Zobrazeno 1 - 10
of 71
pro vyhledávání: '"Nicholas Benson"'
Autor:
Christian Soto, Antonio P. Gutiérrez de Blume, Mathew Jacovina, Danielle McNamara, Nicholas Benson, Bernardo Riffo
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
We explored relations between reading comprehension performance and self-reported components of metacognition in middle-school children. Students’ self-reported metacognitive strategies in planning and evaluation accounted for significant variance
Externí odkaz:
https://doaj.org/article/6d977525bb024ef1a638617adf1b4403
Publikováno v:
Psicologia: Reflexão e Crítica, Vol 27, Iss 4, Pp 720-727 (2014)
Temperament refers to stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and stimuli. Temperament can be defined by four bipolar styles: extroversion-introversion,
Externí odkaz:
https://doaj.org/article/f38fd6a18251446fa907336b53c2af33
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 8, Iss 2 (2014)
This study investigated the effects of general intelligence and seven specific cognitive abilities on college-age students’ mathematics achievement. The present investigation went beyond previous research by employing structural equation modeling.
Externí odkaz:
https://doaj.org/article/07a489e4f2694a828d0ec6a637f19c65
Autor:
Gordon Taub, Nicholas Benson
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 7, Iss 2 (2013)
Reading comprehension is an important skill for college academic success. Much of the research pertaining to reading in general, and reading comprehension specifically, focuses on the success of primary and secondary school-age students. The present
Externí odkaz:
https://doaj.org/article/359bdccf31a7463096beae537f00b7a2
Autor:
Nicholas Benson
Publikováno v:
The Velvet Light Trap. 91:16-26
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a1c19ac698a20bce72f78732209248a
https://doi.org/10.7560/vlt9103
https://doi.org/10.7560/vlt9103
Publikováno v:
Journal of Psychoeducational Assessment. 41:36-48
Sixty-three Woodcock–Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all protocols and ranged from 8 to 150 per administrati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8c0bb089b90800b08306aef5f5c53b0b
https://doi.org/10.1177/07342829221124355
https://doi.org/10.1177/07342829221124355
Eighty Woodcock–Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16132652318895afa43c2c010a63c08f
https://doi.org/10.31219/osf.io/drpxb
https://doi.org/10.31219/osf.io/drpxb
Autor:
Nicholas Benson
Publikováno v:
Media, Culture & Society. 44:428-444
This article is interested in the ways franchises are managed through the retelling or expansion of the stories within them. Using Disney’s recent live-action versions of Cinderella and Beauty and the Beast as a case study, I outline the industrial
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f7ef8d9ef6c313f0ff680e2e7477a7d8
https://doi.org/10.1177/01634437211036992
https://doi.org/10.1177/01634437211036992
Autor:
Leslie W. Oglesby, Kelly R. Ylitalo, Andrew R. Gallucci, Nicholas Benson, Christopher J. Wynveen
Publikováno v:
J Athl Train
Context Spiritual well-being is the expression of one's spirituality as measured in the dimensions of existential and religious well-being. The Smith Cognitive Affective Model of Athletic Burnout suggests that personality factors such as spiritual we
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::163d1ed609d24f29cd8f546140bd8ca2
https://doi.org/10.4085/1062-6050-0105-20
https://doi.org/10.4085/1062-6050-0105-20
Publikováno v:
Journal of Psychoeducational Assessment. :073428292311667
Eighty Woodcock–Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65cb61e2dc07356baf002e66f6c612ef
https://doi.org/10.1177/07342829231166725
https://doi.org/10.1177/07342829231166725