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Comparison of nurses' clinical assessment and self-report measures of marital satisfaction of primiparous couples a research report submitted in partial fulfillment ... /Dillinger, Mary E. January 1988 (has links)
Thesis (M.S.)--University of Michigan, 1988.
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Self assessment by Canadian Indian adolescents of their perceived health status and perceived health needs a research report submitted in partial fulfillment ... /Cruickshank, Patsy-Lee. January 1981 (has links)
Thesis (M.S.)--University of Michigan, 1981.
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A comparison of patients' perception of needs pre and post discharge a study of laminectomy patients : a research report submitted in partial fulfillment ... /Knight, Janet S. January 1988 (has links)
Thesis (M.S.)--University of Michigan, 1988.
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Self assessment by adolescents of their health status and perceived health needs a research report submitted in partial fulfillment ... /Benedict, Virginia. Lundeen, Kirsten W. Morr, Brian D. January 1979 (has links)
Thesis (M.S.)--University of Michigan, 1979.
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Self assessment by Canadian Indian adolescents of their perceived health status and perceived health needs a research report submitted in partial fulfillment ... /Cruickshank, Patsy-Lee. January 1981 (has links)
Thesis (M.S.)--University of Michigan, 1981.
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Comparison of nurses' clinical assessment and self-report measures of marital satisfaction of primiparous couples a research report submitted in partial fulfillment ... /Dillinger, Mary E. January 1988 (has links)
Thesis (M.S.)--University of Michigan, 1988.
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A comparison of patients' perception of needs pre and post discharge : a study of laminectomy patients : a research report submitted in partial fulfillment ... /Knight, Janet S. January 1988 (has links)
Thesis (M.S.)--University of Michigan, 1988.
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The quick inventory of depressive symptomatology, self-report (QIDS-SR16) a psychometric evaluation in patients with asthma and major depression /Murray, Michelle. January 2006 (has links) (PDF)
Thesis (Ph.D.) -- University of Texas Southwestern Medical Center at Dallas, 2006. / Not embargoed. Vita. Bibliography: 100-110.
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Sebehodnocení žáků na 2. stupni vybrané základní školy / Self-assessment of pupils at the lower secondary schoolNováková, Šárka January 2018 (has links)
The study aims to find out whether pupils of the 2nd grade of selected elementary schools in Prague 4 are able to effectively refine themselves. The main question that this diploma thesis deals with is the question whether pupils at the 2nd grade of elementary schools are equipped with such cognitive competences and vocabulary to handle this difficult role in the form of self-reflection. The sub-objectives identified the views of pupils at the 2nd grade and their teachers on self-esteem as pupils compose every quarter of their achievement and behavior assessments, record their progress and reflect on other areas where they could improve. The data was obtained through an on-line questionnaire survey and was evaluated using descriptive statistics tools. The research was carried out at the above-mentioned elementary school in Prague 4. Out of 211 pupils of the second grade, 184 pupils participated in the research. Overall 9 teachers from the total number of 17 with the approval for the second grade of primary school filled the questionnaire survey. Another type of survey is the analysis of selected quarterly self-evaluation of pupils and subsequent interviews with selected pupils. The results show pupils' incompetence towards a quarterly self-assessment. There is also a problem in the form of...
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Proficiência autoavaliada através de um questionário de histórico da linguagemScholl, Ana Paula January 2016 (has links)
Pesquisas com bilíngues e usuários de línguas adicionais utilizam diferentes medidas para avaliar proficiência no processo de seleção dos seus participantes. A proficiência linguística de um indivíduo pode ser medida através de testes de proficiência, testes de desempenho e medidas de autoavaliação. Questionários de histórico da linguagem contêm perguntas sobre a experiência que os indivíduos têm com as suas línguas e escalas de autoavaliação de proficiência. Estudos sugerem que usuários de línguas adicionais são capazes de reportar a sua proficiência de forma consistente com o seu desempenho em medidas padronizadas (MARIAN et al., 2007; LUK et al., 2013). Nesse contexto, a presente dissertação teve como objetivo analisar a proficiência autoavaliada de usuários de inglês como língua adicional através do Questionário de Experiência e Proficiência Linguística (QuExPLi). Para isso, foram desenvolvidos dois estudos. No primeiro estudo, correlacionamos as variáveis da experiência linguística – marcos de idade, tempo de imersão e uso atual da língua – de 535 participantes com a proficiência reportada por eles no Questionário de Experiência e Proficiência Linguística (QuExPLi), a fim de investigar quais fatores se associariam à proficiência autoavaliada. No segundo estudo, correlacionamos as mesmas variáveis da experiência com o inglês como língua adicional com os resultados no TOEFL ITP de 112 participantes, que fizeram parte do primeiro estudo, para investigar quais fatores se associariam à proficiência demonstrada em um teste de proficiência padronizado. Além disso, correlacionamos a proficiência autoavaliada no questionário com os resultados no TOEFL ITP, para averiguar a relação entre duas diferentes medidas de proficiência e reunir evidências de validade do QuExPLi. Os resultados sugerem que, em relação às variáveis da experiência linguística, os fatores relacionados a marcos de idade, tempo de imersão e uso atual da língua associam-se com a proficiência auto reportada pelos participantes. Porém, dentre esses fatores, apenas os meses passados em um país em que o inglês é falado correlacionaram-se de forma significativa com a proficiência dos participantes demonstrada através do TOEFL ITP. A discrepância entre os fatores associados à proficiência autoavaliada e aqueles que se associaram com o resultado no TOEFL ITP pode advir da natureza acadêmica do teste. Os resultados também revelam uma correlação positiva significativa moderada entre a proficiência autoavaliada no QuExPLi e a pontuação dos participantes no TOEFL ITP, sugerindo que os participantes, usuários de inglês como língua adicional, conseguem reportar sua proficiência de forma acurada. / Research with bilinguals and additional languages learners use different measures to evaluate proficiency while selecting participants for studies. An individual‟s language proficiency can be measured through proficiency tests, performance tests or self-evaluation measures. Language background questionnaires include questions about individuals‟ experience with their languages and self-assessment proficiency measures. Studies suggest that users of additional languages can report their proficiency in a way that is consistent with their performance in standard measures (MARIAN et al., 2007; LUK et al., 2013). In this context, the goal of the present thesis was to analyze self-assessed proficiency of users of English as an additional language through the Questionário de Experiência e Proficiência Linguística (QuExPLi). In order to do that, two studies were designed. In the first study, we correlated language experience variables – age, time of immersion and current use of the language - of 535 participants with their self-reported proficiency on the QuExPLi, in order to investigate which factors would associate with self-assessed proficiency. In the second study, we correlated the same language experience variables with the scores on the TOEFL ITP of 112 individuals, who also participated in the first study, in order to investigate which factors would associate with the proficiency demonstrated in a standardized proficiency test. Moreover, we correlated participants‟ self-assessed proficiency with their scores on the TOEFL ITP, in order to investigate the relationship between two distinct measures of proficiency and gather evidences of validity of the QuExPLi. Results suggest that the factors related to age, time of immersion and current use of the language are associated with participants‟ self-assessed proficiency. However, only the months spent in a country where English is spoken correlated significantly with participants‟ scores on the TOEFL ITP. The discrepancy between the factors associated with self-reported proficiency and those associated with the results on the TOEFL ITP can be derived from the academic nature of the test. Results also show a moderate positive correlation between participants‟ self-assessed proficiency and their scores on the TOEFL ITP was found, suggesting that users of English as an additional language are able to report their proficiency accurately.
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