Добірка наукової літератури з теми "Trevethan"

Introduction Faced with the global health emergency, a product of Covid-19, the educational system was forced to change its dynamics, assuming new challenges and adapting to virtual environments (Sierra, López, Azar & Trevethan, 2020). In this sense, the teaching task from home supposes an increase in the hours dedicated to their work, since they have seen the need to be trained in digital platforms to be able to respond to the changes derived from confinement; which can quietly generate professional wear and tear.ObjectivesAnalyze the relationship between professional burnout and increased workload on teachersMethodsA cross-sectional study of correlational scope was carried out in 60 (n = 60) teachers, working actively at a higher education institution. A sociodemographic scale was designed to identify the hours dedicated to work before and during confinement and to evaluate professional burnout, the adaptation of the MBI instrument for the Colombian population was used (Barbato, Córdoba, González, Martínez & Tamayo, 2011)ResultsA 50% increase in the workload of teachers was observed during confinement, besides, a statistically significant correlation between professional burnout and the increase in hours dedicated to work (Table 1)ConclusionsIt was possible to conclude that the significant increase in the workload in teachers correlates positively with levels of emotional exhaustion and depersonalization; however, no correlations were observed between workload and personal achievement of higher education teachers.

Abstract Objective: The prevalence of malingering following a personal injury is estimated to be more than 50% (Resnick, 1997). Thus, it is imperative to have malingering measures that are well-validated (Janaski et al., 2011). Ideally, malingering tests should have high sensitivity and specificity (Trevethan, 2017). The Tri-Choice Naming and Response Bias Measure (N-Tri) is a novel malingering test aimed at being less susceptible to coaching than existing tests. This study aimed to validate the N-Tri for detection of coached malingerers. Methods: 282 neurotypical participants completed an online version of the N-Tri. The N-Tri consists of three blocks: a naming block, a study and forced-choice block, and a delayed forced-choice block. Participants were randomly assigned to either the coached simulators’ group or the control group. The coached group was instructed to perform as if they have a traumatic brain injury (TBI) and received a test-taking strategy. Results: ROC curves were used to determine optimal cutoff values, which were chosen based off Youden’s index (Youden, 1950). Block 1 had a sensitivity of 92% and a specificity of 99%. Block 2 had a sensitivity of 95% and a specificity of 98%. Block 3 had a sensitivity of 96% and a specificity of 97%. Total score had a sensitivity of 97% and a specificity of 97%. Conclusions: This study demonstrated that all blocks and total score of a novel malingering test, the N-Tri, were able to distinguish between coached malingerers and controls with high levels of sensitivity and specificity. Further research that utilizes patients with documented memory deficits are proposed.

Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.