scholarly journals Perceived Cohesion in Military Student Groups

2018 ◽  
Vol 24 (2) ◽  
pp. 317-323
Author(s):  
Crenguţa Mihaela Macovei
Keyword(s):  
Factor Structure ◽  
Small Groups ◽  
Student Groups ◽  
Study Support ◽  
Military Student ◽  
The Military

Abstract The purpose of this study is to examine the psychometric structure of the Perceived Cohesion Scale (PCS). For this, we applied that scale version that was adapted by Chin, Salisbury, Pearson, & Stollak for small groups because we considered that the formulation of the items is very well suited to the type of group represented by the military student platoon. The results of our study support the two-factor structure of the scale proposed by its authors. Both identified factors have demonstrated adequate levels of reliability. This scale proves to be a useful tool in measuring the cohesion of military student groups

Transcripts of a Medical Education in Humanities Module

2012 ◽  
Vol 2 (3) ◽  
pp. 63-76 ◽  
Author(s):  
P. Ravi Shankar ◽  
Kundan Kr. Singh ◽  
Ajaya Dhakal ◽  
Arati Shakya ◽  
Rano M. Piryani
Keyword(s):  
Medical Education ◽  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Student Groups ◽  
Medical College

A medical humanities (MH) module has been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings, and activities are used to explore MH. The module for the fourth batch of students was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of some of the role plays done during the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

Role Plays Used During A Humanities In Medicine Module

2014 ◽  
Vol 4 (2) ◽  
pp. 24-33
Author(s):  
Ravi Shankar ◽  
Kundan K Singh ◽  
Arati Shakya ◽  
Ajaya Kumar Dhakal ◽  
Rano M Piryani
Keyword(s):  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
Student Groups ◽  
Medical College ◽  
Humanities In Medicine

A medical humanities (MH) module has been conducted at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings and activities are used to explore MH. The module for the fourth batch was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of certain role plays conducted during the fourth, fifth and sixth sessions of the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

Validating the Creativity Scale for Diverse Domains Using Groups of Artists and Scientists

2007 ◽  
Vol 25 (2) ◽  
pp. 163-172 ◽  
Author(s):  
David Rawlings ◽  
Ann Locarnini
Keyword(s):  
Undergraduate Students ◽  
Small Groups ◽  
Original Study ◽  
Student Groups ◽  
The Arts ◽  
Criterion Validation ◽  
Similar Factor ◽  
And Mathematics ◽  
Professional Artists ◽  
General Creativity

The Creativity Scale for Diverse Domains (CSDD) of Kaufman and Baer (2004), measures self-reported creativity in nine different domains, as well as “creativity in general.” The study reports a criterion validation of the scale, using small groups of professional scientists and artists, in addition to two groups of undergraduate students planning major studies in the arts/humanities or in science/mathematics. Similar patterns of inter-correlation between items, and a similar factor structure, were found to those reported in the original study. In support of the validity of the scale, professional scientists were clearly highest on items measuring creativity in science and mathematics; professional artists on items measuring creativity in art and general creativity. There were minimal differences between the student groups. The results provide substantial support for the usefulness of the CSDD when a short measure of creativity in different areas is sought.

scholarly journals The test of self‐conscious affect: internal structure, differential scales and relationships with long‐term affects

2001 ◽  
Vol 15 (6) ◽  
pp. 449-463 ◽  
Author(s):  
Johnny R. J. Fontaine ◽  
Patrick Luyten ◽  
Paul De Boeck ◽  
Jozef Corveleyn
Keyword(s):  
Internal Structure ◽  
Factor Structure ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Self Evaluation ◽  
Confirmatory Factor ◽  
Study Support

Item analyses and confirmatory factor analyses on the Test of Self‐Conscious Affect (TOSCA), in a student (N = 723) and an adult (N = 891) sample, supported the theorized four factor structure of proneness to reparation, negative self‐evaluation, externalizing blame and unconcern. However, two‐fifth of the items did not empirically differentiate between two or more factors. Differential TOSCA scales, including only differentiating TOSCA items, were constructed and related to measures of long‐term affect, depression, anxiety, and anger. Both the pattern and size of correlations of the original and the differential TOSCA scales were almost identical. Results of this study support the interpretation of TOSCA guilt as a measure of a tendency to reparation associated with guilt and TOSCA shame as a measure of a tendency to global negative self‐evaluation. Copyright © 2001 John Wiley & Sons, Ltd.

scholarly journals Psychological empowerment in the South African military: The generalisability of Menon's Scale

2007 ◽  
Vol 33 (2) ◽  
Author(s):  
Sanjay T Menon ◽  
Barry Vos
Keyword(s):  
South African ◽  
Factor Structure ◽  
Psychological Empowerment ◽  
The United States ◽  
Original Structure ◽  
Cultural Groups ◽  
The South ◽  
Military Population ◽  
The Military ◽  
Three Factor

The aim of this study was to investigate the factorial validity and internal consistency of the Menon Scale for Psychological Empowerment, developed in the United States and Canada and tested in Australia and Greece, in the South African National Defence Force (SANDF). The 2231 participants in the study represented the gender and racial distribution of the military population. The South African data initially yielded a two-factor structure. A forced three-factor structure rendered acceptable alpha coefficients, but did not resemble the theoretically expected factors. The forced factor analyses were repeated for Africans, Asians and Coloureds, and Whites separately. Results for the first two groups kept the original structure, whereas the factor structure for the white participants resembled the theoretically hypothesised factors. The forced three-factor structures rendered very high internal consistencies for the total scale, but one factor for both the African and the Asian and Coloured groups showed unsatisfactory reliability, suggesting a single underlying empowerment factor. This was confirmed by high correlations between subscales. Menon’s model seemingly fits the South African data slightly better for the white participants than for their non-white counterparts. The scale thus needs to be revised for the different cultural groups.

scholarly journals The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency

2017 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
David S. Mandeville ◽  
Tiffanie K. Ho ◽  
Lindy A. Valdez Lindy A. Valdez
Keyword(s):  
Goal Orientation ◽  
Small Groups ◽  
Knowledge Creation ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Oral Communication ◽  
Rater Agreement ◽  
Student Groups ◽  
Time Points ◽  
Communication Competency

Purpose:  The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods:  Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied.  Oral communication competency was assessed using a customized rubric and digital recordings of student presentations.  Changes to oral communication competency across time were tested using a dependent t-test; a < .05. Results:  Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time.  Conclusions:  Collaborative learning was shown to improve students’ oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups. 

scholarly journals INCREASING THE POWER OF INTERGENERATIONAL NETWORKS: ADVANCING A NEW EVALUATION TOOL

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S672-S672
Author(s):  
Shannon Jarrott ◽  
Lisa A Juckett ◽  
Jill Juris Naar
Keyword(s):  
Best Practices ◽  
Factor Structure ◽  
Small Groups ◽  
Physical Environment ◽  
Program Effectiveness ◽  
Care Providers ◽  
Evaluation Tool ◽  
Evaluation Tools ◽  
Participant Outcomes ◽  
Promax Rotation

Abstract According to a 2018 national survey of intergenerational (IG) care providers, practitioners identified as their number one concern a need for evidence-informed evaluation tools to demonstrate their impact on older and younger participants. The Best Practices Checklist is a 14-item (yes/no) measure grounded in evidence of effective intergenerational strategies. Trained evaluators complete the checklist based on their observations of facilitators’ behaviors during IG activities. Exploratory factor analysis (promax rotation) of the Checklist for 132 IG activities offers insight to factor structure and item construction. An adequate two-factor structure was achieved; seven Checklist items were retained with factor loadings greater than .39. Seven items were deleted due to non-variance, high missing data, or double loading across factors. Factors reflect dimensions of: (a) person-centered strategies (e.g. selecting activities based on participants’ interests) and (b) creating a positive physical environment (e.g., grouping participants into intergenerational pairs or small groups). Findings indicate that a Best Practices Checklist with fewer items may offer a suitable tool for assessing the utilization of Best Practices during IG activities. Given the demand for IG evaluation tools, the 7-item BP Checklist can be a brief, easy-to-use measure that documents IG facilitators’ implementation of evidence-informed practices. Its use could be especially helpful if connected to varied indicators of program effectiveness and participant outcomes.

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