bluuebunny/crossref_metadata_2025_split huggingface dataset:
Examining the validity of self‐reports on scales measuring students' strategic processing
Authors: Samuelstuen Marit S. , Bråten Ivar 
Published: September 2006

Background. Self‐report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance.Aims. The primary aim was to examine the criterion‐related and construct validity of the global strategy data obtained with the Cross‐Curricular Competencies (CCC) scale. Additionally, we wanted to compare the validity of these data with the validity of data obtained with a task‐specific self‐report inventory focusing on the same types of strategies.Sample. The sample included 269 10th‐grade students from 12 different junior high schools.Methods. Global strategy use as assessed with the CCC was compared with task‐specific strategy use reported in three different reading situations. Moreover, relationships between scores on the CCC and scores on measures of text comprehension were examined and compared with relationships between scores on the task‐specific strategy measure and the same comprehension measures.Results. The comparison between the CCC strategy scores and the task‐specific strategy scores suggested only modest criterion‐related validity for the data obtained with the global strategy inventory. The CCC strategy scores were also not related to the text comprehension measures, indicating poor construct validity. In contrast, the task‐specific strategy scores were positively related to the comprehension measures, indicating good construct validity.Conclusion. Attempts to measure strategic processing at a global level seem to have limited validity and utility.
Mental models of learning in distance education
Authors: Richardson John T. E. 
Published: September 2006

Background. Interview‐based research has shown that students in higher education hold a number of different conceptions of learning and of themselves as learners. There is debate about whether these conceptions constitute a developmental hierarchy.Aims. This study evaluated the Mental Models section of Vermunt and van Rijswijk's (1988) Inventory of Learning Styles (ILS) as a measure of students' conceptions of learning and sought to identify conceptions of learning as qualitatively different patterns of scores.Sample. A random sample of 1,000 students who were taking courses by distance learning with the Open University in the UK.Method. A translated and adapted version of the Mental Models section of the ILS was administered in a postal survey. Complete data were obtained from 441 students and were subjected to principal component analysis, cluster analysis and discriminant analysis.Results. The five scales in the Mental Models section of the ILS were homogeneous and achieved a satisfactory level of internal consistency, but two of the five scales could not be differentiated from each other in the students' responses. A cluster analysis identified four subgroups of students who had different patterns of scores on two discriminant functions.Conclusion. The four mental models identified in this study were broadly similar to those identified by Vermunt (1996) in an interview‐based study. However, these do not seem to constitute a developmental hierarchy, and, following Vermunt, it is suggested that they are better interpreted as aspects of four over‐arching ‘learning styles’ or ‘learning patterns’.
School violence and teacher professional disengagement
Authors: Galand Benoît , Lecocq Catherine , Philippot Pierre 
Published: September 2006

Background. Most studies of school violence have focused on students. Consequently, precursors and consequences of violence experienced by teachers are less well documented. Previous research indicates that (a) verbal victimization, student misbehaviour and perceived violence at school impair teacher emotional well‐being, (b) support from principal and colleagues reduces these difficulties and fosters well‐being, (c) well‐being impacts on professional involvement. However, it is still not clear how those variables relate to each other.Aims. To test and compare – through structural equation modelling – two models of the relationships between perceived school support, exposure to school violence, subjective well‐being and professional disengagement. To test – through multigroup analysis – the buffering effect of school support between school violence and well‐being.Sample. Participants in this study were 487 French‐speaking teachers (57% female) randomly selected from 24 secondary schools in Belgium.Method. Participants completed a questionnaire on school leadership, relationships with colleagues, verbal victimization, students' misbehaviour, perceived violence, depression, somatization, anxiety and professional disengagement.Results. The results support a model in which perceived school support has a direct effect on exposure to school violence, subjective well‐being and professional disengagement, while the effect of school violence on disengagement is totally mediated by well‐being. No evidence of a moderating effect of school support was found.Conclusions. The results of this study suggest that the negative emotional impact of some forms of school violence could be an important factor in a teacher's intention to leave, and that school support could be even more important for both teacher emotional well‐being and professional disengagement.
Pupils' over‐reliance on linearity: A scholastic effect?
Authors: Van Dooren Wim , De Bock Dirk , Janssens Dirk , Verschaffel Lieven 
Published: September 2006

Background. From upper elementary education on, children develop a tendency to over‐use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school‐like word problems.Aims. This study examines whether pupils also over‐use linearity if non‐linear problems are embedded in meaningful, authentic performance tasks instead of traditional, school‐like word problems, and whether this experience influences later behaviour.Sample. Ninety‐three sixth graders from two primary schools in Flanders, Belgium.Method. Pupils received a pre‐test with traditional word problems. Those who made a linear error on the non‐linear area problem were subjected to individual interviews. They received one new non‐linear problem, in the S‐condition (again a traditional, scholastic word problem), D‐condition (the same word problem with a drawing) or P‐condition (a meaningful performance‐based task). Shortly afterwards, pupils received a post‐test, containing again a non‐linear word problem.Results. Most pupils from the S‐condition displayed linear reasoning during the interview. Offering drawings (D‐condition) had a positive effect, but presenting the problem as a performance task (P‐condition) was more beneficial. Linear reasoning was nearly absent in the P‐condition. Remarkably, at the post‐test, most pupils from all three groups again applied linear strategies.Conclusions. Pupils' over‐reliance on linearity seems partly elicited by the school‐like word problem format of test items. Pupils perform much better if non‐linear problems are offered as performance tasks. However, a single experience does not change performances on a comparable word problem test afterwards.
A comparison of keyboarded and handwritten compositions and the relationship with transcription speed
Authors: Connelly Vincent , Gee Deborah , Walsh Elinor 
Published: September 2006

Background. It is well established that handwriting fluency constrains writing quality by limiting resources for higher order processes such as planning and reviewing. According to the ‘simple view of writing’ then slow keyboarding speed should hinder the quality of keyboarded essay compositions in the same way that slow handwriting hinders handwritten essay compositions. Given a lack of touch‐typing instruction in UK schools it was hypothesized that children's written compositions produced via the keyboard would be worse than produced by hand.Aims. To extend the work of Christensen (2004) and Rogers and Case‐Smith (2002) by examining the relationship between handwriting fluency and keyboarding fluency throughout the primary school and studying the link between word‐processed compositional quality and keyboarding fluency.Samples and methods. The handwriting fluency and keyboarding fluency of 300 children in primary school were measured. Year 5 and year 6 children completed a measure of compositional quality by hand and by keyboard.Results and comment. There was a high correlation between handwriting and keyboarding speed and handwriting speed was consistently faster than keyboarding speed across all ages. Only a small minority of children in years 5 and 6 had faster keyboarding than handwriting speed. Results showed that children's compositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts. Keyboarded scripts were up to 2 years behind handwritten scripts in development. Writing by keyboard does not necessarily lead to improvements in script quality, compared with handwritten scripts. Explicit keyboarding instruction (touch‐typing) is needed to develop keyboarding fluency and unlock the full potential of the word processor for children's writing.
Examining a multidimensional model of student motivation and engagement using a construct validation approach
Authors: Martin Andrew J. 
Published: September 2006

Background.This study seeks to examine a multidimensional model of student motivation and engagement using within‐ and between‐network construct validation approaches.Aims.The study tests the first‐ and higher‐order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement Scale – High School (MES‐HS; formerly the Student Motivation and Engagement Scale).Sample.The study draws upon data from 12,237 high school students from 38 Australian high schools.Methods.The hypothesized 11‐factor first‐order structure and the four‐factor higher‐order structure, their relationship with a set of between‐network measures (class participation, enjoyment of school, educational aspirations), factor invariance across gender and year‐level, and the effects of age and gender are examined using confirmatory factor analysis and structural equation modelling.Results.In terms of within‐network validity, (1) the data confirm that the 11‐factor and higher‐order factor models of motivation and engagement are good fitting and (2) multigroup tests showed invariance across gender and year levels. In terms of between‐network validity, (3) correlations with enjoyment of school, class participation and educational aspirations are in the hypothesized directions, and (4) girls reflect a more adaptive pattern of motivation and engagement, and year‐level findings broadly confirm hypotheses that middle high school students seem to reflect a less adaptive pattern of motivation and engagement.Conclusion.The first‐ and higher‐order structures hold direct implications for educational practice and directions for future motivation and engagement research.
The effects of selective schooling and self‐concept on adolescents' academic aspiration: An examination of Dweck's self‐theory
Authors: Ahmavaara Anni. , Houston Diane M. 
Published: September 2006

Background. Dweck has emphasized the role of pupils' implicit theories about intellectual ability in explaining variations in their engagement, persistence and achievement. She has also highlighted the role of confidence in one's intelligence as a factor influencing educational attainment.Aim. The aim of this paper is to develop a model of achievement aspiration in adolescence and to compare young people who are educated at a selective grammar school with those who attend a non‐selective ‘secondary modern’ school.Sample. The sample consisted of 856 English secondary school pupils in years 7 and 10 from two selective and two non‐selective secondary schools.Method. Questionnaires were completed in schools.Results. The findings are consistent with the model, showing that achievement aspiration is predicted directly by gender, school type and type of intelligence theory. Importantly, school type also affects aspirations indirectly, with effects being mediated by confidence in one's own intelligence and perceived academic performance. Intelligence theory also affects aspirations indirectly with effects being mediated by perceived academic performance, confidence and self‐esteem. Additionally, intelligence theory has a stronger effect on aspirations in the selective schools than in the non‐selective schools.Conclusions. The findings provide substantial support for Dweck's self‐theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross‐cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection.
Relations among competence beliefs, utility value, achievement goals, and effort in mathematics
Authors: Chouinard Roch. , Karsenti Thierry. , Roy Normand. 
Published: September 2006

Background. Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement‐related behaviours such as effort.Aims. The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and achievement goals in mathematics among secondary school students, to further document the influence of social agents, and to better understand the relationships between these variables, as well as to effort.Sample. Participants were 759 Grade 7 to Grade 11 students (389 males, 370 females).Method. Structural equation modelling techniques were used to test a model of achievement‐related behaviours (effort) in mathematics based on support from social agents, competence beliefs, utility value and achievement goals. Several self‐reported scales were administered.Results. Results indicate that effort in mathematics is mainly explained by mastery goals and competence beliefs. As for the role of social agents, results demonstrated that the perception of parental support chiefly explained variables associated with the valuing of mathematics while teachers' support acted most on competence beliefs.Conclusions. Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students' effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.
Learning and memory of factual content from narrative and expository text
Authors: Wolfe Michael B. W. , Mienko Joseph A. 
Published: September 2006

Background. Research on the presentation of information in narrative versus expository text genres is inconclusive with respect to the question of which is more beneficial for student learning.Aims. We examine the effect of presenting factual content in either narrative or expository genres on student learning. We also consider relevant prior knowledge and working memory capacity (WMC) as potential mediating variables.Sample. Ninety university undergraduate students.Methods. Subjects studied circulatory system content embedded in either narrative or expository texts. Prior circulatory system knowledge, knowledge improvement (learning) and free recall were assessed.Results. Learning and recall did not differ as a function of text genre overall, but did interact with prior knowledge. Learning from the narrative and one expository text was optimal at intermediate levels of prior knowledge, with higher knowledge readers benefiting more from the expository text compared with the narrative text. Prior knowledge was positively related to recall for the expository texts, but unrelated for the narrative text. Subjects' WMC did not predict learning or recall.Conclusions. Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge.
Effects of prior assistance in using analogies on young children's unprompted analogical problem solving over time: A microgenetic study
Authors: Tunteler Erika , Resing Wilma C. M. 
Published: September 2006

Background. Various studies on analogical problem solving have shown that children can be taught to use analogies within a single session, but it is not known whether they can be taught a strategy for using analogical problem solving that persists over a period of time.Aim. Our study focused on the effects of prior assistance in analogy use on children's unprompted analogical problem solving over time.Sample. Participants were 144, 5‐ to 7‐year‐old children from kindergarten and grade 1.Methods. A four‐session microgenetic procedure was used. A number of children were given assistance in using analogies 1 week before the experiment started. Their analogy use over time was examined and compared with peers without such experiences.Results and Conclusions. The results indicate that prior assistance in using analogies has a beneficial effect, which may last for several weeks, on analogical problem solving in children aged 6–7 years or even younger. The study also showed the use of analogies in the absence of instructions, and variability in task behaviour in all groups. Since these findings may have implications for instructional practice, the authors recommend a novel study in an educational environment and with tasks from a more educational domain.
Screening for psychological distress using internet administration of the Hospital Anxiety and Depression Scale (HADS) in individuals with chronic fatigue syndrome
Authors: McCue Patricia , Buchanan Tom , Martin Colin R. 
Published: September 2006

Objectives To investigate the factor structure and internal consistency of the Hospital Anxiety and Depression Scale (HADS) in individuals with Chronic Fatigue Syndrome (CFS) using an Internet administered version of the instrument.Design Between subjects.Method Confirmatory factor analysis (CFA) and internal consistency analysis of the HADS was used to determine the psychometric characteristics of the instrument in individuals with CFS and a control group with data captured via an Internet data collection protocol.Results CFA revealed that a 3‐factor solution offered the most parsimonious account of the data. Internal consistency estimations of the anxiety and depression subscales were found to be acceptable for both groups. The CFS group was found to have significantly higher HADS‐assessed anxiety and depression scores compared with controls, however, there was also evidence found that Internet administration of the instrument may inflate HADS subscale scores as an artifact of testing medium.Conclusions The HADS is suitable for use for screening individuals with CFS in terms of the factor structure of the instrument, however, clinicians should be aware that this instrument assesses 3 domains of affective disturbance rather than 2 as is interpreted within the current HADS anxiety and depression subscale scoring system. Researchers need also be aware that Internet administration of negative affective state measures such as the HADS is likely to inflate scores and need to ensure that comparisons between clinical groups are made with control group data gathered using the same collection methodology.
Cue exposure in the treatment of alcohol dependence: Effects on drinking outcome, craving and self‐efficacy
Authors: Loeber Sabine , Croissant Bernhard , Heinz Andreas , Mann Karl , Flor Herta 
Published: September 2006

ObjectivesThe aim of the present study was to investigate beneficial effects of cue exposure treatment for alcohol dependence by contrasting it with a well‐established treatment approach. We hypothesized that cue exposure treatment is associated with a stronger decline of craving, a stronger increase in self‐efficacy and has beneficial effects on drinking behaviour after discharge.Design and methodsSixty‐three patients with a diagnosis of alcohol dependence were recruited from an in‐patient alcohol‐detoxification facility. Patients were sequentially assigned to either cue exposure or a standard cognitive‐behavioural treatment. We assessed self‐reports of craving and self‐efficacy prior to treatment participation and at the end of treatment. Drinking behaviour was assessed in the 6‐month period following discharge.ResultsBoth treatments were associated with a reduction of self‐reported craving and an increase in self‐reported measures of self‐efficacy. A significant time x treatment interaction indicated a greater increase in self‐reported measures of self‐efficacy after cue exposure treatment. Measures of drinking behaviour showed clearly that both treatments were efficacious. Relapse rates and drinking‐related variables were not significantly different for the two treatments at the 6‐month follow‐up. There was preliminary evidence that suggests that cue exposure therapy may be more effective for patients with severe alcohol dependence.ConclusionsWith respect to drinking behaviour, cue exposure and standard cognitive‐behavioural treatment seem to be equally effective for patients with a moderate severity of alcohol dependence. Further studies are necessary to specify criteria for differential treatment indication.
Personalizing and externalizing biases in deluded and depressed patients: Are attributional biases a stable and specific characteristic of delusions?
Authors: Diez‐Alegría Cristina , Vázquez Carmelo , Nieto‐Moreno Marta , Valiente Carmen , Fuentenebro Filiberto 
Published: September 2006

Objectives The purpose of this study was to explore whether explicit and implicit attributional styles of delusional patients were associated to their clinical state, and whether attributions biases are specific to delusional psychopathology or also appear in other disorders (i.e. depression).Design and methods A cross‐sectional design was used. The sample consisted of 136 participants (40 acute deluded participants, 25 remitted deluded participants, 35 depressed patients and 36 normal controls). The Internal, Personal and Situational Attributions Questionnaire (IPSAQ) and the Pragmatic Inferential Test (PIT) were used to assess explicit and implicit attributional style, respectively.Results All participants, with the exception of the depressed patients group, showed an externalizing bias (EB) for negative events. Although both acute and remitted deluded patients showed a similar overall pattern of explicit attributions, the personalizing bias (PB) was significantly greater in the acute group. The magnitude of this bias, which was also found in the depressed patients, was significantly related to the patient's degree of severity, as assessed by the total BPRS score (r=.45, p<.001). The results on the implicit attributions were more equivocal, perhaps due the low reliability of the PIT.Conclusions Attributional biases seem to be a stable characteristic of delusions. Yet, the PB might be a rather unspecific characteristic that varies with the degree of the severity of psychopathology. The implications of these findings for understanding the role of attributional biases in depression and delusion formation are discussed.