Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis     

Antti-Tuomas Pulkka  Markku Niemivirta 《Educational Research and Evaluation》2013,19(4):297-322

This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed.  相似文献   

The dimensional structure of reading assessment tasks in the IEA reading literacy study 1991 and the Progress in International Reading Literacy Study 2001     

Jan-Eric Gustafsson  Monica Rosén 《Educational Research and Evaluation》2013,19(5):445-468

The study investigates measurement properties of the reading assessment tasks used in the IEA 1991 Reading Literacy (RL) study and the Progress in International Readings Study (PIRLS) 2001 study. The analysis is based on data from the Swedish PIRLS study, comprising 16,676 students in grades 3 and 4. As an extension to the basic design, not only the PIRLS tasks were administered, but each student also completed 1 of the 2 booklets from the 1991 study. Using missing-data modeling techniques, confirmatory factor analysis models were estimated and tested for the complete set of reading tasks. Results show that both sets of tasks measure comprehension of reading continuous text, but that each of them also represents unique sources of variance. In the RL instrument, reading speed is one such component, and performance on tasks from the documents domain is another. The PIRLS tasks are influenced by the requirement to produce constructed responses. It is also demonstrated that the shared context among items referring to a particular text is a source of systematic variance.  相似文献   

Metacognitive activities in text-studying and problem-solving: Development of a taxonomy     

Joost Meijer  Marcel V. J. Veenman  Bernadette H. A. M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(3):209-237

This article describes the construction of a hierarchical taxonomy of metacognitive activities for the interpretation of thinking-aloud protocols of students in secondary education, who studied texts on history and physics. After testing an initial elaborate taxonomy on a restricted number of protocols by multiple raters, it appeared that the interrater correspondence was well below par. The categories in the taxonomy were too highly specified. Categories were combined and tested on new protocols in a cyclic fashion. The revised taxonomy was then used for coding 16 history protocols and 16 physics protocols. Frequencies of occurrence of metacognitive activities were obtained, as well as judgements of the quality of the metacognitive activities of the participants. There is a reasonable correlation between the frequency method and the quality method for coding thinking-aloud protocols. Also, there is a substantial covariation of the number of metacognitive activities across both tasks.  相似文献   

基于STC12C5A60S2的函数信号发生器的设计     

孙清泉  陈锦涛  饶连周  林永福  曾金顶 《三明高等专科学校学报》2013,(4):43-46

研究了一种函数信号发生器。该信号发生器由单片机STC12C5A60S2、DDS芯片AD9851、以及高频运放AD603等组成,实现了幅度和频率可调的多种波形（三角波、方波、正弦波）输出的功能。通过实物制作。其性能指标达到了设计要求,具有一定的应用和推广价值。  相似文献   

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication     

Bart Rienties  Dirk Tempelaar  Bas Giesbers  Mien Segers  Wim Gijselaers 《Interactive Learning Environments》2013,21(5):631-648

A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.  相似文献   

Poisson Growth Mixture Modeling of Intensive Longitudinal Data: An Application to Smoking Cessation Behavior     

Xitao Fan 《Structural equation modeling》2013,20(1):65-79

This article illustrates the relation between structural equation modeling (SEM) and canonical correlation analysis (CCA). The representation of CCA in SEM may provide some important interpretive information that is not available from conventional CCA, that is, statistical tests for the canonical function and index coefficients, and statistical tests for individual canonical functions. Hierarchically, the relation between the two analytic approaches suggests that SEM stands to be a more general analytic approach. For researchers interested in these techniques, an understanding of the interrelation among them can be helpful to our choice of analytic method.  相似文献   

Software review     

Wynne W. Chin 《Structural equation modeling》2013,20(2):196-201

STATISTICA 5.0. StatSoft, 2325 East 13th Street, Tulsa, OK 74104, (918) 583–4149. $995 retail, academic site license—$2,000 for 10 copies. Requirements: 386 or better, 4 Meg RAM, Microsoft Windows 3.1 or 95.  相似文献   

Two-Level Dynamic Structural Equation Models with Small Samples     

Daniel McNeish 《Structural equation modeling》2013,20(6):948-966

Advances in data collection have made intensive longitudinal data easier to collect, unlocking potential for methodological innovations to model such data. Dynamic structural equation modeling (DSEM) is one such methodology but recent studies have suggested that its small N performance is poor. This is problematic because small N data are omnipresent in empirical applications due to logistical and financial concerns associated with gathering many measurements on many people. In this paper, we discuss how previous studies considering small samples have focused on Bayesian methods with diffuse priors. The small sample literature has shown that diffuse priors may cause problems because they become unintentionally informative. Instead, we outline how researchers can create weakly informative admissible-range-restricted priors, even in the absence of previous studies. A simulation study shows that metrics like relative bias and non-null detection rates with these admissible-range-restricted priors improve small N properties of DSEM compared to diffuse priors.  相似文献   

Growth Mixture Models Outperform Simpler Clustering Algorithms When Detecting Longitudinal Heterogeneity,Even With Small Sample Sizes     

Daniel P. Martin  Timo von Oertzen 《Structural equation modeling》2013,20(2):264-275

The expansion in the number of people entering higher education has resulted in a substantial increase in the proportion of students enrolling in nontraditional modes, such as part-time study. This study examined the question of whether part-time study curtails the development of the types of intellectual capabilities needed for a knowledge-based economy, because the students would have markedly less exposure to a stimulating campus environment than their full-time counterparts. Graduates from discrete full- and part-time programs from 1 university in Hong Kong completed a survey seeking perceptions of the nurturing of a range of capabilities, together with measures of teacher-student relationships and type of teaching experienced. Two hypotheses were tested by structural equation modeling: (a) the same mechanism for capability development operated for full- and part-time modes and (b) the principal element of the mechanism was the nature of teaching and the quality of teacher-student interaction. Hypothesis 1 was supported because configural invariance between hypothesized models for capability development between the 2 modes was found. Hypothesis 2 was also supported because the models showed that the principal influence on capability development came from teaching for understanding, through promoting active learning experiences and the degree and quality of teacher-student interaction.  相似文献   

Accuracy of Estimates and Statistical Power for Testing Meditation in Latent Growth Curve Modeling     

JeeWon Cheong 《Structural equation modeling》2013,20(2):195-211

The latent growth curve modeling (LGCM) approach has been increasingly utilized to investigate longitudinal mediation. However, little is known about the accuracy of the estimates and statistical power when mediation is evaluated in the LGCM framework. A simulation study was conducted to address these issues under various conditions including sample size, effect size of mediated effect, number of measurement occasions, and R ₂ of measured variables. In general, the results showed that relatively large samples were needed to accurately estimate the mediated effects and to have adequate statistical power, when testing mediation in the LGCM framework. Guidelines for designing studies to examine longitudinal mediation and ways to improve the accuracy of the estimates and statistical power were discussed.  相似文献