Pub Date : 2023-08-18DOI: 10.1080/13803611.2023.2262447
Khagendra Raj Dhakal, Richard Watson Todd, Natjiree Jaturapitakkul
ABSTRACTAlthough critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students’ critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In this paper, we argue that treating critical thinking as skill is most appropriate in education. However, there are still three competing theories of critical thinking as skill: as a single unitary skill, as a set of disparate sub-skills, and as a composite skill with several sub-skills. We evaluated the validity of these theories through conducting Rasch and correlation analyses on the results of 385 undergraduate students in Thailand on the Multi-Purpose Assessment of Critical Thinking (MPACT) test. The findings suggest that critical thinking is a composite skill with several sub-skills with implications for the teaching and testing of critical thinking.KEYWORDS: Critical thinkingtheoriestestRasch analysiseducation AcknowledgmentsWe would like to express our heartfelt gratitude to the undergraduate students from over ten universities in Thailand for participating in the MPACT Test. We appreciate the insights from university educators in Thailand, who provided invaluable feedback concerning the usability of the various segments of the MPACT test. We would also like to thank Duangjaichanok Pansa for help with the analyses.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKhagendra Raj DhakalKhagendra Raj Dhakal is a Ph.D. candidate in applied linguistics at King Mongkut’s University of Technology Thonburi. He has been teaching applied linguistics and general education courses at King Mongkut's University of Technology North Bangkok for more than a decade as a lecturer. His interest areas include education policy, testing, critical thinking, and global competencies. Dhakal is also a member of National Council on Measurement in Education.Richard Watson ToddRichard Watson Todd is Associate Professor at King Mongkut’s University of Technology Thonburi. He has a Ph.D. from the University of Liverpool. He is the author of numerous articles and several books, including Discourse Topics (John Benjamins, 2016). His research interests include text linguistics, corpus linguistics, and educational innovations.Natjiree JaturapitakkulNatjiree Jaturapitakkul, Ph.D. is an assistant professor at School of Liberal Arts, King Mongkut’s University of Technology Thonburi in Bangkok where she teaches English for undergraduates and graduates in the ELT program. She has published and presented papers on English language teaching and learning, language assessment, test development, and ESP testing.
{"title":"Unpacking the nature of critical thinking for educational purposes","authors":"Khagendra Raj Dhakal, Richard Watson Todd, Natjiree Jaturapitakkul","doi":"10.1080/13803611.2023.2262447","DOIUrl":"https://doi.org/10.1080/13803611.2023.2262447","url":null,"abstract":"ABSTRACTAlthough critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students’ critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In this paper, we argue that treating critical thinking as skill is most appropriate in education. However, there are still three competing theories of critical thinking as skill: as a single unitary skill, as a set of disparate sub-skills, and as a composite skill with several sub-skills. We evaluated the validity of these theories through conducting Rasch and correlation analyses on the results of 385 undergraduate students in Thailand on the Multi-Purpose Assessment of Critical Thinking (MPACT) test. The findings suggest that critical thinking is a composite skill with several sub-skills with implications for the teaching and testing of critical thinking.KEYWORDS: Critical thinkingtheoriestestRasch analysiseducation AcknowledgmentsWe would like to express our heartfelt gratitude to the undergraduate students from over ten universities in Thailand for participating in the MPACT Test. We appreciate the insights from university educators in Thailand, who provided invaluable feedback concerning the usability of the various segments of the MPACT test. We would also like to thank Duangjaichanok Pansa for help with the analyses.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKhagendra Raj DhakalKhagendra Raj Dhakal is a Ph.D. candidate in applied linguistics at King Mongkut’s University of Technology Thonburi. He has been teaching applied linguistics and general education courses at King Mongkut's University of Technology North Bangkok for more than a decade as a lecturer. His interest areas include education policy, testing, critical thinking, and global competencies. Dhakal is also a member of National Council on Measurement in Education.Richard Watson ToddRichard Watson Todd is Associate Professor at King Mongkut’s University of Technology Thonburi. He has a Ph.D. from the University of Liverpool. He is the author of numerous articles and several books, including Discourse Topics (John Benjamins, 2016). His research interests include text linguistics, corpus linguistics, and educational innovations.Natjiree JaturapitakkulNatjiree Jaturapitakkul, Ph.D. is an assistant professor at School of Liberal Arts, King Mongkut’s University of Technology Thonburi in Bangkok where she teaches English for undergraduates and graduates in the ELT program. She has published and presented papers on English language teaching and learning, language assessment, test development, and ESP testing.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136215154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/13803611.2023.2261904
Roberto Brazileio Paixão, Michael C. Rodriguez
ABSTRACTThe usefulness of evaluation is critical. Evaluation use occurs when, from its results or process, decisions are made about the program, it changes people's mindsets, or persuasive or legitimation actions happen (instrumental, conceptual, and symbolic uses respectively). Few quantitative evaluation use studies have been conducted in recent years. Most existing evaluation use scales are outdated due to theoretical advances and were project or program specific, not designed for evaluation systems. This study was designed to develop the Evaluation Use Scale for Evaluation Systems (EUS-ES) and gather initial validity evidence. We collected and analyzed data from Brazilian professors and program coordinators who were consultants of the Brazilian Graduate Evaluation System. Validity evidence was collected based on instrument content and internal structure. CFA results supported a three-factor-correlated model with adequate score reliability estimates. The EUS-ES is valuable for diagnostic purposes to identify low/high evaluation uses in an evaluation system setting.KEYWORDS: Evaluation useinstrumental useconceptual usesymbolic usescale Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) under Grant 88887.373319/2019-00.Notes on contributorsRoberto Brazileio PaixãoRoberto Brazileiro Paixão is an associate professor of educational evaluation.Michael C. RodriguezMichael C. Rodriguez is a professor of quantitative methods in education and dean of the College of Education and Human Development.
{"title":"Development and preliminary validation of the evaluation use scale for evaluation systems (EUS-ES)","authors":"Roberto Brazileio Paixão, Michael C. Rodriguez","doi":"10.1080/13803611.2023.2261904","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261904","url":null,"abstract":"ABSTRACTThe usefulness of evaluation is critical. Evaluation use occurs when, from its results or process, decisions are made about the program, it changes people's mindsets, or persuasive or legitimation actions happen (instrumental, conceptual, and symbolic uses respectively). Few quantitative evaluation use studies have been conducted in recent years. Most existing evaluation use scales are outdated due to theoretical advances and were project or program specific, not designed for evaluation systems. This study was designed to develop the Evaluation Use Scale for Evaluation Systems (EUS-ES) and gather initial validity evidence. We collected and analyzed data from Brazilian professors and program coordinators who were consultants of the Brazilian Graduate Evaluation System. Validity evidence was collected based on instrument content and internal structure. CFA results supported a three-factor-correlated model with adequate score reliability estimates. The EUS-ES is valuable for diagnostic purposes to identify low/high evaluation uses in an evaluation system setting.KEYWORDS: Evaluation useinstrumental useconceptual usesymbolic usescale Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) under Grant 88887.373319/2019-00.Notes on contributorsRoberto Brazileio PaixãoRoberto Brazileiro Paixão is an associate professor of educational evaluation.Michael C. RodriguezMichael C. Rodriguez is a professor of quantitative methods in education and dean of the College of Education and Human Development.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136215155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2261907
Diana Aboulebde
{"title":"Dire Straits – education reforms – ideology, vested interest and evidence <b>Dire Straits – education reforms – ideology, vested interest and evidence</b> by Montserrat Gomendio and José Ignacio Wert, Cambridge, Open Book Publishers, 2023, 331 pp., €27.59 (Paperback), ISBN 978-1-80064-930-9","authors":"Diana Aboulebde","doi":"10.1080/13803611.2023.2261907","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261907","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2259872
Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi, Kate Campbell
Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate – postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students’ academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.
{"title":"Extracurricular activity based on undergraduates – postgraduates peer learning to promote student’s academic research skills in developing countries higher education: experiences form Syria","authors":"Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi, Kate Campbell","doi":"10.1080/13803611.2023.2259872","DOIUrl":"https://doi.org/10.1080/13803611.2023.2259872","url":null,"abstract":"Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate – postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students’ academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2257685
Anna Gruszczyńska-Thompson
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAnna Gruszczyńska-ThompsonAnna Gruszczyńska-Thompson is a Research Associate at the School of Social and Political Sciences at the University of Glasgow, UK. Her research in sociology of culture and migration focuses on young adults from immigrant backgrounds and the processes of navigating cultural heritage and self-identifications.
{"title":"Lifelong learning, young adults and the challenges of disadvantage in Europe","authors":"Anna Gruszczyńska-Thompson","doi":"10.1080/13803611.2023.2257685","DOIUrl":"https://doi.org/10.1080/13803611.2023.2257685","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAnna Gruszczyńska-ThompsonAnna Gruszczyńska-Thompson is a Research Associate at the School of Social and Political Sciences at the University of Glasgow, UK. Her research in sociology of culture and migration focuses on young adults from immigrant backgrounds and the processes of navigating cultural heritage and self-identifications.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2257683
Ian Kingsbury, Jay Greene, Corey DeAngelis
ABSTRACTCharter schools were originally intended to improve the American public education system by introducing innovative practices that could be replicated elsewhere. Charter critics and proponents alike, however, question the degree to which charter schools are truly innovative. While alarm has been raised about apparent conformity among charter schools, scant literature explores how this conformity came to pass. We test the hypothesis that innovation might be particularly hampered in states with stringent charter school authorizing regulation, which may induce charter authorizers and leaders to prefer schooling models that are pleasing to authorizers and focus narrowly on student achievement. To test this hypothesis, we develop a typology for charter schools that scores how innovative they are based on their curriculum, pedagogy, learning modality, themes, and population served. We evaluate how these innovation scores correlate with charter authorizing regulations. Overall, there is a strong and negative association between regulation and innovation.KEYWORDS: Charter schoolscharter authorizingschool choiceregulationinnovation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We assume a one-year lag between charter authorization and opening. In other words, we assume that a school that opened for the 2015-16 school year was authorized in 2014 and subject to the charter authorizing regulations in place at that time. Consequently, our analysis uses the 2014 NACSA score for schools opened in 2015-16, 2015 score for schools opened in 2016-17, and 2016 score for schools opened in 2017-18. The time between authorization and opening varies considerably from school to school (and some that are authorized are never opened) but a review of charter school petitions conducted for previous research indicates that schools typically open in the calendar year after which they are authorized.2 We assume that charters were subjected to the regulatory regime in place one calendar year before the school year in which they opened. For example, a charter that opened in 2016-17 is assumed to be subjected to the regulations in place in 2015. A sensitivity analysis confirms that the results are the same if we assume that there is no lag between the events.3 We omit a state fixed effects variable because NACSA scores are static year-to-year more often than they change. Therefore, state indicators and NACSA scores are highly collinear.Additional informationNotes on contributorsIan KingsburyIan Kingsbury is a senior fellow at the Educational Freedom Institute. He received his PhD in education policy from the University of Arkansas.Jay GreeneJay Greene is a senior research fellow in The Heritage Foundation’s Center for Education Policy. He received his PhD in government from Harvard University.Corey DeAngelisCorey DeAngelis is the national director of research for the American Federation for Children. He received his PhD in educat
{"title":"The relationship between regulation and charter school innovation","authors":"Ian Kingsbury, Jay Greene, Corey DeAngelis","doi":"10.1080/13803611.2023.2257683","DOIUrl":"https://doi.org/10.1080/13803611.2023.2257683","url":null,"abstract":"ABSTRACTCharter schools were originally intended to improve the American public education system by introducing innovative practices that could be replicated elsewhere. Charter critics and proponents alike, however, question the degree to which charter schools are truly innovative. While alarm has been raised about apparent conformity among charter schools, scant literature explores how this conformity came to pass. We test the hypothesis that innovation might be particularly hampered in states with stringent charter school authorizing regulation, which may induce charter authorizers and leaders to prefer schooling models that are pleasing to authorizers and focus narrowly on student achievement. To test this hypothesis, we develop a typology for charter schools that scores how innovative they are based on their curriculum, pedagogy, learning modality, themes, and population served. We evaluate how these innovation scores correlate with charter authorizing regulations. Overall, there is a strong and negative association between regulation and innovation.KEYWORDS: Charter schoolscharter authorizingschool choiceregulationinnovation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We assume a one-year lag between charter authorization and opening. In other words, we assume that a school that opened for the 2015-16 school year was authorized in 2014 and subject to the charter authorizing regulations in place at that time. Consequently, our analysis uses the 2014 NACSA score for schools opened in 2015-16, 2015 score for schools opened in 2016-17, and 2016 score for schools opened in 2017-18. The time between authorization and opening varies considerably from school to school (and some that are authorized are never opened) but a review of charter school petitions conducted for previous research indicates that schools typically open in the calendar year after which they are authorized.2 We assume that charters were subjected to the regulatory regime in place one calendar year before the school year in which they opened. For example, a charter that opened in 2016-17 is assumed to be subjected to the regulations in place in 2015. A sensitivity analysis confirms that the results are the same if we assume that there is no lag between the events.3 We omit a state fixed effects variable because NACSA scores are static year-to-year more often than they change. Therefore, state indicators and NACSA scores are highly collinear.Additional informationNotes on contributorsIan KingsburyIan Kingsbury is a senior fellow at the Educational Freedom Institute. He received his PhD in education policy from the University of Arkansas.Jay GreeneJay Greene is a senior research fellow in The Heritage Foundation’s Center for Education Policy. He received his PhD in government from Harvard University.Corey DeAngelisCorey DeAngelis is the national director of research for the American Federation for Children. He received his PhD in educat","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2263245
Lalli Gurpinder
{"title":"Educational research and evaluation editorial 2023","authors":"Lalli Gurpinder","doi":"10.1080/13803611.2023.2263245","DOIUrl":"https://doi.org/10.1080/13803611.2023.2263245","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2261908
Dilan Kuyurtar
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDilan KuyurtarDilan Kuyurtar is a PhD candidate at Yıldız Technical University. She was born in İzmir and completed her bachelor’s degree in American Culture and Literature. Her master’s degree in educational administration and supervision. She has been working as an English teacher in the Ministry of National Education (MoNE) for ten years. The areas of study she is interested in including education policy, innovation and change in education, leadership for equity and social justice in education.
{"title":"Debating education: is there a role for markets? <b>Debating education: is there a role for markets?</b> by David Schmidtz and Harry Brighouse, New York, Oxford University Press, 2019, 272 pp., £20.19 (paperback), ISBN 978-0199300945","authors":"Dilan Kuyurtar","doi":"10.1080/13803611.2023.2261908","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261908","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDilan KuyurtarDilan Kuyurtar is a PhD candidate at Yıldız Technical University. She was born in İzmir and completed her bachelor’s degree in American Culture and Literature. Her master’s degree in educational administration and supervision. She has been working as an English teacher in the Ministry of National Education (MoNE) for ten years. The areas of study she is interested in including education policy, innovation and change in education, leadership for equity and social justice in education.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-20DOI: 10.1080/13803611.2023.2179073
Luna Yang
This edited book synthesises the outcomes of a three-year cross-institutional project, ENLIVEN, which engaged with original evidence and secondary data to examine the state and status of lifelong learning across the European Union. Using a wide range of concepts and methods – both qualitative and quantitative – the authors successfully showcase the individualised and complex nature of accessing and navigating learning in young adulthood. The book can be commended for its rigour and creativity in deploying di ff erent methodological tools (e
{"title":"The Routledge handbook of language testing","authors":"Luna Yang","doi":"10.1080/13803611.2023.2179073","DOIUrl":"https://doi.org/10.1080/13803611.2023.2179073","url":null,"abstract":"This edited book synthesises the outcomes of a three-year cross-institutional project, ENLIVEN, which engaged with original evidence and secondary data to examine the state and status of lifelong learning across the European Union. Using a wide range of concepts and methods – both qualitative and quantitative – the authors successfully showcase the individualised and complex nature of accessing and navigating learning in young adulthood. The book can be commended for its rigour and creativity in deploying di ff erent methodological tools (e","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13803611.2022.2161579
Satu Kaleva, I. Celik, Gloria Nogueiras, J. Pursiainen, H. Muukkonen
ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers. GRAPHICAL ABSTRACT
{"title":"Examining the predictors of STEM career interest among upper secondary students in Finland","authors":"Satu Kaleva, I. Celik, Gloria Nogueiras, J. Pursiainen, H. Muukkonen","doi":"10.1080/13803611.2022.2161579","DOIUrl":"https://doi.org/10.1080/13803611.2022.2161579","url":null,"abstract":"ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers. GRAPHICAL ABSTRACT","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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