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Are Affective Factors a Good Predictor of Science Achievement? Examining the Role of Affective Factors Based on PISA 2006
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Ozel, Murat; Caglak, Serdar; Erdogan, Mehmet – Learning and Individual Differences, 2013
This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point…
Descriptors: Factor Analysis, Science Achievement, Factor Structure, Structural Equation Models
Canadian and Chinese University Students' Approaches to Coping with Academic Boredom
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Tze, Virginia M. C.; Daniels, Lia M.; Klassen, Robert M.; Li, Johnson C.-H. – Learning and Individual Differences, 2013
Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) in Canada (n = 151, mean age = 23.29) and China (n…
Descriptors: Self Efficacy, Foreign Countries, Coping, Factor Structure
Item Response Theory Analysis and Differential Item Functioning across Age, Gender and Country of a Short Form of the Advanced Progressive Matrices
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Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Morsanyi, Kinga; Primi, Caterina – Learning and Individual Differences, 2012
Item Response Theory (IRT) models were applied to investigate the psychometric properties of the Arthur and Day's Advanced Progressive Matrices-Short Form (APM-SF; 1994) [Arthur and Day (1994). "Development of a short form for the Raven Advanced Progressive Matrices test." "Educational and Psychological Measurement, 54," 395-403] in order to test…
Descriptors: College Students, Factor Structure, Measures (Individuals), Psychometrics
A Multivariate Model of Physics Problem Solving
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Taasoobshirazi, Gita; Farley, John – Learning and Individual Differences, 2013
A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning,…
Descriptors: Factor Analysis, Science Achievement, Factor Structure, Structural Equation Models
Assessing Statistics Attitudes among College Students: Psychometric Properties of the Italian Version of the "Survey of Attitudes toward Statistics (SATS)"
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Chiesi, Francesca; Primi, Caterina – Learning and Individual Differences, 2009
The aim of the present research was to test the psychometric properties of the Italian version of the Survey of Attitudes Toward Statistics (SATS) in order to acquire a valid instrument to measure attitudes inside the Italian educational context. The SATS was administered to Italian-speaking undergraduate students enrolled in introductory…
Descriptors: Undergraduate Students, Validity, Factor Structure, Factor Analysis
An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning
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Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan – Learning and Individual Differences, 2009
Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism,…
Descriptors: Personality Traits, College Students, Vocational Interests, Construct Validity