The development of a fraction testing and tutoring system

One of the major areas in Computer Aided Learning (CAL) research has been the development of Intelligent Tutoring Systems (ITSs) for tutoring individual subjects through the application of cognitive tutor technology. In parallel to the use of computer aided learning (CAL), Computer Based Testing (CBT) has also been widely used for a variety of purposes. Studies have shown that fractions are one of the most difficult subjects to learn due to the complexity of the concepts and skills involved. Although there are various fraction tutoring systems available, most of them lack user interactivity and do not provide intuitive insight into the many concepts and skills associated with fractions. Furthermore, these systems are generally intended for longer-term learning use (e.g. weeks or even longer) and the effectiveness of using such systems is therefore usually difficult to assess. This paper presents the development of an interactive computerised Fraction Testing and Tutoring System (FTTS) delivered through the World Wide Web that incorporates learning capabilities for the purpose of both tutoring and testing fractions for school students aged 10-12. The system implements the cognitive learning model proposed by Derry in 1990. This system can perform fraction tutoring and at the same time undertake fraction testing. Results obtained from the use of this system can therefore be used to assess the effect of tutoring on students’ performance

Normativité et mesure de l’estime de soi

Cette étude porte sur la normativité de la mesure de l'estime de soi, appréciée sur L’Échelle toulousaine d’estime de soi (1994), et sur celle de Rosenberg (1965). L’objectif est d'estimer la valeur de la réponse standard des 115 étudiants, comparée à celles qu'ils fournissent lorsqu'ils ont pour consigne de donner une bonne vs une mauvaise image d’eux-mêmes. Les résultats montrent qu'ils produisent bien des réponses conformes aux attentes des consignes proposées, la réponse standard s'avérant elle aussi étonnamment normative. L’organisation sociocognitive du soi est alors interrogée, en lien avec la mesure de l'estime de soi en contexte d'évaluation.This study examines the normativity of the measure of self-esteem, appreciated through the Toulousaine self-esteem scale (1994), and the Rosenberg scale (1965). The aim is to estimate the value of the standard response of the 115 students, compared to those they provide when they are instructed to give a good vs a bad image of themselves. The results show that they produce answers which meet the expectations of the proposed guidelines; the standard response answer is also surprisingly normative. The sociocognitive organization of the self is then questioned in connection with the measure of self-esteem in an evaluation context

Inequity within Chinese Higher Education with the Focus on Henan Province

The purpose of this study is to examine the perceptions of students from China\u27s Henan province regarding inequities they experience in the Chinese higher education system based solely on their geography. Henan students are required to score higher than students from other provinces on the Chinese National College Entrance Examinations (NCEE) in order to apply for admission into Chinese top tier universities. Yet despite having higher scores than their peers from other provinces and meeting all admissions requirements, Henan students have little guarantee of admission. The study systematically reviews the history of the Chinese higher education system to contextualize the impact of current NCEE policies and procedures. The perceptions of six Henan students currently studying in the top tiered Chinese University were gathered using qualitative interviews and explored for commonalities and differences. The students\u27 responses reveal a range of feelings from anger to acceptance, and even gratitude for the ways the inequities impacted their lives. This work increases our understanding of the link between geography and access to Chinese top tiered university and the effects of that link on students from Henan province

Schools as Systems of Care Supporting Mental Wellness in Schools: Teacher Perceptions and Roles

Schools lack a response system for effectively supporting student mental health needs and there is a substantial research to practice gap in this area. To better understand how to build capacity for schools, with and through teachers, the purpose of this study was to examine teachers\u27 perceptions of current mental health needs in their schools; their knowledge and competencies about mental health issues as well as perceived competencies and barriers that contribute to burnout. Participants included 20 teachers from two local Pittsburgh area Catholic schools. Teachers reported they believe it is their job to support middle school student mental wellness and confidence in their abilities but that they are lacking the necessary professional development and training and supervision to provide this support

Meaning In Life And Self-Efficacy\u27s Relationship To Depression, Anxiety, And Stress: A Study Of Coastal Residents Affected By The Gulf Oil Spill

On April 20, 2010, the Deepwater Horizon Oil Platform exploded, killing 11 people and spilling approximately 210 million gallons of oil into the Gulf of Mexico over the following months. Disasters such as the Gulf Oil Spill affect individuals in many ways, including the possible onset of psychological issues such as depression, anxiety, and stress. Because mental health effects are comfollowing a disaster, it is important to understand potential protective factors that may decrease the risk of negative consequences related to disaster events. The presence and severity of psychological distress, as well as the method of coping, varies between individuals and is likely influenced by protective factors such as perceived meaning in life and self-efficacy. The purpose of this study was to examine the psychological effects of the Gulf Oil Spill with a sample of 1119 Mississippi coastal residents seeking mental health services in response to the event. It was found that depression, anxiety, and stress were positively associated with each other. Self-efficacy and perceived meaning in life were positively associated with each other. Additionally, psychological distress was negatively related to protective factors. It was also found that, overall, sex and race/ethnicity did not serve to change the relationship between psychological distress and protective factors. Mean comparisons found that men reported significantly greater levels of self-efficacy than women and females reported significantly greater levels of depression, anxiety, and stress. However, no significant differences were found between males and females on report of perceived meaning in life. When comparing non-White and White individuals, it was found that non-White individuals reported significantly greater anxiety and White individuals reported significantly greater self-efficacy. There were no differences in the report of depression, stress, or meaning in life. These results shothat the individuals who participated in this study experienced significant psychological distress and that protective factors may serve to buffer symptoms of depression, anxiety and stress. Future research on the impact of disaster on mental health should explore the types of treatment that are most effective in alleviating negative symptoms and enhancing protective factors

Cultural, familial and individual correlates of eating pathology and extreme weight loss behaviours among Greek and Italian second-generation immigrant women.

Previous research in the field of cross-cultural eating disorders suggests that eating pathology may be more prevalent among immigrant women than women in their country of origin or their new country of residence. The purpose of this study was to identify the variables that predict eating pathology and extreme weight loss behaviours among Greek and Italian second-generation immigrant women. A second goal was to determine how culture-change was related to eating pathology by comparing several models of acculturation. 110 Greek and Italian women were recruited through several means including the introductory psychology participant pool, cultural organizations and snowball sampling methods. Administration of a questionnaire package occurred either in person, by mail or on a web page. Based on EAT-26 scores, 20 women were considered at risk for an eating disorder. Crash dieting and fasting were the most common extreme weight loss behaviours reported (43% of the sample endorsed each), followed by the use of appetite suppressants (20%), diuretics (18%), laxatives (16%) and vomiting (10%). General dissatisfaction and internalization of Western values of thinness were found to be predictive of eating pathology. Family conflict was positively correlated with eating pathology, however, it did not account for unique variance in eating pathology once general dissatisfaction and internalization of Western values of thinness were taken into account. Body Mass Index (BMI) was found to be predictive of extreme weight loss behaviours, particularly crash dieting. This relationship is discussed in the context of research that identifies dieting as a strong causal risk factor for eating pathology (Stice, 2001). No direct relationships were found between eating pathology and any of the acculturation models tested, however, acculturation strategies were correlated with family conflict. Finally, results suggest that other variables, such as perfectionism and parental enmeshment, have complex relationships with variables that predict eating pathology and need to be investigated further. The findings are discussed in the context of theoretical, research and clinical implications.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .G45. Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3706. Adviser: Cheryl D. Thomas. Thesis (Ph.D.)--University of Windsor (Canada), 2004

Efficacy of brief alcohol interventions in an Australian tertiary education setting

Published alcohol intervention research with Australian university populations is limited, despite data indicating high levels of harmful consumption amongst this group. This two-stage study sought to describe the prevalence of harmful alcohol behaviours and attitudes towards various alcohol treatment modalities amongst a large Australian university sample, and compare the efficacy of a brief face-to-face and online intervention in influencing alcohol related variables. In Study One, 1046 participants, comprising 580 females (M = 23.42 years, SD = 6.11) and 466 males (M = 23.47 years, SD = 6.69) completed questionnaires assessing harmful alcohol use and attitudes toward a range of various alcohol treatment modalities. Data showed a high proportion of harmful alcohol use, and an overwhelming endorsement of brief face-to-face and anonymous online treatment approaches. Participants, who volunteered for Study Two and recorded a total AUDIT score ≥8, were then contacted for involvement in Study Two. In line with international intervention research, and participant modality preferences noted in Study One, Study Two utilised an RCT design to compare the efficacy of two brief alcohol interventions. Eligible participants (n = 90) were randomised to receive the brief face-to-face intervention (BASICS), brief online intervention (e-CHUG) or to a wait list control condition. All participants completed the Alcohol Use Disorder Identification Test (AUDIT; Babor, Higgins-Biddle, Saunders, & Monteiro, 2001), Readiness to Change Questionnaire (RTCQ; Heather, Gold, & Rollick, 1991) and Rutgers Alcohol Problems Inventory (RAPI; White & Labouvie, 1989). Intervention groups completed additional measures of peak alcohol consumption, weekly alcohol consumption and estimated BAC. Assessments were conducted at baseline, 1-month and 3-month follow up. Neither the BASICS nor e-CHUG group demonstrated a significant change in total AUDIT across the three assessment periods. Conversely, the control group demonstrated significant reduction in total AUDIT score from baseline to 3-month follow up. The BASICS group demonstrated significant reductions in peak alcohol consumption and mean weekly consumption from baseline to 3-month follow up, whilst the e-CHUG group did not evidence any significant change in these variables across the same period. Neither group demonstrated significant changes in peak BAC across the assessment period. Explanations for the reduction in harmful drinking behaviours demonstrated by the control group are proposed, along with a detailed discussion of the apparent superiority of BASICS over e-CHUG in influencing alcohol variables in this study. The author proposes the utilisation of the stepped care model, incorporating both online and face-to-face intervention, in Australian universities