Intraindividual Variability in Development Within and Between Individuals

2001 ◽  
Vol 6 (3) ◽  
pp. 187-193 ◽  
Author(s):  
John R. Nesselroade

A focus on the study of development and other kinds of changes in the whole individual has been one of the hallmarks of research by Magnusson and his colleagues. A number of different approaches emphasize this individual focus in their respective ways. This presentation focuses on intraindividual variability stemming from Cattell's P-technique factor analytic proposals, making several refinements to make it more tractable from a research design standpoint and more appropriate from a statistical analysis perspective. The associated methods make it possible to study intraindividual variability both within and between individuals. An empirical example is used to illustrate the procedure.

1988 ◽  
Vol 13 (4) ◽  
pp. 245-252 ◽  
Author(s):  
Stephen P. Safran ◽  
Joan S. Safran ◽  
Robert S. Barcikowski

An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive behaviors within their own classroom. To address measurement limitations of previous investigations (including nonfactor analytic clustering of behaviors), a principal component analysis followed by a varimax rotation was administered on teacher manageability ratings (N = 182). This statistical analysis yielded nine component subtests (the Teacher Manageability Scale) and demonstrated that by changing the method used to group behaviors, you also modify the structure of a teacher checklist. Lack of Communication was identified as the most difficult behavior to manage. Implications for professionals working with students identified as behaviorally disordered and for future research are discussed.


2010 ◽  
Vol 3 (2) ◽  
pp. 96-97
Author(s):  
Lindsey E. Eberman ◽  
Kimberly J. Bodey ◽  
Rebecca Zakrajsek ◽  
Madeline McGuire ◽  
Adam Simpson

Background:The National Standards for Sport Coaches (2006) acknowledges that differences exist in athletes’ ability to tolerate heat. As such, Domain 2: Safety and Injury Prevention (S7-10), Domain 3: Physical Conditioning (S12-13), and Domain 7: Organization and Administration (S34) list expectations for coaches’ ability to recognize and respond to heat illness. However, only the American Red Cross of Greater Indianapolis (Domain 2 specific) and 13 programs are accredited by NCACE. Moreover, on-line trainings frequently used to educate novice interscholastic and recreational sport coaches provide only a cursory review of heat illness precautions, symptoms, and remedies.Objective:The purpose of this exploratory study is to identify changes in coaches’ actual and perceived knowledge after an on-line educational intervention, as well as determine whether the educational intervention will decrease the knowledge gap.Research Design:A pre-test/post-test design was used to identify the effect of an educational intervention on perceived and actual knowledge of sport coaches.Participants:Coaches (n=19; male=14, female=5) were solicited via email made available by the Indiana High School Athletic Association and the Indiana Youth Soccer Association – Olympic Development Program.Instrumentation:The Perceived Knowledge Questionnaire (five-item survey) and an actual knowledge assessment (two versions of 19-item quiz) were used to measure the coaches’ perceived and actual knowledge about the prevention, recognition, and treatment of exertional heat illnesses. Participants completed the “Beat the Heat: Be a Better Coach in Extreme Environmental Conditions” educational intervention.Procedures:Coaches completed the on-line educational module including pre-test and post-tests evaluations of actual and perceived knowledge.Statistical Analysis:Researchers performed three separate paired t-tests to identify the effect of the educational intervention on the dependent variables: actual knowledge, perceived knowledge, and knowledge gap. Significance was set a-prior at p<0.05.Results:Participants demonstrated a significant 18.1% improvement (t18=-4.877, p<0.001, ES=0.62) in actual knowledge scores. Perceived knowledge also significantly improved (t18=-2.585, p=0.019, ES=0.25). Knowledge gap, the difference between actual knowledge and perceived knowledge, became significantly smaller (t18=4.850, p<0.001, ES=0.63).Conclusions:Results indicate the on-line educational intervention improved actual knowledge, perceived knowledge, and decreased the knowledge gap. Additional large scale study of this intervention is warranted.


2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Endang Mahpudin Made Panji Syamsul

The implementation of good governance is a prerequisite condition for every government to achieve people's aspirations. Every work unit is determined to reach agency accountability as the consequence of the mandate/responsibility it carries. This is done through considering the resources it manages in order to make government and development run effectively and efficiently, clean and responsibly.� The research aims to find out and analyze the influence of performance-based budgeting performance on the accountability of government agencies within Karawang Regency. This research uses descriptive quantitative method in the form of statistical analysis, where the data is sourced from primary and secondary data coming from local government of Karawang Regency or other institutions related to this research. Descriptive method is a method that describes and presents an object as it is. Quantitative analysis in research design is intended to know the influence between independent variables with dependent variable. Based on the results of analysis and discussion, a conclusion can be drawn, that the implementation of performance-based budgeting affects the accountability of local government agencies within Karawang Regency. Improved implementation of performance-based budgeting will be followed by increased accountability of local government agencies. �Keywords:� Performance-based Budgeting, Accountability, Local Government


2019 ◽  
Vol 2 ◽  
pp. 25-31
Author(s):  
REENA BAJPAI ◽  
CHANDRA P. KHOKHAR

The life situations are always changing. Everyone is unique and our philosophies of life, abilities and attitudes are totally different from others. Adjustment is essential for successful life and it is a lifelong process, which never ends. The aim of the study was designed to study the effect of Sankeertan on level of adjustment of adolescent girls. Forty adolescent girls of 16 to 19 years were taken through accidental sampling. Quasi experimental research design was applied for this research and t-test was used for statistical analysis. Obtained result was significant at 0.01 level of confidence. It concludes that Sankeertan plays a vital role in improving the adjustment level of the adolescent girls. 


2020 ◽  
Author(s):  
Jan Walleczek ◽  
Von Stillfried

A general commentary by Walleczek and von Stillfried (2020) was recently published in Frontiers in Psychology. The present work provides an account of (i) the detailed research record and (ii) the main arguments behind the commentary for the purpose of full transparency and disclosure. For historical overview, Walleczek and von Stillfried (2019) had previously reported (i) the absence of any true-positive effects and (ii) the presence of one false-positive effect in a commissioned replication study of the Radin double-slit (DS) experiment on observer consciousness. In their subsequent misrepresentations, Radin et al. (2019, 2020) regrettably used the malpractice of undisclosed HARKing, i.e., undisclosed hypothesizing after the results are known. HARKing can increase greatly the risk of false-negative or false-positive conclusions. Specifically, Radin et al. (2019, 2020) deviated in two major ways from the pre-specified protocol for this commissioned study, which (i) was agreed to by Radin before data collection was started (Radin, 2011) and (ii) included data encryption to prevent the use of p-hacking and HARKing. First, Radin et al. (2019) violate the original research design by reporting a so-called “true-positive outcome of a secondary planned hypothesis”. Contrary to the claim by Radin et al. (2019, 2020), that hypothesis was not, however, part of the planned test strategy, but, instead, the associated statistical analysis – a chi-square test – was chosen by Radin sometime after the planned statistical analysis had been completed and the data unblinded. Second, Radin et al. (2019, 2020) violate the funder-approved research design in an additional way by falsely claiming that the newly developed protocol, i.e., the advanced meta-experimental protocol (AMP), implements a non-predictive test strategy when – in fact – the AMP-based test strategy is strictly predictive. Put simply, Radin et al. (2019, 2020) are mistaken that the funder-approved hypotheses posited the random occurrence of effects for the test categories in this replication experiment; instead, a different specific prediction was tested in each of the eight planned test categories, and true-positive effects were predicted to occur for only two (12.5%) of the 16 possible measurement outcomes of the eight planned single-test categories. Therefore, in the predictive single-testing regime, a statistical correction for non-predictive, i.e., random, multiple testing would not be appropriate and would thus violate the AMP-based strategy, which was implemented in the commissioned study based upon the planned outcome predictions as pre-specified in Radin (2011). Neither of these post-hoc changes by Radin et al. (on the basis of HARKing) were disclosed in Radin et al. (2019, 2020) and both these changes violate the funder-approved, original methodology agreed upon in Radin (2011) and pre-specified in the research contract. In summary, the present work reconfirms that – exactly as reported in Walleczek and von Stillfried (2019) – “the false-positive effect, which would be indistinguishable from the predicted true-positive effect, was significant at p = 0.021 (σ = −2.02; N = 1,250 test trials)” and “no statistically significant effects could be identified” in those two groups for which true-positives were predicted to occur. These observations are consistent also with an independent statistical reanalysis of the Radin DS-experiment by Tremblay (2019) and a replication attempt by Guerrer (2019). Tremblay reported significant false-positives in control groups and Guerrer found significant effects with post-hoc analyses only, but null results only when using the planned confirmatory analysis. As a general recommendation, the authors call for the implementation of advanced control-test strategies, including novel approaches from the metascience reform movement, for empirically detecting and preventing uncontrolled false-positive effects in parapsychological research.


2019 ◽  
Vol 14 (2) ◽  
pp. 113-115
Author(s):  
Elaine Sullo

A Review of: Kennedy, M.R., & Brancolini, K.R. (2018). Academic librarian research: An update to a survey of attitudes, involvement, and perceived capabilities. College and Research Libraries, 79(6), 822-851. https://doi.org/10.5860/crl.79.6.822 Abstract Objective – To examine academic librarians’ current attitudes and preparedness to conduct research in order to update the knowledge gained from the authors’ 2010 survey, and to determine if changes were needed in their Institute for Research Design in Librarianship continuing education curriculum. Design – Web based survey. Setting – Institutions that employ academic and/or research librarians. Subjects – 793 academic and research librarians. Methods – The researchers posted a call for participation in their 2015 Librarian Research survey on listservs where academic and research librarians are members. The survey expanded upon the authors’ 2010 survey by adding questions to more fully explore three areas: research self-efficacy; Master’s thesis and statistics courses, and; research mentoring and institutional support. 793 librarians responded to the survey, and 669 of these respondents completed it. All data from incomplete surveys was included in the analysis. Survey results were compared with the results from the 2010 survey as well as with the responses from a survey conducted in 2000 by Powel, Baker, and Mika, which addressed many of the same topics under investigation. Main Results – The authors analyzed the survey results based on four areas: the current research practice of responding academic librarians; a self-evaluation of their confidence in performing the steps in the research process; methods training courses in which they have participated, and; demographics and institutional data related to support of library research.    Regarding current research practices, 84% of respondents said it is assumed that they will read research-based literature as part of their job as academic librarians; 80% are allowed time at work for this purpose; 6% did not know if it was assumed that they will read research-based literature as part of their job; and 9% were unsure if they were allowed to use work time to read the literature. 78% scan tables of contents for research-based journals, while 58% regularly read the full content of these articles (this is a significant drop from the 78% who reported that they regularly read full text articles in the 2010 survey). Time was the primary reason cited for not regularly reading research-based literature. 77% of respondents have conducted research since completing their Library Science degree (although 2% did not have a Master’s degree).  Respondents rated their confidence on a scale of one to five, with one being “Not at all confident” and five being “Very confident.” Overall, there were 38 components related to the steps in the research process, which were grouped into 8 questions on the survey.  For these questions, an average rating of 3.41 was calculated. From statistical analysis, the authors determined that there is a significant correlation between conducting research and librarian confidence in the process. The survey contained seven questions related to methods training. The authors were specifically interested in the correlation between librarians having conducted research since completing their degree and librarians’ belief that their degree adequately prepared them to do so. Statistical analysis revealed that the relationship between these factors was not significant; this result was consistent with the results from the authors’ 2010 survey as well as from the findings of Powell, Baker, and Mika. The authors were also curious as to whether librarians who had written a thesis as part of their Library Science degree were more likely to have conducted research since earning their degree. This relationship between these variables was not significant, however the relationship between writing a thesis for another graduate degree and conducting research was significant. Conclusion – The number of survey responses indicates that research is still a current, important issue for academic and research librarians. The authors will use the information from the surveys to revise their educational curriculum, specifically in the areas of current research practice, librarian confidence, and methods training.


2010 ◽  
Vol 45 (1) ◽  
pp. 98-100 ◽  
Author(s):  
Kenneth L. Knight

Abstract Context: The purpose of study, experimental, or research design in scientific manuscripts has changed significantly over the years. It has evolved from an explanation of the design of the experiment (ie, data gathering or acquisition) to an explanation of the statistical analysis. This practice makes “Methods” sections hard to read and understand. Objective: To clarify the difference between study design and statistical analysis, to show the advantages of a properly written study design on article comprehension, and to encourage authors to correctly describe study designs. Description: The role of study design is explored from the introduction of the concept by Fisher through modern-day scientists and the AMA Manual of Style. At one time, when experiments were simpler, the study design and statistical design were identical or very similar. With the complex research that is common today, which often includes manipulating variables to create new variables and the multiple (and different) analyses of a single data set, data collection is very different than statistical design. Thus, both a study design and a statistical design are necessary. Advantages: Scientific manuscripts will be much easier to read and comprehend. A proper experimental design serves as a road map to the study methods, helping readers to understand more clearly how the data were obtained and, therefore, assisting them in properly analyzing the results.


2004 ◽  
Vol 10 (2) ◽  
pp. 50-53
Author(s):  
Michael CHIA ◽  
John WANG ◽  
Jin Jong QUEK

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This commentary paper addresses the principal issues in practicing appropriate ethics in research in exercise and sport science. Ethical considerations include the suitability of the research question, appropriate research design and statistical analysis and the presentation and publication of the research findings. Special mention is given to research involving young people and the need to be aware of cultural and religious sensitivities.本文簡要探討運動和體育科學研究的道德規範。所討論的五大標題包括研究目標和假設,研究方法,統計過程,研究報吿與論文發表。其重點是著重在以青少年為研究對象的研究。


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