and site geologic factors. The framework was developed in a way as to be applicable to all four of the Strategic Petroleum Reserve sites.

A large-scale evaluation of the KiVa antibullying program: grades 4-6.

PubMed

Kärnä, Antti; Voeten, Marinus; Little, Todd D; Poskiparta, Elisa; Kaljonen, Anne; Salmivalli, Christina

2011-01-01

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades

PubMed Central

Pattison, Evangeleen; Grodsky, Eric; Muller, Chandra

2014-01-01

Grades are the fundamental currency of our educational system; they signal academic achievement and non-cognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades, undermining their capacity to achieve the functions for which they are intended. We challenge the ‘increases in grade point average’ definition of grade inflation and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all. PMID:25288826

Impression management and self-report among violent offenders.

PubMed

Mills, Jeremy F; Kroner, Daryl G

2006-02-01

Offenders are assumed by many to employ socially desirable responding (SDR) response styles when completing self-report measures. Contrary to expectations, prior research has shown that accounting for SDR in self-report measures of antisocial constructs does not improve the relationship with outcome. Despite this, many self-report measures reliably predict future criminal outcome criteria. The present research examines the relationship of SDR (self-deception and impression management) with self-reported antisocial attitudes and the outcome of criminal recidivism in a sample of violent offenders. Offenders high on impression management reported lower antisocial attitudes. However, when impression management was statistically partialed from antisocial attitudes, the relationship with recidivism tended to diminish, though not to a statistically significant degree. This finding, though hypothesized based on previous empirical findings, is contrary to the theoretical assumption that controlling for SDR should improve the relationship of self-report with outcome. The discussion centers on the implications of routinely removing impression management from self-report.

Blinn College Final Grade Distribution Report for Spring 1994 Semester. Student Performance Report. International Research Document No. 012E.

ERIC Educational Resources Information Center

Blinn Coll., Brenham, TX.

Blinn College final course grade distributions are summarized for spring 1990 to 1994 in this four-part report. Section I presents tables of final grade distributions by campus and course in accounting; agriculture; anthropology; biology; business; chemistry; child development; communications; computer science; criminal justice; drama; emergency…

A Comparison of Self-reported Medication Adherence to Concordance Between Part D Claims and Medication Possession.

PubMed

Savitz, Samuel T; Stearns, Sally C; Zhou, Lei; Thudium, Emily; Alburikan, Khalid A; Tran, Richard; Rodgers, Jo E

2017-05-01

Medicare Part D claims indicate medication purchased, but people who are not fully adherent may extend prescription use beyond the interval prescribed. This study assessed concordance between Part D claims and medication possession at a study visit in relation to self-reported medication adherence. We matched Part D claims for 6 common medications to medications brought to a study visit in 2011-2013 for the Atherosclerosis Risk in Communities study. The combined data consisted of 3027 medication events (claims, medications possessed, or both) for 2099 Atherosclerosis Risk in Communities study participants. Multinomial logistic regression estimated the association of concordance (visit only, Part D only, or both) with self-reported medication adherence while controlling for sociodemographic characteristics, veteran status, and availability under Generic Drug Discount Programs. Relative to participants with high adherence, medication events for participants with low adherence were approximately 25 percentage points less likely to match and more likely to be visit only (P<0.001). The results were similar but smaller in magnitude (approximately 2-3 percentage points) for participants with medium adherence. Compared with females, medication events for male veterans were approximately 11 percentage points less likely to match and more likely to be visit only. Events for medications available through Generic Drug Discount Programs were 3 percentage points more likely to be visit only. Part D claims were substantially less likely to be concordant with medications possessed at study visit for participants with low self-reported adherence. This result supports the construction of adherence proxies such as proportion days covered using Part D claims.

Perceived physical competence towards physical activity, and motivation and enjoyment in physical education as longitudinal predictors of adolescents' self-reported physical activity.

PubMed

Timo, Jaakkola; Sami, Yli-Piipari; Anthony, Watt; Jarmo, Liukkonen

2016-09-01

The aim of the study was to investigate if adolescents' perceived physical competence towards physical activity (PA), and autonomous motivation and enjoyment in physical education (PE) during early adolescence can predict amount and intensity of self-reported physical activity six years later. This study utilized a 6-year longitudinal data set collected within Finnish school settings. Students responded to questionnaires measuring their perceived physical competence towards physical activity, and autonomous motivation and enjoyment in PE during their first year at middle school (Grade 7), and their PA engagement during their last year in high school (Grade 12). A sample of 333 students (200 girls, 133 boys; M age=12.41, years, SD=.27) participated in the study. Perceived physical competence in physical activity was assessed by the sport competence dimension of the Physical Self-Perception Profile, autonomous motivation in PE was assessed by the Sport Motivation Scale and enjoyment in PE by the Sport Enjoyment Scale. Students' self-reported metabolic equivalent (MET) and PA intensity (light [LPA], moderate [MPA], vigorous [VPA]) was calculated from the short form of International Physical Activity Questionnaire. Perceived physical competence towards physical activity significantly predicted total METs (β=.28), MPA (β=.18) and VPA (β=.29) six years later. Autonomous motivation and enjoyment in PE at Grade 7, however, were not significant predictors of later PA. The results of this study support the proposition that self-perception of an individual's abilities arising from interactions with the environment related to PA during early puberty has an influential effect on later PA behaviour. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Validation of the Self-Regulation Scale in Chinese Children

ERIC Educational Resources Information Center

Zhou, Ying; Bullock, Amanda; Liu, Junsheng; Fu, Rui; Coplan, Robert J.; Cheah, Charissa S. L.

2016-01-01

Psychometric properties of the Chinese version of the Self-Regulation Scale (C-SRS) were examined in a sample of 1,458 third- to eighth-grade students in China. Children completed self-reports of self-regulation, loneliness, depression, and self-esteem, and teachers rated children's school adjustment. Results showed a stable three-factor model…

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

ERIC Educational Resources Information Center

Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Relationship between self-reported adherence, antiretroviral drug concentration measurement and self-reported symptoms in patients treated for HIV-1 infection.

PubMed

Fabbiani, Massimiliano; Di Giambenedetto, Simona; Cingolani, Antonella; Fanti, Iuri; Colafigli, Manuela; Tamburrini, Enrica; Cauda, Roberto; Navarra, Pierluigi; De Luca, Andrea; Murri, Rita

2016-01-01

The aim of the study was to explore relationships between self-reported adherence, antiretroviral drug concentration measurement (TDM) and self-reported symptoms. We systematically administered to human immunodeficiency (HIV)-infected outpatients a questionnaire evaluating measures of self-reported adherence (missing doses during last week, deviations from the prescribed timing of therapy, self-initiated discontinuations for > 24 or 48 h, exhausting drugs and present sense of how patients are taking therapy) and a panel of referred symptoms (a symptom score was built summing self-reported scores for each listed symptom). We selected patients who completed the questionnaire and also had a TDM (mainly reflecting adherence in the past few days or weeks), thus comparing these two tools as measures of adherence. A total of 130 patients (64.6% males, median age 44 years, 76.2% with HIV RNA < 50 copies/ml, median CD4 540 cells/μl) were included. Mean self-reported adherence (on a 0-100 visual analogue scale) was 80% (standard deviation, 18.7). Drug concentration was subtherapeutic in 16 patients (12.3%), of which 7 (5.4%) had undetectable drug levels (< 0.05 mg/L). Of these last seven patients, five (71.4%) reported an adherence below 80%. In a multivariable analysis, females and patients with undetectable drug levels (mean change -18.43%, 95% confidence intervals (CIs) -31.83 to -5.03, p = 0.007) showed a lower self-reported adherence, while those with HIV RNA < 50 copies/ml showed a higher adherence. Lower self-reported adherence (odds ratio 0.62 per 10% increase, 95% CI = 0.43-0.89, p = 0.009) and longer time from last drug intake were independently related to the development of undetectable drug levels. We also found that a higher symptom score was associated with a lower self-reported adherence and with a higher proportion of undetectable drug levels. Self-reported adherence and TDM showed a correlation and seemed to be comparable tools for adherence estimation

The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

NASA Astrophysics Data System (ADS)

Parker, Elisabeth Allyn

Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

Self-Reported Sleep Duration and Weight-Control Strategies Among US High School Students

PubMed Central

Wheaton, Anne G.; Perry, Geraldine S.; Chapman, Daniel P.; Croft, Janet B.

2013-01-01

Study Objective: To determine if self-reported sleep duration was associated with weight-control behaviors among US high school students. Design: National Youth Risk Behavior Survey. Setting: United States, 2007. Participants: US high school students (N = 12,087). Measurements: Students were asked if they had engaged in several weight-control behaviors during the 30 days before the survey to lose or maintain weight. Self-reported sleep duration categories included very short (≤ 5 h), short (6 or 7 h), referent moderate (8 or 9 h), and long (≥ 10 h). Sex-specific logistic regression analyses with race/ethnicity, grade, and body mass index category as covariates were conducted using SUDAAN to account for complex study design. Results: Approximately half the students reported short sleep duration (51.8% of males and 54.3% of females), whereas very short sleep durations were reported by another 14.8% of males and 16.9% of females. Among males, very short sleepers were significantly (P < 0.05) more likely than moderate sleepers to report dieting (36.3% versus 26.1%), fasting (14.2% versus 4.3%), and purging (4.3% versus 1.1%) to lose or maintain weight during the 30 days before the survey. Among females, the respective very short, short, and moderate sleepers varied (P < 0.05) in dieting (59.9%, 55.0%, and 47.5% respectively), fasting (28.3%, 15.2%, and 10.3%, respectively), and taking diet pills (13.3%, 6.8%, and 4.3%, respectively). Prevalence of purging was significantly higher only for very short sleepers (12.3%, 6.0%, and 3.9%, respectively). Conclusion: Self-reported short sleep duration was associated with dieting and three unhealthy weight-control behaviors in this population. If our findings are confirmed, intervention studies should be conducted to examine the effect of educational interventions. Citation: Wheaton AG; Perry GS; Chapman DP; Croft JB. Self-reported sleep duration and weight-control strategies among US high school students. SLEEP 2013

Self-reported delinquency among Alberta's youth: findings from a survey of 2,001 junior and senior high school students.

PubMed

Gomes, Jeanette T; Bertrand, Lorne D; Paetsch, Joanne J; Hornick, Joseph P

2003-01-01

This article draws on data from a 1999 survey on youth victimization, crime and delinquency in Alberta conducted by the Canadian Research Institute for Law and the Family in collaboration with researchers from the University of Alberta. The survey included 2,001 youth attending Grades 7 to 12 in public and Catholic schools in selected urban and rural areas in the province. Analyses focus on self-reported past-year delinquency. Statistically significant results were found for relationships between extent of delinquency and gender, grade level, psychosocial problems (as measured by conduct, hyperactivity, and emotional problems), and extent of past-year victimization. For low/moderate delinquency, females were comparable to males, and even reported slightly higher rates for low/moderate violence-related delinquency. Younger students were more likely to indicate engaging in violence-related delinquency, while older students were more likely to report property-related delinquent acts. Overall, Grade 9 students had the highest rates of delinquency. For personal characteristics, a high score on conduct problems was most strongly correlated with moderate/high delinquency. The relationship between high levels of delinquency and victimization was stronger for violence-related delinquency than for property-related delinquency.

Parents' Emotion Related Beliefs and Behaviors and Child Grade: Associations with Children's Perceptions of Peer Competence

ERIC Educational Resources Information Center

Wong, Maria S.; Diener, Marissa L.; Isabella, Russell A.

2008-01-01

Mothers' and fathers' beliefs and reported behaviors regarding negative emotional expression and observed family negative emotion expressiveness were investigated as predictors of first-, third-, and fifth-grade children's self-reported peer competence. Parents' beliefs were related to their reported behaviors, and mothers accepted and encouraged…

Are Informant Reports of Personality More Internally Consistent Than Self Reports of Personality?

PubMed

Balsis, Steve; Cooper, Luke D; Oltmanns, Thomas F

2015-08-01

The present study examined whether informant-reported personality was more or less internally consistent than self-reported personality in an epidemiological community sample (n = 1,449). Results indicated that across the 5 NEO (Neuroticism-Extraversion-Openness) personality factors and the 10 personality disorder trait dimensions, informant reports tended to be more internally consistent than self reports, as indicated by equal or higher Cronbach's alpha scores and higher average interitem correlations. In addition, the informant reports collectively outperformed the self reports for predicting responses on a global measure of health, indicating that the informant reports are not only more reliable than self reports, but they can also be useful in predicting an external criterion. Collectively these findings indicate that informant reports tend to have greater internal consistency than self reports. © The Author(s) 2014.

Are Self-report Measures Able to Define Individuals as Physically Active or Inactive?

PubMed

Steene-Johannessen, Jostein; Anderssen, Sigmund A; van der Ploeg, Hidde P; Hendriksen, Ingrid J M; Donnelly, Alan E; Brage, Søren; Ekelund, Ulf

2016-02-01

Assess the agreement between commonly used self-report methods compared with objectively measured physical activity (PA) in defining the prevalence of individuals compliant with PA recommendations. Time spent in moderate and vigorous PA (MVPA) was measured at two time points in 1713 healthy individuals from nine European countries using individually calibrated combined heart rate and movement sensing. Participants also completed the Recent Physical Activity Questionnaire (RPAQ), short form of the International Physical Activity Questionnaire (IPAQ), and short European Prospective Investigation into Cancer and Nutrition Physical Activity Questionnaire (EPIC-PAQ). Individuals were categorized as active (e.g., reporting ≥150 min of MVPA per week) or inactive, based on the information derived from the different measures. Sensitivity and specificity analyses and Kappa statistics were performed to evaluate the ability of the three PA questionnaires to correctly categorize individuals as active or inactive. Prevalence estimates of being sufficiently active varied significantly (P for all <0.001) between self-report measures (IPAQ 84.2% [95% confidence interval {CI}, 82.5-85.9], RPAQ 87.6% [95% CI, 85.9-89.1], EPIC-PAQ 39.9% [95% CI, 37.5-42.1] and objective measure 48.5% [95% CI, 41.6-50.9]. All self-report methods showed low or moderate sensitivity (IPAQ 20.0%, RPAQ 18.7%, and EPIC-PAQ 69.8%) to correctly classify inactive people and the agreement between objective and self-reported PA was low (ĸ = 0.07 [95% CI, 0.02-0.12], 0.12 [95% CI, 0.06-0.18], and 0.19 [95% CI, 0.13-0.24] for IPAQ, RPAQ, and EPIC-PAQ, respectively). The modest agreement between self-reported and objectively measured PA suggests that population levels of PA derived from self-report should be interpreted cautiously. Implementation of objective measures in large-scale cohort studies and surveillance systems is recommended.

How do teachers with self-reported voice problems differ from their peers with self-reported voice health?

PubMed

Lyberg Åhlander, Viveka; Rydell, Roland; Löfqvist, Anders

2012-07-01

This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. The subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery time from voice problems and scored higher on all subscales of the Voice Handicap Index-Throat. The results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the recovery time. The results also underline the importance of using self-assessed reports of voice dysfunction. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

An initial look at sibling reports on children's behavior: comparisons with children's self-reports and relations with siblings' self-reports and sibling relationships.

PubMed

Epkins, C C; Dedmon, A M

1999-10-01

The authors examined siblings' reports of children's depression, anxiety, and aggression, and their reports of the sibling relationship, and compared them with children's self-reports. In two samples, including 169 sibling pairs (age M = 9.98 years, SD = 1.51), no significant differences emerged in the levels of depression and anxiety found in siblings' reports of children's behavior and children's self-reports, although siblings reported children to have significantly higher levels of aggression than the children self-reported. Age, the difference in ages between siblings, sex, and sibling sex were not related to siblings' reports of children's behavior. The relations between children's and siblings' reports of children's behavior were significant, yet moderate (average r = .22). Both siblings' self-reports of internalizing behavior and their perceptions of aspects of the sibling relationship (affection, rivalry, hostility, and satisfaction with the sibling relationship) explained significant, and unique, variance in siblings' reports of children's internalizing behavior. The findings for aggressive behavior were similar, although siblings' perceptions of affection in the sibling relationship were not significantly related to their reports of children's aggression. The potential uses and benefits of sibling reports of children's behavior, and sibling and family relationships, are discussed.

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

PubMed

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

The Effects of a Behaviorally Oriented Tenth Grade Nutrition Curriculum.

ERIC Educational Resources Information Center

Flora, June A.; And Others

Two studies examined the impact of a five-session behaviorally oriented nutrition curriculum on health knowledge, behavioral intentions, attitudes, and self-reported behavior of tenth grade students. The first study examined the impact of a nutrition curriculum when combined with materials for the family and the impact of the curriculum when…

Utah Pilot Writing Assessment for Grades 3 and 8. Final Report.

ERIC Educational Resources Information Center

Duke, Charles R.; Strong, William J.

This final report presents findings of a project designed to develop a model for state-wide assessment of student writing/language skills in conjunction with Utah's Core Curriculum in English/Language Arts (UCCLA). The project tested procedures for collecting baseline data on writing/language skills at grades 3 and 8. The report consists of the…

Validity of self-reported adult secondhand smoke exposure

PubMed Central

Prochaska, Judith J; Grossman, William; Young-Wolff, Kelly C; Benowitz, Neal L

2015-01-01

Objectives Exposure of adults to secondhand smoke (SHS) has immediate adverse effects on the cardiovascular system and causes coronary heart disease. The current study evaluated brief self-report screening measures for accurately identifying adult cardiology patients with clinically significant levels of SHS exposure in need of intervention. Design and setting A cross-sectional study conducted in a university-affiliated cardiology clinic and cardiology inpatient service. Patients Participants were 118 non-smoking patients (59% male, mean age=63.6 years, SD=16.8) seeking cardiology services. Main outcome measures Serum cotinine levels and self-reported SHS exposure in the past 24 h and 7 days on 13 adult secondhand exposure to smoke (ASHES) items. Results A single item assessment of SHS exposure in one’s own home in the past 7 days was significantly correlated with serum cotinine levels (r=0.41, p<0.001) with sensitivity ≥75%, specificity >85% and correct classification rates >85% at cotinine cut-off points of >0.215 and >0.80 ng/mL. The item outperformed multi-item scales, an assessment of home smoking rules, and SHS exposure assessed in other residential areas, automobiles and public settings. The sample was less accurate at self-reporting lower levels of SHS exposure (cotinine 0.05–0.215 ng/mL). Conclusions The single item ASHES-7d Home screener is brief, assesses recent SHS exposure over a week’s time, and yielded the optimal balance of sensitivity and specificity. The current findings support use of the ASHES-7d Home screener to detect SHS exposure and can be easily incorporated into assessment of other major vital signs in cardiology. PMID:23997071

Self-consciousness concept and assessment in self-report measures

PubMed Central

DaSilveira, Amanda; DeSouza, Mariane L.; Gomes, William B.

2015-01-01

This study examines how self-consciousness is defined and assessed using self-report questionnaires (Self-Consciousness Scale (SCS), Self-Reflection and Insight Scale, Self-Absorption Scale, Rumination-Reflection Questionnaire, and Philadelphia Mindfulness Scale). Authors of self-report measures suggest that self-consciousness can be distinguished by its private/public aspects, its adaptive/maladaptive applied characteristics, and present/past experiences. We examined these claims in a study using 602 young adults to whom the aforementioned scales were administered. Data were analyzed as follows: (1) correlation analysis to find simple associations between the measures; (2) factorial analysis using Oblimin rotation of total scores provided from the scales; and (3) factorial analysis considering the 102 items of the scales all together. It aimed to clarify relational patterns found in the correlations between SCSs, and to identify possible latent constructs behind these scales. Results support the adaptive/maladaptive aspects of self-consciousness, as well as distinguish to some extent public aspects from private ones. However, some scales that claimed to be theoretically derived from the concept of Private Self-Consciousness correlated with some of its public self-aspects. Overall, our findings suggest that while self-reflection measures tend to tap into past experiences and judged concepts that were already processed by the participants’ inner speech and thoughts, the Awareness measure derived from Mindfulness Scale seems to be related to a construct associated with present experiences in which one is aware of without any further judgment or logical/rational symbolization. This sub-scale seems to emphasize the role that present experiences have in self-consciousness, and it is argued that such a concept refers to what has been studied by phenomenology and psychology over more than 100 years: the concept of pre-reflective self-conscious. PMID:26191030

Self-consciousness concept and assessment in self-report measures.

PubMed

DaSilveira, Amanda; DeSouza, Mariane L; Gomes, William B

2015-01-01

This study examines how self-consciousness is defined and assessed using self-report questionnaires (Self-Consciousness Scale (SCS), Self-Reflection and Insight Scale, Self-Absorption Scale, Rumination-Reflection Questionnaire, and Philadelphia Mindfulness Scale). Authors of self-report measures suggest that self-consciousness can be distinguished by its private/public aspects, its adaptive/maladaptive applied characteristics, and present/past experiences. We examined these claims in a study using 602 young adults to whom the aforementioned scales were administered. Data were analyzed as follows: (1) correlation analysis to find simple associations between the measures; (2) factorial analysis using Oblimin rotation of total scores provided from the scales; and (3) factorial analysis considering the 102 items of the scales all together. It aimed to clarify relational patterns found in the correlations between SCSs, and to identify possible latent constructs behind these scales. Results support the adaptive/maladaptive aspects of self-consciousness, as well as distinguish to some extent public aspects from private ones. However, some scales that claimed to be theoretically derived from the concept of Private Self-Consciousness correlated with some of its public self-aspects. Overall, our findings suggest that while self-reflection measures tend to tap into past experiences and judged concepts that were already processed by the participants' inner speech and thoughts, the Awareness measure derived from Mindfulness Scale seems to be related to a construct associated with present experiences in which one is aware of without any further judgment or logical/rational symbolization. This sub-scale seems to emphasize the role that present experiences have in self-consciousness, and it is argued that such a concept refers to what has been studied by phenomenology and psychology over more than 100 years: the concept of pre-reflective self-conscious.

Cytological surveillance compared with immediate referral for colposcopy in management of women with low grade cervical abnormalities: multicentre randomised controlled trial.

PubMed

2009-07-28

To examine the effectiveness of cytological surveillance in primary care compared with immediate referral for colposcopic examination in women with low grade abnormal results on cervical cytology tests. Multicentre individually randomised controlled trial. NHS cervical screening programmes in Grampian, Tayside, and Nottingham. 4439 women, aged 20-59, with a cytology result showing borderline nuclear abnormalities or mild dyskaryosis, October 1999-October 2002. Cytological screening every six months in primary care (n=2223) or referral for colposcopy and related interventions (n=2216). All women were followed for three years, concluding with an exit appointment at which colposcopic examination was undertaken. Colposcopists assessing outcome at this appointment were blinded to randomisation. Primary end point: cumulative incidence of cervical intraepithelial neoplasia grade II or more severe disease. Other end points: cervical intraepithelial neoplasia grade III or worse, clinically significant anxiety and depression, other self reported after effects, and rates of non-attendance. Analysis was by intention to treat; all those randomised were included. The cumulative incidence of cervical intraepithelial neoplasia grade II or worse was 79 per 1000 person years in the colposcopy arm and 58 per 1000 person years in the cytological surveillance arm (relative risk 1.37, 95% confidence interval 1.19 to 1.57). This difference was less marked for cervical intraepithelial neoplasia grade III or more severe disease, but the incidence was still higher in the colposcopy arm (relative risk 1.26, 1.04 to 1.53). Among women randomised to immediate colposcopy, 79% (74.9% to 82.5%) of cases of cervical intraepithelial neoplasia grade II or worse were diagnosed at the time of the immediate colposcopy, while among women randomised to cytological surveillance, 77% (72.1% to 81.2%) of cases were detected by surveillance cytology and related interventions. Similar proportions of women

An Analysis of Marine Mammal Self-Reports and Observer Reports from 1996-2014

NASA Astrophysics Data System (ADS)

McFarland, M. H.

2015-12-01

Over the past two decades commercial fishing vessel owners have been reporting their interactions with marine mammals in accordance with Section 118 of the Marine Mammal Protection Act. The objective of this study is to analyze marine mammal fisheries interactions data from fishermen self-reports and observer reports. We analyzed self-reports from 1996 - 2014 and Pacific Islands observer data from 2001 - 2014, and Northeast observer data from 1996 - 2014. We identify trends in the national marine mammal mortality/injury (M/I) self-report dataset; identify presence of complementary reports between self-reports and observer reports; and determine the compliance rate of self-reports and observer reports. The results of the self-report analysis indicate that the Greater Atlantic Region (GAR) receives the most M/I reports of the five National Marine Fisheries Service (NMFS) regional offices. The rate of animals reported as killed is three times higher than the rate for animals injured. Dolphins and porpoises are the most frequently reported species and gillnets are the most frequently reported gear type. This study will provide fisheries managers a greater understanding of the effectiveness of the requirement for fishermen to report moralities and injuries of marine mammals incidentally taken during commercial fishing operations. Refinements to the Marine Mammal Authorization Program (MMAP) reporting form will provide more accurate estimates of the M/I rate of marine mammals in each region and will help address the challenges with collecting self-reported incidental take data. Furthermore, the results can be used by managers to determine if self-reporting is informative and should be continued, with form improvements made to increase accuracy, or if the corresponding observer reports serve as sufficient data by themselves.

Further issues in determining the readability of self-report items: comment on McHugh and Behar (2009).

PubMed

Schinka, John A

2012-10-01

Issues regarding the readability of self-report assessment instruments, methods for establishing the reading ability level of respondents, and guidelines for development of scales designed for marginal readers have been inconsistently addressed in the literature. A recent study by McHugh and Behar (2009) provided new findings relevant to these issues. McHugh and Behar calculated indices of readability separately for the instructions and the item sets of 105 self-report measures of anxiety and depression. Results revealed substantial variability in readability among the measures, with most measures being written at or above the mean reading grade level in the United States. These results were consistent with those reported previously by Schinka and Borum (1993, 1994) in analyses of the readability of commonly used self-report psychopathology and personality inventories. In their discussion, McHugh and Behar addressed implications of their findings for clinical assessment and for scale development. I expand on their comments by addressing the failure to consider vocabulary difficulty, a major shortcoming of readability indices that examine only text complexity. I demonstrate how vocabulary difficulty influences readability and discuss additional considerations and possible solutions for addressing the gap between scale readability and the reading skill level of the self-report respondent. The work of McHugh and Behar clearly demonstrates that the issues of reading ability that arise in collecting self-report data are neither simple nor straightforward. Comments are offered to focus attention on the problems identified by their work. These problems will require additional effort on the part of researchers and clinicians in order to obtain reliable, valid estimates of clinical status. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Low-grade osteosarcoma arising from cemento-ossifying fibroma: a case report.

PubMed

Lee, Yong Bin; Kim, Nam-Kyoo; Kim, Jae-Young; Kim, Hyung Jun

2015-02-01

Cemento-ossifying fibromas are benign tumors, and, although cases of an aggressive type have been reported, no cases of cemento-ossifying fibroma transforming into osteosarcoma have been documented previously. Low-grade osteosarcoma is a rare type of primary bone tumor, representing 1%-2% of all osteosarcomas. A 45-year-old female patient was diagnosed with cemento-ossifying fibroma, treated with mass excision several times over a period of two years and eight months, and followed up. After biopsy gathered because of signs of recurrence, she was diagnosed with low-grade osteosarcoma. The patient underwent wide excision, segmental mandibulectomy, and reconstruction with fibula free flap. The aim of this report is to raise awareness of the possibility that cemento-ossifying fibroma can transform into osteosarcoma and of the consequent necessity for careful diagnosis and treatment planning.

Psychometric Comparison of Self- and Informant-Reports of Personality

PubMed Central

Olino, Thomas M.; Klein, Daniel N.

2017-01-01

Self-reports are the most relied on assessment method in psychology. In the area of personality, informant-reports are a reasonable alternative assessment strategy. However, agreement between self- and informant-reports of personality is only moderately good. A portion of the observed discrepancies between self- and informant-reports of personality may come from differences in psychometric measurement across raters. That is, it is unknown whether the constructs assessed via self- and informant-reports are psychometrically identical. We examined four key personality scales—Well-Being, Social Closeness, Stress Reaction, and Harm Avoidance—in male and female dyads who provided self- and informant-reports for their partner. Similarities in self- and informant-reports of personality were evaluated by testing measurement invariance. Overall, models supported configural, metric, and scalar invariance for each of the four personality dimensions. These results suggest that the same psychometric constructs are assessed via self- and informant-reports of these personality dimensions. Informant-reports can be used in studies to avoid biases from relying solely on self-reports. PMID:25612626

The Relationship between Attendance Policies and Student Grades

ERIC Educational Resources Information Center

Aaron, Michael D.

2012-01-01

The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to…

Examining the Process of Responding to Circumplex Scales of Interpersonal Values Items: Should Ideal Point Scoring Methods Be Considered?

PubMed

Ling, Ying; Zhang, Minqiang; Locke, Kenneth D; Li, Guangming; Li, Zonglong

2016-01-01

The Circumplex Scales of Interpersonal Values (CSIV) is a 64-item self-report measure of goals from each octant of the interpersonal circumplex. We used item response theory methods to compare whether dominance models or ideal point models best described how people respond to CSIV items. Specifically, we fit a polytomous dominance model called the generalized partial credit model and an ideal point model of similar complexity called the generalized graded unfolding model to the responses of 1,893 college students. The results of both graphical comparisons of item characteristic curves and statistical comparisons of model fit suggested that an ideal point model best describes the process of responding to CSIV items. The different models produced different rank orderings of high-scoring respondents, but overall the models did not differ in their prediction of criterion variables (agentic and communal interpersonal traits and implicit motives).

Self-Report Measures of Family Competence.

ERIC Educational Resources Information Center

Green, Robert G.

1987-01-01

Describes and compares two self-report measures of family competence: the Family Awareness Scales (FAS) (Green and Kolevzon, late 1970s) and the Self-Report Family Inventory (SFI) (Beavers, 1983). Discusses reliability and validity. Their focus on the "insider" (family member) is different from the traditional examination of family…

Burnout syndrome among non-consultant hospital doctors in Ireland: relationship with self-reported patient care.

PubMed

Sulaiman, Che Fatehah Che; Henn, Patrick; Smith, Simon; O'Tuathaigh, Colm M P

2017-10-01

Intensive workload and limited training opportunities for Irish non-consultant hospital doctors (NCHDs) has a negative effect on their health and well-being, and can result in burnout. Burnout affects physician performance and can lead to medical errors. This study examined the prevalence of burnout syndrome among Irish NCHDs and its association with self-reported medical error and poor quality of patient care. A cross-sectional quantitative survey-based design. All teaching hospitals affiliated with University College Cork. NCHDs of all grades and specialties. The following instruments were completed by all participants: Maslach Burnout Inventory-Human Service Survey (MBI-HSS), assessing three categories of burnout syndrome: Emotional exhaustion (EE), Personal Achievement (PA) and Depersonalization (DP); questions related to self-reported medical errors/poor patient care quality and socio-demographic information. Self-reported measures of burnout and poor quality of patient care. Prevalence of burnout among physicians (n = 265) was 26.4%. There was a significant gender difference for EE and DP, but none for PA. A positive weak correlation was observed between EE and DP with medical error or poor patient care. A negative association was reported between PA and medical error and reduced quality of patient care. Burnout is prevalent among NCHDs in Ireland. Burnout syndrome is associated with self-reported medical error and quality of care in this sample population. Measures need to be taken to address this issue, with a view to protecting health of NCHDs and maintaining quality of patient care. © The Author 2017. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Accuracy of PSA Self-Reports among Low-Income Men with Prostate Cancer after a Public Health Nursing Intervention.

PubMed

Zavala, Mary Wassel; Yule, Arthur; Kwan, Lorna; Lambrechts, Sylvia; Maliski, Sally L; Litwin, Mark S

2016-11-01

To examine accuracy of patient-reported prostate-specific antigen (PSA) levels among indigent, uninsured men in a state-funded prostate cancer treatment program that provides case management, care coordination, and health education. Program evaluation. About 114 men with matched self- and lab-reported PSA levels at program enrollment and another time point within 18 months. Abstraction of self- and lab-reported PSA levels to determine self-report as "accurate" or "inaccurate," and evaluate accuracy change over time, before and after nursing interventions. Chi-square tests compared patients with accurate versus inaccurate PSA values. Nonlinear multivariate analyses explored trends in self-reported accuracy over time. Program enrollees receive prostate cancer education from a Nurse Case Manager (NCM), including significance of PSA levels. Men self-report PSA results to their NCM following lab draws and appointments. The NCM provides ongoing education about PSA levels. Of the sample, 46% (n = 53) accurately reported PSA levels. Accuracy of PSA self-reports improved with increasing time since program enrollment. Compared with men at public facilities, those treated at private facilities showed increasing accuracy in self-reported PSA (p = .038). A targeted nursing intervention may increase specific knowledge of PSA levels. Additionally, the provider/treatment setting significantly impacts a patient's disease education and knowledge. © 2016 Wiley Periodicals, Inc.

How Accurate are Self-Reports? An Analysis of Self-Reported Healthcare Utilization and Absence When Compared to Administrative Data

PubMed Central

Short, Meghan E.; Pei, Xiaofei; Tabrizi, Maryam J.; Ozminkowski, Ronald J.; Gibson, Teresa B.; DeJoy, Dave M.; Wilson, Mark G.

2009-01-01

Objective To determine the accuracy of self-reported healthcare utilization and absence reported on health risk assessments (HRAs) against administrative claims and human resource records. Methods Self-reported values of healthcare utilization and absenteeism were analyzed for concordance to administrative claims values. Percent agreement, Pearson’s correlations, and multivariate logistic regression models examined the level of agreement and characteristics of participants with concordance. Results Self-report and administrative data showed greater concordance for monthly compared to yearly healthcare utilization metrics. Percent agreement ranged from 30 to 99% with annual doctor visits having the lowest percent agreement. Younger people, males, those with higher education, and healthier individuals more accurately reported their healthcare utilization and absenteeism. Conclusions Self-reported healthcare utilization and absenteeism may be used as a proxy when medical claims and administrative data are unavailable, particularly for shorter recall periods. PMID:19528832

Patient contributions during primary care consultations for hypertension after self-reporting via a mobile phone self-management support system.

PubMed

Bengtsson, Ulrika; Kjellgren, Karin; Hallberg, Inger; Lundin, Mona; Mäkitalo, Åsa

2018-03-01

This paper reports on how the clinical consultation in primary care is performed under the new premises of patients' daily self-reporting and self-generation of data. The aim was to explore and describe the structure, topic initiation and patients' contributions in follow-up consultations after eight weeks of self-reporting through a mobile phone-based hypertension self-management support system. A qualitative, explorative study design was used, examining 20 audio- (n = 10) and video-recorded (n = 10) follow-up consultations in primary care hypertension management, through interaction analysis. Clinical trials registry: ClinicalTrials.gov NCT01510301. Four primary health care centers in Sweden. Patients with hypertension (n = 20) and their health care professional (n = 7). The consultations comprised three phases: opening, examination and closing. The most common topic was blood pressure (BP) put in relation to self-reported variables, for example, physical activity and stress. Topic initiation was distributed symmetrically between parties and BP talk was lifestyle-centered. The patients' contributed to the interpretation of BP values by connecting them to specific occasions, providing insights to the link between BP measurements and everyday life activities. Patients' contribution through interpretations of BP values to specific situations in their own lives brought on consultations where the patient as a person in context became salient. Further, the patients' and health care professionals' equal contribution during the consultations showed actively involved patients. The mobile phone-based self-management support system can thus be used to support patient involvement in consultations with a person-centered approach in primary care hypertension management Key points   The clinical consultation is important to provide opportunities for patients to gain understanding of factors affecting high blood pressure, and for health care professionals to

Linking Concurrent Self-Reports and Retrospective Proxy Reports About the Last Year of Life: A Prevailing Picture of Life Satisfaction Decline

PubMed Central

Gerstorf, Denis; Ram, Nilam; Schupp, Jürgen; Sprangers, Mirjam A. G.; Wagner, Gert G.

2014-01-01

Objective. We examined the extent to which retrospective proxy reports of well-being mirror participant self-reports at 12–24 months before death and how proxy reports of well-being change over the last year of life. We also explored the role of sociodemographic, cognitive, and health factors of both participants and proxies in moderating such associations. Method. We used retrospective proxy ratings obtained in the German Socio-Economic Panel Study (N = 164; age at death = 19–99 years). Results. Results revealed moderate agreement between self- and proxy reports (r = .42), but proxies, on average, overestimated participants’ life satisfaction by two thirds of a scale point on a 0–10 scale (or 0.4 SD). Discrepancies were particularly pronounced when proxies themselves reported low life satisfaction. Over the last year of life, participants were viewed to have experienced declines in life satisfaction (−0.54 SD). Declines were stronger for ill participants and proxies who reported low life satisfaction. Discussion. Results qualify theoretical expectations and empirical results based on self-report data that are typically available 1 or 2 years before death. We discuss that retrospective proxy reports in panel surveys can be used as a hypothesis-generating tool to gather insights into late life. PMID:23766436

Validation of Self-Reported Cognitive Problems with Objective ...

EPA Pesticide Factsheets

There is a lack of validation of self-reported cognitive problems with objective neuropsychological measures. The validity of four self-reported cognitive items from a health questionnaire (HQ) and the Symptoms Checklist 90-Revised (SCL-90-R) was examined with objective clinical neuropsychological test performance in 147 manganese (Mn) exposed residents. These residents were from two Ohio towns exposed to ambient air-Mn from an industrial source with modeled average air-Mn concentrations of 0.54 µg/m3 (range: 0.01-4.58) and were part of a larger study of cognitive, motor, tremor abnormalities and their relationship to Mn exposure.The primarily white (94.6%) participants (aged 30-64) lived in the towns for at least 10 years (range: 10-64) and had 13.9 years of education, on average. In the last 7 days before testing, 94 (64.4%) participants self-reported concentration problems and 105 (71.8%) self-reported memory problems. After adjusting for age and education, participants who self-reported cognitive problems did not perform worse on the objective neuropsychological measures than those who reported not having problems, except on 1 of 17 neuropsychological tests (Stroop Color). Greater levels of depression and female sex predicted having more self-reported cognitive problems. Higher education was associated with fewer self-reported cognitive problems. Measures of Mn in air, blood, hair, and toenails were not associated with subjective cognitive self-reported p

A Comparison of Self-Reported Medication Adherence to Concordance Between Part D Claims and Medication Possession

PubMed Central

Savitz, Samuel T.; Stearns, Sally C.; Zhou, Lei; Thudium, Emily; Alburikan, Khalid A.; Tran, Richard; Rodgers, Jo E.

2017-01-01

Objective Medicare Part D claims indicate medication purchased, but people who are not fully adherent may extend prescription use beyond the interval prescribed. This study assessed concordance between Part D claims and medication possession at a study visit in relation to self-reported medication adherence. Methods We matched Part D claims for six common medications to medications brought to a study visit in 2011–2013 for the Atherosclerosis Risk in Communities Study (ARIC). The combined data consisted of 3,027 medication events (claims, medications possessed or both) for 2,099 ARIC participants. Multinomial logistic regression estimated the association of concordance (Visit Only, Part D Only, or Both) with self-reported medication adherence while controlling for socio-demographic characteristics, veteran status, and availability under Generic Drug Discount Programs (GDDPs). Results Relative to participants with high adherence (p<0.05), medication events for participants with low adherence were approximately 25 percentage points less likely to match and more likely to be Visit Only. The results were similar but smaller in magnitude (approximately 2–3 percentage points) for participants with medium adherence. Compared to females, medication events for male veterans were approximately 11 percentage points less likely to match and more likely to be Visit Only. Events for medications available through GDDP were 3 percentage points more likely to be Visit Only. Conclusions Part D claims were substantially less likely to be concordant with medications possessed at study visit for participants with low self-reported adherence. This result supports the construction of adherence proxies such as proportion days covered using Part D claims. PMID:28221276

Middle Grade Indicators of Readiness in Chicago Public Schools: Looking Forward to High School and College. Research Report

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa

2014-01-01

This report is designed to provide a detailed picture of the relationship between students' performance in the middle grades (grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). The key findings of this report have been summarized in briefs for middle grade and…

Treatment of Spontaneous Subarachnoid Hemorrhage and Self-Reported Neuropsychological Performance at 6 Months - Results of a Prospective Clinical Pilot Study on Good-Grade Patients.

PubMed

Bründl, Elisabeth; Schödel, Petra; Bele, Sylvia; Proescholdt, Martin; Scheitzach, Judith; Zeman, Florian; Brawanski, Alexander; Schebesch, Karl-Michael

2018-01-01

Limited focus has been placed on neuropsychological patient profiles after spontaneous subarachnoid hemorrhage (sSAH). We conducted a prospective controlled study in good-grade sSAH patients to evaluate the time course of treatment-specific differences in cognitive processing after sSAH. Twenty-six consecutive sSAH patients were enrolled (drop out n=5). Nine patients received endovascular aneurysm occlusion (EV), 6 patients were treated microsurgically (MS), and 6 patients with perimesencephalic SAH (pSAH) underwent standardized intensive medical care. No patient experienced serious vasospasm-related ischemic or hemorrhagic complications. All patients were subjected to neuropsychological self-report assessment (36-Item Short Form Health Survey and ICD-10-Symptom-Rating questionnaire) subacutely (day 11 - 35) after the onset of bleeding (t1) and at the 6-month follow-up (FU; t < sub > 2 < /sub > ). From t1 to t < sub > 2 < /sub > , MS and EV patients significantly improved in physical functioning (Pfi; p=.001 each) and the physical component summary (p=.010 vs. p=.015). Bodily pain (Pain; MS p=.034) and general health perceptions (EV p=.014) significantly improved, and nutrition disorder (EV p=.008) worsened. At FU, MS patients reported significantly better Pfi (vs. EV p=.046), less Pain (vs. EV p=.040), and more depression (vs. pSAH p=.035). Group-rate analyses of test differences showed a significant alleviation in nutrition disorder in MS (vs. EV p=.009). All sSAH groups reported a significant deterioration in health. Though both MS and EV patients, improved in several physical items over time, our data suggest a better short-term Pfi, less Pain and improved nutrition disorder in surgically treated patients. pSAH patients performed significantly better in various aspects of physical and psychological functioning than patients with aneurysmal SAH.

Predicting weight status stability and change from fifth grade to eighth grade: the significant role of adolescents' social-emotional well-being.

PubMed

Chang, Yiting; Gable, Sara

2013-04-01

The primary objective of this study was to predict weight status stability and change across the transition to adolescence using parent reports of child and household routines and teacher and child self-reports of social-emotional development. Data were from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative sample of children who entered kindergarten during 1998-1999 and were followed through eighth grade. At fifth grade, parents reported on child and household routines and the study child and his/her primary classroom teacher reported on the child's social-emotional functioning. At fifth and eighth grade, children were directly weighed and measured at school. Nine mutually-exclusive weight trajectory groups were created to capture stability or change in weight status from fifth to eighth grade: (1) stable obese (ObeSta); (2) obese to overweight (ObePos1); (3) obese to healthy (ObePos2); (4) stable overweight (OverSta); (5) overweight to healthy (OverPos); (6) overweight to obese (OverNeg); (7) stable healthy (HelSta); (8) healthy to overweight (HelNeg1); and (9) healthy to obese (HelNeg2). Except for breakfast consumption at home, school-provided lunches, nighttime sleep duration, household and child routines did not predict stability or change in weight status. Instead, weight status trajectory across the transition to adolescence was significantly predicted by measures of social-emotional functioning at fifth grade. Assessing children's social-emotional well-being in addition to their lifestyle routines during the transition to adolescence is a noteworthy direction for adolescent obesity prevention and intervention. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

IRT Analysis of General Outcome Measures in Grades 1-8. Technical Report # 0916

ERIC Educational Resources Information Center

Alonzo, Julie; Anderson, Daniel; Tindal, Gerald

2009-01-01

We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the…

Impression Management and Self-Report among Violent Offenders

ERIC Educational Resources Information Center

Mills, Jeremy F.; Kroner, Daryl G.

2006-01-01

Offenders are assumed by many to employ socially desirable responding (SDR) response styles when completing self-report measures. Contrary to expectations, prior research has shown that accounting for SDR in self-report measures of antisocial constructs does not improve the relationship with outcome. Despite this, many self-report measures…

Children's Self-Efficacy Scale: Initial Psychometric Studies

ERIC Educational Resources Information Center

Martinelli, Selma de Cassia; Bartholomeu, Daniel; Caliatto, Susana Gakyia; Sassi, Adriana de Grecci

2009-01-01

This article describes the development of a self-efficacy measure for elementary school children. A sample of 514 children, ages 8 to 11, enrolled in Grades 2 to 4 of public schools in Brazil was investigated. The scale included 78 descriptive items about academic situations, in which the child was required to respond on a 5-point scale, the…

Associations between DSM-IV mental disorders and subsequent self-reported diagnosis of cancer

PubMed Central

O'Neill, Siobhan; Posada-Villa, Jose; Medina-Mora, Maria Elena; Al-Hamzawi, Ali Obaid; Piazza, Marina; Tachimori, Hisateru; Hu, Chiyi; Lim, Carmen; Bruffaerts, Ronny; Lépine, Jean-Pierre; Matschinger, Herbert; de Girolamo, Giovanni; de Jonge, Peter; Alonso, Jordi; Caldas-de-Almeida, Jose Miguel; Florescu, Silvia; Kiejna, Andrzej; Levinson, Daphna; Kessler, Ronald C.; Scott, Kate M.

2016-01-01

Objective The associations between mental disorders and cancer remain unclear. It is also unknown whether any associations vary according to life stage or gender. This paper examines these research questions using data from the World Mental Health Survey Initiative. Methods The World Health Organization Composite International Diagnostic Interview retrospectively assessed the lifetime prevalence of 16 DSM-IV mental disorders in face-to-face household population surveys in nineteen countries (n = 52,095). Cancer was indicated by self-report of diagnosis. Smoking was assessed in questions about current and past tobacco use. Survival analyses estimated associations between first onset of mental disorders and subsequently reported cancer. Results After adjustment for comorbidity, panic disorder, specific phobia and alcohol abuse were associated with a subsequently self-reported diagnosis of cancer. There was an association between number of mental disorders and the likelihood of reporting a cancer diagnosis following the onset of the mental disorder. This suggests that the associations between mental disorders and cancer risk may be generalised, rather than specific to a particular disorder. Depression is more strongly associated with self-reported cancers diagnosed early in life and in women. PTSD is also associated with cancers diagnosed early in life. Conclusion This study reports the magnitude of the associations between mental disorders and a self-reported diagnosis of cancer and provides information about the relevance of comorbidity, gender and the impact at different stages of life. The findings point to a link between the two conditions and lend support to arguments for early identification and treatment of mental disorders. PMID:24529039

Associations between DSM-IV mental disorders and subsequent self-reported diagnosis of cancer.

PubMed

O'Neill, Siobhan; Posada-Villa, Jose; Medina-Mora, Maria Elena; Al-Hamzawi, Ali Obaid; Piazza, Marina; Tachimori, Hisateru; Hu, Chiyi; Lim, Carmen; Bruffaerts, Ronny; Lépine, Jean-Pierre; Matschinger, Herbert; de Girolamo, Giovanni; de Jonge, Peter; Alonso, Jordi; Caldas-de-Almeida, Jose Miguel; Florescu, Silvia; Kiejna, Andrzej; Levinson, Daphna; Kessler, Ronald C; Scott, Kate M

2014-03-01

The associations between mental disorders and cancer remain unclear. It is also unknown whether any associations vary according to life stage or gender. This paper examines these research questions using data from the World Mental Health Survey Initiative. The World Health Organization Composite International Diagnostic Interview retrospectively assessed the lifetime prevalence of 16 DSM-IV mental disorders in face-to-face household population surveys in nineteen countries (n = 52,095). Cancer was indicated by self-report of diagnosis. Smoking was assessed in questions about current and past tobacco use. Survival analyses estimated associations between first onset of mental disorders and subsequently reported cancer. After adjustment for comorbidity, panic disorder, specific phobia and alcohol abuse were associated with a subsequently self-reported diagnosis of cancer. There was an association between number of mental disorders and the likelihood of reporting a cancer diagnosis following the onset of the mental disorder. This suggests that the associations between mental disorders and cancer risk may be generalised, rather than specific to a particular disorder. Depression is more strongly associated with self-reported cancers diagnosed early in life and in women. PTSD is also associated with cancers diagnosed early in life. This study reports the magnitude of the associations between mental disorders and a self-reported diagnosis of cancer and provides information about the relevance of comorbidity, gender and the impact at different stages of life. The findings point to a link between the two conditions and lend support to arguments for early identification and treatment of mental disorders. Copyright © 2014 Elsevier Inc. All rights reserved.

Self-report after randomly assigned supervision does not predict ability to practice Motivational Interviewing

PubMed Central

Kutner, Bryan A.; Smith, Jennifer L.; Carpenter, K. M.; Hu, M-C.; Amrhein, Paul C.; Nunes, E. V.

2015-01-01

The objective of this study was to investigate the relation between self-report and objective assessment of Motivational Interviewing (MI) skills following training and supervision. After an MI workshop, 96 clinicians from 26 community programs (age 21–68, 65% female, 40.8% Black, 29.6% Caucasian, 24.5% Hispanic, 2.0% Asian, 3.1% other) were randomized to supervision (tele-conferencing or tape-based), or workshop only. At four time points, trainees completed a self-report of MI skill, using items from the MI Understanding questionnaire (MIU), and were objectively assessed by raters using the Motivational Interviewing Treatment Integrity (MITI) system. Correlations were calculated between MIU and MITI scores. A generalized linear mixed model was tested on MIU scores, with MITI scores, supervision condition and time as independent variables. MIU scores increased from pre-workshop (Mean = 4.74, SD = 1.79) to post-workshop (Mean = 6.31, SD = 1.03) (t = 8.69, p < .0001). With supervision, scores continued to increase, from post-workshop to week 8 (Mean = 7.07, SD = 0.91, t = 5.60, p < .0001) and from week 8 to week 20 (Mean = 7.28, SD = 0.94, t = 2.43, p = .02). However, MIU scores did not significantly correlate with MITI scores, with or without supervision. Self- reported ability increased with supervision, but self-report was not an indicator of objectively measured skill. This suggests that training does not increase correspondence between self-report and objective assessment, so community treatment programs should not rely on clinician self- report to assess the need for ongoing training and supervision and it may be necessary to train clinicians to accurately assess their own skill. PMID:25963775

The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

NASA Astrophysics Data System (ADS)

Henman, Karen

During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.

Comparison of self-report-based and physical performance-based frailty definitions among patients receiving maintenance hemodialysis.

PubMed

Johansen, Kirsten L; Dalrymple, Lorien S; Delgado, Cynthia; Kaysen, George A; Kornak, John; Grimes, Barbara; Chertow, Glenn M

2014-10-01

A well-accepted definition of frailty includes measurements of physical performance, which may limit its clinical utility. In a cross-sectional study, we compared prevalence and patient characteristics based on a frailty definition that uses self-reported function to the classic performance-based definition and developed a modified self-report-based definition. Prevalent adult patients receiving hemodialysis in 14 centers around San Francisco and Atlanta in 2009-2011. Self-report-based frailty definition in which a score lower than 75 on the Physical Function scale of the 36-Item Short Form Health Survey (SF-36) was substituted for gait speed and grip strength in the classic definition; modified self-report definition with optimized Physical Function score cutoff points derived in a development (one-half) cohort and validated in the other half. Performance-based frailty defined as 3 of the following: weight loss, weakness, exhaustion, low physical activity, and slow gait speed. 387 (53%) patients were frail based on self-reported function, of whom 209 (29% of the cohort) met the performance-based definition. Only 23 (3%) met the performance-based definition of frailty only. The self-report definition had 90% sensitivity, 64% specificity, 54% positive predictive value, 93% negative predictive value, and 72.5% overall accuracy. Intracellular water per kilogram of body weight and serum albumin, prealbumin, and creatinine levels were highest among nonfrail individuals, intermediate among those who were frail by self-report, and lowest among those who also were frail by performance. Age, percentage of body fat, and C-reactive protein level followed an opposite pattern. The modified self-report definition had better accuracy (84%; 95% CI, 79%-89%) and superior specificity (88%) and positive predictive value (67%). Our study did not address prediction of outcomes. Patients who meet the self-report-based but not the performance-based definition of frailty may represent an

ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

PubMed

Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

2013-06-01

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

Low-grade osteosarcoma arising from cemento-ossifying fibroma: a case report

PubMed Central

Lee, Yong Bin; Kim, Nam-Kyoo; Kim, Jae-Young

2015-01-01

Cemento-ossifying fibromas are benign tumors, and, although cases of an aggressive type have been reported, no cases of cemento-ossifying fibroma transforming into osteosarcoma have been documented previously. Low-grade osteosarcoma is a rare type of primary bone tumor, representing 1%-2% of all osteosarcomas. A 45-year-old female patient was diagnosed with cemento-ossifying fibroma, treated with mass excision several times over a period of two years and eight months, and followed up. After biopsy gathered because of signs of recurrence, she was diagnosed with low-grade osteosarcoma. The patient underwent wide excision, segmental mandibulectomy, and reconstruction with fibula free flap. The aim of this report is to raise awareness of the possibility that cemento-ossifying fibroma can transform into osteosarcoma and of the consequent necessity for careful diagnosis and treatment planning. PMID:25741469

Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

PubMed Central

Dowda, Marsha; Dishman, Rod K; Pate, Russell R.

2016-01-01

Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines. PMID:27103414