ORCID Profile
0000-0002-1078-9717
Current Organisation
Australian Catholic University - North Sydney Campus
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Psychology | Educational Psychology | Educational Psychology | Specialist Studies in Education | Sport And Exercise Psychology | Health, Clinical And Counselling Psychology | Aboriginal and Torres Strait Islander Education | Industrial and Organisational Psychology | Mental Health | Education Assessment and Evaluation | Psychological Methodology, Design And Analysis | Developmental Psychology and Ageing | Psychological Methodology, Design and Analysis | Teacher Education: Primary | Education Systems not elsewhere classified |
ANZSRC Socio-Economic Objective (SEO)
Education and training not elsewhere classified | Secondary education | Equity and Access to Education | Organised sports | Aboriginal and Torres Strait Islander Education | Expanding Knowledge in Education | Recreation | Women’s health | Special education | Expanding Knowledge in Psychology and Cognitive Sciences | Health education and promotion | Employment Patterns and Change | Primary education | Moral and Social Development (incl. Affect) | Management and Leadership of Schools/Institutions | Aboriginal and Torres Strait Islander education | Education and Training Systems Policies and Development | Learner and Learning Processes | Learner Development | School/Institution Policies and Development | Education policy | Mental health | Behaviour and health | Occupational Health
Related Links
Publications
Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis
Publisher: Annual Reviews
Date: 28-03-2014
DOI: 10.1146/ANNUREV-CLINPSY-032813-153700
Abstract: Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), path analysis, and structural equation modeling (SEM) have long histories in clinical research. Although CFA has largely superseded EFA, CFAs of multidimensional constructs typically fail to meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors in support of discriminant validity. Part of the problem is undue reliance on overly restrictive CFAs in which each item loads on only one factor. Exploratory SEM (ESEM), an overarching integration of the best aspects of CFA/SEM and traditional EFA, provides confirmatory tests of a priori factor structures, relations between latent factors and multigroup/multioccasion tests of full (mean structure) measurement invariance. It incorporates all combinations of CFA factors, ESEM factors, covariates, grouping/multiple-indicator multiple-cause (MIMIC) variables, latent growth, and complex structures that typically have required CFA/SEM. ESEM has broad applicability to clinical studies that are not appropriately addressed either by traditional EFA or CFA/SEM.
Development and validation of a scale to measure optimal experience: The flow state scale
Publisher: Human Kinetics
Date: 03-1996
DOI: 10.1123/JSEP.18.1.17
Abstract: The Flow State Scale (FSS) is a new measure of flow in sport and physical activity settings. The nine FSS scales of the 36-item instrument represent the dimensions of flow discussed by Csikszentmihalyi (1990, 1993), and each scale is measured by four items. Development of items was based on (a) past research with flow state both within and outside of sport settings, (b) qualitative analysis of interviews with elite athletes, and (c) quantitative analyses conducted in the present investigation. Internal consistency estimates for the nine FSS scales were reasonable (alpha M = 33) for administration of the scale to 394 athletes. Confirmatory factor analyses supported the nine scales. Consistent with the theoretical basis of the FSS, there was also support for a hierarchical model in which one global (higher order) flow factor explained correlations among the nine first-order FSS factors. Suggestions for use of the scale and for further research are discussed.
Global Self-Esteem. Its Relation to Specific Facets of Self-Concept and Their Importance
Publisher: No publisher found
Date: 1986
Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science.
Publisher: American Psychological Association (APA)
Date: 11-2012
DOI: 10.1037/A0027697
MULTIDIMENSIONAL SELF-CONCEPTS AND PERCEPTIONS OF CONTROL - CONSTRUCT-VALIDATION OF RESPONSES BY CHILDREN
Publisher: American Psychological Association (APA)
Date: 03-1989
EMPLOYMENT DURING HIGH-SCHOOL - CHARACTER BUILDING OR A SUBVERSION OF ACADEMIC GOALS
Publisher: JSTOR
Date: 07-1991
DOI: 10.2307/2112850
Self-concept in learning: Reciprocal effects model between academic self-concept and academic achievement
Publisher: Elsevier
Date: 2010
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks
Publisher: American Psychological Association (APA)
Date: 07-2017
DOI: 10.1037/EDU0000163
REFLECTIONS ON THE PEER-REVIEW PROCESS
Publisher: Cambridge University Press (CUP)
Date: 03-1991
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
Publisher: American Psychological Association (APA)
Date: 02-2019
DOI: 10.1037/EDU0000281
A longitudinal study of student and experienced nurses' self-concept
Publisher: Elsevier BV
Date: 2006
DOI: 10.1016/S1322-7696(08)60529-6
Abstract: Researchers continue to emphasise the importance of professional identity or nurses' self-concept in the retention debate, although limited research has been undertaken on this specific issue. The purpose of this study was to capitalise upon recent advances in self-concept theory and measurement to identify, compare, and contrast the development of self-concept for graduate and experienced nurses. The Self Description Questionnaire III was used to assess four areas of general self-concept and a newly developed Nurses Self-Concept Questionnaire was used to assess six domains of self-concept specific to nursing. Student nurses completed instrumentation during their final year of a University course (N=506) and 6 months after graduation (N=110). Experienced nurses completed instrumentation at the end of the year (N=528) and eight months later (N=332). The results revealed that graduate self-concept was lower than experienced nurse self-concept in most domains at initial measurement (Time 1). Whilst some graduate self-concept domains demonstrated a rise in mean scores at eight months (Time 2), scores remained significantly lower overall than those of experienced nurses. The domain of Nurse General Self-Concept had fallen significantly from the student to graduate experience. Little change in the self-concept domains occurred over time for the experienced nurse group. The results provide valuable empirical evidence elucidating the development of nurses' self-concept. Key implications include the need to monitor self-concept development in graduate nurses and develop strategies for self-concept enhancement particularly for new graduates' Nurse General Self-Concept.
Organization of children’s academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results
Publisher: American Psychological Association (APA)
Date: 12-1997
Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample
Publisher: Hogrefe Publishing Group
Date: 04-2016
DOI: 10.1027/1015-5759/A000242
Abstract: Abstract. Studies on the construct validity of the Self-Description Questionnaire II (SDQII) have not compared the factor structure between the English and Chinese versions of the SDQII. By using rigorous multiple group comparison procedures based upon confirmatory factor analysis (CFA) of measurement invariance, the present study examined the responses of Australian high school students (N = 302) and Chinese high school students (N = 322) using the English and Chinese versions of the SDQII, respectively. CFA provided strong evidence that the factor structure (factor loading and item intercept) of the Chinese version of the SDQII in comparison to responses to the English version of the SDQII is invariant, therefore it allows researchers to confidently utilize both the English and Chinese versions of the SDQII with Chinese and Australian s les separately and cross-culturally.
Big-fish-little-pond effects on gymnastics self-concept: Social comparison processes in a physical setting
Publisher: Human Kinetics
Date: 03-2005
DOI: 10.1123/JSEP.27.1.53
Abstract: In sport/exercise contexts, in iduals use the performances of others to evaluate their own competence. In big-fish-little-pond effect (BFLPE) in educational settings, academic self-concept is positively predicted by one’s academic achievement but negatively predicted by the average achievement of others in one’s school or class. Participation in programs for academically gifted students leads to lower self-concept. In apparently the first test of the BFLPE in the physical domain, multilevel models of responses by 405 participants in 20 gymnastics classes supported these predictions. Gymnastics self-concept was positively predicted by in idual gymnastics skills, but negatively predicted by class-average gymnastics skills. The size of this negative BFLPE grew larger during the 10-week training program (as participants had more exposure to the relative performances of others in their class), but did not vary as a function of gender, age, or initial gymnastics skills.
A quadripolar need achievement representation of setf-handicapping and defensive pessimism
Publisher: American Educational Research Association (AERA)
Date: 2001
DOI: 10.3102/00028312038003583
Abstract: From need achievement and self-worth motivation perspectives, self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) are integrated into a quadripolar model reflecting the motives to avoid failure and approach success. Consistent with hypotheses, defensive expectations and self-handicapping reflected failure avoidance (with self-handicapping bordering failure acceptance) reflectivity was marked by high failure avoidance and high success orientation and, self-concept essentially reflected success orientation. This quadripolar model was consistent across students’ (n = 328) first and second years at university. Interpretation of these constructs in terms of failure avoidance and success orientation was validated through structural equation modeling in which self-handicapping, defensive pessimism, and self-concept differentially predicted a variety of academic outcomes.
Fear of failure: Friend or foe?
Publisher: Informa UK Limited
Date: 2003
MULTITRAIT-MULTIMETHOD ANALYSIS - DISTINGUISHING BETWEEN ITEMS AND TRAITS
Publisher: SAGE Publications
Date: 06-1983
DOI: 10.1177/001316448304300204
Abstract: Multitrait-multimethod analysis is designed to assess convergent and discriminant validity, and to also detect method/halo effects. However, the distinction between discriminant validity and method/halo effect is ambiguous when the relationship between the observed measures and underlying traits is unclear. The purpose of this study is to compare MTMM analyses performed on items and factor scores derived from the items. MTMM analyses of the in idual items indicated modest support for convergent and ergent validity, and a substantial method/halo effect. The same analyses performed on factor scores showed substantial increases in convergent and ergent validity, and a substantial decrease in the method/halo effect. Based upon this demonstration, researchers are encouraged to conduct a preliminary factor analysis before analyzing MTMM data whenever there is doubt about the underlying trait structure.
Research on situated motivation and emotion: Progress and open problems
Publisher: Elsevier BV
Date: 10-2022
Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework
Publisher: SAGE Publications
Date: 26-10-2017
Abstract: We examined the possible effects of six dimensions of music self-concept on determination of self-esteem, through the application of models based on in idual and normative-group importance. Previous studies have supported the in idual model of importance in narrowly defined self-domains such as spiritual self-concept that might be unimportant for most people, but very important for some people. However, results from more recent studies of spiritual, academic, and physical self-concepts involving latent variable methodologies support the normative-group model. Here, we extended the use of latent variable methods to music self-concept using a s le of 512 junior high students (11–16 years old). Our results for music-reading skills supported the in idual importance model rather than the normative-group importance model. Additional results revealed that singing, instrument playing, and the importance of instrument playing had direct rather than interactive linkages with self-esteem. Collectively, these results highlight differential effects of performance (singing, instrument playing) and knowledge (reading) on self-esteem, and imply that strategies to enhance self-esteem may vary within different domains of music instruction and participation. At a more general level, the findings together with those from previous studies indicate that interconnections between specific and global aspects of self-concept vary across domains and are more complex than previously thought.
Nafada: Industrial, Hip-Hop, and the Diasporic Condition
Publisher: Springer International Publishing
Date: 2022
Cross-cultural generalizability of year in school effects: Negative effects of acceleration and positive effects of retention on academic self-concept.
Publisher: American Psychological Association (APA)
Date: 02-2016
DOI: 10.1037/EDU0000059
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept.
Publisher: American Psychological Association (APA)
Date: 06-2001
Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis
Publisher: American Psychological Association (APA)
Date: 12-2003
The centrality of academic self-concept to motivation and learning
Publisher: Cambridge University Press
Date: 14-02-2019
Psychological correlates of flow in sport
Publisher: Human Kinetics
Date: 12-1998
Abstract: The purpose of this study was to examine possible psychological correlates of flow in a s le of older athletes. Both state and trait, or dispositional flow states, were examined. Masters athletes completed questionnaire assessments on two occasions while competing at an international masters sport competition. The participants (398) completed a questionnaire assessing intrinsic/extrinsic motivation, goal orientation, trait anxiety, perceived ability, and typical flow experiences (trait) when participating in sport. Of these participants, 213 completed a questionnaire after and in relation to one event they competed in at the Games. This second questionnaire assessed state flow, as well as perceptions of success, skills, and challenges in a selected sport event. Correlational and multivariate analyses were conducted to examine psychological correlates of state and trait flow. Patterns of relationships were found between flow and perceived ability, anxiety, and an intrinsic motivation variable. Understanding flow and its relationship with other psychological variables are discussed.
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions
Publisher: Elsevier BV
Date: 06-2017
Psychometric Validation of the Parental Bonding Instrument in a U.K. Population–Based Sample: Role of Gender and Association With Mental Health in Mid-Late Life
Publisher: SAGE Publications
Date: 08-2016
Positive and Negative Global Self-Esteem: A Substantively Meaningful Distinction or Artifactors?
Publisher: No publisher found
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Publisher: SAGE Publications
Date: 2016
Abstract: 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.
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective
Publisher: American Psychological Association (APA)
Date: 08-2015
DOI: 10.1037/A0039440
Abstract: Drawing on the expectancy-value model, the present study explored in idual 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 s le 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.
STUDENTS EVALUATIONS OF TEACHING EFFECTIVENESS AND IMPLICIT THEORIES - A CRITIQUE
Publisher: American Psychological Association (APA)
Date: 12-1987
The relationship between research and teaching: A meta-analysis
Publisher: American Educational Research Association (AERA)
Date: 12-1996
DOI: 10.3102/00346543066004507
Abstract: A review of various models of the relationship between research and teaching in universities is presented, and the evidence necessary to assess each model is outlined. A meta-analysis of 58 studies demonstrates that the relationship is zero. Suggestions for future directions are provided, and it is argued that a major goal could be to adopt strategies that enhance the relationship between research and teaching.
Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students
Publisher: American Psychological Association (APA)
Date: 09-2003
Individually Weighted-Average Models: Testing a Taxonomic SEM Approach Across Different Multidimensional/Global Constructs Because the Weights Don't Make No Nevermind
Publisher: Informa UK Limited
Date: 16-10-2018
Structural equation models of latent interactions: Clarification of orthogonalizing and double-mean-centering strategies
Publisher: Informa UK Limited
Date: 07-2010
Age and sex effects in multiple dimensions of preadolescent self'concept: A replication and extension
Publisher: Informa UK Limited
Date: 08-1985
Don't Aim Too High for Your Kids: Parental Overaspiration Undermines Students' Learning in Mathematics
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/PSPP0000079
Abstract: Previous research has suggested that parents' aspirations for their children's academic attainment can have a positive influence on children's actual academic performance. Possible negative effects of parental overaspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative s le of German school children and their parents (N = 3,530 Grades 5 to 10), we showed that parental aspiration and children's mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., overaspiration) had negative reciprocal relations with children's mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children's gender, age, intelligence, school type, and family socioeconomic status. The results were also replicated with an independent s le of U.S. parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children's achievement. (PsycINFO Database Record
NUCLEOTIDE AND DEDUCED POLYPEPTIDE SEQUENCES OF THE PHOTOSYNTHETIC REACTION-CENTER, B870 ANTENNA, AND FLANKING POLYPEPTIDES FROM R-CAPSULATA
Publisher: Elsevier BV
Date: 07-1984
DOI: 10.1016/0092-8674(84)90429-X
Abstract: The complete nucleotide sequence (8867 bp) and the deduced polypeptide sequence are given for 11 proteins from the photosynthetic gene cluster of R. capsulata (46 kb), including the photosynthetic reaction-center L, M, and H subunits and the B870 alpha and B870 beta polypeptides (light-harvesting I). These polypeptides bind bacteriochlorophyll, bacteriopheophytin, carotenoids, and quinones that are involved in the primary light reactions of photosynthesis. Hydropathy plots indicate that the L and M subunits are transmembrane proteins that may cross the membrane five times, while the H subunit has only one hydrophobic section near the amino terminus, which may be transmembrane. The L and M subunits are homologous over their entire length and have a high degree of homology with the QB protein from photosystem II of higher plants. An additional six genes were identified that may have some unknown role in bioenergetics since only mutations that affect the differentiation of the photosynthetic apparatus are known to map to this gene cluster.
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/EDU0000144
MULTIDIMENSIONAL STUDENTS EVALUATIONS OF TEACHING EFFECTIVENESS - A PROFILE ANALYSIS
Publisher: Informa UK Limited
Date: 1993
DOI: 10.2307/2959975
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools
Publisher: American Psychological Association (APA)
Date: 2000
Contrast and assimilation effects of dimensional comparisons in five subjects: An extension of the I/E model.
Publisher: American Psychological Association (APA)
Date: 11-2015
DOI: 10.1037/EDU0000021
THE MULTIDIMENSIONALITY OF STUDENTS EVALUATIONS OF TEACHING EFFECTIVENESS - THE GENERALITY OF FACTOR STRUCTURES ACROSS ACADEMIC DISCIPLINE, INSTRUCTOR LEVEL, AND COURSE LEVEL
Publisher: Elsevier BV
Date: 1991
School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering
Publisher: Center for Open Science
Date: 18-03-2023
Abstract: Highlights 1.The school principal’s job is becoming increasingly demanding and complex, but their well-being is under-studied.2.Job satisfaction and self-efficacy are key constructs for school principal’s well-being.3.Research assumes self-efficacy leads to job satisfaction but is untested.4.School-leader job satisfaction and self-efficacy are reciprocally related over time.5.Methodologically we critique and juxtapose competing statistical models of reciprocal effects.6.Our study is a substantive-methodological synergy of strong data, methodology, theory & implications. The school principal’s job is increasingly demanding and complex, but school-principal well-being is understudied. Self-efficacy and job satisfaction are critical constructs for studying school principals’ well-being, and self-efficacy is a core predictor of job satisfaction. Cross-sectional research typically assumes a unidirectional ordering self-efficacy predicts (and leads to) job satisfaction, not the reverse. However, this unidirectional ordering is inconsistent with theoretical models positing a bidirectional (reciprocal) ordering. Furthermore, the assumption is largely untested with appropriate longitudinal data and statistical models. We evaluated the directional ordering of job satisfaction and self-efficacy for a large (N = 5663), nationally representative, longitudinal (nine annual waves) s le of Australian school leaders. Job satisfaction and self-efficacy were moderately correlated within waves and over time. Consistently with theoretical models and a priori predictions, the two constructs were reciprocally related over time prior measures of each had small statistically positive effects on subsequent measures of the other, with no evidence of directional predominance of one over the other. Support for reciprocal effects was remarkably consistent across competing cross-lag-panel models, multiple tests of the consistency of effects over time (measurement invariance and stationarity), control for covariates, and the addition of lag-2 paths. Methodologically, we critique competing models that estimate cross-lagged effects and evaluate directional ordering from within and between-person perspectives. We demonstrate the value of both approaches in achieving a robust framework for assessing longitudinal panel models.. Our substantive-methodological synergy has important substantive implications for theory, policy, and practice—showing that school-leader job satisfaction and selfefficacy are mutually reinforcing.
Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept
Publisher: American Psychological Association (APA)
Date: 11-2009
DOI: 10.1037/A0016306
Cognitive discrepancy models: Actual, ideal, potential, and future self-perspectives of body image
Publisher: Guilford Publications
Date: 03-1999
Seven-Year Longitudinal Study of the Early Prediction of Reading Achievement
Publisher: American Psychological Association (APA)
Date: 06-1985
Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains
Publisher: Elsevier BV
Date: 02-2015
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education
Publisher: American Educational Research Association (AERA)
Date: 02-2016
Abstract: Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in curricular and ability stratification. We use evidence from the PISA 2003 database to test the hypothesis that (a) greater between-school academic stratification would be associated with stronger relationships between socioeconomic status and educational expectations and (b) when this effect is decomposed, achievement differentials would explain a greater proportion of this relationship in countries with greater stratification. Results supported these hypotheses.
Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers
Publisher: Elsevier BV
Date: 11-2015
DIFFERENTIATED ADDITIVE ANDROGYNY MODEL - RELATIONS BETWEEN MASCULINITY, FEMININITY, AND MULTIPLE DIMENSIONS OF SELF-CONCEPT
Publisher: American Psychological Association (APA)
Date: 1991
Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction
Publisher: Cambridge University Press (CUP)
Date: 07-2008
DOI: 10.1375/AJGC.18.1.15
Abstract: Life satisfaction is an important component of psychological health and wellbeing. Although personality is consistently linked to life satisfaction, its ‘innate’ and stable nature can make it a difficult target for intervention by practitioners. More malleable and context-specific factors such as multidimensional self-concept may prove to be better targets for such intervention. However, the extent to which multidimensional self-concept predicts life satisfaction over and above personality is unclear. The present study, then, examines the extent to which these two factors predict life satisfaction with a view to ascertaining their relative salience for subsequent research and practice. Among a s le of 523 (predominantly young) adult students from two universities/colleges in Sydney, structural equation modelling using LISREL examined a process model of personality, multidimensional self-concept, and life satisfaction. Results suggest a strong direct role for the personality traits of extraversion, neuroticism, and conscientiousness but also an important mediating role for parent, same-sex peer, physical ability, and appearance self-concepts. Implications for research and practice are discussed.
The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988
Publisher: American Educational Research Association (AERA)
Date: 09-1996
DOI: 10.3102/00028312033003665
Abstract: Does academic affect generalize across different school subjects, or is it specific to particular subjects? Substantively, this study considers the distinctiveness of affects associated with different school subjects and critically evaluates this distinctiveness in relation to school grades and standardized test scores. Methodologically, the study describes problems related to combining responses to single-item self-rating scales, adapts confirmatory factor analysis (CFA) models of multitrait-multimethod (MTMM) data to address this problem, and provides guidelines for more effective use of the National Educational Longitudinal Survey of 1988 (NELS88) data. A large, nationally representative s le of eighth-grade students (N = 24,599) rated three affects (looking forward to, perceived usefulness, anxiety) in each of four school subjects (mathematics, science, social studies, English). The CFA models showed that simple scale scores were inappropriate. MTMM models indicated that ratings in different school subjects were very distinct, and extended models incorporating school grades and test scores supported this subject specificity of academic affect.
Self-concept contributes to winning gold medals: Causal ordering of self-concept and elite swimming performance
Publisher: Human Kinetics
Date: 03-2005
DOI: 10.1123/JSEP.27.1.71
Abstract: Elite athlete self-concepts contributed to ch ionship performances in two international swimming ch ionships beyond that which could be explained by previous personal best (PPB) performances for 257 of the world’s top swimmers from 30 countries. Responses to the Elite Swimmer Self-Description Questionnaire (ESSDQ) completed at the start of each ch ionship (prior to competition) were psychometrically strong and resulted in a well-defined factor structure. Whereas ch ionship performance was highly related to PPB performance ( r = .90), structural equation models demonstrated that elite athlete self-concept also contributed significantly to the prediction of subsequent ch ionship performance, explaining approximately 10% of the residual variance after controlling for PPB. For swimmers who competed in two events, results based on the first event were replicated in the second. The results have important theoretical, substantive, and practical implications for mentors and educators.
Complementary Variable- and Person-Centered Approaches to the Dimensionality of Psychometric Constructs: Application to Psychological Wellbeing at Work
Publisher: Springer Science and Business Media LLC
Date: 14-06-2016
Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers
Publisher: American Psychological Association (APA)
Date: 09-1991
Students’ evaluations of instruction: A longitudinal study of their stability
Publisher: American Psychological Association (APA)
Date: 06-1980
Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language
Publisher: American Educational Research Association (AERA)
Date: 2000
DOI: 10.3102/000283120370041001
Abstract: Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relations of first language (L1, non-English) proficiency to subsequent use of that language (home language maintenance), English proficiency, and academic achievement were examined. Structural equation modeling (SEM) results showed that LI proficiency in tenth grade (T2) did not affect subsequent English test scores, school grades, or English proficiency in twelfth grade (T3), but had a strong positive effect on T3 L1 use and also positive effects on T3 standardized tests in English, math, and history. Use of L1 up to twelfth grade had almost no effect on T3 English outcomes or on T3 achievements other than English. Negative impacts of frequency in L1 use on perceived English proficiency were found only in the early years of high school and did not persist over time. The results did not support speculations that home language proficiency would have persistent negative effects on English and other academic outcomes, but suggest the need for support in L1 enhancement for home language maintenance.
Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders
Publisher: Springer Science and Business Media LLC
Date: 26-10-2012
Still Weighting for the Right Criteria to Validate Student Evaluations of Teaching in the IDEA System
Publisher: American Psychological Association (APA)
Date: 12-1995
Applicability Paradigm. Students' Evaluations of Teaching Effectiveness in Different Countries
Publisher: American Psychological Association (APA)
Date: 12-1986
THE HIERARCHICAL STRUCTURE OF SELF-CONCEPT AND THE APPLICATION OF HIERARCHICAL CONFIRMATORY FACTOR-ANALYSIS
Publisher: Wiley
Date: 03-1987
A MULTIFACETED ACADEMIC SELF-CONCEPT - ITS HIERARCHICAL STRUCTURE AND ITS RELATION TO ACADEMIC-ACHIEVEMENT
Publisher: American Psychological Association (APA)
Date: 09-1988
Multitrait-Multimethod Analyses of the Self-description Questionnaire: Student-Teacher Agreement on Multidimensional Ratings of Student Self-concept
Publisher: American Educational Research Association (AERA)
Date: 1983
DOI: 10.3102/00028312020003333
Abstract: The Self-description Questionnaire is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson’s hierarchical model. Fifth and sixth grade students (n = 654) completed the SDQ and several other instruments. Factor analysis of their responses clearly demonstrated the seven factors that the SDQ was designed to measure. Teachers were also asked to evaluate each student’s self-concept along the same seven dimensions, and a multitrait-multimethod analysis offered support for both the convergent and ergent validity of the self-concept dimensions. Not only was there substantial student-teacher agreement on the seven dimensions, but agreement on any one dimension was relatively independent of agreement on other dimensions. The pattern of small correlations among the student self-concept dimensions was generally consistent with those observed for the teacher ratings and those predicted by the hierarchical model on which the instrument was based. Student and teacher ratings of students’ self-concepts each showed similar and predictable correlations with attributions for academic achievement, sex of student, and reading achievement, thus offering further support for the construct validity of interpretations based on the SDQ.
CAUSAL ORDERING OF ACADEMIC SELF-CONCEPT AND ACADEMIC-ACHIEVEMENT - A MULTIWAVE, LONGITUDINAL PANEL ANALYSIS
Publisher: American Psychological Association (APA)
Date: 12-1990
THE MULTIDIMENSIONAL STRUCTURE OF ACADEMIC SELF-CONCEPT - INVARIANCE OVER GENDER AND AGE
Publisher: American Educational Research Association (AERA)
Date: 12-1993
DOI: 10.3102/00028312030004841
Abstract: The present investigation supports the gender-invariant model of relations between math, verbal, academic, and general self-concepts. No support was found for the gender-stereotypic model that posits that academic and general self-concepts are more highly related to math self-concept for boys and are more highly related to verbal self-concept for girls. Extending the confirmatory factor analysis (CFA) approach to factorial invariance, the structure of academic self-concept (factor loadings, factor correlations, and factor variances) was invariant across eight groups (2 gender × 4 adolescent ages total N = 4,000). This strong support for the factorial invariance of responses to the Self-Description Questionnaire II provides good support for the comparison of mean scores over gender and age. The methodological approach has important implications for the study of in idual differences in the structure of educational measures.
Structural equation models of latent interactions: An appropriate standardized solution and its scale-free properties
Publisher: Informa UK Limited
Date: 08-01-2010
Negative year in school effect: extending scope and strengthening causal claims
Publisher: American Psychological Association (APA)
Date: 2019
DOI: 10.1037/EDU0000270
The Use of Students’ Evaluations and an Individually Structured Intervention to Enhance University Teaching Effectiveness
Publisher: American Educational Research Association (AERA)
Date: 03-1993
DOI: 10.3102/00028312030001217
Abstract: The present investigation evaluates the effectiveness of students’ evaluations of teaching effectiveness (SETs) as a means for enhancing university teaching. We emphasize the multidimensionality of SETs, an Australian version of the Students’ Evaluations of Educational Quality ( Marsh, 1987 ) instrument (ASEEQ), and Wilson’s (1986) feedback/consultation intervention. All teachers (N = 92) completed self-evaluation surveys and were evaluated by students at the middle of Semester 1 and at the ends of Semesters 1 and 2. Three randomly assigned groups received the feedback/consultation intervention at midterm of Semester 1 (MT), at the end of Semester 1 (ET), or received no intervention (control). Each MT and ET teacher ‘‘targeted” specific ASEEQ dimensions that were the focus of his or her in idually structured intervention. The ratings for all groups improved over time, but only ratings for the ET group improved significantly more than those in the control group. For both ET and MT groups, targeted dimensions improved more than nontargeted dimensions. The results suggest that SET feedback coupled with consultation is an effective means to improve teaching effectiveness, and the study provides one model for feedback/consultation.
An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being
Publisher: Center for Open Science
Date: 23-11-2021
Abstract: Current victimization studies and meta-analyses are based mainly on a unidimensional perspective in a few developed OECD countries. This provides a weak basis for generalizability over multiple victimization (relational, verbal, physical) components and different countries. We test the cross-national generalizability (594,196 fifteen-year-olds 77 countries) of competing victimization models. In support of our three-component model, differentiating the multiple components of victimization facilitated understanding: gender differences (girls experience less physical and verbal victimization and stronger anti-bullying attitudes, but relational differences are small) paradoxical anti-bullying attitudes (physical victims have less –not more--anti-bullying attitudes) and well-being (policy ractice focuses primarily on physical victimization, but verbal and relational victimization effects are larger). These key findings provide theoretical advances with implications for policy, practice, and intervention.
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from western, Asian, and middle eastern islamic countries
Publisher: American Psychological Association (APA)
Date: 02-2015
DOI: 10.1037/A0037485
The reciprocal internal/external frame of reference model :an integration of models of relations between academic achievement and self-concept
Publisher: American Educational Research Association (AERA)
Date: 07-2022
Abstract: The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative effects of mathematics and verbal achievements and ASCs on subsequent achievements and ASCs across domains. Although le support was provided for the I/E model by cross-sectional data and for the REM within a single domain, there has been almost no research on the longitudinal generalizability of the reciprocal cross-domain effects. Using three waves of data collection from Grade 5 to Grade 8 with N = 1,508 students, analyses supported the validity of the RI/EM, revealing positive longitudinal effects of grades and ASCs on subsequent grades and ASCs within domains and negative effects of grades on subsequent ASCs across domains. There were also small negative effects of ASCs on subsequent grades across domains.
Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity
Publisher: Elsevier BV
Date: 07-2007
Peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid
Publisher: Informa UK Limited
Date: 17-01-2007
Multidimensional Students’ Evaluations of Teaching Effectiveness: A Test of Alternative Higher-Order Structures
Publisher: American Psychological Association (APA)
Date: 06-1991
The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries
Publisher: Elsevier BV
Date: 06-2023
Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children: Cultural differences in the value of moderation
Publisher: American Psychological Association (APA)
Date: 05-2007
DOI: 10.1037/0012-1649.43.3.647
Abstract: Childhood obesity is increasingly prevalent in Western and non-Western societies. The authors related multiple dimensions of physical self-concept to body composition for 763 Chinese children aged 8 to 15 and compared the results with Western research. Compared with Western research, gender differences favoring boys were generally much smaller for physical self-concept and body image. Objective and subjective indexes of body fat were negatively related to many components of physical self-concept, but--in contrast to Western research--were unrelated to global self-esteem and slightly positively related to health self-concept. In support of discrepancy theory, actual-ideal discrepancies in body image were related to physical self-concept. However, consistent with the Chinese cultural value of moderation, and in contrast to Western results, being too thin relative to personal ideals was almost as detrimental as being too fat. The results reflect stronger Chinese cultural values of moderation and acceptance of obesity than in Western culture and have implications for social and educational policy in China.
Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes
Publisher: Hogrefe Publishing Group
Date: 2010
DOI: 10.1024/1010-0652/A000004
Abstract: In a longitudinal analysis of students measured on five occasions over eight critical developmental years (grade 10 to five years after high school graduation), school-average ability (M-ABIL) had negative effects on academic self-concept (ASC), school grades, and educational and occupational aspirations. For educational attainment, the direct effects were positive, the indirect effects negative, and the total effects nonsignificant. Previous research has typically reported short-term negative direct effects of M-ABIL, known as the big-fish-little-pond effect (BFLPE). Using complex structural equation models, we demonstrate that long-term total (direct plus indirect) effects are systematically much more negative than direct effects across erse educational outcomes, and explore how M-ABIL effects on long-term distal outcomes are mediated through effects on more proximal variables and distinguished from effects of school-average SES. We also demonstrate how ’grading on a curve’ effects (in which equally able students get lower school grades in schools with a high M-ABIL) – often confounded with the BFLPE in short-term studies – is qualitatively different from the BFLPE when considered longitudinally.
School Life and Adolescents' Self‐Esteem Trajectories
Publisher: Wiley
Date: 28-03-2013
DOI: 10.1111/CDEV.12089
Abstract: This study investigates heterogeneity in adolescents' trajectories of global self-esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student-level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4-year, six-measurement-point, follow-up of 1,008 adolescents (M(age) = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait-like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.
Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well?
Publisher: American Psychological Association (APA)
Date: 07-1984
Designing Instructional Text in a Conversational Style: A Meta-analysis
Publisher: Springer Science and Business Media LLC
Date: 07-05-2013
COMPETITIVE AND COOPERATIVE PHYSICAL-FITNESS TRAINING-PROGRAMS FOR GIRLS - EFFECTS ON PHYSICAL-FITNESS AND MULTIDIMENSIONAL SELF-CONCEPTS
Publisher: Human Kinetics
Date: 12-1988
Abstract: The purpose of the present investigation was to examine the differential effects of a competitive and a cooperative fitness program for high school girls on physical fitness and on multidimensional self-concepts. Consistent with the content specificity of self-concept, physical fitness was significantly correlated with self-concept of physical ability ( r =.45) but not with any of the other 10 self-concept scales (all r .ll). Both the competitive and cooperative programs significantly enhanced physical fitness compared to a randomly assigned control group but the cooperative program also enhanced physical ability self-concept and, to a lesser extent, physical appearance self-concept whereas the competitive program lowered them. The intervention had no significant effects on the other self-concept scales. The results of the study demonstrate the benefits of cooperatively oriented physical fitness programs for girls and the content specificity of multiple dimensions of self-concept.
Developmental investigation of the domain-specific nature of the life satisfaction construct across the post-school transition
Publisher: American Psychological Association (APA)
Date: 08-2015
DOI: 10.1037/A0039477
Abstract: This study evaluated the nature of the life satisfaction construct with an emphasis on the comparison between a global or domain-specific operationalization during the transition from adolescence to adulthood. A combination of person-centered and variable-centered methods were used to analyze 7 waves of data covering the postschool transition from a s le of 24,721 youth participating in Longitudinal Study of Australian Youth (LSAY) between 1998 and 2010. Evidence for the increasing importance of a domain-specific approach as adolescents entered adulthood was provided by: (1) factor analyses identifying a 3-factor model covering achievement, family, and leisure satisfaction that proved invariant across time waves (2) factor mixture analyses showing shape-related differences between profiles (i.e., within-profile differences between domains) that increased as young people moved into adulthood.
SELF-OTHER AGREEMENT AND SELF-OTHER DIFFERENCES ON MULTIDIMENSIONAL SELF-CONCEPT RATINGS
Publisher: Informa UK Limited
Date: 04-1990
The Structure of Masculinity/Femininity: An Application of Confirmatory Factor Analysis to Higher-Order Factor Structures and Factorial Invariance
Publisher: Informa UK Limited
Date: 10-1985
DOI: 10.1207/S15327906MBR2004_5
Abstract: The purpose of this study is to examine the factor structure of responses to the masculinity/femininity (MF) scale of the Comrey Personality Scales for males (N = 366) and females (N = 384). The study also illustrates the use of confirmatory factor analysis for testing hierarchical factor structures and factorial invariance. The MF scale consists of M and F items designed to measure five distinguishable components of MF. Neither a one-factor solution with a single bipolar MF factor, nor a two-factor solution with separate M and F factors, was able to fit the data. However, a five-factor solution derived from the design of the MF scale provided an adequate fit, and the relationships among the five first-order factors could be explained by a single higher-order, bipolar MF factor. Contrary to the findings and proposals from androgyny research, when separate masculinity and femininity constructs were defined, the correlation between the constructs was nearly - 1.0. The findings argue that MF is a multifaceted, hierarchical construct instead of either a single bipolar MF construct, or separate M and F factors.
Doubly latent multilevel analyses of classroom climate: An illustration
Publisher: Informa UK Limited
Date: 08-08-2014
Inequity and Excellence in Academic Performance: Evidence From 27 Countries
Publisher: American Educational Research Association (AERA)
Date: 03-04-2018
Abstract: Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) database, the current research explores within-country trajectories in achievement and inequality measures to test the hypothesis of an excellence/equity tradeoff in academic performance. We found negative relations between performance and inequality that are robust and of statistical and practical significance. Follow-up analysis suggests a focus on low and average performers may be critical to successful policy interventions.
SEEQ - A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS EVALUATIONS OF UNIVERSITY TEACHING
Publisher: Wiley
Date: 02-1982
Item-specific efficacy judgments in mathematical problem solving: The downside of standing too close to trees in a forest
Publisher: Elsevier BV
Date: 07-1997
Abstract: Educational researchers assess self-efficacy by asking students to rate their capability of succeeding at specific target tasks (e.g., math test items) and then testing their performance to actually solve similar test items. Pajares and colleagues (Pajares & Kranzler, 1995 Pajares & Miller, 1994, 1995, in press) argued for the use of identical items to assess self-efficacy and performance in order to maximize self-efficacy's predictive power. In two studies, structural equation models (SEM) demonstrated that this variation led to positively biased estimates of paths from self-efficacy to performance and negatively biased estimates of paths from self-concept to performance. Whereas corrections for this bias did not substantially alter the size of effects or substantive interpretations, results from both studies were consistent with a priori predictions about the nature of this bias. Researchers are encouraged to use similar but not identical items to assess self-efficacy and performance, a construct validity approach to interrogate their interpretations, more erse outcome measures, and SEM approaches like those demonstrated here.
Peer victimization : An integrative review and cross-national test of a tripartite model
Publisher: Springer Science and Business Media LLC
Date: 15-04-2023
DOI: 10.1007/S10648-023-09765-X
Abstract: School victimization issues remain largely unresolved due to over-reliance on unidimensional conceptions of victimization and data from a few developed OECD countries. Thus, support for cross-national generalizability over multiple victimization components (relational, verbal, and physical) is weak. Our substantive–methodological synergy tests the cross-national generalizability of a three-component model (594,196 fifteen-year-olds nationally -representative s les from 77 countries) compared to competing (unidimensional and two-component) victimization models. We demonstrate the superior explanatory power of the three-component model—goodness-of-fit, component differentiation, and discriminant validity of the three components concerning gender differences, paradoxical anti-bullying attitudes (the Pro-Bully Paradox) whereby victims are more supportive of bullies than of other victims, and multiple indicators of well-being. For ex le, gender differences varied significantly across the three components, and all 13 well-being indicators were more strongly related to verbal and particularly relational victimization than physical victimization. Collapsing the three components into one or two components undermined discriminant validity. Cross-nationally, systematic differences emerged across the three victimization components regarding country-level means, gender differences, national development, and cultural values. These findings across countries support a tripartite model in which the three components of victimization—relational, verbal, and physical—relate differently to key outcomes. Thus, these findings advance victimization theory and have implications for policy, practice, and intervention. We also discuss directions for further research: the need for simultaneous evaluation of multiple, parallel components of victimization and bullying, theoretical definitions of bullying and victimization and their implications for measurement, conceptual bases of global victimization indices, cyberbullying, anti-bullying policies, and capitalizing on anti-bullying attitudes.
Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics
Publisher: American Psychological Association (APA)
Date: 02-1983
Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem
Publisher: Cambridge University Press (CUP)
Date: 12-2007
Abstract: The aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.
Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation
Publisher: Center for Open Science
Date: 19-04-2021
Abstract: Equally able students have lower academic self-concept in high achieving schools or classes, a phenomenon known as the big fish little pond effect (BFLPE). The class (more so than the school) has been shown to be the pivotal frame-of-reference for academic self-concept formation—a local dominance effect. However, many school systems worldwide employ forms of course-by-course tracking, thus exposing students to multiple class environments. Due to the high correlation between multiple student environments, the frame-of-reference used for academic self-concept formation in course-by-course tracked systems is unclear to date. We addressed this unresolved issue by using data from a comprehensive survey that measured the entire population of Austrian eighth-grade students in the domain of mathematics in 2012. General secondary school students were in the core subjects (i.e., mathematics, German, and English) grouped according to ability, whereas regular class composition was the same in all other subjects. Using cross-classified multilevel models, we regressed math self-concept on average math achievement of students’ school, math class, and regular class. Consistent with the local dominance effect, we found the BFLPE on the school level to be weak after controlling for the class levels. We found a stronger BFLPE on the regular class level and the strongest BFLPE on the math class level. Our study demonstrates the importance of multiple class environments as frames-of-reference for academic self-concept formation.
Domain Specificity Between Peer Support and Self-Concept
Publisher: SAGE Publications
Date: 04-03-2013
Abstract: Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ( n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of self-concept—as compared with a control group that had not participated in the intervention. In Study 2, participants ( n = 53) who had received a socially oriented peer support intervention that focused on interpersonal skills and communication improved significantly in same-sex relations self-concept—but not in other areas of self-concept—as compared with the control group. Hence, there is a compelling need for reconceptualizing peer support into academic and social domains in terms of domain specificity.
EXPERIMENTAL MANIPULATIONS OF UNIVERSITY-STUDENT MOTIVATION AND THEIR EFFECTS ON EXAMINATION PERFORMANCE
Publisher: Wiley
Date: 06-1984
Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions
Publisher: No publisher found
Date: 2001
Self-Concept: From Unidimensional to Multidimensional and Beyond
Publisher: Elsevier
Date: 2015
Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders.
Publisher: American Psychological Association (APA)
Date: 10-2023
DOI: 10.1037/AMP0001130
Seven-Year Longitudinal Study of the Early Prediction of Reading Achievement
Publisher: No publisher found
Date: 1985
Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure
Publisher: No publisher found
Date: 1991
Natural anchoring at the neutral point of category rating scales
Publisher: Elsevier BV
Date: 03-1978
THE TRANSITION FROM SINGLE-SEX TO COEDUCATIONAL HIGH-SCHOOLS - EFFECTS ON MULTIPLE DIMENSIONS OF SELF-CONCEPT AND ON ACADEMIC-ACHIEVEMENT
Publisher: American Educational Research Association (AERA)
Date: 06-1988
DOI: 10.3102/00028312025002237
Abstract: Two single-sex (SS) high schools serving the same neighborhood were reorganized to form two coeducational (coed) high schools. Self-concept was measured for all students in grades 7–11 in each of 4 years that spanned the pretransition (Year 1), the transition (Year 2), and the posttransition (Years 3 and 4). For both boys and girls there was a clear increase in multidimensional self-concepts from the pretransition to the posttransition, despite a small decrease in self-concepts for students attending coed classes during the transition year. Sex differences in specific areas of self-concept—those favoring boys and those favoring girls—were unaffected by the transition. Achievement grades from the statewide School Certificate reference examination, awarded to all students at the end of grade 10, were monitored for the same 4 years. Across the 4 years of the study there were no significant differences in either mathematics or English achievement. Girls performed substantially better than boys in English and relatively poorer in mathematics, but the sizes of these differences were unaffected by the transition. The results of the present investigation suggest the benefits of transition to coeducation for both boys and girls in multiple dimensions of self-concept that are not at the expense of academic achievement.
Do we see ourselves as others infer: A comparison of self'other agreement on multiple dimensions of self'concept from two continents
Publisher: Informa UK Limited
Date: 04-1993
National student survey: Are differences between universities and courses reliable and meaningful?
Publisher: Informa UK Limited
Date: 12-2010
Pairwise deletion for missing data in structural equation models: Nonpositive definite matrices, parameter estimates, goodness of fit, and adjusted sample sizes
Publisher: Informa UK Limited
Date: 1998
Workload, grades, and students' evaluations of teaching: Clear understanding sometimes requires more patient explanations
Publisher: American Psychological Association (APA)
Date: 11-1998
The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006
Publisher: Informa UK Limited
Date: 08-2011
Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior
Publisher: Elsevier BV
Date: 05-2022
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Publisher: Elsevier BV
Date: 12-2018
Academic resilience and its psychological and educational correlates: A construct validity approach
Publisher: Wiley
Date: 2006
DOI: 10.1002/PITS.20149
CONFIRMATORY FACTOR-ANALYSIS OF MULTITRAIT-MULTIMETHOD MATRICES
Publisher: Wiley
Date: 09-1983
Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study.
Publisher: American Psychological Association (APA)
Date: 08-2012
DOI: 10.1037/A0027470
MULTITRAIT-MULTIMETHOD ANALYSES OF 2 SELF-CONCEPT INSTRUMENTS
Publisher: American Psychological Association (APA)
Date: 06-1982
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives
Publisher: SAGE Publications
Date: 06-2006
DOI: 10.1111/J.1745-6916.2006.00010.X
Abstract: We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, C bell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming ch ionships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.
EFFECTS OF ATTENDING SINGLE-SEX AND COEDUCATIONAL HIGH-SCHOOLS ON ACHIEVEMENT, ATTITUDES, BEHAVIORS, AND SEX-DIFFERENCES
Publisher: American Psychological Association (APA)
Date: 03-1989
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
Publisher: Elsevier BV
Date: 2015
Interjudgmental reliability of reviews for the Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Date: 12-1981
Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students: Reciprocal effects between self-concept and achievement
Publisher: Elsevier BV
Date: 2023
School grades and students' emotions: Longitudinal models of within-person reciprocal effects
Publisher: Elsevier BV
Date: 02-2023
Extracurricular Activities: Beneficial Extension of the Traditional Curriculum or Subversion of Academic Goals?
Publisher: American Psychological Association (APA)
Date: 12-1992
Distinguishing between good (useful) and bad workloads on students' evaluations of teaching
Publisher: American Educational Research Association (AERA)
Date: 2001
DOI: 10.3102/00028312038001183
Abstract: Multidimensional students’ evaluations of teaching (SETs), Workload, Grades, Perceived Learning, and background variables were evaluated with confirmatory factor analyses (CFA) of previously published data (Greenwald, A. G., & Gillmore, G. M., Journal of Educational Psychology, 89, 743– 751, 1997b). Competing CFA models demonstrated multiple SET dimensions like those identified in previous research (Marsh, H. W., International Journal of Educational Research, 11, 253 (3), 1987) and two nearly uncorrelated Workload factors: Good Workload (valuable in advancing education) had substantial positive effects on SETs and Perceived Learning, whereas the effects of Bad Workload were negative. SETs had nonlinear relations with Good Workload (the positive Good Workload-SET correlation became smaller for higher Workloads) and Grades (the positive grade-SET correlation became smaller for higher grades). The positive grade-SET correlation was completely eliminated by controlling for Good and Bad Workloads and other background variables. In contrast to misguided suggestions that teachers can improve SETs by decreasing Workload (at the likely expense of effective teaching), these results show that SETs and teaching effectiveness can both be improved by increasing Good Workload and decreasing Bad Workload.
Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors
Publisher: Informa UK Limited
Date: 07-2010
Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students
Publisher: No publisher found
Date: 2001
Application of Confirmatory Factor Analysis and Structural Equation Modeling in Sport and Exercise Psychology
Publisher: Wiley
Date: 19-01-2012
WEIGHTING FOR THE RIGHT CRITERIA IN THE INSTRUCTIONAL-DEVELOPMENT AND EFFECTIVENESS ASSESSMENT (IDEA) SYSTEM - GLOBAL AND SPECIFIC RATINGS OF TEACHING EFFECTIVENESS AND THEIR RELATION TO COURSE OBJECTIVES
Publisher: American Psychological Association (APA)
Date: 12-1994
Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories
Publisher: SAGE Publications
Date: 04-2004
DOI: 10.1177/000494410404800102
Abstract: Attending academically selective schools is intended to have positive effects, but a growing body of theoretical and empirical research demonstrates that the effects are negative for academic self-concept The big-fish-little-pond effect (BFLPE), based on social comparison theory, posits that equally able students will have lower academic self-concepts in academically selective schools than in nonselective schools. Here we test the validity of these predictions for representative s les of 15-year-olds from eight Australian states and territories by using multilevel modelling. Consistent with the BFLPE, the effects of in idual student achievement were positive but the effects of school-average achievement were negative. Although there were small differences between states/territories in academic achievement, there were no significant differences between states/territories in the negative effects of school-average ability.
Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs
Publisher: American Educational Research Association (AERA)
Date: 1998
DOI: 10.3102/00028312035004705
Abstract: Longitudinal causal models of growth in math and English constructs (school grades, standardized tests, academic self-concept, affect and coursework selection) were based on three waves of data from the large (N = 24,599), nationally representative National Education Longitudinal Study of 1988. Math and English self-concepts had significant path coefficients leading to subsequent school grades, coursework selection, and standardized test scores. Unlike previous studies that did not consider math and English constructs in the same model, we found these relations to be very domain specific (e.g., there were significant positive paths from math self concept to subsequent math outcomes but not to subsequent English outcomes). Girls had higher scores for all English constructs and math school grades, but they had lower math self-concepts. Whereas similar studies conducted over the past 20 years found diminishing gender differences, these data show relative gains for girls in achievement and coursework selection for both mathematics and English. Path coefficients relating prior math and English constructs to subsequent outcomes, however, were similar for boys and girls. Hence, the extreme domain specificity of relations between prior self-concept and subsequent outcomes was similar for boys and girls.
Academic self-concept: a key predictor of achievement and learning
Publisher: Elsevier
Date: 2023
Confirmatory Factor Analyses of Chinese Students' Evaluations of University Teaching
Publisher: Informa UK Limited
Date: 1998
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering
Publisher: No publisher found
Date: 2003
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018
Publisher: Informa UK Limited
Date: 05-02-2023
PHYSICAL-FITNESS SELF-CONCEPT - RELATIONS OF PHYSICAL-FITNESS TO FIELD AND TECHNICAL INDICATORS FOR BOYS AND GIRLS AGED 9-15
Publisher: Human Kinetics
Date: 06-1993
Abstract: Self-concepts (self-perceptions) of physical fitness and academic achievement were related to 14 field and laboratory indicators of physical fitness and to academic achievement for a large, national representative s le of Australian boys and girls aged 9 to 15 ( N = 6,283). Correlations between self-concepts and the corresponding external criteria increased steadily with age in both the physical and academic domains. Consistent with predictions from frame-of-reference models, relations were stronger after controlling for gender and age, suggesting that self-concepts are formed relative to other students of a similar age and gender. Fitness self-concept was most strongly related to some in idual measures (e.g., 1.6K run, 50M dash, push-ups, skin fold thickness, VO 2 max, long jump, and body girth scores) and some components of fitness (e.g., cardiovascular endurance, power, dynamic strength, and body composition) than others. Consistent with multidimensional perspectives of physical fitness, indicators from a variety of fitness domains contributed to fitness self-concepts.
MULTIDIMENSIONAL SELF-CONCEPTS - RELATIONSHIPS WITH INFERRED SELF-CONCEPTS AND ACADEMIC-ACHIEVEMENT
Publisher: Informa UK Limited
Date: 12-1984
STUDENTS EVALUATIONS OF TERTIARY INSTRUCTION - TESTING THE APPLICABILITY OF AMERICAN SURVEYS IN AN AUSTRALIAN SETTING
Publisher: SAGE Publications
Date: 08-1981
DOI: 10.1177/000494418102500207
Abstract: Two student evaluation surveys developed in the United States were administered to a s le of Australian university students. Students were asked to evaluate one of the best and one of the worst lecturers in their university experience, to indicate inappropriate items, and to select the most important items. Each of the 63 items was seen as appropriate by most students, each item was chosen by at least a few students as being most important, and all items — except those related to Workload/Difficulty — differentiated between best and worst lecturers. Separate factor analyses of the two surveys revealed the same factors that had been identified in American settings. Furthermore there was good agreement between the factors from the two surveys that were hypothesized to measure the same components of effective teaching. The findings demonstrate the feasibility of evaluating effective teaching in Australian universities and the appropriateness of two American surveys to an Australian setting.
Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences
Publisher: SAGE Publications
Date: 10-2006
Abstract: Confirmatory factor analysis of responses by 211 preadolescents ( M age = 10.25 years, SD = 1.48) with mild intellectual disabilities (MIDs) to the in idually administered Self Description Questionnaire I–In idual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results provide clear support for the a priori eight-factor solution, modest correlations between the factors ( Mdn r = .38), substantial reliabilities ( Mdn = .90), and invariance of the factor solution over gender, age, and educational placement (regular vs. special, segregated classes). Also introduced is a new hybrid compromise between multigroup and multipleindicator-multiple-cause (MIMIC) approaches to latent mean differences. Consistent with a priori predictions, preadolescents with MIDs have lower self-concepts in segregated classes than in regular classes for three academic self-concept scales (reading, math, and general-school) and, to a lesser extent, peer relationships and global selfesteem, but not for the other three nonacademic components of self-concept (physical, appearance, and parent relationships).
Importance models of the physical self: Improved methodology supports a normative-cultural importance model but not the individual importance model
Publisher: Wiley
Date: 11-02-2014
DOI: 10.1002/EJSP.2001
Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges
Publisher: Wiley
Date: 09-2009
The equal correlation baseline model: Comment and constructive alternatives
Publisher: Informa UK Limited
Date: 1998
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.
Publisher: No publisher found
Date: 2002
THE MULTIDIMENSIONALITY OF THE ROTTER I-E SCALE AND ITS HIGHER-ORDER STRUCTURE - AN APPLICATION OF CONFIRMATORY FACTOR-ANALYSIS
Publisher: Informa UK Limited
Date: 1987
DOI: 10.1207/S15327906MBR2201_3
Abstract: Rotter (1966, 1975) concluded that responses to his Internal-External (I-E) scale were unidimensional, or at least that one general factor explained most of the variance in the total score. The purpose of the present investigation is to examine the factorial structure of the original Rotter scale. A review of 20 published factor analyses indicated that the scale is not unidimensional, that not even two or three factors may be able to adequately explain responses to the scale, and that six distinguishable factors have been identified. Confirmatory factor analyses indicated that a five-factor model provided an adequate fit to data from the present investigation, but that alternative models with fewer factors or a simpler structure did not fit the data as well. However, a single higher-order factor was able to explain much of the variance in the lower-order factors and also provided a reasonable fit to the data. Hence, while there is strong evidence against the unidimensionality of the Rotter scale, the findings suggest that the first-order factors do define a single higher-order construct that may represent the generalized IE construct that Rotter originally hypothesized. Nevertheless, the continued reliance of locus of control research on the Rotter scale and on global measures of the construct may be counterproductive.
STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING: DIMENSIONALITY, RELIABILITY, VALIDITY, POTENTIAL BIASES AND USEFULNESS
Publisher: Springer Netherlands
Date: 2007
Stages of change in physical activity: A validation study in late adolescence
Publisher: SAGE Publications
Date: 04-2010
Abstract: The present study explores the validity of a recent stages of change (SoC) measure and algorithm among a s le of late adolescents. MANOVA and structural equation modeling are used to assess the relationship between five SoC groups (precontemplation, contemplation, preparation, action, and maintenance) and a set of dependent measures including physical activity level, physical activity motivation, physical self-concept, and flow. Findings are based on 705 Australian adolescents, using scale score and latent variable approaches, provided support for the construct validity of the SoC measure and algorithm. Specifically, findings reveal that participants in the upper SoC (action and maintenance) score significantly higher on positively geared dimensions (e.g., physical self-concept, flow, etc.) and significantly lower on negatively geared dimensions (e.g., maladaptive behavior). Implications for future research and practice with adolescent populations are discussed.
Masculinity, Femininity and Androgyny: Their Relations With Multiple Dimensions of Self-Concept
Publisher: Informa UK Limited
Date: 1987
DOI: 10.1207/S15327906MBR2201_5
Abstract: Masculinity (M) and femininity (F) were related to multiple dimensions of self-concept in responses from 962 high school students. Androgyny theory predicts that both M and F will contribute positively and uniquely to self-concept, but previous research, typically relying on undifferentiated self-concept measures, has found the unique contribution of F to be nil. In contrast the present investigation found that M and F each contributed positively and uniquely to the prediction of well differentiated facets of self-concept. Consistent with a new model to explain MF/self-concept relations, the differentiated additive model, the relative contribution of M and F varied substantially depending on the area of self-concept F contributed more positively to the self-concept facets for which girls had higher self-concepts than boys, and in some areas the contribution of F was more positive than the contribution of M. Contrary to predictions for interactive androgyny models and the sex-typed model, M-by-F interactions were not significant, and the effects of M, F and M-by-F did not depend on gender. The social desirability of MF items, whether they were negatively or positively valued, was more highly correlated with the self-concept responses than whether the items were M or F.
The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling
Publisher: SAGE Publications
Date: 06-1999
DOI: 10.1177/00131649921969974
Abstract: This article discusses the process through which a powerful multidimensional measure of affect and cognition in relation to adult learning of computing skills, the Computer Anxiety and Learning Measure (CALM), was derived from its early theoretical stages to validation of its scores using structural equation modeling. The discussion emphasizes the importance of ensuring a strong substantive basis from which to develop reliable items for a measure as well as the usefulness of gathering qualitative data in both the factor and item design stages. The final instrument comprises 11 first-order factors and 1 negative item factor. These can be more parsimoniously represented as 5 factors, 2 of which are second order, and a measurement-method effect. Although tests of factorial invariance across different faculties provide considerable support for the stability and generalizabilty of the model, future research would need to examine whether the CALM model is invariant across different adult populations in similar computer learning/training environments.
The big-fish-little-pond effect stands up to scrutiny
Publisher: American Psychological Association (APA)
Date: 05-2004
PHYSICAL-ACTIVITY - RELATIONS TO FIELD AND TECHNICAL INDICATORS OF PHYSICAL-FITNESS FOR BOYS AND GIRLS AGED 9-15
Publisher: Human Kinetics
Date: 03-1994
DOI: 10.1123/JSEP.16.1.83
Abstract: Physical activity measures for a large, nationally representative s le of Australian boys and girls aged 9, 12, and 15 were related to multiple dimensions of physical fitness. Physical activity during a one-week period was only modestly related to physical fitness. However, relations tended to be higher for length of time multiplied by METs (METs - minday 1 ) than for time alone, time multiplied by perceived effort, or METs - min day −1 multiplied by effort, whereas time multiplied by effort did no better than time alone. Relations tended to be nonlinear in that progressively higher levels of activity had less positive associations with physical fitness. The pattern and size of the relations were consistent across scores for boys and girls aged 9 to 15. Self-report measures of typical and recent (within one week) physical activity both contributed to the prediction of physical fitness, indicating that both aspects of physical activity are important.
Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect
Publisher: No publisher found
Date: 1982
FACTORS AFFECTING STUDENTS EVALUATIONS OF THE SAME COURSE TAUGHT BY THE SAME INSTRUCTOR ON DIFFERENT OCCASIONS
Publisher: American Educational Research Association (AERA)
Date: 1982
DOI: 10.3102/00028312019004485
Abstract: Correlations between student ratings of the same course taught by the same instructor on two different occasions (n = 341 pairs of courses) were high (mean r = .71), but were lower than the reliabilities of the ratings (mean r = .93) much reliable variance was unique to a particular course offering. This study investigates factors that might explain this unique variance. For each pair of courses, the more favorably evaluated tended to be: (1) the one in which students expected higher grades (and presumably learned more) (2) the one which students perceived to require the most work and, (3) the one which was taught after the instructor had already taught the course at least once before (and presumably improved as a consequence of this experience). These findings are not consistent with the hypothesis that these background characteristics bias student ratings, and they argue for alternative explanations.
Structure of Artistic Self-Concepts for Performing Arts and Non-Performing Arts Students in a Performing Arts High School: Setting the Stage with Multigroup Confirmatory Factor Analysis
Publisher: American Psychological Association (APA)
Date: 09-1996
Relative Age Effects on Academic Achievement in the First Ten Years of Formal Schooling: A Nationally Representative Longitudinal Prospective Study
Publisher: American Psychological Association (APA)
Date: 02-2022
DOI: 10.1037/EDU0000681
Subject-specific components of academic self-concept and self-efficacy
Publisher: Elsevier BV
Date: 10-1991
Self-esteem stability and responses to the stability of self scale
Publisher: Elsevier BV
Date: 09-1993
THE BIG-FISH LITTLE-POND EFFECT ON ACADEMIC SELF-CONCEPT
Publisher: American Psychological Association (APA)
Date: 09-1987
Self-Concept: Its Multifaceted, Hierarchical Structure
Publisher: Informa UK Limited
Date: 06-1985
A new, more powerful approach to multitrait-multimethod analyses : Application of second-order confirmatory factor analysis
Publisher: American Psychological Association (APA)
Date: 02-1998
Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics
Publisher: American Psychological Association (APA)
Date: 11-2006
Social comparison and Big-Fish-Little-Pond Effects on self-concept and other self-belief constructs: Role of generalized and specific others
Publisher: American Psychological Association (APA)
Date: 08-2008
Self-Serving Effect (Bias?) in Academic Attributions. Its Relation to Academic Achievement and Self-Concept
Publisher: American Psychological Association (APA)
Date: 06-1986
Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts
Publisher: No publisher found
A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers
Publisher: Elsevier BV
Date: 07-2019
An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.
Publisher: American Psychological Association (APA)
Date: 04-2018
DOI: 10.1037/EDU0000215
The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation
Publisher: American Educational Research Association (AERA)
Date: 09-2007
Abstract: According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative s les of German high school students (Study 1: 2,306 students, 147 schools Study 2: 1,758 students, 94 schools), the predictive effects of in idual achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-average achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar—but smaller—than the BFLPE based on school-average achievement.
Testing the factor structure and measurement invariance across gender of the big five inventory through exploratory structural equation modeling
Publisher: Informa UK Limited
Date: 05-2016
DOI: 10.1080/00223891.2015.1035381
Abstract: Confirmatory factor analyses (CFAs) typically fail to support the a priori 5-factor structure of Big Five self-report instruments, due in part to the overly restrictive CFA assumptions. We show that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory factor analysis, overcomes these problems in relation to responses to the 44-item Big Five Inventory (BFI) administered to a large Italian community s le. ESEM fitted the data better and resulted in less correlated factors than CFA, although ESEM and CFA factor scores correlated at near unity with observed raw scores. Tests of gender invariance with a 13-model taxonomy of full measurement invariance showed that the factor structure of the BFI is gender-invariant and that women score higher on Neuroticism, Agreeableness, Extraversion, and Conscientiousness. Through ESEM one could address substantively important issues about BFI psychometric properties that could not be appropriately addressed through traditional approaches.
The relationship between dimensions of self-attribution and dimensions of self-concept
Publisher: American Psychological Association (APA)
Date: 02-1984
Why item parcels are (Almost) never appropriate: Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models
Publisher: American Psychological Association (APA)
Date: 09-2013
DOI: 10.1037/A0032773
Abstract: The present investigation has a dual focus: to evaluate problematic practice in the use of item parcels and to suggest exploratory structural equation models (ESEMs) as a viable alternative to the traditional independent clusters confirmatory factor analysis (ICM-CFA) model (with no cross-loadings, subsidiary factors, or correlated uniquenesses). Typically, it is ill-advised to (a) use item parcels when ICM-CFA models do not fit the data, and (b) retain ICM-CFA models when items cross-load on multiple factors. However, the combined use of (a) and (b) is widespread and often provides such misleadingly good fit indexes that applied researchers might believe that misspecification problems are resolved--that 2 wrongs really do make a right. Taking a pragmatist perspective, in 4 studies we demonstrate with responses to the Rosenberg Self-Esteem Inventory (Rosenberg, 1965), Big Five personality factors, and simulated data that even small cross-loadings seriously distort relations among ICM-CFA constructs or even decisions on the number of factors although obvious in item-level analyses, this is camouflaged by the use of parcels. ESEMs provide a viable alternative to ICM-CFAs and a test for the appropriateness of parcels. The use of parcels with an ICM-CFA model is most justifiable when the fit of both ICM-CFA and ESEM models is acceptable and equally good, and when substantively important interpretations are similar. However, if the ESEM model fits the data better than the ICM-CFA model, then the use of parcels with an ICM-CFA model typically is ill-advised--particularly in studies that are also interested in scale development, latent means, and measurement invariance.
A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification
Publisher: Springer Science and Business Media LLC
Date: 06-1990
DOI: 10.1007/BF01322177
The Work Tasks Motivation Scale for Teachers (WTMST)
Publisher: SAGE Publications
Date: 05-2008
Abstract: The authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary ( n = 42) and a main study among elementary and high school teachers ( n = 609) to develop and validate the scale. Overall, results from the main study reveal that the WTMST is composed of 30 reliable and valid factors reflecting five types of motivation among six work tasks carried out by teachers. Results based on an extension of the multitrait—multimethod approach provide very good support for assessing teachers' motivation toward various work tasks. Support for the invariance of the WTMST over gender and teaching levels was also obtained. Results are discussed in light of self-determination theory and the multitask perspective.
Latent-Variable Approaches to the Jamesian Model of Importance-Weighted Averages
Publisher: SAGE Publications
Date: 13-11-2012
Abstract: The in idually importance-weighted average (IIWA) model posits that the contribution of specific areas of self-concept to global self-esteem varies systematically with the in idual importance placed on each specific component. Although intuitively appealing, this model has weak empirical support thus, within the framework of a substantive-methodological synergy, we propose a multiple-item latent approach to the IIWA model as applied to a range of self-concept domains (physical, academic, spiritual self-concepts) and subdomains (appearance, math, verbal self-concepts) in young adolescents from two countries. Tests considering simultaneously the effects of self-concept domains on trait self-esteem did not support the IIWA model. On the contrary, support for a normative group importance model was found, in which importance varied as a function of domains but not in iduals. In iduals differentially weight the various components of self-concept however, the weights are largely determined by normative processes, so that little additional information is gained from in idual weightings.
The negative effects of school-average ability on academic self-concept: An application of multilevel modelling
Publisher: SAGE Publications
Date: 04-1996
DOI: 10.1177/000494419604000105
Abstract: This study examines the effects of attending higher-ability high schools on students' academic self-concept, and demonstrates a multilevel modelling approach for evaluating school effects on in idual students. Equally able students in higher-ability schools had lower academic self-concepts than those in lower-ability schools, and this effect generalised across a nationally representative s le of 1628 students drawn from 87 high schools. Although the effects were negative for students of all ability levels, the effects were slightly smaller for the most able students and the least able students (a linear school-average ability by quadratic in idual student ability interaction). A multilevel analysis of the data provided stronger support for the robustness of this effect than procedures used previously.
APPLICATION OF CONFIRMATORY FACTOR-ANALYSIS TO THE STUDY OF SELF-CONCEPT - 1ST ORDER AND HIGHER-ORDER FACTOR MODELS AND THEIR INVARIANCE ACROSS GROUPS
Publisher: American Psychological Association (APA)
Date: 05-1985
STABILITY OF INDIVIDUAL-DIFFERENCES IN MULTIWAVE PANEL STUDIES - COMPARISON OF SIMPLEX MODELS AND ONE-FACTOR MODELS
Publisher: Wiley
Date: 06-1993
Correction to: ‘The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006’
Publisher: Informa UK Limited
Date: 07-2012
A Comparison of Strategies for Forming Product Indicators for Unequal Numbers of Items in Structural Equation Models of Latent Interactions
Publisher: Informa UK Limited
Date: 10-2013
SEX-DIFFERENCES IN THE DEVELOPMENT OF VERBAL AND MATHEMATICS CONSTRUCTS - THE HIGH-SCHOOL AND BEYOND STUDY
Publisher: American Educational Research Association (AERA)
Date: 1989
DOI: 10.3102/00028312026002191
Abstract: Sex differences in the development of verbal and mathematics constructs (achievement, attitudes, and course selection) were examined with the High School and Beyond (HS& B) data. Longitudinal path models were tested using both multiple regression and structural equation modeling. Sex differences were typically small and determinants of the verbal and mathematics constructs were similar for boys and for girls. Because the HS& B data were recently collected and nationally representative, these findings suggest that stereotyped sex differences favoring boys in mathematics and girls in verbal areas are diminishing. The results also added to a growing body of research demonstrating the content specificity of academic affects. As predicted by Marsh’s internal/external frame of reference model, mathematics and verbal attitudes were nearly uncorrected, better mathematics skills were associated with poorer verbal attitudes, and better verbal skills were associated with poorer mathematics attitudes.
Multidimensional Self-Concepts: Construct Validation of Responses by Children
Publisher: American Educational Research Association (AERA)
Date: 03-1990
DOI: 10.3102/00028312027001089
Abstract: In the study of self-concept, as in many other areas of psychological research, poor measurement is often a weak link connecting theory, empirical research, and practice. The multidimensionality of self-concept typically is emphasized in most theoretical accounts, but until recently this multidimensionality has not been well represented in the most widely used instruments. The purpose of our investigation is to test the construct validity of preadolescent children’s responses to three instruments that are claimed to measure multiple dimensions of self-concept (e.g., physical, social, and academic): Marsh’s (1988) Self-Description Questionnaire I (SDQI), Harter’s (1979) Perceived Competence Scale (PCS), and the Piers-Harris Children’s Self-Concept Scales (PH) ( Piers, 1984 ). Tests of this multidimensionality included factor analyses, multitrait-multimethod analyses, and patterns of correlations with academic achievement. Also included was an examination of the use of negatively scored items. The findings strongly supported the SDQI, reasonably supported the PCS, and weakly supported the PH.
Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement
Publisher: SAGE Publications
Date: 04-2000
DOI: 10.1177/000494410004400106
Abstract: Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.
Coursework selection: Relations to academic self-concept and achievement
Publisher: American Educational Research Association (AERA)
Date: 1997
DOI: 10.3102/00028312034004691
Abstract: Theoretical models posit that self-concept as well as prior accomplishments influence choice behavior. Structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N = 246). Paths from self-concept to wanting to take a particular subject and, to a lesser extent, actually taking it were significant, but school grades did not contribute consistently beyond the effects of self-concept. When general academic self-concept (GASC) was added to these models, paths from GASC to coursework selection were negative, and paths from the specific components of self-concept increased a positive self-concept in a specific school subject contributes even more to selection of that subject if self-concepts in other school subjects are lower. The major results were consistent across Years 8 and 10 and reasonably consistent across nine school subjects. The finding that specific components of self-concept are more strongly related to subsequent course selection than are school grades is substantively important and provides further support for the need to consider multiple dimensions of academic self-concept.
The bifactor structure of the Self-Compassion Scale: Bayesian approaches to overcome exploratory structural equation modeling (ESEM) limitations.
Publisher: American Psychological Association (APA)
Date: 08-2023
DOI: 10.1037/PAS0001247
The multidimensional structure of physical fitness:Invariance over gender and age
Publisher: Informa UK Limited
Date: 09-1993
DOI: 10.1080/02701367.1993.10608810
Abstract: This investigation extends the factor analytic approach pioneered by Fleishman (1964) by incorporating subsequent developments in the application of confirmatory factor analysis and the physical fitness literature. Specifically, it tests the ability of an a priori factor structure of physical fitness to fit (i.e., account for) data based on 25 indicators of fitness (field exercises, technical measures, and laboratory measures) for 2,817 boys and girls aged 9, 12, and 15. An eight-factor (Cardiovascular Endurance, Explosive/Dynamic Strength, Static Strength, Flexibility/Joint Mobility, Blood Pressure, Lung Function, Body Girth, and Skinfold) model derived from previous research fit the data well for each of the six age/gender groups, considered separately. Based on tests of factorial invariance, factor loadings and factor correlations were reasonably invariant across the six groups. This important finding indicates that all 25 indicators are equally valid for boys and girls aged 9, 12, and 15 and that the multidimensional structure of physical fitness generalizes over gender and age.
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Publisher: Wiley
Date: 12-2010
The factor structure of the Values in Action Inventory of Strengths (VIA-IS): An item-level exploratory structural equation modeling (ESEM) bifactor analysis.
Publisher: American Psychological Association (APA)
Date: 08-2017
DOI: 10.1037/PAS0000396
Abstract: The factor structure of the Values in Action Inventory of Strengths (VIA-IS Peterson & Seligman, 2004) has not been well established as a result of methodological challenges primarily attributable to a global positivity factor, item cross-loading across character strengths, and questions concerning the unidimensionality of the scales assessing character strengths. We sought to overcome these methodological challenges by applying exploratory structural equation modeling (ESEM) at the item level using a bifactor analytic approach to a large s le of 447,573 participants who completed the VIA-IS with all 240 character strengths items and a reduced set of 107 unidimensional character strength items. It was found that a 6-factor bifactor structure generally held for the reduced set of unidimensional character strength items these dimensions were justice, temperance, courage, wisdom, transcendence, humanity, and an overarching general factor that is best described as dispositional positivity. (PsycINFO Database Record
Academic self-concept and achievement
Publisher: Elsevier
Date: 2015
Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting
Publisher: Elsevier BV
Date: 1985
Global Self-Esteem. Its Relation to Specific Facets of Self-Concept and Their Importance
Publisher: American Psychological Association (APA)
Date: 12-1986
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests.
Publisher: American Psychological Association (APA)
Date: 04-2022
DOI: 10.1037/EDU0000667
Who Took the x out of Expectancy-Value Theory? A Psychological Mystery, a Substantive-Methodological Synergy, and a Cross-National Generalization
Publisher: SAGE Publications
Date: 12-07-2011
Abstract: Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative s les of 15-year-olds ( N = 398,750) from 57 erse countries, we attempted to solve this mystery by testing Expectancy × Value interactions using latent-variable models with interactions. Expectancy (science self-concept), value (enjoyment of science), and the Expectancy × Value interaction all had statistically significant positive effects on both engagement in science activities and intentions of pursuing scientific careers these results were similar for the total s le and for nearly all of the 57 countries considered separately. This study, apparently the strongest cross-national test of EVT ever undertaken, supports the generalizability of EVT predictions—including the “lost” Expectancy × Value interaction.
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.
Publisher: American Psychological Association (APA)
Date: 11-2021
DOI: 10.1037/EDU0000664
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept
Publisher: No publisher found
Date: 2001
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.
Publisher: American Psychological Association (APA)
Date: 05-2022
DOI: 10.1037/EDU0000660
Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes
Publisher: American Psychological Association (APA)
Date: 12-1979
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney
Publisher: Springer Science and Business Media LLC
Date: 03-2023
Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students
Publisher: American Educational Research Association (AERA)
Date: 2002
DOI: 10.3102/00028312039003727
Abstract: Based on a large, representative, 6-year longitudinal s le of Hong Kong students (7,802 students in 56 high schools), we examined relations among academic self-concept, academic achievement, and language of instruction (Chinese as compared with English). In support of the cross-cultural generalizability of the reciprocal effects model, prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement and prior achievement had effects on subsequent self-concept as well. Support for the reciprocal effects model was not influenced by language of instruction, and the strength of that support did not differ in English and Chinese language high schools. Particularly in the early high school years, however, instruction in a second language (English rather than Chinese) had substantial negative effects on both academic self-concept and academic achievement.
Do University Teachers Become More Effective With Experience? A Multilevel Growth Model of Students’ Evaluations of Teaching Over 13 Years
Publisher: American Psychological Association (APA)
Date: 11-2007
Gender differences in peer reviews of grant applications: A substantive-methodological synergy in support of the null hypothesis model
Publisher: Elsevier BV
Date: 2011
Is more ever too much? The number of indicators per factor in confirmatory factor analysis
Publisher: Informa UK Limited
Date: 04-1998
DOI: 10.1207/S15327906MBR3302_1
Abstract: We evaluated whether "more is ever too much" for the number of indicators (p) per factor (p/f) in confirmatory factor analysis by varying s le size (N = 50-1000) and p/f (2-12 items per factor) in 35,000 Monte Carlo solutions. For all N's, solution behavior steadily improved (more proper solutions, more accurate parameter estimates, greater reliability) with increasing p/f. There was a compensatory relation between N and p/f: large p/f compensated for small N and large N compensated for small p/f, but large-N and large-p/f was best. A bias in the behavior of the χ(2) was also demonstrated where apparent goodness of fit declined with increasing p/f ratios even though approximating models were "true". Fit was similar for proper and improper solutions, as were parameter estimates form improper solutions not involving offending estimates. We also used the 12-p/f data to construct 2, 3, 4, or 6 parcels of items (e.g., two parcels of 6 items per factor, three parcels of 4 items per factor, etc.), but the 12-indicator (nonparceled) solutions were somewhat better behaved. At least for conditions in our simulation study, traditional "rules" implying fewer indicators should be used for smaller N may be inappropriate and researchers should consider using more indicators per factor that is evident in current practice.
Physical self description questionnaire: Stability and discriminant validity
Publisher: Informa UK Limited
Date: 09-1996
DOI: 10.1080/02701367.1996.10607952
Abstract: The Physical Self-Description Questionnaire (PSDQ) is a multidimensional, physical self-concept instrument designed to measure 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical Self-concept, and Global Esteem. High school students completed the PSDQ on four occasions over a 14-month period. Across the 11 PSDQ scales, the internal consistency at each occasion was good (median alpha = .92) and the stability over time varied from median r = .83 for a 3-month period to median r = .69 for the 14-month period. The data were used to demonstrate the application of confirmatory factor-analysis models of multitrait-multimethod (MTMM) data (with occasions as the multiple methods), which supported the discriminant validity of the PSDQ scales. Augmented MTMM models that included two field tests of cardiovascular endurance provided additional support for the construct validity of PSDQ responses and interpretation of the MTMM models. These results contribute to the growing body of support for the construct validity of physical-self-concept responses and illustrate the application of CFA MTMM models.
Happy fish in little ponds: Testing a reference group model of achievement and emotion
Publisher: American Psychological Association (APA)
Date: 07-2019
DOI: 10.1037/PSPP0000230
Abstract: A theoretical model linking achievement and emotions is proposed. The model posits that in idual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce in iduals' positive emotions and increase their negative emotions. The model was tested using one cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions in mathematics (Studies 1-3: Ns = 1,610, 1,759, and 4,353, respectively). Multilevel latent structural equation modeling confirmed that in idual achievement had positive predictive effects on positive emotions (enjoyment, pride) and negative predictive effects on negative emotions (anger, anxiety, shame, and hopelessness), controlling for prior achievement, autoregressive effects, reciprocal effects, gender, and socioeconomic status (SES). Class-level achievement had negative compositional effects on the positive emotions and positive compositional effects on the negative emotions. Additional analyses suggested that self-concept of ability is a possible mediator of these effects. Furthermore, there were positive compositional effects of class-level achievement on in idual achievement in Study 2 but not in Study 3, indicating that negative compositional effects on emotion are not reliably counteracted by positive effects on performance. The results were robust across studies, age groups, synchronous versus longitudinal analysis, and latent-manifest versus doubly latent modeling. These findings imply that in idual success drives emotional well-being, whereas placing in iduals in high-achieving groups can undermine well-being. Thus, the findings challenge policy and practice decisions on achievement-contingent allocation of in iduals to groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Disentangling the Long-term Positive Effects of School-Average SES and Negative Effects of School-Average Achievement: A Substantive-Methodological Synergy
Publisher: Center for Open Science
Date: 18-03-2023
Abstract: Disentangling the Long-term Positive Effects of School-Average SES and Negative Effects of School-Average Achievement: A Substantive-Methodological SynergyWe juxtapose compositional (positive and negative) effects of school-average achievement and school-average socioeconomic status (SES) on academic self-concept (ASC), final high-school grade-point-average, and long-term outcomes at age 26, controlling for an extensive set of background variables (gender, age, ethnicity, academic track, risk). We used doubly-latent multilevel compositional models with a large, nationally representative longitudinal s le (16,197 Year-10 students from 751 US high schools). At the in idual-student level, the effects of achievement, SES, ASC, and grade-point-average were consistently positive on long-term outcomes. However, mostly consistent with a priori theoretical predictions and prior school-compositional research:●School-average achievement compositional effects were significantly adverse for ASC, grade-point-average, and educational and occupational expectations (but non-significant for final attainment). ●School-average SES composition effects were positive for ASC, educational and occupational expectations, and attainment (but nonsignificant for grade-point-average) ●Long-term compositional effects were mediated in part by ASC and particularly grade-point-averageJuxtaposing our research and our review of recent studies, we replicate and extend Göllner et al.'s (2018) highly controversial conclusion regarding the benefits of schools with high school-average SES but low school-average achievement and relate our research to Luthar et al.’s (2020) finding of adverse mental health problems associated with attending high-achieving schools. Moreover, we demonstrate that positive school-average SES effects are distinguishable from adverse school-average achievement effects. Our results have important implications for theory and methodology, but also parents' selection of schools for their children and policy regarding the structure of schools (a substantive-methodological synergy).
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools
Publisher: No publisher found
Date: 2000
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Publisher: Elsevier BV
Date: 02-2017
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success
Publisher: Informa UK Limited
Date: 12-08-2014
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups.
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/EDU0000554
Students' Evaluations of University Teaching: Chinese Version of the Students' Evaluations of Educational Quality Instrument
Publisher: American Psychological Association (APA)
Date: 09-1997
MULTIDIMENSIONAL SELF-CONCEPTS - A LONG-TERM FOLLOW-UP OF THE EFFECT OF PARTICIPATION IN AN OUTWARD BOUND PROGRAM
Publisher: SAGE Publications
Date: 12-1986
Abstract: Marsh, Richards, and Barnes (1986) examined systematic change and stability in multiple dimensions of self-concept and the effects of participation in a 26-day residential program called Outward Bound. Multidimensional self-concepts measured with the Self Description Questionnaire (SDQ) III increased as a consequence of the intervention and the increases were significantly larger for those facets judged a priori to be more relevant to program goals. For purposes f the present investigation participants from the previous study were asked to complete the SDQ III again, 18 months after completion of the program and there was little systematic change in the multidimensional self-concepts during the long-term follow-up interval. Coupled with the results of the earlier study and further examination of the psychometric properties of the SDQ III, these findings further support the Outward Bound program as an effective intervention for enhancing self-concept and the construct validity of responses to the SDQ III. The longitudinal study of successful interventions designed to enhance self-concept are rare, and so the findings are important in that they demonstrate that self-concept can be changed through effective intervention and that these effects can be maintained.
Multiple evaluations of grant proposals by independent assessors: Confirmatory factor analysis evaluations of reliability, validity, and structure
Publisher: Informa UK Limited
Date: 1999
DOI: 10.1207/S15327906MBR3401_1
Abstract: External assessor ratings of the quality of the research team and of the proposed research were evaluated for proposals submitted to the highly competitive Australian Research Council large grants program. The structure of the responses by multiple assessors was evaluated using a series of nested models that are variations of the traditional congeneric, tau-equivalent, and parallel measurement models. The estimated reliability based on four independent assessors was modest but comparable to other peer review research: .494 for proposal ratings, .634 for researcher ratings, and .704 for a total assessment. Mean ratings (averaged over multiple assessors) of the proposal and the research team were highly correlated (r = .85), suggesting a lack of differentiation and a substantial method/halo effect in ratings by the same assessor. Confirmatory factor analysis models supported this suggestion, representing this method effect as correlated uniquenesses. Tests of whether proposal and researcher ratings reflected one or two latent variables, based on the internal structure of the assessment ratings and relations with external criteria (academic rank, prior funding, and publications), supported a one-factor solution.
COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations
Publisher: Elsevier BV
Date: 07-2023
The Big-Fish-Little-Pond Effect, Competence Self-perceptions, and Relativity: Substantive Advances and Methodological Innovation
Publisher: Elsevier
Date: 2015
The effects of single-sex and mixed-sex mathematics classes within a coeducational school: A reanalysis and comment
Publisher: SAGE Publications
Date: 08-1996
DOI: 10.1177/000494419604000203
Abstract: Rowe (1988) and Rowe, Nix, and Tepper (1986) compared single-sex and mixed-sex mathematics classes within a coeducational school in one of the few studies to use a true experimental design in which students were randomly assigned to class-types, and they claimed that the study provided strong support for single-sex classes, particularly for girls. However a critical reanalysis of the results indicated that the randomly assigned class-type intervention had relatively little effect on mathematics achievement or attitudes, and that at least some of the significant effects favoured mixed-sex classes. Furthermore the limited support for single-sex classes seemed to be stronger for boys than for girls. Whereas unanticipated difficulties in the research design complicate interpretations, claims that students randomly assigned to single-sex classes did better than students randomly assigned to mixed-sex classes are unwarranted.
Adolescents' perceptions of masculine and feminine values in sport and physical education: A study of gender differences
Publisher: Springer Science and Business Media LLC
Date: 05-2005
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
Publisher: American Educational Research Association (AERA)
Date: 04-2013
Abstract: The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect of stream-average achievement on ESCs and MSCs was more negative than—and completely subsumed—the negative effect of school-average achievement. However, stream-average achievement was stronger than, or as strong as, the more local class-average achievement. Taken together, findings highlight the potential interplay of a local dominance effect with variability and/or salience of target comparisons in academic self-concept formations.
Evaluating Reading Diagnostic Tests: An Application of Confirmatory Factor Analysis To Multitrait-Multimethod Data
Publisher: SAGE Publications
Date: 07-1984
DOI: 10.1177/014662168400800308
Abstract: Diagnostic reading tests, in contrast to achievement tests, claim to measure specific components of ability hypothesized to be important for diagnosis or remedia tion. A minimal condition for demonstrating the con struct validity of such tests is that they are able to dif ferentiate validly between the reading traits that they claim to measure (e.g., comprehension, sound dis crimination, blending). This condition is rarely tested, but multitrait-multimethod (MTMM) designs are ideally suited for this purpose. This is demonstrated in two studies based on the 1966 version of the Stanford Diagnostic Reading Test (SDRT). In each study, the application of the C bell-Fiske guidelines and con firmatory factor analysis (CFA) to the MTMM data in dicated that the SDRT subscales could be explained in terms of a method/halo effect and a general reading factor that was not specific to any of the subscales this refutes the construct validity of the 1966 version of the SDRT as a diagnostic test. Other diagnostic tests probably suffer the same weakness and should also be evaluated in MTMM studies.
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes
Publisher: Informa UK Limited
Date: 16-05-2014
Teacher frame of reference and the big-fish - Little-pond effect
Publisher: Elsevier BV
Date: 07-2005
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries
Publisher: Informa UK Limited
Date: 12-2006
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
Publisher: Wiley
Date: 12-08-2014
DOI: 10.1111/BJEP.12028
Abstract: The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed.
Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study
Publisher: Wiley
Date: 08-1998
Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect
Publisher: American Educational Research Association (AERA)
Date: 08-01-2021
Abstract: Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fish-Little-Pond Effects (the negative effect of school average achievement on academic self-concept). We used four cycles of the Trends in International Math and Science Study to test the hypothesis that more country-level ability stratification is associated with larger country-level Big-Fish-Little-Pond Effects for math self-concept. Findings strongly support this hypothesis. Our findings have implications for school system design and policy.
Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement
Publisher: Wiley
Date: 18-01-2006
DOI: 10.1111/J.1467-6494.2005.00380.X
Abstract: Relations between multiple dimensions of self-concept, personality (Big Five), well-being, and academic outcomes (school grades, test scores, coursework selection) for a large (N=4,475) s le of German adolescents support the construct validity of a well-defined, multidimensional set of self-concept factors in relation to personality factors, and vice versa. Confirmatory factor analysis of a German adaptation of the Self Description Questionnaire III demonstrated 17 a priori, reasonably independent self-concept factors (M correlation=.14 SD=.17) that had a highly differentiated pattern of relations with the personality factors and academic outcomes. Consistent with theory and previous research, math and verbal self-concepts were negatively related to each other, and this extreme domain specificity was reflected in the systematic and substantial relations with academic criteria measures. Self-esteem, Big Five, and well-being factors explained only small amounts of variance in academic outcomes and support for their incremental validity after controlling for specific self-concept factors was weak.
Why is support for Jamesian actual–ideal discrepancy model so elusive? A latent-variable approach
Publisher: Elsevier BV
Date: 10-2014
A Multilevel Perspective on Gender in Classroom Motivation and Climate: Potential Benefits of Male Teachers for Boys?
Publisher: American Psychological Association (APA)
Date: 02-2008
A multilevel cross-classified modelling approach to peer review of grant proposals : The effects of assessor and researcher attributes on assessor ratings
Publisher: Oxford University Press (OUP)
Date: 04-09-2003
Abstract: The peer review of grant proposals is very important to academics from all disciplines. Although there is limited research on the reliability of assessments for grant proposals, previously reported single-rater reliabilities have been disappointingly low (between 0.17 and 0.37). We found that the single-rater reliability of the overall assessor rating for Australian Research Council grants was 0.21 for social science and humanities (2870 ratings, 1928 assessors and 687 proposals) and 0.19 for science (7153 ratings, 4295 assessors and 1644 proposals). We used a multilevel, cross-classification approach (level 1, assessor and proposal cross-classification level 2, field of study), taking into account that 34% of the assessors evaluated more than one proposal. Researcher-nominated assessors (those chosen by the authors of the research proposal) gave higher ratings than panel-nominated assessors chosen by the Australian Research Council, and proposals from more prestigious universities received higher ratings. In the social sciences and humanities, the status of Australian universities had significantly more effect on Australian assessors than on overseas assessors. In science, ratings were higher when assessors rated fewer proposals and apparently had a more limited frame of reference for making such ratings and when researchers were professors rather than non-professors. Particularly, the methodology of this large scale study is applicable to other forms of peer review (publications, job interviews, awarding of prizes and election to prestigious societies) where peer review is employed as a selection process.
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school
Publisher: Wiley
Date: 08-08-2015
DOI: 10.1111/BJEP.12050
Abstract: The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis). To our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data. We use cohort sequential data from 2,781 of Year 7 to Year 11 Australian high school students followed across a total of 10 time waves 6 months apart. Three different approaches to testing the ipsative self-concept hypothesis were used: Autoregressive cross-lagged models, latent growth curve models, and autoregressive latent trajectory models (ALT) using achievement as a time varying covariate. Cross-lagged and growth curve models provided little evidence of ipsative relationships between English and math self-concept. However, ALT models suggested that a rise above trend in one self-concept domain resulted in a decline from trend in self-concept in another domain. Implications for self-concept theory, interventions, and statistical methods for the study of growth are discussed.
THE EFFECTS OF PARTICIPATION IN SPORT DURING THE LAST 2 YEARS OF HIGH-SCHOOL
Publisher: Human Kinetics
Date: 03-1993
DOI: 10.1123/SSJ.10.1.18
Abstract: The effects of participation in sport during the last 2 years of high school were examined by use of the nationally (United States) representative High School and Beyond data collected between 1980 and 1984. After background variables and outcomes collected during the sophomore year of high school were controlled for, sport participation positively affected 14 of 22 senior and postsecondary outcomes (e.g., social and academic self-concept, educational aspirations, course work selection, homework, reduced absenteeism, and subsequent college attendance) and had no negative effects on the remaining 8 variables. These positive effects were robust, generalizing across in idual characteristics (race, socioeconomic status, sex, and ability level), school size, and school climates (academic, social, and sport). The positive effects of sport participation were mediated by academic self-concept and educational aspirations, supporting the proposal that sport participation enhances identification with the school.
A MULTIDIMENSIONAL PHYSICAL SELF-CONCEPT AND ITS RELATIONS TO MULTIPLE COMPONENTS OF PHYSICAL-FITNESS
Publisher: Human Kinetics
Date: 03-1994
DOI: 10.1123/JSEP.16.1.43
Abstract: This study examines relations between six components of physical self-concept (Endurance, Balance, Flexibility, Strength, Appearance, and general Physical Ability) and five components of physical fitness (Endurance, Balance, Flexibility, Static Strength, Explosive Strength/Power) for a s le ( N = 105) of young adolescent girls aged 13 and 14. Hierarchical confirmatory factor analyses identified the six physical self-concept scales and provided support for a multidimensional, hierarchical model of physical self-concept. The pattern of correlations between specific components of physical self-concept and physical fitness generally supported the construct validity of the self-concept responses, and the correlation between second-order factors representing general physical self-concept and general physical fitness (r = .76) was substantial.
RELATIONS AMONG DIMENSIONS OF SELF-ATTRIBUTION, DIMENSIONS OF SELF-CONCEPT, AND ACADEMIC ACHIEVEMENTS
Publisher: American Psychological Association (APA)
Date: 12-1984
Why Multicollinearity Matters: A Reexamination of Relations Between Self-Efficacy, Self-Concept, and Achievement
Publisher: American Psychological Association (APA)
Date: 09-2004
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
Publisher: American Educational Research Association (AERA)
Date: 12-08-2018
Abstract: Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value lified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.
What happens to physical activity behavior, motivation, self-concept, and flow after completing school? a longitudinal study
Publisher: Informa UK Limited
Date: 02-11-2010
Contemporary Psychometrics
Publisher: Psychology Press
Date: 06-05-2005
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective
Publisher: American Psychological Association (APA)
Date: 03-2001
Generalizability of the PSDQ and Its Relationship to Physical Fitness: The European French Connection
Publisher: Human Kinetics
Date: 03-2004
DOI: 10.1123/JSEP.26.1.19
Abstract: Two studies tested the generalizability of support for within- and between-construct validity based on responses to a French translation of the Physical Self-Description Questionnaire (PSDQ) by high school students. The PSDQ is a multidimensional physical self-concept instrument designed to measure 11 components: health, coordination, physical activity, body fat, sports competence, global physical, appearance, strength, flexibility, endurance, and esteem. In the first study ( N = 752), preliminary reliability analysis revealed strong internal consistency and overall stability. Confirmatory factor analysis provided support for structural equivalence with the original instrument. In the second study ( N = 288), PSDQ factors were related to 13 external criteria of physical fitness each was predicted a priori to be most highly correlated with one of the PSDQ scales. Bivariate correlations and CFA models supported both the convergent and discriminant validity of the PSDQ responses. These overall results demonstrated good support for the generalizability of the PSDQ with French adolescents.
Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions
Publisher: American Psychological Association (APA)
Date: 09-2001
The big fish down Under: Examining moderators of the{'}big-fish-little-pond{'} effect for Australia{'}s high achievers
Publisher: SAGE Publications
Date: 11-2011
DOI: 10.1177/000494411105500202
Abstract: Big-fish-little-pond effect (BFLPE) research has demonstrated that academic self-concept is negatively affected by attending high-ability schools. This article examines data from large, representative s les of 15-year-olds from each Australian state, based on the three Program for International Student Assessment (PISA) databases that focus on different subject domains: reading (2000), mathematics (2003) and science (2006). The overarching research question is whether the size or direction of the BFLPE is moderated by any of a total of 67 moderators (for ex le ability, study methods, motive, social constructs and Australian states) that were considered. The data showed consistent support for the BFLPE across all Australian states for all three databases. None of the constructs examined moderated the BFLPE and this finding was consistent across states. In conclusion, the BFLPE is remarkably robust in Australia and the study findings generalised well across Australian states and across all moderators investigated.
Weiner’s Attribution Theory : Indispensable - But is it immune to crisis?
Publisher: American Psychological Association (APA)
Date: 03-2017
DOI: 10.1037/MOT0000096
Improving the Peer-Review Process for Grant Applications: Reliability, Validity, Bias, and Generalizability
Publisher: American Psychological Association (APA)
Date: 2008
A critical social justice issue of our time: Enabling police wellbeing
Publisher: Routledge
Date: 29-11-2021
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.
Publisher: American Psychological Association (APA)
Date: 11-2018
DOI: 10.1037/EDU0000259
Academic buoyancy: Towards an understanding of students' everyday academic resilience
Publisher: Elsevier BV
Date: 02-2008
DOI: 10.1016/J.JSP.2007.01.002
Abstract: Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1 and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy.
An extension of the internal/external frame of reference model: A response to Bong (1998)
Publisher: Informa UK Limited
Date: 07-2001
SELF-CONCEPTS OF YOUNG-CHILDREN 5 TO 8 YEARS OF AGE - MEASUREMENT AND MULTIDIMENSIONAL STRUCTURE
Publisher: American Psychological Association (APA)
Date: 09-1991
Cross-cultural validity of the Physical Self-Description Questionnaire: Comparison of factor structures in Australia, Spain, and Turkey
Publisher: Informa UK Limited
Date: 09-2002
DOI: 10.1080/02701367.2002.10609019
Abstract: We evaluated the cross-cultural generalizability of the factor structure for the Physical Self-Description Questionnaire (PSDQ) using confirmatory factor analysis. The factor structure was reasonably invariant over large s les of responses by Australian, Spanish, and Turkish students. Consistent with a priori predictions, the factor structures based on Australian and Spanish high school students were somewhat more similar to each other than to those based on Turkish university students, but these differences were small. Psychometric, theoretical cross-cultural, and practical considerations support the PSDQ's usefulness in a variety of research and applied settings. The study also provides a model for comparing psychometric properties based on responses to original and translated versions of sport psychology measures.
Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering
Publisher: Wiley
Date: 03-2005
DOI: 10.1111/J.1467-8624.2005.00853.X
Abstract: Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative s les of German 7th-grade students (Study 1: N = 5,649, M age = 13.4 Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.
Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong
Publisher: Informa UK Limited
Date: 13-03-2014
Validity and usefulness of student evaluations of instructional quality
Publisher: American Psychological Association (APA)
Date: 12-1975
Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students
Publisher: American Psychological Association (APA)
Date: 04-1979
THE RELATIONSHIP BETWEEN DIMENSIONS OF SELF-ATTRIBUTION AND DIMENSIONS OF SELF-CONCEPT
Publisher: No publisher found
Date: 1984
Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.
Publisher: American Psychological Association (APA)
Date: 2022
DOI: 10.1037/EDU0000491
Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness
Publisher: Informa UK Limited
Date: 08-08-2015
Dimensional Comparison Theory
Publisher: American Psychological Association (APA)
Date: 2013
DOI: 10.1037/A0032459
Abstract: Although social comparison (Festinger, 1954) and temporal comparison (Albert, 1977) theories are well established, dimensional comparison is a largely neglected yet influential process in self-evaluation. Dimensional comparison entails a single in idual comparing his or her ability in a (target) domain with his or her ability in a standard domain (e.g., "How good am I in math compared with English?"). This article reviews empirical findings from introspective, path-analytic, and experimental studies on dimensional comparisons, categorized into 3 groups according to whether they address the "why," "with what," or "with what effect" question. As the corresponding research shows, dimensional comparisons are made in everyday life situations. They impact on domain-specific self-evaluations of abilities in both domains: Dimensional comparisons reduce self-concept in the worse off domain and increase self-concept in the better off domain. The motivational basis for dimensional comparisons, their integration with recent social cognitive approaches, and the interdependence of dimensional, temporal, and social comparisons are discussed.
Motivating boys and motivating girls: Does teacher gender really make a difference?
Publisher: SAGE Publications
Date: 11-2005
DOI: 10.1177/000494410504900308
Abstract: We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the in idual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.
The dimensional structure of students' self-concept and interest in science depends on course composition
Publisher: Elsevier BV
Date: 04-2019
Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages.
Publisher: American Psychological Association (APA)
Date: 09-2013
DOI: 10.1037/A0032573
Abstract: The passion scale, based on the dualistic model of passion, measures 2 distinct types of passion: Harmonious and obsessive passions are predictive of adaptive and less adaptive outcomes, respectively. In a substantive-methodological synergy, we evaluate the construct validity (factor structure, reliability, convergent and discriminant validity) of Passion Scale responses (N = 3,571). The exploratory structural equation model fit to the data was substantially better than the confirmatory factor analysis solution, and resulted in better differentiated (less correlated) factors. Results from a 13-model taxonomy of measurement invariance supported complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, and latent means) over language (French vs. English the instrument was originally devised in French, then translated into English) and gender. Strong measurement partial invariance over 5 passion activity groups (leisure, sport, social, work, education) indicates that the same set of items is appropriate for assessing passion across a wide variety of activities--a previously untested, implicit assumption that greatly enhances practical utility. Support was found for the convergent and discriminant validity of the harmonious and obsessive passion scales, based on a set of validity correlates: life satisfaction, rumination, conflict, time investment, activity liking and valuation, and perceiving the activity as a passion.
Message Framing Strategies to Increase Influenza Immunization Uptake Among Pregnant African American Women
Publisher: Springer Science and Business Media LLC
Date: 12-12-2014
DOI: 10.1007/S10995-013-1404-9
Abstract: We explored the attitudes, opinions, and concerns of African American women regarding influenza vaccination during pregnancy. As influenza immunization coverage rates remain suboptimal in the United States among this population, we elicited message framing strategies for multicomponent interventions aimed at decreasing future incident cases of maternal and neonatal influenza. Semi-structured in-depth interviews (N = 21) were conducted with pregnant African American women at urban OB/GYN clinics who had not received an influenza vaccine. Interviews were transcribed, subjected to intercoder reliability assessment, and content analyzed to identify common thematic factors related to acceptance of the influenza vaccine and health communication message preferences. Four major themes were identified. These were communication approaches, normal vaccine behavior, pregnancy vaccination, and positive versus negative framing. Two strong themes emerged: positively-framed messages were preferred over negatively-framed messages and those emphasizing the health of the infant. Additionally, previous immunization, message source, and vaccine misperceptions also played important roles in decision-making. The majority of women indicated that positively framed messages focusing on the infant's health would encourage them to receive an influenza vaccine. Messages emphasizing immunization benefits such as protection against preterm birth and low birth weight outcomes have potential to overcome widespread negative community perceptions and cultural beliefs. Additionally, messages transmitted via interpersonal networks and social media strongly influence motivation to obtain vaccination during pregnancy. The findings of this study will assist in developing tailored messages that change pregnant African American women's influenza vaccination decision-making to achieve improved coverage.
PUBLIC CATHOLIC DIFFERENCES IN THE HIGH-SCHOOL AND BEYOND DATA - A MULTIGROUP STRUCTURAL EQUATION MODELING APPROACH TO TESTING MEAN DIFFERENCES
Publisher: American Educational Research Association (AERA)
Date: 09-1990
DOI: 10.3102/10769986015003199
Abstract: Previous research based on the large, nationally representative High School and Beyond (HSB) study has compared senior year achievement test scores for public and Catholic high school students after controlling for background variables and sophomore year test scores. These analyses, however, were based on traditional applications of multiple regression with its implausible assumptions that variables are measured without error and that residuals are uncorrelated. The present study demonstrates tests for mean differences on latent constructs using the LISREL approach to multigroup structural equation modeling (SEM) for this substantively important issue. Public/Catholic differences, even after controlling for background and sophomore outcomes, favored Catholic high school students on senior year outcomes (achievement, educational aspirations, and academic course selection) and subsequent college attendance. These public/Catholic differences were similar for students differing in race, SES (social economic status), and initial ability. Public/Catholic differences in achievement, educational aspirations, and college attendance were, however, apparently mediated by the academic orientation of course selection. The flexibility and advantages—but also the limitations—of this multigroup SEM approach are discussed.
Differentiated Additive Androgyny Model: Relations Between Masculinity, Femininity, and Multiple Dimensions of Self-Concept
Publisher: No publisher found
Testing Measurement Invariance Across Spanish and English Versions of the Physical Self-Description Questionnaire: An Application of Exploratory Structural Equation Modeling
Publisher: Human Kinetics
Date: 04-2014
Abstract: Test of measurement invariance across translated versions of questionnaires is a critical prerequisite to comparing scores on the different versions. In this study, we used exploratory structural equation modeling (ESEM) as an alternative approach to evaluate the measurement invariance of the Spanish version of the Physical Self-Description Questionnaire (PSDQ). The two versions were administered to large s les of Australian and Spanish adolescents. First, we compared the CFA and ESEM approaches and showed that ESEM fitted the data much better and resulted in substantially more differentiated factors. We then tested measurement invariance with a 13-model ESEM taxonomy. Results justified using the Spanish version of the PSDQ to carry out cross-cultural comparisons in sport and exercise psychology research. Overall, the study can stimulate research on physical self-concept across countries and foster better cross-cultural comparisons.
School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being
Publisher: Wiley
Date: 11-12-2022
DOI: 10.1111/APHW.12423
Abstract: Schools are critical organisational settings, and school principals face extreme stress levels. However, there are few large‐scale, longitudinal studies of demands and resources that drive principals' health and well‐being. Using the Job Demands‐Resources (JD‐R) framework, we evaluated longitudinal reciprocal effects over 3 years relating to job demands, job resources (resilience), job‐related outcomes (burnout and job satisfaction), and personal outcomes (happiness and physical health) for a nationally representative s le of 3683 Australian school principals. Prior demands and resources led to small changes in subsequent outcomes, beneficial effects of resources, and adverse effects of demands, particularly for job‐related outcomes. Furthermore, we also found reverse‐reciprocal effects, prior outcomes (burnout and job satisfaction) influencing subsequent job characteristics. However, in response to substantively and theoretically important research questions, we found no support for Yerkes–Dodson Law (nonlinear effects of demands) or Nietzsche effects and inoculation effects (that which does not kill you, makes you stronger manageable levels of demands build resilience). Relating our study to new and evolving issues in JD‐R research, we offer limitations of our research—and JD‐R theory and research more generally—and directions for further research in this essentially unstudied application of JD‐R to school principals' mental health and well‐being.
THE USE OF STUDENT-EVALUATIONS OF UNIVERSITY TEACHING IN DIFFERENT SETTINGS - THE APPLICABILITY PARADIGM
Publisher: SAGE Publications
Date: 11-1992
DOI: 10.1177/000494419203600305
Abstract: The applicability paradigm has been used in five studies to evaluate the applicability of items from two North American instruments designed to measure students' evaluations of teaching effectiveness. In the present investigation, the paradigm is used at the new University of Western Sydney, Macarthur (UWSM). Items from both instruments were seen as appropriate and important, and differentiated among lecturers chosen as good, average and poor teachers. A multitrait-multimethod analysis of responses from the two instruments supported their convergent and ergent validity. The pattern of items judged to be most important at UWSM was more similar to patterns found at two research universities than patterns in the technical and further education sector or at two other institutions. These results support the applicability of the instruments at UWSM and across a ersity of educational settings.
Assessing multidimensional physical activity motivation: A construct validity study of high school students
Publisher: Human Kinetics
Date: 06-2006
Abstract: This study presents a new, multidimensional approach to physical activity motivation that is operationalized through four primary factors: adaptive cognitive dimensions, adaptive behavioral dimensions, impeding cognitive dimensions, and maladaptive behavioral dimensions. Among 171 Australian high school students, the study assessed the structure of this four-factor framework (a within-network construct validity approach) and also examined the relationships between motivation and three key correlates: flow in physical activity, physical self-concept, and physical activity level (a between-network construct validity approach). The four-factor framework demonstrated within-network validity in the form of reliable subscales and a sound factor structure. In terms of between-network validity, relationships between the adaptive behavioral and cognitive aspects of motivation and physical self-concept, flow, and activity levels were found to be positive and significant, whereas significant inverse relationships were found between impeding and maladaptive motivation dimensions and flow and physical self-concept. Additional analysis utilizing multiple-indicator multiple-cause (MIMIC) modeling showed that during earlier adolescence girls are more motivated than boys to engage in physical activity, but by later adolescence boys are more motivated to do so. Results are interpreted in terms of future directions for possible physical activity interventions aimed at increasing both the uptake and continuation of activity.
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Publisher: Wiley
Date: 08-02-2017
DOI: 10.1111/CDEV.12704
Abstract: A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9 N = 3,425 German students mean starting age = 11.7 years representative s le). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions.
Self-concept: The construct validity of interpretations based upon the SDQ
Publisher: American Psychological Association (APA)
Date: 07-1983
Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence - Early adulthood period: Reciprocal or unidirectional effects?
Publisher: Wiley
Date: 12-2008
Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students
Publisher: American Psychological Association (APA)
Date: 09-2001
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?
Publisher: American Psychological Association (APA)
Date: 02-2022
DOI: 10.1037/EDU0000582
THE EFFECTS OF GIFTED AND TALENTED PROGRAMS ON ACADEMIC SELF-CONCEPT - THE BIG FISH STRIKES AGAIN
Publisher: American Educational Research Association (AERA)
Date: 06-1995
DOI: 10.3102/00028312032002285
Abstract: Participation in gifted and talented (G& T) programs is predicted to have negative effects on academic—but not nonacademic—self-concept on the basis of social comparison theory and Marsh’s big-fish-little-pond effect (BFLPE). In two studies, students in G& T programs experienced systematic declines in three components of academic self-concept (Reading, Math, School) over time and in relation to matched comparison students in regular mixed ability classrooms, but not in four components of nonacademic self-concept (Physical, Appearance, Peer Relations, Parent Relations). In both studies, these results were consistent over gender, age, and initial ability level. Selection criteria, program strategies, and advice to parents are proposed to counteract this BFLPE and to maximize the benefits associated with G& T programs.
Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps
Publisher: Springer Science and Business Media LLC
Date: 19-04-2023
DOI: 10.1007/S10648-023-09768-8
Abstract: Conventional wisdom suggests that parents’ educational expectations (how far they expect their children to go) and aspirations (how far they want their children to go) positively impact academic outcomes and benefits from attending high-ability schools. However, here we juxtapose the following: largely positive effects of educational expectations (of parents, teachers, and students) small, mixed effects of parent aspirations largely adverse effects of parental aspiration-expectation gaps and negative effects of school-average achievement on expectations, aspirations, and subsequent outcomes. We used a large, nationally representative longitudinal s le (16,197 Year-10 students from 751 US high schools). Controlling background (achievement, SES, gender, age, ethnicity, academic track, and a composite risk factor), Year 10 educational expectations of teachers and parents had consistently positive effects on the following: student expectations in Years 10 and 12, Year 10 academic self-concept, final high-school grade-point-averages, and long-term outcomes at age 26 (educational attainment, educational and occupational expectations). Effects of parent aspirations on these outcomes were predominantly small and mixed in direction. However, the aspiration-expectation gap negatively predicted all these outcomes. Contrary to our proposed Goldilocks Effect (not too much, not too little, but just right), non-linear effects of expectations and aspirations were small and largely non-significant. Parent, teacher, student expectations, and parent aspirations were all negatively predicted by school-average achievement (a big-fish-little-pond effect). However, these adverse effects of school-average achievement were larger for parents and particularly teachers than students. Furthermore, these expectations and aspirations partly mediated the adverse impacts of school-average achievement on subsequent grade-point-average and age-26 outcomes.
The internal/external frame of reference of academic self-concept: Extension to a foreign language and the role of language of instruction
Publisher: American Psychological Association (APA)
Date: 05-1993
DOI: 10.1037/A0031333
Multidimensional Self-Concepts. The Effect of Participation in an Outward Bound Program
Publisher: American Psychological Association (APA)
Date: 1986
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling
Publisher: Elsevier BV
Date: 10-2022
The Reciprocal Effects Model Revisited: Extending Its Reach to Gifted Students Attending Academically Selective Schools
Publisher: SAGE Publications
Date: 11-05-2015
Abstract: The reciprocal effects model (REM) predicts a reciprocal relation between academic self-concept and academic achievement, whereby prior academic self-concept is associated with future gains in achievement, and prior achievement is related to subsequent academic self-concept. Although research in this area has been extensive, there has been a paucity of research specifically examining the REM from the standpoint of students who attend academically selective schools. The present research aimed to rectify this gap in the literature by testing the equivalence of the REM across a s le of high school students who attend both academically selective ( n = 738) and mixed-ability comprehensive ( n = 2,048) schools. Multigroup analyses revealed that the REM existed for both groups and that there were no differences between the groups in either the size or the direction of the paths that constitute the REM. Implications for REM theory and teaching practice are discussed.
Two-Parent, Stepparent, and Single-Parent Families: Changes in Achievement, Attitudes, and Behaviors During the Last Two Years of High School
Publisher: American Psychological Association (APA)
Date: 06-1990
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals
Publisher: Frontiers Media SA
Date: 30-04-2018
Confirmatory Factor Analysis of Multitrait-Multimethod Self-concept Data: Between-group and Within-group Invariance Constraints
Publisher: Informa UK Limited
Date: 07-1993
DOI: 10.1207/S15327906MBR2803_2
Abstract: The purposes of the present investigation are to demonstrate extensions of the confirmatory factor analysis approach (CFA) to multitrait-multimethod (MTMM) data and to evaluate self-other agreement on multiple dimensions of self-concept. Two studies evaluated the ability of significant others to infer multiple dimensions of self-concept of university students in Australia (n = 151) and in Canada (n = 941). In both studies self-other agreement on the 13 Self Description Questionnaire 111 (SDQIII) factors was higher than reported in previous research. Traditional and CFA approaches to MTMM data demonstrated convergent and discriminant validity. An extension of the CFA-MTMM approach examined within-group invariance of responses by self and others and between group invariance across Australian and Canadian responses. Between-group invariance tests support the total invariance of CFA-MTMM solutions across Australian and Canadian responses. The imposition of invariance constraints produced substantially more parsimonious models and apparently offers one practical remedy to problems of ill-defined solutions that have plagued the CFA approach to MTMM data.
Further Reflections on Disentangling Shape and Level Effects in Person-Centered Analyses: An Illustration Exploring the Dimensionality of Psychological Health
Publisher: Informa UK Limited
Date: 23-03-2016
THE EFFECT ON HEART-RATE OF NEUROMUSCULAR BLOCKADE REVERSAL BY PYRIDOSTIGMINE
Publisher: SAGE Publications
Date: 05-1981
DOI: 10.1177/0310057X8100900208
Abstract: Pyridostigmine without atropine, pyridostigmine with atropine or neostigmine with atropine were used to antagonise neuro-muscular blockade induced by d-tubocurarine in forty otherwise healthy, female patients recovering from gynaecological surgery. Pulse rates fell significantly (P 0.01 control heart rate 72 ± 18 beats/min (M ± SD) to 55 ± 13 beats/min) at ten minutes after pyridostigmine (10 mg/70 kg), necessitating administration of atropine (1.25 mg/70 kg) by fifteen minutes after pyridostigmine. After an initial rise in rate, pulse rates also fell significantly (P 0 01 control heart rate 70 ± 12 beats/min to 44 ± 11 beats/min) at fifteen minutes after injection of neostigmine (2.5 mg/70 kg) with atropine (1.25 mg/70 kg) By contrast when pyrdostigmine and atropine were used together, pulse rates rose and then fell, but mean values never fell below control during a twenty-minute observation period. It was concluded that pyridostigmine should not be given alone, but requires the use of atropine to prevent bradycardia. This combination may, however, provide a more stable heart rate than that seen with neostigmine and atropine in usual doses, when these drugs are used to antagonise d-tubocurarine.
Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept
Publisher: No publisher found
Date: 1991
Effects of grading leniency and low workload on students' evaluations of teaching: Popular myth, bias, validity, or innocent bystanders?
Publisher: No publisher found
Date: 2000
Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects
Publisher: Harvard Education Publishing Group
Date: 09-2000
DOI: 10.17763/HAER.70.3.GM047588386655K5
Abstract: In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative s le of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative effects in nonlanguage subjects. Whereas previous research has shown positive effects for early-immersion programs that start in kindergarten where language demands are not so great, negative effects for this late-immersion program challenge the generality of these findings to high schools and, perhaps, theoretical models of second-language acquisition.
The relationship between research and teaching: A meta-analysis
Publisher: SAGE Publications
Date: 1996
DOI: 10.2307/1170652
Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993)
Publisher: American Psychological Association (APA)
Date: 09-1994
VALIDITY OF STUDENTS EVALUATIONS OF COLLEGE-TEACHING - A MULTITRAIT-MULTIMETHOD ANALYSIS
Publisher: American Psychological Association (APA)
Date: 04-1982
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.
Publisher: American Psychological Association (APA)
Date: 2002
Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance
Publisher: Informa UK Limited
Date: 10-1992
DOI: 10.1207/S15327906MBR2704_1
Abstract: The general model typically used in the confirmatory factor analysis (CFA) approach to multitrait-multimethod (MTMM) data is plagued with methodological problems and frequently results in improper or unstable solutions. Here we reanalyze data from a previously published study, demonstrating that this model may lead to inappropriate interpretations even when it does converge to a proper solution, and describe safeguards against this occurrence. The results support the correlated uniqueness model, diagnostic tests of the validity of CFA-MTMM solutions, the inclusion of external validity criteria in the MTMM design as described by Marsh (1988 1989 Marsh & Bailey, 19911, and the application of factorial invariance to test the stability of CFA-MTMM solutions. More generally, we demonstrate the flexibility of the CFA-MTMM approach for testing a variety of construct validity issues.
Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models
Publisher: American Psychological Association (APA)
Date: 1998
Consequences of employment during high school: Character building, subversion of academic Goals, or a Threshold?
Publisher: American Educational Research Association (AERA)
Date: 2005
DOI: 10.3102/00028312042002331
Abstract: This study showed that working during high school had negative effects on 15 of 23 Grade 12 and postsecondary outcomes such as achievement, course-work selection, educational and occupational aspirations, and college attendance. These effects were found with control for background variables and parallel outcomes from Grades 8 and 10 based on the 8-year (four-wave), nationally representative National Education Longitudinal Survey of 1988. The only benefit of working was a reduction in postsecondary unemployment, but even this effect was nonlinear. In the case of most outcomes, the effects of hours worked were primarily linear and negative and were consistent across ethnicity, gender, socioeconomic status, initial ability levels, and different types of work. Among continuing students who worked during high school, however, working to save money for college had mostly favorable effects.
Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: Traits, ephemeral artifacts, and stable response styles.
Publisher: American Psychological Association (APA)
Date: 2010
DOI: 10.1037/A0019225
Abstract: Self-esteem, typically measured by the Rosenberg Self-Esteem Scale (RSE), is one of the most widely studied constructs in psychology. Nevertheless, there is broad agreement that a simple unidimensional factor model, consistent with the original design and typical application in applied research, does not provide an adequate explanation of RSE responses. However, there is no clear agreement about what alternative model is most appropriate-or even a clear rationale for how to test competing interpretations. Three alternative interpretations exist: (a) 2 substantively important trait factors (positive and negative self-esteem), (b) 1 trait factor and ephemeral method artifacts associated with positively or negatively worded items, or (c) 1 trait factor and stable response-style method factors associated with item wording. We have posited 8 alternative models and structural equation model tests based on longitudinal data (4 waves of data across 8 years with a large, representative s le of adolescents). Longitudinal models provide no support for the unidimensional model, undermine support for the 2-factor model, and clearly refute claims that wording effects are ephemeral, but they provide good support for models positing 1 substantive (self-esteem) factor and response-style method factors that are stable over time. This longitudinal methodological approach has not only resolved these long-standing issues in self-esteem research but also has broad applicability to most psychological assessments based on self-reports with a mix of positively and negatively worded items.
A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling
Publisher: American Psychological Association (APA)
Date: 09-2010
DOI: 10.1037/A0019227
Abstract: NEO instruments are widely used to assess Big Five personality factors, but confirmatory factor analyses (CFAs) conducted at the item level do not support their a priori structure due, in part, to the overly restrictive CFA assumptions. We demonstrate that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory factor analysis (EFA), overcomes these problems with responses (N = 3,390) to the 60-item NEO-Five-Factor Inventory: (a) ESEM fits the data better and results in substantially more differentiated (less correlated) factors than does CFA (b) tests of gender invariance with the 13-model ESEM taxonomy of full measurement invariance of factor loadings, factor variances-covariances, item uniquenesses, correlated uniquenesses, item intercepts, differential item functioning, and latent means show that women score higher on all NEO Big Five factors (c) longitudinal analyses support measurement invariance over time and the maturity principle (decreases in Neuroticism and increases in Agreeableness, Openness, and Conscientiousness). Using ESEM, we addressed substantively important questions with broad applicability to personality research that could not be appropriately addressed with the traditional approaches of either EFA or CFA.
Tracking the Elusive Actual-Ideal Discrepancy Model Within Latent Subpopulations
Publisher: Hogrefe Publishing Group
Date: 10-04-2015
DOI: 10.1027/1614-0001/A000157
Abstract: This substantive-methodological synergy applies mixture modeling to verify whether the elusive, yet widely endorsed, actual-ideal discrepancy (AID) model might be verified in specific subgroups. Relations between Actual and Ideal Appearance, Physical Self-Concept (PSC), and Global Self-Esteem (GSE) were assessed with Mixture Structural Equation Models in a large s le of youth (N = 1,693). The results revealed three profiles, one of which (25.7%) supported the predicted negative effect of Ideal Appearance on PSC. The relations seem to be more complex than assumed, such that the effects of Actual Appearance on PSC/GSE increase as ideal standards increase, and that the negative effects of ideal standards on PSC are only apparent when these standards are lower. These results suggest the need for a revised AID model where ideals play a weighting role in the relations between Actual Appearance, PSC, and GSE.
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
Publisher: SAGE Publications
Date: 29-01-2014
Abstract: This substantive-methodological synergy demonstrates evolving multilevel latent-variable models for cross-cultural data. Using Trends in International Mathematics and Science Study (TIMSS) 2007 data for U.S. and Saudi Arabian eighth grade students, we evaluate the psychometric properties (measurement invariance, method effects, and gender differences) of math self-concept, positive affect, coursework aspirations, and achievement. Extending the studies of the “paradoxical cross-cultural self-concept effect” largely based on U.S.-Asian comparisons, country-level differences strongly favored the United States for achievement test scores, but favored Saudi Arabia for self-concept and aspirations. Latent mean gender differences, of particular interest because of Saudi Arabia’s single-sex school system, interacted with country for all constructs. The largest interaction was for achievement test scores there were no significant gender differences for U.S. students (in coed schools), but in single-sex Saudi schools, Saudi girls performed substantially better than Saudi boys. Consistently with previous (mostly Western) research, but not previously evaluated with TIMSS, in each of the four (2 gender × 2 country) groups all three outcomes (self-concept, affect, and aspiration) were positively influenced by in idual student achievement but negatively influenced by class-average achievement (the Big-Fish-Little-Pond Effect: BFLPE). BFLPEs were similar in size for boys and girls in coeducational (United States) and in single-sex (Saudi) classrooms.
ATHLETIC OR ANTISOCIAL - THE FEMALE SPORT EXPERIENCE
Publisher: Human Kinetics
Date: 09-1986
DOI: 10.1123/JSP.8.3.198
Abstract: The purpose of this study was to examine relations between women's involvment in sports and three psychological constructs: role conflict, sex-role identification, and multidimensional self-concepts. The three groups comprised female powerlifters competing in a national ch ionship ( n = 30), high school female athletes ( n = 46), and high school female nonathletes ( n = 46). Role conflict was not substantial except for a few specific areas related to conflicting expectations of appropriate female and athlete behavior. Both athletic groups scored substantially higher on masculinity (M) and on self-concept of physical ability than the nonathletic group, but there were no group differences on femininity (F) and few substantial differences in other areas of self-concept. Hence the results provide further support for the construct validity of androgyny and for the multidimensionality of self-concept. The major findings, that female athletes can be more M without being less F, and that female athletic involvement has positive benefits without producing any loss in F or in self-concept, dispels a popular myth about women's involvement in sports.
Comparison of Multi-class and Binary Classification Machine Learning Models in Identifying Strong Gravitational Lenses
Publisher: IOP Publishing
Date: 10-03-2020
Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study
Publisher: American Psychological Association (APA)
Date: 12-1997
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations
Publisher: Informa UK Limited
Date: 06-1999
Self-Serving Effect (Bias?) in Academic Attributions. Its Relation to Academic Achievement and Self-Concept
Publisher: No publisher found
Date: 1986
Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept
Publisher: American Educational Research Association (AERA)
Date: 06-2001
DOI: 10.3102/00028312038002321
Abstract: Longitudinal data from large cohorts of seventh grade (n = 2,778) East and West German students were collected at the start of the reunification of the school systems to evaluate how this remarkable social experiment affects self-concept formation. Multilevel modeling demonstrated a negative “big-fish-little-pond effect” (BFLPE) attending classes where class-average math achievement was higher led to lower math self-concepts. West German students attended schools that were highly stratified in relation to ability before and after the reunification, whereas East German students first attended selective schools after the reunification. Consistent with theoretical predictions based on this difference, the negative BFLPE—the negative effect of class-average achievement—was more negative in West German schools at the start of the reunification. This difference, however, was smaller by the middle of the year and had disappeared by the end of the first post-reunification school year. Whereas East and West German results both support the negative BFLPE, their differences supported theoretical predictions, extended theory, and demonstrated how changes in school policy influence the formation of academic self-concept.
Quantitative Modelling of Correlational and Multilevel Data in Educational Research: A Construct Validity Approach to Exploring and Testing Theory
Publisher: Springer Netherlands
Date: 24-10-2011
Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time
Publisher: SAGE Publications
Date: 04-11-2020
Abstract: What is the relationship between academic buoyancy and academic adversity? For ex le, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.
Predicting Self-Esteem from Perceptions of Actual and Ideal Ratings of Body Fatness: Is There only One Ideal Supermodel?
Publisher: Informa UK Limited
Date: 03-1996
DOI: 10.1080/02701367.1996.10607921
Abstract: Silhouette ratings of actual and ideal body fat (N = 258 high school students) were related to 4 self-concept scales (Body Fat, Physical Appearance, General Physical, Esteem) and objective body composition measures in order to test predictions from actual-ideal discrepancy models. Actual-ideal discrepancy scores were more strongly related to self-concept than actual scores alone, thus supporting the traditional discrepancy model. However, multiple regression analyses demonstrated that more sophisticated actual-ideal discrepancy models that considered discrepancies in either direction (feeling too fat or too thin) did significantly better. Because the traditional discrepancy model is a special case of this more general discrepancy model, the more general model should have broad applicability. Important aspects of this task were (a) that discrepancies were evaluated along a continuum in which the ideal was not one of the endpoints of the continuum, (b) that there was reasonable variation in ideal ratings, and (c) that positive and negative discrepancies were reported.
SELF DESCRIPTION QUESTIONNAIRE .3. THE CONSTRUCT-VALIDITY OF MULTIDIMENSIONAL SELF-CONCEPT RATINGS BY LATE ADOLESCENTS
Publisher: Wiley
Date: 06-1984
Application of Confirmatory Factor Analysis to the Study of Self-Concept. First- and Higher Order Factor Models and Their Invariance Across Groups
Publisher: No publisher found
Date: 1985
PRIOR SUBJECT INTEREST, STUDENTS EVALUATIONS, AND INSTRUCTIONAL-EFFECTIVENESS
Publisher: Informa UK Limited
Date: 1981
DOI: 10.1207/S15327906MBR1601_5
Abstract: Students' Prior Subject Interest in a course showed similar correlations with student ratings of instructional effectiveness in two university settings (N = 1102 classes). Correlations between Prior Subject Interest and different dimensions of instructional effectiveness varied from approximately zero to .44. Though these correlations were not high, Prior Subject Interest predicted student ratings better than any of 15 other student/course/instructor characteristics considered (e.g., Expected Grade, Class Size, Workload/Difficulty, Teacher Rank). Instructor self-evaluations of their own teaching effectiveness (N = 329 classes) were also positively correlated with both their own and their students' perceptions of Prior Subject Interest the dimensions that were most highly correlated -- particularly Learning/Value -- were the same as observed with student ratings. Since both student and instructor self evaluations were similarly related to Prior Subject Interest, it appears that this variable actually affects instructional effectiveness in a way that is accurately reflected in the student ratings.
Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts
Publisher: American Psychological Association (APA)
Date: 03-1990
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives
Publisher: Springer Science and Business Media LLC
Date: 12-04-2022
DOI: 10.1007/S10648-022-09662-9
Abstract: Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust (within-person) perspective and better control for unmeasured covariates. However, there is much confusion in educational-psychology research concerning appropriate research questions and interpretations of RI-CLPMs and CLPMs. To clarify this confusion, we juxtapose CLPMs and RI-CLPMs relating math self-concept (MSCs), school grades, and achievement tests over the five years of compulsory secondary schooling ( N = 3,425). We extend basic models to evaluate: directional ordering among three rather than only two constructs longitudinal invariance over time (multiple school years) and multiple groups (school tracks) lag-2 paths between non-adjacent waves and covariates (gender, primary-school math and verbal achievement). Across all basic and extended RI-CLPMs and CLPMs, there was consistent support for the REM bidirectional-ordering hypothesis that self-concept and achievement are each a cause and an effect of the other. Consistent with the logic of these models, extensions of the basic models had more effect on CLPMs, but the direction and statistical significance of cross-lagged paths were largely unaffected for both RI-CLPMs and CLPMs. This substantive-methodological synergy has important implications for theory, methodology, and policy ractice we support the importance of MSC as a predictor of subsequent achievement and demonstrate a more robust methodological framework for evaluating longitudinal-panel models.
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects
Publisher: Informa UK Limited
Date: 04-2012
Effects of Attending Single-Sex and Coeducational High Schools on Achievement, Attitudes, Behaviors, and Sex Differences
Publisher: No publisher found
Date: 1989
Mastery-Approach Goals: A Large-Scale Cross-Cultural Analysis of Antecedents and Consequences
Publisher: Center for Open Science
Date: 17-03-2022
Abstract: Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, is posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from over-representation of Western, educated, industrialized, rich, and democratic (WEIRD) s les, reliance on bivariate correlations, and lack the ability to directly control in idual-level background variables. To address these limitations, this study used nationally representative data from 80 societies (N= 612,004 adolescents) to examine the relations of MAP goals to four personality antecedents (workmastery, competitiveness, fear of failure, and mindset) and 16 consequences (i.e., task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive (workmastery, competitiveness) but not negative achievement motives (fear of failure, fixed mindset) (b) most strongly predictive of well-being outcomes (e.g., life satisfaction, resilience), followed by adaptative motivational (e.g., enjoyment, perceived competent) and achievement-related (e.g., test performance, educational aspirations) outcomes (c) weakly negatively associated with maladaptive outcomes (perceived task difficulty) and (d) uniquely predictive of various consequences, controlling for the personality antecedents and covariates. Further, the results of four different approaches provide consistent, strong support for cross-cultural generalizability of these relations, which has practical implications regarding the benefits of MAP goal pursuit in daily life and directions for educational intervention in a global context.
Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect
Publisher: American Psychological Association (APA)
Date: 02-1982
USING THE NATIONAL LONGITUDINAL-STUDY OF 1988 TO EVALUATE THEORETICAL-MODELS OF SELF-CONCEPT - THE SELF-DESCRIPTION QUESTIONNAIRE
Publisher: American Psychological Association (APA)
Date: 09-1994
Physical self-concept changes in a selective sport high school: A longitudinal cohort-sequence analysis of the big-fish-little-pond effect
Publisher: Human Kinetics
Date: 04-2015
Abstract: Elite athletes and nonathletes ( N = 1,268) attending the same selective sport high school (4 high school age cohorts, grades 7–10, mean ages varying from 10.9 to 14.1) completed the same physical self-concept instrument 4 times over a 2-year period (multiple waves). We introduce a latent cohort-sequence analysis that provides a stronger basis for assessing developmental stability/change than either cross-sectional (multicohort, single occasion) or longitudinal (single-cohort, multiple occasion) designs, allowing us to evaluate latent means across 10 waves spanning a 5-year period (grades 7–11), although each participant contributed data for only 4 waves, spanning 2 of the 5 years. Consistent with the frame-of-reference effects embodied in the big-fish-little-pond effect (BFLPE), physical self-concepts at the start of high school were much higher for elite athletes than for nonathlete classmates, but the differences declined over time so that by the end of high school there were no differences in the 2 groups. Gender differences in favor of males had a negative linear and quadratic trajectory over time, but the consistently smaller gender differences for athletes than for nonathletes did not vary with time.
Evaluating Model Fit With Ordered Categorical Data Within a Measurement Invariance Framework: A Comparison of Estimators
Publisher: Informa UK Limited
Date: 03-04-2014
The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being
Publisher: SAGE Publications
Date: 07-10-2022
DOI: 10.1177/01461672221125619
Abstract: In iduals’ subjective well-being (SWB) is an important marker of development and social progress. As psychological health issues often begin during adolescence, understanding the factors that enhance SWB among adolescents is critical to devising preventive interventions. However, little is known about how institutional contexts contribute to adolescent SWB. Using Programme for International Student Assessment (PISA) 2015 and 2018 data from 78 countries ( N = 941,475), we find that gender gaps in adolescents’ SWB (life satisfaction, positive and negative affect) are larger in more gender-equal countries. Results paradoxically indicated that gender equality enhances boys’ but not girls’ SWB, suggesting that greater gender equality may facilitate social comparisons across genders. This may lead to an increased awareness of discrimination against females and consequently lower girls’ SWB, diluting the overall benefits of gender equality. These findings underscore the need for researchers and policy-makers to better understand macro-level factors, beyond objective gender equality, that support girls’ SWB.
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.
Publisher: American Psychological Association (APA)
Date: 08-2022
DOI: 10.1037/EDU0000716
The Music Self-Perception Inventory: Development of a short form
Publisher: SAGE Publications
Date: 09-07-2016
Abstract: Music self-concept integrates perceptions, beliefs, and self-schemas about a person’s musical abilities and potential. Like other self-concept dimensions, it is multifaceted, hierarchically organized and has implications for motivation toward musical practice. The Music Self-Perception Inventory (MUSPI) is a theoretically based instrument assessing six specific music self-concept dimensions, as well as global music self-concept. Nonetheless, its applicability is limited by its length (84 items). In this study, we developed and validated a 28-item short form of the MUSPI, and showed that the short form yielded equivalent psychometric properties as the original. We validated the original MUSPI on a first s le and used these results to develop a shorter version (MUSPI-S), which we then cross-validated using a new independent s le. We also tested whether the MUSPI-S psychometric properties generalized (were invariant) across gender and grade-differentiated subgroups. Finally, we examined the convergent validity of the MUSPI and MUSPI-S. Results highlighted the psychometric soundness of the MUSPI-S on all criteria, and showed that it presented patterns of associations with other constructs equivalent to those observed with the original MUSPI.
IMPORTANCE RATINGS AND SPECIFIC COMPONENTS OF PHYSICAL SELF-CONCEPT - RELEVANCE TO PREDICTING GLOBAL COMPONENTS OF SELF-CONCEPT AND EXERCISE
Publisher: Human Kinetics
Date: 03-1995
DOI: 10.1123/JSEP.17.1.84
Abstract: Fox (1990) proposed a personalized hierarchical model of physical self-concept that integrated self-concept and perceived importance ratings, and he developed instruments to measure these constructs. Alternative approaches based on his instruments are evaluated with data from Sonstroem, Harlow, and Josephs’ (1994) study of 216 adult female aerobic dancers and their exercise activity. Consistent with previous research, there was little support for importance weighted-average or importance discrepancy models in the prediciton of self-esteem, general physical self-concept, or exercise behavior. However, condition self-concept was more positively related to exercise than other components of physical self-concept, and importance ratings of specific components of physical self-concept were positively related to exercise. These results support the construct validity of multidimensional physical self-concept responses, the value of specific domains of self-concept most relevant to a particular application rather than global measures of self, and the usefulness of importance ratings for predicting exercise activity.
Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood
Publisher: American Psychological Association (APA)
Date: 09-1989
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.
Publisher: American Psychological Association (APA)
Date: 11-2022
DOI: 10.1037/EDU0000733
READING AND ARITHMETIC ACHIEVEMENT IN PRIMARY YEARS FOR STUDENTS FROM NON-ENGLISH-SPEAKING FAMILIES - A 7-YEAR LONGITUDINAL COMPARISON
Publisher: SAGE Publications
Date: 04-1986
DOI: 10.1177/000494418603000102
Abstract: Students from seven schools, some from English-speaking ( N = 226) and some from non-English-speaking ( N = 60) families, were tested for reading achievement in Years 1, 2, 3 and 6, and for mathematics achievement in Year 6. Students from non-English-speaking families achieved significantly poorer reading results than those from English-speaking families, and these differences were consistent and stable across Years 1–6. Longitudinal analyses suggested that the effect occurred primarily in Year 1 students from non-English-speaking families achieved lower reading scores in subsequent school years but their lower scores could be explained by their poor reading skills in earlier school years. The language group differences were quite specific to reading skills, and the two groups did not differ in mathematics achievement in Year 6. The specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. All students in the present investigation who performed poorly on reading tests in Year 1, no matter what the cause and no matter what the home language, were very likely to perform poorly on reading tests through all primary school years.
Early prediction of reading achievement with the Sheppard School Entry Screening Test: A four-year longitudinal study
Publisher: American Psychological Association (APA)
Date: 04-1982
Simulation study of nonequivalent group-matching and regression-discontinuity designs: Evaluations of gifted and talented programs
Publisher: Informa UK Limited
Date: 1998
Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study
Publisher: Elsevier BV
Date: 2021
The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective
Publisher: Center for Open Science
Date: 05-11-2021
Abstract: Although social-emotional skills are more malleable than cognitive skills and have potential benefits for a range of academic and life outcomes, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multi-cohort (ages 10 and 15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of inter-rater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41) (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles (c) by modeling skills at the facet-level rather than at the domain-level, we identified the key skills for different outcomes and found significant variation in facets’ predictive utility even within the same domain (d) although the old cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the inter-rater agreement and predictive utility on outcomes. Overall, Self-Control, Trust, Optimism, and Energy were found among the four most important skills for academic and life success. We further identified unique contribution of each skill for certain outcomes, pointing the way to effective and precise interventions.
The Multilevel Latent Covariate Model: A New, More Reliable Approach to Group-Level Effects in Contextual Studies
Publisher: American Psychological Association (APA)
Date: 09-2008
DOI: 10.1037/A0012869
Abstract: In multilevel modeling (MLM), group-level (L2) characteristics are often measured by aggregating in idual-level (L1) characteristics within each group so as to assess contextual effects (e.g., group-average effects of socioeconomic status, achievement, climate). Most previous applications have used a multilevel manifest covariate (MMC) approach, in which the observed (manifest) group mean is assumed to be perfectly reliable. This article demonstrates mathematically and with simulation results that this MMC approach can result in substantially biased estimates of contextual effects and can substantially underestimate the associated standard errors, depending on the number of L1 in iduals per group, the number of groups, the intraclass correlation, the s ling ratio (the percentage of cases within each group s led), and the nature of the data. To address this pervasive problem, the authors introduce a new multilevel latent covariate (MLC) approach that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions. However, under some circumstances when the s ling ratio approaches 100%, the MMC approach provides more accurate estimates. Based on 3 simulations and 2 real-data applications, the authors evaluate the MMC and MLC approaches and suggest when researchers should most appropriately use one, the other, or a combination of both approaches.
Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect Across 41 Culturally and Economically Diverse Countries
Publisher: American Psychological Association (APA)
Date: 05-2009
DOI: 10.1037/A0013838
The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs?
Publisher: Informa UK Limited
Date: 2002
Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs
Publisher: Informa UK Limited
Date: 06-2009
The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective.
Publisher: American Psychological Association (APA)
Date: 05-2023
DOI: 10.1037/PSPP0000426
Abstract: Social-emotional skills have been shown to be beneficial for many important life outcomes for students. However, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant, and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multicohort (ages 10-15 from Finland,
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes.
Publisher: American Psychological Association (APA)
Date: 07-2021
DOI: 10.1037/PSPP0000306
Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers
Publisher: American Psychological Association (APA)
Date: 2006
DOI: 10.1037/0278-6133.25.3.316
Abstract: Does prior physical self-concept influence subsequent exercise behavior? On the basis of a large s le of physical education classes (2,786 students, 200 classes, 67 teachers) collected early (Time 1) and late (Time 2) in the school year, findings support a reciprocal effects model in which prior physical self-concept and exercise behavior both influence subsequent physical self-concept and exercise behavior. Whereas variables from the theory of planned behavior (TOPB behavioral intentions, perceived behavioral control, exercise attitudes) also contributed to the prediction of subsequent exercise behavior, the effect of prior physical self-concept was significant for subsequent outcomes after controlling these variables, suggesting that the TOPB should be supplemented with self-concept measures. On the basis of multilevel models, there were systematic differences in these variables for students taught by different teachers that generalized over time and across different classes taught by the same teacher. Support for the reciprocal effects model was robust.
The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries
Publisher: Center for Open Science
Date: 15-02-2022
Abstract: Achievement emotions are important educational constructs. They predict outcomes such as students’ achievement, persistence, and drop-out intentions. Thus, it is crucial to examine the factors that determine these emotions. In this study, we focus specifically on the positive emotion of enjoyment as past research has largely focused on negative emotions such as test anxiety. We explore two potential predictors of enjoyment: in idual-student achievement and class-average achievement. Past research has shown student achievement to be a positive predictor of enjoyment, with preliminary evidence suggesting class-average achievement to be a negative predictor of enjoyment (Happy-Fish-Little-Pond Effect HFLPE). However, research has largely been restricted to single-country or single-domain examinations with s les of secondary school students, limiting the generalizability of findings. To bridge this gap, we utilize combined data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) 2011. This s le consisted of 180,084 4th-grade students from 37 countries, with all students responding to items in the math, science, and reading domains. Through multilevel modeling, we demonstrate that the effect of student achievement on enjoyment is positive in all three domains, while the effect of class achievement is negative—confirming the HFLPE. We also demonstrate the relative universality of these results across the 37 countries while there was variation in the size of the effects, results were largely consistent in direction. Our findings add to the literature on achievement emotions by highlighting two important predictors of enjoyment that operate across domains and cross-nationally.
Masculinity and Femininity: A Bipolar Construct and Independent Constructs
Publisher: Wiley
Date: 09-1989
Multidimensional Self-Concepts and Perceptions of Control: Construct Validation of Responses by Children
Publisher: No publisher found
Date: 1989
Causal effects of academic self-concept on academic achievement: A reanalysis of Newman (1984)
Publisher: Informa UK Limited
Date: 1988
Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall
Publisher: Elsevier BV
Date: 07-2004
Erratum to Structural Equation Models of Latent Interactions: An Appropriate Standardized Solution and Its Scale-Free Properties (Structural Equation Modeling, 17, 1 (1-22), 10.1080/10705510903438872)
Publisher: Informa UK Limited
Date: 13-04-2010
The Big-Fish-Little-Pond Effect on Academic Self-Concept
Publisher: No publisher found
Date: 1987
A multidimensional, hierarchical model of self-concept: An important facet of personality
Publisher: SAGE Publications Ltd
Date: 2008
Psychological Comparison Processes and Self-Concept in Relation to Five Distinct Frame-of-Reference Effects: Pan-Human Cross-Cultural Generalizability over 68 Countries
Publisher: SAGE Publications
Date: 03-2020
DOI: 10.1002/PER.2232
Abstract: The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (in idual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a s le of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology
Personality traits moderate the Big-Fish-Little-Pond Effect of academic self-concept
Publisher: Elsevier BV
Date: 12-2012
Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference
Publisher: Elsevier BV
Date: 02-2013
Gender Effects in the Peer Reviews of Grant Proposals: A Comprehensive Meta-Analysis Comparing Traditional and Multilevel Approaches
Publisher: American Educational Research Association (AERA)
Date: 09-2009
Abstract: Peer review is valued in higher education, but also widely criticized in terms of potential biases, particularly gender. We evaluate gender differences in peer reviews of grant applications, extending Bornmann, Mutz, and Daniel’s meta-analyses that reported small gender differences in favor of men ( d = .04), but a substantial heterogeneity in effect sizes that compromised the robustness of their results. We contrast these findings with the most comprehensive single primary study (Marsh, Jayasinghe, and Bond) that found no gender differences for grant proposals. We juxtapose traditional (fixed- and random-effects) and multilevel models, demonstrating important advantages to the multilevel approach. Consistent with Marsh et al.’s primary study, there were no gender differences for the 40 (of 66) effect sizes from Bornmann et al. that were based on grant proposals. This lack of a gender effect for grant proposals was very robust, generalizing over country, discipline, and publication year
PHYSICAL SELF-DESCRIPTION QUESTIONNAIRE - PSYCHOMETRIC PROPERTIES AND A MULTITRAIT-MULTIMETHOD ANALYSIS OF RELATIONS TO EXISTING INSTRUMENTS
Publisher: Human Kinetics
Date: 09-1994
Abstract: Two s les of high school students ( n = 315 and n = 395) completed the new Physical Self-Description Questionnaire (PSDQ). Confirmatory factor analysis (CFA) was used to demonstrate support for the 11 scales of physical self-concept (Strength, Body Fat, Activity, Endurance/Fitness, Sport Competence, Coordination, Health, Appearance, Flexibility, General Physical Self-Concept, and Self-Esteem) that the PSDQ is designed to measure, the replicability of its good psychometric properties in the two s les, and the replicability of the factor structure over gender. Subjects in S le 1 also completed responses to the Physical Self-Perception Profile (Fox, 1990) and the Physical Self-Concept Scale (Richards, 1988). CFA models of this multitrait-multimethod data provided support for both the convergent and discriminant validity of responses to the three instruments. Comparisons of psychometric, theoretical, and pragmatic considerations of the three instruments led to the recommendation of the PSDQ in a wide variety of research and applied settings.
Flow experience in sport: Construct validation of multidimensional, hierarchical state and trait responses
Publisher: Informa UK Limited
Date: 1999
The lability of psychological ratings: The chameleon effect in global self-esteem
Publisher: SAGE Publications
Date: 1999
DOI: 10.1177/0146167299025001005
Abstract: The chameleon effect hypothesizes that the interpretation of esteem items and the nature of the measurement of the construct are altered by the content of other items in a survey. In each of three studies, responses to esteem items embedded among items focusing on a specific self-concept domain (academic, artistic, or physical) were more highly correlated to that specific domain than were esteem items from a broadly based multidimensional self-concept instrument. Confirmatory factor analysis models demonstrated that the same esteem items embedded in different instruments measured distinctfactors. Unlike typical contextual effects showing mean shifts along the same underlying continuum, these results suggest changes in the nature of the construct that is being measured so that mean shifts are of dubious relevance. The results have theoretical implications for how in iduals form esteem judgments and practical limitations for the interpretation of esteem responses in correlational and experimental studies.
The well-being profile (WB-Pro): Creating a theoretically based multidimensional measure of well-being to advance theory, research, policy, and practice.
Publisher: American Psychological Association (APA)
Date: 03-2020
DOI: 10.1037/PAS0000787
Abstract: There is no universally agreed definition of well-being as a subjective experience, but Huppert and So (2013) adopted and systematically applied the definition of well-being as positive mental health-the opposite of the common mental disorders described in standard mental health classifications (e.g.,
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
Publisher: American Educational Research Association (AERA)
Date: 02-2019
Abstract: We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal s le, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gender favoring girls. In contrast, subsequent university STEM enrollment favored boys. In both high school and university, enrollments favored girls in life sciences and boys in physical sciences, but at university there was a leaky pipeline in which girls who qualified to pursue physical sciences opted for non-STEM subjects. Qualitative analysis not only supported quantitative results but also highlighted alternative mechanisms of STEM engagement/disengagement, and mostly supported gender similarities rather than differences.
Multidimensional Self-Concepts. The Effect of Participation in an Outward Bound Program
Publisher: No publisher found
Date: 1986
PUBLIC CATHOLIC DIFFERENCES IN THE HIGH-SCHOOL AND BEYOND DATA - A MULTIGROUP STRUCTURAL EQUATION MODELING APPROACH TO TESTING MEAN DIFFERENCES
Publisher: JSTOR
Date: 1990
DOI: 10.2307/1165032
Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments.
Publisher: American Psychological Association (APA)
Date: 05-2014
DOI: 10.1037/A0035615
THE FACTORIAL INVARIANCE OF STUDENT-EVALUATIONS OF COLLEGE-TEACHING
Publisher: American Educational Research Association (AERA)
Date: 1984
DOI: 10.3102/00028312021002341
Abstract: University instructors who taught the same course at least four times over a 4-year period were evaluated by different groups of students in each of these four classes (N = 316 instructors, 1,264 classes, 31,322 students). Factor analyses of the class average ratings clearly replicated the nine evaluation dimensions found in earlier studies. A multitrait-multimethod (MTMM) matrix was formed in which the nine dimensions were the multiple traits, and the four different offerings of the same course were the multiple methods. Across all nine dimensions the average convergent validity was r = .68. MTMM analyses with both the C bell-Fiske MTMM criteria and confirmatory factor analysis (using LISREL) demonstrated substantial convergent and discriminant validity, but little method/halo effect. The confirmatory factor analysis also demonstrated the generalizability of the multivariate structure of the ratings across the four sets of courses. Taken together, these findings provide stronger evidence for the multidimensionality of student ratings than does any previously published research and describe a powerful analytic tool for use in student evaluation research.
The self-description questionnaire ii and gifted students: Another look at Plucker, Taylor, Callahan, and Tomchin's (1997) mirror, mirror on the wall
Publisher: SAGE Publications
Date: 12-2001
DOI: 10.1177/00131640121971608
Abstract: Plucker, Taylor, Callahan, and Tomchin concluded that confirmatory factor analyses (CFA) of responses to the Self-Description Questionnaire (SDQ) II provided only limited support for construct validity with gifted students because of the modest fit of their CFA models. They acknowledged, however, that potential complications (e.g., their CFA models, treatment of missing data, and highly nonnormal data) meant that their conclusions may be premature. Here, the authors analyzed data from their original study ( N = 376) and new data from another gifted-student program ( N = 837), exploring alternative approaches to missing data and data normalization. The a priori model based on the design of the SDQII resulted in a good fit to the data for the total group, and the factor solution was invariant across the two s les of gifted students. The results strongly support the construct validity of responses to the SDQII by gifted adolescents.
Structure of physical self-concept: Elite athletes and physical education students
Publisher: American Psychological Association (APA)
Date: 06-1997
Differences in cost, tenure ratio, and faculty flow as a result of changed mandatory retirement ages
Publisher: Springer Science and Business Media LLC
Date: 1980
DOI: 10.1007/BF00991826
Rely upon SET research
Publisher: American Psychological Association (APA)
Date: 07-1999
School Autonomy Policies Lead to Increases in Principal Autonomy and Job Satisfaction
Publisher: Center for Open Science
Date: 18-11-2021
Abstract: We explore whether decentralization of decision-making influences school principals’ subjective experience of autonomy, job demands, burnout, and job satisfaction. Using six-years of longitudinal data, we used two Australian education reforms as a natural experiment of the effect of decentralization. Exploiting state-to-state variation in the policies, we used difference-in-differences models, finding that the decentralization policies had a small influence on increasing self-perceptions of autonomy without increasing job demands. We also found that the policies had a small positive effect on job satisfaction.
Assessing Educational Effectiveness: Policy Implications from Diverse Areas of Research*
Publisher: Wiley
Date: 06-2011
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
Publisher: Informa UK Limited
Date: 09-2006
Big-Fish-Little-Pond Effect: Generalizability and Moderation-Two Sides of the Same Coin
Publisher: American Educational Research Association (AERA)
Date: 06-2010
Abstract: Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 in idual student characteristics. The constructs examined covered two broad areas: academic self-regulation based on a theoretical framework proposed by Zimmerman and socioeconomic status. Statistically significant moderating effects emerged in both areas however, in relation to the large s le (N = 265,180), many were considered small. It was concluded that the BFLPE was an extremely robust effect given that it was reasonably consistent across the specific constructs examined.
Longitudinal reciprocal effects of agentic engagement and autonomy support : Between- and within-person perspectives
Publisher: American Psychological Association (APA)
Date: 17-08-2023
DOI: 10.1037/EDU0000815
Validity of social, moral and emotional facets of Self-Description Questionnaire II
Publisher: Informa UK Limited
Date: 27-03-2015
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.
Publisher: American Psychological Association (APA)
Date: 05-2014
DOI: 10.1037/A0035504
Interaction Effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches
Publisher: Informa UK Limited
Date: 24-06-2014
A new reader trial approach to peer review in funding research grants : An Australian experiment
Publisher: Springer Science and Business Media LLC
Date: 12-2006
Long-term stability of students’ evaluations: A note on Feldman’s consistency and variability among college students in rating their teachers and courses
Publisher: Springer Science and Business Media LLC
Date: 1979
DOI: 10.1007/BF00976226
The Rotter locus of control scale: The comparison of alternative response formats and implications for reliability, validity, and dimensionality
Publisher: Elsevier BV
Date: 12-0002
In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings
Publisher: Informa UK Limited
Date: 07-2004
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry
Publisher: SAGE Publications
Date: 02-09-2013
Abstract: Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.
Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study
Publisher: JSTOR
Date: 08-1998
DOI: 10.2307/1132361
Content Specificity of Relations Between Academic Achievement and Academic Self-Concept
Publisher: No publisher found
The peer review process used to evaluate manuscripts submitted to academic journals: Interjudgmental reliability
Publisher: Informa UK Limited
Date: 1989
THE TRANSITION FROM SINGLE'SEX TO CO'EDUCATIONAL HIGH SCHOOLS: TEACHER PERCEPTIONS, ACADEMIC ACHIEVEMENT, AND SELF'CONCEPT
Publisher: Wiley
Date: 06-1989
Tennessee Self Concept Scale: Reliability, Internal Structure, and Construct Validity
Publisher: No publisher found
Date: 1988
A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling
Publisher: Informa UK Limited
Date: 14-01-2019
Causal modeling of self-concept, job satisfaction, and retention of nurses
Publisher: Elsevier BV
Date: 10-2008
DOI: 10.1016/J.IJNURSTU.2007.10.009
Abstract: The critical shortage of nurses experienced throughout the western world has prompted researchers to examine one major component of this complex problem - the impact of nurses' professional identity and job satisfaction on retention. A descriptive correlational design with a longitudinal element was used to examine a causal model of nurses' self-concept, job satisfaction, and retention plans in 2002. A random s le of 2000 registered nurses was selected from the state registering authority listing. A postal survey assessing multiple dimensions of nurses' self-concept (measured by the nurse self-concept questionnaire), job satisfaction (measured by the index of work satisfaction) was undertaken at Time 1 (n=528) and 8 months later at Time 2 (n=332) (including retention plans (measured by the Nurse Retention Index). Using confirmatory factor analysis, correlation matrices and path analysis, measurement and structural models were examined on matching pairs of data from T1 and T2 (total s le N=332). Nurses' self-concept was found to have a stronger association with nurses' retention plans (B=.45) than job satisfaction (B=.28). Aspects of pay and task were not significantly related to retention plans, however, professional status (r=.51), and to a lesser extent, organizational policies (r=.27) were significant factors. Nurses' general self-concept was strongly related (r=.57) to retention plans. Strategies or interventions requiring implementation and evaluation include: counseling to improve nurse general self-concept, education programs and competencies in health communication between health professionals, reporting of nurse-initiated programs with substantial patient benefit, nurse-friendly organizational policies, common health team learning opportunities, and autonomous practice models.
The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models
Publisher: SAGE Publications
Date: 15-01-0010
DOI: 10.1177/10731911211069675
Abstract: For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept—a crucial psychological construct for several outcomes—across reading achievement levels. We use Programme for International Student Assessment 2018 data ( N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence–high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence–low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.
MULTIDIMENSIONAL SELF-CONCEPTS OF ELITE ATHLETES - HOW DO THEY DIFFER FROM THE GENERAL-POPULATION
Publisher: Human Kinetics
Date: 03-1995
DOI: 10.1123/JSEP.17.1.70
Abstract: A broad cross-section of elite athletes ( n = 83) was compared to a normative s le ( n = 2,436) of nonathletes on the 13 self-concept scales for the Self-Description Questionnaire III (SDQIII). On these scales athletes had substantially higher Physical Ability self-concepts than nonathletes, but did not differ on Physical Appearance self-concepts. There were smaller differences favoring athletes on social scales (Same Sex, Opposite Sex, and Parent Relationships), Global Esteem, and the total self-concept. Group differences were not statistically significant for the academic scales (Math, Verbal, Academic, and Problem Solving) and Emotional self-concept, whereas nonathletes had marginally higher Spiritual and Honesty self-concepts. Athlete/nonathlete differences varied somewhat according to gender, generally favoring women athletes. Because the pattern of group differences (e.g., large differences in Physical Ability and minimal differences in Academic self-concept scales) is reasonably similar to a priori predictions, the results provide further support for the construct validity of SDQIII responses.
Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects
Publisher: American Psychological Association (APA)
Date: 06-2013
DOI: 10.1037/A0026913
Abstract: This substantive-methodological synergy applies evolving approaches to factor analysis to substantively important developmental issues of how five-factor-approach (FFA) personality measures vary with gender, age, and their interaction. Confirmatory factor analyses (CFAs) conducted at the item level often do not support a priori FFA structures, due in part to the overly restrictive assumptions of CFA models. Here we demonstrate that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory factor analysis, overcomes these problems with the 15-item Big Five Inventory administered as part of the nationally representative British Household Panel Study (N = 14,021 age: 15-99 years, Mage = 47.1). ESEM fitted the data substantially better and resulted in much more differentiated (less correlated) factors than did CFA. Methodologically, we extended ESEM (introducing ESEM-within-CFA models and a hybrid of multiple groups and multiple indicators multiple causes models), evaluating full measurement invariance and latent mean differences over age, gender, and their interaction. Substantively the results showed that women had higher latent scores for all Big Five factors except for Openness and that these gender differences were consistent over the entire life span. Substantial nonlinear age effects led to the rejection of the plaster hypothesis and the maturity principle but did support a newly proposed la dolce vita effect in old age. In later years, in iduals become happier (more agreeable and less neurotic), more self-content and self-centered (less extroverted and open), more laid back and satisfied with what they have (less conscientious, open, outgoing and extroverted), and less preoccupied with productivity.
The use of item parcels in structural equation modelling: Non-normal data and small sample sizes
Publisher: Wiley
Date: 11-2004
DOI: 10.1111/J.2044-8317.2004.TB00142.X
Abstract: Maximum likelihood estimation in confirmatory factor analysis requires large s le sizes, normally distributed item responses, and reliable indicators of each latent construct, but these ideals are rarely met. We examine alternative strategies for dealing with non-normal data, particularly when the s le size is small. In two simulation studies, we systematically varied: the degree of non-normality the s le size from 50 to 1000 the way of indicator formation, comparing items versus parcels the parcelling strategy, evaluating uniformly positively skews and kurtosis parcels versus those with counterbalancing skews and kurtosis and the estimation procedure, contrasting maximum likelihood and asymptotically distribution-free methods. We evaluated the convergence behaviour of solutions, as well as the systematic bias and variability of parameter estimates, and goodness of fit.
School Belonging Predicts whether an Emerging Adult will be Not in Education, Employment, or Training (NEET) after School
Publisher: Center for Open Science
Date: 04-03-2021
Abstract: Low school belonging and Not (being) in Employment, Education, or Training (NEET) are both signs of social exclusion. Yet little research has considered whether school belonging is a risk factor for NEET. Using two longitudinal cohorts from Australia (*N* = 17,692 51% Boys), we explore this relationship. Controlling for a range of in idual and school level covariates, we find that school belonging at age 15 is a consistent and practically significant predictor of NEET status at ages 16-20. We found that this relationship is not the product of school belonging lowering the chances of students graduating high-school. Rather, school belonging had a unique impact beyond graduation. Given the costs of NEET, school belonging is of significant policy concern.
School socioeconomic status context and social adjustment in children.
Publisher: American Psychological Association (APA)
Date: 03-11-2022
DOI: 10.1037/DEV0001463
Abstract: Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal s le of Australian 4- to 8-year-olds (
Academic self-concept and academic achievement: Relations and causal ordering
Publisher: Wiley
Date: 03-2011
Multilevel modeling of longitudinal growth and change: Substantive effects or regression toward the mean artifacts?
Publisher: Informa UK Limited
Date: 04-2002
A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement
Publisher: No publisher found
Date: 1988
A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?
Publisher: Human Kinetics
Date: 03-2004
DOI: 10.1123/JSEP.26.1.90
Abstract: Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large s le of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motivational climate (task-involving and ego-involving) and in idual goal orientations (task and ego) on in idual students’ outcomes (intrinsic motivation, attitudes, physical self-concept, and exercise intentions) collected early (T1) and late (T2) in the school year. Using a multilevel approach, we found significant class-average differences in motivational climate at T1 that had positive effects on T2 outcomes after controlling T1 outcomes. Although there was no support for a “compatibility hypothesis” (e.g., that task oriented students were more benefited by task-involving motivation climates), the stability of goal orientations was undermined by incompatible climates.
Exploring sex differences in science enrolment intentions: An application of the general model of academic choice
Publisher: Springer Science and Business Media LLC
Date: 08-2005
DOI: 10.1007/BF03216817
Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models
Publisher: No publisher found
Date: 1998
SELF-CONCEPT, SOCIAL-COMPARISON, AND ABILITY GROUPING - A REPLY
Publisher: American Educational Research Association (AERA)
Date: 1984
DOI: 10.3102/00028312021004799
Abstract: Self-concept, like other psychological impressions, is relativistic and depends on some frame of reference. In educational settings, for ex le, the other students in the same classroom serve as one basis of comparison. According to the frame of reference model, academic self-concept will depend on a student’s own academic ability and the ability levels of other students within the same class. Thus academic self-concept is expected to vary with the average ability level in a classroom. However, Kulik and Kulik (1982) , on the basis of their meta-analysis, found that the average student self-concept in classes where students were grouped according to ability level did not differ from those in comparable ungrouped classes. The purpose of this article is to demonstrate that ability grouping is likely to have substantial effects on self concepts within different ability groupings, even though these effects may be lost when data are averaged across ability groupings. This contention is consistent with predictions from the frame of reference model of self-concept and data that support the model.
MASCULINITY, FEMININITY, AND ANDROGYNY - A METHODOLOGICAL AND THEORETICAL CRITIQUE
Publisher: Springer Science and Business Media LLC
Date: 04-1986
DOI: 10.1007/BF00288424
Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/02640410500130920
Abstract: A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other.
Self-Other Agreement on Multidimensional Self-Concept Ratings. Factor Analysis and Multitrait-Multimethod Analysis
Publisher: American Psychological Association (APA)
Date: 11-1985
A multidimensional perspective on students' evaluations of teaching effectiveness : Reply to Abrami and d'Apollonia (1991)
Publisher: American Psychological Association (APA)
Date: 09-1991
Masculinity, Femininity, and Androgyny: Relations to Self'Esteem and Social Desirability
Publisher: Wiley
Date: 12-1987
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models.
Publisher: American Psychological Association (APA)
Date: 12-2016
DOI: 10.1037/DEV0000241
Abstract: The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative s le of high school students (Grades 7-10 N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victimization led to subsequent aggression. After controlling for prior depression, aggression, and victimization, depression had a positive effect on subsequent victimization, but victimization had no effect on subsequent depression. Aggression neither affected nor was affected by depression. The results suggest that depression is a selection factor that leads to victimization, but that victimization has little or no effect on subsequent depression beyond what can be explained by the preexisting depression. In support of developmental equilibrium, the results were consistent across the 6 waves. (PsycINFO Database Record
A meta-analytic path analysis of the internal/ external frame of reference model of academic achievement and academic self-concept
Publisher: American Educational Research Association (AERA)
Date: 09-2009
Abstract: A meta-analysis of 69 data sets ( N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self-concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (.67), but the correlation between math and verbal self-concepts (.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self-concepts (.61 for math, .49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (−.21 from math achievement on verbal self-concept, −.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when self-efficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students’ self-evaluation processes as they are influenced by internal and external frames of reference.
Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement
Publisher: Elsevier BV
Date: 10-2016
Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions
Publisher: Springer Science and Business Media LLC
Date: 11-03-2015
STUDENTS EVALUATIONS OF TEACHING EFFECTIVENESS - THE STABILITY OF MEAN RATINGS OF THE SAME TEACHERS OVER A 13-YEAR PERIOD
Publisher: Elsevier BV
Date: 1991
Multidimensional Self-Concepts. Relations With Sex and Academic Achievement
Publisher: American Psychological Association (APA)
Date: 10-1985
Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility
Publisher: American Psychological Association (APA)
Date: 11-1997
CROSS-NATIONAL-STUDY OF THE STRUCTURE AND LEVEL OF MULTIDIMENSIONAL SELF-CONCEPTS - AN APPLICATION OF CONFIRMATORY FACTOR-ANALYSIS
Publisher: Informa UK Limited
Date: 04-1987
Job satisfaction of teachers and their principals in relation to climate and student achievement.
Publisher: American Psychological Association (APA)
Date: 07-2020
DOI: 10.1037/EDU0000409
Trajectories of academic self-concept during the elementary school years: A growth mixture analysis
Publisher: Elsevier BV
Date: 08-2022
Developmental trajectories of achievement emotions in mathematics during adolescence
Publisher: Wiley
Date: 12-09-2023
DOI: 10.1111/CDEV.13996
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Publisher: American Psychological Association (APA)
Date: 08-2023
DOI: 10.1037/PSPP0000436
Abstract: Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, are posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from overrepresentation of Western, educated, industrialized, rich, and democratic (WEIRD) s les reliance on bivariate correlations and lack the ability to directly control in idual-level background variables. To address these limitations, this study used nationally representative data from 77 countries/regions (
Longitudinal Confirmatory Factor Analysis: Common, Time-Specific, Item-Specific, and Residual-Error Components of Variance
Publisher: Informa UK Limited
Date: 1994
Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility
Publisher: American Psychological Association (APA)
Date: 10-1984
Confirmatory Factor Analyses of Multitrait-Multimethod Data: Many Problems and a Few Solutions
Publisher: SAGE Publications
Date: 12-1989
DOI: 10.1177/014662168901300402
Abstract: During the last 15 years there has been a steady in crease in the popularity and sophistication of the con firmatory factor analysis (CFA) approach to multitrait- multimethod (MTMM) data. This approach, however, incurs some important problems, the most serious being the ill-defined solutions that plague MTMM stud ies and the assumption that so-called method factors reflect primarily the influence of method effects. In three different MTMM studies, ill-defined solutions were frequent and alternative parameterizations de signed to solve this problem tended to mask the symp toms instead of eliminating the prcblem. More impor tantly, so-called method factors apparently represented trait variance in addition to, or instead of, method var iance for at least some models in all three studies. Further support for this counterinterpretation of method factors was found when external validity crite ria were added to the MTMM models and correlated with trait and so-called method factors. This problem, when it exists, invalidates the traditional interpretation of trait and method factors and the comparison of dif ferent MTMM models. A new specification of method effects as correlated uniquenesses instead of method factors was less prone to ill-defined solutions and, ap parently, to the confounding of trait and method ef fects. Index terms: confirmatory factor analysis, construct validity, convergent validity, correlated uniquenesses, discriminant validity, empirical under- identification, LISREL, method effects, multitrait-multi method analysis.
Workload, grades, and students' evaluations of teaching: Clear understanding sometimes requires more patient explanations
Publisher: No publisher found
Date: 1998
Interaction effects in growth modeling: A full model
Publisher: Informa UK Limited
Date: 2002
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.
Publisher: American Psychological Association (APA)
Date: 02-2018
DOI: 10.1037/DEV0000393
Abstract: Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative s le of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period the interconnectedness and complementarity of 3 ASC models their counterbalancing strengths and weaknesses and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record
EFFECTS OF INTERNALLY FOCUSED FEEDBACK AND ATTRIBUTIONAL FEEDBACK ON ENHANCEMENT OF ACADEMIC SELF-CONCEPT
Publisher: American Psychological Association (APA)
Date: 03-1991
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study
Publisher: American Educational Research Association (AERA)
Date: 04-2015
Abstract: (This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally representative s le of U.S. boys N = 2,213). The results suggest that (a) self-concept and intrinsic value have reciprocal effects with academic achievement and predict educational attainment, (b) self-concept is consistently found to predict occupational aspirations, (c) the associations between achievement and aspirations are partially mediated by motivational beliefs, and (d) academic self-concept in high school had stronger long-term indirect effects on future occupational aspirations and educational attainment than task values and IQ.
THE OUTWARD BOUND BRIDGING COURSE FOR LOW-ACHIEVING HIGH-SCHOOL MALES - EFFECT ON ACADEMIC-ACHIEVEMENT AND MULTIDIMENSIONAL SELF-CONCEPTS
Publisher: Informa UK Limited
Date: 08-1988
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research
Publisher: Springer Science and Business Media LLC
Date: 09-05-2008
Confirmatory Factor Analysis Models of Factorial Invariance: A Multifaceted Approach
Publisher: Informa UK Limited
Date: 1994
Individualized teacher frame of reference and student self-concept within and between school subjects.
Publisher: American Psychological Association (APA)
Date: 02-2023
DOI: 10.1037/EDU0000737
SELF-DESCRIPTION QUESTIONNAIRE - AGE AND SEX EFFECTS IN THE STRUCTURE AND LEVEL OF SELF-CONCEPT FOR PREADOLESCENT CHILDREN
Publisher: American Psychological Association (APA)
Date: 10-1984
Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models
Publisher: Informa UK Limited
Date: 02-01-2015
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.
Publisher: American Psychological Association (APA)
Date: 08-2016
DOI: 10.1037/DEV0000146
Abstract: Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative s le of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword. (PsycINFO Database Record
Principles of Cyberbullying Research
Publisher: Routledge
Date: 20-12-2012
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective
Publisher: No publisher found
Date: 2001
Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study
Publisher: No publisher found
A growth mindset lowers perceived cognitive load and improves learning : Integrating motivation to cognitive load
Publisher: American Psychological Association (APA)
Date: 08-2020
DOI: 10.1037/EDU0000631
Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications
Publisher: Elsevier BV
Date: 10-2014
A stronger latent-variable methodology to actual-ideal discrepancy
Publisher: SAGE Publications
Date: 11-2008
DOI: 10.1002/PER.694
Abstract: We introduce a latent actual–ideal discrepancy (LAID) approach based on structural equation models (SEMs) with multiple indicators and empirically weighted variables. In Study 1, we demonstrate with simulated data, the superiority of a weighted approach to discrepancy in comparison to a classic unweighted one. In Study 2, we evaluate the effects of actual and ideal appearance on physical self‐concept and self‐esteem. Actual appearance contributes positively to physical self‐concept and self‐esteem, whereas ideal appearance contributes negatively. In support of multidimensional perspective, actual‐ and ideal‐appearance effects on self‐esteem are substantially—but not completely—mediated by physical self‐concept. Whereas this pattern of results generalises across gender and age, multiple‐group invariance tests show that the effect of actual appearance on physical self‐concept is larger for women than for men. Copyright © 2008 John Wiley & Sons, Ltd.
Extending the Reciprocal Effects Model of Math Self-Concept and Achievement: Long-Term Implications for End-of-High-School, Age-26 Outcomes, and Long-Term Expectations
Publisher: American Psychological Association (APA)
Date: 02-2022
DOI: 10.1037/EDU0000750
Cultural perspectives on school motivation: The relevance and application of goal theory
Publisher: American Educational Research Association (AERA)
Date: 1997
DOI: 10.3102/00028312034001207
Abstract: The aim of this research was to determine whether the goals held by students from erse cultural backgrounds differ and to determine the relationship of these goals to school motivation and achievement. Participants completed a self-report instrument (the Inventory of School Motivation) based on goal theory. Confirmatory factor analyses were conducted to establish the adequacy of the instrument for use across the selected groups. Group differences were analyzed through the application of ANOVA. Finally, multiple regression analyses were conducted to examine the relationship between the goals held by the participants and school achievement criteria.
Patent foramen ovale closure prior to surgery in the sitting position
Publisher: Informa UK Limited
Date: 05-12-2014
DOI: 10.3109/02688697.2013.865709
Abstract: Previously, patent foramen ovale (PFO) was an absolute contraindication to surgery in the sitting position. We report two patients with PFO who underwent surgery in the sitting position after percutaneous PFO closure. To our knowledge this is the first report of this technique.
A three-dimensional taxonomy of achievement emotions.
Publisher: American Psychological Association (APA)
Date: 2023
DOI: 10.1037/PSPP0000448
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach
Publisher: Springer Science and Business Media LLC
Date: 08-02-2021
Assimilation and contrast as range-frequency effects of anchors
Publisher: American Psychological Association (APA)
Date: 1969
DOI: 10.1037/H0027741
Abstract: To demonstrate the feasibility of a novel, ellipse fitting approach, named PLANET, for simultaneous estimation of relaxation times T A method is presented in which the elliptical signal model is used to describe the phase-cycled bSSFP steady-state signal. The fitting of the model to the acquired data is reformulated into a linear convex problem, which is solved directly by a linear least squares method, specific to ellipses. Subsequently, the relaxation times T Maps of T The presented method allows for accurate mapping of relaxation times and off-resonance, and for the reconstruction of banding free magnitude images at realistic signal-to-noise ratios. Magn Reson Med 79:711-722, 2018. © 2017 The Authors Magnetic Resonance in Medicine published by Wiley Periodicals, Inc. on behalf of International Society for Magnetic Resonance in Medicine. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
A Multidimensional Perspective of Relations between Self-Concept (Self Description Questionnaire II) and Adolescent Mental Health (Youth Self-Report)
Publisher: American Psychological Association (APA)
Date: 2004
Big-fish-little-pond effect on academic self-concept - A cross-cultural (26-country) test of the negative effects of academically selective schools
Publisher: American Psychological Association (APA)
Date: 2003
DOI: 10.1037/0003-066X.58.5.364
Abstract: Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative s les of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.
Effects of grading leniency and low workload on students' evaluations of teaching: Popular myth, bias, validity, or innocent bystanders?
Publisher: American Psychological Association (APA)
Date: 03-2000
Achievement Emotions and Elementary School Children's Academic Performance: Longitudinal Models of Developmental Ordering
Publisher: American Psychological Association (APA)
Date: 05-2022
DOI: 10.1037/EDU0000748
Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches
Publisher: Informa UK Limited
Date: 23-10-2007
The Multidimensional Student Well-being (MSW) Instrument: Conceptualisation, Measurement, and Differences Between Indigenous and non-Indigenous Primary and Secondary Students
Publisher: Center for Open Science
Date: 17-02-2023
Abstract: Enabling children and youth’s well-being is widely valued by families and communities worldwide as an important outcome of schooling. However, whilst the concept of well-being in childhood has been widely studied, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. Hence there is a need to advance the conceptualization and development of better measures of well-being for schooling contexts. We theorized a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) Instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched s le of 1,405 Australian students (Indigenous, N = 764 non-Indigenous, N = 641) at three time-points 10-12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students’ well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students.
Using the National Longitudinal Study of 1988 to Evaluate Theoretical Models of Self-Concept: The Self-Description Questionnaire
Publisher: No publisher found
Date: 1994
Construct validation of hebrew versions of three physical self-concept measures: An extended multitrait-multimethod analysis
Publisher: Human Kinetics
Date: 09-2006
Abstract: This study extends support for the construct validity of the three strongest physical self-concept measures for 395 Israeli university students (60% women) aged 18 to 54, demonstrating a new extension of the multitrait-multimethod (MTMM) design that incorporates external validity criteria and a test of jingle-jangle fallacies. Structural equation models of this MTMM data confirmed the a priori 23-factor structure of the three instruments, and the convergent and discriminant validity of factors from each instrument in relation to those from the other instruments. There were few age effects, whereas gender differences were smaller than expected and stable over age. In support of the known-group-difference approach, physical education majors had systematically higher physical self-concepts than management majors. Relations of body image to self-concept factors supported the convergent and discriminant validity of the physical self-concept factors and the separation of body fat from physical appearance self-concepts, but having a more obese body was not significantly related to health self-concept or global self-esteem factors.
Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian course experience questionnaire (CEQ)
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0024221
The elusive importance effect: More failure for the Jamesian perspective on the importance of importance in shaping self-esteem
Publisher: Wiley
Date: 15-09-2008
DOI: 10.1111/J.1467-6494.2008.00514.X
Abstract: Following William James (1890/1963), many leading self-esteem researchers continue to support the In idual-importance hypothesis-that the relation between specific facets of self-concept and global self-esteem depends on the importance an in idual places on each specific facet. However, empirical support for the hypothesis is surprisingly elusive, whether evaluated in terms of an importance-weighted average model, a generalized multiple regression approach for testing self-concept-by-importance interactions, or idiographic approaches. How can actual empirical support for such an intuitively appealing and widely cited psychological principle be so elusive? Hardy and Moriarty (2006), acknowledging this previous failure of the In idual-importance hypothesis, claim to have solved the conundrum, demonstrating an innovative idiographic approach that provides clear support for it. However, a critical evaluation of their new approach, coupled with a reanalysis of their data, undermines their claims. Indeed, their data provide compelling support against the In idual-importance hypothesis, which remains as elusive as ever.
SEX-DIFFERENCES IN THE DEVELOPMENT OF VERBAL AND MATHEMATICS CONSTRUCTS - THE HIGH-SCHOOL AND BEYOND STUDY
Publisher: SAGE Publications
Date: 1989
DOI: 10.2307/1163031
A bayesian approach for estimating multilevel latent contextual models
Publisher: Informa UK Limited
Date: 15-08-2016
Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement
Publisher: SAGE Publications
Date: 28-06-2011
Abstract: The most popular measures of multidimensional constructs typically fail to meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract from their discriminant validity. Part of the problem, the authors argue, is undue reliance on overly restrictive independent cluster models of confirmatory factor analysis (ICM-CFA) in which each item loads on one, and only one, factor. Here the authors demonstrate exploratory structural equation modeling (ESEM), an integration of the best aspects of CFA and traditional exploratory factor analyses (EFA). On the basis of responses to the 11-factor Motivation and Engagement Scale ( n = 7,420, M age = 14.22), we demonstrate that ESEM fits the data much better and results in substantially more differentiated (less correlated) factors than corresponding CFA models. Guided by a 13-model taxonomy of ESEM full-measurement (mean structure) invariance, the authors then demonstrate invariance of factor loadings, item intercepts, item uniquenesses, and factor variancescovariances, across gender and over time. ESEM has broad applicability to other areas of research that cannot be appropriately addressed with either traditional EFA or CFA and should become a standard tool for use in psychometric tests of psychological assessment instruments.
Mathematics and science achievements predicted by self-concept and subject value among 8th grade Saudi students : Invariance across gender
Publisher: Hogrefe Publishing Group
Date: 10-2014
DOI: 10.1037/IPP0000022
Abstract: The aims of this study were to evaluate the relationships among student’s self-perceptions, subject value, and achievement in mathematics and science in a single-sex educational milieu, and test whether the relationships were invariant across gender. The data for this study were obtained from the Third International Math and Science Study (TIMSS) 2007 database in which 4,099 eighth-grade Saudi students participated. The variables used in this study were mathematics and science self-concepts, subject value, and achievement in mathematics and science. The relationships among constructs were examined using structural equation modeling. The results revealed that the measurement and structural models were invariant across gender. Also, although the boys held more positive self-concepts (self-enhancing) about math and science, girls outperformed boys in both math and science (self-improving). The implication of the study is that intervention strategies should consider the conceptualization that self-concept and subject value are two distinct domain-specific constructs. Also, interventions may be differentially designed for boys and girls, especially in single-sex settings. However, more research should be conducted in which high-stake tests vs. low-stake tests like the TIMSS, are used as measures of achievement. Future research may study gender differences in self-concept, subject value, and achievement by using measurement models that provide more detailed information about measurement bias across gender groups.
MOTIVATIONAL CONSTRUCTS IN GREEK PHYSICAL EDUCATION CLASSES: FACTOR STRUCTURE, GENDER AND AGE EFFECTS IN A NATIONALLY REPRESENTATIVE LONGITUDINAL SAMPLE
Publisher: Informa UK Limited
Date: 2006
Longitudinal Stability of Latent Means and Individual Differences: A Unified Approach
Publisher: Informa UK Limited
Date: 1994
Peer review in the funding of research in higher education: The Australian experience
Publisher: American Educational Research Association (AERA)
Date: 12-2001
DOI: 10.3102/01623737023004343
Abstract: In this article we evaluate the peer review process used to fund Australian university research across all disciplines. Peer reviews of research proposals (2,989 proposals, 6,233 external reviewers) submitted to the Australian Research Council (ARC) are related to characteristics of the researchers and of external reviewers. The reliability of the peer reviews was disappointingly low (interrater agreement of .53 for researcher ratings based on an average of 4.3 external reviewers per proposal). The gender and age of a researcher and the number of researchers on a research team did not affect the probability that funding would be granted, but professors were more likely to be funded than nonprofessors. Australian external reviewers gave lower ratings than did non-Australian reviewers, particularly those from North America. The number of external reviewers for each proposal and the number of proposals assessed by each external reviewer had small negative effects on ratings. Researcher-nominated external reviewers (those chosen by the authors of a research proposal) gave higher, less-reliable ratings than did panel-nominated external reviewers chosen by the ARC. To improve the reliability of peer reviews, we offer the following recommendations: (a) Researcher-nominated reviewers should not be used (b) there should be more reviews per proposal and (c) a smaller number of more highly selected reviewers should perform most of the reviews within each subdiscipline, thereby providing greater control over error associated with in idual reviewers.
School autonomy policies lead to increases in principal autonomy and job satisfaction
Publisher: Elsevier BV
Date: 2022
Predictors and correlates of self-esteem in deaf athletes
Publisher: Palacky University Olomouc
Date: 05-06-2015
DOI: 10.5507/EUJ.2015.002
Positive and negative global self-esteem: A substantively meaningful distinction or artifactors?
Publisher: American Psychological Association (APA)
Date: 1996
Countries, parental occupation, and girls' interest in science
Publisher: Elsevier BV
Date: 02-2019
Δ2 and χ2I2 Fit Indices for Structural Equation Models: A Brief Note of Clarification
Publisher: Informa UK Limited
Date: 1995
THE IMPORTANCE OF BEING IMPORTANT - THEORETICAL-MODELS OF RELATIONS BETWEEN SPECIFIC AND GLOBAL COMPONENTS OF PHYSICAL SELF-CONCEPT
Publisher: Human Kinetics
Date: 09-1994
Abstract: Theoretical models of relations between specific components of physical self-concept, global physical self-concept, and global esteem are evaluated. Self-concept models posit that the effect of a specific domain (e.g., strength, endurance, or appearance) on global components should vary with the importance an in idual places on the specific domain, but empirical support for this prediction is weak. Fox (1990) incorporated a related assumption into his hierarchical model of physical self-concept, but did not test this assumption. In empirical tests based on responses to the newly developed Physical Self-Description Questionnaire, relations between specific and global components of physical self-concept did not vary with the perceived importance of the specific component, and unweighted averages of specific components were as highly related to global components as importance weighted averages. These results provide no support for the importance of importance in modifying relations between domain-specific and general components of self-concept.
Assessing goodness of fit: Is parsimony always desirable?
Publisher: Informa UK Limited
Date: 07-1996
Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries
Publisher: American Psychological Association (APA)
Date: 03-2004
Performance and mastery orientation of high school and university/college students: A rasch perspective
Publisher: SAGE Publications
Date: 09-11-2008
Abstract: This investigation assesses performance and mastery orientation from a Rasch perspective among high school and university students and provides a complementary approach to the factor analytic methods typical in goal theory research. Data shows that both school and university students are high in mastery orientation relative to performance orientation, and there is broad agreement for the separation of performance and mastery orientation. However, there are fewer school—university differences on performance orientation than mastery orientation, with university students more mastery oriented than high school students. Although performance orientation holds up well from a psychometric perspective, data indicates that for both school and university s les, mastery orientation items do not adequately differentiate high— from low—mastery-oriented students. Finally, the Rasch approach suggests that for both school and university students, there may exist a hierarchical structure to performance and mastery orientation. Implications for goal theory and the measurement of goal orientations are discussed.
VALIDITY OF STUDENTS EVALUATIONS - CLASSROOM EVALUATIONS OF INSTRUCTORS INDEPENDENTLY NOMINATED AS BEST AND WORST TEACHERS BY GRADUATING SENIORS
Publisher: American Educational Research Association (AERA)
Date: 11-1977
DOI: 10.3102/00028312014004441
Abstract: Graduating seniors nominated instructors in their major departments who were “most outstanding” or “least outstanding.” The following academic year, evaluations of 62 instructors, 31 “most outstanding” and 31 “least outstanding,” were selected from all courses evaluated as part of a university-wide program of instructional evaluation. Although retrospective nominations of graduating seniors were experimentally independent and differed in nature from the classroom evaluations of current students, the nominations showed good correspondence with the classroom evaluations. The classroom evaluations of the “most outstanding” instructors were consistently much higher than those of the “least outstanding” instructors on all evaluation scores except the “Difficulty/Workload” factor. However, the lack of statistically significant differences on the background variables describing the course, the student and the instructor’s teaching experience suggests that the two criterion groups were similar in other aspects. These findings offer support for the validity of students’ evaluations of instructional effectiveness by showing that the distinction between instructors nominated “most outstanding” and “least outstanding” by graduating seniors is reflected in their classroom evaluations.
Development in relationship self-concept from high school to university predicts adjustment.
Publisher: American Psychological Association (APA)
Date: 08-2020
DOI: 10.1037/DEV0000992
CONFIRMATORY FACTOR-ANALYSES OF MULTITRAIT-MULTIMETHOD DATA - A COMPARISON OF ALTERNATIVE MODELS
Publisher: SAGE Publications
Date: 03-1991
DOI: 10.1177/014662169101500106
Abstract: Alternative models for confirmatory factor analysis of multitrait-multimethod (MTMM) data were evaluated by varying the number of traits and methods and s le size for 255 MTMM matrices constructed from real data (Study 1), and for 180 MTMM matrices constructed from simulated data (Study 2). The correlated uniqueness model converged to proper solutions for 99% (Study 1) and 96% (Study 2) of the MTMM matrices, whereas the general model typically used converged to proper solutions for only 24% (Study 1) and 22% (Study 2) of the MTMM matrices. The general model was usually ill-defined (100% in Study 1, 90% in Study 2) for small MTMM matrices with small Ns, but performed better when the size of the MTMM matrix and N were larger. Even when both models converged to proper solutions, however, parameter estimates for the correlated uniqueness model were more accurate and precise in relation to known population parameters in Study 2.
FACULTY EARNINGS COMPARED WITH THOSE OF NONACADEMIC PROFESSIONALS
Publisher: Informa UK Limited
Date: 11-1981
DOI: 10.2307/1981770
Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size
Publisher: No publisher found
Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction
Publisher: American Psychological Association (APA)
Date: 2004
What is the nature of self-esteem? Unidimensional and multidimensional perspectives
Publisher: Psychology Press
Date: 15-04-2013
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis
Publisher: Elsevier BV
Date: 10-2020
Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony.
Publisher: Informa UK Limited
Date: 17-06-2019
DOI: 10.1080/00273171.2019.1602503
Abstract: CFAs of multidimensional constructs often fail to meet standards of good measurement (e.g., goodness-of-fit, measurement invariance, and well-differentiated factors). Exploratory structural equation modeling (ESEM) represents a compromise between exploratory factor analysis' (EFA) flexibility, and CFA/SEM's rigor and parsimony, but lacks parsimony (particularly in large models) and might confound constructs that need to be kept separate. In Set-ESEM, two or more a priori sets of constructs are modeled within a single model such that cross-loadings are permissible within the same set of factors (as in Full-ESEM) but are constrained to be zero for factors in different sets (as in CFA). The different sets can reflect the same set of constructs on multiple occasions, and/or different constructs measured within the same wave. Hence, Set-ESEM that represents a middle-ground between the flexibility of traditional-ESEM (hereafter referred to as Full-ESEM) and the rigor and parsimony of CFA/SEM. Thus, the purposes of this article are to provide an overview tutorial on Set-ESEM, juxtapose it with Full-ESEM, and to illustrate its application with simulated data and erse "real" data applications with accessible, heuristic explanations of best practice.
Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching
Publisher: Informa UK Limited
Date: 14-07-2009
Posterior fossa meningiomas: Surgical experience in 52 cases
Publisher: Springer Science and Business Media LLC
Date: 22-10-1998
Abstract: Early reports of the surgical management of posterior cranial fossa meningiomas (PCFM) yielded poor results with high rates of mortality and morbidity. With the advent of modern neuroimaging and microsurgical techniques the results of surgery have improved markedly, but despite these advances removal of these lesions remains a challenge. The results of the surgical treatment of PCF meningiomas were examined with the aim to identify particular features associated with increased mortality and morbidity. Of 713 patients with meningioma, 52 patients were identified with PCFM. Total macroscopic excision was achieved in 44 patients (84%). Postoperative complications occurred in 28 patients (54%) with permanent sequelae in 18 (35%). There were no mortalities in the immediate postoperative period. Follow-up ranged from 14 to 174 months (mean 42), tumour has recurred in 11 patients (21%) with a long-term mortality of 11%. At their latest follow-up 41 (79%) of patients achieved Glasgow outcome scores of 4 or 5. Total excision of tumour should remain the goal of treatment in patients with PCFM. Despite the recent advances in preoperative planning and surgical techniques, the morbidity associated with surgery remains significant. Notwithstanding, the majority of patients achieve a good outcome with surgical treatment.
VERBAL AND MATH SELF-CONCEPTS - AN INTERNAL EXTERNAL FRAME OF REFERENCE MODEL
Publisher: American Educational Research Association (AERA)
Date: 03-1986
DOI: 10.3102/00028312023001129
Abstract: The purpose of this investigation is to examine empirical support for the internal/external (I/E) frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n = 6,010 age range = 7–35+ years) that have employed the Self Description Questionnaire (SDQ), SDQII, or SDQ III self-concept instruments. The I/E model posits, for ex le, that a high Math self-concept is more likely when math skills are good relative to those of peers (an external comparison) and when math skills are better than verbal skills (an internal comparison). Consistent with the model and empirical findings, (a) Verbal and Math self-concepts are nearly uncorrelated with each other even though verbal and math achievement indicators are substantially correlated with each other and with the matching areas of self-concept (b) the direct effects of math achievement on Verbal self-concept, and of verbal achievement on Math self-concept, are both negative. For inferred self-concepts based on the ratings of external observers, the external process seems to operate, but not the internal process. The findings demonstrate that academic self-concepts are affected by different processes than are the academic achievement areas they reflect and the inferred self-concepts offered by external observers.
CONFIRMATORY FACTOR-ANALYSIS OF MULTITRAIT-MULTIMETHOD DATA - THE CONSTRUCT-VALIDATION OF MULTIDIMENSIONAL SELF-CONCEPT RESPONSES
Publisher: Wiley
Date: 12-1990
The Relative Influence of Course Level, Course Type, and Instructor on Students' Evaluations of College Teaching
Publisher: American Educational Research Association (AERA)
Date: 2016
DOI: 10.3102/00028312018001103
Abstract: College students (N = 1,374) evaluated teaching effectiveness both at the end of each course (N = 100) and again 1 year after graduation. Mean end-of-term ratings were similar to those collected after graduation, and the two sets of ratings were highly correlated (median r = .83). The purpose of this study was to determine the relative contribution of course level (undergraduate vs. graduate), course type (accounting, economics, finance, etc.), and the specific instructor in determining evaluations of teaching. Results showed variance attributable to the specific instructor was much larger than that due either to course level or course type for both end-of-term and follow-up ratings, and the effects were stable. These findings indicate that both the type of course and the level at which it is taught are relatively less important in determining the outcome of student ratings than who teaches it.
ACADEMIC PRODUCTIVITY AND FACULTY SUPPLEMENTAL INCOME
Publisher: Informa UK Limited
Date: 09-1980
DOI: 10.2307/1981406
Effects of Single-Sex and Coeducational Schools: A Response to Lee and Bryk
Publisher: American Psychological Association (APA)
Date: 12-1989
Choosing a multivariate model: Noncentrality and goodness of fit
Publisher: American Psychological Association (APA)
Date: 03-1990
Age and gender effects in physical self-concepts for adolescent elite athletes and nonathletes: A multicohort-multioccasion design
Publisher: Human Kinetics
Date: 09-1998
Abstract: Age and gender effects in 10 physical self-concept scales for elite athletes and nonathletes were based on responses from 4 age cohorts (grades 7-10 in high school) who completed the same instrument 4 times during a 2-year period. A multicohort-multioccasion design provides a stronger basis for assessing development differences than a cross-sectional comparison collected on a single occasion or a longitudinal comparison based on responses by a single age cohort collected on multiple occasions. Across all 10 physical self-concepts there were substantial differences due to group (athletes greater than nonathletes), gender (males greater than females), and gender x group interactions (athletes less than nonathletes in gender differences). There were no significant effects of age cohort and only very small effects of occasions. Thus longitudinal and cross-sectional comparisons both showed that mean levels of physical self-concept were stable over this potentially volatile adolescent period and that this stability generalized over gender, age, and athlete groups.
NEUTRAL-POINT ANCHORING IN RATINGS OF PERSONALITY-TRAIT WORDS
Publisher: University of Illinois Press
Date: 1983
DOI: 10.2307/1422572
Is parsimony always desirable: Response to Sivo and Willson, Hoyle, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and others
Publisher: Informa UK Limited
Date: 1998
General growth mixture analysis of adolescents' developmental trajectories of anxiety: The impact of untested invariance assumptions on substantive interpretations
Publisher: Informa UK Limited
Date: 05-10-2011
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
Publisher: American Educational Research Association (AERA)
Date: 02-2015
Abstract: The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched s les of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries ( N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.
SPORT MOTIVATION ORIENTATIONS - BEWARE OF JINGLE-JANGLE FALLACIES
Publisher: Human Kinetics
Date: 12-1994
Abstract: The similarity of the constructs measured by the Perceptions of Success Questionnaire (POS Roberts, 1993) and the Sports Orientation Questionnaire (SOQ Gill, 1993) were evaluated using (a) confirmatory factor analyses of responses by 395 high school students (217 males, 178 females, ages 12 to 18) to items adapted from the two instruments and (b) relations to external criteria. Although the POS Mastery and SOQ Goal scales were highly related and reflected task orientation, the SOQ Competitiveness scale was more highly correlated with the POS Mastery and SOQ Goal scales than with the POS Competitiveness scale. Apparently, competitiveness assessed by the SOQ reflects a task orientation, whereas the POS Competitiveness scale reflects primarily an ego orientation. Sport psychologists need to beware of jingle (scales with the same label reflect the same construct) and jangle (scales with different labels measure different construct) fallacies, and pursue construct validity studies more vigorously to test the interpretations of measures.
School athletic participation: Mostly gain with little pain
Publisher: Human Kinetics
Date: 06-2003
Abstract: Participation in high school sports had positive effects on many Grade 12 and postsecondary outcomes (e.g., school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, university applications, subsequent college enrollment, and eventual educational attainment) after controlling background variables and parallel outcomes from Grades 8 and 10 in a large, nationally representative, 6-year longitudinal study. In contrast to Zero-Sum and Threshold Models , these positive effects generalized across academic and nonacademic outcomes, across the entire range of athletic participation levels, and across different subgroups of students (e.g., SES, gender, ethnicity, ability levels, educational aspirations). Sport participation is hypothesized to increase identification/commitment to school and school values which mediate the participation effects, particularly for narrowly defined academic outcomes not directly related to sport participation. Consistent with this Identification/Commitment Model , extramural sport, and to a lesser extent team sport, had more positive effects than intramural and in idual sports.
How the Predictors of Math Achievement Change over Time: A Longitudinal Machine Learning Approach
Publisher: Center for Open Science
Date: 16-08-2023
Abstract: Researchers have focused extensively on understanding the factors influencing students' academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students' development. To address this, we employed machine learning to analyze longitudinal survey data from 3,425 German secondary school students spanning Years 5 to 9. Our objectives were twofold: to model and compare the predictive capabilities of 105 predictors on math achievement and to track changes in their importance over time. We first predicted standardized math achievement scores in Years 6 to 9 using the variables assessed in the previous year ("next year prediction"). Second, we examined the utility of the variables assessed in Year 5 at predicting future math achievement at varying time lags (1-4 years ahead) --- "varying lag prediction". In the next year prediction analysis, prior math achievement was the strongest predictor, gaining importance over time. In the varying lag prediction analysis, the predictive power of Year 5 math achievement waned with longer time lags. In both analyses, additional predictors, including IQ, grades, motivation and emotion, cognitive strategies, classroom/home environments, and demographics (including SES), exhibited relatively smaller yet consistent contributions, underscoring their distinct roles in predicting math achievement over time. These findings have implications for both future research and educational practices, which are discussed in detail.
Causal Ordering of Academic Self-Concept and Academic Achievement: A Multiwave, Longitudinal Panel Analysis
Publisher: No publisher found
Date: 1990
Validity of students’ evaluations of teaching effectiveness: Cognitive and affective criteria
Publisher: American Psychological Association (APA)
Date: 08-1980
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
Publisher: American Psychological Association (APA)
Date: 03-1997
Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions.
Publisher: No publisher found
Date: 2022
DOI: 10.1177/17456916221112919
Abstract: Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and in idual student interventions only after improving social norms and the school climate.
Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error
Publisher: Informa UK Limited
Date: 30-11-2009
DOI: 10.1080/00273170903333665
Abstract: This article is a methodological-substantive synergy. Methodologically, we demonstrate latent-variable contextual models that integrate structural equation models (with multiple indicators) and multilevel models. These models simultaneously control for and unconfound measurement error due to s ling of items at the in idual (L1) and group (L2) levels and s ling error due the s ling of persons in the aggregation of L1 characteristics to form L2 constructs. We consider a set of models that are latent or manifest in relation to s ling items (measurement error) and s ling of persons (s ling error) and discuss when different models might be most useful. We demonstrate the flexibility of these 4 core models by extending them to include random slopes, latent (single-level or cross-level) interactions, and latent quadratic effects. Substantively we use these models to test the big-fish-little-pond effect (BFLPE), showing that in idual student levels of academic self-concept (L1-ASC) are positively associated with in idual level achievement (L1-ACH) and negatively associated with school-average achievement (L2-ACH)-a finding with important policy implications for the way schools are structured. Extending tests of the BFLPE in new directions, we show that the nonlinear effects of the L1-ACH (a latent quadratic effect) and the interaction between gender and L1-ACH (an L1 × L1 latent interaction) are not significant. Although random-slope models show no significant school-to-school variation in relations between L1-ACH and L1-ASC, the negative effects of L2-ACH (the BFLPE) do vary somewhat with in idual L1-ACH. We conclude with implications for erse applications of the set of latent contextual models, including recommendations about their implementation, effect size estimates (and confidence intervals) appropriate to multilevel models, and directions for further research in contextual effect analysis.
Relationships between Flow, Self-Concept, Psychological Skills, and Performance
Publisher: Informa UK Limited
Date: 03-2001
TENNESSEE SELF-CONCEPT SCALE - RELIABILITY, INTERNAL STRUCTURE, AND CONSTRUCT-VALIDITY
Publisher: American Psychological Association (APA)
Date: 10-1988
Erratum to: Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement (Journal of Psychoeducational Assessment, (2011), 29, (322-346), 10.1177/0734282911406657)
Publisher: SAGE Publications
Date: 10-2011
Abstract: In the article above, on page 322, the affiliations of the authors were published incorrectly at the bottom. The correct academic affiliations are: Herbert W. Marsh, Oxford University, UK University of Western Sydney, Australia and King Saud University, Saudi Arabia Gregory Arief D. Liem, University of Sydney, Australia Andrew J. Martin, University of Sydney, Australia Benjamin Nagengast, Oxford University, UK Alexander J. S. Morin, University of Sherbrooke, Canada Educational Excellence and Equity (E3) Research Program, Center for Educational Research (University of Western Sydney)
Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering
Publisher: Wiley
Date: 11-2007
DOI: 10.1111/J.1467-8624.2007.01094.X
Abstract: Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135 mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.
Big-fish-little-pond effect on academic self-concept
Publisher: Hogrefe Publishing Group
Date: 2005
DOI: 10.1024/1010-0652.19.3.119
Abstract: Abstract: In its simplest form, the big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts when attending schools where the average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. In this article, I summarize theoretical, empirical, and policy-related implications of the BFLPE.
Identification with deficient rank loading matrices in confirmatory factor analysis: Multitrait-multimethod models
Publisher: Springer Science and Business Media LLC
Date: 03-1994
DOI: 10.1007/BF02294271
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis
Publisher: Elsevier BV
Date: 02-2022
Construct validity of physical self-description questionnaire responses: Relations to external criteria
Publisher: Human Kinetics
Date: 06-1996
Abstract: The Physical Self-Description Questionnaire (PSDQ) is a multidimensional physical self-concept instrument with 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical, and Global Esteem. The purpose of this study is to evaluate the construct validity of PSDQ responses in relation to 23 external criteria, including measures of body composition, physical activity, endurance, strength, and flexibility for 192 (113 boys and 79 girls) high school students. Each external validity criterion was predicted a priori to be most highly correlated with one of the PSDQ scales. In support of the convergent validity of the PSDQ responses, every predicted correlation was statistically significant. In support of the discriminant validity of the PSDQ responses, most predicted correlations were larger than other correlations involving the same criterion. These results support the construct validity of PSDQ responses in relation to external criteria and their potential usefulness in a wide variety of sports and exercise settings.
Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of arab and anglo-saxon countries
Publisher: American Psychological Association (APA)
Date: 02-2013
DOI: 10.1037/A0029907
Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference
Publisher: American Educational Research Association (AERA)
Date: 03-1997
DOI: 10.3102/00346543067001043
Abstract: The purpose of this meta-analysis is to examine the effects of adventure programs on a erse array of outcomes such as self concept, locus of control, and leadership. The meta-analysis was based on 1,728 effect sizes drawn from 151 unique s les from 96 studies, and the average effect size at the end of the programs was .34. In a remarkable contrast to most educational research, these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments ( ES = .17). The effect sizes varied substantially according the particular program and outcome and improved as the length of the program and the ages of participants increased. Too little is known, however, about why adventure programs work most effectively.
THE ASSESSMENT OF WRITING EFFECTIVENESS - A MULTIDIMENSIONAL PERSPECTIVE
Publisher: Informa UK Limited
Date: 12-1987
Value Beliefs About Math
Publisher: Hogrefe Publishing Group
Date: 03-2020
DOI: 10.1027/1015-5759/A000513
Abstract: Abstract. This study proposed an improved representation of the factor structure of the Gaspard et al. (2015) value beliefs about math scale relying on bifactor exploratory structural equation modeling (B-ESEM). Using a convenience s le of 537 Italian students (327 males M age = 18.2), our results supported the superiority of a B-ESEM solution including nine specific factors (intrinsic, importance of achievement, personal importance, utility for school/job, utility for life, social utility, effort required, opportunity cost, and emotional cost) and one global value factor. The results further revealed that the specific factors (with the exception of personal importance) retained meaning over and above participants’ global levels of value. Finally, our results confirmed that global value beliefs predicted career aspirations, whereas expectancies of success remained the strongest predictor of math achievement.
Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives.
Publisher: American Psychological Association (APA)
Date: 10-2023
DOI: 10.1037/EDU0000800
Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students
Publisher: SAGE Publications
Date: 11-10-2008
Abstract: Buoyancy is in iduals' ability to successfully deal with setbacks and challenges that are typical of everyday life—an “everyday resilience.” From a construct validity perspective, then, the present study conducts a psychometric scoping of buoyancy in the school setting. The study comprised 3,450 high school students and 637 school personnel administered the Buoyancy Scale, along with the Motivation and Engagement Scale and cognate measures. Confirmatory factor analysis supported the hypothesized factor structure of the Buoyancy Scale for personnel and students and invariance in factor loadings suggested similarity in constructs across s les. Reliability and distribution properties were also consistent across s les. Structural equation modeling showed males to be more buoyant in both s les, but opposite age effects were found with higher bouyancy amongst younger respondents in the student s le and older respondents in the workplace s le. Findings demonstrated broad congruency across s les in key relationships between buoyancy and hypothesized correlates.
Exploratory Structural Equation Modeling
Publisher: Informa UK Limited
Date: 14-07-2013
Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research
Publisher: Elsevier BV
Date: 1987
Big-fish-little-pond effect on academic self-concept: A reply to responses
Publisher: Hogrefe Publishing Group
Date: 2005
DOI: 10.1024/1010-0652.19.3.141
Abstract: Summary: The purpose of this article is to reply - within the designated length limitation - to three invited responses to my ( Marsh, 2005 ) overview of the big-fish-little-pond effect (BFLPE). In its simplest form, the BFLPE predicts that equally able students have lower academic self-concepts when attending schools or classes where the school-average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. None of the three responses to Marsh (2005) argues against the basic theoretical and empirical research in support of the BFLPE - that school- or class-average ability has a negative effect on academic self-concept. However, each of the three responses - coming from very different perspectives - proposes new questions and addresses broader implications that provide a rich basis for further BFLPE research in Germany and throughout the world.
The generalized internal/external frame of reference model : An extension to dimensional comparison theory
Publisher: EARLI
Date: 27-07-2016
CONTENT SPECIFICITY OF RELATIONS BETWEEN ACADEMIC-ACHIEVEMENT AND ACADEMIC SELF-CONCEPT
Publisher: American Psychological Association (APA)
Date: 03-1992
Evaluation of the Big-Two-Factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies
Publisher: Informa UK Limited
Date: 04-2003
MULTIDIMENSIONAL SELF-CONCEPTS, MASCULINITY, AND FEMININITY AS A FUNCTION OF WOMENS INVOLVEMENT IN ATHLETICS
Publisher: Springer Science and Business Media LLC
Date: 10-1986
DOI: 10.1007/BF00287980
Validating Young Children's Self-Concept Responses: Methodological Ways and Means to Understand their Responses
Publisher: Wiley
Date: 2008
Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students Frame-of-Reference as a Unifying Theoretical Explanation
Publisher: Hogrefe Publishing Group
Date: 07-2019
DOI: 10.1027/1016-9040/A000332
Abstract: Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high explaining the paradoxical cross-cultural self-concept effect • attending schools where school-average achievement was high demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students • year-in-school relative to age unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Publisher: Elsevier BV
Date: 2016
Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention
Publisher: Human Kinetics
Date: 02-2023
Abstract: Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students’ need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students’ social functioning.
Negative Item Bias in Ratings Scales for Preadolescent Children:. A Cognitive-Developmental Phenomenon
Publisher: American Psychological Association (APA)
Date: 1986
Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective
Publisher: Elsevier BV
Date: 2003
Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept
Publisher: SAGE Publications
Date: 04-2008
Abstract: In their influential review, Baumeister, C bell, Krueger, and Vohs (2003) concluded that self-esteem— the global component of self-concept—has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data—including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment—using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation N = 2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality
Publisher: Informa UK Limited
Date: 18-06-2015
The Factorial Invariance of Responses by Males and Females to a Multidimensional Self-Concept Instrument: Substantive and Methodological Issues
Publisher: Informa UK Limited
Date: 10-1987
DOI: 10.1207/S15327906MBR2204_5
Abstract: The factorial invariance of responses by preadolescent males and females to a multidimensional self-concept instrument was examined for responses to the Self Description Questionnaire (SDQ). Sets of responses by 500 males and by 500 females were each randomly ided in half to form four groups (M1, M2, Fl, and F2). The factorial invariance of an a priori structure demonstrated the replicability of the structure across cross-validation groups (M1 and M2, F1 and F2) and the generality of the structure across sex (M1 and Fl, M2 and F2). Additional a posteriori structures that better fit the data were derived on the basis of the initial analyses, but the estimated values of the new parameters were not invariant across cross-validation groups or across sex. This suggests that some of the improved fit was illusory and due to capitalizing on chance. However, factor loadings and factor correlations were invariant across sex for a priori and a posteriori structures. Hence the results support the replicability of SDQ factor structure across cross-validation s les and its generality across responses by preadolescent males and females.
Internal/External Frame of Reference Model
Publisher: Elsevier
Date: 2015
The Structure of Academic Self-Concept: The Marsh/Shavelson Model
Publisher: American Psychological Association (APA)
Date: 12-1990
Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support
Publisher: Wiley
Date: 14-07-2009
DOI: 10.1007/S10464-009-9251-Y
Abstract: In this article, we describe a mixed-methods study used to examine the effectiveness of a widely-used peer support program designed to facilitate the transition to adolescence and high school by enhancing self-concept and other desirable outcomes. For the quantitative component, a longitudinal design was employed (930 Grade 7 students, 3 schools, 2 years), with control group and baseline (i.e., pre-program) data against which to compare the effects. Using a multilevel approach, the results provide evidence to suggest that the program was largely successful in achieving its aims of enhancing students' school self-concept, school citizenship, sense of self and possibility, connectedness, and resourcefulness. A sub-s le of students from the experimental group participated in the qualitative component, which included open-ended survey results (n = 408 Grade 7 students, n = 75 peer support leaders) and focus groups (n = 119 Grade 7 students, n = 44 peer support leaders) to identify students' personal perspectives of the program. The qualitative results confirmed the quantitative findings that the program has important benefits for Grade 7 students and provided rich and valuable insights into students' views of the intervention. The findings of this research have important implications and suggest that the provision of peer support has the potential to a make significant contribution to schools' efforts to orchestrate positive outcomes for adolescents.
Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size
Publisher: American Psychological Association (APA)
Date: 05-1988
Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching
Publisher: Springer Science and Business Media LLC
Date: 05-02-2013
Introducing a short version of the physical self description questionnaire : New strategies, short-form evaluative criteria, and applications of factor analyses
Publisher: Human Kinetics
Date: 08-2010
Abstract: Based on the Physical Self Description Questionnaire (PSDQ) normative archive ( n = 1,607 Australian adolescents), 40 of 70 items were selected to construct a new short form (PSDQ-S). The PSDQ-S was evaluated in a new cross-validation s le of 708 Australian adolescents and four additional s les: 349 Australian elite-athlete adolescents, 986 Spanish adolescents, 395 Israeli university students, 760 Australian older adults. Across these six groups, the 11 PSDQ-S factors had consistently high reliabilities and invariant factor structures. Study 1, using a missing-by-design variation of multigroup invariance tests, showed invariance across 40 PSDQ-S items and 70 PSDQ items. Study 2 demonstrated factorial invariance over a 1-year interval (test–retest correlations .57–.90 Mdn = .77), and good convergent and discriminant validity in relation to time. Study 3 showed good and nearly identical support for convergent and discriminant validity of PSDQ and PSDQ-S responses in relation to two other physical self-concept instruments.
The longitudinal interplay of adolescents' self-esteem and body image: A conditional autoregressive latent trajectory analysis
Publisher: Informa UK Limited
Date: 11-04-2011
DOI: 10.1080/00273171.2010.546731
Abstract: Self-esteem and body image are central to coping successfully with the developmental challenges of adolescence. However, the current knowledge surrounding self-esteem and body image is fraught with controversy. This study attempts to clarify some of them by addressing three questions: (1) Are the intrain idual developmental trajectories of self-esteem and body image stable across adolescence? (2) What is the direction of the relations between body image and self-esteem over time? (3) What is the role of gender, ethnicity, and pubertal development on those trajectories? This study relies on Autoregressive Latent Trajectory analyses based on data from a 4-year, 6-wave, prospective longitudinal study of 1,001 adolescents. Self-esteem and body image levels remained high and stable over time, although body image levels also tended to increase slightly. The results show that levels of self-esteem were positively influenced by levels of body image. However, these effects remained small and most of the observed associations were cross-sectional. Finally, the effects of pubertal development on body image and self-esteem levels were mostly limited to non-Caucasian females who appeared to benefit from more advanced pubertal development. Conversely, Caucasian females presented the lowest self-esteem and body image levels of all, although for them more advanced pubertal development levels were associated with a slight rise in body image over time.
THE USE OF PATH-ANALYSIS TO ESTIMATE TEACHER AND COURSE EFFECTS IN STUDENT-RATINGS OF INSTRUCTIONAL-EFFECTIVENESS
Publisher: SAGE Publications
Date: 1982
DOI: 10.1177/014662168200600106
Abstract: A path analytic technique is described for obtaining separate estimates of variables that are normally confounded. The particular problem involves ascertaining the relative contributions of the instructor and the course being taught in determining student ratings of teaching effectiveness. A series of six different path analytic models were used to estimate teacher and course effects, along with a variety of other parameters. The best model indicated that the effect of the teacher is about five times as large as the effect of the course and that the difference is even larger for components such as Overall Instructor and Instructor Enthusiasm. In contrast to the student rating items, background/demographic variables such as class size, students' prior subject interest, and reason for taking a course were largely a function of the course rather than the instructor.
Relations Between Global and Specific Domains of Self: The Importance of Individual Importance, Certainty, and Ideals
Publisher: American Psychological Association (APA)
Date: 11-1993
PRE-ADOLESCENT SELF-CONCEPT - ITS RELATION TO SELF-CONCEPT AS INFERRED BY TEACHERS AND TO ACADEMIC ABILITY
Publisher: Wiley
Date: 02-1983
Irrigation with industrial effluent leads to mortality of coppice growth inEucalyptus
Publisher: Informa UK Limited
Date: 5
Evaluating tertiary teaching: A New Zealand perspective
Publisher: Elsevier BV
Date: 1987
EVALUATION OF MEASUREMENT BY METAANALYSIS OF MULTITRAIT MULTIMETHOD STUDIES - SARIS,WE, VANMEURS,A
Publisher: Springer Science and Business Media LLC
Date: 03-1993
DOI: 10.1007/BF02294479
Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0024122
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.
Publisher: American Psychological Association (APA)
Date: 03-2003
The Quest for Comparability: Studying the Invariance of the Teachers’ Sense of Self-Efficacy (TSES) Measure across Countries
Publisher: Public Library of Science (PLoS)
Date: 09-03-2016
Self-concept: Reliability, stability, dimensionality, validity, and the measurement of change
Publisher: American Psychological Association (APA)
Date: 10-1983
GOODNESS-OF-FIT IN CONFIRMATORY FACTOR-ANALYSIS - THE EFFECTS OF SAMPLE-SIZE AND MODEL PARSIMONY
Publisher: Springer Science and Business Media LLC
Date: 05-1994
DOI: 10.1007/BF01102761
EXPLORATORY STRUCTURAL EQUATION MODELING IN SECOND LANGUAGE RESEARCH AN APPLIED EXAMPLE USING THE DUALISTIC MODEL OF PASSION
Publisher: Cambridge University Press (CUP)
Date: 31-01-2022
DOI: 10.1017/S0272263121000863
Abstract: This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another s le of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA.
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
Publisher: Springer Science and Business Media LLC
Date: 10-07-2019
A Jamesian Model of self-investment and self-esteem : Comment on Pelham (1995)
Publisher: American Psychological Association (APA)
Date: 12-1995
Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept
Publisher: Informa UK Limited
Date: 15-04-2009
Multitrait-multimethod analyses of two self-concept instruments
Publisher: No publisher found
Date: 1982
Multiple dimensions of university teacher self-concept: Construct validation and the influence of students’ evaluations of teaching
Publisher: Springer Science and Business Media LLC
Date: 2000
A TEST OF BIPOLAR AND ANDROGYNY PERSPECTIVES OF MASCULINITY AND FEMININITY - THE EFFECT OF PARTICIPATION IN AN OUTWARD BOUND PROGRAM
Publisher: Wiley
Date: 03-1989
A 2 x 2 Taxonomy of Multilevel Latent Contextual Models :Accuracy-Bias Trade-Offs in Full and Partial Error Correction Models
Publisher: American Psychological Association (APA)
Date: 12-2011
DOI: 10.1037/A0024376
Abstract: In multilevel modeling, group-level variables (L2) for assessing contextual effects are frequently generated by aggregating variables from a lower level (L1). A major problem of contextual analyses in the social sciences is that there is no error-free measurement of constructs. In the present article, 2 types of error occurring in multilevel data when estimating contextual effects are distinguished: unreliability that is due to measurement error and unreliability that is due to s ling error. The fact that studies may or may not correct for these 2 types of error can be translated into a 2 × 2 taxonomy of multilevel latent contextual models comprising 4 approaches: an uncorrected approach, partial correction approaches correcting for either measurement or s ling error (but not both), and a full correction approach that adjusts for both sources of error. It is shown mathematically and with simulated data that the uncorrected and partial correction approaches can result in substantially biased estimates of contextual effects, depending on the number of L1 in iduals per group, the number of groups, the intraclass correlation, the number of indicators, and the size of the factor loadings. However, the simulation study also shows that partial correction approaches can outperform full correction approaches when the data provide only limited information in terms of the L2 construct (i.e., small number of groups, low intraclass correlation). A real-data application from educational psychology is used to illustrate the different approaches.
Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation
Publisher: Elsevier BV
Date: 10-2014
Extracurricular school activities: The good, the bad, and the nonlinear
Publisher: Harvard Education Publishing Group
Date: 12-2002
DOI: 10.17763/HAER.72.4.051388703V7V7736
Abstract: In this article, Herbert W. Marsh and Sabina Kleitman examine the effects of participation in extracurricular school activities (ESAs) on grade-twelve and postsecondary outcomes (e.g., school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, freedom from substance abuse,number of university applications, subsequent college enrollment, and highest educational level). Their analyses are grounded in three theoretical models: the threshold model, the identification/commitment model, and the social inequality gap reduction model. They find that, consistent with the threshold model predictions, there were some small nonlinear ESA effects — monotonic increases over most of the ESA range, but diminishing returns for extremely high levels of ESA. Consistent with identification/commitment model predictions, school-based ESAs were more beneficial than out-of-school activities, and the most beneficial ESAs included both nonacademic(sports, student government, school publications, and performing arts)and academic activities. Finally, consistent with the social inequality gap reduction model predictions (as well as the identification/commitment model), ESAs benefited socioeconomically disadvantaged students as much or more than advantaged students. In summary, the authors' findings support the conclusion that ESAs foster school identification/commitment that benefits erse academic outcomes, particularly for socioeconomically disadvantaged students who are least well served by the traditional educational curriculum.
A short version of the self description questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses
Publisher: American Psychological Association (APA)
Date: 03-2005
DOI: 10.1037/1040-3590.17.1.81
Abstract: Four studies evaluate the new Self Description Questionnaire II short-form (SDQII-S) that measures 11 dimensions of adolescent self-concept based on responses to 51 of the original 102 SDQII items and demonstrate new statistical strategies to operationalize guidelines for short-form evaluation proposed by G. T. Smith, D. M. McCarthy, and K. G. Anderson (2000). Multiple-group confirmatory factor analyses revealed that the factor structure based on responses to 51 items by a new cross-validation group (n=9,134) was invariant with the factor structures based on responses to the same 51 items and to all 102 items by the original normative archive group (n = 9,187). Reliabilities for the 11 SDQII-S factors were nearly the same and consistently high (.80 to .89) for both groups. Multitrait-multimethod analyses support the internal validity of responses over time. Gender and age effects on the 11 SDQII-S factors were invariant across the archive and cross-validation groups.
PhD students’ evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities
Publisher: Informa UK Limited
Date: 2002
Multitrait-Multimethod Analyses : Inferring Each Trait-Method Combination With Multiple Indicators
Publisher: Informa UK Limited
Date: 1993
PUBLIC, CATHOLIC SINGLE-SEX, AND CATHOLIC COEDUCATIONAL HIGH-SCHOOLS - THEIR EFFECTS ON ACHIEVEMENT, AFFECT, AND BEHAVIORS
Publisher: University of Chicago Press
Date: 05-1991
DOI: 10.1086/443985
Weighting for the Right Criteria in the Instructional Development and Effectiveness Assessment (IDEA) System: Global and Specific Ratings of Teaching Effectiveness and Their Relation to Course Objectives
Publisher: No publisher found
Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies
Publisher: Elsevier BV
Date: 2007
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains
Publisher: Elsevier BV
Date: 2018
Related Organisations
Australian Catholic University - North Sydney Campus
Location: Australia
University Of California Los Angeles
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Start Date: 2004
End Date: 2006
Funder: Australian Research Council
View Funded ActivityMaximising Real Educational ACHievement - The REACH Project: Integrating Motivation And Self-concept To Optimise Students Academic Outcomes At School
Start Date: 2005
End Date: 2013
Funder: Australian Research Council
View Funded ActivityMultiple Perspectives Of Eating Disorders In Girls
Start Date: 2002
End Date: 2006
Funder: Australian Research Council
View Funded ActivityRealising Gifted Students' Potential: Elucidating Psychosocial Determinants And The Impact Of Different Educational Settings On Educational Outcomes And Psychosocial Wellbeing
Start Date: 2008
End Date: 2013
Funder: Australian Research Council
View Funded Activity(Making Australia Internationally Competitive: Driving Educational Attainment By Academic Motivation, Self-concept, Engagement And Aspirations)
Start Date: 2013
End Date: 2015
Funder: Australian Research Council
View Funded ActivitySchool Principals’ Diminishing Wellbeing
Start Date: 2016
End Date: 2020
Funder: Australian Research Council
View Funded ActivityNSW Police Psychological Strengths, Wellbeing And Retention
Start Date: 2014
End Date: 2017
Funder: Australian Research Council
View Funded ActivityThe Helmsman Project: Giving At-risk Adolescents Skills To Navigate Life And Make A Difference
Start Date: 2014
End Date: 2017
Funder: Australian Research Council
View Funded ActivityCultivating Capability: Psychosocial Drivers Of Educational Outcomes And Well-being For High-ability Aboriginal Students
Start Date: 2014
End Date: 2017
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0560698
Start Date: 05-2005
End Date: 05-2007
Amount: $48,296.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0344963
Start Date: 2003
End Date: 06-2006
Amount: $120,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP140100100
Start Date: 12-2015
End Date: 12-2018
Amount: $510,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0219468
Start Date: 01-2002
End Date: 07-2006
Amount: $207,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP130102713
Start Date: 2013
End Date: 12-2016
Amount: $343,458.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP160101056
Start Date: 09-2016
End Date: 12-2020
Amount: $455,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP140100041
Start Date: 07-2014
End Date: 12-2018
Amount: $300,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP210100304
Start Date: 05-2022
End Date: 12-2026
Amount: $777,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0219302
Start Date: 07-2002
End Date: 08-2005
Amount: $154,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP140100481
Start Date: 12-2015
End Date: 12-2018
Amount: $342,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0877868
Start Date: 2008
End Date: 04-2013
Amount: $550,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0667928
Start Date: 01-2006
End Date: 09-2009
Amount: $418,107.00
Funder: Australian Research Council
View Funded Activity