Descriptive Analysis Sample Clauses

Descriptive Analysis. In this section a descriptive analysis of students‟ emotional intelligence will be demonstrated. Results showed that, overall, the total emotional intelligence of nominated students in this study equals to M = 136.54, SD = 21.12. In terms of the students‟ gender, results indicated that total emotional intelligence of boys (M = 141.48, SD = 20.04) exceeds that of girls (M = 131.10, SD = 21.40). That means, boys have a higher level of emotional intelligence than girls. Regarding the students‟ language of instruction, results indicated that the students studying in Kazakh language (M = 133.89, SD = 18.73) have a relatively lower score of total emotional intelligence than Russian language students (M = 140.88, SD =25.23). That means, Russian language students report a comparatively higher level of emotional intelligence than students studying in a Kazakh group. As for the students‟ age, the analysis demonstrated that older students have a higher level of emotional intelligence that their younger counterparts. 19 years old students (M = 143.60, SD = 20.28) scored higher than 18 years old ones (M = 134.67, SD = 21.28). In this part, a descriptive analysis of students‟ level of emotional intelligence has been demonstrated. Overall, the analysis has shown that boys report a higher level of emotional intelligence than girls. Regarding the language of instruction, Russian language students demonstrate a higher level of emotional intelligence than students studying in the Kazakh group. In terms of students‟ age, 19-year-old students‟ level of emotional intelligence exceeds that of 18-year-old ones.

Descriptive Analysis. In this section the researcher explained the frequencies, percentages, meanand etcof the test, based on the result of the test before and after giving the treatment in both experimental and the control class. The scoring grade canbe seen in the table 4.1

Descriptive Analysis. The following analysis describes the respondents of the survey and the institutions they work for. Figure 1 shows the type of institutions that answered the survey. From the chart, it is clear that most participants are part of port authorities and terminals. Also, there is representation from logistics service providers, consulting companies, a warehouse operator, a market data provider, and a national public entity and an academic institution. This shows that the results and conclusions of the study capture the perspectives of a wide range of supply chain players. This enriches the results, as the results consider the perspectives and needs of different actors in logistics activities.

Descriptive Analysis. Plasma concentrations and PK parameters will be summarized separately by CP and NCI-ODWG hepatic function classification with descriptive statistics (number, arithmetic mean, standard deviation, coefficient of variation [CV%], geometric mean, geometric CV%, median, minimum, and maximum). In addition, summary statistics for protein binding will be tabulated separately by CP and NCI-ODWG hepatic function group.

Descriptive Analysis. COUNTRY RANKINGS Tables 2 and 3 present the country rankings for presence-of-policy and policy settings, respectively, in 1970, 1980, 1990 and 2000. A lower figure indicates a smaller distance to the SAPO, i.e for each point in time the ‘best performers’ are at the top of the list. First, the steady lowering of the mean gap for presence-of-policy across the entire country sample (from 0.8767 in 1970 to 0.2917 in 2000) shows that over the past 30 years environmental policies have spread effectively. In 1970, several countries had few or even none of the policies in place that were ‘avail- able’ at the time (i.e. a country mean gap close or equal to 1). In 2000, almost all countries had installed at least half of the ‘current’ policies (i.e. a country mean gap below 0.5). In 1970, even in the ‘best performing’ countries more than half of the then ‘available’ policies had not gained footing. This had dramatically 684 Journal of European Public Policy Culture (dominant religion) Institutional structure Austria + + Belgium + + Bulgaria + + Denmark + + Downloaded by [Radboud Universiteit Nijmegen] at 04:52 09 July 2012 Finland + + France + + Germany + + Greece + + Hungary + + Ireland + + Italy + + Japan + + Mexico + + Netherlands + + Norway + + Poland + + Portugal + + Romania + + Slovakia + + Spain + + Sweden + + Switzerland + + UK + + USA + + Sources: ▇▇▇▇▇ 2002; ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇; ▇▇▇▇▇▇▇▇▇▇ 1989; ▇▇▇ ▇▇▇▇▇▇▇ 1995; ▇▇▇▇▇▇▇ 1999; adapted from ▇▇▇▇▇▇▇▇ et al. 2005. populate the lowest ranks. However, this division stands out considerably less clearly in the 1970s and 1980s. For instance, Germany, the Netherlands, Denmark and Austria Downloaded by [Radboud Universiteit Nijmegen] at 04:52 09 July 2012 Belgium 0.6250 Hungary 0.5000 Germany 0.3514 Germany 0.1000 Hungary 0.6667 Belgium 0.5667 Switzerland 0.3514 Netherlands 0.1250 Sweden 0.7500 Italy 0.5667 France 0.4054 Austria 0.1500 France 0.7917 Japan 0.5667 Austria 0.4054 France 0.1750 Finland 0.8333 Sweden 0.6000 Italy 0.4324 Italy 0.1750 Italy 0.8333 Germany 0.6000 Portugal 0.4324 Switzerland 0.2000 Japan 0.8333 Switzerland 0.6333 Spain 0.4595 Sweden 0.2000 ▇▇▇▇▇▇▇▇▇▇ 0.8333 France 0.6667 UK 0.4865 Portugal 0.2250 UK 0.8333 Finland 0.6667 Netherlands 0.5135 Spain 0.2250 USA 0.8333 UK 0.6667 Hungary 0.5405 Finland 0.2250 Bulgaria 0.8750 Netherlands 0.7333 Sweden 0.5405 Denmark 0.2250 Germany 0.8750 Norway 0.7333 Belgium 0.5676 Hungary 0.2500 Slovenia 0.8750 Ireland 0.7333 Finland 0.5946 UK 0.2750 Nethe...

Descriptive Analysis. ‌ The descriptive analysis includes the variables: gender, ethnicity, students’ residence (participants studying at the research site either live in a dormitory or in the city with their families) and self-reported academic performance. In total, 121 respondents completed the online survey. The gender of the participants is displayed in Table 1. There were 58 boys and 63 girls who answered the questions, with 47.9 and 52.1 valid percent respectively. Table 1 Regarding the ethnicity variable, the majority of respondents are Kazakh, with 102 participants identifying as Kazakh, 10 Russian, 5 Uzbek and 4 individuals of other nationalities (Figure 3).

Descriptive Analysis. In this section, a descriptive analysis of eight dimensions of teacher-student relationships will be demonstrated. Table 1 includes the numbers of participants, means and standard deviations on the students' perceived qualities of teacher-student relationships. Results showed that, overall, the students perceive their teachers in a positive way since all means for positive attributes are higher than means for negative attributes. More specifically, results showed that students rated their teachers‟ quality of understanding (M = 25.93, SD = 4.08) higher than any others, but they gave the lowest ratings to their teachers being uncertain (M = 13.59, SD = 5.34) and dissatisfied of their learning (M = 13.29, SD = 4.84). Overall, this means that the participants of this study feel that their teachers understand them. In addition, the nominated students perceive their teachers being satisfied with their learning and behaving in a certain way. Table 1. Descriptive Statistics for Teacher-Student Relationships n M SD Understanding 57 25.92 4.08 Leadership 57 25.12 4.66 Helpful 57 24.49 4.50 Student Freedom 57 22.03 4.38 Strict 57 17.14 3.65 Admonishing 57 15.19 3.35 Uncertain 57 13.59 5.34 Dissatisfied 57 13.29 4.84 Table 2 presents the means and standard deviations on teacher-student relationships divided by gender. Results indicated that there is not difference in the way both females and males perceive their teachers‟ qualities as being helpful, strict and dissatisfied with their learning. However, male students (M = 26.18, SD = 3.76) perceive slightly higher than females (M = 25.70, SD = 4.41) the quality of Understanding in their relationships with teachers. The same trend can be observed for such qualities as Leadership, Student Freedom, Admonishing and Uncertain, with male students rating these dimensions slightly higher than their female counterparts. Overall, there is no considerable difference in the means for both genders‟ perception of teacher-student relationships. Table 2. Descriptive Statistics for Teacher-Student Relationships by Gender n M SD Understanding Male 27 26.18 3.76 Female 30 25.70 4.41 Leadership Male 27 25.92 3.65 Female 30 24.40 5.36 Helpful Male 27 24.81 4.23 Female 30 24.20 4.78 Student Freedom Male 27 22.44 3.46 Female 30 21.66 5.10 Strict Male 27 17.29 3.72 Female 30 17.00 3.63 Admonishing Male 27 15.77 3.53 Female 30 14.66 3.14 Uncertain Male 27 14.55 5.22 Female 30 12.73 5.38 Dissatisfied Male 27 13.62 4.61 Female 30 13.00 5.09 Tab...

Descriptive Analysis. The researcher gave the description to data that obtained in terms of frequency, mean score, median, to show the result based on the level of category descriptively.

Descriptive Analysis. Table 4 displays number of items, means, standard deviations and internal consistency of instruments used to measure academic burnout, personality factors and academic motivation. The results showed that the level of academic burnout of NIS high-school students may be described as average (M=30.78, SD=8.10). It is possible to consider School Burnout Inventory an internally consistent instrument (α=.75). However, looking at each dimension separately, it is seen that exhaustion dimension has a lower internal consistency coefficient (M= 30.78, SD= 8.10, α= .52) than other dimensions. As for Big Five Instrument, the internal consistency coefficient for extraversion (M=26.76, SD=5.77, α=.77) is higher than for other factors. Agreeableness (M=31.13, SD=5.02, α=.55), conscientiousness (M=28.97, SD=4.89, α=.56) and neuroticism (M=26.25, SD=4.60, α=.56) showed similar internal consistency coefficients. Internal consistency coefficient for openness was lower than for extraversion, but higher than for other factors (M=38.42, SD=5.58, α=.68). Looking at the descriptive statistics of Academic Motivation scale, students of NIS scored higher in intrinsic motivation oriented on knowledge, external motivation identified and external motivation oriented on external regulation, and lower in internal motivation oriented on accomplishment, internal motivation oriented on experience, and external motivation introjected. Internal consistency coefficients of intrinsic (α=.92), external (α=.85) and amotivation (α=.79) were satisfactory (see Table 3). Table 3 Variable Items M SD α ABS total 9 30.78 8.10 .75 Exhaustion 4 14.09 4.01 .52 Cynicism 3 10.04 3.75 .74 Inadequacy 2 6.58 2.84 .70 PF Extraversion 8 26.76 5.78 .77 Agreeableness 9 31.13 5.02 .55 Conscientiousness 9 28.97 4.89 .56 Neuroticism 8 26.25 4.60 .56 Openness 10 38.42 5.58 .68 AM IM total 12 54.27 16.06 .92 IM_knowledge 4 19.65 5.95 .88 IM_accomplishment 4 17.64 6.37 .87 IM_expereince 4 16.78 5.57 .71 EM total 12 60.25 13.22 .85 EM_identified 4 21.07 5.36 .78 EM_introjected 4 16.87 5.96 .77 EM_external regulation 4 22.11 5.40 .80 Amotivation 4 9.93 5.51 .79 ABS= Academic Burnout in School setting; PF= personality factors; AM= academic motivation; IM=intrinsic motivation; EM=extrinsic motivation; M = Mean; SD = Standard Deviation. 4.1. 1Relationship between academic burnout dimensions 01). Such results suggest that the dimensions of academic burnout in school are interrelated and when one dimension level increases, other...