A baseline survey for capturing the hearing ability and hearing disability of students at the universities of Oldenburg, Groningen and the University of applied sciences Utrecht

Mittels einer Anfang 2011 durchgeführten Online-Erhebung wurden Studierende an den Universitäten Oldenburg, Groningen und der Hochschule Utrecht in Bezug auf die Hörsituation an ihrer Bildungseinrichtung befragt. Die Erhebung verfolgte das Ziel, den Anteil der Studierenden mit einer Hörbeeinträchtigung an den genannten Standorten differenziert zu erfassen. Eine statistische Analyse der Daten ergab, dass an allen drei Einrichtungen mehr als 25 Prozent der Studierenden von einer Beeinträchtigung im Hören betroffen waren, wobei eine Geräuschempfindlichkeit die am häufigsten genannte Hörbeeinträchtigung darstellte. (DIPF/Orig.)Data of hearing in university context based situations were collected in an online survey by the universities of Oldenburg and Groningen and the University of Applied Sciences Utrecht. The study examined the subjective hearing ability of all students including the numbers of students with hearing disabilities. The results show that 25 percent of the participants mention at least one kind of hearing-disability. Hypersensitivity to sound is named first as of the main hearing-disabilities. (DIPF/Orig.

The sound of study:Student experiences of listening in the university soundscape

The students from three universities (Groningen, Oldenburg and the University of Applied Sciences in Utrecht) were surveyed on the experience of hearing and listening in their study. Included in the online survey were established questionnaires on hearing loss, tinnitus, hyperacusis, a subscale on psychosocial strain resulting from impaired hearing and a questionnaire about students’ perceptions of listening ease in study environments. Results from the 10,466 students who completed the survey (13% response rate) are highlighted, with particular attention to listening ease and measures proposed by students for improving it. A consequence from our findings is that more effective classroom practice may be won if study soundscapes can be improved, while universities might exercise greater inclusive responsibility for study as high quality sensory experience for the benefit of all students

Do They Rate in the Same Way? Testing of Measurement Invariance Across Parent and Teacher SDQ Ratings

The internal structure of the Strengths and Difficulties Questionnaire (SDQ) has been widely discussed in the literature. The first purpose of this study was, therefore, to analyze the internal structure of the SDQ as completed by German parents and teachers. Parents and teachers of 1,135 children between the ages of 3 and 6 years in German daycare facilities were asked to complete the SDQ. Using confirmatory factor analysis (CFA), we found that the original five-factor model with added correlations between items with similar content and allowing cross-loads of reverse-worded items to the prosocial behavior factor is the model that fits the data the best. Additionally, we found significant mean differences between parents and teachers in four of the five SDQ subscales. Nevertheless, to compare the scores across both groups, it is necessary that the SDQ measures social-emotional and behavioral difficulties for both parents and teachers in the same way. Hence, the second purpose of this study was to test for measurement invariance of the SDQ across both groups. Using multigroup confirmatory factor analysis (MGCFA), we found that strict measurement invariance is tenable. Therefore, the observed means of the SDQ scores from parents and teachers are readily comparable and interpretable

Fixed-Effect logistic regression models: influencing factors on peoples’ support of smoking habits, age and parental status as priority criteria.

<p>Fixed-Effect logistic regression models: influencing factors on peoples’ support of smoking habits, age and parental status as priority criteria.</p

Sample characteristics.

<p>Sample characteristics.</p

Overall proportion of support.

<p>Overall proportion of support.</p

Proportion of support for prioritization by smoking habit, age and parental status as subordinated priority criteria by country.

<p>Proportion of support for prioritization by smoking habit, age and parental status as subordinated priority criteria by country.</p

Grundlagenstudie zur Erfassung der Hörfähigkeit von Studierenden an den Universitäten Oldenburg, Groningen und der Hochschule Utrecht

Mittels einer Anfang 2011 durchgeführten Online-Erhebung wurden Studierende an den Universitäten Oldenburg, Groningen und der Hochschule Utrecht in Bezug auf die Hörsituation an ihrer Bildungseinrichtung befragt. Die Erhebung verfolgte das Ziel, den Anteil der Studierenden mit einer Hörbeeinträchtigung an den genannten Standorten differenziert zu erfassen. Eine statistische Analyse der Daten ergab, dass an allen drei Einrichtungen mehr als 25 Prozent der Studierenden von einer Beeinträchtigung im Hören betroffen waren, wobei eine Geräuschempfindlichkeit die am häufigsten genannte Hörbeeinträchtigung darstellte

Messinvarianz zwischen Eltern- und Jugendversion des Strengths and Difficulties Questionnaire (SDQ)?

The internal structure of the Strengths and Difficulties Questionnaire (SDQ) has been a controversial issue. The first purpose of this study was, therefore, to analyze the internal structure of the parent and youth versions of the SDQ. Using data from the first repeat survey of the KiGGS study, we found that a five-factor model with correlated error variances between items with similar content fits well with the data for parent and youth SDQ scores. However, to compare the scores across parent and youth version, the 5 latent variables need to have the same meaning for parents and youths. Hence, in a second step, measurement invariance across both SDQ versions was tested. Using multigroup confirmatory factor analysis we found that the SDQ measures the same constructs across parents and youths (configural invariance). However, scalar invariance was only observed for 19 out of 25 items. Consequently, any differences between parents and youths on the latent variables could be caused either by a lack of measurement invariance between the two respondent versions or by a real difference across parents and youths. Therefore, latent mean differences between parent and self-report versions should be interpreted with caution