Understanding Formative Assessment Practice in the EFL Exam-Oriented Context: An Application of the Theory of Planned Behavior

item 9 ('I think formative assessment helps enhance students' confidence.') (<italic toggle="yes">M=1.31
for item 8 ('I think there should be more parent oriented assessment activities.') (<italic toggle="yes">M=2.96), item 7 ('I think there should be more peer assessment activities.') (<italic toggle="yes">M=1.95
item 10 ('I think formative assessment can improve students' English grades.') (<italic toggle="yes">M=1.95
for item 14 (<italic toggle="yes">M=1.62), item 15 (<italic toggle="yes">M=1.63
item 4 ('There is no professional training related formative assessment.') (<italic toggle="yes">M=2.36
toggle="yes">F (3, 153)=1.93,<italic toggle="yes">p=0.13>0.05,<italic toggle="yes">eta2=0.04
toggle="yes">F (3, 153)=1.83,<italic toggle="yes">p=0.14>0.05,<italic toggle="yes">eta2=0.03
toggle="yes">F (3, 153)=0.90,<italic toggle="yes">p=0.44>0.05,<italic toggle="yes">eta2=0.02
toggle="yes">F (3, 153)=3.93,<italic toggle="yes">p=0.02<0.05,<italic toggle="yes">eta2=0.05

toggle="yes">F (3, 153)=1.93,<italic toggle="yes">p=0.13>0.05,<italic toggle="yes">eta2=0.04
toggle="yes">F (3, 153)=1.83,<italic toggle="yes">p=0.14>0.05,<italic toggle="yes">eta2=0.03
toggle="yes">F (3, 153)=0.90,<italic toggle="yes">p=0.44>0.05,<italic toggle="yes">eta2=0.02
toggle="yes">F (3, 153)=3.93,<italic toggle="yes">p=0.02<0.05,<italic toggle="yes">eta2=0.05

Effects of Parent-Teacher Training on Academic Performance and Parental Anxiety in School-Aged Children With Attention-Deficit/Hyperactivity Disorder: A Cluster Randomized Controlled Trial in Shanghai, China

Vocabulary Abilities and Parents' Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

toggle="yes">WAVE 1=7.12; Age<italic toggle="yes">mWAVE 2=10.98; 5
toggle="yes">mWAVE 1=7.52; Age<italic toggle="yes">mWAVE 2=10.67; 6
toggle="yes">r=-0.11,<italic toggle="yes">p<ns) age (<italic toggle="yes">r=0.22
toggle="yes">0.402 ;<italic toggle="yes">t=2.44;<italic toggle="yes">F=5.975,<italic toggle="yes">p=<italic toggle="yes">0.020
toggle="yes">0.352 ;<italic toggle="yes">t=-2.09;<italic toggle="yes">F=4.387,<italic toggle="yes">p=0.044
toggle="yes">WAVE 1=11.05; Age<italic toggle="yes">mWAVE 2=15.12; 7
toggle="yes">mWAVE 1=10.99; Age<italic toggle="yes">mWAVE 2=14.17; 4
from alpha=0.54 Strategies subscale alpha=0.88
from alpha=0.69 Impulse subscale alpha=0.90
Mdn women=43.00, Mdn men=41.00,<italic toggle="yes">p=0.902
Mdn women=8.00, Mdn men=8.00,<italic toggle="yes">p=0.771
Mdn women=6.00, Mdn men=6.00,<italic toggle="yes">p=0.588
Mdn women=10.50, Mdn men=14.00,<italic toggle="yes">p=0.132
Mdn women=7.00, Mdn men=7.00,<italic toggle="yes">p=0.880
Mdn women=5.00, Mdn men=5.00,<italic toggle="yes">p=0.957
Mdn women=5.00, Mdn men=4.00,<italic toggle="yes">p=0.567
toggle="yes">r=0.41,<italic toggle="yes">p<0.05; Impulse<italic toggle="yes">r=0.64,<italic toggle="yes">p<0.001; Non acceptance<italic toggle="yes">r=0.39,<italic toggle="yes">p<0.05; Goals<italic toggle="yes">r=0.46,<italic toggle="yes">p<0.0; Clarity<italic toggle="yes">r=0.52,<italic toggle="yes">p<0.01
toggle="yes">r=0.44,<italic toggle="yes">p<0.05; Clarity<italic toggle="yes">r=0.52,<italic toggle="yes">p<0.01