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Applied Missing Data Analysis

Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.

Relación entre la composión de la escuela y las características de su proceso, y su efecto en el rendimiento matemático / Relationship between school composition and characteristics of school process and their effect on mathematics achievement

Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically.

https://files.eric.ed.gov/fulltext/EJ1194603.pdf

Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes.

Profiling Teachers’ Readiness for Online Teaching and Learning in Higher Education: Who’s Ready?

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective

The dimensional structure of students’ self-concept and interest in science depends on course composition

Self-concept in mathematics (MSC) and interest in mathematics are important predictors of whether a student will choose to major in a science, technology, engineering, or mathematics (STEM) field at university. Research on the big-fish-little-pond effect (BFLPE) has shown that both predictors are affected by the achievement composition of students in schools. That is, given the same individual ability, students in higher achieving schools exhibit lower MSC and interest in mathematics than students in lower achieving schools due to social comparison processes. The BFLPE has been replicated in high school settings many times, but less is known about the long-term effects of this context effect. In the present study, we investigated the long-term effects of the BFLPE on the aspiration to major in and the actual decision to major in a STEM field at university. We used data from a German longitudinal study. The results showed no direct BFLPE on the aspiration to enroll in a STEM major at the end of high school or on actual enrollment in a STEM major 2 years after graduating from high school. However, small negative indirect effects of the BFLPE via MSC and interest in mathematics on the aspiration to and enrollment in a STEM major occurred. In sum, the longitudinal BFLPE on STEM major choice was small. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Leaving the Pond--Choosing an Ocean: Effects of Student Composition on STEM Major Choices at University.

Expectancy-value theory (EVT) proposes that students’ appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents’ (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that (a) self-concepts predicted course choices, whereas values predicted STEM study intentions; (b) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (c) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (d) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

/pdf/dimensional-comparison-effects-on-gendered-educational-4973j53ief.pdf

Dimensional Comparison Effects on (Gendered) Educational Choices.

Academic self-concept (ASC) is characterized by the dual nature of stability and change. That is, students strive for consistency in their self-concept but also receive achievement feedback that leads to changes in ASC. Only a few previous studies have scrutinized the stability of ASC. The STARTS model (Stable, AutoRegressive Trait, and State) disentangles three sources of variation that underlie individual differences in a construct across time: (a) a time-invariant stable component, (b) a time-varying, partly stable component, and (c) an occasion-specific state component. This study is the first to analyze the stability of ASC with the STARTS model. Rather than selecting a single data set, we followed the idea of using an integrative data analysis (IDA) and applied the STARTS model to 11 longitudinal studies that included more than 20,000 students. Our results show that there is a substantial proportion of stable trait variance in both mathematical (26%) and verbal self-concept (24%)—that is, some sources of individual differences in ASC are completely stable (e.g., genes, preschool environment). The largest part of the variation in ASC across time could be attributed to factors that systematically changed in an autoregressive way (e.g., achievement feedback). Mathematical self-concept showed higher stability than verbal self-concept as a result of a smaller proportion of occasion-specific state variance. The IDA also revealed substantial heterogeneity across studies. We argue that disentangling stable and temporally changing aspects of ASC is important not only for informing theory but also for assessing the potential of psychological interventions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Disentangling Different Sources of Stability and Change in Students' Academic Self-Concepts: An Integrative Data Analysis Using the STARTS Model.

Ein Ziel aktueller Inklusionsbemuhungen ist es, Bildungsbenachteiligungen von Schulerinnen und Schulern mit sonderpadagogischem Forderbedarf (SPF) abzubauen, die mit ihrer Beschulung in Forderschulen und mit ihrem sozio-kulturellen Hintergrund verbunden sind. In der vorliegenden Studie wurde anhand von Daten des IQB-Landervergleichs Primarstufe 2011 gepruft, ob Merkmale der Klassenkomposition zu Unterschieden in den schulischen Kompetenzen (Mathematik, Leseverstandnis) von Kindern mit SPF in Forderschulen (N = 413) und in sonstigen allgemeinbildenden Grundschulen (N = 658) beitragen. Signifikante Zusammenhange zwischen den kognitiven Grundfahigkeiten auf Klassenebene und den schulischen Kompetenzen auf Individualebene nach Kontrolle der Beschulungsart weisen darauf hin, dass Kinder mit SPF in Klassen mit insgesamt hoherem Fahigkeitsniveau bessere schulische Kompetenzen erzielen. Die Ergebnisse geben Hinweise darauf, dass allgemeine Grundschulen im Vergleich zu Forderschulen fur Kinder mit SPF bessere Lern- und Entwicklungsmoglichkeiten bereitstellen konnten.

Malte Jansen

Papers

The dimensional structure of students’ self-concept and interest in science depends on course composition

Leaving the Pond--Choosing an Ocean: Effects of Student Composition on STEM Major Choices at University.

Dimensional Comparison Effects on (Gendered) Educational Choices.

Disentangling Different Sources of Stability and Change in Students' Academic Self-Concepts: An Integrative Data Analysis Using the STARTS Model.

Der Zusammenhang zwischen Beschulungsart, Klassenkomposition und schulischen Kompetenzen von Kindern mit sonderpädagogischem Förderbedarf