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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Multiple Group IRT Measurement Invariance Analysis of the Forms of Self-Criticising/Attacking and Self-Reassuring Scale in Thirteen International Samples ... Halamová, Júlia; Kanovský, Martin; Gilbert, Paul. - : Springer, 2019 BASE Show details 2 Multiple Group IRT Measurement Invariance Analysis of the Forms of Self-Criticising/Attacking and Self-Reassuring Scale in Thirteen International Samples Halamova, Julia; Kanovsky, Martin; Gilbert, Paul. - 2019 BASE Show details 3 Multiple Group IRT measurement invariance analysis of the forms of self-criticising/attacking and self-reassuring scale in thirteen international samples Halamová, Júlia; Kanovský, Martin; Gilbert, Paul. - : Springer New York LLC, 2019 BASE Show details 4 Local text cohesion, reading ability and individual science aspirations: Key factors influencing comprehension in science classes Hall, Sophie S.; Kowalski, Rebecca Kowalski; Paterson, Kevin B.. - : Wiley for British Educational Research Association (BERA), 2016 BASE Show details 5 Individual differences in the effectiveness of text cohesion for science text comprehension Hall, Sophie; Basran, Jaskaran; Paterson, Kevin B.; Kowalski, Rebecca; Filik, Ruth; Maltby, John. - : Elsevier, 2016 Abstract: The present study examined associations between individual differences and comprehension capabilities of secondary school children when reading texts about science topics of varying levels of cohesion (i.e. low versus high cohesion). We administered measures of learning after reading high and low cohesion texts (defined by repetition of nouns and phrases) to 60 students (31 boys, 29 girls) and measured cognitive ability, facets of conscientiousness, and science self-efficacy. Students achieved better learning from high cohesion text. High cognitive ability was associated with good performance with both texts, whereas low cognitive ability was associated with poor performance on low cohesion text. High science self-efficacy was associated with good performance on both texts, low science self-efficacy was associated with average performance with the texts. Low dutifulness (conscientiousness facet) was associated with poor performance on low cohesion text. These results have significant implications for the design of science textbooks and potential teacher intervention strategies with the aim of improving science education. ; Peer-reviewed ; Post-print Keyword: ACHIEVEMENT; ADVANCED PROGRESSIVE MATRICES; COH-METRIX; COHERENCE; Educational; General intelligence; Individual differences; INTELLIGENCE; NORMATIVE DATA; PRIOR KNOWLEDGE; Psychology; READING-COMPREHENSION; Science learning; SELF-CONCEPT; Self-efficacy; SHORT-FORM; Social Sciences; Text cohesion URL: https://doi.org/10.1016/j.lindif.2013.10.014 http://www.sciencedirect.com/science/article/pii/S1041608013001763 http://hdl.handle.net/2381/36308 BASE Hide details 6 Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes Hall, Sophie; Kowalski, Rebecca; Paterson, Kevin B.. - : Wiley, 2015 BASE Show details 7 Local text cohesion, reading ability and individual science aspirations : Key factors influencing comprehension in science classes Hall, Sophie S.; Kowalski, Rebecca; Paterson, Kevin B.. - : Wiley for British Educational Research Association (BERA), 2014 BASE Show details 8 Individual differences in the effectiveness of text cohesion for science text comprehension Hall, Sophie; Basran, Jaskaran; Paterson, Kevin B.. - : Elsevier, 2014 BASE Show details

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