Sentence examples for measure these aspects from inspiring English sources

A recent review carried out by Solomons and Spross (2011) concludes that many of the measurement scales used in the studies do not measure these aspects [ 60].

Tools to measure these aspects often incorporate frequency counts or checklists to monitor behaviors and activities, measures of dose (i.e., the amount of content received by participants), and case formulations (i.e., written descriptions of the intervention delivery; Dusenbury et al. 2003).

The CRIS's scales measure these aspects in three dimensions.

To measure these aspects, several questionnaires have been designed [ 3– 5].

Aspects related to perceived control and behavioural reactions were left out of the interview, since it was felt that observational methods to measure these aspects would be more suitable to apply in this age group.

Research is required to clarify if existing self-reported questionnaires measuring these aspects will promote further insights or if there is a need for new instruments.

In the same way, the Practice-based Educational EnvironMulrooneyure (PEEM; Mulrooney 2005) combines perceptions of teaching and learning, whereas the DR-CLE (Bloomfield and Subramaniam 2008) measures these aspects separately.

Delineation of distinct aspects of metacognition, development of tools for measuring these aspects, and strategies for teaching them to students are all active areas of inquiry among researchers across several social science disciplines (Zohar, 2009; Schraw et al., 2006).

The Everyday Feelings Questionnaire was designed to measure both these aspects.

Further research should focus on comprehensive, valid, and reliable instruments to accurately measure all these aspects of physical activity behaviour.

We used a validated study-specific questionnaire in order to cover specific physical symptoms, sexuality, psychological dimensions and their impact on social functioning since no standardised existing instruments measure all these aspects.