Mastery goal,value and self-concept: what do they predict?

Background:?Students’ motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes.

Purpose:?The study investigates the relative influences of motivational factors – mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance, identity, general self-efficacy and achievement.

Sample:?Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78).

Design and methods:?Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes.

Results:?Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity.

Conclusion:?Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention.     

Measuring Teacher Attitudes Toward Instructional Technology: A Confirmatory Factor Analysis of the TAC and TAT

In this article the authors present a confirmatory factor analysis of the Teachers’ Attitudes Toward Computers (TAC) and the Teachers’ Attitudes Toward Information Technology (TAT) scales by Christensen and Knezek (1996, 1998) using large samples from three states. The TAC was reduced from 98 items and nine factors to 35 items and eight factors, while maintaining superior psychometric properties. The TAT was reduced from 50 items and five factors to 20 items measuring five factors, similarly maintaining excellent psychometric properties. The authors also developed a combined short form of both instruments using 42 items to measure 11 factors for use in situations where parsimony is critical.     

Development of a Scale to Determine Enrollment Barriers into Allied Health Programs

The purpose of this study was to develop the Scale of Allied Health Education Barriers to identify factors limiting enrollment in college/university allied health education programs. Development of the Scale of Allied Health Education Barriers was conducted through the following four stages: (1) review of literature, (2) focus group studies, (3) pilot testing, and (4) test administration and testing of measurement properties. Research participants (N = 1,044) were students enrolled in allied health and non-allied health education programs. Through conducting both exploratory and confirmatory factor analyses, this study identified five unique factors that are potential barriers to student enrollment in allied health education: Social Influence, Experiential Opportunity, Academic Preparation, Physical Self-Efficacy, and Self-Management. These factors were consistent with the social cognitive theory adopted to guide this study, which posits that personal, environmental, and behavioral factors collectively influence allied health enrollment. Further discussions are made on the practical implications of applying the developed scale to reduce barriers for allied health program recruitments.     

Exploring the Evidence in Evidence-Based Acquisition

ABSTRACT

This article explores the University of Colorado (CU) Libraries’ experiences with evaluating a patron-driven (PDA) program with Kanopy and an evidence-based (EBA) program with Alexander Street for streaming videos. The article includes a thorough comparison of EBA and PDA models, workflows, and outcomes. Three separately administered libraries within the CU system support campuses of different budgets, student and faculty demographics, programs, and exposure to streaming collections. Lessons in implementing and assessing streaming videos at each library and across the consortia are shared along with details on how to implement similar analysis at other libraries.     

A place to learn: cultivating engaging learning environments for young rural Aboriginal Australians

Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. This paper reports on research conducted in a community-based programme designed to support the engagement of young rural Aboriginal students. A total of 32 participants (including children, parents/carers, tutors, managers, and local teachers) were interviewed to explicate their perspectives on the key aspects of the learning environment that fostered student engagement. An analysis of the interview data identified core characteristics that could be employed to foster engagement and thus contribute to developing equity and self-determination for young rural Aboriginal Australians. Core characteristics that were valued included: a focus on learning and individualised pace; a flexible and relaxed atmosphere; individualised assistance; having an adult who showed interest in the child and their learning; providing a culturally secure learning environment; provision of food; supplying transportation; and staff being part of the same community. This paper contends that these characteristics are valued by the community and thus should inform the practices within the community-based programme as well as mainstream education to facilitate future engagement in learning.     

Erratum to: Measuring Student Career Interest within the Context of Technology-Enhanced STEM Projects: a Cross-Project Comparison Study Based on the Career Interest Questionnaire

Journal of Science Education and Technology -     

Reforming from “without” by leading from within

Teacher education programs are facing a range of external pressures today — from shifts in the educational landscape to an ever-expanding curriculum to meet changing standards. In this article we shared how our process of “reforming from without by leading from within” is the beginning of a culture change. Partnership initiatives, newly involved classroom teachers, school liaisons, training for classroom teachers and university faculty alike, all may make a difference in our culture and our efforts. As teacher educators we must adapt our programs to the changing standards for teachers, accountability measures and student testing, and a diverse population. The ETRA faculty at Northern Illinois University lead from within by seizing opportunities in administrative changes, existing partnerships, funding opportunities, and collaborations. Our goal continues to focus on demonstrating that technology innovation may serve an important role in coping with these external pressures and achieving the changes required.     

Psychological profiles of sexually abusive adolescents in Ireland

OBJECTIVE: This study aimed to profile the psychological and psychosocial characteristics of a group of Irish adolescents who had sexually abused other youngsters. METHOD: Levels of behavior problems, personal adjustment, anger management, and psychosocial adjustment were compared in 27 Irish adolescents with a history of sexually abusing another youngster (SA group), 20 clinical controls who had significant behavioral problems but no history of sexual offending (CC group), and 29 normal controls who were without significant psychological problems (NC group). Measures used included the Child Behavior Checklist (CBCL), the Youth Self-Report Form (YSR), selected scales from Beckett (1997) Adolescent Sex Offender Assessment Pack (ASOAP), and the Family Environment Scale (FES). RESULTS: Compared with the CC group, the SA group displayed fewer problems overall on the CBCL and the YSR. The SA group showed problems with self-esteem, emotional loneliness, and perspective-taking similar to those of the CC group, but their impulsivity scores were similar to those of the NC group. The locus of control scores of the SA group fell between those of the CC and NC groups. The SA group showed an anger management profile that fell at an intermediate position between those of the NC and CC groups. The SA group showed problematic family functioning in the areas of expressiveness, behavior control, and social support, similar to those of the CC group. Their difficulties with family cohesion were less severe than those of the CC group but worse than those of the NC group. CONCLUSIONS: Overall, the psychological adjustment of adolescents with a history of sexually abusing others was more problematic than that of normal controls but less problematic than that of youngsters who had significant behavioral problems but no history of sexual offending.     

Measuring Student Career Interest within the Context of Technology-Enhanced STEM Projects: A Cross-Project Comparison Study Based on the Career Interest Questionnaire

Journal of Science Education and Technology - This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics...     

Profiles of child sexual abuse cases in Ireland: an archival study

OBJECTIVE: This study aimed to profile subgroups of CSA cases referred for assessment at two national CSA assessment centers in Ireland. METHOD: Historical and clinical data for 150 CSA cases were drawn from records of two Dublin-based national specialist sexual abuse assessment and therapeutic centers. Three main comparisons were made involving: (1) 113 confirmed CSA cases and 37 unconfirmed CSA cases, (2) 55 confirmed CSA cases that displayed clinically significant behavior problems, and the 56 confirmed CSA cases without significant adjustment difficulties, and (3) 19 confirmed CSA cases in which violence was a central feature, and 79 confirmed cases in which violence was not a central feature. RESULTS: There were three main findings. (1) More unconfirmed cases were male; had single or separated parents; and a father with a criminal history. As a group, the confirmed cases were largely youngsters who had been abused by male adults or adolescents outside their nuclear family and who subsequently were well supported by one or two parents. (2) Poorly adjusted CSA victims had a history of coercive violent abuse while better adjusted children were victims of nonviolent abuse. (3) Victims of violent CSA were more likely to have experienced penetrative abuse and to display more externalizing behavior problems. CONCLUSIONS: Confirmed and unconfirmed CSA cases, well and poorly adjusted CSA cases, and victims of violent and nonviolent CSA referred for assessment at two national CSA assessment centers in Ireland had distinctive clinical profiles.