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Schools, Subcultural Valuations, and the Probability of Youth Abuse: The Affect in the Program code from the Block between College students in A few Ough.S. Urban centers.
Raters may introduce construct-irrelevant variance when evaluating written responses to performance assessments, threatening the validity of students' scores. Numerous factors in the rating process, including the content of students' responses, the characteristics of raters, and the context in which the scoring occurs, are thought to influence the quality of raters' scores. Despite considerable study of rater effects, little research has examined the relative impacts of the factors that influence rater accuracy. In practice, such integrated examinations are needed to afford evidence-based decisions of rater selection, training, and feedback. This study provides the first naturalistic, integrated examination of rater accuracy in a large-scale assessment program. Leveraging rater monitoring data from an English language arts (ELA) summative assessment program, I specified cross-classified, multilevel models via Bayesian (i.e., Markov chain Monte Carlo) estimation to decompose the impact of response content, ratnds previous research and provides implications for rater recruitment, training, monitoring, and feedback to improve human evaluation of written responses.Demotivation is one of the important factors causing students' failure in learning a language. To explore the psychological and cognitive factors causing college students' demotivation to learn English in China's universities and to investigate the relations among these internal factors, this study constructed a shopping cart model by applying grounded theory method and tested the model by using structural equation modeling. This study found three paths underlying students' demotivation to learn English, originating from large discrepancy between students' actual and required positioning of English learning, low required positioning of English learning and low value of English learning in students' minds. Based on these findings, this study gave some pedagogical implications for English teaching.Obtaining valid assessments of language and literacy skills in children with Down syndrome (DS) presents a challenge as there is a paucity of information about the psychometrics of measures that are commonly used to measure listening and reading comprehension in this population. Evaluating the construct validity of measures that employ different methods is essential to ascertain the optimal method of assessment in individuals with DS and with typical developmental histories (TD). This pilot study aimed to evaluate the construct validity of four parallel measures of listening and reading comprehension. Participants included 19 individuals with DS (M = 17 years, 3 months; SD = 3 years, 6 months) and 19 word-level reading-matched children with TD (M = 7 years, 2 months; SD = 7 months). Participants completed norm-referenced assessments for four parallel measures of listening and reading comprehension. The four measurement methods were (1) non-verbal response, (2) cloze procedure, (3) passage-level with close-ended questions, and (4) passage-level with open-ended questions. Participants completed additional assessments (e.g., cognition, language, and speech) for descriptive purposes. Construct validity was assessed using the Multitrait-Multimethod Matrix, a correlation matrix arranged to facilitate the assessment and interpretation of construct validity of measures across various formats. For both study groups, we observed strong evidence of construct validity for three out of four measurement methods. Results using the multimethod perspective also indicated that the listening and reading comprehension constructs were not separable. The findings from this pilot study represent a first step toward determining optimal methods of listening and reading comprehension assessment for individuals with DS. Additionally, these results can inform outcome measure selection in future language and literacy research with children with DS.This study deals with teachers' language use as it is manifested in community-based heritage-language classes. Specifically, it focuses on the functions of students' dominant variety (L1, English) when harnessed by teachers for the purposes of teaching their ethnic language (L2, Mandarin Chinese). Empirical investigation was conducted at two Chinese community schools in the United Kingdom and data demonstrate that students' L1 was utilised naturally and systematically by teachers to facilitate students' L2 learning. Various L1 facilitative functions were identified and these generally accord well with functions recorded in other studies. In addition, this study underlines the potentially unique characteristics of community-based heritage-language education while the target variety of students (Mandarin Chinese) is routinely the native variety of teachers, teachers struggle to explain new linguistic information in Mandarin because of students' low proficiency while they concurrently struggle with at least some elements of students' native or dominant variety (English). Teachers explained that the fact that students' dominant language of English is a global language makes their use of it all the more likely. Teachers demonstrated a strong tendency to feel ill-prepared for their language teaching role. There is thus a clear need for heritage-language teachers to receive training that is sociolinguistically informed. This training should emphasise the potential utility of exploiting students' full linguistic repertoires by drawing in particular on the crosslinguistic similarities and differences between the varieties of which students are cognisant. Teacher-training programmes that promote such awareness may well hold the key to better heritage-language education which will continue to have a crucial role in maintaining and developing minority community languages.
To examine the relationship among childhood trauma, acceptance, positive reappraisal and post-traumatic growth (PTG) among college students.

Research participants were selected by random cluster sampling. 1,028 college students (62.6% female, 30.5% only-children) from 8 universities were investigated using manuscript-pencil survey versions of Childhood Trauma Questionnaire-Short Form (CTQ-SF), Cognitive emotion regulation questionnaire-Chinese version (CERQ-C) and Post traumatic Growth Inventory (PTGI).

Traumatic childhood experience significantly negatively predicts post traumatic growth in college students. Exposure to traumatic experiences in childhood can directly negatively predict post-traumatic growth and indirectly positively predict post traumatic growth
acceptance.

Acceptance plays a mediating role between childhood traumatic experience and post traumatic growth. The mediating effect of acceptance is moderated by the positive reappraisal. When individuals have a lower level of positive reely reevaluate traumatic experience, so as to gain better and faster counseling results.Several definitions and measures of financial well-being (FWB) have been proposed in the scientific literature. The Multidimensional Subjective Financial Well-being Scale (MSFWBS) stands out among these measures in its ability to account for the conceptual richness of FWB. However, the original validation study based on a confirmatory factor analytic model indicated that the factor structure of scores obtained on this instrument was acceptable at best, revealing factor correlations high enough to question the discriminant validity of the factors. To improve conceptual and operational clarity of FWB, this study assesses the psychometric properties of the MSFWBS among French-Canadian adults (n = 454), using statistical models better suited to the examination of multidimensional constructs (exploratory structural equation modeling-ESEM, and bifactor-ESEM). Our results supported a bifactor-ESEM representation of scores on the MSFWBS, and their measurement invariance across groups of participants defined on the basis of their age, sex, personal income and household income. Our results also supported the convergent (with other measures of FWB) and criterion-related (with measures of life satisfaction, perceived stress, and psychological distress) validity of scores obtained on the MSFWBS (particularly the global FWB factor). By providing an optimized measure of FWB, our study contributes to advancing research on FWB.The paper starts with the research on the early discovery of college students' psychological problems. Besides, it analyzes the data of the general survey of college students' mental health in a certain university, the existing data of students with psychological problems, and the questionnaire data of students' basic information in school. By comprehensively using the decision tree model and Kendall correlation analysis and other methods, using Python and SPSS software to preprocess the data and realize the model, it can obtain a psychological problem prediction model based on the objective behavior data of college students. The model is actually analyzed, and it gets good results.As the aging population problem intensifies, many emerging economies are caught in labor shortage and rising labor costs, thus improving the corporate labor investment efficiency (LIE) is crucial for these countries. In this context, we take China as an example to explore the influence of the current booming digital finance (DF) on corporate LIE. This paper, which enriches the existing literature, is one of the few studies that explores the link between macroeconomic policies and firms' LIE. Our research adopts the baseline methodology of ordinary least squares (OLS) regression, and the data comprise 23,503 observations for Chinese A-share listed businesses from 2011 to 2020. In addition, we use fixed effects regression, instrumental variables method and substitution of independent variables to deal with endogeneity and test the robustness. selleck chemicals The outcomes suggest that DF may significantly increase corporate LIE. Further results from the path mechanism study suggest that DF could alleviate financing constraints and optimize human capital structure, both of which have a favorable effect on the LIE. Last but not least, the heterogeneity results imply that DF can more effectively encourage LIE of firms in economically underdeveloped regions and of private nature. The study recommends that emerging economies should pay attention to strengthening regulation to avoid financial risks while vigorously promoting DF. In addition, enhancing the level of human capital and optimizing human capital allocation are also essential.Among the beliefs related to teaching work, self-efficacy stands out and encourage innovation across the global education systems. Specifically, the lack of interest among instructors in introducing innovative techniques in physical education is a concern across China. Therefore, this study intends to investigate the role of cognitive indicators (mental workload, decision-making process, innovation in physical education, and self-efficacy) of innovation in physical education across China. This study opted for quantitative techniques, including using a structured questionnaire to collect data from targeted respondents through the survey techniques. Moreover, 800 questionnaires were circulated, and as a result, 420 usable responses were attained, making the overall response rate stand at 40%. The results indicate that the above-stated cognitive factors, along with self-efficacy, have a positive role in causing innovation across the physical education exchequer of China. Likewise, self-efficacy played the mediating role between cognitive indicators and innovation in physical education in China.
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