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Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors.
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Marsh, Herbert W. – American Journal of Education, 1991
Using data from the High School and Beyond survey, compares junior and senior year performance and other variables in Catholic single sex, Catholic coed, and public schools. Finds Catholic school students are urged to take more academically demanding courses; this accounts for public/Catholic differences in achievement and university attendance.…
Descriptors: Academic Achievement, Affective Behavior, Behavior, Catholic Schools
The Designing of the Computer Anxiety and Learning Measure (CALM): Validation of Scores on a Multidimensional Measure of Anxiety and Cognitions Relating to Adult Learning of Computing Skills Using Structural Equation Modeling.
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McInerney, Valentina; Marsh, Herbert W.; McInerney, Dennis M. – Educational and Psychological Measurement, 1999
Developed a multidimensional measure of affect and cognition in relation to adult learning of computing skills, the Computer Anxiety and Learning Measure (CALM). Results from 794 Australian undergraduates support the validity and reliability of the CALM with this population, although whether the measure is invariant across different adult…
Descriptors: Affective Behavior, Cognitive Processes, Computer Anxiety, Computer Literacy
Aggressive School Troublemakers and Victims: A Longitudinal Model Examining the Pivotal Role of Self-Concept.
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Marsh, Herbert W.; Parada, Roberto H.; Yeung, Alexander Seeshing; Healey, Jean – Journal of Educational Psychology, 2001
Aggressive Troublemaker and Victim factors were related to three components of self concept based on the large, nationally representative National Education Longitudinal Study of 1988 database. At the 8th, 10th, and 12th grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many…
Descriptors: Affective Behavior, Aggression, Bullying, High School Students
Midterm Feedback from Students: Its Relationship to Instructional Improvement and Students' Cognitive and Affective Outcomes.
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Overall, J. U.; Marsh, Herbert W. – Journal of Educational Psychology, 1979
Randomly selected instructors were given feedback from midterm student ratings and met with the authors to discuss the ratings and strategies for improvement. More favorable student ratings at the end of the term, better final examination scores, and more favorable affective outcomes resulted. (Author/RD)
Descriptors: Academic Achievement, Affective Behavior, College Students, Factor Analysis
The Distinctiveness of Affects in Specific School Subjects: An Application of Confirmatory Factor Analysis with the National Educational Longitudinal Study of 1988.
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Marsh, Herbert W.; Yeung, Alexander Seeshing – American Educational Research Journal, 1996
The distinctiveness of affects associated with different school subjects was studied with 24,599 students (National Education Longitudinal Study of 1988). This distinctiveness was evaluated in relation to school grades and standardized test scores. Ratings in different subjects were very distinct, a finding supported by models incorporating grades…
Descriptors: Affective Behavior, Course Content, Elementary Education, Elementary School Students
The Relationship Between Students' Evaluations of Faculty and Instructional Improvement.
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Overall, Jesse U.; Marsh, Herbert W. – 1976
A random half of the instructors of an introductory course in computer programming were given feedback from students' evaluations of instructional effectiveness conducted at the middle of the term. The impact of the feedback was assessed against three criteria: (1) change in students' evaluations between mid-quarter and end-of-quarter; (2)…
Descriptors: Academic Achievement, Affective Behavior, College Faculty, College Students
Cognitive and Affective Outcomes: Their Relationship to Effective Teaching and Students' Evaluations of Instruction.
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Overall, Jesse U.; Marsh, Herbert W. – 1978
The relationship between students' evaluations and both cognitive and affective consequences of instruction was investigated. A total of 924 undergraduate students of the University of California at Los Angeles who had completed an introductory computer programming class were subjects. Responses to a 38-item evaluation questionnaire provided…
Descriptors: Affective Behavior, Cognitive Development, College Instruction, College Students
Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect and Behaviors.
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Marsh, Herbert W. – 1990
Growth during the last 2 years of high school was examined in public and Catholic high schools using data from the High School and Beyond database--a large, nationally representative study. Earlier research was extended by considering: (1) affective variables (e.g., self-concept, locus of control), academic choices (e.g., course selection), and…
Descriptors: Academic Achievement, Affective Behavior, Behavior Patterns, Catholic Schools