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34 results for “Peer Rating”
Teacher Student Relationships - Peer Rating / Relaciones Profesor-Alumno – Nominaciones de los Iguales // TEACHER-STUDENT-PR_Data_IC_T2-Post
<p>Answers given by students in the second grade of Primary Education to the 2 items of the Teacher Student Relationships - Peer Rating by Hughes, Cavell, and Willson (2001), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 2 Factors is included: Supportive and conflictive relationships of the participant with the teacher, as perceived by peers. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuestas que los alumnos/as de segundo curso de Educación Primaria dan a los 2 ítems del Cuestionario sobre la Relación del Alumno con el Profesor percibida por los iguales de Hughes, Cavell, and Willson (2001), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Se incluye el cálculo de los 2 Factores: Relaciones de Apoyo y de Conflicto del participante con el maestro, según la percepción de los compañeros Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Double-blind peer review affects reviewer ratings and editor decisions at an ecology journal
<p><span>There is substantial evidence that systemic biases influence the scholarly peer review process. Many scholars have advocated for double-blind peer review (also known as double-anonymous review) to reduce these biases. However, the effectiveness of double‐blind peer review in eliminating biases is uncertain because few randomized trials have manipulated blinding of author identities for journal submissions, and those that have are generally small or provide few insights on how it influences reviewer biases. </span></p> <p><span>In 2019, Functional Ecology began a large randomized trial, using real manuscript submissions, to evaluate the various consequences of shifting to double-blind peer review. Research papers submitted to the journal were randomly assigned to be reviewed with author identities blinded to reviewers (double‐blind review) or with authors identified to reviewers (single-blind review). In this paper, we explore the effect of blinding on the outcomes of peer review, examining reviewer ratings and editorial decisions, and ask whether author gender and/or location mediate the effects of review type. </span></p> <p><span>Double-blind review reduced the average success of manuscripts in peer review; papers reviewed with author identities blinded received on average lower ratings from reviewers and were less likely to be invited for revision or resubmission. However, the effect of review treatment varied with author location. </span></p> <p><span>Papers with first authors residing in countries with a higher human development index (HDI) and/or higher average English proficiency fared much better than those from countries with a lower HDI and lower English proficiency, but only when author identities were known to reviewers; outcomes were similar between demographic groups when author identities were not known to reviewers.</span></p> <p><span>Blinding author identities had no effect on gender differences in reviewer ratings or editor decisions. </span></p> <p><span>Our data provide strong evidence that authors from higher income and/or English-speaking countries receive significant benefits (a large positive bias) to being identified to reviewers during the peer review process, and that anonymizing author-identities (e.g., double-blind review) reduces this bias, making the peer review process more equitable. We suggest that offering optional blinding of author identities, as some journals allow, is unlikely to substantially reduce the biases that exist because authors from higher-income and English-speaking countries are the least likely to choose to be reviewed with their identity anonymized.</span></p>
Peer Rating of Social Behaviors / Calificación de Conductas Sociales por parte de los Iguales // PEER RATING_Data_IC_T1-Post
<p>Answers given by children in the first grade of Primary Education to the 5 items of the Peer Rating of Social Behaviors (Garcia Bacete et al., 2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2010-11. The questionnaire is administered individually. The calculation of 5 Factors is included: Prosociability, Shyness, Physical Aggression, SoughtToPlayWith, and Liking. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Respuestas que los niños/as de primer curso de Educación Primaria dan a los 5 ítems de la Escala de Calificación de Conductas Sociales por parte de los Iguales (García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2010-11. El cuestionario se administra de forma individual. Se incluye el cálculo de 5 Factores: Prosociabilidad, Timidez, Agresividad Física, Le Buscan para Jugar y Preferencia (Gusta a otros). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Double-blind peer review affects reviewer ratings and editor decisions at an ecology journal
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A Comparison of Conventional Versus Digital PAR (Peer Assessment Rating) Scores Using an Intraoral Scanner
ClinicalTrials.gov study NCT03405961. IPD Sharing: NO. Countries: 1. Publications: 1.
Peer and Text Message Support to Reduce Readmission Rates for Patients Discharged From Acute Psychiatric Care
ClinicalTrials.gov study NCT05133726. IPD Sharing: YES. Countries: 1. Publications: 9.
A Peer Navigator Model to Improve Quit Attempts and Smoking Cessation Rates Among HIV-positive Smokers
ClinicalTrials.gov study NCT04327921. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Peer Rating of Social Behaviors / Calificación de Conductas Sociales por parte de los Iguales // PEER RATING_Data_IC_T3-Post
<p>Answers given by children in the third grade of Primary Education to the 5 items of the Peer Rating of Social Behaviors (Garcia Bacete et al., 2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The questionnaire is administered individually. The calculation of 5 Factors is included: Prosociability, Shyness, Physical Aggression, SoughtToPlayWith, and Liking. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Respuestas que los niños/as de tercer curso de Educación Primaria dan a los 5 ítems de la Escala de Calificación de Conductas Sociales por parte de los Iguales (García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón (España) en la primavera del curso escolar 2012-13. El cuestionario se administra de forma individual. Se incluye el cálculo de 5 Factores: Prosociabilidad, Timidez, Agresividad Física, Le Buscan para Jugar y Preferencia (Gusta a otros). . Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Peer Rating of Social Behaviors / Calificación de Conductas Sociales por parte de los Iguales // PEER RATING_Data_IC_T1-Pre
<p>Answers given by children in the first grade of Primary Education to the 5 items of the Peer Rating of Social Behaviors (Garcia Bacete et al., 2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2010-11. The questionnaire is administered individually. The calculation of 5 Factors is included: Prosociability, Shyness, Physical Aggression, SoughtToPlayWith, and Liking. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Respuestas que los niños/as de primer curso de Educación Primaria dan a los 5 ítems de la Escala de Calificación de Conductas Sociales por parte de los Iguales (García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2010-11. El cuestionario se administra de forma individual. Se incluye el cálculo de 5 Factores: Prosociabilidad, Timidez, Agresividad Física, Le Buscan para Jugar y Preferencia (Gusta a otros). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Peer Rating of Social Behaviors / Calificación de Conductas Sociales por parte de los Iguales // PEER RATING_Data_CC-CS_T2-Post
<p>Answers given by children in the second grade of Primary Education to the 5 items of the Peer Rating of Social Behaviors (Garcia Bacete et al., 2014). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2010-11. The questionnaire is administered individually. The calculation of 5 Factors is included: Prosociability, Shyness, Physical Aggression, SoughtToPlayWith, and Liking. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Respuestas que los niños/as de segundo curso de Educación Primaria dan a los 5 ítems de la Escala de Calificación de Conductas Sociales por parte de los Iguales (García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en la primavera del curso escolar 2010-11. El cuestionario se administra de forma individual. Se incluye el cálculo de 5 Factores: Prosociabilidad, Timidez, Agresividad Física, Le Buscan para Jugar y Preferencia (Gusta a otros). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Student Relationships - Peer Rating / Relaciones Profesor-Alumno – Nominaciones de los Iguales // TEACHER-STUDENT-PR_Data_IC_T4-Post
<p>Answers given by students in the fourth grade of Primary Education to the 2 items of the Teacher Student Relationships - Peer Rating by Hughes, Cavell, and Willson (2001), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 2 Factors is included: Supportive and conflictive relationships of the participant with the teacher, as perceived by peers. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los alumnos/as de cuarto curso de Educación Primaria dan a los 2 ítems del Cuestionario sobre la Relación del Alumno con el Profesor percibida por los iguales de Hughes, Cavell, and Willson (2001), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. Se incluye el cálculo de los 2 Factores: Relaciones de Apoyo y de Conflicto del participante con el maestro, según la percepción de los compañeros. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Student Relationships - Peer Rating / Relaciones Profesor-Alumno – Nominaciones de los Iguales // TEACHER-STUDENT-PR_Data_IC_T2-Pre
<p>Answers given by students in the second grade of Primary Education to the 2 items of the Teacher Student Relationships - Peer Rating by Hughes, Cavell, and Willson (2001), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2011-12. The calculation of the 2 Factors is included: Supportive and conflictive relationships of the participant with the teacher, as perceived by peers. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuestas que los alumnos/as de segundo curso de Educación Primaria dan a los 2 ítems del Cuestionario sobre la Relación del Alumno con el Profesor percibido por los iguales de Hughes, Cavell, and Willson (2001), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2011-12. Se incluye el cálculo de los 2 Factores: Relaciones de Apoyo y de Conflicto del participante con el maestro, según la percepción de los compañeros. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Does Enhancing Maternal Peer Interactions Decrease Rates of Postpartum Depression?
ClinicalTrials.gov study NCT03793569. IPD Sharing: NO. Countries: 1. Publications: 0.
Peer- and Self-rating of Open Surgery Skills
ClinicalTrials.gov study NCT02968407. IPD Sharing: YES. Countries: 0. Publications: 0.
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