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Direct linkBotkin, Tessa N.; Makol, Bridget A.; Racz, Sarah J.; De Los Reyes, Andres – Grantee Submission, 2021
Adolescents who experience social anxiety often display distressing fears that unfamiliar individuals evaluate their performance in social settings. These fears typically manifest as fears of negative evaluation (FNE) and/or fears of positive evaluation (FPE). Two well-established survey measures were originally developed to assess these…
Descriptors: Adolescents, Fear, Evaluation, Peer Relationship
Matthew J. Salganik; Ian Lundberg; Alexander T. Kindel; Caitlin E. Ahearn; Khaled Al-Ghoneim; Abdullah Almaatouq; Drew M. Altschul; Jennie E. Brand; Nicole Bohme Carnegie; Ryan James Compton; Debanjan Datta; Thomas Davidson; Anna Filippova; Connor Gilroy; Brian J. Goode; Eaman Jahani; Ridhi Kashyap; Antje Kirchner; Stephen McKay; Allison C. Morgan; Alex Pentland; Kivan Polimis; Louis Raes; Daniel E. Rigobon; Claudia V. Roberts; Diana M. Stanescu; Yoshihiko Suhara; Adaner Usmani; Erik H. Wang; Muna Adem; Abdulla Alhajri; Bedoor AlShebli; Redwane Amin; Ryan B. Amos; Lisa P. Argyle; Livia Baer-Bositis; Moritz Büchi; Bo-Ryehn Chung; William Eggert; Gregory Faletto; Zhilin Fan; Jeremy Freese; Tejomay Gadgil; Josh Gagné; Yue Gao; Andrew Halpern-Manners; Sonia P. Hashim; Sonia Hausen; Guanhua He; Kimberly Higuera; Bernie Hogan; Ilana M. Horwitz; Lisa M. Hummel; Naman Jain; Kun Jin; David Jurgens; Patrick Kaminski; Areg Karapetyan; E. H. Kim; Ben Leizman; Naijia Liu; Malte Möser; Andrew E. Mack; Mayank Mahajan; Noah Mandell; Helge Marahrens; Diana Mercado-Garcia; Viola Mocz; Katariina Mueller-Gastell; Ahmed Musse; Qiankun Niu; William Nowak; Hamidreza Omidvar; Andrew Or; Karen Ouyang; Katy M. Pinto; Ethan Porter; Kristin E. Porter; Crystal Qian; Tamkinat Rauf; Anahit Sargsyan; Thomas Schaffner; Landon Schnabel; Bryan Schonfeld; Ben Sender; Jonathan D. Tang; Emma Tsurkov; Austin van Loon; Onur Varol; Xiafei Wang; Zhi Wang; Julia Wang; Flora Wang; Samantha Weissman; Kirstie Whitaker; Maria K. Wolters; Wei Lee Woon; James Wu; Catherine Wu; Kengran Yang; Jingwen Yin; Bingyu Zhao; Chenyun Zhu; Jeanne Brooks-Gunn; Barbara E. Engelhardt; Moritz Hardt; Dean Knox; Karen Levy; Arvind Narayanan; Brandon M. Stewart; Duncan J. Watts; Sara McLanahan – Grantee Submission, 2020
How predictable are life trajectories? We investigated this question with a scientific mass collaboration using the common task method; 160 teams built predictive models for six life outcomes using data from the Fragile Families and Child Wellbeing Study, a high-quality birth cohort study. Despite using a rich dataset and applying machine-learning…
Descriptors: Life Satisfaction, Family Life, Quality of Life, Disadvantaged
Peer reviewedKelsey E. Schenck; Doy Kim; Fangli Xia; Michael I. Swart; Candace Walkington; Mitchell J. Nathan – Grantee Submission, 2024
Access to body-based resources has been shown to augment cognitive processes, but not all movements equally aid reasoning. Interactive technologies, like dynamic geometry systems (DGS), potentially amplify the link between movement and geometric representation, thereby deepening students' understanding of geometric properties. This study…
Descriptors: Geometric Concepts, Task Analysis, Thinking Skills, Validity
Nese, Joseph F. T. – Grantee Submission, 2022
Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…
Descriptors: Reading Tests, Oral Reading, Reading Fluency, Curriculum Based Assessment
Jaylin Lowe; Charlotte Z. Mann; Jiaying Wang; Adam Sales; Johann A. Gagnon-Bartsch – Grantee Submission, 2024
Recent methods have sought to improve precision in randomized controlled trials (RCTs) by utilizing data from large observational datasets for covariate adjustment. For example, consider an RCT aimed at evaluating a new algebra curriculum, in which a few dozen schools are randomly assigned to treatment (new curriculum) or control (standard…
Descriptors: Randomized Controlled Trials, Middle School Mathematics, Middle School Students, Middle Schools
Adrea J. Truckenmiller; Eunsoo Cho; Gary A. Troia – Grantee Submission, 2022
Although educators frequently use assessment to identify who needs supplemental instruction and if that instruction is working, there is a lack of research investigating assessment that informs what instruction students need. The purpose of the current study was to determine if a brief (approximately 20 min) task that reflects a common middle…
Descriptors: Middle School Teachers, Middle School Students, Test Validity, Writing (Composition)
Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Grantee Submission, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Grade 1, Grade 3, Elementary School Students, Vocabulary Development
Eddy, Colleen L.; Herman, Keith C.; Reinke, Wendy M. – Grantee Submission, 2019
This study examined the concurrent and predictive validity of single-item scales for assessing teacher stress and coping. Correlations between the stress and coping items and present and end-of-year teacher-reported burnout and self-efficacy generally aligned with hypotheses, with stronger associations between coping and burnout and self-efficacy…
Descriptors: Teacher Attitudes, Stress Variables, Anxiety, Measures (Individuals)
Kern, Justin L.; McBride, Brent A.; Laxman, Daniel J.; Dyer, W. Justin; Santos, Rosa M.; Jeans, Laurie M. – Grantee Submission, 2016
Measurement invariance (MI) is a property of measurement that is often implicitly assumed, but in many cases, not tested. When the assumption of MI is tested, it generally involves determining if the measurement holds longitudinally or cross-culturally. A growing literature shows that other groupings can, and should, be considered as well.…
Descriptors: Psychology, Measurement, Error of Measurement, Measurement Objectives
Sabatini, John P.; Halderman, Laura K.; O'Reilly, Tenaha; Weeks, Jonathan P. – Grantee Submission, 2016
Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…
Descriptors: Early Childhood Education, Reading Ability, Outcome Measures, Reading Comprehension
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M. – Grantee Submission, 2017
Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…
Descriptors: Psychometrics, Interpersonal Competence, Classroom Environment, Elementary Schools
Lewis, Crystal G.; Herman, Keith C.; Huang, Francis L.; Stormont, Melissa; Grossman, Caroline; Eddy, Colleen; Reinke, Wendy M. – Grantee Submission, 2017
This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to…
Descriptors: Screening Tests, Middle School Students, School Readiness, Predictor Variables
Burnes, Jennifer J.; Martin, James E.; Terry, Robert; McConnell, Amber E.; Hennessey, Maeghan N. – Grantee Submission, 2017
We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…
Descriptors: Correlation, Postsecondary Education, Educational Attainment, Employment Level
McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E. – Grantee Submission, 2014
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by…
Descriptors: Predictor Variables, Executive Function, Self Control, Academic Achievement
Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2015
Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…
Descriptors: Educational Environment, Predictive Measurement, Predictor Variables, Cooperative Learning
