Uses and abuses of statistical significance tests and other statistical resources: a comparative study

The empirical study we present here deals with a pedagogical issue that has not been thoroughly explored up until now in our field. Previous empirical studies in other sectors have identified the opinions of researchers about this topic, showing that completely unacceptable interpretations have been made of significance tests and other statistical resources. We tried to show the degree to which these errors of interpretation appear in a sample of university professors and researchers. To evaluate the beliefs and opinions of the university professors about certain methodological and statistical questions, we adapted the "Psychometrics Group Instrument" questionnaire by Mittag (1999) and Mittag and Thompson (Educational Researcher 29:14-20, 2000). We specifically wanted to detect opinions about: (1) avoiding inappropriate interpretations, (2) rectifying incorrect uses, (3) creating a debate on possible alternatives, and (4) proposing editorial changes in the publication criteria. In this study, we compare the results we obtained with those obtained by two other equivalent studies (Gordon, Journal of Vocational Educational Research 26:1-18, 2001; Mittag and Thompson, Educational Researcher 29:14-20, 2000). The characteristics of the sample and the scope of the results are described, and a critical reflection is carried out on typical misunderstandings in interpretation that show a worrisome lack of understanding of some basic methodological and statistical concepts.     

Academic self-concept,autonomous academic motivation,and academic achievement: Mediating and additive effects

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory.     

Why virtual friendship is no genuine friendship

Based on a modern reading of Aristotle??s theory of friendship, we argue that virtual friendship does not qualify as genuine friendship. By ??virtual friendship?? we mean the type of friendship that exists on the internet, and seldom or never is combined with real life interaction. A ??traditional friendship?? is, in contrast, the type of friendship that involves substantial real life interaction, and we claim that only this type can merit the label ??genuine friendship?? and thus qualify as morally valuable. The upshot of our discussion is that virtual friendship is what Aristotle might have described as a lower and less valuable form of social exchange.     

Disciplinary Networks and Bounding: Scientific Communication Between Science and Technology Studies and the History of Science

This article examines the communication networks within and between science and technology studies (STS) and the history of science. In particular, journal relatedness data are used to analyze some of the structural features of their disciplinary identities and relationships. The results first show that, although the history of science is more than half a century older than STS, the size of the STS network is more than twice that of the history of science network. Further, while a majority of the journals in the STS network are connected by weak ties, about half of the history of science network consists of strong ties. The history of science network is thus more cohesive than the STS network. The relatively strong cohesion within the history of science network is associated with comparatively high degrees of intra-disciplinary communication, but comparatively weak ties to only a few related disciplines. The analysis also shows that very few members of the history of science cliques are situated on the shortest path between both specialties. Moreover, given the relatively impermeable nature of the history of science network, the latter partially depends on STS to reach some of the neighboring disciplines.     

Linguistic Resources Used in Grade 8 Students’ Submicro Level Explanations—Science Items from TIMSS 2007

Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students’ written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation.     

The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention

Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N?=?176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-being, boredom) to focus data collection activities. The study monitored the students’ knowledge increase and their Inclusion of Nature in Self (INS) scores as possible influencing factors on environmental behaviour. After participation in the programme, while we found that the students intended to consume in more environmentally friendlier ways, this intention did not persistent over a seven-week time span, nor did it relate to the INS or knowledge scores. There was, however, a high correlation with positive situational emotions like interest (r?=?.46, p???.001) and well-being (r?=?.39, p???.001), and a negative correlation with boredom (r?=??.42, p???.001). We conclude that the ‘effect’ of the programme immediately measured after the intervention was strongly linked to situational (short-term) emotions, and should be considered in educational planning as well as the evaluation of sustainability teaching and learning.     

Promoting connectedness with nature through environmental education

It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils’ connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.     

Academic Mentoring and Dropout Prevention for Students in Math,Science and Technology

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.