Improving Factor Score Estimation Through the Use of Observed Background Characteristics     

Patrick J. Curran  Veronica Cole  Daniel J. Bauer  Andrea M. Hussong  Nisha Gottfredson 《Structural equation modeling》2016,23(6):827-844

A challenge facing nearly all studies in the psychological sciences is how to best combine multiple items into a valid and reliable score to be used in subsequent modeling. The most ubiquitous method is to compute a mean of items, but more contemporary approaches use various forms of latent score estimation. Regardless of approach, outside of large-scale testing applications, scoring models rarely include background characteristics to improve score quality. This article used a Monte Carlo simulation design to study score quality for different psychometric models that did and did not include covariates across levels of sample size, number of items, and degree of measurement invariance. The inclusion of covariates improved score quality for nearly all design factors, and in no case did the covariates degrade score quality relative to not considering the influences at all. Results suggest that the inclusion of observed covariates can improve factor score estimation.  相似文献   

Adult distance study through computer conferencing     

Daniel V. Eastmond 《Distance Education》1994,15(1):128-152

The use of computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Despite a parallel growth in the academic scholarship, few studies examined students' experience of learning in an on‐line course. Using unstructured interviews and observations at adultstudents' homes or worksites, thestudy investigated adult student perspectives of distance study by computer conferencing. It found theseadults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: asynchronicity, interactivity, textual communications, and collaboration. Their learning orientation suggested the value they placed on conference activities. They incidentally transferred or invented learning strategies to deal with the different dynamics of this instructional environment. The computer conference brought together widely dissimilar students and encouraged them to ‘talk’ with one another, while unaware of each others' physical attributes. On‐line relationships served meaningful purposes, but rarely continued beyond the course. Based on these findings, the study presents an Adult Distance Study Through Computer Conferencing Model to guide understanding of the student experience with this medium.  相似文献   

Learning strategies and self-regulation in context: how higher education students approach different courses,assessments, and challenges     

García-Pérez  Daniel  Fraile  Juan  Panadero  Ernesto 《European Journal of Psychology of Education - EJPE》2021,36(2):533-550

European Journal of Psychology of Education - This study’s aim was to analyse the decisions higher education students make about learning strategies. We focus on research questions related to...  相似文献   

Constructing identities: the ethno‐national and nationalistic identities of white 1 and Turkish students in two English secondary schools     

Daniel Faas 《British Journal of Sociology of Education》2008,29(1):37-48

This article investigates how 15‐year‐old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working‐class area (Millroad School) and the other in a more middle‐class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi‐structured interviews, the work points to a range of factors affecting identity formation processes, such as macro‐political approaches and school dynamics. The research found that at Millroad School, which celebrated diversity and where students’ conflict was ethnic or racial, young people found safety in their national(istic) identities. In contrast, at Darwin School, which tried to integrate students on the basis of common British citizenship and where there was only low‐level ethnic conflict, young people developed hybrid ethno‐national identities. This article raises important questions about how to create community cohesion in conflictual environments so as to promote both diversity and solidarity.  相似文献   

The impact of new learning environments in an engineering design course     

Daniel L. Dinsmore  Patricia A. Alexander  Sandra M. Loughlin 《Instructional Science》2008,36(5-6):375-393

In this study, we investigated the effects of students’ participation in a collaborative, project-based engineering design course on their domain knowledge, interests, and strategic processing. Participants were 70 college seniors working in teams on a design project of their choosing. Their declarative, procedural, and principled knowledge, along with their domain interest and their interest in select roles within that domain were tested at the outset of the semester and at its conclusions. Findings indicated that this course contributed to a rise in students’ declarative knowledge, but not their procedural or principled knowledge of engineering design. Further, there was no significant change in students’ personal interest in the domain over the semester, and their role interests were not associated with their demonstrated knowledge in the field at posttest. Implications for the perceived effectiveness of learning environments consisting of peer collaboration and relevant problems on students’ academic development are considered.  相似文献   

Standardization techniques for grade‐inflation problems at higher educational institutions of Ethiopia: the case of Addis Ababa     

Daniel Kassahun 《Assessment & Evaluation in Higher Education》2008,33(1):33-44

Cumulative Grade Point Average (CGPA) is a measure that is used to display the achievement of college students in Ethiopia. It also serves as a key yardstick in career and scholarship assessment. In recent time there has been a rapid massification of higher educational institutions (HEIs). Many academics believe that the expansion has increased a tendency for grade inflation in Ethiopia. As an objective comparison of the quality of graduates from different HEIs is not easy, this study has attempted to discern the CGPA differentials across sample HEIs in Ethiopia and to derive a new standardization technique for their comparison. The study identifies different grading patterns, not only across college categories but also along various batches of HEIs. To generate the standardization technique, both CGPA and the ESLCE (Ethiopian School Leaving Certificate Examination) are employed to derive the Normalized Index. The index is used to adjust not only the inflated but also the deflated CGPAs. The quality of the index could be further improved by incorporating additional variables and also by validating the method over a large set of HEIs.  相似文献   

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women     

LaDonna K. Morris  Larry G. Daniel 《Research in higher education》2008,49(3):256-273

The purpose of this study was to examine how perceptions of a chilly climate differ between students in traditionally female-dominated majors (nursing and education) versus traditionally male-dominated majors (information technology and engineering), and how these perceptions relate to students’ intentions to persist or pursue higher education in their chosen field. Students (n = 403) attending a community college completed the 28-item Perceived Chilly Climate Scale (PCCS). The primary research question asked: To what extent can scores on the five subscales of the PCCS be explained by the predictor variable set of gender, ethnicity, age, college major, and intent to leave the field? Canonical correlation analysis indicated that women found the climate chillier than men, non-white students found the climate chillier than white students, younger students perceived the climate chillier than older students, and students in traditionally female-dominated majors perceived the climate chillier than students in traditionally male-dominated majors. Intent to leave the field was not a significant predictor of perceptions of chilly climate.  相似文献   

A Comparative Study of the Effects of Recency of Instruction on the Stability of IRT and Conventional Item Parameter Estimates     

Linda L. Cook  Daniel R. Eignor  Hessy L. Taft 《Journal of Educational Measurement》1988,25(1):31-45

A potential concern for individuals interested in using item response theory (IRT) with achievement test data is that such tests have been specifically designed to measure content areas related to course curriculum and students taking the tests at different points in their coursework may not constitute samples from the same population. In this study, data were obtained from three administrations of two forms of a Biology achievement test. Data from the newer of the two forms were collected at a spring administration, made up of high school sophomores just completing the Biology course, and at a fall administration, made up mostly of seniors who completed their instruction in the course from 6–18 months prior to the test administration. Data from the older form, already on scale, were collected at only a fall administration, where the sample was comparable to the newer form fall sample. IRT and conventional item difficulty parameter estimates for the common items across the two forms were compared for each of the two form/sample combinations. In addition, conventional and IRT score equatings were performed between the new and old forms for each o f the form sample combinations. Widely disparate results were obtained between the equatings based on the two form/sample combinations. Conclusions are drawn about the use o f both classical test theory and IRT in situations such as that studied, and implications o f the results for achievement test validity are also discussed  相似文献   

An Assessment of the Relative Importance of Criminal Justice Learning Objectives     

William M. Baker  Jefferson E. Holcomb  Daniel B. Baker 《Journal of Criminal Justice Education》2017,28(1):129-148

This study examines the relative importance of the different learning objectives for criminal justice education as identified by the Academy of Criminal Justice Sciences (ACJS). Three different populations (students, faculty, and professionals) completed a survey exercise in which they were required to rank order hypothetical job applicants who varied in competency on each of the ACJS learning objectives. In addition, students completed the same exercise pre- and post-completion of their required internship to determine if experience in the field affected their responses. Conjoint analysis was used to identify the relative importance of different learning objectives. While results indicate some similarities in responses across all three populations, several interesting differences were observed, and these may have important curricular implications for criminal justice programs.  相似文献   

Do stiffness and asymmetries predict change of direction performance?     

Sean J. Maloney  Joanna Richards  Daniel G. D. Nixon  Lewis J. Harvey  Iain M. Fletcher 《Journal of sports sciences》2017,35(6):547-556

Change of direction speed (CODS) underpins performance in a wide range of sports but little is known about how stiffness and asymmetries affect CODS. Eighteen healthy males performed unilateral drop jumps to determine vertical, ankle, knee and hip stiffness, and a CODS test to evaluate left and right leg cutting performance during which ground reaction force data were sampled. A step-wise regression analysis was performed to ascertain the determinants of CODS time. A two-variable regression model explained 63% (R² = 0.63; P = 0.001) of CODS performance. The model included the mean vertical stiffness and jump height asymmetry determined during the drop jump. Faster athletes (n = 9) exhibited greater vertical stiffness (F = 12.40; P = 0.001) and less asymmetry in drop jump height (F = 6.02; P = 0.026) than slower athletes (n = 9); effect sizes were both “large” in magnitude. Results suggest that overall vertical stiffness and drop jump height asymmetry are the strongest predictors of CODS in a healthy, non-athletic population.  相似文献