Dependent Variables. Study 2, Individual Level, Classification Consistency For individuals, we addressed the classical statistical question whether a particular sample result is repeatable in a new sample. For measurement, repeatability refers to re-administering the same test to the same individuals a great number of times, and then determining to which degree the same conclusion about an individual was drawn. Figure 1 shows two propensity distributions (the small distributions) and the corresponding proportions p of correct classification—rejection for person A and selection for person B. Obviously, proportion p is larger as someone’s true score is located further away from the cut score, and the question is whether short tests produce too many small p values; that is, too many applicants on either side of the cut score that would be misclassified too often based on repeated observation of their test performance. Xxxxx and colleagues (2007) suggested that organizations set a lower bound to p, so that they make explicit what they think is the minimally acceptable certainty one requires for decisions about an individual. For example, an organization could require p to be at least .9, meaning that upon repetition an individual may be not be Downloaded by [Radboud Universiteit Nijmegen] at 06:01 04 November 2013 + − − + = = − + misclassified more often than in 10% of the test repetitions. Thus, for the propen- sity distribution on the right in Figure 1 the unshaded area must cover no more than 10% of the total area. The quality of a particular personnel-selection scenario and a particular test or test battery may be measured by the proportion of unsuited individuals (for whom T < XC) that have p values of .9 or higher; this is called classification consistency and denoted CC (the minus sign refers to the rejection area). Likewise, the classification consistency CC for the selection area could be determined. Large CC values suggest that the personnel-selection scenario and the test or test battery used produce certainty about individual decisions for many ap- plicants. The question is whether CC and CC are large enough when short tests are used. We studied CC and CC for lower bound values p .7 and p .9. + − Xxxxxxxxx and Xxxxxx (1997) and Xxxxxxx and Xxxxxx (2002) discussed similar approaches to rejection/selection problems but used different outcome measures; see Emons and colleagues (2007) for a critical discussion of their approaches. The latter authors concluded that the clas...
Dependent Variables. Variables measured in the Experiment 1 are listed below in the order as they were measured during the experiment. Demographic variables Participants reported their gender, age, education level, and employment status. The main research questions (RQ)
Dependent Variables. Economic Governance Institu- tions Hall and Soskice (2001) differentiated between two ideal types of governance sys- tems: liberal and coordinated. Because they were primarily concerned with broadly characterizing the ideal types and their innovational outcomes, they did not provide precise indicators. Xxxxx Xxxxxx (2005) has criticized this reliance on dichotomous ideal types because it does not allow for the capture of important gradations, unex- pected hybrids, or changes over time. Rather, he advocates evaluating the strength of each possible governance institution for every observation. By evaluating ‘degrees of coordination’ in corporate governance institutions, Gourevitch and Xxxxx (2005) offer clearer indicators and a more ordinal measure, along the lines recommended by Xxxxxx. But because they still base their analysis on a dichotomous typology, they mischaracterize observations that have stronger coordinating institutions than exist in liberal systems but that operate with a different internal logic than coordinated institutions. Though the VoC scholars have identified five such institutions, I am focusing on two: inter-firm linkage and corporate governance institutions. I also evaluate recent research by Xxxxxxx (2010) concerning a third, worker training institutions. Corporate governance institutions structure the relationship between investors and firms. They are central to much of the work on this literature (Gourevitch, 2003; Gourevitch & Xxxxx, 2005; Gourevitch & Xxxxx, 2002) and have a powerful impact on the structure of the economy as a whole. Inter-firm linkage institutions structure the relationships among firms, both horizontally and vertically. Linkages and linkage institutions such as business associations are often cited as important by the devel- opment literature (Brimble & Xxxxx, 2007).9 I expect that there will be a lag in the 9I anticipate that corporate governance institutions will be the most pliable, that inter-firm linkage institutions will take longer to develop, and that worker training institutions will take the longest to develop. This is not so much because corporate governance institutions ought to be especially easy to develop, but because the complementarities noted in the VoC literature may make some institutions more essential than others. Hall and Soskice argue that each of the economic governance institutions may strengthen and reinforce each of the others. While this seems to be true, it may be that some have a...
Dependent Variables. Hospital participation in risk-related arrangements should in theory have a positive relationship on the amount of financial risk assumed. Accordingly, I measured hospital risk assumption by the amount of hospital net patient revenue tied to risk. This amount reflects the impact of hospitals participating in both mandatory and voluntary value-based payment program. I considered three separate measures for risk assumption: (1) total revenue at risk; (2) capitated revenue; and (3) shared-risk revenue. Total revenue at risk is the sum of a hospital’s revenue tied to capitated and shared-risk arrangements. The amount of capitated revenue reflects payments tied to capitation and revenue tied to shared-risk reflects payments tied to arrangements such as ACOs with shared savings. All revenue measures are considered as percentages of total net patient revenue.
Dependent Variables. 65 Survey Findings for Research Questions 1 and 2...................................................... 67 Findings for Research Question 3 ............................................................................. 71 School/Community Violence ........................................................................ 72 Physical Abuse .............................................................................................. 72 Bullying ......................................................................................................... 73 Complex Trauma ........................................................................................... 74 Sexual Abuse ................................................................................................. 74 Medical Trauma............................................................................................. 75 Summary.................................................................................................................... 76 CHAPTER 5: DISCUSSION ................................................................................................ 78 Summary of the Study ............................................................................................... 79
Dependent Variables. The research questions for this study included two dependent variables: teacher trauma (well-being) and teacher retention. The researcher ran a Xxxxxxx linear correlation between specific survey items to determine if there was an interrelationship between them, and they could be used for the two constructs, teacher trauma, and retention. Table 5.1 reports the Xxxxxxx correlation coefficients for the construct perceptions of teacher PTSD/Trauma, using survey items “experience painful images/thoughts/memories,” “avoid thoughts or feeling related to trauma,” “avoid places/people/conversations or activities that remind them of trauma,” “are irritable,” and “fearful or easily startled due to work-related trauma.”
Dependent Variables. Evaluations of
Dependent Variables. Agreement and concordance of couples on ▪ Family planning utilization ▪ Fertility intention of couples
Dependent Variables. The hypotheses outline three dependent variables. The first one involves whether the Commissioners speak up (or not) in any of the news articles covering one of the sampled policies (strategic silence vs. regulatory talk). The second and third dependent variables test how the Commissioners communicate in each article they appear in (i.e. whether they use policy promotion or passive talk). Examples for all categories are shown in Table 1. The level of observation is each newspaper article in the database.
Dependent Variables. The QLTE survey is designed to measure the extent educators agree or disagree with specific elements of the five domains of working conditions. For each domain, a series of statements assess various components of the working condition and records the educator‘s level of agreement through their response on a Likert scale [range 1 = ―strongly disagree‖ to 5 = ―strongly agree‖]. Since the aim was to assess the impact of 8 Pseudonyms are used throughout the dissertation to protect the confidentiality of all respondents. NCLB sanctioning on working conditions, I created a single measure of each domain to be used as a dependent variable. Thus, I needed to find a meaningful combination of these statements to formulate a single measure that gauges the importance of that working condition domain for the respondent. To do this I utilized factor analysis techniques for data reduction purposes. I used principal-components factor analysis with orthogonal varimax rotation to reduce the data and determine the proper selection of items within each working condition domain. Most items within each domain loaded cleanly along a single factor. Using a cut off of factor loadings greater than .55, a generally accepted indicator for ―good‖ fit, I narrowed the items to a single set used to measure the domain. This procedure produced a single factor structure for each of the following working conditions: time (Chronbach‘s α=.7748), facilities and resources (Chronbach‘s α=.7836), empowerment (Chronbach‘s α=.9298), and professional development (Chronbach‘s α=.9024). The one exception was the leadership domain. Leadership loaded across two factors. Exploration of the indicators revealed that two distinct concepts were indeed being assessed in the survey instrument within the leadership domain. Factor one examined school mission and overall direction. Factor two measured the actual activities and evaluations of the school leadership. Since factor two measured the actual concept of leadership most closely related to the theoretical premise in this research, I used this set of items to generate the measure of leadership (Chronbach‘s α=.9103). The result of this process was the creation of a single variable that captured all of the items included in the domain measuring the appropriate underlying factors. These measures served as dependent variables in my quantitative analysis. Detailed information on the items included in each domain, along with factor loadings, and alpha levels, can be...
