In a small group of participants, a single outlier score could confound analyses using group means. It was therefore important to look at change at the individual level, considering the series of individual cases (children) who participated. At the individual level, all the children, except for...
There is no final consensus regarding which covariates should be used (in addition to prior achievement) when estimating value-added (VA) scores to evaluate a school’s effectiveness. Therefore, we examined the sensitivity of evaluations of schools’ effectiveness in math and language achievement to ...
In addition, we used the second sample to take a closer look on the assumed predictive validity of different motivation profiles on academic achievement above and beyond students’ prior academic achievement. 1.1. The interplay between expectancy and value in education Education is and has been a ...
Find out which plants you probably shouldn't let your pets nibble on - is-it-toxic-to/yarn.lock at main · chesterhow/is-it-toxic-to
We will also demonstrate the procedures and analyses discussed 2 Chapter 1 / Introduction to Exploratory Factor Analysis throughout the book using real data, and we will occasionally survey some poor practices as a learning tool. To get started in our exploration of EFA, we will first discuss ...
Applying approaches of Goodwin model, measuring productivity enhancement of the human force and eventually, presenting some suggestions for making an improvement on the human force have been done in this research. The method of BSC score card of balance as one of the EFQM tools, was used to ...
children who score higher in self-blame (β =.18, p < .01), catastrophizing (β =.24, p < .001), other-blame (β =.14, p ≤ .01), but lower in positive reappraisal (β = -.15, p ≤ .01), and females (β = .10, p < .05) were more likely to present higher scores...
Methods: We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the 'Born In Bradford' birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept...
families (60 adults and 15 children) from one local Relate centre completed the 'Systemic Clinical Outcome and Routine Evaluation' Scale (SCORE-15), the 'Family Adaptability and Cohesion Evaluation Scale III' (FACES-III) and the 'Strengths and Difficulties Questionnaire' (SDQ) before counselling....
The sample consisted of 50.9% males and 49.1% females. The boys showed a statistically significantly lower total difficulty score on the Strength and Difficulties Questionnaire (SDQ TDS) and internalizing score (IS) than the girls (12.45 ± 5.39 vs. 14.93 ± 5.76; 5.39 ± 3.30 vs. 7.49 ± ...