Identification of student’s initial representations for accompanying use : Exploratory factor analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 389-396
Keyword(s):  
Latent Variables ◽  
Artistic Expression ◽  
Support Needs ◽  
Physical Effort ◽  
Academic Competencies ◽  
Axis Rotation ◽  
Using Data ◽  
Oral Skills ◽  
Sports Activities ◽  
Theoretical Side

his study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).

scholarly journals Factorial exploration of the appropriation of academicscompetenciesand the accompanying needs of future teachers

2020 ◽  
Vol 9 (6) ◽  
pp. 9-17
Keyword(s):  
Latent Variables ◽  
Artistic Expression ◽  
Support Needs ◽  
Physical Effort ◽  
Academic Competencies ◽  
Axis Rotation ◽  
Using Data ◽  
Oral Skills ◽  
Sports Activities ◽  
Theoretical Side

This study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).

scholarly journals Heterogeneous Beliefs and Risk-Neutral Skewness

2012 ◽  
Vol 47 (4) ◽  
pp. 851-872 ◽  
Author(s):  
Geoffrey C. Friesen ◽  
Yi Zhang ◽  
Thomas S. Zorn
Keyword(s):  
Factor Analysis ◽  
Latent Variables ◽  
Stock Options ◽  
Systematic Risk ◽  
Heterogeneous Beliefs ◽  
Firm Level ◽  
Cross Sectional ◽  
Skewness Factor ◽  
Risk Neutral ◽  
Using Data

AbstractThis study tests whether belief differences affect the cross-sectional variation of risk-neutral skewness using data on firm-level stock options traded on the Chicago Board Options Exchange from 2003 to 2006. We find that stocks with greater belief differences have more negative skews, even after controlling for systematic risk and other firm-level variables known to affect skewness. Factor analysis identifies latent variables linked to risk and belief differences. The belief factor explains more variation in the risk-neutral skewness than the risk-based factor. Our results suggest that belief differences may be one of the unexplained firm-specific components affecting skewness.

Examining Underlying Relationships Between the Supports Intensity Scale–Adult Version and the Supports Intensity Scale–Children’s Version

2017 ◽  
Vol 42 (4) ◽  
pp. 237-247 ◽  
Author(s):  
Hyojeong Seo ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren ◽  
Carolyn Hughes ◽  
James R. Thompson ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Needs Assessment ◽  
Adaptive Behavior ◽  
Reliability And Validity ◽  
Future Research ◽  
Support Needs ◽  
Intensity Scale ◽  
Research And Practice ◽  
Supports Intensity Scale ◽  
Using Data

Given the growing importance of support needs assessment in the field of intellectual disability, it is imperative to develop assessments of support needs whose scores and inferences demonstrate reliability and validity. The purpose of this study was to examine the criterion validity of scores on the Supports Intensity Scale–Children’s Version (SIS-C) by identifying the relation of SIS-C scores to those on the Supports Intensity Scale–Adult Version (SIS-A) for youth on the boundary of appropriateness of the two assessments (ages 16–21). Using data from 142 youth who both completed the SIS-A and SIS-C, we found that parallel support need constructs on the two versions of the SIS have strong associations. In addition, there were similar relations between personal competency (i.e., intelligence and adaptive behavior) and support needs measured by the SIS-A and SIS-C. Implications for future research and practice are discussed.

scholarly journals Changes in health and functioning of care home residents over two decades: what can we learn from population based studies?

2020 ◽  
Author(s):  
Robert O Barker ◽  
Barbara Hanratty ◽  
Andrew Kingston ◽  
Sheena Ramsay ◽  
Fiona E Matthews
Keyword(s):  
Care Home ◽  
Population Based ◽  
Severe Disability ◽  
Support Needs ◽  
Cross Sectional ◽  
England And Wales ◽  
Care Home Staff ◽  
Using Data ◽  
The Impact ◽  
Over Time

Background Care home residents have complex care and support needs, as demonstrated by their vulnerability during the COVID-19 pandemic. There is a perception that the needs of residents have increased, but evidence is limited. We investigated changes in health and functioning of care home residents over two decades in England and Wales. Methods We conducted a repeated cross-sectional analysis over a 24-year period (1992-2016), using data from three longitudinal studies, the Cognitive Function and Ageing Studies (CFAS) I and II and English Longitudinal Study of Ageing (ELSA). To adjust for ageing of respondents over time results are presented for the 75-84 age group. Results Analysis of 2,280 observations from 1,745 care home residents demonstrated increases in severe disability (difficulty in at least two from washing, dressing and toileting). The prevalence of severe disability increased from 63% in 1992 to 87% in 2014 (subsequent fall in 2016 although wide confidence intervals). The prevalence of complex multimorbidity (problems in at least three out of six body systems) increased within studies over time, from 33% to 54% in CFAS I/II between 1992 and 2012, and 26% to 54% in ELSA between 2006 and 2016. Conclusion Over two decades, there has been an increase in disability and the complexity of health problems amongst care home residents in England and Wales. A rise in support needs for residents places increasing demands on care home staff and health professionals. This is an important concern for policymakers when considering the impact of COVID-19 infection in care homes.

scholarly journals Individual vs. Team Sports—What’s the Better Strategy for Meeting PA Guidelines in Children?

2021 ◽  
Vol 18 (22) ◽  
pp. 12074
Author(s):  
Michal Kudlacek
Keyword(s):  
Economic Status ◽  
Team Sports ◽  
International Health ◽  
Physically Active ◽  
The Czech Republic ◽  
School Aged Children ◽  
Using Data ◽  
Ninth Grade Students ◽  
The Impact ◽  
Sports Activities

There is insufficient evidence from previous studies dealing with structure of sport preferences referring to the interconnection between individual factors (socio-economic status, organized/structured physical activity (PA), location, etc.), although these factors can considerably influence total level of PA as well as the structure of sport preferences. The study investigated associations between PA frequency and specific sports activities according to the intensity with the impact on leisure, sport, and education domain, using data from an international health behavior in school-aged children survey. Participants were fifth and ninth grade students in the Czech Republic (seven schools) and Slovakia (nine schools). The results showed a significant association between intensity in team sports and PA frequency per week. Those who participated in high-intensity team sports were 2.5 times more likely to be more physically active.

scholarly journals Functional Ability in Everyday Life: Are Associations With an Engaged Lifestyle Mediated by Working Memory?

2019 ◽  
Vol 75 (9) ◽  
pp. 1873-1883
Author(s):  
Sabrina Guye ◽  
Christina Röcke ◽  
Mike Martin ◽  
Claudia C von Bastian
Keyword(s):  
Working Memory ◽  
Everyday Life ◽  
Functional Ability ◽  
Latent Variables ◽  
Underlying Mechanism ◽  
Modeling Data ◽  
Everyday Performance ◽  
Lifestyle Activities ◽  
Everyday Cognitive Failures ◽  
Sports Activities

Abstract Objectives An engaged lifestyle has been linked to measures of functional ability in everyday life. However, the underlying mechanism of this link is still understudied. We propose working memory as a potential mediator of this relation. Methods Modeling data of 158 older adults with a latent-variables approach, we examined whether working memory mediated the relation between an engaged lifestyle, that is, intellectual, social, and physical activities, and functional ability, that is, self-reported everyday failures and test-based everyday performance. Results Working memory was found to fully mediate the relation between gaming activities and test-based everyday performance. Furthermore, we found a negative association between sports activities and self-reported everyday failures not mediated through working memory, indicating that individuals who reported high levels of sports activities reported fewer everyday cognitive failures. All other lifestyle activities were, however, neither directly nor indirectly associated with functional ability. Discussion Working memory is one pathway by which gaming activities are related to test-based measures of functional ability in everyday life. Given the overlapping cognitive demands of working memory, gaming activities, and the test-based measure of functional ability, the findings suggest that while an engaged lifestyle can benefit functional ability, those benefits may be limited to highly similar domains.

Research Regarding the Influences of the Human Motricity on the Emotional Intelligence

2014 ◽  
Vol 555 ◽  
pp. 609-615 ◽  
Author(s):  
Nicoleta Leonte ◽  
Ileana Drăgulin ◽  
Adrian Pricop ◽  
Liliana Becea ◽  
Ofelia Popescu ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Female Students ◽  
The Body ◽  
Female Adolescents ◽  
Student Life ◽  
Human Beings ◽  
Social Image ◽  
Physical Effort ◽  
Prolonged Adolescence ◽  
Sports Activities

The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values (after Debesse, M. quoted by Epuran, M., Horghidan, V., 1994), being the period when the personality affirms and confirms its value. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female highschool adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practising sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilisation characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-Ons opinion (Mihaela Roco, 2004), emotional intelligence refers to being aware of ones own emotions, optimism, respect/consideration for ones own person, self-making, independence. The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the “elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values”, being the period when the personality affirms and confirms its value [1, 2]. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female high school adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practicing sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilization characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-On opinion, emotional intelligence refers to being aware of one’s own emotions, optimism, respect/consideration for one’s own person, self-making, independence [3].

scholarly journals Correlations of self-esteem with academic competencies and gender variations

2021 ◽  
Vol 13 (1) ◽  
pp. 01-12
Author(s):  
Mustapha Akoul ◽  
Saïd Lotfi ◽  
Mohamed Radid
Keyword(s):  
Self Esteem ◽  
Male Students ◽  
Significance Level ◽  
Sense Of Competence ◽  
The Face ◽  
Initial Hypothesis ◽  
Academic Competencies ◽  
And Gender ◽  
Oral Skills ◽  
Academic Results

The goal of this study is to assess, with validated instruments, the corollary links between students’ academic results and the nature of their perceptions of their skills and self-esteem. For accomplishing this, we tested it 255 student volunteers with an average age of 21 years (91 female students and 164 male students). We opted for two types of surveys: a questionnaire developed by Duclos, which measures self-esteem in five domains, and a questionnaire on the perception of competence on three domains of training (oral skills, written skills and physical practice skills). Pearson’s correlation coefficient (r) was used to assess the intensity of the relationship between parameters. The data were processed with Statistical Package for the Social Sciences (version 26). The significance level was set at p < 0.05. These three variables combined in the synthesis of the results confirm the initial hypothesis that there is a correlation but only between a few domains of self-esteem, sense of competence and academic results obtained. Indeed, students in this branch of education have a negative perception of their ‘academic’ and ‘physical’ self-esteem when their academic performance is modest or low. On the other hand, the domains of family, social and overall self-esteem are not influenced, despite modest academic achievement. The result is that even though students display a low sense of competence in the face of modest results during training, their self-esteem in the ‘family and social’ domains stays stable with good scores.   Keywords: Academic results, corollary links, gender, perception of competence, self-esteem.        

scholarly journals Changes in health and functioning of care home residents over two decades: what can we learn from population-based studies?

2020 ◽  
Author(s):  
Robert O Barker ◽  
Barbara Hanratty ◽  
Andrew Kingston ◽  
Sheena E Ramsay ◽  
Fiona E Matthews
Keyword(s):  
Care Home ◽  
Population Based ◽  
Severe Disability ◽  
Support Needs ◽  
Cross Sectional ◽  
England And Wales ◽  
Care Home Staff ◽  
Care And Support ◽  
Using Data ◽  
Over Time

Abstract Background Care home residents have complex care and support needs. There is a perception that the needs of residents have increased, but the evidence is limited. We investigated changes in health and functioning of care home residents over two decades in England and Wales. Methods We conducted a repeated cross-sectional analysis over a 24 year period (1992–2016), using data from three longitudinal studies, the Cognitive Function and Ageing Studies (CFAS) I and II and the English Longitudinal Study of Ageing (ELSA). To adjust for ageing of respondents over time results are presented for the 75–84 age group. Results Analysis of 2,280 observations from 1,745 care home residents demonstrated increases in severe disability (difficulty in at least two from washing, dressing and toileting). The prevalence of severe disability increased from 63% in 1992 to 87% in 2014 (subsequent fall in 2016 although wide confidence intervals). The prevalence of complex multimorbidity (problems in at least three out of six body systems) increased within studies over time, from 33% to 54% in CFAS I/II between 1992 and 2012, and 26% to 54% in ELSA between 2006 and 2016. Conclusion Over two decades, there has been an increase in disability and the complexity of health problems amongst care home residents in England and Wales. A rise in support needs for residents places increasing demands on care home staff and health professionals, and should be an important consideration for policymakers and service commissioners.

scholarly journals Correlations of self-esteem with academic competencies: Gender variations

2020 ◽  
Vol 9 (6) ◽  
pp. 1-8
Keyword(s):  
Pearson Correlation ◽  
Self Esteem ◽  
Male Students ◽  
Significance Level ◽  
Sense Of Competence ◽  
Initial Hypothesis ◽  
Academic Competencies ◽  
Student Volunteers ◽  
Oral Skills ◽  
Academic Results

The goal of this studyto assess, with validated instruments, the corollary links between students' academic results and the nature of their perceptions of their skills and self-esteem.For accomplish this study, we have tested it on 255 student volunteers with an average age of 21 years (91 female students and 164 male students).We opted with twotypes of surveys:A questionnaire(SEQ) developed by Duclos. B., whichmeasures self-esteem in five domains. Then a questionnaire on the perception of competence on three Domains of training (oral skills, written skills and physical practice skills).The Pearson correlation coefficient (r) is used to assess the intensity of the relationship betweenparameters.The data were processed with SPSS (26). The significance level is set to p < 0.05.These variables combined in the synthesis of the results, confirm the initial hypothesis, that there is a correlation but only between a few domains of self-esteem, sense of competence and academic results obtained.Indeed, students in this branch of education have a negative perception of their "academic" and "physical" self-esteem when their academic performance is modest or low.

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