1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)

Attaining self-regulation: A social cognitive perspective.

The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.

Self-Efficacy Beliefs in Academic Settings

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

https://acmd615.pbworks.com/f/SelfEfficacyMotivation.pdf

Self-Efficacy: An Essential Motive to Learn.

Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. Social cognitive theory suggests that self-efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing , for these beliefs help determine what individuals do with the knowledge and skills they have. Although researchers have established that self-efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between self-efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math self-efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989; Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of self-efficacy's influence. Bandura (1986) hypothesized that self-efficacy beliefs mediate the effect of other determinants of performance such as gender and prior experience on subsequent perfor

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

In this study, 391 students were asked to provide 3 types of mathematics self-efficacy judgments: confidence to solve mathematics problems, confidence to succeed in math-related courses, and confidence to perform math-related tasks. Criterial tasks were solution of math problems and choice of math-related majors. As hypothesized, students'reported confidence to solve the problems they were later asked to solve was a more powerful predictor of that performance than was either their confidence to perform math-related tasks or to succeed in math-related courses. Similarly, confidence to succeed in math-related courses was a stronger predictor of choice of math-related majors than was either confidence to solve problems or to perform math-related tasks. Results support A. Bandura's (1986) contention that, because judgments of self-efficacy are task specific, measures of self-efficacy should be tailored to the criterial task being assessed and the domain of functioning being analyzed to increase prediction

Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.

The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N = 363). Girls were judged superior writers, but there were no gender differences in writing self-efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing self-efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, self-efficacy for self-regulation, and perceived usefulness of writing. Self-efficacy mediated the effects of aptitude and self-efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional self-efficacy scales.

Gender differences in writing self-beliefs of elementary school students.

We randomly surveyed 1,576 Florida special education teachers to examine factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. The variables identified, based on extensive review of the literature, included background, classroom, school district, and personal factors. We tracked our respondents for 2 years using a multinomial logit model to identify significant predictors of leaving, staying, or transferring. Results indicate that teachers left special education teaching primarily due to insufficient certification, perceptions of high stress, and perceptions of poor school climate. Special educators who transferred to a different school or district had perceptions of high stress and perceptions of poor school climate and were significantly younger than stayers.

Factors That Predict Teachers Staying in, Leaving, or Transferring from the Special Education Classroom

https://www.academicpedsjnl.net/article/S1876-2859(14)00091-6/pdf

M. David Miller

Papers

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.

Gender differences in writing self-beliefs of elementary school students.

Factors That Predict Teachers Staying in, Leaving, or Transferring from the Special Education Classroom

The Transition Readiness Assessment Questionnaire (TRAQ): its factor structure, reliability, and validity.