scholarly journals Which Cognitive Abilities Make the Difference? Predicting Academic Achievements in Advanced STEM Studies

2018 ◽  
Vol 6 (4) ◽  
pp. 48 ◽  
Author(s):  
Michal Berkowitz ◽  
Elsbeth Stern
Keyword(s):  
Spatial Ability ◽  
Stem Education ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Structural Equation ◽  
Equation Model ◽  
Stem Learning ◽  
Ability Test ◽  
Reasoning Abilities ◽  
The Difference

Previous research has shown that psychometrically assessed cognitive abilities are predictive of achievements in science, technology, engineering and mathematics (STEM) even in highly selected samples. Spatial ability, in particular, has been found to be crucial for success in STEM, though its role relative to other abilities has been shown mostly when assessed years before entering higher STEM education. Furthermore, the role of spatial ability for mathematics in higher STEM education has been markedly understudied, although math is central across STEM domains. We investigated whether ability differences among students who entered higher STEM education were predictive of achievements during the first undergraduate year. We assessed 317 undergraduate students in Switzerland (150 from mechanical engineering and 167 from math-physics) on multiple measures of spatial, verbal and numerical abilities. In a structural equation model, we estimated the effects of latent ability factors on students’ achievements on a range of first year courses. Although ability-test scores were mostly at the upper scale range, differential effects on achievements were found: spatial ability accounted for achievements in an engineering design course beyond numerical, verbal and general reasoning abilities, but not for math and physics achievements. Math and physics achievements were best predicted by numerical, verbal and general reasoning abilities. Broadly, the results provide evidence for the predictive power of individual differences in cognitive abilities even within highly competent groups. More specifically, the results suggest that spatial ability’s role in advanced STEM learning, at least in math-intensive subjects, is less critical than numerical and verbal reasoning abilities.

scholarly journals Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Yan Dong ◽  
Jing Wang ◽  
Yunying Yang ◽  
Premnadh M. Kurup
Keyword(s):  
Knowledge Base ◽  
Stem Education ◽  
Structural Equation ◽  
Mathematical Problem ◽  
Equation Model ◽  
Chinese Society ◽  
Stem Learning ◽  
Chinese Teachers ◽  
Teachers Beliefs ◽  
K 12

Abstract Background China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the interdisciplinary nature of the STEM curriculum and the current typical school structure. The success of the STEM programs depends on teachers’ beliefs and their knowledge in adapting to instructional implementation of STEM concepts. Results The data (n = 216) was collected from STEM primary and secondary teachers from 25 provinces in mainland China. Exploratory factor analysis (EFA) was applied, and Pearson’s correlation analysis was used to examine the correlation between Chinese STEM teachers’ beliefs, knowledge, implementation, and the intrinsic challenges of STEM education; t tests and analysis of variance (ANOVA) were performed to ascertain whether there were differences. The structural equation model (SEM) was applied to identify interrelationships. The results indicated that Chinese STEM teachers encounter higher-level intrinsic challenges to instructional implementations based on their beliefs and knowledge. Teachers who utilize their experience of teaching science as their main discipline and then attempt to integrate STEM using mathematics and engineering are likely to encounter higher-level intrinsic challenges in implementation. Conclusion The intrinsic challenges perceived by Chinese teachers in the practice of STEM education can be predicted by their beliefs and knowledge base. Teachers who understand the nature and pedagogy of STEM education are more likely to encounter lower-level intrinsic challenges of STEM teaching, while teachers who utilize their main discipline when conducting integrated STEM learning activities through modeling based on science, technology, engineering, and mathematical problem situations are more likely to encounter higher-level intrinsic challenges. This study also reveals that there are some significant differences in the level of STEM teachers’ beliefs, knowledge base, instructional practice, and their intrinsic challenges based on their teaching grade, seniority, and experience of STEM training and teaching.

An Explanatory Model of Problematic Internet Use of Southern Spanish University Students

2021 ◽  
pp. 089443932199865
Author(s):  
José-María Romero-Rodríguez ◽  
José-Antonio Marín-Marín ◽  
Francisco-Javier Hinojo-Lucena ◽  
Gerardo Gómez-García
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Internet Addiction ◽  
Structural Equation ◽  
Internet Use ◽  
Sociodemographic Factors ◽  
Equation Model ◽  
Problematic Internet Use ◽  
Moderate Degree ◽  
Cross Sectional

The problematic Internet use (PIU) has become a topic of special relevance since it is a problem that affects the whole world. It has been detected that the population at greatest risk is university students along with adolescents. At the same time, Spain is one of the countries with the highest PIU rate. The purposes of this article were to analyze the presence and degree of Internet addiction among university students and to check the sociodemographic factors that influence the PIU. To this end, 13 hypotheses were put forward and contrasted using a structural equation model. The study adopted a cross-sectional approach by applying the Internet addiction test to a sample of undergraduate students in southern Spain ( n = 1,013). The results indicated a prevalence of PIU among students of almost 12.5% and with a moderate degree of addiction. In turn, the following hypotheses that had a significant effect on the PIU were supported: gender; field of knowledge; living in the parents’ home; Internet daily use for leisure; Internet daily use for academic purposes; number of social networks; sexual orientation; marital status. Finally, the main findings of the study were reviewed, and the main recommendations and implications for mitigating the negative effects of technology and enhancing the positive ones were established.

Curved Exponential Models in Econometrics

1997 ◽  
Vol 13 (6) ◽  
pp. 771-790 ◽  
Author(s):  
Kees Jan van Garderen
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Econometric Models ◽  
Demand Systems ◽  
Likelihood Ratios ◽  
Sufficient Statistics ◽  
Sufficient Statistic ◽  
Exponential Models ◽  
Minimal Sufficient Statistic ◽  
The Difference

Curved exponential models have the property that the dimension of the minimal sufficient statistic is larger than the number of parameters in the model. Many econometric models share this feature. The first part of the paper shows that, in fact, econometric models with this property are necessarily curved exponential. A method for constructing an explicit set of minimal sufficient statistics, based on partial scores and likelihood ratios, is given. The difference in dimension between parameterand statistic and the curvature of these models have important consequences for inference. It is not the purpose of this paper to contribute significantly to the theory of curved exponential models, other than to show that the theory applies to many econometric models and to highlight some multivariate aspects. Using the methods developed in the first part, we show that demand systems, the single structural equation model, the seemingly unrelated regressions, and autoregressive models are all curved exponential models.

The Hexaco-60, the Dark Triad and Scholastic Cheating

2020 ◽  
pp. 003329412096107
Author(s):  
Yuen Kiu Cheung ◽  
Vincent Egan
Keyword(s):  
Undergraduate Students ◽  
Associate Degree ◽  
Structural Equation ◽  
Equation Model ◽  
Dark Triad ◽  
Online Questionnaire ◽  
Postgraduate Students ◽  
Personality Predictors ◽  
Academic Qualification ◽  
One Way Anova

Previous studies have found inconsistent results regarding the personality predictors of scholastic cheating. This study investigated whether personality was a predictor of scholastic cheating using the HEXACO-60 personality inventory and the Dark Triad (DT). A sample of 252 students completed the online questionnaire. Results from a one-way ANOVA showed that scholastic cheating was more common in associate degree/diploma/foundation students and undergraduate students than postgraduate students. Year of study or student status (local or international students) had no effect on scholastic cheating. MANOVA showed that academic qualification, year of study, and student status had no effect on reasons for cheating. A structural equation model (SEM) found that scholastic cheating was positively predicted by unmitigated achievement and psychopathy. Psychopathy emerged as the strongest significant predictor of scholastic cheating. These results supported the view that dark personality is relevant for understanding scholastic cheating.

Consistency Between Consumer Personality and Brand Personality Influences Brand Attachment

2015 ◽  
Vol 43 (9) ◽  
pp. 1419-1427 ◽  
Author(s):  
Qing Yao ◽  
Rong Chen ◽  
Xiaobing Xu
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Positive Impact ◽  
Brand Personality ◽  
Strong Support ◽  
Product Category ◽  
Equation Model ◽  
Brand Attachment ◽  
The Impact ◽  
Practical Implications

We investigated the impact of consistency between consumer personality and brand personality on emotional brand attachment. Participants were 200 undergraduate students at Tsinghua University and we used leading brands in the product category of mobile phone as the survey's stimuli. The results of a structural equation model suggested that consistency in the personality dimensions of sincere, cool, and young had a significant positive impact on the participants' brand attachment compared with consistency in the dimensions of simple, sensitive, reliable, and competent. The results provide strong support for the hypothesis that people feel emotionally attached to brands that match their personality or reflect who they believe they are. We also discuss important theoretical and practical implications of these findings.

scholarly journals An Association Between Montessori Education in Childhood and Adult Wellbeing

2021 ◽  
Vol 12 ◽  
Author(s):  
Angeline S. Lillard ◽  
M. Joseph Meyer ◽  
Dermina Vasc ◽  
Eren Fukuda
Keyword(s):  
Private School ◽  
Structural Equation ◽  
Social Trust ◽  
Measurement Model ◽  
Equation Model ◽  
Large Set ◽  
Life Outcomes ◽  
Confirmatory Factor Analyses ◽  
Self Confidence ◽  
The Difference

Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18–81 (M = 36), filled out a large set of wellbeing scales followed by demographic information including type of school attended each year from 2 to 17. About half the sample had only attended conventional schools and the rest had attended Montessori for between 2 and 16 years (M = 8 years). To reduce the variable set, we first developed a measurement model of wellbeing using the survey data with exploratory then confirmatory factor analyses, arriving at four factors: general wellbeing, engagement, social trust, and self-confidence. A structural equation model that accounted for age, gender, race, childhood SES, and years in private school revealed that attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing on all four factors. A second analysis found that the difference in wellbeing between Montessori and conventional schools existed even among the subsample that had exclusively attended private schools. A third analysis found that the more years one attended Montessori, the higher one’s wellbeing as an adult. Unmeasured selection effects could explain the results, in which case research should determine what third variable associated with Montessori schooling causes adult wellbeing. Several other limitations to the study are also discussed. Although some of these limitations need to be addressed, coupled with other research, including studies in which children were randomly assigned to Montessori schools, this study suggests that attending Montessori as a child might plausibly cause higher adult wellbeing.

scholarly journals Structural Equation Model on Factors Affecting Students Satisfaction towards University Library: A Case Study

2021 ◽  
Vol 6 (2) ◽  
pp. 23-33
Author(s):  
Zahayu Md Yusof ◽  
Masnita Misiran ◽  
Hasimah Sapiri ◽  
Massudi Mahmuddin
Keyword(s):  
Structural Equation Model ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Equation Model ◽  
Online Services ◽  
Factors Affecting ◽  
Library Management ◽  
University Library ◽  
Students Satisfaction

Library in the university is known as the centre of knowledge. University library offers learning support, research requirement and also teaching materials. The objective of this study is to identify the most (and least) factors that contribute to students satisfaction towards university library. A case study on selected respondents consist of 266 undergraduate students was conducted. Their opinion on the library services has been recorded. Questionnaires were distributed to the respondents. Structural Equation Model was developed to display their responses. The finding concluded that online services and collections have significant relationship with the overall satisfaction towards the library, whereas facilities and library staffs do not have significant contribution to the satisfaction. As a suggestion, the library management should improve their service quality by upgrading the online services such as wireless access, library website service,  and online book renewal process to mentioned a few, which might be effective in improving the students’ satisfaction towards the library.

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