scholarly journals Educational Rationality: Measurement, Correlates, and Consequences

2021 ◽  
Vol 11 (4) ◽  
pp. 182
Author(s):  
Maciej Karwowski ◽  
Bogusław Milerski
Keyword(s):  
Structural Equation ◽  
Positive Emotions ◽  
School Achievement ◽  
Individual Characteristics ◽  
Self Concept ◽  
Equation Modeling ◽  
Longitudinal Analyses ◽  
School Students ◽  
Total N ◽  
Confirmatory Factor

This paper introduces and empirically tests the model of tetragonal educational rationality that consists of four interrelated categories: hermeneutic, emancipatory, praxeological, and negational rationalities. Based on a large longitudinal study on primary and middle school students (total N = 1990), we investigated the psychometric properties of the Educational Rationalities Questionnaire (ERQ) and examined relevant correlates, antecedents and longitudinal consequences of the four rationalities. Confirmatory factor analysis corroborated the four-factor structure of the ERQ. Praxeological rationality was more prevalent than hermeneutic rationality, which was accepted more often than emancipatory and negational rationality. Structural equation modeling demonstrated that hermeneutic rationality was primarily driven by participants’ academic self-concept in their native language, as well as extraversion, neuroticism, and valuing creativity. Emancipatory rationality was linked to academic self-concept, valuing creativity, and agreeableness, while praxeological rationality was predicted by extraversion, school achievement, and valuing creativity. Finally, negational rationality was inversely linked with several individual characteristics: academic self-concept, agreeableness, and school achievement. Longitudinal analyses demonstrated that negational rationality was associated with lower grades and more negative emotions during lessons, while hermeneutic rationality was associated with school grades improvement. Emancipatory rationality was related to positive emotions felt during classes, yet negatively with grades. We discuss potential reasons and consequences of these findings.

scholarly journals Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Siu-Cheung Kong ◽  
Yi-Qing Wang
Keyword(s):  
Primary School ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Equation Modeling ◽  
School Students ◽  
Robotics Education ◽  
Convergent And Discriminant Validity ◽  
Confirmatory Factor ◽  
Relationship Of ◽  
The Relationship

AbstractIn response to the call from the founders of the Interest-Driven Creator (IDC) theory, this study aimed to explore the relationship of the interest loop with creativity in the context of robotics education. Specifically, we designed a programmable robotics course for primary school students. We attempted to explore in detail how interest loop, i.e., triggering interest, immersing interest, and extending interest, exerts influences on students’ robotics creation. Eight hundred one online questionnaires were collected from students who participated in our designed programmable robotics activities. Confirmatory factor analysis (CFA) was first used for validation of each study variable, and results suggested a good fit of the study variables in terms of convergent and discriminant validity. Then, structural equation modeling (SEM) was conducted for examining the potential relationships between them, and results indicated significant and positive paths from triggering interest to immersing interest, and from immersing interest to extending interest, suggesting the valid theoretical proposition of interest loop of IDC theory. In addition, immersing interest is positively related to robotics creation, which in turn increases the chance of extending interest. Our findings suggested the importance of raising students’ interest in robotics learning such that young students can become life-long interest-driven creators. Implications of the study were discussed at the end of the paper.

Gender Differences between Cyberbullying Victimization and Meaning in Life: Roles of Fatalism and Self-Concept Clarity

2021 ◽  
pp. 088626052110282
Author(s):  
Jingyu Geng ◽  
Yuhui Wang ◽  
Pengcheng Wang ◽  
Pan Zeng ◽  
Li Lei
Keyword(s):  
Gender Differences ◽  
Meaning In Life ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
Worth Living ◽  
School Students ◽  
Life Worth Living ◽  
Presence Of Meaning ◽  
Cyberbullying Victimization

Despite widely linking cyberbullying victimization (CV) to some poorer mental health outcomes, CV also negatively impacts the internal strengths that make life worth living, such as meaning in life, which has received less attention. This study thus aimed to examine the relationship between CV and presence of meaning in life as well as the mediating roles of fatalism and self-concept clarity in this relationship. Gender differences in the mediation model were also examined. A sample of 766 Chinese junior school students ( M = 13.11 years, SD = 1.19 years) completed questionnaires regarding CV, presence of meaning, self-concept clarity, and fatalism. The results revealed that CV was significantly and positively correlated with presence of meaning. Structural equation modeling indicated that self-concept clarity and fatalism completely mediated the link between CV and presence of meaning in parallel and sequential manners. The multigroup analysis further showed that CV was positively related to fatalism only among girls and had a stronger negative association with self-concept clarity for girls compared with boys. Thus, the indirect link between CV and presence of meaning was stronger for girls (versus boys). Findings suggested that CV was associated with poor self-concept clarity, stronger fatalism, and low levels of presence of meaning in life among adolescents, especially for girls. Increasing self-concept clarity and decreasing fatalistic beliefs are thus necessary to help cyberbullying victims to develop meaning in life.

scholarly journals Secondary School Variables in Predicting Technology, Engineering, Mathematics (TEM) Major Choice

2018 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Philip Ruse ◽  
Yonghong Xu
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Social Cognitive ◽  
Strong Predictor ◽  
Equation Modeling ◽  
School Students ◽  
Total N ◽  
Engineering Mathematics ◽  
The Social ◽  
Endogenous Variables

<p><em>This paper addresses the growing body of research into factors that can influence the decision for high school students to enter into a Technology, Engineering, Mathematics (TEM) major in college. A total n of 691, including 372 TEM majors (143 female</em><em>s</em><em> and 229 male</em><em>s</em><em>) were selected from the </em><em>Education Longitudinal Study of 2002 (ELS</em><em>, </em><em>2002) using propensity matching. A Structural Equation Modeling (SEM) methodology was utilized in the Social Cognitive Career Theory framework and showed good model fit in the whole group, female only and male only groups. Though intent to major was a strong predictor, observed gender differences were observed related to latent and endogenous variables</em>.<strong></strong></p>

The Influence of Materialism and Self-Congruity on the Relationship of Human With Their Companion Dogs

2018 ◽  
Vol 24 (4) ◽  
pp. 249-263
Author(s):  
Gonzalo Luna-Cortés
Keyword(s):  
Behavioral Problems ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
Companion Dogs ◽  
Confirmatory Factor ◽  
Marketing Intervention ◽  
Purebred Dogs ◽  
Relationship Of ◽  
The Relationship

This research examines the relationship of materialism and self-congruity with behavioral problems of dogs and the owners’ intention to abandon them. This study focuses on owners of purebred dogs in Colombia (South America). Using the methodology of confirmatory factor analysis and structural equation modeling, the results show that more materialistic consumers own pets that, in their own opinions, present more behavioral problems. These problems influence owners’ intention to abandon their pets. In addition, materialism appears as a construct that directly influences the intention to abandon the dogs. However, the acquisition based on the congruence between the characteristics of the dog and the owners’ self-concept negatively influences the behavioral problems shown by their pets and, consequently, the intention of the owners to abandon the animals. A social marketing intervention is presented as a part of the conclusions, which focuses on these consumers’ motivations, in order to improve some aspects of the dogs’ welfare in Colombia.

scholarly journals Development and validity of a resilience at secondary school scale

2020 ◽  
Vol 64 (1) ◽  
pp. 40-53
Author(s):  
Michelle Turner ◽  
Paul Bowen ◽  
Jacinta Ryan ◽  
Peter Hayes
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Convergent Validity ◽  
Structural Equation ◽  
Equation Modeling ◽  
Psychological Resilience ◽  
School Students ◽  
Empirical Measures ◽  
Confirmatory Factor ◽  
Practical Measure

Secondary schools are purported to play a significant role in the resilience enhancement of adolescents; however, there are no measures of resilience designed specifically for use in secondary schools. To address this shortcoming, a resilience at secondary school (RASS) scale was developed and its psychometric properties explored. Five hundred and sixty-two female secondary school students aged from 12 years to 18 years completed the 20-item RASS, which was adapted from the Resilience at University scale. Confirmatory factor analysis using structural equation modeling revealed a 19-item, seven-factor structure. Convergent validity of all the subscales was tenable. Internal consistency of two subscales was not ideal, indicative of the need for further research. The RASS scale and subscales represent promising empirical measures of resilience at secondary schools in Australia. With further refinement, the RASS offers educators in secondary schools a practical measure founded on the skills and behaviours considered critical for psychological resilience which can be used to inform resilience-building curriculum activities.

scholarly journals Hierarchical Models of Self-Concept across Genders and Sciences/Humanities for College Students in Taiwan

2013 ◽  
Vol 2013 ◽  
pp. 1-9
Author(s):  
Mei-Shiu Chiu
Keyword(s):  
College Students ◽  
Hierarchical Models ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
National Database ◽  
Fields Of Study ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Structural Invariance

The aim of this study is to examine the hierarchical model of self-concept (SC) using two operations (Models A and B). In Model A, global self-concept (GSC) is the higher-order factor of field-specific self-concepts (FSCs). In Model B, GSC is the predictor of the correlated FSCs. The data of 28,824 college students are obtained from the national database for higher education in Taiwan. The two models are examined by the use of total-group hierarchical confirmatory factor analysis (HCFA) and structural equation modeling (SEM), respectively. Multigroup HCFA and SEM are used to test whether the two models demonstrate measurement equivalence and structural invariance across female and male college students and across college students coming from different fields of study. The results of the analysis reveal three major findings. (1) The data fit Models A-B well for all the students as a whole. (2) Females and males are found not to be equivalent in the structure of both models. (3) Females from female-dominated humanities fields (education and business) are different from those in male-dominated sciences fields (engineering and natural sciences), while males from the four fields are similar in both models.

Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students’ Academic Self-Concept and Disengagement

2012 ◽  
Vol 11 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Gawaian H. Bodkin-Andrews ◽  
Virginia O’Rourke ◽  
Anthony Dillon ◽  
Rhonda G. Craven ◽  
Alexander Seeshing Yeung
Keyword(s):  
Structural Equation ◽  
Minority Groups ◽  
Self Concept ◽  
Equation Modeling ◽  
School Students ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Longitudinal Structural Equation Modeling ◽  
Causal Impact ◽  
Academic Disengagement

Academic disengagement among disadvantaged minority groups has received considerable attention within the psychological literature, and such research has attempted to identify variables that may reduce the risk of disengagement. With regard to this investigation, longitudinal structural equation modeling techniques were used across a sample of secondary school students to test whether Aboriginality (being Indigenous or non-Indigenous Australian), academic self-concept, and academic disengagement were causally related (once the effects of prior measures had been accounted for). The results suggest that although Aboriginality held a significant correlation with disengagement (suggesting that Indigenous students are more likely to disengage from school), the causal impact of this variable seems to be negated when the causal impact of academic self-concept is also considered. These results suggest that enhancing academic self-concept may be a useful strategy for addressing patterns of school disengagement that have been repeatedly noted for Indigenous Australian students.

A Psychometric Study of the Quality Perception Questionnaire

2012 ◽  
Vol 71 (2) ◽  
pp. 101-106 ◽  
Author(s):  
Raffaele Cioffi† ◽  
Anna Coluccia ◽  
Fabio Ferretti ◽  
Francesca Lorini ◽  
Aristide Saggino ◽  
...  
Keyword(s):  
Structural Equation ◽  
Factor Model ◽  
Equation Modeling ◽  
Fit Indices ◽  
Quality Perception ◽  
Italian Survey ◽  
Confirmatory Factor ◽  
Instrument Measuring ◽  
Hospital Structures

The present paper reexamines the psychometric properties of the Quality Perception Questionnaire (QPQ), an Italian survey instrument measuring patients’ perceptions of the quality of a recent hospital admission experience, in a sample of 4400 patients (Mage = 56.42 years; SD = 19.71 years, 48.8% females). The 14-item survey measures four factors: satisfaction with medical doctors, nursing staff, auxiliary staff, and hospital structures. First, we tested two models using a confirmatory factor analysis (structural equation modeling): a four orthogonal factor and a four oblique factor model. The SEM fit indices and the χ² difference suggested the acceptance of the second model. We then did a simulation using a bootstrap with 1000 replications. Results confirmed the four oblique factor solution. Third, we tested whether there were significant differences with respect to age or sex. The multivariate general linear model showed no significant differences in the factors with respect to sex or age.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Working Memory, Mental Prospection, Time Orientation, and Cognitive Insight

2013 ◽  
Vol 34 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Sevtap Cinan ◽  
Aslı Doğan
Keyword(s):  
Working Memory ◽  
Structural Equation ◽  
Factor Model ◽  
Time Orientation ◽  
Equation Modeling ◽  
Cognitive Insight ◽  
Confirmatory Factor ◽  
Negative Effect ◽  
Positive Effect ◽  
Three Factor

This research is new in its attempt to take future time orientation, morningness orientation, and prospective memory as measures of mental prospection, and to examine a three-factor model that assumes working memory, mental prospection, and cognitive insight are independent but related higher-order cognitive constructs by using confirmatory factor analysis (CFA). The three-factor model produced a good fit to the data. An alternative one-factor model was tested and rejected. The results suggest that working memory and cognitive insight are distinguishable, related constructs, and that both are distinct from, but negatively associated with, mental prospection. In addition, structural equation modeling (SEM) showed that working memory had a strong positive effect on cognitive insight and a moderate negative effect on mental prospection.

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