Journal articles: 'University and scales'

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McClanahan, T. R. "Crossing scales: Howard T. Odum." Environmental Conservation 29, no. 3 (September 2002): 271–72. http://dx.doi.org/10.1017/s0376892902000176.

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One of the founders of modern ecology, environmental science, ecological engineering and economics, H.T. Odum, passed away on 11 September 2002 in Gainesville, Florida, from cancer at the age of 78. He died less than a month after the death of his older brother and long-time collaborator, Eugene P. Odum. The two brothers published the classic ecological textbook of the early 1950s (Odum 1953; H.T. Odum's role was not credited until an acknowledgement page in the 3rd edition, published in 1971), one of the first modern holistic views of ecology, ecosystems and human impacts. Among numerous other prizes and awards, they jointly won the Crafoord Prize in 1987, equivalent to a Nobel Prize in ecology, and the Prize of the Institut de la Vie in Paris in 1976. Howard Odum produced 15 books, nearly 300 articles and was chairman for nearly 100 doctoral dissertations of which 75 were during his tenure at the University of Florida from 1970. His students are leaders in many fields of environmental science. His ashes were scattered in the Howard T. Odum Memorial Cypress Swamp, a cypress dome near the University of Florida campus that he donated to the University for research purposes.

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Dolen, Michael R., and Kenneth S. Shultz. "Comparison of Organizational, Professional, University, and Academic Commitment Scales." Psychological Reports 82, no. 3_suppl (June 1998): 1232–34. http://dx.doi.org/10.2466/pr0.1998.82.3c.1232.

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Professional, Academic, and University Commitment Scales were developed and validated based on Mowday, Steers, and Porter's 1979 Organizational Commitment Questionnaire. Data from 74 working students supported use of the separate scales.

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Güvendir, Meltem Acar. "The Relation of an International Student Center’s Orientation Training Sessions with International Students’ Achievement and Integration to University." Journal of International Students 8, no. 2 (April 1, 2018): 843–60. http://dx.doi.org/10.32674/jis.v8i2.117.

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The purpose of the research is to examine the relation of orientation training sessions with integration and achievement of the international students. The study used the Institutional Integration Scales, developed by Pascarella and Terenzini (1980), to examine the integration level of the international students. 181 freshmen undergraduate and graduate international students who study at an American university filled out the scales in June 2015. According to the results, the scale’s factor scores vary depending on the frequency of using the center. The students’ GPA scores did not vary with regard to whether the students benefited from the center frequently or not. The study findings show that the frequency of using the center is important on integration to university.

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DOLEN, MICHAEL R. "COMPARISON OF ORGANIZATIONAL, PROFESSIONAL, UNIVERSITY, AND ACADEMIC COMMITMENT SCALES." Psychological Reports 82, no. 3 (1998): 1232. http://dx.doi.org/10.2466/pr0.82.3.1232-1234.

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Hastings, Alan, Sergei Petrovskii, and Andrew Morozov. "Spatial ecology across scales." Biology Letters 7, no. 2 (November 10, 2010): 163–65. http://dx.doi.org/10.1098/rsbl.2010.0948.

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The international conference ‘Models in population dynamics and ecology 2010: animal movement, dispersal and spatial ecology’ took place at the University of Leicester, UK, on 1–3 September 2010, focusing on mathematical approaches to spatial population dynamics and emphasizing cross-scale issues. Exciting new developments in scaling up from individual level movement to descriptions of this movement at the macroscopic level highlighted the importance of mechanistic approaches, with different descriptions at the microscopic level leading to different ecological outcomes. At higher levels of organization, different macroscopic descriptions of movement also led to different properties at the ecosystem and larger scales. New developments from Levy flight descriptions to the incorporation of new methods from physics and elsewhere are revitalizing research in spatial ecology, which will both increase understanding of fundamental ecological processes and lead to tools for better management.

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Persinger, M. A., and S. G. Tiller. "Intratest and Intertest Means and Reliability of the MMPI–168 for University Students and Patients Referred for Neuropsychological Assessment." Perceptual and Motor Skills 94, no. 3_suppl (June 2002): 1143–50. http://dx.doi.org/10.2466/pms.2002.94.3c.1143.

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68 first-year university students and 37 patients, after a 1-mo. or a 2-yr. interval, respectively, were re-administered the MMPI–168 (the first 168 items of the Minnesota Multiphasic Personality Inventory). The mean of the test-retest correlation coefficients between the first and second administrations for the 13 scales (3 validity, 10 clinical) was about .62 for the students and the patients. The mean absolute change in standardized scores for the scales between the two administrations for both groups was only 0.2 of a standard deviation. Compared to the students, however, the patients who had been referred for neuropsychological assessments displayed elevated (>2 SD) mean scores for several of the scales during both administrations. These results indicate that the MMPI-168 profiles of the patients did not change appreciably even though several years had elapsed since the injuries. The correlation coefficients between means of the scaled scores between the first and second administrations for the students and patients were .91 and .95, respectively.

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Tassitano, Rafael Miranda, José Cazuza de Farias Júnior, Cassiano Ricardo Rech, Maria Cecília Marinho Tenório, Poliana Coelho Cabral, and Giselia Alves Pontes da Silva. "Validation of psychosocial scales for physical activity in university students." Revista de Saúde Pública 49 (2015): 1–10. http://dx.doi.org/10.1590/s0034-8910.2015049005465.

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OBJECTIVE Translate the Patient-centered Assessment and Counseling for Exercise questionnaire, adapt it cross-culturally and identify the psychometric properties of the psychosocial scales for physical activity in young university students. METHODS The Patient-centered Assessment and Counseling for Exercise questionnaire is made up of 39 items divided into constructs based on the social cognitive theory and the transtheoretical model. The analyzed constructs were, as follows: behavior change strategy (15 items), decision-making process (10), self-efficacy (6), support from family (4), and support from friends (4). The validation procedures were conceptual, semantic, operational, and functional equivalences, in addition to the equivalence of the items and of measurements. The conceptual, of items and semantic equivalences were performed by a specialized committee. During measurement equivalence, the instrument was applied to 717 university students. Exploratory factor analysis was used to verify the loading of each item, explained variance and internal consistency of the constructs. Reproducibility was measured by means of intraclass correlation coefficient. RESULTS The two translations were equivalent and back-translation was similar to the original version, with few adaptations. The layout, presentation order of the constructs and items from the original version were kept in the same form as the original instrument. The sample size was adequate and was evaluated by the Kaiser-Meyer-Olkin test, with values between 0.72 and 0.91. The correlation matrix of the items presented r < 0.8 (p < 0.05). The factor loadings of the items from all the constructs were satisfactory (> 0.40), varying between 0.43 and 0.80, which explained between 45.4% and 59.0% of the variance. Internal consistency was satisfactory (α ≥ 0.70), with support from friends being 0.70 and 0.92 for self-efficacy. Most items (74.3%) presented values above 0.70 for the reproducibility test. CONCLUSIONS The validation process steps were considered satisfactory and adequate for applying to the population.

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Scott, Jan, and Greg Murray. "Are rating scales for bipolar disorders fit for purpose?" British Journal of Psychiatry 213, no. 5 (October 19, 2018): 627–29. http://dx.doi.org/10.1192/bjp.2018.189.

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The DSM-5 definition of bipolar disorder elevates increased activity or energy as a cardinal symptom (alongside mood changes) for mania and hypomania (‘hypo/mania’). The ICD-10 likewise requires increases in activity and energy (alongside mood) for hypo/mania, as well as decreases for bipolar depression. Using bipolar disorder as an example, we propose that, when diagnostic criteria are revised, instruments used to measure clinical course and treatment response may need revisiting. Here, we highlight that the ‘gold-standard’ symptom rating scales for hypo/mania and depression were developed in an era when abnormalities of mood were viewed as the cardinal symptom of bipolar disorder. We contend that archetypal measures fail to give proportionate weighting to activity or energy, undermining their utility in monitoring bipolar disorder and treatment response in clinical and research practice.Declarations of interestJ.S. and G.M. are members of mMARCH, (Motor Activity Research Consortium for Health), which is led by Dr Kathleen Merikangas, National Institute for Mental Health. J.S. reports being a visiting professor at Diderot University, the Norwegian University of Science and Technology, Swinburne University of Technology and The University of Sydney; receiving grant funding from the UK Medical Research Council and from the UK Research for Patient Benefit programme; and receiving a personal fee from Janssen-Cilag for a non-promotional talk on sleep problems.

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Granito, Vincent J., and David W. Rainey. "Differences in Cohesion between High School and College Football Teams and Starters and Nonstarters." Perceptual and Motor Skills 66, no. 2 (April 1988): 471–77. http://dx.doi.org/10.2466/pms.1988.66.2.471.

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The Group Environment Questionnaire was administered at the end of the season to 44 football players from a large high school, 25 players from a medium-sized high school, and 52 players from a National Collegiate Athletic Association Division III university. It was hypothesized that starters would be more cohesive than nonstarters and that high school teams would be more cohesive than the university team. Scores from the four sub-scales were analyzed with two-way (High School/University X Starter/Nonstarter) analysis of variance. Main effects for Team and for Starter/Nonstarter were significant for the Individual Attraction to Group-Task and Group Integration-Task scales. Starters scored higher than nonstarters on both scales, and high school teams scored higher than the university team on both scales. Results support Widmeyer, Brawley, and Carron's 1985 model, which specifies that teams' characteristics and players' characteristics are antecedents of team cohesion.

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Lind, Pedro G., and Adriano Moreira. "Human Mobility Patterns at the Smallest Scales." Communications in Computational Physics 18, no. 2 (July 30, 2015): 417–28. http://dx.doi.org/10.4208/cicp.120614.190115a.

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AbstractWe present a study on human mobility at small spatial scales. Differently from large scale mobility, recently studied through dollar-bill tracking and mobile phone data sets within one big country or continent, we report Brownian features of human mobility at smaller scales. In particular, the scaling exponents found at the smallest scales is typically close to one-half, differently from the larger values for the exponent characterizing mobility at larger scales. We carefully analyze 12-month data of the Eduroam database within the Portuguese university of Minho. A full procedure is introduced with the aim of properly characterizing the human mobility within the network of access points composing the wireless system of the university. In particular, measures of flux are introduced for estimating a distance between access points. This distance is typically non-Euclidean, since the spatial constraints at such small scales distort the continuum space on which human mobility occurs. Since two different exponents are found depending on the scale human motion takes place, we raise the question at which scale the transition from Brownian to non-Brownian motion takes place. In this context, we discuss how the numerical approach can be extended to larger scales, using the full Eduroam in Europe and in Asia, for uncovering the transition between both dynamical regimes.

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Kick, S. D., J. A. Bell, J. M. Norris, and J. F. Steiner. "Validation of two anxiety scales in a university primary care clinic." Psychosomatic Medicine 56, no. 6 (November 1994): 570–76. http://dx.doi.org/10.1097/00006842-199411000-00014.

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Bradley, John R., Roderick S. Carman, and Allen Petree. "Personal and Social Drinking Motives, Family Drinking History, and Problems Associated with Drinking in Two University Samples." Journal of Drug Education 22, no. 3 (September 1992): 195–202. http://dx.doi.org/10.2190/llqy-pfe6-484l-91l6.

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Two drinking motives scales, Negative Personal (NP) motives and Positive Social (PS) motives, derived from Mulford and Miller's Definitions of Alcohol Scales, and a Negative Family Models (NFM) scales designed to reflect family modeling of drinking-related problems were evaluated for internal consistency and association with college students' scores on a drinking-related Social Complications (SOCCOMP) scale. In both initial ( n = 553) and cross-validation ( n = 293) samples, all four scales demonstrated high internal consistency. Multiple regressions of NP, PS, and NFM scales, together with measures of quantity and frequency of drinking on SOCCOMP for both samples, yielded highly significant multiple R's, confirming the additive association of these measures with problem drinking outcomes. An unanticipated finding of positive associations between PS drinking motive and SOCCOMP is reported.

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Wetzel, Richard D., John Brim, Samuel B. Guze, C. Robert Cloninger, Ronald L. Martin, and Paula J. Clayton. "MMPI Screening Scales for Somatization Disorder." Psychological Reports 85, no. 1 (August 1999): 341–48. http://dx.doi.org/10.2466/pr0.1999.85.1.341.

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44 items on the MMPI were identified which appear to correspond to some of the symptoms in nine of the 10 groups on the Perley-Guze checklist for somatization disorder (hysteria). This list was organized into two scales, one reflecting the total number of symptoms endorsed and the other the number of organ systems with at least one endorsed symptom. Full MMPIs were then obtained from 29 women with primary affective disorder and 37 women with somatization disorder as part of a follow-up study of a consecutive series of 500 psychiatric clinic patients seen at Washington University. Women with the diagnosis of somatization disorder scored significantly higher on the somatization disorder scales created from the 44 items than did women with only major depression. These new scales appeared to be slightly more effective in identifying somatization disorder than the use of the standard MMPI scales for hypochondriasis and hysteria. Further development is needed.

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Ishiyama, F. Ishu. "Development and Validation of a Situational Social Avoidance Scale." Psychological Reports 85, no. 1 (August 1999): 114–20. http://dx.doi.org/10.2466/pr0.1999.85.1.114.

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A 15-item self-report Situational Social Avoidance scale was developed and validated. Two samples of university students (total N = 407) provided data, evidencing high internal consistency (α=.89 for Sample 1, α = .92 for Sample 2) and test-retest reliability of .86 ( n = 65) over a 6.5-wk. interval. A factor-analysis yielded an interpretable 3-factor solution with three domains of social avoidance, (a) social performance, (b) socializing, and (c) self-assertion. Sample 2 showed a significant sex difference, with 138 women scoring higher, especially in the self-assertion and social performance domains. The scale had high positive correlations (from .60 to .78) with four frequently used social anxiety scales, and meaningful correlations with depression ( r = .36), self-esteem ( r = −.49), and self-critical cognition ( r = .50). Differential correlations were found between the scale's three factor-based subscales and the other social anxiety scales, suggesting different situational properties of the latter scales. Research implications and clinical use of the scale are discussed.

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Kvasova, Olga, Tamara Kavytska, and Viktoriya Osidak. "INVESTIGATION OF WRITING ASSESSMENT LITERACY OF UKRAINIAN UNIVERSITY TEACHERS." АRS LINGUODIDACTICAE, no. 4 (2019): 10–17. http://dx.doi.org/10.17721/2663-0303.2019.4.02.

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The rating process of students’ writing has been a long-standing concern in L2 large-scale standardized and classroom-based assessment. Several studies have tried to identify how the raters make scoring decisions and assign scores to ensure validity of writing assessment. The current paper addresses the issue of writing assessment practices of Ukrainian university teachers, how they approach rating scales and criteria with an attempt to understand culturally specific challenges of teachers’ writing assessment in Ukraine. To investigate the issue, this study employs the analysis of the survey results obtained from 104 university teachers of English. The survey consisted of 13 questions that provided insight into current practices in assessment of writing, such as frequency of assessment, use of rating scales, rater’s profile, criteria of assessment, feedback and rewriting, training in assessment of writing. The survey responses show that assessment in Ukraine is not regulated by common standard, and thus the approach to students’ writing assessment is often intuitive. A frequent practice is that teachers tend to rely on errors – as observable features of the text – to justify their rating decisions, Consequently, by shifting focus onto the surface features of writing, grammar mistakes in particular, the teachers underrate such criteria as “register”, “compliance with textual features” and “layout”. Additionally, the data reveal contradictory findings about writing assessment literacy of the teachers questioned. Even though most teachers claim they apply scales while rating, many confess they cannot tell the difference between holistic and analytic scales. Moreover, the results indicate that feedback is not yet a meaningful interaction between a Ukrainian teacher and a learner. Therefore, the results of the study demonstrate the need for the improvement in writing assessment practices, which could be achieved through providing training and reorientation to help Ukrainian teachers develop common understanding and interpretation of task requirements and scale features.

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Morales, Juan Francisco Díaz, and María Pilar Sánchez-López. "Composite and Preferences Scales of Morningness: Reliability and Factor Invariance in Adult and University Samples." Spanish Journal of Psychology 7, no. 2 (November 2004): 93–100. http://dx.doi.org/10.1017/s1138741600004790.

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The creation and adaptation of scales or inventories assessing specific circadian typologies has been a predominant focus within the field of chronopsychology. The present study addressed the psychometric properties of two scales of morningness-eveningness: the Morningness Composite Scale (CS; Smith, Reilly, & Midkiff, 1989) and the Early/Late Preferences Scale (PS; Smith, Folkard, Schmieder, Parra, Spelten, & Almirall, 1993). Internal consistency and factor invariance of the CS and PS were analyzed in two samples: a group of 203 university students (age range = 19-30) and a group of 125 working adults (age range = 31-65). Results indicated satisfactory internal consistency for both full scales with each age group and confirmed the factor invariance across age for the two CS factors and one of the PS factors. A higher tendency in morningness on both scales was noted in the adult sample.

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Severy, Lawrence J., Naomi P. Lee, Keith Carodine, Lou Powers, and Geoffrey R. Mason. "Rating Scales for the Evaluation of Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 121–29. http://dx.doi.org/10.12930/0271-9517-14.2.121.

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Comprehensive evaluation of academic advisors' styles and skills should incorporate ratings by consumers of such services (students) as well as peers and supervisors. This article offers multidimensional scales to assess responses to individual advisor performance (rather than overall program performance). The student scale contains the dimensions: social context, individual educational advice, and university procedures. The professional scale contains the dimensions: task competence, other orientation, and professional networking. All scales demonstrate high reliabilities (.85 to .95) and clear construct validity and are presented in their entirety.

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Major, Debra A., Konstantin P. Cigularov, Michael L. Litano, Valerie N. Streets, James M. Henson, and Katelyn R. Reynoldson. "The Development and Validation of STEM Major Embeddedness and University Embeddedness Scales." Human Performance 33, no. 5 (August 28, 2020): 378–405. http://dx.doi.org/10.1080/08959285.2020.1802727.

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Moon, Moin Ahmad, and Saman Attiq. "Psychometric Validation and Prevalence of Compulsive Buying Behavior in an Emerging Economy." Sukkur IBA Journal of Management and Business 5, no. 2 (April 8, 2019): 92. http://dx.doi.org/10.30537/sijmb.v5i2.121.

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Prevalence of compulsive buying varies to great extent that may be attributed to conceptual, methodological, cultural, sample, unreliable cutoff criteria and demographic differences in scales that measure this harmful behavior. This study aims to validate psychometric properties of two compulsive buying scales; The Clinical Screener [TCS] and Compulsive Buying Index [CBI] and develops a universal consumer classification criterion. We collected data from systematically selected 2820 shopping mall consumers and 895 university students. We used exploratory factor analysis for identifying new factor structures and confirmatory factor analysis for validating factor structures. TCS yielded two dimensions; shopping anxiety with five items and CBI proved to be a four items unidimensional measure. Both scales exhibited satisfactory reliability and validity and correlated with their antecedents in theoretically predicted directions. About 13 to 14 % of shopping mall consumers and 7 to 8 % university students were classified as compulsive buyers with Revised-TCS and Revised-CBI respectively. Compulsive buying scales provide a better preview of the phenomenon when their theoretical, methodological and cultural differences are adjusted. This study measured prevalence of compulsive buying with a new comprehensive classification continuum that categorizes consumers with respect to their level of compulsiveness. Revised scales and classification scheme will help psychologist, financial councilors and other practitioners to identify affected consumers on multiple levels. Study was limited to fashion clothing consumption in shopping mall consumers and university students.

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Turkmen, M. "Religiosity and Female Participation in Sport: Exploring the Perceptions of the Turkish University Students." Physical education of students 22, no. 4 (August 28, 2018): 196–206. http://dx.doi.org/10.15561/20755279.2018.0405.

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Background and Study Aim: This exploratory study tried to find out religiosity levels and perceptions of Turkish university students on female participation in sport. It also aimed to point out the possible relationship between religiosity and female participation in sport. Material and Methods: For this purpose, 412 university students attending to different faculties in Bartin University in Turkey completed Religiosity Inventory and Female Participation in Sport Questionnaire. The findings derived from both scales were evaluated using SPSS 22.0 program through descriptive statistics, t-Test and Anova Tests, and the relationships between two scales were calculated using Pearson Correlation Test and Regression Analysis. Gender and field of study were used as variables to elaborate the results of the scales. Results: According to the findings of the research, it was found that the university students had very high religiosity level and very positive perception of female participation in sport. Moreover, the study pointed out there is a weak positive correlation between the religiosity and female participation in sport which was contradictory to the study hypotheses of this research. Conclusions: As a conclusion, this study conveyed that religiosity does not have a negative effect on the female participation in sport.

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Pälike, Heiko. "Incorporation of Geologic Cycles in Establishing Geologic Time Scales: Exercise Notes." Paleontological Society Papers 12 (October 2006): 125–43. http://dx.doi.org/10.1017/s1089332600001388.

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The main goal is to introduce some of the technical methods of time series analysis and cyclostratigraphy, with the overall focus to enable interested scientists with little experience in time series analysis to “get their hands dirty” while analysing their own data sets. The course notes make use of example data sets, and provide pointers to additional methods and software to conduct the basic steps of analysis of geological data that appear to show evidence of cyclicity. The short course notes presented here were originally developed as teaching material for advanced undergraduate and postgraduate students at the University of Cambridge and Stockholm University. The original notes were modified and enhanced, and aim to supplement the presentation during the Paleontological Society Short Course 2006.

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Makovskaya, Liliya Germanovna. "APPROACHES TO ASSESSING LANGUAGE SKILLS AT HIGHER EDUCATIONAL INSTITUTIONS." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 18–23. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.945.

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Language assessment is widely discussed by specialists in applied linguistics and higher education. A growing body of literature has investigated the selection of appropriate scoring scales to be used in different teaching contexts. Given the significance of assessment in higher educational institutions, the article considers main approaches to testing language skills. It is explained that in the norm-referenced approach, students’ scores are shown in the relationship to other students in the group, university, or country. In the criterion-referenced approach, learners’ skills are assessed against a set of specific criteria. The article discusses the scoring scales for language assessment. Specifically, the holistic marking is based on the lecturers’ overall impression of the language assignment. University teachers assess language tasks analytically when they address each criterion separately. The article provides several recommendations for language teachers and increases awareness about the importance of developing marking scales for ensuring quality assessment in the university.

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Keser, Aşkın, Jian Li, and Johannes Siegrist. "Examining Effort–Reward Imbalance and Depressive Symptoms Among Turkish University Workers." Workplace Health & Safety 67, no. 3 (November 15, 2018): 131–36. http://dx.doi.org/10.1177/2165079918807227.

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The body of research pertaining to work-related stress and health among Turkish workers is sparse. It was the aim of this study to test the feasibility of two work stress scales of the Turkish short version of the Effort–Reward Imbalance (ERI-SV) questionnaire among staff and faculty in an academic university setting. We also assessed and examined if work stress was associated with depressive symptoms, using Center for Epidemiological Studies–Depression (CES-D) scale. The two ERI-SV scales and the CES-D scale were distributed to 170 study subjects employed at a southern university in Turkey, in which 67% ( n = 114/170) responded. We examined Cronbach’s alpha coefficients for the internal consistency of the two main work stress scales of the ERI-SV, and scale structural validity was assessed using exploratory factor analysis. Logistic regression was performed to test the hypothesis of associations of work stress with depressive symptoms. Cronbach’s alpha coefficients were .75 and .76 for the scales “Effort” and “Reward,” respectively. Two separate factors were extracted according to the theoretical assumption of the ERI model. Associations between ERI and depressive symptoms were significant (odds ratio [OR] = 3.80 for Effort–Reward [E-R] ratio with an increase per SD, and 7.39 for the high work stress group as defined by an E-R ratio > 1.0). This study provides evidence of the feasibility of the short version of the Turkish ERI questionnaire by pointing to a strong association of stressful work with depressive symptoms in this group of academic workers. Further psychometric properties of the ERI questionnaire are required before its wider application in research and practice.

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Alkhateeb, Haitham M. "Mathematics Self-Concept and Depression in a Sample of University Education Majors." Psychological Reports 95, no. 2 (October 2004): 494. http://dx.doi.org/10.2466/pr0.95.2.494-494.

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Beyaztaş, Dilek İlhan, and Barry Hymer. "An analysis of Turkish students’ perception of intelligence from primary school to university." Gifted Education International 34, no. 1 (May 16, 2016): 19–35. http://dx.doi.org/10.1177/0261429416649041.

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The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from fourth-grade primary school to fourth-year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.

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Thien, Lei Mee, and Mei Yean Ong. "The applicability of course experience questionnaire for a Malaysian university context." Quality Assurance in Education 24, no. 1 (February 1, 2016): 41–55. http://dx.doi.org/10.1108/qae-08-2014-0041.

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Purpose – The purpose of this study is to examine the applicability of Course Experience Questionnaire (CEQ) in a Malaysian university context. Design/methodology/approach – The CEQ was translated into Malay language using rigorous cross-cultural adaptation procedures. The Malay version CEQ was administered to 190 undergraduate students in one Malaysian public university. Statistical analyses were used to examine the reliability and factor structures of the Malay version CEQ scales using IBM SPSS version 20.0. Findings – Findings raised serious questions about the reliability and construct validity of the CEQ for a Malaysian university sample. Findings revealed that only two out of five scales of CEQ showed satisfactory level of reliability. Six items failed to load on the intended scales. Research limitations/implications – The sample size is small with 190 university students and covered respondents from one local university, while the other 17 local universities were not included due to geographical distance. Practical implications – The findings are particularly important for higher education policymakers to optimise and allocate the resources to improve university quality teaching. More attention should be paid toward how to furnish the university teaching staff to provide a high level of teaching quality that contributes to students’ generic skills for their employment in future. Researchers could extend the applicability of the Malay version CEQ in primary and secondary school context. Originality/value – The vast majority of CEQ-related research has been undertaken in the Western context, thus raising the question of the applicability of CEQ for a Malaysian university context. The fall in the Times Higher Education and QS World University rankings as well as the limited research in assessment-related higher education has also accelerated the needs to examine the applicability of CEQ23 in Malaysian university context. This study has provided fundamental cross-validation empirical evidence to propose improvement in future studies.

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van Rhijn, Tricia Marie, Anita Acai, and Donna S. Lero. "Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study." Articles 48, no. 3 (March 12, 2019): 98–124. http://dx.doi.org/10.7202/1057131ar.

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The purpose of this study was to extend work–family research to the school–family context by adapting Carlson and colleagues’ Work–Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school–family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school–family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School–Family Enrichment Scale, but suggested that additional testing and development of the School–Family Conflict Scale may be required.

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Van Rhijn, Tricia Marie, Anita Acai, and Donna S. Lero. "Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study." Canadian Journal of Higher Education 48, no. 3 (December 31, 2018): 98–124. http://dx.doi.org/10.47678/cjhe.v48i3.188145.

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The purpose of this study was to extend work–family research to the school–family context by adapting Carlson and colleagues’ Work–Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school–family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school–family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School–Family Enrichment Scale, but suggested that additional testing and development of the School–Family Conflict Scale may be required.

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Lindeman, Kenyon, Christos Giannoulis, and Bryce Beard. "Coastal Climate Adaptation Literatures of the Southeast and Northeast U.S.: Regional Comparisons among States and Document Sources." Journal of Marine Science and Engineering 6, no. 4 (December 11, 2018): 152. http://dx.doi.org/10.3390/jmse6040152.

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Challenges remain in optimizing the use of increasingly large inflows of climate adaptation articles and guidance documents to improve coastal science and engineering practices. In addition to four major academic databases, the large grey literature was quantified by analyzing web sources of hundreds of government, nonprofit and university reports not previously included in reviews. Three spatial scales were examined for differences in amount and timing of adaptation documents: (a) between region (southeast and northeast U.S.); (b) among sub-region (Florida and Carolinas; New York/New Jersey and New England); and (c) among states (ten states total). Comparisons were also made across spatial scales for document sources (academic journals, government, non-governmental organizations (NGO), university, mixed sources), including four governance subcategories (federal, state, regional and local). Differences were identified among some spatial scales in academic vs. grey literature and among categories of grey literature. 53% of the literature was from grey sources (21% government, 10% university, 8% nonprofit and 14% mixed sources). This literature can be large and is grounded in applied, experiential knowledge, yet is unavailable in almost all academic databases. These relatively hidden documents provide insight into on-the-ground science and engineering case-histories, policy innovations, and power relationships across scales of geography and governance.

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Yang, Wonyoung, and Jin Yong Jeon. "Usability of Visual Analogue Scales in Assessing Human Perception of Sound with University Students Using a Web-Based Tablet Interface." Sustainability 13, no. 16 (August 17, 2021): 9207. http://dx.doi.org/10.3390/su13169207.

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Response scales in auditory perception assessment are critical for capturing the true responses of listeners. Despite its impact on data, response scales have received the least attention in auditory perception assessment. In this study, the usability of visual analogue scales for auditory perception assessment was investigated. Five response scales (a unipolar visual analogue scale–negated to regular, a unipolar visual analogue scale—regular to negated, a bipolar visual analogue scale–positive to negative, a bipolar visual analogue scale—negative to positive, and a unipolar 11-point scale (ISO/TS 15666:2021)) for auditory perception assessment are presented. Music and traffic noise were presented to 60 university students at two different levels, i.e., 45 and 65 dBA, respectively. A web-based experimental design was implemented, and tablet pads were provided to the respondents to record their responses. The unipolar 11-point scale required the longest response time, followed by the two unipolar visual analogue scales and two bipolar visual analogue scales with statistical significance. All response scales used in this study achieved statistical reliability and sensitivity for the auditory perception assessment. Among the five response scales, the bipolar visual analogue scale (negative to positive) ranked first in reliability over repeated measures, exhibited sensitivity in differentiating sound sources, and was preferred by the respondents under the conditions of the present study. None of the respondents preferred the unipolar 11-point scale. The visual analogue scale was favoured over the traditional unipolar 11-point scale by young educated adults in a mobile-based testing environment. Moreover, the bipolar visual analogue scale demonstrated the highest reliability and sensitivity, and it was preferred the most by the respondents. The semantic labelling direction from negated to regular, or from negative to positive, is preferred over its opposite counterpart. Further research is necessary to investigate the use of response scales for the general public including children and the elderly, as well as that of semantic adjectives and their counterparts for auditory perception assessment.

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Shah, Ashiq Ali, Alexander Lopes, and Linah Kareem. "Challenges faced by International students at Kwantlen Polytechnic University." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 111–35. http://dx.doi.org/10.32674/jimphe.v4i1.1408.

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This study aimed to investigate the challenges international students face during their studies at Kwantlen polytechnic university. The research focused on the English language, study-related and financial issues, and adjustment to life in Canada. The participants were 25 females and 38 male students of 18- 35 years old from China, India and the Middle East. The materials included a challenges questionnaire, coping and religiosity scales, adjustment in Canada and religious involvement scales, and a demographic questionnaire. The data were collected at three campuses of KPU. The main challenges reported by the majority of international students were high tuition fees, high rents, part-time work, and missing the families. Most international students liked small class sizes, were satisfied with the education, felt comfortable communicating with professors, were welcomed by their peers and had adjusted to Canadian culture. In general, international students who used both emotion-avoidance and problem-focused coping strategies were better at facing challenges.

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Zhang, Li-fang. "Defense Mechanisms and Thinking Styles." Journal of Cognitive Education and Psychology 14, no. 2 (2015): 163–79. http://dx.doi.org/10.1891/1945-8959.14.2.163.

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The principal objective of this research was to examine the value of thinking styles and that of defense mechanisms by identifying the predictive power of thinking styles for defense mechanisms, controlling for key demographics and social desirability. The preliminary objective was to construct and test an alternative form of the Defense Mechanisms Inventory (DMI-AF). Three hundred and thirty-eight university students from mainland China responded to the DMI-AF, the Thinking Styles Inventory—Revised II, and the Paulhus Deception Scales. Results showed that the psychometric properties of the 4-vignette Likert-scaled DMI-AF were similar to those previously obtained by using the original 10-vignette DMI in both forced-choice and Likert-scaled formats. When age, gender, academic discipline, and social desirability were taken into account, thinking styles significantly predicted defense mechanisms—largely in the expected directions. Implications of the findings are discussed for university students and academics.

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Descals-Tomás, Adela, Esperanza Rocabert-Beut, Laura Abellán-Roselló, Amparo Gómez-Artiga, and Fernando Doménech-Betoret. "Influence of Teacher and Family Support on University Student Motivation and Engagement." International Journal of Environmental Research and Public Health 18, no. 5 (March 5, 2021): 2606. http://dx.doi.org/10.3390/ijerph18052606.

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Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.

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Long, Wesley, and C. A. Millsap. "Fear of AIDS and Homophobia Scales in an Ethnic Population of University Students." Journal of Social Psychology 148, no. 5 (October 2008): 637–40. http://dx.doi.org/10.3200/socp.148.5.637-640.

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Flores-Mir, C., P. W. Major, and F. R. Salazar. "Self-perceived orthodontic treatment need evaluated through 3 scales in a university population." Journal of Orthodontics 31, no. 4 (December 2004): 329–34. http://dx.doi.org/10.1179/146531204225020644.

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Caballero, Gloria, Paula Álvarez-González, and María Jesús López-Miguens. "How to promote the employability capital of university students? Developing and validating scales." Studies in Higher Education 45, no. 12 (August 20, 2020): 2634–52. http://dx.doi.org/10.1080/03075079.2020.1807494.

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Elvers, Horst-Dietrich. "The Political Economy of Environmental Justice: Evidence on Global and Local Scales." Nature and Culture 4, no. 2 (June 1, 2009): 208–21. http://dx.doi.org/10.3167/nc.2009.040206.

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Phil Brown. Toxic Exposures: Contested Illnesses and the Environmental Health Movement. New York: Columbia University Press, 2007.David Naguib Pellow. Resisting Global Toxics: Transnational Movements for Environmental Justice. Cambridge: MIT Press, 2007.

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Kentle, Robert L. "Elements of Neuroticism in Relation to Headache Symptomatology." Psychological Reports 80, no. 1 (February 1997): 227–35. http://dx.doi.org/10.2466/pr0.1997.80.1.227.

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The purpose of this study was to ascertain which elements within the factor of Neuroticism are related to headache symptomatology. Consequently, scores on individual items of 2 Neuroticism scales were correlated with headache questions. The first was the Neuroticism scale of Eysenck's Improved Short Questionnaire which was given, along with 20 questions about headaches, to 500 university students. The second was the Neurotic Anxiety scale of the Adjective Self-description scales which was administered, along with 7 questions about headaches, to 400 university undergraduates. Both tension and migraine symptomatology were found to be related to the “tension” items of the Neuroticism scales. Migraine was found to be related to cycles of mood. Neither type of headache was found to be especially related to Depression. The relationship of headache symptomatology to Neuroticism appears to be slight but direct.

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Kara, Feyza Meryem, Halil Sarol, and Hamdi Alper Güngörmüş. ""Attitudes Are Contagious”: Leisure Attitude and Passion of University Students." International Education Studies 12, no. 7 (June 29, 2019): 42. http://dx.doi.org/10.5539/ies.v12n7p42.

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The purpose of this study was to investigate the role of leisure attitude in determining passion in university students and to examine gender differences in leisure attitude and passion. 154 female (Mage= 20.51±1.44) and 95 male (Mage= 22.26±1.93) a totally 249 (Mage= 21.18 ± 1.85) university students voluntarily participated in this study from Ankara/Turkey. “Leisure Attitudes Scale-Short Version” (LAS)" (Ragheb & Beard, 1982) and “Passion Scale” (PS) (Vallerand et al., 2003) were administered to university students. t-test and Stepwise Multiple Regression Analysis were used to analyze the data. According to regression analysis; it was found that leisure attitude were the meaningful predictors of obsessive and harmonious passion. Analysis indicated significant differences in Passion Scale’s sub-scales (harmonious and obsessive passion) according to genders in favor of male participants (p< 0.05). As a result, it could be concluded that male participants were more passionate about activity than female participants in terms of gender, such as voluntarily participation, satisfaction, social acceptance anxiety and self-worth that explaining the concept of passion model.

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Sánchez Rosas, Javier. "validation of the achievement goal questionnaire – revised in Argentinean university students (A-AGQ-R)." International Journal of Psychological Research 8, no. 1 (January 1, 2015): 10–23. http://dx.doi.org/10.21500/20112084.641.

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The psychometric properties of a Spanish adaptation of the AGQ-R (Elliot & Murayama, 2008) were tested in a sample of Argentinean university students (292). The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. Each of the four achievement goal factors had a high degree of internal consistency. Effects of the four achievement goals scales on task value, social academic self-efficacy, enjoyment, shame, and academic performance, provided support to utility of the scales. The A-AGQ-R provides a measure that attested valid and reliable scores. Finally, these findings provide a validated version of the AGQ-R for its use in Argentinean university students.

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Durm, Mark W., and Patricia Glaze. "External Validity of Religiosity Scales for a Sample of Southern Students." Psychological Reports 88, no. 3_suppl (June 2001): 1199–200. http://dx.doi.org/10.2466/pr0.2001.88.3c.1199.

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When mean scores on the Spiritual or Philosophical Domain of the Coping Resources Inventory for 96 university students of ages 20 to 47 years, were compared with means of the standardization sample, values fell outside the upper limit of the 99% confidence interval, suggesting the scale may not have external validity for a sample of students.

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Bitsika, Vicki, Christopher F. Sharpley, and Vira Rubenstein. "What Stresses University Students: An Interview Investigation of the Demands of Tertiary Studies." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 41–54. http://dx.doi.org/10.1375/ajgc.20.1.41.

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AbstractAlthough several previous scales have been developed to measure the presence and effects of the stressful demands encountered by university students, most of these have been validated with samples drawn from US universities, commonly using only undergraduate psychology students. In addition, many of the items used are from scales designed for application within general adult populations, with little focus upon the specific stressors met by students. In order to identify what are the major changes these students encounter that they find stressful, a sample of 32 university students from different degree areas within an Australian university was individually interviewed using a standardised protocol. Results indicated that (unlike US data) these students found dislocation to family, friend and partner relationships most stressful, followed by the time demands of study and financial restrictions. Limitations of the study, future research directions and implications for counsellors are discussed.

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Kentle, Robert L. "Intercorrelations of Scores on the SONSO Personality Inventory and on the Gordon Personal Profile and Inventory." Psychological Reports 78, no. 1 (February 1996): 255–58. http://dx.doi.org/10.2466/pr0.1996.78.1.255.

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The SONSO Personality Inventory, an adjective self-rating measure of five factors, was administered with the Gordon Personal Profile to a sample of 200 university students and with the Gordon Personal Inventory to another sample of 200 students. Four of the SONSO factors had at least one correlation above .45 on one of the Gordon scales. The multiple correlations of the SONSO Personality Inventory with each of the Gordon scales were higher for the Gordon Personal Profile than for the Gordon Personal Inventory. Relations of the scales to Eysenck's Extraversion and Neuroticism were also mentioned.

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Yassin, Amr Abdullatif, and Norizan Abdul Razak. "Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development." English Language Teaching 11, no. 10 (September 13, 2018): 38. http://dx.doi.org/10.5539/elt.v11n10p38.

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This study aimed at investigating the level of foreign language anxiety experienced by Yemeni University EFL students. Although many scales have been developed to measure the level of anxiety, each scale investigates anxiety in one skill except Foreign Language Classroom Anxiety Scale (FLCAS) which investigates anxiety mainly in speaking and listening. The current study developed a new scale called Foreign Language Anxiety Scale (FLAS) which fused the three scales with modifications in order to investigate the level of anxiety in the four skills. This scale scored .807 in Cronbach’s Alpha Validity test. The participants are 155 Yemeni University students and the results of the analysis revealed that 13% of the students experienced high level of anxiety, 69% experienced moderate level of anxiety, and 18% experienced low level of anxiety. The general level of anxiety among Yemeni university EFL students is moderate as they score 138 out of 240.

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Olivares Sandoval, Omar. "Jazairy, E. H. (ed.; 2011), New Geographies 4. Scales of the Earth, Harvard University Press, Hong Kong." Investigaciones Geográficas, no. 78 (July 31, 2012): 143. http://dx.doi.org/10.14350/rig.32482.

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Aktürk, Ahmet Oğuz. "Prediction of Problematic Internet Usage of University Students by Their Attachment Styles." International Journal of Education in Mathematics, Science and Technology 8, no. 4 (September 14, 2020): 318. http://dx.doi.org/10.46328/ijemst.v8i4.1170.

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The purpose of this study is to predict university students’ problematic Internet use levels by their attachment styles. The participants of the study are the university students at a large university in Turkey. While the Problematic Internet Usage Scale is used to measure university students’ problematic Internet usage levels, the Relationship Scales Questionnaire is used to determine their attachment styles. The Problematic Internet Usage Scale has the following sub-dimensions: excessive usage, social benefit/social comfort and negative consequences of the Internet. The sub-dimensions of the Relationship Scales Questionnaire involve secure, fearful, preoccupied and dismissing. Descriptive statistics, correlation analysis and regression analysis were conducted to analyze the data obtained from the study. Also, correlation and stepwise regression analysis technique are used to investigate the relationship between the problematic Internet usage and the sub-dimensions of the attachment styles. The findings show that the participants have a medium-level of problematic Internet usage. The male university students are more inclined to exhibit problematic Internet usage behaviors than the female students. In addition, the preoccupied, secure and dismissing attachment styles are found to be the significant predictors of problematic Internet usage.

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Ibusuki, R., and T. Naito. "Influence of Interpersonal Relationships on Helping Norms among Japanese University Students." Psychological Reports 68, no. 3_suppl (June 1991): 1119–29. http://dx.doi.org/10.2466/pr0.1991.68.3c.1119.

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The present research assessed the effect of interpersonal relationships on two aspects of Japanese university students' moral judgment, manner of application and contents of helping norms. In Study 1, 68 university students (34 men, 34 women) answered questionnaires which requested evaluation of behaviors in helping situations with variable behaviors by agents and different interpersonal relations between agent and victim and between subject and agent. Subjects were asked to evaluate each case on two scales, moral evaluation and expectation. Female Japanese students showed strong relation-based morality on these two dimensions. In Study 2, 30 female students were interviewed using questions from the questionnaire given in Study 1 and others about the moral reasoning behind their relation-based judgments. Their answers showed that the female Japanese university students tended to make judgments without reference to the principle of universality or justice even when they knew the principle. The result suggests a relation-based moral orientation rather than a justice orientation.

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Rattazzi, Anna Maria Manganelli, and Chlara Volpato. "Social Desirability of Subtle and Blatant Prejudice Scales." Psychological Reports 92, no. 1 (February 2003): 241–50. http://dx.doi.org/10.2466/pr0.2003.92.1.241.

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The present paper analyzes the relation between the measurement of subtle and blatant prejudice proposed by Pettigrew and Meertens in 1995 and the tendency to give socially desirable responses. It also tests whether items that measure subtle prejudice are judged as more socially desirable than those that measure blatant prejudice. Data were obtained from two groups, one of 497 Italian high school students and one of 77 university students. In the first case, the analysis concerns the relation between the prejudice scores and scores on a shortened form of Marlowe and Crowne's Social Desirability Scale. In the second case, we analyzed the social desirability judgments expressed on single items of the Pettigrew and Meertens scales. Analyses indicate that (1) neither Subtle nor Blatant Prejudice scores correlate with the tendency to give socially desirable responses and (2) when the items of the two prejudice scales are placed in order on the social desirability continuum, with very few exceptions the Blatant Prejudice items are situated at the not socially acceptable pole and Subtle Prejudice items at the socially acceptable pole.

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Williams, Richard N., Carl B. Taylor, and Wayne J. Hintze. "The Influence of Religious Orientation on Belief in Science, Religion, and the Paranormal." Journal of Psychology and Theology 17, no. 4 (December 1989): 350–56. http://dx.doi.org/10.1177/009164718901700405.

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This study examines the relationships among belief in science and in religion and various paranormal beliefs. Tobacyk and Milford (1983) included religious beliefs in a multidimensional scale of belief in the paranormal, reasoning that religion and the paranormal constitute one end of a bipolar dimension, while belief in science defines the other pole. The present study employed the Tobacyk and Milford scales, the Allport and Ross (1967) Religious Orientation Scale, and newly constructed scales of belief in science and astrology. These scales were administered to a total sample of 260 college undergraduates drawn from both a large church-owned university and from a large state university. It was found that religious orientation influenced reported belief in science, religion, and the paranormal. Traditional religious beliefs were not consistently related to paranormal beliefs. Religion and the paranormal do not seem to define one end of a science/paranormal belief continuum. It is argued that belief in religion, science, and the paranormal are three separate, independent dimensions.

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Williams, Ellen D. "Nanoscale Structures: Lability, Length Scales, and Fluctuations." MRS Bulletin 29, no. 9 (September 2004): 621–29. http://dx.doi.org/10.1557/mrs2004.182.

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AbstractThis article is an edited transcript based on the David Turnbull Lecture given by Ellen D. Williams of the University of Maryland on December 2, 2003, at the Materials Research Society Fall Meeting in Boston.Williams received the award for “groundbreaking research on the atomic-scale science of surfaces and for leadership, writing, teaching, and outreach that convey her deep understanding of and enthusiasm for materials research.” This article focuses on the special properties of small structures that provide much of the exciting potential of nanotechnology.One aspect of small structures—their susceptibility to thermal fluctuations—may create or necessitate new ways of exploiting nanostructures.The advent of scanned probe imaging techniques created new opportunities for observing and understanding such structural fluctuations and the related evolution of nanostructure.Direct observations show that it is relatively easy for large numbers of atoms—the kinds of numbers that are present in nanoscale structures—to pick up and move about on the surface cooperatively with substantial impact on nano-to micron-scale structures.Such labile evolution of structure can be predicted quantitatively by using length-scale bridging techniques of statistical mechanics coupled with scanned probe observations of structural and temporal distributions.The same measurements also provide direct information about the stochastic paths of structural fluctuations that can be used outside of the traditional thermodynamic framework.Future work involves moving beyond the classical thermodynamic picture to assess the impact that the stochastic behavior has on the physical properties of individual nanostructures.

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Journal articles on the topic 'University and scales'

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