Students’ intention to take online courses in high school: A structural equation model of causality and determinants

Offering an online integrated high-school course or subject for the first time involves many challenges. Better understanding the factors that affect students’ willingness to participate in the experience could provide support for better implementation of such a strategic initiative. In addition, it is important to understand how personal factors can influence the success of such an endeavour. This study develops a comprehensive structural equation model that captures most causal factors related to offering a high-school course online for the first time. A sample of public and private secondary school students (Grades 10, 11 and 12) in Abu Dhabi were administered an online survey regarding offering free online courses. The instrument was reviewed by other experts in curriculum, information technology and teaching and learning. The final instrument contained dimensions related to student perception of ease of use of e-learning, usefulness, self-efficacy, skills, style, student self-reported performance in certain subjects, use of social media, school support, teacher support, general support, access to the internet, and preferences behavioural intentions to use e-learning. The analysis provides a structural equation model with acceptable statistical fits and with many significant causal relationships. The paths representing direct and indirect effects of the construct predictors on intention to use provided statistical evidence of the validity of the 13 component predictors. Results show significant links between intention to use e-learning, perception of easiness, perception of usefulness, and other factors such as user characteristics and support. Use of social network affect intention to use e-learning indirectly thorough other variables. Limitations and implications of the study in general and as it concerns Abu Dhabi are highlighted.     

Δ2 and χ2 I2 fit indices for structural equation models: A brief note of clarification

Marsh and Balla (1986) and Marsh, Balla, and McDonald (1988) proposed an index of fit called χ²I2, but McDonald and Marsh (1990) subsequently demonstrated that the index is biased and recommended that it not be used. Bollen (1989) independently proposed Δ2 which is the same as χ²I2 (hereafter referred to as χ²I2‐Δ2), indicating that it adjusts for sample size and degrees of freedom (df). Gerbing and Anderson (1992), apparently based on the assumption that the χ²I2‐Δ2 index is unbiased and appropriately corrects for df (penalizes a lack of parsimony), recommended its use, and the index is routinely presented by major computer programs (e.g., EQS and LISREL 8). However, a more critical evaluation of the χ²I2‐Δ2 index reveals that: (a) it is systematically biased (i.e., its value varies systematically with N) although the size of the bias may be small; (b) the adjustment for df is inappropriate in that it penalizes model parsimony instead of model complexity; and (c) the inappropriate penalty for model parsimony is larger for small N. Because of these undesirable properties, the χ²I2‐Δ2 index is not recommended for routine use.     

The surprising viability of a simple alternate estimation procedure for construction of large‐scale structural equation measurement models

As part of developing a comprehensive strategy for structural equation model building and assessment, a large‐scale Monte Carlo study of 7,200 covariance matrices sampled from 36 population models was conducted. This study compared maximum likelihood with the much simpler centroid method for the confirmatory factor analysis of multiple‐indicator measurement models. Surprisingly, the contribution of maximum likelihood to model analysis is limited to formal evaluation of the model. No statistically discernible differences were obtained for the bias, standard errors, or mean squared error (MSE) of the estimated factor correlations, and empirically obtained maximum likelihood standard errors for the pattern coefficients were only slightly smaller than their centroid counterparts. Further supporting the recommendations of Anderson and Gerbing (1982), the considerably faster centroid method may have a useful role in the analysis of these models, particularly for the analysis of large models with 50 or more input variables. These results encourage the further development of a comprehensive research paradigm that exploits the relative strengths of both centroid and maximum likelihood as complementary estimation procedures along an integrated exploratory‐confirmatory continuum of model specification, revision, and formal evaluation.     

Brain Type or Sex Differences? A structural equation model of the relation between brain type,sex, and motivation to learn science

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.     

Determinants predicting undergraduates’ intention to adopt e-learning for studying english in chinese higher education context: A structural equation modelling approach

Education and Information Technologies - This study explores the determinants that predict undergraduates’ intention to adopt e-learning for studying English on the basis of the extended...     

A novel model for extending international co-operation in science and education

INTRODUCTIONInternationalcooperationisahottopicintheworldtodayandnetworkingacrossbordershasbecomepartofsociety.Intheprivatesectorthenumberofinternationalalliancesisgrowing;whileintheworldofhighereducationtheneedforin-ternationallinkagesandexchangesisbeingrecog-nizedaswell.Inordertokeeppacewiththechangingandeverexpandingfrontiersofknowledgeandtech-nologyuniversitiesareactivelyseekingforpartners.Withotheruniversitiestheycanaccomplishgoalstheycouldnotaccomplishbythemselves.Thein-tentiontocoo…     

What shapes the self-esteem of elderly Filipinos working beyond the retirement age? A structural equation model (SEM)

Previous studies have indicated that major transitions in life such as retirement or exit from working life may contribute to the normative decline in self-esteem. A growing trend on elderly’s labor force beyond retirement invites the conduct of more empirical studies on the dynamics of self-esteem among the elderly group. Anchored on the Self-Determination Theory, this study is an attempt to test a model that examines the impact of social support, health promotion, activities of daily living and anxiety on the self-esteem of a select group of Filipino elderly working beyond the retirement age. Two-hundred eighteen (218) working elderly from the capital of the Philippines participated in this exploratory study. Data gathered from a multi-aspect questionnaire were analyzed using SPSS version 19 and AMOS version 19. Results of structural equation model (SEM) indicated that social support; activities of daily living and health promotion have direct effects on self-esteem, thus supporting the hypotheses. A direct relationship exists between elderly activities of daily living and their social support and anxiety. Notably, an inverse relationship exists between elderly anxiety and factors such as health promotion and self-esteem. The emerged model in this study could serve as valuable tool for nurses in enhancing nursing care aimed at promoting the psychological-well-being and occupational health among the elderly.     

High school students’ scientific epistemological beliefs,self-efficacy in learning physics and attitudes toward physics: a structural equation model

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.

Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.

Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.

Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.

Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.     

Child first,offender second – A progressive model for education in custody

Disengagement and poor educational attainment in education are firmly established risk factors for juvenile crime, leading policymakers to identify educational provision in and after custody as a key pathway for effective reentry (resettlement). However, although there is emerging evidence that children’s educational progress can reduce recidivism, persistent issues have dogged the delivery of education in custody across the Western world. We identify these issues as rooted in fundamental weaknesses of the risk paradigm that defines the relationship between custodial education and juvenile justice outcomes, in particular reflecting the absence of a cogent theory of change. We propose an alternative ‘Child First’ conceptual framework for custodial education that draws on the ‘Positive Youth Justice’ approach in contemporary youth justice and adopts the development of children’s pro-social identity as its theory of change and key purpose. We explore for the first-time what overarching principles such an approach might entail and test the appropriateness of its theory of change by using it to reinterpret existing good practice messages for custodial education.Therefore, we propose a thoroughgoing evaluation of custodial education practice through such a ‘Child First’ lens.     

How does women’s education influence infant survival? A structural equation model using aggregate data from 95 low- and middle-income countries

Previous studies have shown that women’s education increases infant survival with a magnitude that varies along methodological designs. Besides, the causal chain from women’s education to infant survival has so far remained largely unknown. This cross-country study investigates the relationship between women’s education and infant survival in 95 low- and middle-income countries using a comprehensive set of mediating and control variables. The article applies structural equation modelling on aggregate data, which were produced by the UN, UNESCO, UNICEF and the World Bank. The independent variables are from 2000 to 2009, and the dependent variable, infant mortality, is from 2018. The models are adjusted for income level, population size and extreme epidemic or political instabilities. Structural equation modelling is an advantageous method to specify how women’s education affects infant survival explicitly through the indirect influences of an enhanced child health provision and through an increased reproductive autonomy for women. Overall, women’s education is an equally important variable with poverty alleviation and women’s reproductive autonomy in explaining the cross-country variation in infant survival. The models, taking into account key child health policies, provide new evidence on how women’s education is mediated to better infant survival in low- and middle-income countries.     

A balanced scorecard-based model for evaluating e-learning and conventional pedagogical activities in nursing

The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students’ or teachers’ perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities that considers students’, teachers’ and managers’ perspectives. A case study of the proposed approach was performed at a publicly funded nursing faculty with Slovenian and Italian students from 2009 to 2012. The case study was combined with focus group discussions, interviews, direct observation and survey. The proposed approach allows management to compare the value of different pedagogical activities through the students’, teachers’ and managers’ perspectives. The approach proved useful in the evaluation of pedagogical activities and provided valid arguments for long-term pedagogical process improvement.     

A model for preservice teachers’ intentions to use ICT in future lessons†

This study proposes a model for determining preservice teachers’ intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage of the study. Data were analyzed through structural equation modeling. A model capable of explaining 85% of variance in preservice teachers’ intentions to use ICT in their future lessons was developed. Perceived usefulness (PU) was seen to have the highest influence on their intentions, while facilitating conditions, social influence, and anxiety had a low direct effect. In addition, these factors were found to have a high indirect influence on intention through other factors such as PU, perceived ease-of-use, and efficacy.

Abbreviations: ICT: information and communication technology; M: mean; SD: standard deviation; SEM: structural equation modeling     

Test takers’ strategy use and L2 Chinese reading test performance in mainland China: A structural equation approach

This study investigates the relationships between test takers’ cognitive, metacognitive and affective strategy use and their Chinese reading test performance. A total of 552 test takers who were learning Chinese as a second language (L2) in universities in mainland China completed a high-stakes reading test and a self-reported strategy use questionnaire. Structural equation modeling analysis indicated that only cognitive strategy use directly influenced Chinese reading test performance while both metacognitive and affective strategy use did so in an indirect way. In addition, affective strategy use had direct effects on both metacognitive and cognitive strategy use. Metacognitive strategy use exerted a strong and direct effect on cognitive strategy use. The findings provide insight into the nature of strategy use as applied in L2 Chinese test contexts, especially affective strategy use, which has been less explored in literature. Implications of the findings are discussed for L2 Chinese language teaching and test validation.     

What's in a name? A comparison of methods for classifying predominant type of maltreatment

OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history.     

A joint venture model for teaching required courses in ‘ethics and engineering’ to engineering students

We present our experience, spanning more than 10 years of teaching a course on ‘ethics and engineering’ for a group of MSc programmes in applied sciences at Delft University of Technology. The course is taught by a team of teachers from the faculty of Applied Sciences and from the department of Philosophy of the Faculty of Technology, Policy and Management, on a basis of complementarity and equality. We call it the Joint Venture teaching model. We conclude that the Joint Venture teaching model, in combination with the contents and teaching methods of the course, are successful. The course is a positively perceived element in the curricula. But we also point to a threat to the Joint Venture teaching model. As it may not be very attractive for staff from a technical faculty to participate in this kind of teaching, the availability of motivated and qualified staff from a technical faculty may be a problem. Mitigation of this threat requires sustained commitment from a technical faculty, and hence this is a necessary condition for a successful and sustained application of our teaching model.     

WOMBAT A tool for mixed model analyses in quantitative genetics by restricted maximum likelihood （REML）

WOMBAT is a software package for quantitative genetic analyses of continuous traits, fitting a linear, mixed model; estimates of covariance components and the resulting genetic parameters are obtained by restricted maximum likelihood. A wide range of models, comprising numerous traits, multiple fixed and random effects, selected genetic covariance structures, random regression models and reduced rank estimation are accommodated. WOMBAT employs up-to-date numerical and computational methods. Together with the use of efficient compilers, this generates fast executable programs, suitable for large scale analyses. Use of WOMBAT is illustrated for a bivariate analysis. The package consists of the executable program, available for LINUX and WINDOWS environments, manual and a set of worked example, and can be downloaded free of charge from http://agbu. une.edu.au/~kmeyer/wombat.html     

Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model

In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.     

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics,German, and English

A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate.

     

Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions

This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education (EE) and education for sustainable development (ESD). In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund and Wickman 2011; Sund 2008). Together these three studies (this article; Sund and Wickman 2011; Sund 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews, and student interviews.