Search

The objective of this study was to verify whether personality (Big Five model) influences performance on the evaluation methods used in business administration courses. A sample of 169 students enrolled in two compulsory undergraduate business courses responded to an online questionnaire. As it is difficult within the same course to assess students' performance on several evaluation methods, students' performance is rated in this study using a latent variable inferred from two self-reported measures: preference for evaluation methods and grades generally obtained on each of these methods. Two control variables (gender and age) were also included in the analyses. Multiple linear hierarchical regressions indicate that the Big Five factors explains 6 to 13 % of the variability in performance on group work, oral exams, written exams, multiple choice tests, and practical work. The discussion focuses on how different personality factors are called upon when it comes to performance on evaluation methods.

The purpose of this research was to validate the scores of a short form of a new instrument, "l'Épreuve de décision vocationnelle, forme scolaire" (EDV-9S; vocational assessment test), which measures six indecision-related problems (lack of self-knowledge, lack of readiness, lack of method in decision making, lack of information, external barriers, and dysfunctional beliefs). In Study 1 (n = 778; M[subscript age] = 17.7 years; female = 55.4%), we first assess the reliability and factorial validity of the EDV-9S scores. Subsequently, 24 of 48 items were selected using Rasch modeling. In Study 2 (n 1 = 757; M[subscript age] = 18.0 years; female = 55.9%), we assess the reliability, factorial validity, and convergent and divergent validity of the short form scores and their invariance across gender and over time. Findings from both studies suggest that the original as well as the short form scores present adequate psychometric properties and could be used to assess indecision problems in French-speaking students in higher education.

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers' personal teaching efficacy beliefs, and in the teachers' perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers' perceived self-efficacy in eliciting principals' support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

Life skills training programs have recently received increased attention in the literature, as they have the potential to provide stakeholders with the necessary knowledge and resources to facilitate life skills development and transfer through sports. Nonetheless, few attempts have been made to qualitatively examine the experiences of several groups of participants as these training programs unfold. Yet, doing so could provide a more nuanced understanding of the factors that influence the process of life skills development and transfer over time. The purpose of this study was to explore high school stakeholders' (i.e., coaches, teachers) and student-athletes' experiences following their first year of participation in a longitudinal life skills training program. Semi-structured interviews were conducted with stakeholders (n = 7) and student-athletes (n = 24) at the high school where the program is being implemented. Data were analyzed deductively and inductively following Miles et al.'s (2020) recommendations. The results revealed that stakeholders facilitated life skills teaching and transfer with student-athletes using various strategies in line with the explicit focus of the program (e.g., organizing life skills lessons, using tools from the program, discussing transfer). However, the stakeholders' and student-athletes' responses suggested that various factors influenced their ability to successfully develop life skills and transfer them between the school and sport contexts. These results highlight the importance of considering participants' experiences to improve life skills development and transfer over time and of adjusting training programs as they unfold. Lay summary: High school stakeholders and student-athletes were interviewed to explore their experiences after participating one year in a longitudinal life skills training program. The results shed light on various factors that influenced the stakeholders' experiences with life skills teaching and transfer and the student-athletes' experiences with life skills learning and transfer. This study provides a nuanced understanding of participants' experiences to inform future training programs on how to make life skills development and transfer more effective in the high school sport context. High school stakeholders, including teachers, coaches, and administrators, can use recommendations from this study to assist student-athletes in developing and transferring life skills between the school and sport contexts. [ABSTRACT FROM AUTHOR]

Le 9 juin 2023 s’est tenu le 12e colloque annuel Méthodes quantitatives en sciences humaines à l’Université TÉLUQ, Montréal. Sept conférenciers ont présenté leurs résultats de recherche. Sébastien Béland a évalué l'efficacité de différents coefficients populaires sur des items unidimensionnels à réponse dichotomique. Félix Laliberté a présenté StepMix, un package Python et R pour le clustering basé sur des modèles de mélanges généralisés (classes latentes, profils latents). Eric Frenette a fait part des défis méthodologiques et statistiques rencontrés lors de l'évaluation du programme longitudinal \emph {Gagnant pour la vie} (version 1.0) implanté dans une école à concentration sport au Québec. André Achim a présenté une nouvelle technique de symétrisation de distributions asymétriques. Pier-Olivier Caron a présenté une comparaison des propriétés statistiques (puissance, erreur de type I, biais) des modèles de médiations longitudinaux et transversaux. Denis Cousineau a présenté deux techniques analogues à l'ANOVA : l'analyse des proportions utilisant la transformation arcsine (ANOPA) et l'analyse des fréquences de données (ANOFA). Louis Laurencelle propose un test complet et vraisemblable sur le plan paramétrique de la différence entre deux proportions jumelées. \\ The 12th annual meeting Quantitative Methods in the Humanities (Méthodes quantitatives en sciences humaines, MQSH) was held on June 9, 2023 at Université TÉLUQ, Montreal. Seven speakers presented their research findings. Sébastien Béland assessed the effectiveness of various popular coefficients on unidimensional items with dichotomous responses. Félix Laliberté presented StepMix, a Python and R package for model-based clustering and mixture (latent classes, latent profiles). Eric Frenette presented the methodological and statistical challenges encountered during the evaluation of the longitudinal program \emph {Gagnant pour la vie} (version 1.0 ; Eng. Win for life) implemented in a sports-oriented school in Quebec. André Achim presented a new technique for symmetrizing asymmetrical distributions. Pier-Olivier Caron presented a comparison of the statistical properties of longitudinal and cross-sectional mediation models. Denis Cousineau presented two techniques analogous to ANOVA: analysis of proportions using the arcsine transformation (ANOPA) and analysis of data frequencies (ANOFA). Louis Laurencelle proposed a complete and parametrically plausible test of the difference between two paired proportions.

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)