Yoxas/statistical_literacy huggingface dataset:
The current study aims to investigate the effectiveness of sensory-motor integration exercises on social skills and motor performance in children with autism spectrum disorder (ASD). This is a quasi-experimental study with a pre-test-post-test design and with a control group. The statistical population of this research included all children with ASD aged 9-11 years old in Babolsar city in 2022, among whom 30 were selected through convenient sampling from the transplant center of Babolsar, and were randomly assigned into two experimental and control groups. Then, the experimental group received the treatment program in 12 sessions. The data collection instrument included Gresham and Elliott's social skills questionnaire (Gresham FM, Elliott SN (1993) Social skills intervention guide: systematic approaches to social skills training. Spec Serv Sch 8(1):137-158) and Ulrich's motor performance test (Ulrich B, Ulrich D (1985) The role of balancing ability in performance of fundamental motor skills in 3-, 4-, and 5-year-old children. Motor Dev: Curr Select Res 1:87-97). Data analysis was conducted using covariance analysis in SPSS21. The multivariate covariance analysis test showed that there is a significant difference between the experimental and control groups in the variable of social skills and motor performance, respectively (P < 0.001). According to the research findings, it can be concluded that sensory-motor integration exercises can be used as an appropriate intervention in promoting and improving social skills and motor performance of children with autism spectrum. Results of this study can be helpful for therapists and educators who deal with autistic children.
The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: "Novice - indifferent," "Veteran - average," "Novice - low evaluating," "Veteran - skilled," "Novice - mixed," and "Novice - arbitrary." (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of "Veteran - skilled" and "Novice - mixed" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.
The current study evaluated the Kiswahili version of General Health Questionnaire (GHQ-12) in a Kenyan context comprising of women exposed to gender-based violence. Participants were randomly drawn from community sampling using household screening methods in peri-urban areas in Nairobi. A total of 1,394 participants with varying levels of literacy (years of education: mean [M] = 9.42; standard deviation [SD] = 3.73) and aged between 18 and 89 years were recruited for the study. The observed factor structure of the GHQ-12 was evaluated using six most tested models querying the dimensionality of the instrument insofar as the impacts of positive and negative wording effects in driving multidimensionality. Results from the confirmatory factor analysis supported a bifactor model, consisting of a general distress factor and two separate factors representing common variance due to the positive and negative wording of items. Overall, the findings support the use of the Kiswahili version of the GHQ-12 as a unidimensional construct with method-specific variance owing to wording effects. Importantly, GHQ-12 responses from a sample of Kenyan women with relatively low levels of literacy are congruent with the factor structure observed in other cross-cultural settings in low- and-middle-income countries.
The current study examined functional health literacy (FHL) in regard to hazardous drinking among a sample with probable posttraumatic stress disorder (PTSD) and alcohol use disorder (AUD). Participants were 565 adults with probable PTSD and hazardous alcohol use (52.2% female, 68.8% Non-Hispanic White, average age = 39.2 years ± 10.9 years). FHL literacy maintained statistically significant role in terms of hazardous drinking (p < .001) even in the context of posttraumatic stress. FHL may be important to better understand hazardous drinking among persons with comorbid PTSD and AUD.
The current study explored the relative contribution of individual differences in children's behavioral self-regulation and social skills (often referred to as learning-related skills) in the fall of preschool to children's rate of growth in different domains of early math knowledge through the spring of kindergarten. Participants were 684 children (Mage = 57.6 months, SD = 3.8, at Time 1 [fall of preschool]; 48% female; 43% Black, 32% White, 13% Latine, 11% multiracial, and 1% Asian). All children were from families with low incomes and lived in the midwestern United States. The math domains of informal numeracy, formal numeracy, and math language were assessed at four time points: fall and spring of preschool and fall and spring of kindergarten. Contrary to expectations, we did not find that either learning-related skill positively predicted rate of growth in math knowledge or observe differential relations by math domain. Rather, the relative contribution of behavioral self-regulation and social skills in the fall of preschool to rate of growth in math knowledge followed similar patterns across all math domains: an early advantage for children with higher initial social skills that stayed consistent over time (i.e., a nonsignificant slope effect) and an early advantage for children with higher initial behavioral self-regulation that diminished over time (i.e., a negative slope effect).
The current study investigated how and when two different aspects of teacher-student relationship (TSR; closeness and conflict) influence students' mathematical problem solving ability. Participants were 9163 eighth-grade Chinese adolescents (53.5% male) nested in 908 schools, who took part in a standard mathematics assessment and survey using student questionnaires that were all developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2015. The results indicated that (a) after controlling the factors of gender and SES, teacher-student closeness had a significant and positive effect on mathematical problem solving, while teacher-student conflict did not, (b) the mediating role of mathematical self-efficacy in the relationships of TSRs and mathematical problem solving was confirmed, and (c) school climate negatively moderated the indirect relationships between TSRs and mathematical problem solving.
The current study investigated the effectiveness of three distinct educational technologies-two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning.
The current study shifts the focus of research on media's role in facilitating and inhibiting self-stereotyping among the members of stigmatized groups. More specifically, this study proposes and tests a conceptual model explaining (un)intentional effects of a real-world anti-ageism social media campaign among stereotyped targets: Older workers. Drawing on an experiment among older Dutch adults (N = 649), we test the effects of two message strategies for reducing prejudice: the media-literacy and the counter stereotypical information strategy. The results show that exposure to content warnings as well as strong counter-stereotypical message (i.e., consisting of positive exemplars and the negation of generic age stereotypes) is powerful in inhibiting implicit stereotype endorsement, ultimately boosting favourable employability perceptions of older workers. By integrating insights from the parasocial content hypothesis and stereotype threat indications, we provide a nuanced understanding of how anti-bias campaigns impact stigmatized targets, and isolate reasons for the varied effectiveness of such interventions.
The current study used quantitative electroencephalography (qEEG) to characterize individual differences in neural rhythms at rest and to relate them to fluid reasoning ability, to first language proficiency, and to subsequent second language (L2) learning ability, with the goal of obtaining a better understanding of the neurocognitive bases of L2 aptitude. Mean spectral power, laterality, and coherence metrics were extracted across theta, alpha, beta, and gamma frequency bands obtained from eyes-closed resting-state qEEG data from 41 adults aged 18-34 years. Participants then completed 8 weeks of French training using a virtual language and cultural immersion software. Results replicate and extend previous studies showing that faster learners have higher beta power recorded over right hemisphere (RH) electrode sites, greater laterality (RH - LH/RH + LH) of alpha and beta bands, and greater coherence between RH frontotemporal sites across all frequencies, although only coherence measures survived multiple comparisons. Increased coherence within and between RH networks was also associated with greater posttest declarative memory scores and with more accurate speech during learning. Total speech attempts, in contrast, correlated with bilaterally distributed small-world network configurations, as indexed by lower power and coherence over high-frequency (beta and gamma) bands recorded over frontotemporal networks in both hemispheres. Results from partial correlations and regression analyses suggest that the neural predictors of L2 learning rate, posttest proficiency, and total speech attempts varied in their degree of overlap with qEEG correlates of first language proficiency and fluid reasoning abilities, but that neural predictors alone explained 26-60% of the variance in L2 outcomes.
The current study was undertaken to evaluate the influence of breastfeeding on the development and outcome measures of juvenile idiopathic arthritis (JIA). The second aim was to determine the consequences of particular sociodemographic and sociocultural characteristics and nutritional behavior of early childhood on JIA. The study includes the patients diagnosed with JIA and regularly followed up at the Department of Pediatric Rheumatology in Istanbul University-Cerrahpasa. The comparison group consisted of healthy subjects and patients with juvenile systemic lupus erythematosus (jSLE). A face-to-face survey method was conducted with the parents of the participants between February 1, 2021, and September 1, 2021. The mean age of the JIA cohort (n = 324) was 12.2 ± 4.7 years, with a female ratio of 64.8%. The breastfeeding rate differed from the control groups (253 healthy subjects and 88 patients with jSLE) but was higher with a value of 94.8%. There was no difference between the groups (P = .097, P = .064) or within the subgroups of JIA (P = .12) regarding breastfeeding duration. Cow's milk introduction time (P = .02, P = .0001), household pet-keeping (P = .001), income level (P = .0001), maternal literacy (P = 0.013) made a statistical difference vs the control groups. No relationship was established between the rate or duration of breastfeeding and the development or severity of JIA. The early introduction of cow's milk was found to be higher in the patient cohorts. The income level and maternal literacy appeared to be relevant with the high disability and damage scores, and frequent relapse rates. Secondhand smoking, higher in JIA, may prompt the basis of primary preventable strategies in JIA.
The Danish National School Test Program is a set of nationwide tests performed annually since 2010 in all public schools in Denmark. To assess the utility of this data resource for health research purposes, we examined the association of school test performance with demographic and socioeconomic characteristics as well as correlations with ninth-grade exams and higher educational attainment. This nationwide descriptive register-based study includes children born between 1994 and 2010 who lived in Denmark at the age of six years. Norm-based test scores (range 1-100, higher scores indicate better performance) in reading (Danish) and mathematics from the Danish National School Test Program were obtained for children aged 6-16 attending public schools in Denmark from 2010 to 2019. Population registers were used to identify relevant demographic and socioeconomic variables. Mean test scores by demographic and socioeconomic variables were estimated using linear regression models. Among the full Danish population of 1,137,290 children (51.3% male), 960,450 (84.5%) children attended public schools. There were 885,360 children who completed one or more tests in reading or mathematics (test participation was 77.8% for the entire population, and 92.1% for children in public schools). Mean test scores varied by demographic and socioeconomic characteristics, most notably with education and labour market affiliation of parents. For every 1-point decrease in the test scores, there was a 0.95% (95% CI: 0.93%; 0.97%) lower probability of scoring B or higher in the ninth-grade exam and a 1.03% (95% CI: 1.00%; 1.05%) lower probability of completing high school within five years after graduating from lower secondary school. In this study of schoolchildren in Denmark, demographic and socioeconomic characteristics were associated with test scores from the Danish National School Test Program. Performance in school tests correlated closely with later educational attainment, suggesting that these early measures of school performance are good markers of subsequent academic potential.
The data presented here contains information on risk preferences, risk literacy and personal characteristics collected from 244 German agricultural sciences students in an online survey in 2015. Two different risk preference elicitation methods have been used. First, we used an iterative multiple price list (iMPL). Second, a simple self-assessment of risk preferences was used. Moreover, we used two different frames of the iMPL (general and context specific). Inconsistent behavior within the iMPL has been documented. Finally, the dataset includes information on the participants' risk literacy (using the Berlin Numeracy test), gender, optimism, involvement with agriculture age and mothers' education. The data is related to the paper: Meraner M, Musshoff O, Finger R. Using involvement to reduce inconsistencies in risk preference elicitation. Journal of Behavioral and Experimental Economics. 2018 73:22-33.
The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer-Led Team Learning (PLTL) on the recruitment and retention of marginalized groups in Science, Technology, Engineering, and Mathematics (STEM) majors. While several results from the project have been published, additional data of interest have yet to be reported. This data note reports on additional associations between PLTL participation and improved outcomes for students from groups that have historically been excluded in STEM. Additional data reported herein were collected to determine if students in the course experienced imposter phenomenon, and whether PLTL may be associated with reduced levels of imposter feelings. The data in this note includes academic information such as final course grades and academic level; socio-demographic information such as gender identity, minority status, and first-generation status; and information on student recruitment, retention, imposter feelings, and participation in Peer-Led Team Learning (PLTL). These data might be useful and of value to education researchers and undergraduate STEM instructors who are interested in improving equity in STEM education.
The data show different issues connected with the digital literacy of pre-service teachers. The data were collected in 2019 among 450 teachers of pedagogical studies in Poland. The research was conducted in the biggest Polish university that trains educational staff, the Pedagogical University of Cracow. The data describe issues related to the self-evaluation of digital literacy in using text editors, spreadsheets, and presentation and graphic software. They also describe experiences with e-learning: participation in obligatory online classes, searching for information on the Internet, participation in paid and free e-learning courses, and participation in informal study groups.
The dataset covers the determinants of adaptation innovation in the water sector in Africa over the period 1990-2016. The data is collected from secondary sources; namely the World Bank, Organization for Economic Co-operation and Development databases and the University of Notre Dame's Global Adaptation Initiative. The data is focused on susceptibility to water stress caused by climate change and the public response in the form of technology development. The analysis performed on the data focused on the degree to which exposure to the risk of water insecurity is a motivating factor in the public response. In the analysis, an econometric model was specified for a relationship between a measure of water stress induced by climate change and adaptation innovation, along with a series of socio-economic and socio-political indicators as controls. Sustainable development practitioners, environmental and social scientists with research and teaching interests on Africa will find the dataset very useful. Sustainable development practitioners can use the data to chart simple trends and for other summative purposes. The data can also be used to make regional or geopolitical comparisons on the same subject of our analysis. Furthermore, with similar technology innovation data on other sectors exposed to climate change risks, comparisons of public responses can be undertaken to understand relative effectiveness of climate change adaptation responses. Crucially, the simple format of the data makes it a very convenient teaching tool in a statistics or econometrics class.
The Daur people are one of the 55 minority ethnic groups in China and have lived in Northern China for 300 years. In traditional Daur medicine, medicinal and edible plants (MEPs) are utilised for health benefits and therapeutic purposes; however, related ethnobotanical knowledge is rarely reported, which is disadvantageous for the sustainable development of these MEPs. Semi-structured interviews with 122 informants, six focus group discussions, and a resource survey were conducted in a Daur minority nationality area in Inner Mongolia from 2015 to 2020, and the data statistics were analysed. In this study, we simulated a system dynamics model aimed at understanding the multiple feedback mechanisms involved in the relationships between the cultural influences and socioeconomic factors, sustainable environment, and development of MEPs. A total of 52 species of MEPs were identified and relevant ethnobotanical knowledge was assessed using Daur medicinal species data from Inner Mongolia and the Xinjiang region, with the literature and Ewenki ethnic group data used for comparison. The most commonly used medicinal plant species by the Daur were found to be Betula pendula subsp. mandshurica, Artemisia integrifolia, Crataegus pinnatifida, Saposhnikovia divaricata, Artemisia argyi, and Jacobaea cannabifolia. The MEPs most frequently targeted the digestive and rheumatic immunity systems, as well as infectious diseases or parasitic infections and other common diseases and basic health issues. MEP knowledge was primarily limited to older generations; thus, the valuable ethnobotanical knowledge on traditional medicines must be protected from future losses. Our findings provide insights for future research aimed at exploiting the rich phytochemical diversity in traditional medicine and promote its use in modern lifestyles. Effective assessment and management of plant resources will lead to their application for the improvement of dietary diversity, nutrition, and health care.
The decision to remand a defendant into custody pre-trial is one of the most controversial criminal justice decisions because it deprives individuals of their liberty while they are presumed to be innocent of a crime. Indeed, pre-trial detention decisions can have significant consequences for defendants, which need to be balanced against the potential implications of bail for public safety and the course of criminal proceedings. Despite this, court-based bail and remand decision-making remains relatively underexplored. In this paper, we compare court-based bail/remand decision-making in England and Wales and The Netherlands. We focus on (i) the procedure and structure of decision-making, (ii) the substantive relevant legal frameworks, (iii) the courts in which the decisions are made and the decision-makers in those courts, (iv) the conditions characterizing the decision task, and (v) the court's reasoning of bail and remand in custody decisions. Using a comparative and multi-disciplinary approach, relying on Law, Criminology, and Psychology, we make predictions about bail and remand in custody rates in the two jurisdictions as well as the decision performance of court-based decision-makers. These predictions are then evaluated using available (official) statistics and past research. We identify the need to collect more nuanced statistical data on bail and remand in custody rates and point to potentially fruitful avenues for future research. A comparative, multi-disciplinary, evidence-based approach can underpin remand reform in England and Wales, The Netherlands, and beyond.