Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

2020 ◽  
Vol 41 (3) ◽  
pp. 257-275
Author(s):  
Jin Liu ◽  
Siying Guo ◽  
Ruiqin Gao ◽  
Christine DiStefano
Keyword(s):  
Learning Outcomes ◽  
Structural Equation ◽  
Emotional Problems ◽  
Attention Problems ◽  
Equation Modeling ◽  
Measures Of Academic Progress ◽  
Symptom Checklist ◽  
Behavioral And Emotional Problems ◽  
Pediatric Symptom Checklist ◽  
Reading And Math

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children’s behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants’ learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

The application of structural equation modeling to maternal ratings of twins' behavioral and emotional problems.

1994 ◽  
Vol 62 (3) ◽  
pp. 510-521 ◽  
Author(s):  
Judy L. Silberg ◽  
Marilyn T. Erickson ◽  
Joanne M. Meyer ◽  
Lindon J. Eaves ◽  
Michael L. Rutter ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Emotional Problems ◽  
Equation Modeling ◽  
Behavioral And Emotional Problems

Pediatric Symptom Checklist-17

2020 ◽  
Vol 36 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Jin Liu ◽  
Christine DiStefano ◽  
Yin Burgess ◽  
Jiandong Wang
Keyword(s):  
Emotional Problems ◽  
Higher Order ◽  
Residual Variance ◽  
Symptom Checklist ◽  
Behavioral And Emotional Problems ◽  
Gender Invariance ◽  
First Order ◽  
Pediatric Symptom Checklist ◽  
Configural Invariance ◽  
Order Factor

Abstract. The Pediatric Symptom Checklist-17 (PSC-17) is a screener designed to measure children’s behavioral and emotional problems. The measurement invariance of the scale’s higher-order factor structure was investigated in the current study. Gender invariance was established through a series of tests for configural invariance (baseline model), metric invariance, scalar invariance, residual variance invariance of items, higher-order factor loadings invariance, intercepts invariance of first-order factors, disturbances invariance of first-order factors, and factor variance invariance of a higher-order factor. The latent mean difference of the higher-order factor indicates that boys exhibited more problems with a strong effect size ( d = .870). As invariance holds, the PSC-17 may be an option to identify preschool children’s behavioral and emotional problems in Response to Intervention programs in school-based settings.

scholarly journals Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement

2018 ◽  
Author(s):  
Dustin Albert ◽  
Jamie Lars Hanson ◽  
Ann Skinner ◽  
Ken Dodge ◽  
Laurence Steinberg ◽  
...  
Keyword(s):  
Executive Function ◽  
Low Socioeconomic Status ◽  
Classroom Practice ◽  
Structural Equation ◽  
Math Achievement ◽  
Verbal Ability ◽  
Equation Modeling ◽  
Socioeconomic Gradient ◽  
Reading And Math ◽  
Math Proficiency

Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of performance on school-administered tests of 7th grade reading and math proficiency (*N*=203). We used structural equation modeling to evaluate whether associations between SES (measured at ages 8-9) and achievement (measured at age 13) are mediated by verbal ability and executive function (measured at age 10), a suite of top-down mental processes that facilitate control of thinking and behavior. Children from relatively higher-SES families performed better than their lower-SES peers on all neurocognitive and achievement measures, and SES disparities in both reading and math achievement were partially mediated by variation in executive function, but not verbal ability. SES disparities in executive function explained approximately 37% of the SES gap in math achievement and 17% of the SES gap in reading achievement. Exploratory modeling suggests that SES-related variation in working memory may play a particularly prominent role in mediation. We discuss potential implications of these findings for research, intervention programming, and classroom practice.

scholarly journals Antecedents of Job Performance of Tourism Graduates: Evidence from State University-Graduated Employees in Sri Lanka

2019 ◽  
Vol 10 (18) ◽  
pp. 16-34 ◽  
Author(s):  
Ruwan Ranasinghe
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Work Force ◽  
Tourism Industry ◽  
Equation Modeling ◽  
Tourism Education ◽  
Industry Needs ◽  
The Impact

Each one in eleven jobs in the world are from tourism sector where a well trained, educated and skilled work force is mandetory. Despite the growth in provision of tourism higher education during past 40 years, uncertainties remain about the content and nature of tourism degrees and how these are aligned with tourism industry needs. Substantial evidence is available on designing tourism higher education curriculum but the extent to which tourism higher education meets the industry needs and the job performance of the graduates has not yet been closely investigated. This study aims to identify the impact of tourism education on the job performance of the tourism graduates. Self-administered questionnaire fielded across the Island secured 260 public sector university tourism graduates response. Data was analyzed using Structural Equation Modeling in Smart-PLS-3. The study found learning outcomes have a moderate positive relationship on job performance. Tourism graduates showed optimistic perception about tourism education in meeting industry requirements. As recommendations tourism curriculum must be well planned and enriched with supplementary practical exposure. Faculty members must provide a great support for the undergraduates in accomplishing their carrier objectives and the learning outcomes. Conducive learning environment should be facilitated to reach learning outcomes smoothly.

Connecting Teacher-Made Assessments to Course Learning Outcomes Through Learning Analytics

2019 ◽  
pp. 101-125
Author(s):  
Julia Chen ◽  
Dennis Foung
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Structural Equation ◽  
Data Driven ◽  
Equation Modeling ◽  
Curriculum Alignment ◽  
Outcome Based Education ◽  
Data Driven Approach ◽  
The Subject

This chapter explores the possibility of adopting a data-driven approach to connecting teacher-made assessments with course learning outcomes. The authors begin by describing several key concepts, such as outcome-based education, curriculum alignment, and teacher-made assessments. Then, the context of the research site and the subject in question are described and the use of structural equation modeling (SEM) in this curriculum alignment study is explained. After that, the results of these SEM analyses are presented, and the various models derived from the analyses are discussed. In particular, the authors highlight how a data-driven curriculum model can benefit from input by curriculum leaders and how SEM provides insights into course development and enhancement. The chapter concludes with recommendations for curriculum leaders and front-line teachers to improve the quality of teacher-made assessments.

scholarly journals To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yu-Chun Chiu ◽  
Jyh-Chong Liang ◽  
Hong-Yuan Hsu ◽  
Tzong-Shinn Chu ◽  
Kuan-Han Lin ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Medical Humanities ◽  
Structural Equation ◽  
Learning Outcome ◽  
Equation Modeling ◽  
Conceptions Of Learning ◽  
Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

scholarly journals Economies of Scale Through E-Teaching in the Post-COVID Era – Students’ Improvements Recommendations Using Mixed Methods Design

2021 ◽  
Vol 11 (3) ◽  
pp. 67
Author(s):  
Eyal Eckhaus ◽  
Nitza Davidovitch
Keyword(s):  
Mixed Methods ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Online Teaching ◽  
Economies Of Scale ◽  
Teaching Method ◽  
Equation Modeling ◽  
Academic Institutions ◽  
Mixed Methods Design ◽  
Learning Centered

This study centers on a retrospective investigation of effective and pedagogic planning of academic digital courses taught during the COVID-19 crisis, from the students’ perspective. We shall focus on the difference between the traditional, teaching-centered paradigm, and the modern learning-centered approach, while emphasizing the formulation of learning outcomes in online study expanses, in light of the learning experience imposed on teachers and students at the various academic institutions.The study explored the learning outcomes from students’ point of view, as well as the benefits and challenges embodied by formulating learning goals in the post-COVID era, according to the learning-centered paradigm, relating to the strengths and weaknesses of the Zoom teaching method from the students’ perspective, predicated on 1,828 students from several institutions. We used a mixed methods design incorporating qualitative and quantitative analysis to develop the Online Teaching Recommendations (SOTR) model. We used Structural Equation Modeling (SEM) for goodness-of-fit.The research findings indicate that the various types of e-learning challenge academic institutions to carry out renewed thinking about the main potential advantage of physical academic institutions where students and teachers meet, talk, and discuss directly and unmediated, compared to virtual bodies of knowledge and teaching that are evolving at present and that are allegedly threatening to render universities irrelevant.

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