자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Attachment--and loss.

The power of feedback.

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

Assessing the factorial validity of the metacognitive awareness inventory (MAI) in an Asian country : a confirmatory factor analysis

This study surveys the e-learning acceptance of university students in Thailand. One thousand nine hundred and eighty-one (1,981) participants completed the E-Learning Acceptance Measure (Teo, 2010) which measures three constructs that predict e-learning acceptance (tutor quality, perceived usefulness, and facilitating conditions). Data analysis was performed using structural equation modeling (SEM). The results of this study showed that the three constructs were significant predictors of e-learning acceptance. Further analysis with MIMIC (multiple indicators, multiple causes) modeling revealed that university students' e-learning acceptance was significantly different by age and perceived technology competence. Younger students and those who perceived themselves to be technologically more competent reported a higher level of e-learning acceptance than older students and those who perceived themselves as less competent in using technology.

Exploring E-Learning Acceptance among University Students in Thailand: A National Survey:

The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New Zealand) from where it was developed (the United States) and across different ethnic groups. A total of 1,924 elementary school students (963 males and 961 females) participated. Students completed the Student Personal Perception of Classroom Climate (SPPCC). Results of the invariance tests of the SPPCC across four ethnic samples (New Zealand European, Māori, Pasifika, and Asian) indicated that the SPPCC represented the same four factors in classroom climate for each of these groups (configural invariance). Results also revealed that full metric invariance was supported although only partial scalar invariance was achieved because of a lack of invariance in the thre...

Assessing Measurement Invariance of the Student Personal Perception of Classroom Climate Across Different Ethnic Groups

A case for structural equation modelling (SEM) in educational technology research was made by Teo (2009) who reviewed all full‐text papers published in BJET from 2000 (volume 31, number 1) through 2009 (volume 40, number 3). From this body of works, only five papers were found to have employed SEM as the research framework. Despite the advantages of SEM in social science research, its use in educational technology research is low relative to those in psychology, management sciences and sociology. The aim of this colloquium piece is to highlight issues in SEM and offer guidelines on how potential users may approach SEM.

Using structural equation modelling (SEM) in educational technology research: Issues and guidelines

This study aims to examine pre‐service teachers’ knowledge and regulation of cognition. The authors administered Schraw and Dennison’s Metacognitive Awareness Inventory to 254 pre‐service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of regulation of knowledge. The authors also found no significant mean differences by gender. On the other hand, the results indicate that the mean scores for all subscales were significantly different by teaching experience, except for monitoring (which is a subscale of regulation of knowledge) and procedural knowledge (which is a subscale of knowledge of cognition). The implications of these results are discussed and the authors propose that teacher educators should distinguish pre‐service teachers who have substantial teaching experience prior to their enrollment to teacher training college and those without any prior experience. The experienced pre‐service teachers could...

Timothy Teo

Papers

Assessing the factorial validity of the metacognitive awareness inventory (MAI) in an Asian country : a confirmatory factor analysis

Exploring E-Learning Acceptance among University Students in Thailand: A National Survey:

Assessing Measurement Invariance of the Student Personal Perception of Classroom Climate Across Different Ethnic Groups

Using structural equation modelling (SEM) in educational technology research: Issues and guidelines

Profiling pre-service teachers' awareness and regulation of their own thinking : evidence from an Asian country