Aggressive Behavior , 21 , Beliefs about aggression among male and female prisoners. Aggressive Behavior , 23 , Trait aggressiveness and hockey penalties: Predicting hot tempers on the ice. Journal of Applied Psychology, 83, An inventory for assessing different kinds of hostility. Journal of Consulting and Clinical Psychology , 21 , Journal of Personality and Social Psychology, 63 , Psicothema, 13 1 , Aggression Questionnaire hostility scale predicts anger in response to mistreatment.
Behaviour research and Therapy, 37 , Pausini describes herself as a Roman Catholic woman, [34] [] but expressed doubts about Roman Church's position on various themes, including contraception , abortion, premarital sex and gay rights. I really believe in God, and the Pope is the man that I most want to meet again in the world.
I already met him in I just have a few doubts about the Catholic Church, such as the discrimination against homosexuals. I don't understand how they condemn racism, but at the same time take issue with gay people.
Buy La edad de la ira (Spanish Edition): Read Kindle Store Reviews - Amazon. com. La edad de la ira (Spanish Edition) - Kindle edition by Pankaj Mishra. Download it once and read it on your Kindle device, PC, phones or tablets. Use features.
From Wikipedia, the free encyclopedia. This article is about the singer—songwriter. For her self-titled albums, see her album , her album , and her album. Singer-songwriter record producer television personality. Pop Adult contemporary pop Latin pop. List of awards and nominations received by Laura Pausini. Solarolo is located 5 miles from Faenza.
Per ora solo spifferi". Corriere della Sera in Italian. Archived from the original on 23 July Retrieved 8 September La biografia" in Italian.
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Retrieved 30 July Archived from the original PDF on 1 September Retrieved 23 July El Mundo in Spanish. Archived from the original on 2 January Retrieved 24 July Retrieved 13 August Vasco, Eros, la Nannini". Retrieved 1 August Retrieved 28 July Archived from the original on 31 August Argentine Chamber of Phonograms and Videograms Producers. Archived from the original on 6 July Retrieved 15 August Nielsen Business Media, Inc. Retrieved 9 August Archived from the original on 9 August Festival, i conti tornano.
Premiati dal pubblico Pausini, Baldi, Trovato e i primi tra i Giovani". La Stampa in Italian. Archived from the original on 14 March Aiuto, il successo costa caro". Archived from the original on 28 May Sociedad General de Autores y Editores. Archived from the original PDF on 18 August El Civico in Spanish.
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Archived from the original on 9 July E Laura Pausini canta in spagnolo". Pausini, una voce per il made in Italy". Archived from the original on 18 October A total of 98 infant and primary teachers from 17 schools in the Basque Country and Navarre participated in this study. Based on the quantitative and qualitative analyses carried out in the pilot study, the items with the highest level of discrimination were selected and the wording of six of the statements was revised. In order to apply the instrument obtained in the pilot stage to a wider and more representative sample of teachers we telephoned the heads of a series of randomly selected schools.
All these schools were briefed on the project and were invited to participate. A total of 84 schools agreed to do so. A member of the research team then visited these schools and explained the procedure for applying the questionnaires. In addition, each school head received a dossier containing all the documents concerning the project, the questionnaire management system, an informative letter with informed consent sheet attached for every teacher and three questionnaires per teacher: All teachers were briefed on the voluntary and confidential nature of the study. The school heads or heads of study were asked to take responsibility for handing out and collecting the questionnaires in accordance with the instructions given by the research team.
All the statistical analyses were carried out with SPSS version Items with a factor loading equal to or higher than. Based on the 26 selected items the dimensionality of the instrument was then assessed by means of an exploratory factor analysis based on polychoric correlations. The unweighted least squares estimation method was used for this purpose.
The number of dimensions was decided by applying the Kaiser procedure, with the direct oblimin rotation method being used to simplify the factor structure. In terms of the reliability analysis, the internal consistency of each dimension of the IRA-AGHN was first estimated through the omega coefficient, after which the temporal stability was calculated by means of the Spearman rho correlation coefficient. The analisys of temporal stability involved a subsample of teachers and a four-week interval between the first and second applications of the instrument.
Given that the assumption of normality was not met, the Spearman rho correlation coefficient was used for this purpose. Finally, the relationships between the scores obtained by participants on the different dimensions of the IRA-AGHN and a series of variables related to the construct this instrument aims to measure were studied in order to obtain evidence of external validity.
To this end, the Spearman rho correlation coefficient and the Mann-Whitney U test were used. Prior to carrying out the factor analysis with the 26 selected items, the Kaiser-Meyer-Olkin KMO measure of sampling adequacy and Bartlett's test of sphericity were applied. The KMO index had a value of. This analysis yielded a four-factor structure accounting for Table 2 shows the factor loadings for each item, the percentage of explained variance for each factor, and the eigenvalues of the components.
This dimension refers to the possible causes which give rise to or impact on the occurrence of ADHD. These items refer to the different symptoms which children with ADHD may present. This dimension also includes information regarding the process of diagnosing this disorder. This dimension covers general information on the nature, prevalence, course of and problems associated with ADHD. This dimension provides information regarding the different types of interventions which are used with children with ADHD.
Omega values ranged between. Table 3 shows the indices of internal consistency and temporal stability for the four dimensions.
More detailed information is shown in Table 4. However, variables such as having received specific ADHD training, being well informed about ADHD, being a special education teacher, or knowing people with ADHD outside the work environment did not show the expected relationships. To this end, the factor validity, internal consistency, temporal stability, convergent validity and external validity of the proposed instrument were analysed.
To our knowledge, there are no published reports of any instruments with a similar purpose for which a factor analysis has been conducted to confirm the multidimensional nature of the construct to be evaluated. All the factors showed good indices of internal consistency, as well as adequate temporal stability.
These analyses provided evidence of convergent validity. In terms of the external validity of the instrument, it is worth noting that teachers' level of knowledge about different aspects of ADHD was positively related with the number of children with ADHD they have taught during their career, with the number of specific ADHD training hours received, with their perceived knowledge of ADHD and with their perceived capacity to teach children with ADHD effectively.
These results are in line with those obtained by Jarque et al. Specifically, Jarque et al.
Thus, in terms of our external validity results, it is worth highlighting that the variables most strongly correlated with teachers' knowledge of ADHD are those related to their specific ADHD training and having had direct contact with children diagnosed with ADHD. These results are also in line with the existing literature on the subject e. This conclusion is further supported by the fact that the sample used for the validation was randomized, large and representative of the target population.
It should, however, be noted that the IRA-AGHN is not able to assess teachers' knowledge regarding the different subtypes of ADHD inattentive, hyperactive-impulsive and combined identified by the DSM-V APA, , and it would therefore be advisable to complement its use with an assessment or observation procedure that could meet this objective. As noted in the introduction, however, many of the instruments used to assess teachers' knowledge of ADHD suffer from methodological deficiencies and do not show adequate psychometric properties Soroa et al.
It is in this regard that the IRA-AGHN provides an opportunity to study teachers' real knowledge of this subject, which will in turn enable the design and implementation of training programmes tailored to their needs.