12 Matching Annotations
  1. Mar 2019
    1. The anxiety perspective and academic performance is adopted from Catastrophe theory which explains about the relationship of anxiety and performance in terms of sport performance. It is important to understand the theory and the influence of anxiety upon performance. Martin in Robb (2005) proposed that cognitive anxiety would have negative correlation with performance and physiological anxiety have curvilinear relationship with performance. The cognitive anxiety is the component that most strongly affects performance

      Providing secondary evidence helps the authors construct the basis of the research subject and support the main claims.

    2. Prima Vitasari et al. / Procedia Social and Behavioral Sciences 8 (2010) 490–497491Anxiety while studying is a major predictor of academic performance (McCraty, 2007 and McCraty, et al., 2000) and various studies have demonstrated that it has a detrimental effect. Little is known that there exist a possible association between high level of anxiety and low academic performance among students. Researchers revealed that high levels of anxiety influence on the decrease of working memory, distraction, and reasoning in students (Aronen et al., 2005). Tobias in Ibrahim (1996) has been recognised that anxiety plays significant role in student's learning and academic performance, moreover anxiety has been known to have both facilitating and debilitating effects on academic achievement

      The authors mention secondary evidence to discuss the correlation between high anxiety levels and academic progress. This is done to establish the main claim and building blocks of the study that is to be conducted.

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    1. In fact,Russell and Topham (2012) propose that social anxietymay have a negative impact on university/college students’academic achievement

      The author cites a secondary source to present his claim through a similar opinion

    2. Depending on the threshold of diagnosis,prevalence rates of social anxiety in university/collegestudents range from 10 to 33 % as compared to 7–13 % inthe general population

      The author uses secondary sources to back up his claims with evidence and support his argument

    1. Harris Shah Abd Hamid and Muhamad Karimi Sulaiman (2014) stated that the students from Department of Psychology, International Islamic University Malaysia who took a statistics course seemed to have a high level of statistical anxiety which due to a student’s negative self-perception in solving mathematical issues. According to the data found by the researchers, another predictor that contributes to the highest statistics anxietywas aroused by the teacher or course instructor. So, in this issue, the instructors may focus on verbal and nonverbal immediacy behaviorsto reduce students’ anxiety (Williams, 2010 as cited by Harris Shah Abd Hamid & Muhamad Karimi Sulaiman, 2014)

      The author effectively used a secondary source to propose an explanation and a theory for the reason students may suffer from anxiety symptoms. The source provides a credible basis on which the author was able to build a claim upon.

    2. Lama M. Al-Qaisy (2011) conducted research on identifying the impact of mood disorder particularly depression and anxiety among a sample of students of Tafila Technical University, Jordan for their academic performance. He claimed that whenever students have medium level of concern, in which not to the extent of disturbing one’s own mood experiences, they will achieve higher in academic performances

      The author used a secondary source as evidence and to make a point that mood has an effect on the performance as well, explaining that students who were less anxious or concerned seemed to score higher grades

    3. which can lead to poor academic performance

      The author used the definition to draw connection and reach the conclusion that academic performance is affected by anxiety, using the source to support the claim

    4. Spielberger (1983) and Vitasari (2011) referred anxiety to “a subjective feeling of tension, apprehension, nervousness, and worry associated with arousal of the nervous system”.

      The author uses the mentioned secondary sources as a basis to establish a connection between the provided definition of anxiety and the concept that it has negative effects on the lives of students

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  2. Dec 2018
  3. www.lexisnexis.com www.lexisnexis.com
    1. Secondary Sources:Sources of information that describe or interpret the law, such as legal treatises, law review articles, and other scholarly legal writings, cited by lawyers to persuade a court to reach a particular decision in a case, but which the court is not obligated to follow
  4. Aug 2016
    1. Page 122

      Borgman on terms used by the humanities and social sciences to describe data and other types of analysis

      humanist and social scientists frequently distinguish between primary and secondary information based on the degree of analysis. Yet this ordering sometimes conflates data, sources, and resources, as exemplified by a report that distinguishes "primary resources, E. G., Books close quotation from quotation secondary resources, eat. Gee., Catalogs close quotation . Resources also categorized as primary or sensor data, numerical data, and field notebooks, all of which would be considered data in the sciences. Rarely would books, conference proceedings, and feces that the report categorizes as primary resources be considered data, except when used for text-or data-mining purposes. Catalogs, subject indices, citation indexes, search engines, and web portals were classified as secondary resources. These are typically viewed as tertiary resources in the library community because they describe primary and secondary resources. The distinctions between data, sources, and resources very by discipline and circumstance. For the purposes of this book, primary resources are data, secondary resources are reports of research, whether publications or intern forms, and tertiary resources are catalogs, indexes, and directories that provide access to primary and secondary resources. Sources are the origins of these resources.

    2. Page 10

      Borgman on the merging of primary and secondary information sources .

      primary and secondary information sources long to be treated as a dichotomy, with different strands of research on each. Sociologist of science study the context in which primary data are produced, or primary archivists are concerned with how those that are captured, managed, and preserved. Researchers in the field of information studies and communication investigate how scholarly publications are written, disseminated, sought, used, and reference. Librarians select, collect, organize, conserve, preserve, and provide access to scholarly publications and print and digital form. Little research has explored the continuum from primary to secondary sources, much less the entire lifecycle from data generation through the preservation of scholarly products that set those data in context.

  5. Jul 2016
    1. p. 8-actually this is link to p. 7, since 8 is excluded

      Another trend is the blurring of the distinction between primary sources, generally viewed as unprocessed or unanalysed data, and secondary sources that set data in context.

      Good point about how this is a new thing. On the next page she discusses how we are now collpasing the traditional distinction between primary and secondary sources.