scholarly journals THE SPECIFICITY OF INTERPERSONAL INTERACTION IN INFORMAL UNIONS INFLUENCE ON ADOLESCENT’S VALUE-MEANING CONSCIOUSNESS DEVELOPMENT

2019 ◽  
pp. 121-145
Author(s):  
V. Lavrinenko
Keyword(s):  
Factor Analysis ◽  
Empirical Data ◽  
Interpersonal Interaction ◽  
Control Group ◽  
Consciousness Development ◽  
Informal Associations ◽  
Structural Indicators ◽  
Age Category

The article analyzes the specificity of interpersonal interaction in informal unions influence on adolescent’s value-meaning consciousness development. Actual scientific researches of specificity of personality’s value-meaning consciousness, its formation in adolescence and directions of theoretical comprehension of subcultures role in the psychological formation of representatives of this age category are presented. Generalized results of the adolescent’s from informal unions and representatives of the control group value-meaning consciousness content and structural indicators, their interpersonal interaction tendencies are submitted. The results of factor analysis of empirical data are described and the model of interpersonal interaction in informal associations influence on the adolescent’s value-meaning consciousness development is presented.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

scholarly journals El análisis factorial exploratorio de los ítems: análisis guiado según los datos empíricos y el software.

2017 ◽  
Vol 33 (2) ◽  
pp. 417 ◽  
Author(s):  
Susana Lloret ◽  
Adoración Ferreres ◽  
Ana Hernández ◽  
Inés Tomás
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Empirical Data ◽  
Font Size ◽  
Practical Recommendations

<span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US">The aim of the present study is to illustrate how the appropriate or inappropriate application of exploratory factor analysis (EFA) can lead to quite different conclusions. To reach this goal, we evaluated the degree to which four different programs used to perform an EFA, specifically SPSS, FACTOR, PRELIS and MPlus, allow or limit the application of the currently recommended standards. In addition, we analyze and compare the results offered by the four programs when factor analyzing empirical data from scales that fit the assumptions of the classic linear EFA modeling adequately, ambiguously, or optimally, depending on the case, through the possibilities the different programs offer. The results of the comparison show the consequences of choosing one program or another; and the consequences of selecting some options or others within the same program, depending on the nature of the data. Finally, the study offers practical recommendations for applied researchers with a methodological orientation.</span>

scholarly journals INTERPERSONAL RELATIONS IN A CROSS-CULTURAL TEAM

2020 ◽  
pp. 54-66
Author(s):  
Konstantinov Vsevolod ◽  
◽  
Shumilkina Evgeniia ◽  
Osin Roman ◽  
◽  
...  
Keyword(s):  
Ethnic Identity ◽  
Empirical Research ◽  
Empirical Data ◽  
Interpersonal Relations ◽  
Interpersonal Trust ◽  
Cross Cultural ◽  
Interpersonal Interaction ◽  
Behavioral Characteristics ◽  
Interethnic Relations ◽  
Processing Data

In the conditions of fragility of building interethnic relations, turning to the problem of developing interpersonal relations in mono-cultural and multi-cultural teams of employees of an enterprise in the period of reorganization is extremely relevant. The article presents the results of the empirical research conducted by the authors, the conclusions were made after processing data using mathematical statistics methods. The analysis of theobtained empirical data shows that in the period of reorganization the factor of cross-cultural composition of the employees teams under study actively manifests itself in interpersonal relations. Differences were found in the level of certain characteristics of employees in different types of ethnic environments. In general, more statistically significant connections between personal and behavioral characteristics were found in the sample of employees in a multi-ethnic environment compared to the employeesin a mono-ethnic environment. The development of interpersonal interaction in a team of employees in a multi-ethnic environment in the period of reorganization should be based on the development of the most significant characteristics of their personalityand behavior: positive ethnic identity, empathy, interpersonal trust and skills and abilities of building interpersonal interaction.

scholarly journals Aplikasi Digital Risalah Ilmu Tajwid dalam Meningkatkan Kemampuan Baca Alquran

2018 ◽  
Vol 11 (2) ◽  
pp. 145-157
Author(s):  
Khairul Khairul ◽  
Muhammad Haramain
Keyword(s):  
Learning Environment ◽  
Research Design ◽  
Empirical Data ◽  
Control Group ◽  
Control Group Design ◽  
Text Book ◽  
Research Results ◽  
Group Design ◽  
Before And After ◽  
The Difference

This article discusses the using of risalah of tajwid digital apps in increasing the students of SMA Negeri 4 Pinrang abilities in reading al-Qur’an. The using of risalah of tajwid digital apps was by optimazing the technology of computer that running by risalah of tajwid digital apps, that able to create the learning environment to prepare the options that can stimulated the students to use the potential cognitive. The objectives of this research was to get the empirical data about the students’ ability in reading Alquran before and after taught by using risalah digital of tajwid science and to get the empirical data about students’ ability in reading Alquran before and after using text book as well as to get the information about the difference in students’ level of ability in reading Alquran at the experiment class and the control class. The research design is used nonequivalent control group design, it means that in this design the experiment class nor the control class was not selected randomly.The research results are: (1) The level of students’ ability in reading Alquran in the experiment class before the treatment was classified in poor category, however, after given the treatment it was in good category. (2) The level of students’ ability in reading Alquran in the control class before the treatment was in poor category, however, after given the treatment it was in good category. (3) There are difference of students’ level ability in reading Alquran in the experiment class and the control class.

scholarly journals Multi‐dimensional nature of service innovation

2011 ◽  
Vol 31 (11) ◽  
pp. 1164-1192 ◽  
Author(s):  
Renu Agarwal ◽  
Willem Selen
Keyword(s):  
Factor Analysis ◽  
Empirical Data ◽  
Structural Equation ◽  
Service Innovation ◽  
Telecommunications Industry ◽  
Equation Model ◽  
Future Research ◽  
Extensive Literature ◽  
Service Network ◽  
Content Type

PurposeInnovation in services is thought to be multi‐dimensional in nature, and in this context the purpose of this paper is to present and operationalise the concept of “elevated service offerings” (ESO) in collaborating service organisations. ESO stands for new or enhanced service offerings which can only be eventuated as a result of partnering, and which could not be delivered on individual organisational merit. ESO helps us expand our understanding of service innovation to include a service network or service system's dimension.Design/methodology/approachA structural equation model is specified and estimated based on constructs and relationships grounded in the literature, as well as self‐developed constructs, using empirical data from 449 respondents in an Australian telecommunications service provider (SP) and its partnering organisations.FindingsResults show that ESO is a multi‐dimensional construct which was operationalised and validated through an extensive literature review, exploratory factor analysis, confirmatory factor analysis, and structural equation modelling using a holdout sample.Research limitations/implicationsQualitative and empirical data analysis was undertaken with data collected from a single large telecommunications SP organisation, and its partnering organisations. Future research may seek to collect data from the entire telecommunications industry sector and their partnering organisations, across other service sectors, or even any other organisation where collaboration is pivotal to their success.Practical implicationsService organisations today need to understand that innovation in services is not just about process or product innovation, or even performance and productivity improvements, but in fact includes organisational forms of innovation. Indeed, the interactions and complementarities between the three different aspects of ESO – strategic, productivity, and performance – highlight the increasing complex and multi‐dimensional character of innovation and the ongoing iterative process.Originality/valueThis research provides empirical evidence for the existence of a multi‐dimensional innovation in services construct – known as elevated service offerings in a collaborative service network, along with an adapted definition of service and a service innovation model.

Correlation of Reverse Logistics Performance to Solutions Using Structural Equation Modeling

2019 ◽  
Vol 18 (04) ◽  
pp. 511-525
Author(s):  
Pornwasin Sirisawat ◽  
Tossapol Kiatcharoenpol
Keyword(s):  
Factor Analysis ◽  
Structural Equation Modeling ◽  
Reverse Logistics ◽  
Empirical Data ◽  
Sustainable Management ◽  
Structural Equation ◽  
Electronics Industry ◽  
Equation Modeling ◽  
Proposed Model ◽  
Confirmatory Factor

Nowadays, reverse logistics (RL) is one of the key strategies in many industries, especially in the electronics industry due to increasing environmental awareness and sustainable management. The main aim of this research is to investigate the correlation of RL performance to solutions for RL practice of the electronics industry in Thailand. In this research, questionnaires were distributed to 417 companies in the electronics industry of Thailand. A conceptual model was developed and the model examined by using structural equation modeling (SEM). Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used in this study. The hypotheses were tested in which RL performance was directly positively associated with the overall solutions for RL practices. RL performance was also indirectly positively associated with management & organization solutions, legal & technology solutions and collaboration and support solutions of the various solutions for RL practices. Empirical data was tested by using SEM and it was found that the proposed model could fit with the empirical data. The proposed results of this study will help to understand more about RL practices and could provide further direction for researchers and practitioners in the electronics industry and other related industries.

Measuring Perceptions of Classroom Listening in Typically Developing Children and Children with Auditory Difficulties Using the LIFE-UK Questionnaire

2018 ◽  
Vol 29 (07) ◽  
pp. 656-667 ◽  
Author(s):  
Suzanne C. Purdy ◽  
Mridula Sharma ◽  
Amanda Morgan
Keyword(s):  
Factor Analysis ◽  
Student Ratings ◽  
Control Group ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cronbach’S Alpha ◽  
Internal Reliability ◽  
Cross Sectional ◽  
Cronbach's Alpha ◽  
Student Questionnaire

AbstractClassrooms can be noisy and are challenging listening environments for children with auditory processing disorder (APD). This research was undertaken to determine if the Listening Inventory for Education-UK version (LIFE-UK) can differentiate children with listening difficulties and APD from their typically developing peers.To investigate reliability and validity of the student and teacher versions LIFE-UK questionnaire for assessing classroom listening difficulties.Cross-sectional quantitative study comparing children with listening difficulties with typically developing children.In total, 143 children (7–12 yr) participated; 45 were diagnosed with APD. Fifteen participants with reported listening difficulties who passed the APD test battery were assigned to a “listening difficulty” (LiD) group. Eighty three children from nine classrooms formed a Control group.Children and teachers completed the LIFE-UK questionnaire student and teacher versions. Factor analysis was undertaken, and item reliability was assessed using Cronbach’s alpha. Teacher and student ratings were compared using Spearman correlations. Correlations between LIFE-UK ratings and APD test results were also investigated.Factor analysis revealed three factors accounting for 60% of the variance in the Control group LIFE-UK ratings. After removing six items with low factor loadings, a shortened seven-item version with three factors accounted for 71.8% of the variance for the student questionnaire; Cronbach’s alpha indicated good internal reliability for this seven-item version of the student questionnaire. Factors were also derived for the teacher questionnaire. Teacher and student ratings were correlated when participant groups were combined. LIFE-UK ratings correlated weakly with some APD measures, providing some support for the questionnaire validity.The results support the use of either the 13- or 7-item student and the teacher versions of the LIFE-UK to evaluate classroom listening and functional consequences of APD. Factor analysis resulted in groupings of items reflecting differences in listening demands in quiet versus noise for the student questionnaire and attentional versus class participation demands for the teacher questionnaire. Further research is needed to confirm the robustness of these factors in other populations.

scholarly journals Confirmatory factor analysis of the neck disability index, comparing patients with whiplash associated disorders to a control group with non-specific neck pain

2016 ◽  
Vol 25 (7) ◽  
pp. 2078-2086 ◽  
Author(s):  
Charles Philip Gabel ◽  
Antonio Cuesta-Vargas ◽  
Sebastian Barr ◽  
Stephanie Winkeljohn Black ◽  
Jason W. Osborne ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Neck Pain ◽  
Neck Disability Index ◽  
Control Group ◽  
Confirmatory Factor ◽  
Whiplash Associated Disorders ◽  
Neck Disability

On the Number and Nature of Common Factors Extracted by the Eigenvalue-One Rule Using BMDP VS SPSSX

1989 ◽  
Vol 65 (1) ◽  
pp. 155-160 ◽  
Author(s):  
Raymond Hubbard ◽  
Stuart J. Allen
Keyword(s):  
Factor Analysis ◽  
Empirical Data ◽  
Software Package ◽  
Common Factor ◽  
Common Factors ◽  
Computer Programs ◽  
Data Sets ◽  
Statistical Software ◽  
Common Factor Analysis ◽  
Psychology Literature

Given nuances in the computer programs, unwary researchers performing a common factor analysis on the same set of data can be expected to arrive at very different conclusions regarding the number and nature of extracted factors if they use the BMDP, as opposed to the SPSSx (or SAS), statistical software package. This is illustrated using six well-known empirical data sets from the psychology literature.

scholarly journals Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

2020 ◽  
Vol 20 (62) ◽  
Author(s):  
Cristian Jorge Garcia-Marcos ◽  
Omar López-Vargas ◽  
Julio Cabero-Almenara
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Vocational Training ◽  
Virtual Classroom ◽  
Control Group ◽  
Academic Achievements ◽  
Significant Difference ◽  
E Learning ◽  
Research Studies

La presente investigación estudia los efectos que dos herramientas relacionadas con la autorregulación del aprendizaje tienen sobre el logro académico, las conexiones por día y el tiempo de dedicación al estudio. Un total de 260 estudiantes de formación profesional cuyo aprendizaje se desarrolla en línea fueron asignados de forma aleatoria a tres grupos: un grupo interactuaba en un aula virtual a cuya estructura se le había añadido una herramienta que muestra una barra de progreso con las tareas a realizar durante el curso (n=67); otro grupo interactuaba en un aula virtual al que se le añadía tanto la barra de progreso como una herramienta que estima el tiempo dedicación al estudio (n=75); y el grupo de control interactuaba sin ninguna herramienta añadida con respecto a las que se trabaja habitualmente en el aula virtual (n=118). Se realizaron análisis factoriales ANOVA y MANOVA. Los resultados muestran que no existe una diferencia significativa en el logro académico entre grupos, independientemente del tipo del aula virtual en la que interactúen. Sin embargo, existen diferencias significativas en el tiempo de dedicación y en las conexiones diarias entre grupos, dependiendo del tipo de aula virtual empleado. Como conclusión, los estudiantes del grupo en el que se incluye la barra de progreso mejoran su eficiencia, ya que obtienen un logro académico similar al resto de estudiantes en aproximadamente la mitad de tiempo. The present research studies the effects that two tools related to self-regulated have on the academic achievement, the connections per day and the time of dedication to the study. A total of 260 vocational training e-learning students was randomly assigned to three groups: one group interacted in a virtual classroom in which a tool showing a progress bar with the tasks to be completed during the course was added (n=67); another group interacted in a virtual classroom in which both the progress bar and a tool that estimates the dedication time to the study was added (n=75); and the control group interacted without any extra tool added in the virtual classroom (n=118). ANOVA and MANOVA factor analysis were performed. The results show that there is no significant difference in academic achievement between groups, regardless of the type of the virtual classroom in which they interact. However, there are significant differences in the dedication time to the study and in the daily connections between groups, depending on the type of the virtual classroom was used. It is therefore concluded that the group in which the progress bar is included enhaces efficiency, because students obtain similar academic achievements in approximately half the time.

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