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David Ansong Sarah R. Eisensmith Rainier D. Masa Gina A. Chowa 《Psychology in the schools》2016,53(10):1057-1070
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools. 相似文献
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Birgitte Lund Nielsen Hilmar Dyrborg Laursen Lise Andersen Reol Helle Jensen Ana Kozina Masa Vidmar 《欧洲师范教育杂志》2019,42(3):410-428
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. 相似文献
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Maša Vidmar 《International Journal of Early Years Education》2015,23(3):313-328
In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite different compared to the context in countries from which many child-care studies originate (e.g. the USA). In Slovenia quality standards are regulated (child:staff ratio, teacher education, curriculum), the service is subsidised and children are guaranteed a place after the end of parental leave (i.e. at 11 months). In the described socio-political context a beneficial effect of child care quantity was found for internalising behaviour, while there were negative effects for externalising behaviour. Children who spent more time in child care exhibited less internalising behaviour and more externalising behaviour in the first grade of school, both with small coefficient sizes. Our study shows that even in the context of progressive child care some positive as well as less positive effects of child care participation on child development occur. 相似文献
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Empirical evidence from developed countries suggests that students' commitment to school is fundamental to their academic success. However, in developing countries, validated measures of student commitment to school do not exist. The current study helps fill this research gap by examining the validity and reliability of a commitment-to-school scale (CSS) adapted for the Ghanaian context. With a sample of 6,252 middle school–age students, the study employs exploratory and confirmatory factor analyses with weighted least squares means and variance adjusted (WLSMV) to establish and validate the construct as bidimensional. Measurement invariance tests confirm that the two-factor commitment model is generalizable across grade levels but not genders. Given its parsimony and good fit, the adapted CSS might be useful for future research in Ghana. Similarity of the model across grade levels suggests that the scale has potential uses in education research among diverse groups. We suggest that the CSS be developed further for better understanding of students' commitment to school. 相似文献
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This cross-sectional study examined the relationships between asset type and academic achievement among Ghanaian junior high school students. Results suggest that the positive relationship between asset ownership and academic achievement depends on the type of asset and academic subject. Homeownership was positively and significantly associated with math achievement. Ownership of transport-related assets was positively and significantly associated with English achievement. Findings have implications for asset-building programs to promote academic proficiency and progress for all youth. 相似文献
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