“…For statistical research processing, quantitative techniques (Gauthier & Hawley, 2015;Kitchenham et al, 2017) were used as can be found in similar applied research with consideration of statistical significance (e.g. Barot et al, 2020;Lacková, 2014).…”
Section: Sample Data Collection and Statistical Processingmentioning
Locus of control, as a psychological characteristic, influences the experience and behaviour of individuals in all life situations, including the moment when an adult enters university and becomes a non-traditional student.Research on the locus of control of students at a faculty preparing experts for educational professions (teachers of all levels, social and special pedagogues, and andragogues) was initiated due to the increasing failure rate of non-traditional students within university efforts to achieve quality in all teaching activities and the need to verify the assumption that most applicants with an internal locus of control (ILC) choose an educational profession requiring management of other people's learning. The Zemanová Dolejš Locus of Control Scale revealed a dominant ILC or external (ELC) localisation of the locus of control in all 411 tertiary students, 152 of whom were non-traditional students. Considering their distribution into ILC and ELC, statistically significant relationships were identified in locus of control according to the form of study. For non-traditional students, no statistically significant relationships were found for age or type or years of study for either ILC or ELC.
“…For statistical research processing, quantitative techniques (Gauthier & Hawley, 2015;Kitchenham et al, 2017) were used as can be found in similar applied research with consideration of statistical significance (e.g. Barot et al, 2020;Lacková, 2014).…”
Section: Sample Data Collection and Statistical Processingmentioning
Locus of control, as a psychological characteristic, influences the experience and behaviour of individuals in all life situations, including the moment when an adult enters university and becomes a non-traditional student.Research on the locus of control of students at a faculty preparing experts for educational professions (teachers of all levels, social and special pedagogues, and andragogues) was initiated due to the increasing failure rate of non-traditional students within university efforts to achieve quality in all teaching activities and the need to verify the assumption that most applicants with an internal locus of control (ILC) choose an educational profession requiring management of other people's learning. The Zemanová Dolejš Locus of Control Scale revealed a dominant ILC or external (ELC) localisation of the locus of control in all 411 tertiary students, 152 of whom were non-traditional students. Considering their distribution into ILC and ELC, statistically significant relationships were identified in locus of control according to the form of study. For non-traditional students, no statistically significant relationships were found for age or type or years of study for either ILC or ELC.
“…Finally, the results of the research on class E children's and class K children's IMMCs were compared using the Wilcoxon signed-rank test that is oft en used for paired comparison of small-scale data (Gauthier, Hawley, 2015;Barot et al, 2019Barot et al, , 2020. Th e signifi cance was determined at 5%.…”
Th is article is aimed at presenting the results from research. Th e aim of the research was to verify whether children organized in groups work more eff ectively in achieving a common goal.Th e research method employed was that of a social experiment under natural conditions, with the parallel groups technique. Th e research group consisted of 100 six-year-old children over the course of two school years from two public kindergartens in the same location of a single town. Th e assumption was that the frequency of collaboration would be higher at the end of the school year for children organised by teachers into groups in order to achieve a common goal compared to children for whom this opportunity is intentionally not created by their teachers. Th e assumption was confi rmed for the methods in which collaboration was manifested:Th e assumption was confi rmed for manifestations of cooperation: continuous, eff ective communication; helping a friend; praise, encouragement. Th e following was not confi rmed: expression of one's own opinion/proposal; engagement in the achievement of a common goal.
“…Another preliminary operation of the algorithm is determining the auto-correlation function (ACF) of the impulse response. The ACF is defined as follows [18], [19] ( ) ( ) ( )…”
The method presented in the paper is based on in-the-loop computing applied for impulse response to obtain a spectrum with a much higher frequency resolution than using FFT. Then, higher spectrum frequency resolution results in greater accuracy in estimation of natural frequencies. The frequency resolution of estimated spectrum in this method is completely independent of the length of impulse response and, by extension, the method eliminates the problem of spectral resolution limitation using FFT due to finite length of recorded signals. This fact is very useful and is the main advantage of the proposed method. The results of the method have been shown and compared in quantitative terms to natural frequencies estimated using classical FFT with zero-padding as reference method.
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