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Showing 1 to 15 of 74 results Save | Export
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Kafaji, Mohammed – Industry and Higher Education, 2020
In a world of globalization and transparency, many academic institutions are prioritizing the accreditation of their teaching and learning environments in order to achieve a strategic advantage over their competitors. This research examines the perceived benefits of accreditation from students' perspectives and, in particular, assesses the extent…
Descriptors: Accreditation (Institutions), Academic Achievement, Private Colleges, Business Schools
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Edelsbrunner, Peter; Schneider, Michael – Frontline Learning Research, 2013
Musso et al. (2013) predict students' academic achievement with high accuracy one year in advance from cognitive and demographic variables, using artificial neural networks (ANNs). They conclude that ANNs have high potential for theoretical and practical improvements in learning sciences. ANNs are powerful statistical modelling tools but they can…
Descriptors: Prediction, Statistical Analysis, Structural Equation Models, Academic Achievement
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Bianconcini, Silvia – Multivariate Behavioral Research, 2012
In the SEM literature, simplex and latent growth models have always been considered competing approaches for the analysis of longitudinal data, even if they are strongly connected and both of specific importance. General dynamic models, which simultaneously estimate autoregressive structures and latent curves, have been recently proposed in the…
Descriptors: Structural Equation Models, Longitudinal Studies, Academic Achievement, Higher Education
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Battauz, Michela; Bellio, Ruggero – Psychometrika, 2011
This paper proposes a structural analysis for generalized linear models when some explanatory variables are measured with error and the measurement error variance is a function of the true variables. The focus is on latent variables investigated on the basis of questionnaires and estimated using item response theory models. Latent variable…
Descriptors: Error of Measurement, Structural Equation Models, Computation, Item Response Theory
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Ning, Hoi Kwan; Downing, Kevin – British Educational Research Journal, 2012
This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…
Descriptors: Undergraduate Students, Grade Point Average, Academic Achievement, Learning Motivation
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Fuchs, Bruce A.; Miller, Jon D. – Peabody Journal of Education, 2012
Physicians and other health professionals are an important part of the national scientific and technical workforce, and it is important to understand the factors that attract (or fail to attract) young adults into these fields. Using data from the 20-year record of the Longitudinal Study of American Youth (LSAY) and working within a social…
Descriptors: Socialization, Health Occupations, Career Choice, Physicians
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Skedsmo, Guri – Educational Assessment, Evaluation and Accountability, 2011
The introduction of the national evaluation system in the Norwegian education system can be described as a shift in the Norwegian educational policy from the use of input oriented policy instruments towards a more output oriented policy. The new tool-kit consists of different evaluation tools, such as standardised tests, diagonistic tests etc.…
Descriptors: Structural Equation Models, Educational Policy, Principals, Evaluation
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Hansen, Kajsa Yang; Rosen, Monica; Gustafsson, Jan-Eric – Scandinavian Journal of Educational Research, 2011
This study examines the changes in educational inequality at the school- and individual-levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10-Year Trend Study in PIRLS 2001. The between-school differences in reading achievement variance and the size of the relationship between SES and…
Descriptors: Equal Education, Socioeconomic Status, Structural Equation Models, Reading Achievement
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Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula – Metacognition and Learning, 2012
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive…
Descriptors: Academic Achievement, Mathematics Achievement, Elementary School Students, Metacognition
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Fan, Weihua – Educational Psychology, 2011
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer…
Descriptors: Expectation, Academic Achievement, Structural Equation Models, Student Motivation
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Swanberg, Anne Berit; Martinsen, Oyvind Lund – Educational Psychology, 2010
The present study investigated the relationships between the five-factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty-seven business students participated in a survey; 56%…
Descriptors: Academic Achievement, Personality Traits, Cognitive Style, Business Administration Education
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Martin, Andrew J. – School Psychology Quarterly, 2011
In the context of 7,637 high school students, the present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management,…
Descriptors: Structural Equation Models, Outcomes of Education, Academic Achievement, Fear
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Phan, Huy Phuong – Educational Psychology, 2011
Two major theoretical frameworks in educational psychology, namely student approaches to learning (SAL) and self-efficacy have been used extensively to explain and predict students' learning and academic achievement. There is a substantial body of research studies, for example, that documents the positive interrelations between individuals'…
Descriptors: Self Efficacy, Educational Psychology, Academic Achievement, Learning Processes
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Lee, Moosung; Louis, Karen Seashore; Anderson, Stephen – School Effectiveness and School Improvement, 2012
This article addresses an issue that has not been well explored in empirical research, namely whether local education agencies (districts) have an impact on student learning. We assumed that local district effects on learning would be largely indirect, mediated by how teachers work together in schools (in professional communities) and the quality…
Descriptors: Structural Equation Models, School Districts, Decision Making, Educational Practices
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Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E. – Journal of Educational Psychology, 2009
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach…
Descriptors: College Freshmen, Structural Equation Models, Goal Orientation, Psychological Patterns
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