The effects of high school context and interpersonal factors on students? educational expectations: a multi-level model

2005 ◽  
Vol 8 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Nabil Khattab
Keyword(s):  
High School ◽  
School Context ◽  
Educational Expectations ◽  
Interpersonal Factors ◽  
Level Model ◽  
Multi Level

High school and college biology: a multi-level model of the effects of high school courses on introductory course performance

2011 ◽  
Vol 46 (3) ◽  
pp. 165-172 ◽  
Author(s):  
John F. Loehr ◽  
John T. Almarode ◽  
Robert H. Tai ◽  
Philip M. Sadler
Keyword(s):  
High School ◽  
Course Performance ◽  
College Biology ◽  
Introductory Course ◽  
Level Model ◽  
Multi Level

Racial Differences in the Formation of Postsecondary Educational Expectations: A Structural Model

2010 ◽  
Vol 112 (3) ◽  
pp. 811-842 ◽  
Author(s):  
Samuel D. Museus ◽  
Shaun R. Harper ◽  
Andrew H. Nichols
Keyword(s):  
High School ◽  
Educational Attainment ◽  
Racial Differences ◽  
Structural Model ◽  
Educational Expectations ◽  
Equation Modeling ◽  
Future Research ◽  
Racial Groups ◽  
Interpersonal Factors

Background Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students’ educational attainment is their educational expectations. Thus, understanding how educational expectations are shaped is important to comprehending how success can be fostered among students from diverse racial backgrounds. Purpose of the Study This quantitative study is aimed at understanding the process by which students from various racial backgrounds cultivate and reformulate their educational expectations during the high school years. Three research questions were explored in this study: (1) How do various academic and interpersonal factors directly affect students’ educational expectations? (2) How do academic and interpersonal factors indirectly affect students’ educational expectations via their self-perceptions? and (3) How do those effects vary across different racial groups? Populations and Participants The National Education Longitudinal Study (NELS) survey was first administered to students in the spring of eighth grade, and the first two follow-up surveys were administered in the spring of those students’ 10th- and 12th-grade years. Students who participated in the NELS surveys from the base year to the second follow-up (88:92) were included in the omnibus analysis, resulting in an overall sample size of 12,144. That sample was divided into Asian (n = 764), Black (n = 1,041), Latina/o (n =1,444), Native American (n= 399), and White (n = 7,626) subsamples, and a parallel analysis was conducted to allow for the comparison of effects across various racial subpop-ulations. Research Design Using a pretest-posttest design and structural equation modeling techniques, we created a structural model and examined how academic and interpersonal factors directly and indirectly, via self-efficacy and locus of control, influence students’ educational expectations. Particular attention is given to how those effects vary across racial subpopulations. Conclusions and Recommendations Relationships between the results of this inquiry and earlier studies are complex, with some of our findings confirming and some contradicting those of other researchers. The results of this analysis indicate that the process by which students formulate and reformulate their educational expectations during the high school years varies across racial groups. Recommendations for future research involve considering racial, gender, socioeconomic, and other differences in examining students’ educational expectations and outcomes. We also recommend that future research focus on understanding the reasons why such racial differences exist.

An Analysis on Factors of Parent Involvement in Middle School Using Multi-Level Model

2018 ◽  
Vol 18 (5) ◽  
pp. 521-540
Author(s):  
Eunyoung Kim ◽  
◽  
Soonbum Kwon ◽  
Meejung Chin ◽  
◽  
...  
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Level Model ◽  
Multi Level

scholarly journals A Network Analysis of the Relationship among Reading, Spelling and Maths Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 656
Author(s):  
Pierluigi Zoccolotti ◽  
Paola Angelelli ◽  
Chiara Valeria Marinelli ◽  
Daniele Luigi Romano
Keyword(s):  
Network Analysis ◽  
Clinical Analysis ◽  
Skill Learning ◽  
Fifth Grade ◽  
Learning Skills ◽  
Level Model ◽  
Multi Level ◽  
Unselected Group ◽  
The Relationship

Background. Skill learning (e.g., reading, spelling and maths) has been predominantly treated separately in the neuropsychological literature. However, skills (as well as their corresponding deficits), tend to partially overlap. We recently proposed a multi-level model of learning skills (based on the distinction among competence, performance, and acquisition) as a framework to provide a unitary account of these learning skills. In the present study, we examined the performance of an unselected group of third- to fifth-grade children on standard reading, spelling, and maths tasks, and tested the relationships among these skills with a network analysis, i.e., a method particularly suited to analysing relations among different domains. Methods. We administered a battery of reading, spelling, and maths tests to 185 third-, fourth-, and fifth-grade children (103 M, 82 F). Results. The network analysis indicated that the different measures of the same ability (i.e., reading, spelling, and maths) formed separate clusters, in keeping with the idea that they are based on different competences. However, these clusters were also related to each other, so that three nodes were more central in connecting them. In keeping with the multi-level model of learning skills, two of these tests (arithmetic facts subtest and spelling words with ambiguous transcription) relied heavily on the ability to recall specific instances, a factor hypothesised to underlie the co-variation among learning skills. Conclusions. The network analysis indicated both elements of association and of partial independence among learning skills. Interestingly, the study was based on standard clinical instruments, indicating that the multi-level model of learning skills might provide a framework for the clinical analysis of these learning skills.

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