Showing papers in "Journal of Experimental Education in 2012"
TL;DR: In this paper, the authors examined the performance of the modification index and the standardized expected parameter change (SEPC) in terms of arriving at the correct confirmatory factor model and provided recommendations on when the MI and SEPC perform more optimally.
Abstract: Model modification is oftentimes conducted after discovering a badly fitting structural equation model. During the modification process, the modification index (MI) and the standardized expected parameter change (SEPC) are 2 statistics that may be used to aid in the selection of parameters to add to a model to improve the fit. The purpose of this study was to extend the literature by examining the performance of the MI and the SEPC used independently and in conjunction with one another in terms of arriving at the correct confirmatory factor model. The results indicated that, in general, the SEPC outperformed the MI when arriving at the correct confirmatory factor model. However, they performed more similarly as factor loading size, sample size, and misspecified parameter size increased. The author provides recommendations on when the MI and SEPC perform more optimally.
190 citations
TL;DR: This paper used a qualitative lens to examine how lesson study provided the conditions identified in effective collaborative learning structures to support teacher efficacy, an outcome that has been empirically linked to improved student achievement and teacher adaptability and adjustment.
Abstract: Empirical evidence suggests that successful teacher professional development programs are intensive, ongoing, and connected to practice; focused on specific subject content; and foster strong working relationships among teachers. They support teacher motivation so that the acquired skills continue to be practiced in class. These critical elements are also embedded in collaborative learning structures. Research indicates that these collaborative contexts have an impact on teacher efficacy, an outcome that has been empirically linked to improved student achievement, and teacher adaptability and adjustment. This study used a qualitative lens to examine how lesson study provided the conditions identified in effective collaborative learning structures to support teacher efficacy. It was carried out in 3 subject domains with 10 teachers in a Singapore high school. It further explored the efficacy sources that facilitated the teachers’ collaborative efforts. The authors discuss implications for staff development...
161 citations
TL;DR: In this article, the authors examined the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement, and found that perceived teachers support was positively related to learning strategy in mathematics and that this relation was mediated through math selfefficacy, anxiety, intrinsic value, and instrumental value.
Abstract: The aim of this study was to examine the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement. The author analyzed the Programme for International Student Assessment mathematics scores and questionnaire responses of 4,855 15-year-old students in Turkey via multilevel analysis. Results indicated that perceived teacher support was positively related to learning strategy use in mathematics and that this relation was mediated through math self-efficacy, anxiety, intrinsic value, and instrumental value. Math self-efficacy and anxiety were, in turn, correlated with Programme for International Student Assessment mathematics achievement. In addition, the author found between-school SES differences to be strong predictors of math self-efficacy, anxiety, and achievement. Findings and directions for future research are discussed.
103 citations
TL;DR: In this article, the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion is explored.
Abstract: Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.
100 citations
TL;DR: This article explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman.
Abstract: This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigr...
99 citations
TL;DR: This article used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation Participants were 297 undergraduate students taking an algebra course designed for engineering students.
Abstract: Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation Participants were 297 undergraduate students taking an algebra course designed for engineering students Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit Other competing models were also tested Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R 2 statistics were statistically and practically significant Findings suggest value in the development and testing of additional m
74 citations
TL;DR: In this article, changes in high school students' conceptions of natural selection were examined as a function of motivational beliefs (individual interest, academic self-efficacy, basic prior knowledge, and gender across three assessments (pre, post, follow-up).
Abstract: Changes in high school students’ (n = 94) conceptions of natural selection were examined as a function of motivational beliefs (individual interest, academic self-efficacy), basic prior knowledge, and gender across three assessments (pre, post, follow-up). Results from variable-centered analyses suggested that these variables had relatively little effect on enduring conceptual change; however, academic self-efficacy supported short-term conceptual change for girls. Results from person-centered analyses provided a different picture. Four profiles of motivational beliefs and basic prior knowledge were created using hierarchical cluster analysis: (a) low interest/efficacy, low knowledge; (b) moderate interest/efficacy, low knowledge; (c) moderate-low interest, moderate efficacy, high knowledge; and (d) high interest/efficacy, moderate knowledge. For girls, high interest and efficacy paired with moderate basic prior knowledge (Cluster 4) resulted in the greatest conceptual change. For boys, either moderate in...
57 citations
TL;DR: The authors presented two studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998) applied to evaluate the relationship between stress and positive and negative affect, students' sense of competence, and their type of motivation.
Abstract: This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson’s program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students’ and parents’ positive and negative affect, students’ sense of competence, and students’ type of motivation. In Study 2, the measure was administered to students with and without learning disability—2 groups assumed to differ in the level of stress experienced while doing homework. Results of both studies support the validity of the measure.
45 citations
TL;DR: In this paper, the authors tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals and found that dyads increased their performance after reward removal, while individuals showed a decrease on difficult transfer questions.
Abstract: Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, & Ryan, 1999; Lepper, 1988). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions.
43 citations
TL;DR: The authors examined the differential effects of stereotype threat and lift between genders on math test performance and found that women performed better under stereotype lift than on stereotype threat, while men performed worse under stereotype threat.
Abstract: In this study the authors examined the differential effects of stereotype threat and lift between genders on math test performance. They asked 3 questions: (a) What is the effect of gender on math test performance?, (b) What is the effect of stereotyping condition (threat, lift, or neither) on math test performance?, and (c) What is the effect of the interaction of gender and stereotyping condition on math test performance? Findings indicated that men performed better on math tests under conditions of stereotype threat than on stereotype lift; women performed better under stereotype lift than on stereotype threat. Practical applications are discussed regarding math test anxiety, social identities, and how teachers might address gender differences regarding stereotype threat and stereotype lift.
32 citations
TL;DR: In this paper, the authors connect three streams of literature to develop an instrument for measuring the degree to which principals engage in data-informed decision-making on high-impact strategies that are empirically associated with higher student achievement.
Abstract: In this study, the authors connect 3 streams of literature to develop an instrument for measuring the degree to which principals engage in data-informed decision making on high-impact strategies that are empirically associated with higher student achievement. The 3 literature streams are (a) the importance of data-informed decision making, (b) the role of principals in school effectiveness, and (c) high-impact strategies for raising student achievement. The authors used Marzano's (2003) 11 high-impact strategies as a framework to develop items and collected data from 256 principals in Michigan to test the reliability (internal consistency) and (construct and factorial) validities of the instrument. The instrument, “Data-Informed Decision-Making on High-Impact Strategies: An Inventory for Principals,” demonstrates good psychometric properties. Theoretical and practical implications are discussed.
TL;DR: In this paper, the authors examined the reporting practice of power analysis by the quantitative studies published in 12 education/psychology journals between 2005 and 2010 and found that less than 2% of the studies conducted prospective power analysis.
Abstract: Given the importance of statistical power analysis in quantitative research and the repeated emphasis on it by American Educational Research Association/American Psychological Association journals, the authors examined the reporting practice of power analysis by the quantitative studies published in 12 education/psychology journals between 2005 and 2010. It was surprising to uncover that less than 2% of the studies conducted prospective power analysis. Another 3.5% computed observed power, a practice not endorsed by the literature on power analysis. In this article, the authors clarify these 2 types of power analysis and discuss functionalities of 8 programs/packages (G*Power 3.1.3, PASS 11, SAS/STAT 9.3, Stata 12, SPSS 19, SPSS/Sample Power 3.0.1, Optimal Design Software 2.01, and MLPowSim 1.0 BETA) to encourage proper and planned power analysis. On the basis of their review, the authors recommend 2 programs (SPSS/Sample Power and G*Power) for general purpose univariate/multivariate analyses, and 1 (Opti...
TL;DR: In this paper, the authors used hierarchical linear modeling to investigate the effect frequent discussion has on math achievement, and found no statistically significant mean difference in math achievement between weekly and less than weekly discussion in fifth-grade mathematics classrooms, but significant variability in the effect of discussion on achievement was found across classrooms and schools.
Abstract: Student discussion about mathematics has been said to improve the mathematical understanding of students. Yet, some studies suggest that this may not be the case (i.e., Shouse, 2001). Therefore, the authors used hierarchical linear modeling to investigate the effect frequent discussion has on math achievement. Findings showed no statistically significant mean difference in math achievement between weekly and less than weekly discussion in fifth-grade mathematics classrooms, but significant variability in the effect of discussion on achievement was found across classrooms and schools. This indicates that weekly discussion can have large positive effects in some classrooms/schools and negative effects in others. These results and their implications are discussed in context with current literature.
TL;DR: In this article, a scale of three levels of trichotomous achievement goal orientations was proposed and validated to reexamine college students' achievement goal orientation by situating their motivation in a cooperative learning context.
Abstract: The present studies aimed to reexamine college students’ achievement goal orientations by situating their motivation in a cooperative learning context. The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses supported that, in laboratory cooperative learning contexts, college students adopt trichotomous achievement goal orientations at each of the following 3 levels: (a) individual, (b) individual-within-a-group, and (c) group. Results also supported students’ abilities to identify those 3 levels within each trichotomous achievement goal orientation. The results of Study 2 supported the scale's structural validity again, and its relations with other related motivational and emotional variables were examined. Results allow for better understanding of students’ motivation situated in cooperative learning contexts.
TL;DR: In this paper, the effects of providing social participation rules on the performance and social behavior of a school-based sample of 10-14-year-old students at risk for attention deficit hyperactivity disorder (ADHD) who worked cooperatively in same-gender triads with typical peers were assessed.
Abstract: This study assessed the effects of providing social participation rules on the performance and social behavior of a school-based sample of 10–14-year-old students at risk for attention deficit hyperactivity disorder (n = 34) who worked cooperatively in same-gender triads with typical peers (n = 92). The design was primarily a 2 (population group) × 2 (gender) × 2 (type of triads: with or without a group member at risk) × 2 (task condition: with or without the social rules of turn-taking, response-justification). The authors found that social interactive rules reduced negative verbal and off-task behavior, which was attributable to students at risk for attention deficit hyperactivity disorder and improved the percentage of problems solved for all children, which was attributable to boys and to middle school students. The intervention was discussed in terms of its practicality and educational importance.
TL;DR: This paper examined the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics.
Abstract: The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses.
TL;DR: The Independent School Teacher Development Inventory (ISDI) as mentioned in this paper is an instrument designed to assess the professional learning opportunities in U.S. independent schools, and it is used for assessing professional development practices in independent schools.
Abstract: In this study the author examined the psychometrics of an instrument, the Independent School Teacher Development Inventory, designed to assess the professional learning opportunities in U.S. independent schools. The inventory was sent to 3,422 independent school administrators and of these, 2,474 returned completed surveys. Exploratory factor analysis performed on a randomly assigned half of the sample (n = 1237) suggested that the Independent School Teacher Development Inventory comprises 5 factors: traditional, content, coherence, duration, and active learning/collaboration. Confirmatory factor analysis performed on the second half of the sample provided additional support for a 5-factor structure of the inventory. The Independent School Teacher Development Inventory is a promising tool for assessing professional development practices in independent schools, and further research is warranted to determine whether it may be appropriate for use in public schools.
TL;DR: This article used a face-name mnemonic strategy to associate 18 caricatured faces, names, and additional facts to identify political affiliation and name-affiliation pairs in three experiments.
Abstract: In 3 experiments, undergraduates used their own best method (control) or an “imposed” face-name mnemonic strategy to associate 18 caricatured faces, names, and additional facts. On all immediate tests (prompted by the faces), and on the delayed tests of Experiments 2a and 2b combined, mnemonic students statistically outperformed control students on name and political affiliation identification measures as well as on name-affiliation pairs. Interference issues were examined in the latter 2 experiments. The study findings replicate prior positive findings with the face-name mnemonic and demonstrate that additional factual information can be successfully added to the face-name mnemonic strategy through implementation of the present mnemonic format.
TL;DR: In this article, the authors developed an instrument to assess college students' efficacy beliefs for conceptual change and examined the psychometric properties of the instrument, which was used to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.
Abstract: The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.