INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF‐REPORT VERSION OF SELF‐REGULATION STRATEGY INVENTORY

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals).     

Photography and Oral History as a Means of Chronicling the Homeless in Miami: The StreetWays Project

This article describes the use of Photography and Oral History research methods as part of a collaborative research project on homelessness in Miami. Issues involving the use of documentary photography and oral history as a means of creating greater social awareness in the general public are explored, as well as broader issues of Social Justice.     

一位难以忘怀的女子

那是一个充满忧伤的清晨。准备的各种食物的香味通常将标志着某个欢庆的节日或者是亲属的聚会,那时才赶着做这些东西,但这天清晨完全是另一回事。我从床上爬起来,尽最大努力只为面对这一天时,全身强烈地感到一阵未曾有过的寒冷。那是我宁愿很快忘却的一天,但不幸的是,我无法忘却。     

Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

Using network analysis we investigated faculty hiring at 21 U. S. News top-ranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the “outside” finding positions at top programs? Mixed results hint at implications for the “health” of the hiring network. Closed systems in higher education may produce unintended consequences as graduate programs look to expand into new global markets.     

New insight for activity intensity relativity,metabolic expenditure during object projection skill performance

This study examined the metabolic cost (METs) of performing object projection skills at three practice trial intervals (6, 12, and 30 seconds). Forty adults (female n = 20) aged 18–30 (M = 23.7 ± 2.9 years) completed three, nine-minute sessions of skill trials performed at 6, 12, and 30 second intervals. Participants performed kicking, throwing and striking trials in a blocked schedule with maximal effort. Average METs during each session were measured using a COSMED K4b2. A three (interval condition) X two (sex) ANOVA was conducted to examine differences in METs across interval conditions and by sex. Results indicated a main effect for interval condition (F(5,114) = 187.02, p < .001, η² = 0.76) with decreased interval times yielding significantly higher METs [30 sec = 3.45, 12 sec = 5.68, 6 sec = 8.21]. A main effect for sex (F(5, 114) = 35.39, p < .001, η² = 0.24) also was found with men demonstrating higher METs across all intervals. At a rate of only two trials/min, participants elicited moderate physical activity, with 12 and 6-second intervals exhibiting vigorous PA. Demonstrating MVPA during the performance of object projection skill performance has potential implications for PA interventions.     

Using the Blended Learning Approach in a Quantitative Literacy Course

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the results of an exploratory study that compares student learning outcomes and student attitudes over several semesters of blended versus traditional delivery in the upper-division quantitative literacy course at Point Loma Nazarene University.     

Adult stakeholder perceptions of 4th grade participation in children’s forest environmental education programming

An environmental education (EE) consortium located in the pacific northwest United States coalesced an external evaluation team to research its K-5 EE programming. The purpose of this article is to describe one phase of this program evaluation process including the exploration of adult stakeholder perceptions of EE programming accessed by 4th grade children. The author highlights the goals of the consortium and the context for the program evaluation, and the relevant literature addressing adult perspectives on EE is reviewed. The study framing, method, and qualitative results are reported. Findings suggest that adult stakeholders perceived positive impacts from 4th grade participation in EE, though the programming was viewed as being most beneficial to children coming from economically disadvantaged families. Implications for EE practice and research are discussed.     

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.