Principles and Practice of Structural Equation Modeling (2nd ed.)

https://bmri.korea.ac.kr/file/board_data/publications/1315188422_1.pdf

Agency as a fourth aspect of students’ engagement during learning activities

We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

https://www.tandfonline.com/doi/pdf/10.1080/13504622.2013.838749

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Despite the long-recognized importance of trust in the natural resources management literature, few have drawn upon the breadth of other disciplines' investigations of trust to inform their work. This article represents an effort to break down the concept of trust into its component parts in an attempt to reorganize trust theory in a robust and practical way for collaborative natural resource management. We describe four forms of trust relevant to collaborative (and other forms of) natural resource management: dispositional trust, rational trust, affinitive trust, and procedural trust. By delineating different forms of trust, their antecedents, and their potential consequences for collaborative natural resource management, we aim to provide a useful and consistent lexicon and framework for use by researchers and practitioners in the human dimensions of natural resource management.

https://www.tandfonline.com/doi/pdf/10.1080/08941920.2014.945062

The Multidimensionality of Trust: Applications in Collaborative Natural Resource Management

Originally published in Contemporary Psychology: APA Review of Books, 2002, Vol 47(4), 435–437. The role of peer relationships to adolescent identity formation and the stability and changing nature in peer crowd orientations are the central themes of the current volume (see record 1999–04301–000). In the Introduction, the editors McLellan and Pugh make the distinction between crowds that are cultural in nature and friendships that depend on interpersonal interactions. Using different perspectives and methodologies, many of the chapters in the book are devoted to examining peer orientation in terms of relationships and social category. In the first section of this review, I have chosen to dwell more deeply on three of the five chapters. Following this, I look at the results of similar studies and discuss the implications in terms of practice and future investigations. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

New Directions for Child and Adolescent Development

This meta-analysis reviews the findings of 51 studies (N = 14,378) examining the associations among teacher credibility, teacher behaviors, and student outcomes. When all three dimensions of credibility are considered collectively (i.e., competence, trustworthiness, and caring), the cumulative evidence indicates a moderate, meaningful relationship between teacher credibility and overall outcomes (r=.448). Similar overall effect sizes were observed for competence (r=.481), trustworthiness (r=.477), and caring (r=.554), though the overall effect size for caring was greater in magnitude than that obtained for credibility measured as a single factor (r=.294). On average, higher correlations were observed when researchers measured all three dimensions of credibility (r=.518) than when they only measured competence and character (r=.256). Collectively, the results highlight the unique contributions of perceived caring to the teacher credibility construct, as well as the meaningful role that teacher credibility ...

A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes

This study tested two models of instructor credibility as a potential mediator of instructors’ prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students’ learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States. Results of structural equation modeling provided greater support for the partial mediation model, whereby credibility partially mediated the effects of teacher confirmation and clarity on learning outcomes, though it fully mediated the effects of nonverbal immediacy. When combined, students’ perceptions of all three prosocial behaviors accounted for 66% and 57% of the variance in credibility and learning outcomes, respectively. Among the more important implications of this research is the finding that confirming behaviors and clarity have both direct and indirect effects on student learning.

Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

This study tested two theoretical models of learner empowerment as a potential mediator of teacher power use and students’ ratings of instruction. Participants included 1,416 undergraduate students from four different institutions in the United States. Results of structural equation modeling provided more support for the partial mediation model than for the full mediation model, though in the final structural model, learner empowerment failed to mediate the influence of teacher power use on students’ ratings of instruction. Instead, referent, reward, and legitimate power accounted for 66% of the variance in learner empowerment, while referent, expert, and coercive power accounted for 80% of the variance in teacher evaluations. Referent power emerged as the only form of power that predicted both empowerment and evaluations.

Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom

In this study we examined family conversation and conformity orientations as mediators of the association between young adults’ perceptions of their parents’ communication competence and their own self-reported communication competence. Participants included 417 young adult children from the United States. Although measurement invariance was established for both sons and daughters, separate models were tested to account for significant differences in correlations between both groups. For daughters, the association between perceptions of parents’ communication competence and their own competence was fully mediated by conversation orientations. For sons, conversation orientations only partially mediated the effects of parental communication competence. Conformity orientations did not emerge as a significant predictor of young adults’ competence, although perceptions of mothers’ competence were an inverse predictor of family conformity.

Kodiane A. Jernberg

Papers

A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes

Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom

Family communication patterns as mediators of communication competence in the parent—child relationship:

Testing a General Model of Instructional Communication across Four Institutions