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Emotion Matters: Understanding the Role of Achievement Emotions in High School Students’ Decision for Tertiary Education 情绪影响:了解成就情绪在高中生接受高等教育决定中的作用
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-30 DOI: 10.1177/07342829231211044
Joanne Sau-Ching Yim, Daljeet Singh Sedhu, Puteri Rohani M. Abdul-Rahim
Emotions play an integral role in learning. It is an effective response to a stimulus which can be experienced felt along a positive–negative continuum. Achievement emotions arise from academic activities, and can activate or de-activate educational motivation responses. Based on Control Value Theory, this study examined how negative achievement emotions impact high school students’ decision to pursue tertiary education, and what were the contributing factors of these emotions. One thousand five hundred and forty-seven high school students participated in the survey, and data were solicited via established inventories as well as an open ended question. Quantitatively, Partial Least Squares structural equation modelling found boredom and test anxiety to significantly lower students’ decision to pursue tertiary education. The precursors to negative achievement emotions stem from examinations and assessments, struggle in lessons, learning itself, parental expectations to excel, and mental health issues. Findings demonstrated the potential of emotions in influencing students’ value orientation with respect to tertiary education. As the study is based on a post-pandemic context, implications of findings are discussed in view of the underlying post-pandemic challenges accompanied by recommendation to stakeholders.
情绪在学习中起着不可或缺的作用。它是对刺激的有效反应,可以沿着正-负连续体体验到。成就情绪源于学术活动,可以激活或抑制教育动机反应。本研究以控制价值理论为基础,探讨了消极成就情绪对高中生追求高等教育的影响,以及这些情绪的影响因素。一千五百四十七名高中生参与了这项调查,并通过建立的清单和开放式问题征求数据。在数量上,偏最小二乘结构方程模型发现无聊和考试焦虑显著降低了学生追求高等教育的决定。消极成就情绪的先兆源于考试和评估、在课堂上的挣扎、学习本身、父母对超越的期望以及心理健康问题。研究结果显示,情绪可能影响学生对高等教育的价值取向。由于这项研究是基于大流行后的背景,鉴于大流行后的潜在挑战,讨论了研究结果的影响,并向利益攸关方提出了建议。
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引用次数: 0
Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management 人格特质对职业决策的预测作用:职业自我管理社会认知模型的检验
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-20 DOI: 10.1177/07342829231207140
Ana Estefanía Azpilicueta, Fernanda Belén Ghio, Marcos Cupani, Sebastián Jesús Garrido, Valeria Morán
The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.
本研究旨在检验职业自我管理的社会认知模型(CSM;借,Brown, 2013)适用于职业探索和决策过程。我们研究了人格特征、环境因素和社会认知预测因素共同影响探索行为和职业决策结果的程度。具体而言,我们以302名高中生为样本,确定了人格特质与职业决策自我效能感、职业目标和决策标准之间的关系。参与者完成了四种人格特征(尽责性、智力/开放性、外向性和神经质)、社会支持、自我效能、结果预期、目标、职业优柔寡断水平和决策焦虑的特定领域测量。该模型总体上很好地拟合了数据,尽管某些预测因子仅通过中介途径间接地与标准变量相关联。结构方程模型分析表明,人格对职业探索和职业决策的影响是由社会认知机制介导的,与以往研究结果一致。多组分析表明,性别和学生就读的机构类型(州立/私立)都不能决定所提出的理论模型中变量之间的关系。讨论了CSM模型的局限性、进一步的研究、实际意义和方法意义。
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引用次数: 0
Measurement of Emotion Regulation in a Clinical Sample of Children: The Psychometric Properties of the How I Feel Scale 儿童临床样本中情绪调节的测量:“我感觉如何”量表的心理测量特性
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-18 DOI: 10.1177/07342829231207923
Brendan A. Rich, Guangyu Zeng, Sheina A. Godovich, Natalie C. Ridgely, Mary K. Alvord
Emotion regulation (ER) is a crucial construct in the study of child education, development, and psychopathology. The How I Feel (HIF) questionnaire, a self-report measure of ER for children, was validated in school-based, nonclinical samples. The current study examined the factor structure of the HIF in a clinical sample of children ( N = 195; 73.33% male; 79.49% White; 61.03% diagnosed with ADHD). Confirmatory factor analysis did not support the original 3-factor model. An exploratory factor analysis revealed an altered five-factor model with identical Positive Emotion and Emotion Control factors, but the original Negative Emotion factor was divided into three factors: Mad Emotion, Sad and Scared Frequency, and Sad and Scared Intensity. Results suggest that the HIF may not accurately assess the intensity and frequency of negative emotions in clinical samples.
情绪调节是儿童教育、发展和精神病理学研究的重要内容。我的感觉如何(HIF)问卷是一种儿童ER的自我报告测量,在以学校为基础的非临床样本中得到了验证。目前的研究检查了儿童临床样本中HIF的因子结构(N = 195;男性73.33%;79.49%的白人;61.03%诊断为ADHD)。验证性因子分析不支持原来的三因素模型。探索性因子分析揭示了一个改变后的五因子模型,其中积极情绪和情绪控制因子相同,而消极情绪因子被划分为三个因子:疯狂情绪、悲伤恐惧频率和悲伤恐惧强度。结果表明,HIF可能不能准确评估临床样本中负面情绪的强度和频率。
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引用次数: 0
Psychometric Properties of Positive and Negative Schedule Scale for Children-Short Form in Diverse American Adolescents 儿童积极和消极计划量表的心理测量特征——美国不同青少年的简短形式
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-18 DOI: 10.1177/07342829231206576
Wondimu Ahmed
This study examined the psychometric properties of the Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) in a diverse sample of 15-year-olds in the United States [N = 4382]. Multiple measurement models, including a one-factor model, two-factor orthogonal and oblique models, a three-factor model (PA, Fear, and Distress), and a bifactor model, were tested. The results supported a three-factor structure, with distinct factors for PA, Fear, and Distress. The PANAS-C-SF scores evidenced good internal consistency reliability. Measurement invariance analyses indicated that the three-factor structure was invariant across gender and racial-ethnic groups, suggesting the generalizability of the PANAS-C-SF across diverse populations. Furthermore, the three factors demonstrated criterion validity, with PA positively associated with life satisfaction and meaning in life, and Distress negatively associated with these outcomes. These findings support the psychometric properties of the PANAS-C-SF, highlighting its practical utility in assessing affect across diverse adolescent population.
本研究以美国15岁青少年为样本,考察了《儿童积极和消极情绪表-短表》(PANAS-C-SF)的心理测量特性[N = 4382]。多重测量模型包括单因素模型、双因素正交和倾斜模型、三因素模型(PA、Fear和Distress)和双因素模型。结果支持一个三因素结构,其中PA、恐惧和苦恼具有不同的因素。PANAS-C-SF评分具有良好的内部一致性信度。测量不变性分析表明,三因素结构在不同性别和种族-民族群体中是不变的,表明PANAS-C-SF在不同人群中具有普遍性。此外,这三个因素证明了标准效度,PA与生活满意度和生活意义正相关,而苦恼与这些结果负相关。这些发现支持了PANAS-C-SF的心理测量特性,强调了它在评估不同青少年群体的影响方面的实际效用。
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引用次数: 0
French Adaptation of the Strengths Use Scale 优势使用量表的法语改编
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-05 DOI: 10.1177/07342829231205811
Nicolas Bressoud, Rebecca Shankland, Philippe Dubreuil, Jacques Forest, Karel Belleville, Andrea C. Samson, Philippe Gay
Background Positive psychology focuses on enhancing attitudes and behaviors that support well-being, with a key pillar being the use of psychological strengths for optimal functioning. This is linked to positive outcomes such as increased happiness and life satisfaction. Objective This study aimed to evaluate the psychometric validity of the French adaptation of the Strengths Use Scale (SUS), a self-report tool measuring how individuals use their strengths in daily life. The original SUS, developed by Govindji and Linley (2007), has not been thoroughly assessed across languages and cultures. Method The French SUS’s psychometric properties were examined using data from six independent French-speaking Canadian samples ( N = 1397). After removing cases with missing data, exploratory factor analysis (EFA) was conducted on a subsample to establish the optimal factor structure. Confirmatory factor analysis (CFA) was then performed to assess the factor structure’s goodness-of-fit. Results Both EFA and CFA supported a unidimensional structure of the scale. The French SUS demonstrated good internal consistency (α = .94). The one-factor model yielded an RMSEA of .122, indicating some model misspecification. However, allowing residuals of some items to covary improved the model fit (RMSEA = .077). Conclusion The adapted French SUS exhibits similar properties to the original and presents no new consistency issues. This study contributes to adapting and validating the SUS in French for research and clinical practice. Future research should focus on developing a shorter version by eliminating redundancies and adapting the scale for children to evaluate positive psychology interventions' efficacy in youth.
积极心理学侧重于增强支持幸福的态度和行为,其中一个关键支柱是利用心理优势实现最佳功能。这与积极的结果有关,比如增加幸福感和生活满意度。目的评价法国版优势使用量表(SUS)的心理效度,SUS是一种衡量个体在日常生活中如何使用优势的自我报告工具。最初的SUS是由Govindji和Linley(2007)开发的,并没有在语言和文化之间进行彻底的评估。方法使用6个独立的加拿大法语区样本(N = 1397)的数据对法语SUS的心理测量特性进行检验。剔除数据缺失病例后,对子样本进行探索性因子分析(EFA),建立最优因子结构。然后进行验证性因子分析(CFA)来评估因子结构的拟合优度。结果EFA和CFA均支持量表的一维结构。法国SUS具有良好的内部一致性(α = .94)。单因素模型的RMSEA为0.122,表明存在模型错配。然而,允许某些项目的残差协变改善了模型拟合(RMSEA = 0.077)。结论改编的法国SUS具有与原SUS相似的特性,没有出现新的一致性问题。本研究有助于调整和验证法语SUS的研究和临床实践。未来的研究应侧重于开发一个更短的版本,通过消除冗余和调整儿童量表来评估积极心理干预在青少年中的效果。
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引用次数: 0
Measuring Civic Engagement in Young Children 衡量幼儿的公民参与
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-03 DOI: 10.1177/07342829231205070
Shane McLoughlin, Gianfranco Polizzi, Tom Harrison, Francisco Moller, Andrew Maile, Irene Picton, Christina Clark
There is a dearth of studies exploring how younger children engage in civic life, what may be expected of them given their age, and what instruments may be used to capture their levels of civic engagement. Addressing these questions, this article presents key findings from a pilot study that aimed to create a validated instrument designed to measure the civic engagement of primary school children. Based on a survey administered to 655 primary school children aged 9–11 across England, this article focuses on the new measure that was specifically designed, and then tested and validated through both exploratory and confirmatory analyses. The findings validate a tripartite measure of civic engagement that assesses the civic attitudes, actions and awareness of 9–11-year-olds. This measure was found to be both practical and efficient in its administration, and it has been shown to be easily comprehensible by this age group. This new measure addresses an important gap in the literature on civic engagement in children, providing researchers with a validated tool to effectively measure civic engagement in 9–11-year-olds. The findings have implications for both researchers and educators interested in designing and evaluating interventions aimed at promoting civic engagement among younger children.
很少有研究探讨年幼的儿童如何参与公民生活,考虑到他们的年龄,对他们的期望是什么,以及可以用什么工具来捕捉他们的公民参与水平。针对这些问题,本文介绍了一项试点研究的主要发现,该研究旨在创建一个有效的工具,旨在衡量小学生的公民参与。基于对英格兰655名9-11岁小学生的调查,本文重点关注专门设计的新措施,然后通过探索性和验证性分析进行测试和验证。研究结果证实了一种评估9 - 11岁儿童的公民态度、行动和意识的公民参与的三重衡量标准。人们发现这一措施在管理上既实际又有效,而且已证明这一年龄组的人很容易理解。这项新措施填补了关于儿童公民参与的文献中的一个重要空白,为研究人员提供了一个有效衡量9 - 11岁儿童公民参与的有效工具。研究结果对有意设计和评估旨在促进幼儿公民参与的干预措施的研究人员和教育工作者都有启示。
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引用次数: 0
Initial Validation of Measures for Interest in Marketing Education 对市场营销教育兴趣措施的初步验证
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-10-01 DOI: 10.1177/07342829231178874
Stephan Daus, Siv-Elisabeth Skjelbred, Cathrine Pedersen
To improve the understanding of the drivers of interest, and its impact on other outcomes, researchers and educators need valid and informative measures capturing the different domains of interest. Answering the lack of interest measures in marketing education, we develop and psychometrically assess three instruments reflecting the theoretical notions of situational and individual interest: course interest, contents interest, and job interest. Drawing on a relatively large sample of Norwegian upper-secondary marketing classes (Nclasses = 22; Nstudents = 433), initial psychometric validation showed that each instrument has good unidimensionality, local item independence, measurement precision across the latent scales, and invariance across instructional approaches, gender, and parental education level. Furthermore, the interest instruments are related but distinct from each other and provide different information than measures of perceptions and achievement. We conclude this first steppingstone by showing the instruments’ information value and discussing future paths for strengthening the validity evidence.
为了更好地理解兴趣的驱动因素及其对其他结果的影响,研究人员和教育工作者需要有效且信息丰富的措施来捕捉不同的兴趣领域。针对市场营销教育中缺乏兴趣测量的问题,我们开发并心理测量了三种反映情境和个人兴趣理论概念的工具:课程兴趣、内容兴趣和工作兴趣。基于相对较大的挪威高中营销课程样本(Nclasses=22;Nstudents=433),初步心理测量验证表明,每种工具都具有良好的单维度性、局部项目独立性、潜在量表的测量精度,以及教学方法、性别和父母教育水平的不变性。此外,兴趣工具是相关的,但彼此不同,提供的信息不同于感知和成就的衡量标准。我们通过展示工具的信息价值和讨论未来加强有效性证据的途径,总结了这一第一步。
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引用次数: 0
Development and Validation of the Sources of Research Self-Efficacy Scale 自我效能感量表研究来源的编制与验证
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-09-29 DOI: 10.1177/07342829231204507
Eli A. Jones, Justine Piontek, Luke C. Walden, Leigh M. Harrell-Williams
Research self-efficacy is a key component of college students’ career development. This study’s purpose was to develop and begin to construct a validity argument for scores from the Sources of Research Self-Efficacy (SRSE) scale in college students. We explored validity evidence for SRSE scores from 719 undergraduate and graduate students based on test content, response processes, internal structure, relations to related variables, and consequences of testing. We present evidence from our development process for test content and response processes. Our statistical analyses suggest that a 20-item four-factor model is appropriate, with subscales representing Mastery Experiences, Vicarious Experiences, Social Persuasion, and Negative Emotional States. Subscale scores showed good internal consistency and correlated with both global research self-efficacy and research outcome expectancy scores. The SRSE shows promise as a measure of the various learning experiences that lead to students’ research self-efficacy in university settings.
研究自我效能感是大学生职业发展的重要组成部分。本研究的目的是发展并开始构建大学生研究自我效能感来源(SRSE)量表得分的效度论证。我们根据测试内容、反应过程、内部结构、与相关变量的关系以及测试结果,对719名本科生和研究生的SRSE分数进行了效度证据探索。我们从测试内容和响应过程的开发过程中提供证据。我们的统计分析表明,一个20项的四因素模型是合适的,其中子量表代表掌握体验、替代体验、社会说服和消极情绪状态。子量表得分具有良好的内部一致性,并与整体研究自我效能和研究结果期望得分相关。在大学环境中,SRSE显示了作为导致学生研究自我效能感的各种学习经历的衡量标准的承诺。
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引用次数: 0
The Tripartite Occupational Well-Being Scale: Evidence of Validity Among Teachers 三要素职业幸福感量表:教师的效度证据
4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-09-14 DOI: 10.1177/07342829231202313
Rebecca J. Collie
This study involved examining the psychometric properties of the Tripartite Occupational Well-Being Scale (TOWBS) among a sample of 502 Australian teachers. The TOWBS (12 items) comprises three factors of subjective vitality, behavioral engagement, and professional growth. The TOWBS – Short (3 items) assesses a broad factor of occupational well-being. Results confirmed the reliability, factor structure, and longitudinal measurement invariance of the scale scores for both scales. In addition, the two forms of the scale functioned similarly across different teacher characteristics, and the well-being factors were demonstrated to be associated with four external correlates in plausible ways (workplace buoyancy, psychological detachment, somatic burden, emotional exhaustion). Combined, findings offer support for the scale as an assessment of teacher well-being. Implications for research and practice are discussed.
本研究以502名澳大利亚教师为样本,考察了三方职业幸福感量表(TOWBS)的心理测量特征。TOWBS(12个条目)包括主观活力、行为投入和职业成长三个因素。TOWBS - Short(3个项目)评估职业幸福感的一个广泛因素。结果证实了两种量表得分的信度、因素结构和纵向测量不变性。此外,两种形式的量表在不同教师特征上的作用相似,幸福感因素被证明与四种外部相关因素(工作场所浮力、心理超然、躯体负担、情绪耗竭)以合理的方式相关。综上所述,研究结果为该量表作为教师幸福感评估提供了支持。讨论了对研究和实践的启示。
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引用次数: 0
Cumulative Ordering as Evidence of Construct Validity for Assessments of Developmental Attributes 累积排序:发展属性评价的构念效度证据
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-09-07 DOI: 10.1177/07342829231199007
Stephen M. Humphry, Paul Montuoro, Carolyn Maxwell
This article builds upon a proiminent definition of construct validity that focuses on variation in attributes causing variation in measurement outcomes. This article synthesizes the defintion and uses Rasch measurement modeling to explicate a modified conceptualization of construct validity for assessments of developmental attributes. If attributes are conceived as developmental, hypotheses about how new knowledge builds cumulatively upon the cognitive capacity afforded by prior knowledge can be developed. This cumulative ordering of knowledge required to accomplish test items constitutes evidence of a specific form of construct validity. Examples of cumulative ordering appear in the extant literature, but they are rare and confined to the early literature. Furthermore, cumulative ordering has never been explicated, especially its relationship to construct validity. This article describes three of the most complete examples of cumulative ordering in the literature. These examples are used to synthesize a method for assessing cumulative ordering, in which the Rasch model is used to assess the progression of item difficulties which are, in turn, used to review developmental theories and hypotheses, and the tests themselves. We discuss how this conceptualization of construct validity can lead to a more direct relationship between developmental theories and tests which, for practitioners, should result in a clearer understanding of what tests results actually mean. Finally, we discuss how cumulative ordering can be used to facilitate decisions about consequential validity.
本文建立在构造效度的一个突出定义之上,该定义关注导致测量结果变化的属性的变化。本文综合了构式效度的定义,并利用Rasch测量模型阐述了一种改进的构式效度概念,用于发展属性的评估。如果属性被认为是发展的,那么关于新知识如何在先验知识提供的认知能力上积累的假设就可以发展起来。完成测试项目所需的知识的累积顺序构成了特定形式的构念效度的证据。累积排序的例子出现在现存文献中,但它们是罕见的,仅限于早期文献。此外,累积排序与建构效度的关系从未得到明确的解释。本文描述了文献中三个最完整的累积排序示例。这些例子被用来综合一种评估累积排序的方法,其中Rasch模型被用来评估项目难度的进展,反过来,用于审查发展理论和假设,以及测试本身。我们将讨论构造效度的概念化如何导致发展理论和测试之间更直接的关系,对于从业者来说,应该更清楚地理解测试结果的实际含义。最后,我们讨论了如何使用累积排序来促进对结果效度的决策。
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引用次数: 0
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Journal of Psychoeducational Assessment
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