2018-06-13_FMM_MTMM_(Supplementary)_AU_crx - Investigating Response Heterogeneity in the Context of Positively and Negatively Worded Items by Using Factor Mixture Modeling

<p>2018-06-13_FMM_MTMM_(Supplementary)_AU_crx for Investigating Response Heterogeneity in the Context of Positively and Negatively Worded Items by Using Factor Mixture Modeling by Chester Chun Seng Kam, and Xitao Fan in Organizational Research Methods</p

Supplemental material for The subjective well-being of academically gifted students in the Chinese cultural context

<p>Supplemental material for The subjective well-being of academically gifted students in the Chinese cultural context by Xinjie Chen, Xitao Fan, Hoi Yan Cheung and Joseph Wu in School Psychology International</p

Physical activity enjoyment scale (PAES) during the intervention.

<p>HIIT had significant higher scores than those of MVCT in any week of exercise intervention. *<i>p</i> < 0.05, **<i>p</i> < 0.01.</p

Outcome measures before and after five weeks of exercise training.

<p>Outcome measures before and after five weeks of exercise training.</p

Flow-chart of the study.

<p>Flow-chart of the study.</p

Training data during intervention.

<p>Training data during intervention.</p

Descriptive statistics, zero-order correlations and intraclass correlations (ICC) of the variables.

<p>Descriptive statistics, zero-order correlations and intraclass correlations (ICC) of the variables.</p

The role of early language abilities on math skills among Chinese children

<div><p>Background</p><p>The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence.</p><p>Methodology</p><p>Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children’s language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children’s language abilities and formal math skills was partially mediated by informal math skills.</p><p>Results</p><p>The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.</p></div

Two-Step hierarchical regression models predicting informal math and formal math skills from language abilities.

<p>Two-Step hierarchical regression models predicting informal math and formal math skills from language abilities.</p

Descriptive statistics, correlations, and partial correlations among all tasks.

<p>Descriptive statistics, correlations, and partial correlations among all tasks.</p