The Experts below are selected from a list of 296712 Experts worldwide ranked by ideXlab platform
Steven A. Aquilino - One of the best experts on this subject based on the ideXlab platform.
-
impact of digital tooth preparation Evaluation technology on preclinical dental students technical and Self Evaluation skills
Journal of Dental Education, 2016Co-Authors: David G. Gratton, So Ran Kwon, Derek R. Blanchette, Steven A. AquilinoAbstract:The aim of this study was to evaluate the effect of digital tooth preparation imaging and Evaluation technology on dental students’ technical abilities, Self-Evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, Self-Evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups’ scores from visual assessment and Self-Evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and Self-Evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation Evaluation technology did not impact the students’ prosthodontic technical and Self-Evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
-
impact of digital tooth preparation Evaluation technology on preclinical dental students technical and Self Evaluation skills
Journal of Dental Education, 2016Co-Authors: David G. Gratton, So Ran Kwon, Derek R. Blanchette, Steven A. AquilinoAbstract:The aim of this study was to evaluate the effect of digital tooth preparation imaging and Evaluation technology on dental students’ technical abilities, Self-Evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, Self-Evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups’ scores from visual assessment and Self-Evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and Self-Evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation Evaluation technology did not impact the students’ prosthodontic technical and Self-Evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
James R Stubbs - One of the best experts on this subject based on the ideXlab platform.
-
effect of adding a compassion focused intervention on emotion eating and weight outcomes in a commercial weight management programme
Journal of Health Psychology, 2021Co-Authors: Cristiana Duarte, Paul Gilbert, Carol Stalker, Francisca Catarino, Jaskaran Basran, Sarah E Scott, Graham W Horgan, James R StubbsAbstract:This study examined whether adding a compassion-focused light touch digital intervention into a commercial multicomponent weight management programme improved eating behaviour, Self-Evaluation and weight-related outcomes. The compassion intervention significantly reduced binge eating symptomatology and dropout, and improved psychological adjustment and Self-Evaluation, but did not affect weight outcomes. Compassion, Self-reassurance and reductions in shame and Self-criticism mediated the effect of the intervention on reductions of binge eating symptomatology. Negative Self-Evaluation, binge eating symptomatology, susceptibility to hunger and eating guilt were significant predictors of dropout. Findings suggest that compassion-based digital tools may help participants better manage binge eating symptomatology and Self-Evaluation in weight management interventions.
Constantine Sedikides - One of the best experts on this subject based on the ideXlab platform.
-
Self enhancement Self verification or Self assessment the intricate role of trait modifiability in the Self Evaluation process
Revue internationale de psychologie sociale, 2002Co-Authors: Dirk Dauenheimer, Dagmar Stahlberg, Sandra Spreemann, Constantine SedikidesAbstract:The authors examined the dynamic interplay of three Self-Evaluation motives (Self-enhancement, Self-assessment, Self-verification) in the affective, cognitive, and behavioral domains. Does perceived modifiability of Self-attributes (i.e., assertiveness) moderate motive activation in each domain? Participants (a) rated their assertiveness and their perceived modifiability of assertiveness, (b) took an alleged assertiveness test and received bogus performance feedback, and (c) completed measures of affective, cognitive, and behavioral responding. Trait modifiability was associated with a unique pattern of motive activation in each domain. Affective responses were moderated by trait modifiability, as participants who received negative feedback felt worse when they regarded their Self-attributes as unmodifiable than modifiable. Cognitive responses were driven by the Self-verification motive in the case of unmodifiable Self-attributes, and by the Self-enhancement motive in the case of modifiable Self-attributes. Behavioral responses were driven by the Self-assessment motive, especially in the case of modifiable Self-attributes. La dynamique de trois motivations auto-evaluatives (valorisation, Evaluation, et validation de soi) etait examinee dans les domaines affectif, cognitif et comportemental. Le degre de malleabilite des attributs du soi modere t-il l’activation de chacune de ces motivations dans chacun de ces domaines ? Les participants (a) evaluaient leur degre de confiance en soi et sa malleabilite, (b) etaient soumis a un test factice mesurant ce meme trait puis recevaient un feedback, (c ) repondaient a des echelles mesurant leurs reponses affective, cognitive, et comportementale. Le degre de malleabilite du trait etait associe a un pattern unique d’activation motivationnelle dans chaque domaine. Les reponses affectives etaient moderees par ce degre: un feeback negatif avait un effet plus deletere lorsque les participants percevaient le trait comme fixe plutot que malleable. Les reponses cognitives etaient influencees par la motivation a l’auto-validation dans le cas d’une conception fixe des traits et par la motivation a l’auto-valorisation dans le cas d’une conception malleable. Les reponses comportementales etaient influencees par la motivation auto-evaluative, particulierement dans le cas de cette derniere conception.
-
Self enhancement Self verification or Self assessment the intricate role of trait modifiability in the Self Evaluation process
Sonderforschungsbereich 504 Publications, 1998Co-Authors: Dirk Dauenheimer, Dagmar Stahlberg, Sandra Spreemann, Constantine SedikidesAbstract:What is the interplay of three Self-Evaluation motives (i.e., Self-enhancement, Self-assessment, Self-verification) in the affective, cognitive, and behavioral domain? Does modifiability of Self-views (i.e., assertiveness) moderate motive activation in each domain? Participants (Ps) (a) rated their assertiveness and their perceived modifiability of assertiveness, (b) took an alleged assertiveness test and received bogus performance feedback, and (c) completed measures of affective, cognitive, and behavioral responding. Indeed, trait modifiability was associated with a unique pattern of motive activation in each domain. Affective responses were moderated by trait modifiability, as Ps who received negative feedback felt worse when they regarded their Self-views as unmodifiable than modifiable. Cognitive responses were driven by the Self-verification motive in the case of unmodifiable Self-views, and by the Self-enhancement motive in the case of modifiable Self-views. Behavioral responses were driven by the Self-assessment motive, especially in the case of modifiable Self-views.
-
Self Evaluation to thine own Self be good to thine own Self be sure to thine own Self be true and to thine own Self be better
Advances in Experimental Social Psychology, 1997Co-Authors: Constantine Sedikides, Michael J StrubeAbstract:Publisher Summary This chapter tries to accomplish three objectives. Firstly, it defines the four motives and provides a selective review of research that indicates their prevalence. Secondly, it addresses the issue of the operation of four motives together to regulate Self-Evaluation. This chapter presents a conceptual framework for understanding the interplay of the four motives. This framework serves as a useful heuristic for consideration of potential moderators that govern the expression of the four motives. Finally, this chapter discusses several problems related to the Self-Evaluation motives that one believes are in need of empirical attention. This chapter serves to justify the claim that four basic Self-Evaluation motives have been demonstrated convincingly. Finally, the speculations of this chapter are meant to remind researchers that empirical work to date has taken certain aspects of the Self-Evaluation process for granted or has neglected other important issues.
-
assessment enhancement and verification determinants of the Self Evaluation process
Journal of Personality and Social Psychology, 1993Co-Authors: Constantine SedikidesAbstract:The 3 major Self-Evaluation motives were compared: Self-assessment (people pursue accurate Self-knowledge), Self-enhancement (people pursue favorable Self-knowledge), and Self-verification (people pursue highly certain Self-knowledge). Ss considered the possession of personality traits that were either positive or negative and either central or peripheral by asking themselves questions that varied in diagnosticity (the extent to which the questions could discriminate between a trait and its alternative) and in confirmation value (the extent to which the questions confirmed possession of a trait)
David G. Gratton - One of the best experts on this subject based on the ideXlab platform.
-
impact of digital tooth preparation Evaluation technology on preclinical dental students technical and Self Evaluation skills
Journal of Dental Education, 2016Co-Authors: David G. Gratton, So Ran Kwon, Derek R. Blanchette, Steven A. AquilinoAbstract:The aim of this study was to evaluate the effect of digital tooth preparation imaging and Evaluation technology on dental students’ technical abilities, Self-Evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, Self-Evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups’ scores from visual assessment and Self-Evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and Self-Evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation Evaluation technology did not impact the students’ prosthodontic technical and Self-Evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
-
impact of digital tooth preparation Evaluation technology on preclinical dental students technical and Self Evaluation skills
Journal of Dental Education, 2016Co-Authors: David G. Gratton, So Ran Kwon, Derek R. Blanchette, Steven A. AquilinoAbstract:The aim of this study was to evaluate the effect of digital tooth preparation imaging and Evaluation technology on dental students’ technical abilities, Self-Evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, Self-Evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups’ scores from visual assessment and Self-Evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and Self-Evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation Evaluation technology did not impact the students’ prosthodontic technical and Self-Evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
Joy C Stewart - One of the best experts on this subject based on the ideXlab platform.
-
supporting Self Evaluation in local government via knowledge discovery and data mining
Government Information Quarterly, 2009Co-Authors: Hyechung Kum, Dean F Duncan, Joy C StewartAbstract:Abstract The business sector has already recognized the importance of information flow for good management, with many businesses adopting new technology in data mining and data warehousing for intelligent operation based on free flow of information. Free flow of information in government agencies is just as important. For example, in child welfare, entities that fund social services programs have increasingly demanded improved outcomes for clients in return for continued financial support. To this end, most child welfare agencies are paying more attention to the outcomes of children in their care. In North Carolina, many county departments of social services have successfully adopted the Self-Evaluation model to monitor the effects of their programs on the outcomes of children. Such efforts in Self-Evaluation require good information flow from state division of social services to county departments of social services. In this paper, we propose a comprehensive KDD (Knowledge Discovery and Data mining) information system that could upgrade information flow in government agencies. We present the key elements of the information system and demonstrate how such a system could be successfully implemented via a case study in North Carolina. The next generation infrastructure in digital government must incorporate such information system to enable effective information flow in government agencies without compromising individual privacy.
-
supporting Self Evaluation in local government via kdd
Digital Government Research, 2008Co-Authors: Hyechung Kum, Dean F Duncan, Joy C StewartAbstract:Self-Evaluation is a form of empowerment Evaluation that is collaborative and participatory. Through Self-Evaluation, a county social services agency, with the assistance of experts, can design, monitor, and improve indicators that ultimately improve the outcomes that are important in their local community. A key element to the Self-Evaluation efforts is the availability of timely and accurate data that appropriately measure the outcomes of interest. However, many of the local agencies lack the resources to collect and analyze the data for such Evaluations. Furthermore, it would be easier to have consistency across similar outcomes in different local governments if the state provided the technical assistance for such efforts. In this paper, we discuss a successful case study in which the North Carolina Department of Health and Human Services (NC-DHHS) in partnership with the University of North Carolina at Chapel Hill School of Social Work (UNCCH) used Knowledge Discovery and Data mining (KDD) technology to effectively support these Self-Evaluation efforts at the local level in child welfare. We present the key elements of the KDD information system built on the child welfare program in North Carolina.
