scholarly journals Math Anxiety, Engagement, and Performance in High and Low-stakes Tests in AP Statistics

2021 ◽  
Author(s):  
Teresa Ober ◽  
Alex Brodersen ◽  
Daniella Alves Reboucas ◽  
Maxwell Hong ◽  
Matt Carter
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Math Anxiety ◽  
Structural Equation Models ◽  
Learning Outcome ◽  
School Students ◽  
High Stakes ◽  
Confirmatory Factor ◽  
Course Engagement ◽  
And Performance

We examined direct and indirect relations between engagement-related constructs, math anxiety, and learning outcomes. Confirmatory factor analysis was first used to validate scores from measures of these constructs with a sample of high school students enrolled in AP Statistics (N = 696, Mean age = 16.7 years, SD = .90). Structural equation models were fitted to examine relations between these constructs on a subsample that completed all measures (N = 219). A greater proportion of variation was explained in a high-stakes learning outcome (R2 = .54) than a low-stakes learning outcome (R2 = .22). We found evidence of indirect effects of academic procrastination and course engagement on the learning outcome through math anxiety. The findings shed light on opportunities for intervention on academic maladaptive behaviors, such as procrastination, which could lessen their effect on math anxiety and thus better facilitate learning. Further, these findings highlight the importance of testing stakes when examining associations between engagement, math anxiety, and learning.

scholarly journals Conceptualizing the Factor Structure of Parents’ Math Anxiety and Associations with Children’s Mathematics Skills

2021 ◽  
Author(s):  
Jimena Cosso ◽  
Alexa Ellis ◽  
Connor D. O'Rear ◽  
Erica Zippert ◽  
Sara Schmitt ◽  
...  
Keyword(s):  
Structural Equation ◽  
Math Anxiety ◽  
Structural Equation Models ◽  
Early Numeracy ◽  
Confirmatory Factor Analyses ◽  
Mathematics Skills ◽  
Confirmatory Factor ◽  
Best Fitting ◽  
Unidimensional Construct ◽  
Parents Experiences

There is a growing literature examining the association between parents’ math anxiety and children’s mathematics skills. Previous research has considered parents’ math anxiety as a unidimensional construct that primarily focused on parents’ experiences doing mathematics themselves. However, this research did not account for parents’ experiences when doing mathematics with their children. Thus, there were two goals of the present study: 1) to identify the structure of parents’ math anxiety when considering context-dependent situations, and 2) to determine whether parent math anxiety was related to children’s early numeracy skills. We conducted a series of confirmatory factor analyses using a sample of 155 preschool children (M age = 4.20 years, SD = 0.71; 51% female). The best-fitting model of parents’ math anxiety was a bifactor model, suggesting parents’ math anxiety was best conceptualized as a multidimensional construct. However, structural equation models showed parent math anxiety was not a significant predictor of children’s numeracy performance. These findings provide a foundation for understanding parents’ math anxiety as multidimensional and raise questions about potential mechanisms that may explain prior work finding mixed relations between math anxiety and children’s numeracy performance.

Victimization and the General Theory of Crime

2009 ◽  
Vol 24 (3) ◽  
pp. 337-350 ◽  
Author(s):  
Stacey Nofziger
Keyword(s):  
High School Students ◽  
General Theory ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Self Control ◽  
General Theory Of Crime ◽  
School Students ◽  
Peer Deviance ◽  
Theory Of Crime ◽  
Victims Of Crime

Theories of victimization developed independently of theories of offending, in spite of consistent findings of similarities between offenders and victims of crime. This study examines whether Gottfredson and Hirschi’s (1990) general theory of crime, typically used to predict offending, also has relevance in understanding juvenile victimization. The data for this project are drawn from a sample of over 1,200 middle and high school students. Using structural equation models, the findings suggest that higher self-control does directly decrease victimization and that self-control also affects victimization indirectly though opportunities (peer deviance). Implications for the studies of victimization as well as the general theory of crime are discussed.

scholarly journals Symptom Checklist-90-Revised: A structural examination in relation to family functioning

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247902
Author(s):  
Rapson Gomez ◽  
Vasileios Stavropoulos ◽  
Daniel Zarate ◽  
Olympia Palikara
Keyword(s):  
High School ◽  
High School Students ◽  
Family Functioning ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Symptom Checklist ◽  
School Students ◽  
Structural Examination ◽  
Symptom Dimensions ◽  
The Family

The accurate assessment of psychopathological behaviours of adolescents and young adults is imperative. Symptom Checklist-90-Revised (SCL-90-R) is one of the most comprehensive and widely used scales addressing this purpose internationally. Interestingly, associations between the different SCL-90 symptoms and family functioning have been highlighted. Nevertheless, the scale’s factorial structure has often been challenged. To contribute in this area, this study scrutinizes the psychopathological dimensions of the Symptom Checklist-90-Revised (SCL-90-R) in a large cohort of high school students (Mean age = 16.16; SD = .911) from Greece. It addresses this aim by: a) using first order and bi-factor confirmatory factor analysis, and exploratory structural equation models and; b) investigating the factors’ associations with family functioning. A total of 2090 public Greek High School students completed the SCL-90-R and the Family Adaptability and Cohesion Scale IV (FACES-IV) covering family functioning, satisfaction and communication. Six different solutions, yielded by separate permutations of CFA, ESEM, and bifactor models, were evaluated. Based on global fit, the clarity, reliabilities and the family functioning links of the dimensions in the models, the ESEM oblique model with the theorized nine factors emerged as the optimum. This model had adequate fit, and symptom dimensions were well defined. Also six of the nine factors demonstrated external associations with family functioning, satisfaction and communication. The clinical assessment benefits of these results are discussed.

Dimensions of Citizenship: Associations among Adolescents’ Sociopolitical Values and Civic Judgments

2014 ◽  
Vol 47 (02) ◽  
pp. 443-448 ◽  
Author(s):  
Aaron Metzger ◽  
Benjamin Oosterhoff ◽  
Cara A. Palmer ◽  
Kaitlyn Ferris
Keyword(s):  
High School Students ◽  
Social Movement ◽  
Community Service ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Demographic Variables ◽  
Moral Judgments ◽  
School Students ◽  
Sociopolitical Values ◽  
College Educated

ABSTRACTThis study used a sample of 467 middle and high school students (Mage= 15.26) from a mid-Atlantic state. Structural equation models controlling for demographic variables (age, gender, and parents’ education) examined associations between three developing sociopolitical values (spiritualty, patriotism, and authoritarianism) and adolescents’ social and moral judgments (obligation and social praise) concerning four civic activities (community service, standard political involvement, social movement, and community gathering). Spirituality was associated with judgments for community service and community gathering involvement while authoritarian values were associated with the prioritization of all forms of civic activity. Multigroup analyses indicated that associations between authoritarianism and both community service and social movement judgments were stronger for younger adolescents while spirituality was more strongly associated with community service judgments for older adolescents. Patriotic beliefs were associated with civic judgments for children of college-educated parents, but not children of noncollege-educated parents.

The impact of adolescent parentification on family relationship and civic engagement

2020 ◽  
pp. 146801732095524
Author(s):  
Hsi-Sheng Wei ◽  
An-Ti Shih ◽  
Yi-Fu Chen ◽  
Jun Sung Hong
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Family Relationship ◽  
Two Dimensions ◽  
Public Affairs ◽  
Political Interest ◽  
Family Type ◽  
School Students ◽  
The Impact

Summary This study examined the relationships between parentification, family relationship, political interest, and civic beliefs using a large sample of Taiwanese adolescents. Data were collected from 1648 junior and senior high school students in Taichung City, Taiwan. Parentification was hypothesized to positively affect family relationship, which in turn influences adolescents’ political interest and civic beliefs. A series of structural equation models were constructed and tested. Implications of the findings for practice and policy-making are discussed. Findings Two dimensions of parentification, instrumental and emotional caregiving, were found to be positively associated with the parent–child relationship while perceived unfairness was negatively associated with the family relations. Family relationship was positively related to youth’s civic beliefs as well as their political interests. Potential gender, age (junior high/senior high), and family (living with/not with both parents) effects were examined through multi-group comparisons. The model was robust with minor differences between gender, age, and family type subgroups. Applications Social workers should recognize the developmental benefits of parentification and utilize such experiences when working with adolescents. With cultural sensitivity, a healthy inter-dependence between youth and parents can be appreciated as a source of strength, which facilitates young people’s civic responsibility and concern for public affairs beyond family.

A Cautionary Note on Incremental Fit Indices Reported by LISREL

Methodology ◽  
2005 ◽  
Vol 1 (2) ◽  
pp. 81-85 ◽  
Author(s):  
Stefan C. Schmukle ◽  
Jochen Hardt
Keyword(s):  
Factor Analysis ◽  
Maximum Likelihood ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Null Model ◽  
Likelihood Estimation ◽  
Parameter Estimates ◽  
Fit Indices ◽  
Cautionary Note ◽  
Confirmatory Factor

Abstract. Incremental fit indices (IFIs) are regularly used when assessing the fit of structural equation models. IFIs are based on the comparison of the fit of a target model with that of a null model. For maximum-likelihood estimation, IFIs are usually computed by using the χ2 statistics of the maximum-likelihood fitting function (ML-χ2). However, LISREL recently changed the computation of IFIs. Since version 8.52, IFIs reported by LISREL are based on the χ2 statistics of the reweighted least squares fitting function (RLS-χ2). Although both functions lead to the same maximum-likelihood parameter estimates, the two χ2 statistics reach different values. Because these differences are especially large for null models, IFIs are affected in particular. Consequently, RLS-χ2 based IFIs in combination with conventional cut-off values explored for ML-χ2 based IFIs may lead to a wrong acceptance of models. We demonstrate this point by a confirmatory factor analysis in a sample of 2449 subjects.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

Volition to transfer: mastering obstacles in training transfer

2017 ◽  
Vol 46 (4) ◽  
pp. 809-823 ◽  
Author(s):  
Christian Seiberling ◽  
Simone Kauffeld
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Structural Equation Models ◽  
Training Transfer ◽  
Bootstrap Analysis ◽  
Content Type ◽  
Confirmatory Factor ◽  
Motivation To Transfer ◽  
Practical Implications

Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

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