ORCID Profile
0000-0003-2102-803X
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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.
Educational Psychology | Specialist Studies in Education | Aboriginal and Torres Strait Islander Education | Applied and developmental psychology | Psychology | Education Assessment and Evaluation | Educational psychology | Learning sciences | Education Systems not elsewhere classified
Aboriginal and Torres Strait Islander Education | Management and Leadership of Schools/Institutions | Education and Training Systems Policies and Development | School/Institution Policies and Development | Expanding Knowledge in Education |
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.
Publisher: Elsevier BV
Date: 06-2023
Publisher: American Psychological Association (APA)
Date: 02-2019
DOI: 10.1037/EDU0000281
Publisher: Wiley
Date: 26-03-2022
DOI: 10.1002/BERJ.3792
Abstract: Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous ( n = 11) and non‐Indigenous students’ ( n = 158) wellbeing ( N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non‐Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non‐Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.
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.
Publisher: American Psychological Association (APA)
Date: 08-2022
DOI: 10.1037/EDU0000716
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.
Publisher: American Psychological Association (APA)
Date: 11-2022
DOI: 10.1037/EDU0000733
Publisher: Routledge
Date: 29-11-2021
Publisher: American Psychological Association (APA)
Date: 04-2018
DOI: 10.1037/EDU0000215
Publisher: American Psychological Association (APA)
Date: 11-2018
DOI: 10.1037/EDU0000259
Publisher: Wiley
Date: 22-09-2017
DOI: 10.1111/JOPY.12340
Abstract: Self-compassion has been framed as a healthy alternative to self-esteem, as it is nonevaluative. However, rather than being alternatives, it may be that the two constructs develop in a mutually reinforcing way. The present study tested this possibility among adolescents. A large adolescent s le (N = 2,809 49.8% female) reported levels of trait self-esteem and self-compassion annually for 4 years. Autoregressive cross-lagged structural equation models were used to estimate the reciprocal longitudinal relations between the two constructs. Self-esteem consistently predicted changes in self-compassion across the 4 years of the study, but not vice versa. Self-esteem appears to be an important antecedent of the development of self-compassion, perhaps because the capacity to extend compassion toward the self depends on one's appraisals of worthiness. These findings add important insights to our theoretical understanding of the development of self-compassion.
Publisher: Elsevier BV
Date: 2022
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.
Publisher: American Psychological Association (APA)
Date: 2022
DOI: 10.1037/EDU0000491
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
Publisher: Elsevier BV
Date: 06-2017
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,
Publisher: Elsevier BV
Date: 02-2019
Publisher: American Psychological Association (APA)
Date: 07-2021
DOI: 10.1037/PSPP0000306
Publisher: SAGE Publications
Date: 09-11-2022
DOI: 10.1177/01461672221127802
Abstract: As the online world plays an increasing role in young peoples’ lives, research on compulsive internet use (CIU) is receiving growing attention. Given the social richness of the online world, there is a need to better understand how CIU influences adolescents’ social support and vice versa. Drawing on ecological systems theory, we examined the longitudinal links between adolescents’ CIU and perceived social support from three sources (parents, teachers, and friends) across 4 critical years of adolescence (Grades 8–11). Using random intercept cross-lagged modeling, we found that CIU consistently preceded reduced social support from teachers, whereas social support from parents preceded increases in CIU over time. We discuss the implications of our findings for parents and schools seeking to support young people experiencing CIU.
Publisher: SAGE Publications
Date: 30-12-2020
Abstract: Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies ( N = 25,176), comprising 104 independent data sets and 200 effect sizes. We used a three-level modeling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation and, among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.
Publisher: Elsevier BV
Date: 10-2018
Publisher: American Psychological Association (APA)
Date: 08-2023
DOI: 10.1037/PAS0001247
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.
Publisher: American Psychological Association (APA)
Date: 07-2020
DOI: 10.1037/EDU0000409
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.
Publisher: American Psychological Association (APA)
Date: 04-2022
DOI: 10.1037/EDU0000667
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.
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
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 (
Publisher: American Psychological Association (APA)
Date: 11-2021
DOI: 10.1037/EDU0000664
Publisher: Elsevier BV
Date: 12-2018
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/EDU0000144
Publisher: American Psychological Association (APA)
Date: 02-2022
DOI: 10.1037/EDU0000582
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.
Publisher: American Psychological Association (APA)
Date: 05-2022
DOI: 10.1037/EDU0000660
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.
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.
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
Publisher: Frontiers Media SA
Date: 02-07-2018
Publisher: Elsevier BV
Date: 2015
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.
Publisher: Frontiers Media SA
Date: 30-04-2018
Publisher: American Psychological Association (APA)
Date: 09-2018
DOI: 10.1037/MET0000113
Abstract: Scalar invariance is an unachievable ideal that in practice can only be approximated often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), for which scalar invariance is typically not supported in the traditional confirmatory factor analysis approach to measurement invariance (CFA-MI). Importantly, we introduce an alignment-within-CFA (AwC) approach, transforming alignment from a largely exploratory tool into a confirmatory tool, and enabling analyses that previously have not been possible with alignment (testing the invariance of uniquenesses and factor variances/covariances multiple-group MIMIC models contrasts on latent means) and structural equation models more generally. Specifically, it also allowed a comparison of gender differences in a 30-country MIMIC AwC (i.e., a SEM with gender as a covariate) and a 60-group AwC CFA (i.e., 30 countries × 2 genders) analysis. Study 2, a simulation study following up issues raised in Study 1, showed that latent means were more accurately estimated with alignment than with the scalar CFA-MI, and particularly with partial invariance scalar models based on the heavily criticized stepwise selection strategy. In summary, alignment augmented by AwC provides applied researchers from erse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data. (PsycINFO Database Record
Publisher: Wiley
Date: 19-09-2016
DOI: 10.1111/JOPY.12279
Abstract: Recent evidence suggests that the way in which in iduals relate to their aversive thoughts predicts behavioral effectiveness more than the content of such thoughts. This article is among the first to explore whether this is true for coping with stressful events. Three studies with emerging adults (Study 1, N = 202) and adults (Study 2, N = 201 Study 3, N = 141) tested whether changes in how in iduals relate to their stress-related thoughts, measured using the in idual-difference construct of cognitive defusion, predicted more approach and less avoidance coping behavior, controlling for stress-related appraisals. We found that cognitive defusion predicted more approach coping (Studies 1 and 3) and less avoidance coping (Studies 2 and 3) following laboratory-induced stress (Study 1), naturally occurring monthly stress (Study 2), and daily stress (Study 3). These effects occurred independently of the effects of threat appraisals (Studies 1-3) and self-efficacy appraisals (Study 3) on coping responses. Cognitive defusion may be an important in idual-difference predictor of coping behavior, adding to established theories of coping such as Lazarus and Folkman's (1987) transactional theory.
Publisher: American Psychological Association (APA)
Date: 17-08-2023
DOI: 10.1037/EDU0000815
Publisher: Elsevier BV
Date: 02-2017
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
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/EDU0000554
Publisher: Informa UK Limited
Date: 05-02-2023
Publisher: Springer Science and Business Media LLC
Date: 08-02-2021
Publisher: Elsevier BV
Date: 02-2022
Publisher: Informa UK Limited
Date: 14-01-2019
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.
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