Descriptive Analysis. Tables 6-1 and 6-2 show the mean values of access charges in autumn 2003, separated between East- and West-Germany. Given the structural feature of consumption density we would expect increasing access charges if the cable rate increases. Regarding East-Germany and low voltage network the values in the feature “CR high” contradicts this expectation (table 6-1). Moving to West-Germany/low voltage network suppliers access charges will not increase with higher CR-feature if medium or high density is given. Keeping the structural feature “cable rate” in East Germany constant the mean access charge for high consumption/ medium cable rate only is contradictory to our hypothesis, the same contradictorily result is given for West-Germany/low cable rate/medium density (table 6-1). Table 6-1: Mean values of access charges – low voltage 09/2003 East West CR „cable rate“ High 6.23 6.09 5.89 5.53 5.25 5.15 medium 6.84 5.97 6.12 5.51 5.35 5.20 low n=1 n=1 5.71 5.53 5.68 5.21 Source: VDN 2003 Table 6-2 represents the mean values of medium voltage networks with population density as the first structural feature. Keeping constant D we have any expected sign in East Germany, and for West Germany unexpected values in high cable rate/low density and in medium cable density/medium density are calculated. Assuming a given cable rate we only get an “anomaly” in West-Germany/low CR and medium D. Table 6-2: Mean values of access charges – medium voltage 09/2003 East West Low medium high low medium high CR „cable rate“ High 3.13 3.21 3.08 2.81 2.71 2.58 medium 3.39 3.35 n=1 2.96 2.60 2.50 low 3.43 n=1 n=1 2.67 2.74 n=1 Source: VDN 2003 The descriptive values show that the variable cable rate can not be confirmed many times. But the density variables also have unexpected signs.
Descriptive Analysis. 4.1.1. The Prevalence and Characteristics of Unhealthy Weight among Children Under 5- year-old from 2000-2014
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: Xxxxx 2002; xxxx://xxx.xxxxxxxxxxxx.xxx; Xxxxxxxxxx 1989; Xxx Xxxxxxx 1995; Xxxxxxx 1999; adapted from Xxxxxxxx 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 Xxxxxxxxxx 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. In descriptive analysis, the researcher explained the mean, median standard deviation, maximum score, minimum score, percentage and others of the test before and after giving treatment betweencontrol class and experimental class. The scoring grade can be seen in the table 5.
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. 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. Summary Statistics
Descriptive Analysis. Table 1 provides descriptive statistics of the analytic sample (N=323). The average age of women in the study was approximately 40 years old. Of the 323 women, over 85% were married and the largest percentage had a primary school level of education (39.9%). The majority ethnicity (66.9%) was Makassarese and majority religion (92.3%) was Muslim. Four percent of the study participants reported living with a disability. When asked at T3 about their satisfaction with their current financial situation, the mean response was 5.8 on a scale of 1-10, with a higher score indicating higher levels of satisfaction. Age 40.62 11.39 (19.5 – 78.17) Single/Never Married 17 5.3% Married 280 86.7% Divorced 9 2.8% Separated 3 0.9% Widowed 14 4.3% Lowest 85 23.3% Second lowest 54 16.7% Middle 46 14.2% Second highest 52 16.1% Highest 86 26.6% Never attended 13 4% Primary school 129 39.9% Junior high school 73 22.6% Senior high school 94 29.1% Academy/Trade School 3 0.9% University 9 2.8% Missing 2 0.6% Makassarese 216 69.5% Other 95 30.6% Muslim 292 92.3% Other 11 3.4% Missing 14 4.3% Living with Disability 13 4% Self-Reported Financial Satisfaction 5.8 1.85 (1-10) Missing observations: 2 observations (0.62%) missing from highest level of schooling completed 12 observations (3.72%) missing from ethnicity 14 observations (4.33%) missing from religion Table 2 and Figures 2-4 present descriptive statistics for key outcome and predictor variables of interest. The mean CESD-10 score during the pandemic was 4.33, and the highest score reported was 23 (out of a total possible score of 30) (Figure 2). The mean HWISE-4 score among households was 1.34, with the highest reported score being 12 (out of a total possible score of 12). Figure 3 shows the distribution of responses to the HWISE-4 questions. Just above 17% of households were classified as “water insecure” based on HWISE-4 guidelines. Approximately 20% of households were classified as food insecure. Figure 4 demonstrates the distribution of responses to the IPA RECOVR questions measuring food insecurity. Psychological Wellbeing CESD-10 Score Pre-Pandemic (mean) 4.05 3.13 (0 – 17) CESD-10 Score During Pandemic (mean) 4.33 2.98 (0 – 23) Resource Insecurity Water Secure (count) 265 82% Water Insecure (count) 58 17.9% HWISE Score (mean) 1.34 2.3 (0 - 12) Food secure (count) 255 78.9% Food insecure (count) 65 20.1% Both (count) 21 6.5% Either food or water (count) 81 25% Neither (count) 218 67.5% At least one (count) 102 31.5% Missin...
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...
