Two aspects of these results suggest a relationship between EI and well-being. First, the observed relationship between ability EI and psychological well-being is the largest reported in the literature to date. Second, this study is the first use of the Day Reconstruction Method to examine the relationship between well-being and EI. Results are discussed in terms of the potential for training emotion management to enhance well-being. Methodological advances for future research are also suggested.
Given the serious consequences of making ill‐fated admissions and funding decisions for applicants to graduate and professional school, it is important to rely on sound evidence to optimize such judgments. Previous meta‐analytic research has demonstrated the generalizable validity of the GRE® General Test for predicting academic achievement. That research does not address predictive validity for specific populations and situations or the predictive validity of the GRE Analytical Writing section introduced in October 2002. Furthermore, much of the past GRE predictive validity research is primarily based on approaches that are correlational and univariate only. Stakeholders familiar with GRE predictive validity mainly in the form of zero‐order correlation coefficients might automatically interpret the usefulness of the GRE solely through the prism of Cohen's (1988) guidelines for judging effect sizes and without regard to the larger context. However, by using innovative and multivariate approaches to conceptualize and measure GRE predictive validity within the larger context, our investigation reveals the substantial value of the GRE General Test, including its Analytical Writing section, for predicting graduate school grades.
To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.
This article reports on two studies using Language Muse SM (LM), a webbased, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1, in-service teachers enrolled in certification courses learned how to use the natural language processing (NLP) component of LM to support their knowledge, awareness, practice, and application in
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