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Examining a Multidimensional Model of Student Motivation and Engagement Using a Construct Validation Approach
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Martin, Andrew J. – British Journal of Educational Psychology, 2007
Background: This study seeks to examine a multidimensional model of student motivation and engagement using within- and between-network construct validation approaches. Aims: The study tests the first- and higher-order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement…
Descriptors: Measures (Individuals), High School Students, Student Motivation, Educational Practices
Motivation and Engagement in English, Mathematics and Science High School Subjects: Towards an Understanding of Multidimensional Domain Specificity
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Green, Jasmine; Martin, Andrew J.; Marsh, Herbert W. – Learning and Individual Differences, 2007
The purpose of this study is to evaluate the domain specificity of multidimensional motivation and engagement (adaptive cognitions, adaptive behaviors, impeding/maladaptive cognitions, maladaptive behaviors) in mathematics, English and science high school subjects, with an additional focus on three key educational correlates (educational…
Descriptors: High Schools, Academic Aspiration, Factor Analysis, Construct Validity
Relationship between Teacher Decisional Status and Loyalty.
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Johnston, Gladys Styles; Germinario, Vito – Journal of Educational Administration, 1985
This study examined the relationship between teacher involvement in decision making and loyalty to the principal in 10 elementary and 5 secondary schools in New Jersey. Researchers found that teachers were most loyal to principals who gave them decision-making power in areas closely related to instruction. (TE)
Descriptors: Analysis of Variance, Elementary Secondary Education, Factor Analysis, Participative Decision Making
A Survey of Mathematics Teacher Needs.
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Easterday, Kenneth E.; Smith, Tommy – School Science and Mathematics, 1992
Presents the results of a survey of 922 Alabama secondary mathematics teachers' perceived needs for in-service training. Factor analysis produced six factors, with the factors New Knowledge, Teaching Marginal Students, and Computer Use and Knowledge containing the eight most significant needs. The most significant need was for more parent-student…
Descriptors: Factor Analysis, Faculty Development, Inservice Teacher Education, Mathematics Education