Search results for "Longitudinal method"
showing 3 items of 3 documents
Study Protocol—Coping With the Pandemics: What Works Best to Reduce Anxiety and Depressive Symptoms
2021
Background: The coronavirus disease 2019 (COVID-19) pandemic and lockdown might increase anxiety and depressive symptoms in most individuals. Health bodies recommend several coping behaviors to protect against such symptoms, but evidence on the relationship between these behaviors and symptoms mostly comes from cross-sectional studies in convenience samples. We will conduct a prospective longitudinal study of the associations between coping behaviors and subsequent anxiety and depressive symptoms during the COVID-19 pandemic in a representative sample of the Spanish general adult population.Methods: We will recruit 1,000 adult participants from all autonomous communities of Spain and with s…
Contextual and strategic knowledge in the acquisition of design expertise
2000
Abstract This study examines the acquisition of expertise in designing and developing information systems. The aim was to investigate how practical experience is related to contextual and strategic knowledge in problem-solving. Using a combination of expert–novice comparisons and longitudinal methods, professional systems analysts were compared with novices at the beginning and end of a seven month project-based course. The results show that during the course, the novices acquired a good deal of strategic competence in using domain-specific methods. Compared to the novices, the experts showed a more comprehensive and higher level of awareness of clients' contextual constraints. The study de…
A Comparison of Dyadic and Social Network Assessments of Peer Influence.
2021
The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students ( Mage= 9.68 years). From this sample, L-APIM ( n = 206 indistinguishable dyads and n = 187 distinguishable dyads) and L-SNA ( n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the third and fourth grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-AP…