Pub Date : 2005-01-01DOI: 10.3200/JEXE.73.2.121-139
Fan Xitao, Xiaotao Fan
The authors investigated 2 issues concerning the power of latent growth modeling (LGM) in detecting linear growth: the effect of the number of repeated measurements on LGM's power in detecting linear growth and the comparison between LGM and some other approaches in terms of power for detecting linear growth. A Monte Carlo simulation design was used, with 3 crossed factors (growth magnitude, number of repeated measurements, and sample size) and 1,000 replications within each cell condition. The major findings were as follows: For 3 repeated measurements, a substantial proportion of samples failed to converge in structural equation modeling; the number of repeated measurements did not show any effect on the statistical power of LGM in detecting linear growth; and the LGM approach outperformed both the dependent t test and repeated-measures analysis of variance (ANOVA) in terms of statistical power for detecting growth under the conditions of small growth magnitude and small to moderate sample size conditions. The multivariate repeated-measures ANOVA approach consistently underperformed the other tests.
{"title":"Power of Latent Growth Modeling for Detecting Linear Growth: Number of Measurements and Comparison With Other Analytic Approaches","authors":"Fan Xitao, Xiaotao Fan","doi":"10.3200/JEXE.73.2.121-139","DOIUrl":"https://doi.org/10.3200/JEXE.73.2.121-139","url":null,"abstract":"The authors investigated 2 issues concerning the power of latent growth modeling (LGM) in detecting linear growth: the effect of the number of repeated measurements on LGM's power in detecting linear growth and the comparison between LGM and some other approaches in terms of power for detecting linear growth. A Monte Carlo simulation design was used, with 3 crossed factors (growth magnitude, number of repeated measurements, and sample size) and 1,000 replications within each cell condition. The major findings were as follows: For 3 repeated measurements, a substantial proportion of samples failed to converge in structural equation modeling; the number of repeated measurements did not show any effect on the statistical power of LGM in detecting linear growth; and the LGM approach outperformed both the dependent t test and repeated-measures analysis of variance (ANOVA) in terms of statistical power for detecting growth under the conditions of small growth magnitude and small to moderate sample size conditions. The multivariate repeated-measures ANOVA approach consistently underperformed the other tests.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"73 1","pages":"121 - 139"},"PeriodicalIF":2.2,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3200/JEXE.73.2.121-139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69391570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598492
Carolyn Orange
Abstract The author used confirmatory factor analysis (CFA) to model self-regulation subprocesses as latent concepts in an examination of the effectiveness of peer modeling for teaching self-regulation. The design was a nonequivalent pretestposttest control group design with 63 participants (52 women and 11 men). The experimental group received self-regulation training through a self-regulation videotape and a peer-advocated action plan. The control group received no training. Difference scores were calculated for both groups and analyzed with analysis of variance. The author used a 50-item Likert-type Self-Regulation Inventory (SRI) as a pretest and posttest to measure participants' self-regulatory attitudes and behaviors. The experimental group performed significantly better than the control group. The author used CFA to test the goodness of fit between a hypothesized model of self-regulation and the sample data. On the basis of a priori specification of the CFA model, the author predicted that response...
{"title":"Using Peer Modeling to Teach Self-Regulation","authors":"Carolyn Orange","doi":"10.1080/00220979909598492","DOIUrl":"https://doi.org/10.1080/00220979909598492","url":null,"abstract":"Abstract The author used confirmatory factor analysis (CFA) to model self-regulation subprocesses as latent concepts in an examination of the effectiveness of peer modeling for teaching self-regulation. The design was a nonequivalent pretestposttest control group design with 63 participants (52 women and 11 men). The experimental group received self-regulation training through a self-regulation videotape and a peer-advocated action plan. The control group received no training. Difference scores were calculated for both groups and analyzed with analysis of variance. The author used a 50-item Likert-type Self-Regulation Inventory (SRI) as a pretest and posttest to measure participants' self-regulatory attitudes and behaviors. The experimental group performed significantly better than the control group. The author used CFA to test the goodness of fit between a hypothesized model of self-regulation and the sample data. On the basis of a priori specification of the CFA model, the author predicted that response...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"68 1","pages":"21-39"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598495
T. C. Riniolo
Abstract Research situations occur in which data are obtained from a small group of rare experimental participants. An alternative strategy to comparing the experimental group with a control group of comparable sample size is to use a large control group for statistical comparison. That strategy increases the probability that the control group will provide an accurate benchmark for statistical comparison and is recommended as a method to increase statistical precision. However, traditional statistical procedures cannot ensure accurate error rates when data with highly unequal cell frequencies are being analyzed. The author presents an alternative statistical test (BOOTmed) for the 2-group situation when a small experimental group is compared with a large control group. BOOTmed is a between-groups median test derived via bootstrapping techniques. Empirical evaluation indicated that BOOTmed maintains relatively robust error rates during a variety of test conditions.
{"title":"Using a Large Control Group for Statistical Comparison: Evaluation of a Between-Groups Median Test","authors":"T. C. Riniolo","doi":"10.1080/00220979909598495","DOIUrl":"https://doi.org/10.1080/00220979909598495","url":null,"abstract":"Abstract Research situations occur in which data are obtained from a small group of rare experimental participants. An alternative strategy to comparing the experimental group with a control group of comparable sample size is to use a large control group for statistical comparison. That strategy increases the probability that the control group will provide an accurate benchmark for statistical comparison and is recommended as a method to increase statistical precision. However, traditional statistical procedures cannot ensure accurate error rates when data with highly unequal cell frequencies are being analyzed. The author presents an alternative statistical test (BOOTmed) for the 2-group situation when a small experimental group is compared with a large control group. BOOTmed is a between-groups median test derived via bootstrapping techniques. Empirical evaluation indicated that BOOTmed maintains relatively robust error rates during a variety of test conditions.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"68 1","pages":"75-88"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598495","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58959005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598347
R. Hall, Maureen A. Hall, Cara B. Saling
Abstract The effects of postorganization activities on the acquisition of information presented in a knowledge-map format were assessed. In the 1st experiment, the students studied biology subject matter in a knowledge-map format for 30 min. During the next 15 min, half of the participants summarized the information using the structure of the map (without any text included) as an aid (structure group); the other half continued studying the map (control group). The structure group recalled significantly more information than the control group did; that effect was particularly pronounced with recall of superordinate propositions. In Experiment 2, the recall of the structure group, who studied in the same manner as in Experiment 1, was compared with that of the map group, who summarized using the knowledge map as an aid, and the no-cue group, who summarized without any type of aid. The map and structure groups recalled significantly more superordinate propositions than the no-cue group. The 3 groups did not ...
{"title":"The Effects of Graphical Postorganization Strategies on Learning From Knowledge Maps","authors":"R. Hall, Maureen A. Hall, Cara B. Saling","doi":"10.1080/00220979909598347","DOIUrl":"https://doi.org/10.1080/00220979909598347","url":null,"abstract":"Abstract The effects of postorganization activities on the acquisition of information presented in a knowledge-map format were assessed. In the 1st experiment, the students studied biology subject matter in a knowledge-map format for 30 min. During the next 15 min, half of the participants summarized the information using the structure of the map (without any text included) as an aid (structure group); the other half continued studying the map (control group). The structure group recalled significantly more information than the control group did; that effect was particularly pronounced with recall of superordinate propositions. In Experiment 2, the recall of the structure group, who studied in the same manner as in Experiment 1, was compared with that of the map group, who summarized using the knowledge map as an aid, and the no-cue group, who summarized without any type of aid. The map and structure groups recalled significantly more superordinate propositions than the no-cue group. The 3 groups did not ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"101-112"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598353
A. Yeung
Abstract In 3 experiments, the author examined the effects of cognitive load management by inserting vocabulary definitions into reading passages. In Experiment 1, for 5th-grade readers of English as a 2nd language (ESL), vocabulary definitions integrated within a passage (integrated format) improved comprehension (high-level processing), whereas a separate vocabulary list (separated format) improved vocabulary learning (low-level processing). In Experiment 2, for 8th-grade ESL learners, the separated format improved comprehension, whereas the integrated format improved vocabulary learning. In Experiment 3, with university students, there was a Format × Level interaction effect similar to that in Experiment 2. Efficiency of instruction depends partly on its ability to manage cognitive load. An identical presentation format may facilitate learning by reducing cognitive load but may interfere with learning through either split-attention or redundancy effects, depending on learner expertise. For less experie...
{"title":"Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading Comprehension Tasks With Vocabulary Definitions","authors":"A. Yeung","doi":"10.1080/00220979909598353","DOIUrl":"https://doi.org/10.1080/00220979909598353","url":null,"abstract":"Abstract In 3 experiments, the author examined the effects of cognitive load management by inserting vocabulary definitions into reading passages. In Experiment 1, for 5th-grade readers of English as a 2nd language (ESL), vocabulary definitions integrated within a passage (integrated format) improved comprehension (high-level processing), whereas a separate vocabulary list (separated format) improved vocabulary learning (low-level processing). In Experiment 2, for 8th-grade ESL learners, the separated format improved comprehension, whereas the integrated format improved vocabulary learning. In Experiment 3, with university students, there was a Format × Level interaction effect similar to that in Experiment 2. Efficiency of instruction depends partly on its ability to manage cognitive load. An identical presentation format may facilitate learning by reducing cognitive load but may interfere with learning through either split-attention or redundancy effects, depending on learner expertise. For less experie...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"2673 1","pages":"197-217"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598493
C. Skinner, Kim Hall-johnson, Amy L. Skinner, Gary L. Cates, James Weber, G. Johns
Abstract Students solved mathematics problems from 4 assignment pairs. Each control assignment contained 18 target multiplication problems that were 4 × 1-digit (4 × 1), 4 × 2, 4 × 3, or 4 × 4. Each paired experimental assignment contained 18 similar problems plus 6 interspersed 1 × 1-digit problems. After computing problems from each pair of assignments, the students rated them and chose 1 for homework. Across all assignment pairs, problem completion rates were greater on the experimental assignments, and significantly more students chose a new experimental, rather than control, assignment for homework. Furthermore, as the discrepancy between problem completion rates increased across assignment pairs, the probability of students' choosing the experimental assignment for homework and rating the experimental assignment more favorably with respect to difficulty, effort, and time also increased. The relationship between student choice behaviors and relative problem completion rates has theoretical and applie...
{"title":"Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.","authors":"C. Skinner, Kim Hall-johnson, Amy L. Skinner, Gary L. Cates, James Weber, G. Johns","doi":"10.1080/00220979909598493","DOIUrl":"https://doi.org/10.1080/00220979909598493","url":null,"abstract":"Abstract Students solved mathematics problems from 4 assignment pairs. Each control assignment contained 18 target multiplication problems that were 4 × 1-digit (4 × 1), 4 × 2, 4 × 3, or 4 × 4. Each paired experimental assignment contained 18 similar problems plus 6 interspersed 1 × 1-digit problems. After computing problems from each pair of assignments, the students rated them and chose 1 for homework. Across all assignment pairs, problem completion rates were greater on the experimental assignments, and significantly more students chose a new experimental, rather than control, assignment for homework. Furthermore, as the discrepancy between problem completion rates increased across assignment pairs, the probability of students' choosing the experimental assignment for homework and rating the experimental assignment more favorably with respect to difficulty, effort, and time also increased. The relationship between student choice behaviors and relative problem completion rates has theoretical and applie...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"68 1","pages":"43-59"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598351
D. McKenzie, P. Onghena, R. Hogenraad, C. Martindale, Andrew J. Mackinnon
Abstract The standard nonparametric 1-sample runs test, which is based on the total number of runs, has recently been found to give anomalous results in the case of data consisting solely of runs of length 2. Furthermore, tests based on the total number of runs provide little information as to the length of the individual runs. An explanation for that anomaly is provided, and tests based on the length of runs are described. Such tests can be successfully applied to runs of length 2 but usually use asymptotic methods of assessing statistical significance. In addition, such tests generally impose arbitrary limits as to the maximum run length. A new procedure that allows the maximum run length to be empirically determined is described. In that procedure, one uses a Monte Carlo permutation test to ascertain statistical significance. The new Monte Carlo omnibus length-of-runs procedure is illustrated with examples from suicide research and from psycholinguistics.
{"title":"Detecting Patterns by One-Sample Runs Test: Paradox, Explanation, and a New Omnibus Procedure.","authors":"D. McKenzie, P. Onghena, R. Hogenraad, C. Martindale, Andrew J. Mackinnon","doi":"10.1080/00220979909598351","DOIUrl":"https://doi.org/10.1080/00220979909598351","url":null,"abstract":"Abstract The standard nonparametric 1-sample runs test, which is based on the total number of runs, has recently been found to give anomalous results in the case of data consisting solely of runs of length 2. Furthermore, tests based on the total number of runs provide little information as to the length of the individual runs. An explanation for that anomaly is provided, and tests based on the length of runs are described. Such tests can be successfully applied to runs of length 2 but usually use asymptotic methods of assessing statistical significance. In addition, such tests generally impose arbitrary limits as to the maximum run length. A new procedure that allows the maximum run length to be empirically determined is described. In that procedure, one uses a Monte Carlo permutation test to ascertain statistical significance. The new Monte Carlo omnibus length-of-runs procedure is illustrated with examples from suicide research and from psycholinguistics.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"167-179"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598352
A. Klockars, N. S. Potter, S. N. Beretvas
Abstract The power of analysis of covariance (ANCOVA) and 2 types of randomized block designs were compared as a function of the correlation between the concomitant variable and the outcome measure, the number of groups, the number of participants, and nominal power. ANCOVA had a small but consistent advantage over a randomized block design with 1 participant in each Block × Treatment combination (RB1). At correlations of .3 or greater, ANCOVA was superior to a randomized block design with n participants per Block × Treatment combination (RBn), with increasing differences as the correlation increased. RBn was superior to the other 2 designs only when the correlation was .2 or less. At those levels, however, the randomized group analysis of variance ignoring the concomitant variable was equally powerful. The findings held regardless of sample size, number of groups, or nominal power.
{"title":"Power to detect additive treatment effects with randomized block and analysis of covariance designs","authors":"A. Klockars, N. S. Potter, S. N. Beretvas","doi":"10.1080/00220979909598352","DOIUrl":"https://doi.org/10.1080/00220979909598352","url":null,"abstract":"Abstract The power of analysis of covariance (ANCOVA) and 2 types of randomized block designs were compared as a function of the correlation between the concomitant variable and the outcome measure, the number of groups, the number of participants, and nominal power. ANCOVA had a small but consistent advantage over a randomized block design with 1 participant in each Block × Treatment combination (RB1). At correlations of .3 or greater, ANCOVA was superior to a randomized block design with n participants per Block × Treatment combination (RBn), with increasing differences as the correlation increased. RBn was superior to the other 2 designs only when the correlation was .2 or less. At those levels, however, the randomized group analysis of variance ignoring the concomitant variable was equally powerful. The findings held regardless of sample size, number of groups, or nominal power.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"180-191"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598491
Bruce Brodney, Carolyn Reeves, R. Kazelskis
Abstract The influence of prewriting treatments on the quality of written discourse produced by 5th-grade students was the central focus of this research. Students received 1 of 4 prewriting treatments: reading paired with prewriting, prewriting-only, reading-only, or neither reading nor prewriting. Differences in the quality of the students' compositions were examined on the basis of scores obtained from a T-unit measure, a holistic rubric, and an analytic measure. The study included 5 classes of 5th-grade students randomly assigned to classes at the beginning of the school year. Four classes (n = 96) were randomly designated as treatment groups, and the 5th class (n = 24) served as a pilot group. A significant (p < .001) multivariate F-ratio indicated that type of prewriting treatment significantly affected scores on expository compositions. Reading paired with prewriting before composing was found to be the most effective prewriting instructional strategy.
{"title":"Selected Prewriting Treatments: Effects on Expository Compositions Written by Fifth-Grade Students","authors":"Bruce Brodney, Carolyn Reeves, R. Kazelskis","doi":"10.1080/00220979909598491","DOIUrl":"https://doi.org/10.1080/00220979909598491","url":null,"abstract":"Abstract The influence of prewriting treatments on the quality of written discourse produced by 5th-grade students was the central focus of this research. Students received 1 of 4 prewriting treatments: reading paired with prewriting, prewriting-only, reading-only, or neither reading nor prewriting. Differences in the quality of the students' compositions were examined on the basis of scores obtained from a T-unit measure, a holistic rubric, and an analytic measure. The study included 5 classes of 5th-grade students randomly assigned to classes at the beginning of the school year. Four classes (n = 96) were randomly designated as treatment groups, and the 5th class (n = 24) served as a pilot group. A significant (p < .001) multivariate F-ratio indicated that type of prewriting treatment significantly affected scores on expository compositions. Reading paired with prewriting before composing was found to be the most effective prewriting instructional strategy.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"68 1","pages":"5-20"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598349
E. Skaalvik, Harald Valås
Abstract Relations among achievement, self-concept, and motivation in mathematics and language arts were examined in a longitudinal 2-wave, 3-variable panel study. The participants were 3 cohorts of Norwegian elementary and middle school students (N = 1,005). The 1st data collection took place in October and November 1996, when the students in the 3 cohorts attended 3rd, 6th, and 8th grades. The 2nd data collection took place 1 academic year later. LISREL 8 was used in the separate analyses of mathematics and language arts data; the data were analyzed for each cohort by means of 6 path analyses for latent variables. In all cohorts, the results were consistent with a skill-development model of the achievement-self-concept relation, that is, the view that achievement affects subsequent self-concept. No evidence was found that self-concept affects subsequent achievement (self-enhancement model). Moreover, in the 2 oldest cohorts, motivation was affected by previous achievement. However, there was no evidence...
{"title":"Relations Among Achievement, Self-Concept, and Motivation in Mathematics and Language Arts: A Longitudinal Study","authors":"E. Skaalvik, Harald Valås","doi":"10.1080/00220979909598349","DOIUrl":"https://doi.org/10.1080/00220979909598349","url":null,"abstract":"Abstract Relations among achievement, self-concept, and motivation in mathematics and language arts were examined in a longitudinal 2-wave, 3-variable panel study. The participants were 3 cohorts of Norwegian elementary and middle school students (N = 1,005). The 1st data collection took place in October and November 1996, when the students in the 3 cohorts attended 3rd, 6th, and 8th grades. The 2nd data collection took place 1 academic year later. LISREL 8 was used in the separate analyses of mathematics and language arts data; the data were analyzed for each cohort by means of 6 path analyses for latent variables. In all cohorts, the results were consistent with a skill-development model of the achievement-self-concept relation, that is, the view that achievement affects subsequent self-concept. No evidence was found that self-concept affects subsequent achievement (self-enhancement model). Moreover, in the 2 oldest cohorts, motivation was affected by previous achievement. However, there was no evidence...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"27 1","pages":"135-149"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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