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Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ)
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Marsh, Herbert W.; Ginns, Paul; Morin, Alexandre J. S.; Nagengast, Benjamin; Martin, Andrew J. – Journal of Educational Psychology, 2011
Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than…
Descriptors: Teacher Effectiveness, Student Evaluation of Teacher Performance, Factor Structure, Foreign Countries
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective
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De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Rosseel, Yves – Journal of Educational Psychology, 2012
Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading…
Descriptors: Validity, Measurement, Reading Comprehension, Construct Validity
Development and Validation of a Measure of Academic Entitlement: Individual Differences in Students' Externalized Responsibility and Entitled Expectations
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Chowning, Karolyn; Campbell, Nicole Judice – Journal of Educational Psychology, 2009
Four studies present the validation of a self-report scale capturing "academic entitlement," which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students'…
Descriptors: Student Behavior, Academic Achievement, Factor Structure, College Students
Organization of Children's Academic Self-Perceptions: Reanalysis and Counter-Interpretations of Confirmatory Factor Analysis Results.
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Marsh, Herbert W.; Yeung, Alexander Seeshing – Journal of Educational Psychology, 1997
Reanalysis of the factor analysis of S. Simpson, B. Licht, R. Wagner, and S. Stader (1996) of children's responses to four ability-related self-perceptions shows how applying a construct validity approach leads to conclusions opposed to theirs but still consistent with previous theory and research on academic self-concept. (SLD)
Descriptors: Ability, Childhood Attitudes, Construct Validity, Educational Research
Confirmatory Factor Analyses of Academic Self-Concept Scales: Reply to Marsh and Yeung (1997).
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Licht, Barbara G.; Wagner, Richard K.; Simpson, Sharon M.; Stader, Sandra R. – Journal of Educational Psychology, 1997
H. Marsh and A. Yeung have criticized the conclusions of the present authors with regard to academic self-concept as inconsistent with previous research. It is argued that this inconsistency is because items on the academic self-concept scales are not adequate for answering questions about children's differentiation of perceived ability and…
Descriptors: Ability, Childhood Attitudes, Construct Validity, Educational Research
Situational Interest: Its Multifaceted Structure in the Secondary School Mathematics Classroom.
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Mitchell, Mathew – Journal of Educational Psychology, 1993
A hypothetical construct of interest is proposed and tested in the mathematics classroom with 350 high school students. Results indicate that it is useful to distinguish between personal and situational interest. In addition, the structure of situational interest appears multifaceted, with five subfacets found in the high school mathematics…
Descriptors: Adolescents, Construct Validity, Factor Analysis, Factor Structure