Statistical Power, Sampling, and Effect Sizes

Sink, Christopher A.; Mvududu, Nyaradzo

doi:10.1177/2150137810373613

Cited by 98 publications

(77 citation statements)

References 37 publications

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“…Values of r above 0.1,0.3, and 0.5 were interpreted as small, medium and large effect sizes, respectively (Sink and Mvududu, 2010). Finally, differences in scores of both the FCQ-T and FCQ-T-reduced between men and women and between restrained and unrestrained eaters were tested with t -tests.…”

Section: Methodsmentioning

confidence: 99%

Exploring the factor structure of the Food Cravings Questionnaire-Trait in Cuban adults

Rodríguez-Martín

Molerio-Pérez

2014

Front. Psychol.

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Food cravings refer to an intense desire to eat specific foods. The Food Cravings Questionnaire-Trait (FCQ-T) is the most commonly used instrument to assess food cravings as a multidimensional construct. Its 39 items have an underlying nine-factor structure for both the original English and Spanish version; but subsequent studies yielded fewer factors. As a result, a 15-item version of the FCQ-T with one-factor structure has been proposed (FCQ-T-reduced; see this Research Topic). The current study aimed to explore the factor structure of the Spanish version for both the FCQ-T and FCQ-T-reduced in a sample of 1241 Cuban adults. Results showed a four-factor structure for the FCQ-T, which explained 55% of the variance. Factors were highly correlated. Using the items of the FCQ-T-reduced only showed a one-factor structure, which explained 52% of the variance. Both versions of the FCQ-T were positively correlated with body mass index (BMI), scores on the Food Thoughts Suppression Inventory and weight cycling. In addition, women had higher scores than men and restrained eaters had higher scores than unrestrained eaters. To summarize, results showed that (1) the FCQ-T factor structure was significantly reduced in Cuban adults and (2) the FCQ-T-reduced may represent a good alternative to efficiently assess food craving on a trait level.

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Section: Methodsmentioning

confidence: 99%

Exploring the factor structure of the Food Cravings Questionnaire-Trait in Cuban adults

Rodríguez-Martín

Molerio-Pérez

2014

Front. Psychol.

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“…El interés psicopedagógico del tema deriva de la incidencia de las estrategias de aprendizaje en el rendimiento académico (Camarero, Martín y Herrero, 2000;Cano y Justicia, 1993;Diset y Marthinsen, 2003;Gargallo et al, 2011;Gargallo, Suárez-Rodríguez y Pérez-Pérez, 2009;Pintrich, 1995;Pintrich y García, 1991;Pintrich, Smith, García y Mackeachie, 1991;Roces et al, 1999;Soares, Guisande, Almeida y Páramo, 2009;Valle y Rodríguez, 1998;Yip, 2007Yip, , 2009Yip, y 2012. Ello es así porque las estrategias de aprendizaje son uno de los constructos más potentes explicativos de los procesos de aprendizaje de los estudiantes.…”

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Estrategias de aprendizaje en estudiantes universitarios excelentes y medios. Su evolución a lo largo del primer año de carrera

Gargallo

Cerveró

Suárez-Rodríguez

et al. 2012

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ESTRATEGIAS DE APRENDIZAJE EN ESTUDIANTES UNIVERSITARIOS EXCELENTES Y MEDIOS. SU EVOLUCIÓN A LO LARGO DEL PRIMER AÑO DE CARRERA[Learning strategies in excellent and average university students. Their evolution over the first year of the career] AbstractThe aim of this paper was to analyze the evolution of learning strategies of two groups of students, excellent and average, from 11 degrees of the UPV (Valencia/Spain) in their freshman year. We used the CEVEAPEU questionnaire. The results confirmed the availability of better strategies of excellent students and also the existence of evolutionary patterns in which affective-emotional strategies decrease, such as value of the task or internal attributions, and that others increase, such as extrinsic motivation and external attributions. It seems that the student does not meet your expectations in the new context and professors have important responsibilities. ResumenEl objetivo de este trabajo era analizar la evolución de las estrategias de aprendizaje de estudiantes excelentes y medios de 11 titulaciones de la UPV (Valencia), en su primer año. Los alumnos contestaron el cuestionario CE-VEAPEU en tres momentos. Los resultados constataron mejores estrategias en los estudiantes excelentes. También confirmaron patrones evolutivos en que estrategias afectivo-emotivas relevantes disminuyen, como valor de la tarea o atribuciones internas, y se incrementan otras, como motivación extrínseca y atribuciones externas. Parece que el estudiante no satisface sus expectativas en el proceso de adaptación al nuevo contexto y ahí los profesores tienen responsabilidades ineludibles. KeywordsUniversity students; learning strategies; evolutionary study; excellent students; average students. DescriptoresEstudiantes universitarios; estrategias de aprendizaje; estudio evolutivo; estudiantes excelentes; estudiantes medios.Las estrategias de aprendizaje son un constructo multidimensional del que se han dado múltiples definiciones (Ayala, Martínez y Yuste, 2004;Beltrán, 2003; Beltrán, Pérez y Ortega, 2006;Bernad, 1999;Danserau, 1985;Kirby, 1984;Monereo, 1997; Nisbet y Shucksmith, 1987;Pozo, 1990; Weinstein y Danserau, 1985;Yip, 2012). Si bien es cierto que en determinados momentos el énfasis a la hora de conceptualizarlas se puso en los aspectos cognitivos y metacognitivos, también lo es que el concepto ha ido enriqueciendo su contenido . Estrategias de aprendizaje en estudiantes universitarios excelentes y medios. Su evolución a lo largo del primer año de carrera.

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“…For knowledge of objectives and assessment criteria, the difference was statistically significant between the first and the second time point, and also between the first and the third time point, while the same evolutive pattern as at the other time points was maintained. In this group, effect size was also small in all cases: between 1.8% and 4.2% (Sink & Mvududu, 2010).…”

Section: Differences Between Excellent and Average Students In Their mentioning

confidence: 97%

“…As regards effect sizes (from partial η2), we can state that the majority were small (Sink & Mvududu, 2010), although moderate values were achieved for extrinsic motivation and storage by mere repetition -which favored average students-, and for control/self-regulation, with a higher level accomplished by excellent students.…”

Section: Differences Between Excellent and Average Students In Their mentioning

confidence: 99%

Learning strategies in excellent and average university students. Their evolution over the first year of the career

Gargallo¹,

Cerveró²,

Suárez-Rodríguez³

et al. 2012

RELIEVE

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The aim of this paper was to analyze the evolution of learning strategies of two groups of students, excellent and average, from 11 degrees of the UPV (Valencia/Spain) in their freshman year. We used the CEVEAPEU questionnaire. The results confirmed the availability of better strategies of excellent students and also the existence of evolutionary patterns in which affective-emotional strategies decrease, such as value of the task or internal attributions, and that others increase, such as extrinsic motivation and external attributions. It seems that the student does not meet your expectations in the new context and professors have important responsibilities. ResumenEl objetivo de este trabajo era analizar la evolución de las estrategias de aprendizaje de estudiantes excelentes y medios de 11 titulaciones de la UPV (Valencia), en su primer año. Los alumnos contestaron el cuestionario CEVEA-PEU en tres momentos. Los resultados constataron mejores estrategias en los estudiantes excelentes. También confirmaron patrones evolutivos en que estrategias afectivoemotivas relevantes disminuyen, como valor de la tarea o atribuciones internas, y se incrementan otras, como motivación extrínseca y atribuciones externas. Parece que el estudiante no satisface sus expectativas en el proceso de adaptación al nuevo contexto y ahí los profesores tienen responsabilidades ineludibles.

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Statistical Power, Sampling, and Effect Sizes

Cited by 98 publications

References 37 publications

Exploring the factor structure of the Food Cravings Questionnaire-Trait in Cuban adults

Exploring the factor structure of the Food Cravings Questionnaire-Trait in Cuban adults

Estrategias de aprendizaje en estudiantes universitarios excelentes y medios. Su evolución a lo largo del primer año de carrera

Learning strategies in excellent and average university students. Their evolution over the first year of the career

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