scholarly journals The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

2020 ◽  
Author(s):  
Cora Parrisius ◽  
Hanna Gaspard ◽  
Steffen Zitzmann ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Autonomy Support ◽  
Predictive Power ◽  
Value Theory ◽  
Residual Variance ◽  
Teaching Behaviors ◽  
Individual Level ◽  
Class Level ◽  
Trait Variance ◽  
Competence Beliefs ◽  
The Individual

In their situated expectancy-value theory, Eccles et al. (2020) assume students’ competence and value beliefs to be situation-specific and thereby to be “situative” in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies still have not disentangled them at the class level. The present study sought to close this gap by applying a multilevel modeling approach based on data from 1,617 ninth-grade students in 78 classrooms across five consecutive math lessons. Our findings revealed significant proportions of trait variance and state residual variance in students’ competence beliefs, value beliefs, and their perceptions of autonomy-supportive teaching behaviors at the individual and class levels. The largest amount of variance could be attributed to the individual level (compared with the class level) with more or less equal amounts of proportions of trait variance and state residual variance. Furthermore, students’ perceptions of autonomy-supportive teaching behaviors predicted the situational manifestation of their competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than differences within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, interindividual differences had more predictive power for students’ competence and value beliefs than intraindividual fluctuations over time.

scholarly journals Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

2020 ◽  
Vol 12 (16) ◽  
pp. 6586
Author(s):  
Jianzhong Xu ◽  
Chuang Wang ◽  
Jianxia Du
Keyword(s):  
Parent Education ◽  
Autonomy Support ◽  
Multilevel Approach ◽  
Negatively Associated ◽  
Individual Level ◽  
Class Level ◽  
Homework Quality ◽  
And Performance ◽  
The Individual ◽  
Grade 8

The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.

A Critical Review of Theories and Models of Technology Adoption and Acceptance in Information System Research

2015 ◽  
Vol 6 (4) ◽  
pp. 58-77 ◽  
Author(s):  
Ali Tarhini ◽  
Nalin Asanka Gamagedara Arachchilage ◽  
Ra'ed Masa'deh ◽  
Muhammad Sharif Abbasi
Keyword(s):  
Information System ◽  
Technology Adoption ◽  
Environmental Factors ◽  
Critical Review ◽  
Predictive Power ◽  
Theoretical Models ◽  
System Research ◽  
Information System Research ◽  
Individual Level ◽  
The Individual

Previous research shows that selecting an appropriate theory or model has always remained a critical task for IS researchers. To the best of the authors' knowledge, there are few papers that review and compare the acceptance theories and models at the individual level. Hence, this article aims to overcome this problem by providing a critical review of eight of the most influential theories that have been used to predict and explain human behaviour towards adoption of various technologies at the individual level. This article also summarizes their evolution; highlight the key constructs, extensions, strengths, and criticisms from a selective list of published articles appeared in the literature related to IS. This review provides a holistic picture for future researchers in selecting appropriate single/multiple theoretical models/constructs based on their strengths and weaknesses and in terms of predictive power and path significance. It is concluded that a well-established theory should consider the personal, social, cultural, technological, organizational and environmental factors

Levels of Aggregation in Conjoint Analysis: An Empirical Comparison

1980 ◽  
Vol 17 (4) ◽  
pp. 516-523 ◽  
Author(s):  
William L. Moore
Keyword(s):  
Conjoint Analysis ◽  
Predictive Power ◽  
Aggregate Level ◽  
Segmentation Method ◽  
Empirical Comparison ◽  
Individual Level ◽  
Aggregate Analysis ◽  
The Individual ◽  
Level Analysis

Two segmented methods of performing conjoint anal/sis, clustered and componential segmentation, are compared with each other as well as with individual level and totally aggregate level analyses. The two segmented methods provide insights to the data that (1) are not obtainable at the aggregate level and (2) are in a form that is more easily communicated than the information from the individual level analysis. The predictive power of the clustered segmentation method is higher than that of componential segmentation, and both are superior to the aggregate analysis but inferior to individual level analysis.

Individual and class room predictors of same-cultural friendship preferences in multicultural schools

2014 ◽  
Vol 39 (3) ◽  
pp. 255-265 ◽  
Author(s):  
Elisabeth Stefanek ◽  
Dagmar Strohmeier ◽  
Rens van de Schoot
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
First Generation ◽  
Individual Level ◽  
Generation Immigrant ◽  
Class Level ◽  
Class Room ◽  
The Individual ◽  
High Level ◽  
First And Second Generation

This study was an investigation of individual and contextual predictors for same-cultural friendship preferences among non-immigrant ( N = 125), Turkish ( N = 196) and former Yugoslavian ( N = 256) immigrant youths ( M age = 14.39 years) in 36 multicultural classes. At the individual level age, gender, cultural group, number of friends, and acculturation variables, such as immigrant status, cultural pride and racist victimization were investigated. At the class level, predictors drawn from contact theory such as cultural diversity and multicultural education were analyzed. Multilevel analyses have revealed that being a former Yugoslavian first and second generation immigrant, being a Turkish first generation immigrant, having fewer friends, a high level of cultural pride and a high level of cultural diversity in classes are related to more same-cultural friendship preferences. The present findings highlight the importance of acculturation-related and contextual factors for same-cultural friendship preferences.

scholarly journals Can education be personalised using pupils’ genetic data?

2019 ◽  
Author(s):  
Tim T Morris ◽  
Neil M Davies ◽  
George Davey Smith
Keyword(s):  
Predictive Power ◽  
Predictive Accuracy ◽  
Educational Performance ◽  
Phenotypic Data ◽  
Individual Level ◽  
Polygenic Scores ◽  
Prior Achievement ◽  
Using Data ◽  
The Individual ◽  
Potential Tool

AbstractThe increasing predictive power of polygenic scores for education has led to their promotion by some as a potential tool for genetically informed policy. How well polygenic scores predict educational performance conditional on other phenotypic data is however not well understood. Using data from a UK cohort study, we investigated how well polygenic scores for education predicted pupils’ realised achievement over and above phenotypic data that are available to schools. Across our sample, prediction of educational outcomes from polygenic scores were inferior to those from parental socioeconomic factors. There was high overlap between the polygenic score and achievement distributions, leading to weak predictive accuracy at the individual level. Furthermore, conditional on prior achievement polygenic scores were not predictive of later achievement. Our results suggest that while polygenic scores can be informative for identifying group level differences, they currently have limited use for predicting individual educational performance or for personalised education.

scholarly journals Predicting Violence in Merseyside: a Network-Based Approach Using No Demographic Information

2020 ◽  
Vol 4 (3-4) ◽  
pp. 89-102
Author(s):  
Paolo Campana ◽  
Andrea Giovannetti
Keyword(s):  
Regression Models ◽  
Predictive Power ◽  
Demographic Information ◽  
Data Set ◽  
Logistic Regression Models ◽  
Individual Level ◽  
The Individual ◽  
High Level ◽  
Very High ◽  
Individual Information

Abstract Purpose We explore how we can best predict violent attacks with injury using a limited set of information on (a) previous violence, (b) previous knife and weapon carrying, and (c) violence-related behaviour of known associates, without analysing any demographic characteristics. Data Our initial data set consists of 63,022 individuals involved in 375,599 events that police recorded in Merseyside (UK) from 1 January 2015 to 18 October 2018. Methods We split our data into two periods: T1 (initial 2 years) and T2 (the remaining period). We predict “violence with injury” at time T2 as defined by Merseyside Police using the following individual-level predictors at time T1: violence with injury; involvement in a knife incident and involvement in a weapon incident. Furthermore, we relied on social network analysis to reconstruct the network of associates at time T1 (co-offending network) for those individuals who have committed violence at T2, and built three additional network-based predictors (associates’ violence; associates’ knife incident; associates’ weapon incident). Finally, we tackled the issue of predicting violence (a) through a series of robust logistic regression models using a bootstrapping method and (b) through a specificity/sensitivity analysis. Findings We found that 7720 individuals committed violence with injury at T2. Of those, 2004 were also present at T1 (27.7%) and co-offended with a total of 7202 individuals. Regression models suggest that previous violence at time T1 is the strongest predictor of future violence (with an increase in odds never smaller than 123%), knife incidents and weapon incidents at the individual level have some predictive power (but only when no information on previous violence is considered), and the behaviour of one’s associates matters. Prior association with a violent individual and prior association with a knife-flagged individual were the two strongest network predictors, with a slightly stronger effect for knife flags. The best performing regressors are (a) individual past violence (36% of future violence cases correctly identified); (b) associates’ past violence (25%); and (c) associates’ knife involvement (14%). All regressors are characterised by a very high level of specificity in predicting who will not commit violence (80% or more). Conclusions Network-based indicators add to the explanation of future violence, especially prior association with a knife-flagged individual and association with a violent individual. Information about the knife involvement of associates appears to be more informative than a subject’s own prior knife involvement.

A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

2019 ◽  
Vol 29 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Minyoung Lee ◽  
Soohyun Cho ◽  
Sang Min Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Autonomy Support ◽  
Economic Status ◽  
School Students ◽  
Individual Level ◽  
Policy Interventions ◽  
The Individual ◽  
Multilevel Growth Model

AbstractDevelopment of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

scholarly journals Individual and school-class correlates of youth cannabis use in Sweden

2018 ◽  
Vol 35 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Patrik Karlsson ◽  
Mats Ekendahl ◽  
Isabella Gripe ◽  
Jonas Raninen
Keyword(s):  
Perceived Risk ◽  
Risk Perceptions ◽  
Female Gender ◽  
Cannabis Use ◽  
School Class ◽  
Individual Level ◽  
Class Level ◽  
Class Context ◽  
Nationally Representative ◽  
The Individual

Background and aims: The school-class context is a crucial social environment for young people but substance use researchers have largely overlooked potential influences operating at this level. This study explores associations between school-class and individual-level factors and cannabis use in Swedish youth. Data and methods: Data comprised four waves (2012–2015) of the Swedish Council for Information on Alcohol and Other Drugs’ (CAN) nationally representative school surveys among individuals in 9th and 11th grade. For the present analyses, we had data on totally 28,729 individuals from 2377 unique school classes. Multilevel logistic regressions predicted lifetime and 10+ times use of cannabis from both individual-level predictors and school-class-level measures derived from the individual-level variables. Results: There were individual-level associations between most predictor variables and cannabis use. An early debut of tobacco use and binge drinking as well as low cannabis related risk perceptions had strong associations with cannabis use. Conversely, several school-class-level variables had aggregate relationships with cannabis use, most notably the overall level of risk perceptions in the school class. Some of the school-class factors predicted cannabis use over and above the individual-level covariates, suggesting the presence of contextual effects. Surprisingly, while female gender was negatively related with cannabis use at the individual level, a higher proportion of females in the classroom increased the odds for lifetime cannabis use even after controlling for individual and other contextual-level covariates. Conclusions: Youth cannabis use is related to various factors at both the individual and school-class level in Sweden. Truancy and perceived risk related to cannabis use had contextual associations with cannabis use. The positive contextual association between a higher proportion of females in the classroom and lifetime use should be explored further.

scholarly journals “Minor Setback, Major Comeback”: A Multilevel Approach to the Development of Academic Resilience

2021 ◽  
Vol 5 ◽  
pp. 115-134
Author(s):  
Brandi Frisby ◽  
Jessalyn Vallade
Keyword(s):  
Student Performance ◽  
Role Models ◽  
Academic Resilience ◽  
Traditional Classroom ◽  
Teaching Behaviors ◽  
Individual Level ◽  
Student Resilience ◽  
Development Processes ◽  
The Individual ◽  
Effective Use

This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.

scholarly journals Multi-level validation of the German physical activity barriers self-efficacy scale in a sample of female sixth-graders

2019 ◽  
Author(s):  
Joachim Bachner ◽  
David Joseph Sturm ◽  
Stephan Haug ◽  
Yolanda Demetriou
Keyword(s):  
Physical Activity ◽  
Internal Consistency ◽  
Self Efficacy ◽  
Sixth Graders ◽  
Individual Level ◽  
Class Level ◽  
Multi Level ◽  
Level 1 ◽  
The Individual ◽  
Level 2

Abstract Background The physical activity behaviour of the majority of children and adolescents is insufficient. Self-efficacy is regarded as one of the most important determinants able to enhance physical activity. The purpose of this study is to validate the German version of the physical activity barriers self-efficacy scale by means of a multi-level approach. Factorial validity, internal consistency and criterion validity were examined for the individual and the class level.Methods The final sample comprised 454 female sixth-graders of 33 classes. The original 8-item physical activity barriers self-efficacy scale was translated by a committee approach and pilot tested within the pretest procedure. To examine the factorial validity of the translated scale, a multi-level confirmatory factor analysis was conducted with the lavaan package in R. Internal consistency was estimated with the alpha function of the psych package. Criterion validity was examined by correlating self-efficacy with moderate-to-vigorous physical activity (MVPA) assessed with accelerometers.Results In contrast to previous validation studies, two-dimensional models fit the data better than uni-dimensional models. The best overall fit exhibited a 2x2-model, with two factors both on the individual and the class level (χ2 = 65.13, CFI = .985, TLI = .977, RMSEA = .046, SRMR = .033). The latent factors correlated highly on both levels (r = .87; r = .72). Every item loaded significantly on its respective factor on both levels. Internal consistency for the full scale and the first subscale was good on the individual level and excellent on the class level. For the second subscale, Cronbach’s alpha was low on level 1 and excellent on level 2. Weak relations between self-efficacy values and MVPA were found for level 1, strong associations were found for level 2.Conclusions The validation speaks in favour of a two-dimensional scale measuring not only actual self-efficacy but also support from family and friends. Furthermore, the results argue for the relevance of the multi-level approach which is able to differentiate between self-efficacy on the individual level and collective efficacy on the class level.

Sign in / Sign up

Export Citation Format

Share Document