ORCID Profile
0000-0002-4604-8566
Current Organisations
Australian Catholic University - North Sydney Campus
,
Australian Catholic University
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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)
Educational Psychology | Psychology | Developmental Psychology and Ageing | Industrial and Organisational Psychology | Specialist Studies in Education | Learning Sciences | Education Assessment and Evaluation | Psychological Methodology, Design and Analysis | Education Systems not elsewhere classified | Computer Vision |
ANZSRC Socio-Economic Objective (SEO)
Learner Development | Behaviour and Health | Expanding Knowledge in Education | Expanding Knowledge in Psychology and Cognitive Sciences | Learner and Learning Achievement | Equity and Access to Education | Moral and Social Development (incl. Affect) | Management and Leadership of Schools/Institutions | Education and Training Systems Policies and Development | Learner and Learning Processes | School/Institution Policies and Development | Employment Patterns and Change | Occupational Health
Related Links
Publications
Individual Differences are a Better Predictor of Moral Language Use in Australian Prime Ministers’ Speeches than is their Political Party
Publisher: Center for Open Science
Date: 11-09-2019
Abstract: Moral foundation theory argues humans respond to five moral dimensions: a) care/harm b) fairness c) ingroup d) authority and e) purity. Research and theory from the US suggest progressives appeal to the care/harm dimension, while conservatives appeal to a more balanced profile. Using a corpus of nearly 5000 speeches by Australian prime ministers from the 1940s to 2013, we put this claim to the test. In simple models we find some support for this basic distinction. We then apply more complex multilevel models with random intercepts for prime ministers and new weighted log-odds models that allow us to map unique moral word use by a political party or prime minister. These models suggest a more complex picture. Here, the effect of party on moral language use is small and in idual differences and historical context matters more.
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.
Compulsive internet use and the development of self‐esteem and hope: A four‐year longitudinal study
Publisher: Wiley
Date: 21-01-2019
DOI: 10.1111/JOPY.12450
Abstract: Compulsive internet use (CIU) has been linked to decrements in mental health and well-being. However, relatively little is known about how CIU relates to evaluations of the self, and in particular, whether CIU is antecedent to or is a consequence of negative evaluations of one's social worth (self-esteem) and general efficacy (hope). To examine this, we explored the longitudinal relations between CIU and the development of self-esteem and hope among adolescents over a four-year period. Two thousand eight hundred and nine adolescents completed measures yearly from Grade 8 (M We found consistent support for a CIU-as-antecedent model. CIU preceded reductions in trait hope, and small reductions in self-esteem. In contrast, we did not find evidence for a CIU-as-consequence model: low self-esteem and hope did not predict increases in CIU over time. Our findings suggest that CIU has negative consequences for young people's feelings of goal-efficacy, and that interventions that address the compulsive use of the internet are likely to strengthen hope and self-esteem among young people.
Is Self‐Compassion Selfish? The Development of Self‐Compassion, Empathy, and Prosocial Behavior in Adolescence
Publisher: Wiley
Date: 18-03-2019
DOI: 10.1111/JORA.12492
Abstract: Both self-compassion and empathy have been theorized to promote prosociality in youth, but there is little longitudinal data examining this possibility. We assessed self-compassion, empathy, and peer-rated prosociality yearly, in a cohort of 2,078 youth across 17 schools (M age at T1 = 14.65 years 49.2% female), as they progressed from Grade 9-12. We utilized multi-level modeling to predict prosocial behavior, nested within students, classes, and schools. We found that self-compassion and empathy uniquely predicted peer-rated prosocial behavior. However, only empathy predicted increases in prosocial behavior across time. While self-compassion is not selfish, it does not appear to facilitate the development of kindness toward adolescent peers. Self-compassion may help to buffer against possible negative effects of empathic distress.
A configural approach to aspirations: The social breadth of aspiration profiles predicts well-being over and above the intrinsic and extrinsic aspirations that comprise the profiles.
Publisher: American Psychological Association (APA)
Date: 2021
DOI: 10.1037/PSPP0000374
Abstract: We conducted a person-centered analysis of the Aspiration Index to identify subgroups that differ in the levels of their specific (wealth, fame and image, personal growth, relationships, community giving, and health) and global intrinsic and extrinsic aspirations. In a Hungarian (
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
Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses
Publisher: Elsevier BV
Date: 12-2016
Personal capacity building for the human services: The roles of curriculum and individual differences in predicting self-concept in college/university students
Publisher: Elsevier BV
Date: 10-2008
Phase-adequate engagement at the post-school transition.
Publisher: American Psychological Association (APA)
Date: 11-2012
DOI: 10.1037/A0030188
Abstract: The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the in idual, their social network, and wider societal, cultural, and institutional conditions. This article discusses the informative value of developmental regulation, career development, and identity theories, for conceptualizing phase-adequate engagement at the post-school transition. Although previous psychological research has focused on in iduals' career and transition-related engagement and its outcomes, we suggest this picture is limited because little is known about how young people's engagement is complemented and affected by the behavior of significant others and shaped by structural constraints and opportunities. Implications for future developmental research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
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.
The perceived conditions for living well: Positive perceptions of primary goods linked with basic psychological needs and wellness
Publisher: Center for Open Science
Date: 18-11-2019
Abstract: We integrate Rawls’ (1971/2009, 1993, 2001) concept of primary goods with self-determination theory (SDT Ryan & Deci, 2017), to examine the link between people’s perceptions of primary goods (i.e., views of society as just and fair), basic psychological need satisfaction, and well-being. In Study 1 (N=762, countries = Australia, the United States, South Africa, India, and the Philippines) and Study 2 (N=1479, groups = ethnic minority, sexual minority, political group, religious group), we used partial least squares structural equation modelling (PLS-SEM) to assess associations between perceptions of primary goods and wellness, and the intermediary role of basic psychological needs. Perceptions of primary goods linked positively to well-being (average effect size = 0.48), and negatively to ill-being (average effect size = -0.46). These associations were strongly mediated by basic psychological needs (average percentage mediated: 53% Study 1 and 68% Study 2). Results signify the importance of primary goods’ perceptions to wellness.
A macro context theory of academic self-concept: Ability stratification and the big-fish-little-pond effect
Publisher: Center for Open Science
Date: 10-06-2019
Abstract: Governments rarely aim at altering the way children view themselves. Yet, governments, culture, and social norms shape the social settings children find themselves in (i.e., the amount of ability stratification in the education system). Reviewing sociological, economic, and psychological literature we construct a theory that states that any macro influence which leads children to be schooled with peers of similar ability levels (ability stratification) will bias children’s academic self-concepts via larger Big-Fish-Little-Pond effects (the negative effect of school average achievement on academic self-concept). Applying meta-analysis to estimates derived from four cycles of the Trends in International Math and Science Study we test the hypothesis that the relationship between achievement stratification and the effect of school average achievement on academic self-concept will be large and negative. Findings strongly support our hypothesis (r & -.50).
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
Publisher: Elsevier BV
Date: 04-2017
Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
Publisher: Springer Science and Business Media LLC
Date: 03-07-2023
DOI: 10.1007/S10648-023-09786-6
Abstract: Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students ( N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about.
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.
Private Schooling, Educational Transitions, and Early Labour Market Outcomes: Evidence from Three Anglophone Countries
Publisher: Oxford University Press (OUP)
Date: 24-12-2015
DOI: 10.1093/ESR/JCV098
Trends in Indigenous and Non-Indigenous Multidomain Well-Being: Decomposing Persistent, Maturation, and Period Effects in Emerging Adulthood
Publisher: SAGE Publications
Date: 27-06-2019
Abstract: We explore whether disadvantage exists in domain-specific happiness with Indigenous youth of Australia. Data were collected from 52,270 Australians aged 15–28 years, 4% of whom were Indigenous, and came from four birth cohorts with data collected between the years 1997 and 2013. Random and fixed effects decomposed differences in well-being into persistent (present at the earliest wave and consistent over time), maturation (changes over age), and period (changes in response to a particular year) components. Results suggested that happiness differences were small to moderate but favored non-Indigenous groups. There were small, persistent differences in happiness with social and future prospects and developmental differences for happiness with life and government. Period effects were observed for happiness with the government. This research reveals that a nuanced approach to Indigenous well-being is needed including not just a multidimensional approach but also one that is sensitive of the means by which disadvantage may emerge.
Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement
Publisher: Elsevier BV
Date: 04-2018
Statistical power of latent growth curve models to detect quadratic growth
Publisher: Springer Science and Business Media LLC
Date: 14-11-2014
DOI: 10.3758/S13428-013-0395-1
Abstract: Latent curve models (LCMs) have been used extensively to analyze longitudinal data. However, little is known about the power of LCMs to detect nonlinear trends when they are present in the data. For this study, we utilized simulated data to investigate the power of LCMs to detect the mean of the quadratic slope, Type I error rates, and rates of nonconvergence during the estimation of quadratic LCMs. Five factors were examined: the number of time points, growth magnitude, interin idual variability, s le size, and the R (2)s of the measured variables. The results showed that the empirical Type I error rates were close to the nominal value of 5 %. The empirical power to detect the mean of the quadratic slope was affected by the simulation factors. Finally, a substantial proportion of s les failed to converge under conditions of no to small variation in the quadratic factor, small s le sizes, and small R (2) of the repeated measures. In general, we recommended that quadratic LCMs be based on s les of (a) at least 250 but ideally 400, when four measurement points are available (b) at least 100 but ideally 150, when six measurement points are available (c) at least 50 but ideally 100, when ten measurement points are available.
Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth
Publisher: Springer Science and Business Media LLC
Date: 16-11-2015
DOI: 10.1007/S10964-015-0386-X
Abstract: Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N = 11,999 50 % male 27 % provincial or rural 2 % Indigenous) of Australia youth we explore the association between distance to a university c us and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.
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
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
Occupational Well-Being and Motivation of Those in the Helping Professions
Publisher: Springer Netherlands
Date: 2014
A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents
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.
Is Belief in God Related to Differences in Adolescents’ Psychological Functioning?
Publisher: Wiley
Date: 03-2016
DOI: 10.1111/JSSR.12249
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
Publisher: Elsevier BV
Date: 04-2015
Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth.
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/CDP0000247
Abstract: To what extent is the frame of reference of overlapping friendship communities important for young people's feelings of discrimination and subjective well-being? That is, do youth feel better or worse to the extent that they feel less or more discrimination than their friends? Participants ( When the community level discrimination was low, there was no well-being related cost or benefit of in idual-level discrimination. But when the community-level discrimination was high, in iduals in those communities who themselves felt low discrimination had better well-being than in iduals who themselves felt high discrimination. We provide evidence for a frame-of-reference effect involving discrimination. In iduals' relative standing in their friendship communities with high group-level discrimination reliably predicted the in iduals' well-being levels, regardless of ethnicity. The results highlight the importance of identifying overlapping friendship communities for understanding the dynamics of discrimination and well-being of ethnically erse youth. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Publisher: Springer Science and Business Media LLC
Date: 23-09-2016
DOI: 10.1007/S10964-016-0574-3
Abstract: Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched s les of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within s les of adolescents with low, and average-to-high levels of cognitive ability.
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.
Upsides and Downsides of the Darkside: A Systematic Review and Meta-Analysis of the Social Costs and Benefits of Youth Aggression for Peer Relationships
Publisher: Center for Open Science
Date: 07-03-2023
Abstract: Past research and theory suggest that youth aggression is maladaptive, caused by factors such as cognitive bias, personal defect, or frustration. We sought to identify the extent and circumstances in which aggression is socially adaptive in the school context, by conducting a systematic review and meta-analysis of the links between youth aggression and peer nominations of popularity and likeability. Bayesian multilevel meta-analysis was used to analyse 1,133 effects from 255 studies with a total of 556,363 participants in elementary, middle, and high school. Aggression was negatively associated with likability: -0.28 [95% credibility interval (CrI): -0.41 -0.13] and positively associated with popularity: 0.16 [95% CrI: 0.06 0.25], regardless of the type of aggression and several other possible moderators. We discuss the implications of these findings for aggression interventions and highlight the importance of acknowledging the upsides of aggression for youth, measuring, and targeting indirect aggression.
Psychological flexibility is not a single dimension: The distinctive flexibility profiles of underweight, overweight, and obese people
Publisher: Elsevier BV
Date: 10-2014
Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis
Publisher: American Educational Research Association (AERA)
Date: 09-03-2021
Abstract: The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance however, many in iduals who begin online courses do not complete them. It is not well understood which influences keep in iduals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.
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
Countries, parental occupation, and girls' interest in science
Publisher: Elsevier BV
Date: 02-2019
The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion
Publisher: Center for Open Science
Date: 28-08-2020
Abstract: Internationally there is a gap in high school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal and representative s les of Australian youth, we explored differences in high school completion between Australian Indigenous and non-Indigenous rates and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap varies by SES and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not so for Indigenous students. Results also show the Indigenous gap declined in response to government policy that increased the compulsory school leaving age.
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
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.
Are People Mindful in Different Ways? Disentangling the Quantity and Quality of Mindfulness in Latent Profiles and Exploring their Links to Mental Health and Life Effectiveness
Publisher: SAGE Publications
Date: 07-2017
DOI: 10.1002/PER.2108
Abstract: We sought to disambiguate the quantitative and qualitative components of mindfulness profiles, examine whether including ‘nonattachment’ as a subcomponent of mindfulness alters the profiles, and evaluate the extent to which the person–centred approach to understanding mindfulness adds predictive power beyond a more parsimonious variable–centred approach. Using data from a nationally representative s le of Americans ( N = 7884 52% female Age: M = 47.9, SD = 16), we utilized bifactor exploratory structural equation modelling and latent profile analysis to separate the level and shape of previously identified profiles of mindfulness (Pearson, Lawless, Brown, & Bravo, 2015). Consistent with past research, we identified a judgmentally observing profile and a non–judgmentally aware group, but inconsistent with past research, we did not find profiles that showed high or low levels on all specific aspects of mindfulness. Adding nonattachment did not alter the shape of the profiles. Profile membership was meaningfully related to demographic variables. In models testing the distinctive predictive utility of the profiles, the judgmentally observing profile, compared to the other profiles, showed the highest levels of mental ill–health, but also the highest levels of life satisfaction and effectiveness. We discuss the implications of our study for clinical interventions and understanding the varieties of mindfulness. Copyright © 2017 European Association of Personality Psychology
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.
Erratum to: Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY) clus
Publisher: Springer Science and Business Media LLC
Date: 30-09-2016
Development in relationship self-concept from high school to university predicts adjustment.
Publisher: American Psychological Association (APA)
Date: 08-2020
DOI: 10.1037/DEV0000992
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
Video Improves Learning in Higher Education: A Systematic Review
Publisher: American Educational Research Association (AERA)
Date: 16-02-2021
Abstract: Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled s le of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
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
Validation Of The Social Identity Group Need Satisfaction And Frustration Scale
Publisher: Center for Open Science
Date: 18-04-2019
Abstract: In this paper, we argue for the need to assess social identity group need satisfaction and frustration in addition to in idual level needs. We argue that political science and psychology require a measure of social identity group needs to provide empirical insights into how state treatment of groups influences their citizens' wellbeing. In this paper, we create and validate a short measure of group needs on a s le of Australian (n = 2081) and American (n = 1493) adults. We show the measure fit the data well, is invariant across gender, nation, and social identity group, and is related to validation variables in expected directions. We also contrast group needs with in idual needs. We show that group needs are distinct from in idual needs. Group and in idual needs are associated in similar directions and strengths with wellbeing and primary goods. In idual need satisfaction is positively related to identity centrality and need frustration negatively related. Group needs are almost always positively related to identity centrality. We argue that our measure can make a meaningful contribution to empirical research in the social sciences.
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
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
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
Self-determination theory applied to physical education: A systematic review and meta-analysis.
Publisher: American Psychological Association (APA)
Date: 10-2020
DOI: 10.1037/EDU0000420
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Publisher: American Psychological Association (APA)
Date: 18-05-2023
DOI: 10.1037/EDU0000783
Type of screen time moderates effects on outcomes in 4013 children: Evidence from the Longitudinal Study of Australian Children
Publisher: Springer Science and Business Media LLC
Date: 29-11-2019
DOI: 10.1186/S12966-019-0881-7
Abstract: Excessive engagement with digital screens is harmful to children’s health. However, new evidence suggests that exposure at moderate levels may not be harmful and may even provide benefit. Therefore, our objective was to determine if there are curvilinear relationships between different types of screen time and a erse set of outcomes, including health and education. We address our objective using a repeated measures design. Children ( N = 4013), initially aged 10–11 were assessed every 2 years between 2010 and 2014. Children’s screen time behavior was measured using time-use diaries, and categorized into five types: social, passive, interactive, educational, or other. We used measures of children’s physical health, health-related quality of life, socio-emotional outcomes, and school achievement. The analysis plan was pre-registered. Models were adjusted for gender, socio-economic status, ethnicity, number of siblings, and housing factors. There were linear associations between total screen time and all outcomes, such that more screen time was associated with worse outcomes. However, there was variability when examined by screen time type. Passive screen time (e.g., TV) was associated with worse outcomes, educational screen time (e.g., computer for homework) was associated with positive educational outcomes and had no negative relations with other outcomes. Interactive screen time (e.g., video games) had positive associations with educational outcomes but negative associations with other outcomes. In all instances, these significant associations were small or very small, with standardised effects 0.07. We found little evidence of curvilinear relationships. The small effects of screen time on children’s outcomes appear to be moderated by the type of screen time. Policy makers, educators, and parents should consider the type of screen time when considering the benefits and harms of use.
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.
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.
The development of compulsive internet use and mental health: A four-year study of adolescence
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/DEV0000070
Abstract: Is compulsive Internet use (CIU) an antecedent to poor mental health, a consequence, or both? Study 1 used a longitudinal design to track the development of CIU and mental health in Grade 8 (N = 1030 males, 1038 females, Mage = 13.7), 9, 10, and 11. Study 2 extended Study 1 by examining the kinds of Internet behaviors most strongly associated with CIU within males and females. Structural equation modeling revealed that CIU predicted the development of poor mental health, whereas poor mental health did not predict CIU development. Latent growth analyses showed that both females and males increased in CIU and mental health problems across the high school years. Females had higher CIU and worse mental health than males, and tended to engage in more social forms of Internet use. We discuss future directions for CIU intervention research.
Emotion regulation strategies in daily life: mindfulness, cognitive reappraisal and emotion suppression
Publisher: Informa UK Limited
Date: 12-08-2016
DOI: 10.1080/16506073.2016.1218926
Abstract: Most empirical studies of emotion regulation have relied on retrospective trait measures, and have not examined the link between daily regulatory strategies and every day emotional well-being. We used a daily diary methodology with multilevel modelling data analyses (n = 187) to examine the influence of three emotion regulation strategies (mindfulness, cognitive reappraisal and emotion suppression) on the experience of daily negative and positive affect. Our results suggested that daily mindfulness was associated with lower negative and higher positive affect whereas the converse pattern was found for daily emotion suppression cognitive reappraisal was related to daily positive, but not negative affect. When daily mindfulness, suppression and reappraisal were included in the same models, these strategies predicted unique variance in emotional well-being. Random slope analyses revealed substantial variability in the utility of these strategies. Indeed the presumably "adaptive" cognitive reappraisal strategy seemed to confer no benefit to the regulation of negative affect in approximately half the s le. Additional analyses revealed that age moderates the effect of cognitive reappraisal on daily negative affect: Higher use of reappraisal was associated with more negative affect for adolescents (aged 17 to 19) but became associated with less negative affect with increasing age. We interpret these results in line with a contextual view of emotion regulation where no strategy is inherently "good" or "bad".
Mediators of Psychological Well-being in Adolescent Boys
Publisher: Elsevier BV
Date: 02-2016
DOI: 10.1016/J.JADOHEALTH.2015.10.010
Abstract: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ± .5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time.
Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis
Publisher: American Educational Research Association (AERA)
Date: 23-10-2022
DOI: 10.3102/00346543211052329
Abstract: Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.
Exposing the patterns of statistical blindness: Centring Indigenous standpoints on student identity, motivation, and future aspirations
Publisher: SAGE Publications
Date: 20-10-2017
Domain-Specific Physical Activity and Mental Health: A Meta-analysis
Publisher: Elsevier BV
Date: 05-2017
DOI: 10.1016/J.AMEPRE.2016.12.008
Abstract: The mental health benefits of physical activity are well established. However, less is known about whether the relationship between physical activity and mental health is consistent across different life domains. It is important to understand how context may influence the relationship between physical activity and mental health so that interventions and policy guidelines can be tailored to maximize positive effects. In 2015, systematic searches of four databases identified 13,435 records, of which 98 studies met the inclusion criteria. Included studies were published between 1988 and 2015 and had a combined s le size of 648,726. Of the 98 included studies, 93 examined leisure-time physical activity, 14 examined work-related physical activity, 15 examined transport physical activity, 16 examined household physical activity, three examined school sport, and three examined physical education. Multi-level meta-analyses showed that leisure-time physical activity (r =0.13) and transport physical activity (r =0.13) both had a positive association with mental health. Leisure-time physical activity (r = -0.11) and school sport (r = -0.09) both had an inverse association with mental ill-health. However, physical activity was not consistently associated with lower mental ill-health across domains, as work-related physical activity was positively associated with mental ill-health (r =0.09). Household physical activity and participation in physical education had no relationship with mental health or mental ill-health. The domain in which physical activity occurs influences the relationship between physical activity and mental health and should, therefore, be considered when developing interventions, treatment programs, and policy guidelines.
Mediators effecting moderate-to-vigorous physical activity and inactivity for girls from an intervention program delivered in an organised youth sports setting
Publisher: Elsevier BV
Date: 11-2015
DOI: 10.1016/J.JSAMS.2015.05.005
Abstract: The objective of this study was to test whether coaches' physical activity levels, contextual variables, and coaches' behavioural variables mediated the effect of an intervention on female basketball players' moderate-to-vigorous physical activity (MVPA) and inactivity in an organised youth sport (OYS) setting. Randomised controlled trial Data for the current study were derived from a two-armed, parallel-group randomised controlled trial. This study ran over the course of a 5-day OYS basketball program in 2 sports centres in Sydney, Australia. A convenience s le of 76 female players and 8 coaches were recruited. Coaches allocated to the intervention condition attended 2 coach education sessions, where strategies to increase MVPA and decrease inactivity were taught. There was a significant effect between changes in coach MVPA and player MVPA (unstandardised regression coefficient [B] = 0.26, 95% CI = 0.14 to 0.38) which coincided with a significant indirect effect (B = 1.80, 95% CI = 0.85 to 2.85). There was also a significant effect between changes in coach inactivity and player inactivity (B = -0.23, 95% CI = -0.14 to -0.31), which coincided with a significant indirect effect (B = -3.20, 95% CI = -0.14 to -0.31). No significant indirect effects were found for lesson context and coaches' behaviours variables. Coaches' MVPA and inactivity significantly mediated the effect of the intervention on player MVPA and inactivity, respectively. Consequently, coaches' physical activity levels appear to be important for influencing their players' physical activity levels.
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.
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.
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.
Nonattachment and mindfulness: Related but distinct constructs.
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/PAS0000264
Abstract: In this study, we examined whether nonattachment, a relatively new construct in the mindfulness literature, showed convergent, discriminant, and incremental validity in relation to the well-studied 5 facets of mindfulness. Mindfulness was defined as a multifaceted construct including observing, describing, acting with awareness, nonjudging, and nonreactivity and measured using the recently validated, 20-item Five Facet Mindfulness Questionnaire (FFMQ Tran, Glück, & Nader, 2013 Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006). Nonattachment was defined as a flexible, balanced way of relating to one's experiences without clinging to or suppressing them, and measured using the 7-item Nonattachment Scale (NAS-7 Elphinstone, Sahdra, & Ciarrochi, 2015 Sahdra, Shaver, & Brown, 2015). In a large nationally representative s le of Americans (N = 7,884 52% women age, M = 47.9, SD = 16), nonattachment was positively related to all 5 aspects of mindfulness. Structural equation modeling showed that the 20-item FFMQ and NAS-7 showed good fit their factor structures were invariant across genders and age groups and NAS-7 was empirically distinguishable from the 5 mindfulness facets. Hierarchical regression models provided evidence of the incremental validity of NAS-7. Finally, mediation models showed that nonattachment substantially mediated the links between the mindfulness facets and the outcome variables of satisfaction with life and life effectiveness. (PsycINFO Database Record
Benefits and risks associated with children's and adolescents' interactions with electronic screens: An umbrella review
Publisher: Center for Open Science
Date: 16-05-2022
Abstract: Children’s engagement in screen time is a complex issue. While some forms of screen time have consistently been associated with harm, others have been associated with gains, making it difficult to weigh the risks and benefits of use. In this umbrella review, we systematically collate and synthesise meta-analyses examining the effects of screen use on children and youth. We converted results onto a common metric to make comparisons simple, and where possible we reanalysed study-level data to standardise the approach across meta-analyses. We identified 116 meta-analyses, and extracted 165 unique exposure/outcome combinations. These effects represent the findings of 2,171 primary studies comprised of 1,652,944 participants. When focusing on the meta-analyses with the most statistically robust evidence, we found that general screen use (when content was not indicated), was associated with potentially harmful impacts on learning, literacy, body composition, and depression. Like-wise, social media was consistently associated with risks to health, with no identified benefits. However, we also found that these harms could often be mitigated by certain kinds of content (e.g., educational), or by modifying the context (e.g., co-viewing with a parent). In summary, our findings point to the need for careful and nuanced guidelines that support parents to make the best decisions for their children.
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration With PISA 2018
Publisher: Center for Open Science
Date: 27-11-2020
Abstract: Past research shows the Big-Fish-Little-Pond Effect (BFLPE negative effect of school-average achievement on student-level self-concept) to generalize across countries. However, evidence is largely limited to math and science, limiting conclusions of universality to these subjects. Using data from Program for International Students Assessment 2018 (533,165 students, 72 countries), the present study is the first to examine and provide robust evidence for the cross-national generalizability of the BFLPE for the reading self-concept of high school students (perceived competence and difficulty subscales). Consistent with our social-comparison perspective, we also show that the BFLPE is strong when the frame-of-reference for comparison is relative rather than absolute the effect of school-average achievement was robust for difficulty experienced with reading in general (self-concept of perceived difficulty), but very weak for difficulty experienced specifically during the PISA reading test (PISA test difficulty). Our findings extend support for the generalizability of the BFLPE to reading self-concept.
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Publisher: Elsevier BV
Date: 02-2017
Joint physical-activity/screen-time trajectories during early childhood: socio-demographic predictors and consequences on health-related quality-of-life and socio-emotional outcomes
Publisher: Springer Science and Business Media LLC
Date: 08-07-2019
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
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.
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
Physical activity and sleep are inconsistently related in healthy children: A systematic review and meta-analysis
Publisher: Elsevier BV
Date: 06-2020
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
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.
Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study
Publisher: Wiley
Date: 18-10-2014
DOI: 10.1111/CDEV.12176
Abstract: Considerable research has been devoted to examining the relations between self-esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self-esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (M(age) = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self-esteem antecedent model (self-esteem precedes changes in social support), self-esteem consequence model (social support precedes change in self-esteem), and a reciprocal influence model. Self-esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed.
Negative year in school effect: extending scope and strengthening causal claims
Publisher: American Psychological Association (APA)
Date: 2019
DOI: 10.1037/EDU0000270
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.
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.
Day-to-day and longer-term longitudinal associations between physical activity, sedentary behavior, and sleep in children
Publisher: Oxford University Press (OUP)
Date: 26-10-2020
Abstract: To determine the day-to-day and longer-term longitudinal associations between daytime physical activity and night-time sleep. We used data from a 2-year longitudinal study which included three time points (i.e. baseline, year 1, and year 2). Participants were recruited from primary schools and included 1059 children (50% girls) with a mean age of 8.81-years-old (SD = 0.72) at baseline. Sleep variables included sleep duration, sleep efficiency, time in bed, sleep onset, and wake time. Physical activity variables included light, moderate, moderate-to-vigorous, and vigorous physical activity as well as sedentary time. We objectively assessed physical activity and sleep behaviors using the GENEActiv wrist-worn accelerometer over an 8-day period at each timepoint for a potential 21 190 observed days. We used fixed-effects multilevel models and parallel latent growth curve modeling to examine day-to-day and longer-term associations, respectively. Day-to-day, physical activity, and sleep variables were significantly, positively, and bidirectionally associated, except for sleep efficiency, which showed little association with physical activity. Longer-term, we found little association between physical activity and sleep variables. Overall, our findings indicate that there is a day-to-day association between the amount of time spent being physically active and improved sleep. The lack of a longer-term association indicates that a focus on children’s daily behavior may be most appropriate to help children improve sleep and increase physical activity.
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis
Publisher: Elsevier BV
Date: 02-2022
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
A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling
Publisher: Informa UK Limited
Date: 14-01-2019
Reprint of Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample
Publisher: Elsevier BV
Date: 07-2015
The perceived conditions for living well: Positive perceptions of primary goods linked with basic psychological needs and wellness
Publisher: Informa UK Limited
Date: 28-10-2023
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.
Measures That Make a Difference
Publisher: Wiley
Date: 13-11-2015
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
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes
Publisher: Informa UK Limited
Date: 16-05-2014
Empathy and nonattachment independently predict peer nominations of prosocial behavior of adolescents
Publisher: Center for Open Science
Date: 04-05-2018
Abstract: There is a plethora of research showing that empathy promotes prosocial behavior among young people. We examined a relatively new construct in the mindfulness literature, nonattachment, defined as a flexible way of relating to one’s experiences without clinging to or suppressing them. We tested whether nonattachment could predict prosociality above and beyond empathy. Nonattachment implies high cognitive flexibility and sufficient mental resources to step out of excessive self-cherishing to be there for others in need. Multilevel Poisson models using a s le of 15-year olds (N = 1831) showed that empathy and nonattachment independently predicted prosocial behaviors of helpfulness and kindness, as judged by same-sex and opposite-sex peers, except for when boys nominated girls. The effects of nonattachment remained substantial in more conservative models including self-esteem and peer nominations of liking.
A psychometric evaluation of the Gender Bias in Medical Education Scale
Publisher: Springer Science and Business Media LLC
Date: 29-09-2016
DOI: 10.1186/S12909-016-0774-2
Abstract: Gender bias within medical education is gaining increasing attention. However, valid and reliable measures are needed to adequately address and monitor this issue. This research conducts a psychometric evaluation of a short multidimensional scale that assesses medical students' awareness of gender bias, beliefs that gender bias should be addressed, and experience of gender bias during medical education. Using students from the University of Wollongong, one pilot study and two empirical studies were conducted. The pilot study was used to scope the domain space (n = 28). This initial measure was extended to develop the Gender Bias in Medical Education Scale (GBMES). For Study 1 (n = 172), confirmatory factor analysis assessed the construct validity of the three-factor structure (awareness, beliefs, experience) and enabled deletion of redundant items. Study 2 (n = 457) tested the generalizability of the refined scale to a new s le. Combining Study 1 and 2, invariance testing for program of study and gender was explored. The relationship of the GBMES to demographic and gender politics variables was tested. The results were analyzed in R using confirmatory factor analysis and Multiple-Indicator-Multiple-Indicator-Cause models. After analysis of the responses from the original 16-item GBMES (Study 1), a shortened measure of ten items fitted the data well (RMSEA = .063 CFI = .965 TLI = .951 Mean R-square of items = 58.6 % reliability: .720-.910) and was found to generalize to a new s le in Study 2 (RMSEA = .068 CFI = .952 TLI = .933 Mean R-square of items = 55.9 % reliability: .711-.892). The GBMES was found to be invariant across studies, gender, and program of study. Female students and those who supported gender equality had greater agreement for each of the factors. Likewise, postgraduate students reported higher scores on experience of gender bias than undergraduate students. The GBMES provides a validated short multidimensional measure for use in research and policy. Given its good reliability across different target populations and its concise length, the GBMES has much potential for application in research and education to assess students' attitudes towards gender bias.
Paths to the light and dark sides of human nature: A meta-analytic review of the prosocial benefits of autonomy and the antisocial costs of control.
Publisher: American Psychological Association (APA)
Date: 09-2021
DOI: 10.1037/BUL0000338
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.
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 (
A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions
Publisher: Center for Open Science
Date: 04-02-2022
Abstract: Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and ex les using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed. Educational impact and implications statementThe things teachers do in class have an important influence on their students’ motivation, engagement, and learning. This study uses an international expert panel to identify the teacher behaviours most likely to influence motivation—specifically, teacher behaviours that increase the more healthy, autonomous motivation that comes from within students. This list of behaviours, agreed upon by the experts, could be used by teachers trying to improve their practice, policymakers trying to scale interventions, and researchers trying to assess which behaviours best predict student outcomes.
The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries
Publisher: Elsevier BV
Date: 06-2023
Remote learning during COVID-19: Student satisfaction and performance (now updated with data going to November 2020)
Publisher: Center for Open Science
Date: 03-07-2020
Abstract: The rapid introduction of University remote learning due to COVID19 raised concerns of poorer educational outcomes, especially for at-risk students. Comparing satisfaction (n=33,029) and marks (n=128,823) in the first online unit to the previous three years, multilevel models ascertain the effect of remote learning with comprehensive controls, and test equity and curricula moderators. Results indicate significant small decrements in satisfaction and an increase in marks effects so small as to be insubstantial. No highly dissatisfied or poorly performing student sub-groups were identified. While not all education aspects are measured, this high-level comparison indicates a successful initial transition to remote learning.
What effect did the global financial crisis have upon youth wellbeing? Evidence from four Australian cohorts.
Publisher: American Psychological Association (APA)
Date: 04-2016
DOI: 10.1037/DEV0000092
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.
Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement
Publisher: Springer Science and Business Media LLC
Date: 18-11-2011
DOI: 10.1007/S10943-009-9303-5
Abstract: Clergy represent a salient group in Western communities, providing a variety of services aimed at supporting erse members of those communities. Significantly, rates of attrition among clergy are high, suggesting the need to better understand their occupational well-being and factors relevant to it. The present study draws on the quadripolar need achievement framework to hypothesize motivational profiles among clergy and the extent to which these profiles predict occupational well-being, as indicated by low burnout and high engagement. K-means cluster analysis with 200 clergy confirmed a quadripolar motivational profile (success-oriented, overstriving, self-protecting, failure accepting). Using these group profiles as predictors, structural equation modeling identified significant effects on all burnout and engagement factors, with success-oriented, overstriving, self-protecting, and failure accepting groups each reflecting differential occupational well-being profiles. Substantive and applied implications of these findings are discussed.
Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest
Publisher: Wiley
Date: 15-05-2021
DOI: 10.1111/CDEV.13573
Abstract: In a representative longitudinal s le of 2,602 Australian children (52% boys 2% Indigenous 13% language other than English background 22% of Mothers born overseas and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non‐English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.
Introducing block mode to first-year university students: a natural experiment on satisfaction and performance
Publisher: Informa UK Limited
Date: 13-11-2020
The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion
Publisher: Wiley
Date: 25-03-2022
DOI: 10.1002/BERJ.3791
Abstract: Internationally, there is a gap in high‐school completion rates for Indigenous and non‐Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative s les of Australian youth, we explored differences in high‐school completion between Australian Indigenous and non‐Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non‐Indigenous students, but not for Indigenous students. Conversely, rural and poor non‐Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment.
I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways
Publisher: American Psychological Association (APA)
Date: 03-2015
DOI: 10.1037/A0038667
Abstract: Existing gap-year research indicates a number of benefits of a gap-year at the end of school and before university enrollment. Life span theory of control, however, suggests that direct goal investment, rather than delay, at developmental transitions is associated with more adaptive outcomes. Comparing these perspectives, the authors undertook 2 studies: 1 in Finland (N = 384, waves = 3) and 1 in Australia (N = 2,259, waves = 5) both with an initial time wave in the last year of high school. The authors explored the effects of a gap-year on both psychological and attainment outcomes using an extensive propensity score matching technique. The Finnish study found no difference in growth in goal commitment, effort, expectations of attainment and strain, or in actual university enrollment in those planning to enter university directly versus those who plan to take a gap-year. The Australian study found no difference in growth in outlooks for the future and career prospects, and life satisfaction between gap-year youth and direct university entrants. However, the study did find that gap-year students were more likely to drop out of a university degree. Implication for theory and practice are discussed.
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.
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
When Empathy Matters: The Role of Sex and Empathy in Close Friendships
Publisher: Wiley
Date: 13-05-2016
DOI: 10.1111/JOPY.12255
Abstract: Based on prior theory and research (Ciarrochi & Heaven, 2009 Eagly & Wood, 1999), we hypothesized that the link between empathy and friendship would be moderated by sex: Girls will nominate empathic boys as friends, whereas boys will not tend to nominate empathic girls. We collected measures of empathy, friendship social support, and close friendship nominations in grade 10 across 1,970 students in 16 schools (M
Prediction Versus Explanation in Educational Psychology: A Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
Publisher: Center for Open Science
Date: 03-11-2022
Abstract: Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best- practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement: the thoughts, attitudes, and behaviours that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1,324 all from Year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held- out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (! = 0.046), taking interest in students’ lives outside of class (! = 0.033), and allowing students to make choices (! = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about.
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.
Using Genetic Algorithms in a Large Nationally Representative American Sample to Abbreviate the Multidimensional Experiential Avoidance Questionnaire
Publisher: Frontiers Media SA
Date: 24-02-2016
The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions.
Publisher: American Psychological Association (APA)
Date: 10-2017
DOI: 10.1037/DEV0000364
Abstract: To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in 3 Finnish longitudinal studies, each with a measurement point before and after a major transition (middle school, N1 = 760, 55.7% girls high school, N2 = 214, 51.9% girls post high school, N3 = 858, 47.8% girls). Results showed that perceived parental autonomy support was negatively related to depressive symptoms and positively related to self-esteem. The findings for the effects on depressive symptoms were replicated across all 3 transitions, while effects on self-esteem were only found for the high school and post high school transitions. Moreover, evidence of coregulation was found for depressive symptoms. Depressive symptoms before the transition were found to decrease autonomy support after the transition for both the high school and post high school transitions. Maternal and paternal autonomy support was of equal importance. Importantly, the effects on depressive symptoms increased as children developed, suggesting the continual importance of parents throughout high school and into emerging adulthood. (PsycINFO Database Record
A Systematic Review of Machine Learning for Assessment and Feedback of Treatment Fidelity
Publisher: Center for Open Science
Date: 05-07-2021
Abstract: Many psychological treatments have been shown to be cost-effective and efficacious, as long as they are implemented faithfully. Assessing fidelity and providing feedback is expensive and time-consuming. Machine learning has been used to assess treatment fidelity, but the reliability and generalisability is unclear. We collated and critiqued all implementations of machine learning to assess the verbal behaviour of all helping professionals, with particular emphasis on treatment fidelity for therapists. We conducted searches using nine electronic databases for automated approaches of coding verbal behaviour in therapy and similar contexts. We completed screening, extraction, and quality assessment in duplicate. Fifty-two studies met our inclusion criteria (65.3% in psychotherapy). Automated coding methods performed better than chance, and some methods showed near human-level performance performance tended to be better with larger data sets, a smaller number of codes, conceptually simple codes, and when predicting session-level ratings than utterance-level ones. Few studies adhered to best-practice machine learning guidelines. Machine learning demonstrated promising results, particularly where there are large, annotated datasets and a modest number of concrete features to code. These methods are novel, cost-effective, scalable ways of assessing fidelity and providing therapists with in idualised, prompt, and objective feedback.
Communication Skills Training for Practitioners to Increase Patient Adherence to Home-Based Rehabilitation for Chronic Low Back Pain: Results of a Cluster Randomized Controlled Trial
Publisher: Elsevier BV
Date: 09-2017
DOI: 10.1016/J.APMR.2017.02.025
Abstract: To assess the effect of an intervention designed to enhance physiotherapists' communication skills on patients' adherence to recommendations regarding home-based rehabilitation for chronic low back pain. Cluster randomized controlled trial. Publicly funded physiotherapy clinics. A s le (N=308) of physiotherapists (n=53) and patients with chronic low back pain (n=255 54% female patients mean age, 45.3y). Patients received publicly funded in idual physiotherapy care. In the control arm, care was delivered by a physiotherapist who had completed a 1-hour workshop on evidence-based chronic low back pain management. Patients in the experimental arm received care from physiotherapists who had also completed 8 hours of communication skills training. (1) Patient-reported adherence to their physiotherapists' recommendations regarding home-based rehabilitation measured at 1, 4, 12, and 24 weeks after the initial treatment session. (2) Pain and pain-related function measured at baseline and at 4, 12, and 24 weeks. A linear mixed model analysis revealed that the experimental arm patients' ratings of adherence were higher than those of controls (overall mean difference, .41 95% confidence interval, .10-.72 d=.28 P=.01). Moderation analyses revealed that men, regardless of the intervention, showed improvements in pain-related function over time. Only women in the experimental arm showed functional improvements female controls showed little change in function over time. The Communication Style and Exercise Compliance in Physiotherapy intervention did not influence patients' pain, regardless of their sex. Communication skills training for physiotherapists had short-term positive effects on patient adherence. This training may provide a motivational basis for behavior change and could be a useful component in complex interventions to promote adherence. Communication skills training may also improve some clinical outcomes for women, but not for men.
Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study.
Publisher: American Psychological Association (APA)
Date: 2012
DOI: 10.1037/A0029167
Abstract: In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural contexts. For both countries, the results suggested that (a) socioeconomic status was a key predictor of university entry, whereas gender was a key predictor of major selection (b) achievement and self-concept in both math and English were positive predictors of university entry and (c) math achievement and self-concept predicted math-intensive major choice and lower likelihood of entering verbal-intensive majors (and vice versa). Implications for theory and practice are discussed.
Internal/External Frame of Reference Model
Publisher: Elsevier
Date: 2015
Dorian Gray without his portrait: Psychological, social, and physical health costs associated with the Dark Triad
Publisher: Elsevier BV
Date: 05-2015
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
Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis
Publisher: Informa UK Limited
Date: 30-03-2016
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.
Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains
Publisher: Elsevier BV
Date: 02-2014
Predicting career aspirations and university majors from academic ability and self-concept
Publisher: Cambridge University Press
Date: 25-09-2014
Multimedia design for learning: An overview of reviews with meta-meta-analysis
Publisher: Center for Open Science
Date: 20-10-2021
Abstract: Multimedia is ubiquitous in 21st-century education. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia, and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning, and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalisation, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.
Self-Concept: From Unidimensional to Multidimensional and Beyond
Publisher: Elsevier
Date: 2015
The effects of the Australian bushfires on physical activity in children
Publisher: Elsevier BV
Date: 2021
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
Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement
Publisher: Elsevier BV
Date: 2009
How Robust Are Cross‐Country Comparisons of PISA Scores to the Scaling Model Used?
Publisher: Wiley
Date: 08-2018
DOI: 10.1111/EMIP.12211
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.
Empathy and nonattachment independently predict peer nominations of prosocial behavior of adolescents
Publisher: Frontiers Media SA
Date: 19-03-2015
Irrigation with industrial effluent leads to mortality of coppice growth inEucalyptus
Publisher: Informa UK Limited
Date: 5
A longitudinal person-centered perspective on youth social support: Relations with psychological wellbeing.
Publisher: American Psychological Association (APA)
Date: 06-2017
DOI: 10.1037/DEV0000315
Abstract: Past research suggests that perceived social support from parents, teachers, and peers are all positively associated with wellbeing during adolescence. However, little longitudinal research has examined the implications of distinctive combinations of social support for developing adolescents. To address this limitation, we measured multiple dimensions of social support, psychological ill-health, and wellbeing in a s le of 2034 Australian adolescents (M
Effect of a Scalable School-Based Intervention on Cardiorespiratory Fitness in Children
Publisher: American Medical Association (AMA)
Date: 03-05-2021
Hope, Friends, and Subjective Well-Being: A Social Network Approach to Peer Group Contextual Effects
Publisher: Wiley
Date: 18-10-2015
DOI: 10.1111/CDEV.12308
Abstract: Research on adolescence has previously shown that factors like depression and burnout are influenced by friendship groups. Little research, however, has considered whether similar effects are present for variables such as hope and subjective well-being. Furthermore, there is no research that considers whether the degree of hope of an adolescent's friends is associated with well-being over the in idual's level of hope. Data were collected in 2012 from a s le of 15-year-olds (N = 1,972 62% Caucasian 46% identified as Catholic 25% had professional parents) from the East Coast of Australia. Findings suggest that in iduals from the same friendship group were somewhat similar in hope and well-being. Multilevel structural equation modeling indicated that friendship group hope was significantly related to psychological and social well-being.
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
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
Personality and Relationship Quality During the Transition From High School to Early Adulthood
Publisher: Wiley
Date: 29-06-2012
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model
Publisher: Elsevier BV
Date: 06-2021
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
Publisher: Springer Science and Business Media LLC
Date: 10-07-2019
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.
Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences
Publisher: Informa UK Limited
Date: 02-03-2015
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
Publisher: Elsevier BV
Date: 2015
Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition
Publisher: Springer Science and Business Media LLC
Date: 16-11-2013
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.
Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample
Publisher: Elsevier BV
Date: 02-2015
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.
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
Cognitive Defusion Predicts More Approach and Less Avoidance Coping With Stress, Independent of Threat and Self-Efficacy Appraisals
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.
Developmental processes in school burnout: A comparison of major developmental models
Publisher: Elsevier BV
Date: 04-2011
Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors
Publisher: Informa UK Limited
Date: 07-2010
Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial
Publisher: Springer Science and Business Media LLC
Date: 12-2022
DOI: 10.1186/S12966-022-01371-4
Abstract: Whole-of-school programs have demonstrated success in improving student physical activity levels, but few have progressed beyond efficacy testing to implementation at-scale. The purpose of our study was to evaluate the scale-up of the ‘Internet-based Professional Learning to help teachers promote Activity in Youth’ (iPLAY) intervention in primary schools using the RE-AIM framework. We conducted a type 3 hybrid implementation-effectiveness study and collected data between April 2016 and June 2021, in New South Wales (NSW), Australia. RE-AIM was operationalised as: (i) Reach: Number and representativeness of students exposed to iPLAY (ii) Effectiveness: Impact of iPLAY in a sub-s le of students ( n = 5,959) (iii) Adoption: Number and representativeness of schools that received iPLAY (iv) Implementation: Extent to which the three curricular and three non-curricular components of iPLAY were delivered as intended (v) Maintenance: Extent to which iPLAY was sustained in schools. We conducted 43 semi-structured interviews with teachers ( n = 14), leaders ( n = 19), and principals ( n = 10) from 18 schools (11 from urban and 7 from rural locations) to determine program maintenance. Reach: iPLAY reached ~ 31,000 students from a variety of socio-economic strata (35% of students were in the bottom quartile, almost half in the middle two quartiles, and 20% in the top quartile). Effectiveness: We observed small positive intervention effects for enjoyment of PE/sport (0.12 units, 95% CI: 0.05 to 0.20, d = 0.17), perceptions of need support from teachers (0.26 units, 95% CI: 0.16 to 0.53, d = 0.40), physical activity participation (0.28 units, 95% CI: 0.10 to 0.47, d = 0.14), and subjective well-being (0.82 units, 95% CI: 0.32 to 1.32, d = 0.12) at 24-months. Adoption: 115 schools received iPLAY. Implementation: Most schools implemented the curricular (59%) and non-curricular (55%) strategies as intended. Maintenance: Based on our qualitative data, changes in teacher practices and school culture resulting from iPLAY were sustained. iPLAY had extensive reach and adoption in NSW primary schools. Most of the schools implemented iPLAY as intended and effectiveness data suggest the positive effects observed in our cluster RCT were sustained when the intervention was delivered at-scale. ACTRN12621001132831.
Paths to the Light and Dark Sides of Human Nature: A Meta-analysis of the Prosocial Benefits of Autonomy and the Antisocial Costs of Control
Publisher: Center for Open Science
Date: 02-12-2021
Abstract: Self-determination theory (SDT) posits that experiences of autonomy lead people to be more prosocial, whereas experiences of control lead to antisocial actions. In this meta-analysis, we tested the links between autonomy and prosociality, and control and antisociality, across 139 reports (167 studies) with 1,189 effect sizes (N = 75,546 participants). We used two-stage structural equation modelling including both correlational and longitudinal study designs. We found support for the hypothesized direct links between autonomy and prosociality, and between control and antisociality, with cross-paths between these constructs being weaker. In line with SDT’s claims that the salutary effects of autonomy are universal, results also showed that the hypothesized links were consistent across cultures, genders, and age categories. We also reviewed emerging experimental research on the effect of autonomy-priming interventions on prosociality. To conclude, we discuss the theoretical and practical implications of these findings and lay out an agenda for future research.
High-frequency heart rate variability linked to affiliation with a new group
Publisher: Public Library of Science (PLoS)
Date: 31-03-2023
A configural approach to aspirations: The social breadth of aspiration profiles predicts well-being over and above the intrinsic and extrinsic aspirations that comprise the profiles
Publisher: Center for Open Science
Date: 26-11-2019
Abstract: We conducted a person-centered analysis of the Aspiration Index to identify subgroups that differ in the levels of their specific (wealth, fame and image, personal growth, relationships, health, and community giving) and global intrinsic and extrinsic aspirations. In a Hungarian (N=3370 77% female age: M = 23.57), an Australian (N=1632 51% female age: M = 16.6), and an American s le (N=6063 82.2% female age: M = 21.86), we conducted separate bifactor exploratory structural equation models to disentangle the level of higher-order intrinsic and extrinsic aspirations from the shape of specific aspirations by using the resultant factor scores as indicators in latent profile analyses. The analyses yielded three replicable latent profiles: Disengaged from relationships and health (Profile 1) Aspiring for interpersonal relationships more than community relationships (Profile 2) and Aspiring for community relationships more than interpersonal relationships (Profile 3), with Profile 3 reliably experiencing the highest well-being. To demonstrate the incremental value of our approach to more traditional variable-centered methods, we used profile membership to predict well-being whilst controlling for the aspirations that comprise the profiles. Even in these highly conservative tests, profile membership explained additional variance in well-being. These studies make a unique contribution to the literature by identifying replicable latent profiles of aspiring that account for variance in well-being over and above the constituent variables.
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.
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
Changes in Young Europeans’ Values During the Global Financial Crisis
Publisher: SAGE Publications
Date: 03-10-2017
Abstract: We investigate the impact of the global financial crisis (GFC) on the personal values of youth and young adults (age 16–35 years) from 16 European countries. Using time series cross-sectional data from seven waves (2002–2014) of the European Social Survey, we examined (1) whether the GFC led to value shifts between cohorts of young people and (2) whether welfare state provision moderate the expected value shifts. Multilevel analyses showed that, following the GFC, the importance of security, tradition, benevolence, and, to a lesser extent, conformity values increased. In contrast, hedonism, self-direction, and stimulation values decreased. In line with our moderation hypothesis, power, and, to a lesser extent, achievement values increased following the GFC in countries low on welfare expenditures but decreased in countries high on welfare expenditures. Contrary to expectations, increases in tradition and benevolence values were more pronounced in high-welfare countries.
Person- and variable-centred quantitative analyses in educational research: insights concerning Australian students’ and teachers’ engagement and wellbeing
Publisher: Springer Science and Business Media LLC
Date: 02-04-2020
The development of collaborative parenting styles across high school: Consequences for youth mental health
Publisher: Center for Open Science
Date: 06-03-2020
Abstract: Background. How are parents perceived by their children to develop during the high school years, and what are the consequences of this development for youth well-being? Methods. Each year from Grade 8 to 12, we administered measures of parenting style and well-being across 16 schools (Time 1 M age = 13.7, SD age = .45 N = 2043 49.6% Male). Utilizing a nonparametric algorithm for clustering developmental trajectories, we identified three profiles of change: a Stable profile (61.6%) a Collaborative-to-Coercive (19.3%) profile that involved a decrease in authoritative parenting (democratic guidance) and parental monitoring, and an increase in psychological control (coercive guidance) and a Coercive-to-Collaborative profile showing the opposite pattern (19.1%). Results. Parenting development profile uniquely predicted youth well-being, mental health, and self-esteem. This was the case even after controlling for average parenting style across highschool. The only youth who did not diminish in well-being across highschool where those who believed their parents to become increasingly collaborative. Parents with higher socio-economic status tended to become less collaborative and more coercive. Conclusion. We discuss the stage-fit model, and the benefit of parents developing their parenting style to match their young person’s increasing need for autonomy.
Self-Esteem Trajectories and Their Social Determinants in Adolescents With Different Levels of Cognitive Ability
Publisher: American Association on Intellectual and Developmental Disabilities (AAIDD)
Date: 11-2017
DOI: 10.1352/1944-7558-122.6.539
Abstract: This study examines the development of self-esteem in a s le of 138 Australian adolescents (90 males 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched s le of 556 Australian adolescents (312 males 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grade 7 to 12). The findings showed that adolescents with L-CA and A/H-CA experience similar high and stable self-esteem trajectories that present similar relations with key predictors (sex, school usefulness and dislike, parenting, and peer integration). Both groups revealed substantial gender differences showing higher levels of self-esteem for adolescent males remaining relatively stable over time, compared to lower levels among adolescent females which decreased until midadolescence before increasing back.
Video improves learning in higher education: A systematic review
Publisher: Center for Open Science
Date: 18-05-2020
Abstract: Universities around the world are incorporating online learning, often relying upon videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomised trials that measured the learning effects of video among college students. We conducted full-text screening, data-extraction, and risk of bias in duplicate. We calculated pooled effect-sizes using multi-level random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full-texts, 105 met inclusion criteria, with a pooled s le of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 contr
Publisher: BMJ
Date: 13-01-2021
DOI: 10.1136/BJSPORTS-2020-102740
Abstract: To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness. Pooled analysis of in idual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity. Data for 6621 children and adolescents aged 4–18 years from 20 trials were included. Peak oxygen consumption (VO 2Peak mL/kg/min) and minutes of moderate and vigorous physical activity. Interventions modestly improved students’ cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness. Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.
Reliability of GENEActiv accelerometers to estimate sleep, physical activity, and sedentary time in children
Publisher: Springer Science and Business Media LLC
Date: 06-06-2021
DOI: 10.1186/S12966-021-01143-6
Abstract: Reliable estimates of habitual sleep, physical activity, and sedentary time are essential to investigate the associations between these behaviours and health outcomes. While the number of days needed and hours/day for estimates of physical activity and sedentary time are generally known, the criteria for sleep estimates are more uncertain. The objective of this study was to identify the number of nights needed to obtain reliable estimates of habitual sleep behaviour using the GENEActiv wrist worn accelerometer. The number of days to obtain reliable estimate of physical activity was also examined. Data was used from a two-year longitudinal study. Children wore an accelerometer for up to 8 days 24 h/day across three timepoints. The s le included 2,745 children (51 % girls) between the ages of 7-12-years-old (mean = 9.8 years, SD = 1.1 year) with valid accelerometer data from any timepoint. Reliability estimates were calculated for sleep duration, sleep efficiency, sleep onset, wake time, time in bed, light physical activity, moderate physical activity, moderate-to-vigorous physical activity, vigorous physical activity, and sedentary time. Intraclass correlations and the Spearman Brown prophecy formula were used to determine the nights and days needed for reliable estimates. We found that between 3 and 5 nights were needed to achieve acceptable reliability (ICC = 0.7) in sleep outcomes, while physical activity and sedentary time outcomes required between 3 and 4 days. To obtain reliable estimates, researchers should consider these minimum criteria when designing their studies and prepare strategies to ensure sufficient wear time compliance.
Socioeconomic inequality in access to high-status colleges: A cross-country comparison
Publisher: Elsevier BV
Date: 12-2015
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.
Improving muscular fitness enhances psychological well-being in low-income adolescent boys: Findings from the ATLAS cluster RCT
Publisher: Elsevier BV
Date: 12-2015
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