The Learning Transfer System Inventory (LTSI, Holton et al., 2000) considers 16 factors likely to influence the transfer of training to the workplace. The purpose of this study is to translate the Learning Transfer System Inventory into French and to examine (1) the internal structure of the translated instrument; and (2) its predictive validity. The Learning Transfer System Inventory was administered to 328 participants from six companies during the week following the end of a training program. The transfer questionnaire was filled in by 106 of those participants 1-3 months later. The results showed that a principal component analysis reveals a factor structure very similar to the original structure: the 16 original factors are replicated. Second, seven factors display statistically significant correlations with transfer: learner readiness, motivation to transfer, transfer design, opportunity to use, transfer-performance expectations, performance-outcomes expectations and performance self-efficacy. Comparisons with four similar previous studies allow us to draw directions for future research on the instrument.
Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the DemandSupport-Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment. Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout. Sample: Approximately 26% of Australia's school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years. Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.
The issue of considerable dropout rate in doctoral programs is well documented across a large number of countries. However, few studies address the factors associated with doctoral completion among Non-U.S. countries, multiple universities and fields of research. Nor do they investigate the interactions between these factors. The present paper aimed to overcome these limitations and analyzed the population of doctoral students in all disciplines of the two largest universities of the French-speaking Community of Belgium (N = 1509). Specifically, we focused on several factors: gender, nationality, marital status, master grade, whether students continued at the same university when transitioning to the doctoral degree, whether they continued in the same field, age at registration, research field and funding (i.e., type of funding and associated job requirements). Findings indicate that four factors (marital status, master grade, research field and funding) are directly associated with dropout rate when all factors are considered jointly in the same model. Furthermore, results indicate that some of these factors, such as the marital status and gender, interact. In addition, we found that an accumulation of risk factors leads to a massive increase in dropout rates. Finally, a time course analysis revealed that the highest dropout rate occurs during the first two years and is related to the absence of funding or scholarship. The results, limits and futures perspectives are discussed.
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