scholarly journals Interactions of Feelings of Competence and Motivation of Pre-Service Science Teachers in Their Laboratory Course: A Dynamic Multilevel Modeling Approach

2021 ◽  
Vol 6 ◽  
Author(s):  
Robbert Smit ◽  
Florian Rietz ◽  
Nicolas Robin
Keyword(s):  
Student Teachers ◽  
Multilevel Modeling ◽  
Science Teachers ◽  
Structural Equation ◽  
Value Theory ◽  
Service Science ◽  
Equation Modeling ◽  
Carryover Effects ◽  
Control Value ◽  
The Moment

Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers completed a short questionnaire 18 times, and the interaction between their feelings of competence and momentary motivation over time was examined in relation to control-value theory. The autoregressive values of both variables were significant, and a pattern was observed of low competence at the beginning of the course session, combined with low motivation in the moment. Feelings of competence increased by the end of each course session but returned to a low level at the beginning of the next session. Momentary motivation followed this back-and-forth shifting somewhat but showed more carryover effects. The student teachers’ motivation depended on their feelings of competence from the previous moment in the biology course session, but feelings of competence did not depend on their motivation.

scholarly journals Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

2018 ◽  
Vol 55 (6) ◽  
pp. 1339-1368 ◽  
Author(s):  
David W. Putwain ◽  
Reinhard Pekrun ◽  
Laura J. Nicholson ◽  
Wendy Symes ◽  
Sandra Becker ◽  
...  
Keyword(s):  
Perceived Control ◽  
Structural Equation ◽  
Interaction Analysis ◽  
Intrinsic Value ◽  
Value Theory ◽  
Self Report ◽  
Equation Modeling ◽  
Achievement Emotions ◽  
Control Value ◽  
Self Report Data

Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.

scholarly journals EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS

2014 ◽  
Vol 13 (6) ◽  
pp. 870-882
Author(s):  
Eralp Bahcivan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Equation Modeling ◽  
Science Teaching Efficacy

This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants’ science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results. Key words: conceptions of learning and teaching, pre-service science teachers, science teaching efficacy beliefs, scientific epistemological beliefs, structural equation modeling.

scholarly journals Understanding Consumers’ Purchase Intention for Online Paid Knowledge: A Customer Value Perspective

2019 ◽  
Vol 11 (19) ◽  
pp. 5420 ◽  
Author(s):  
Luyan Su ◽  
Ying Li ◽  
Wenli Li
Keyword(s):  
Purchase Intention ◽  
Customer Value ◽  
Structural Equation ◽  
Value Theory ◽  
Three Dimensions ◽  
Equation Modeling ◽  
The Sustainable Development ◽  
New Business ◽  
Customer Values ◽  
Value Functional

Online knowledge platforms have been undergoing a transformation from providing free knowledge to online paid knowledge (OPK). As customers play a key role in the sustainable development and success of the new business model, we focused on the factors that drive consumers’ online knowledge purchase intention. Drawing on the cognitive–affective–conative framework and customer value theory, we propose that consumers rationally evaluate the customer values of OPK in the cognitive stage, followed by generating trust and identification in the affective stage, then leading to a purchase decision. Six factors were extracted from three dimensions of customer value: Functional, emotional, and social values. The hypotheses were tested using survey data obtained from 504 respondents using structural equation modeling. The findings confirm that customer value and identification with the knowledge contributor significantly influence trust in OPK. Trust in OPK and identification with the knowledge contributor both significantly influence purchase intention, whereas trust in the platform neither influences consumers’ trust in OPK nor purchase intention. The findings of this study will help OPK platforms to increase their sales of knowledge products.

Winning engaged consumers

2019 ◽  
Vol 33 (2) ◽  
pp. 456-476 ◽  
Author(s):  
Saleh Bazi ◽  
Alireza Hajli ◽  
Nick Hajli ◽  
Mohana Shanmugam ◽  
Xiaolin Lin
Keyword(s):  
Social Support ◽  
Information Sharing ◽  
Information Exchange ◽  
Structural Equation ◽  
Structural Model ◽  
Value Theory ◽  
Equation Modeling ◽  
Social Commerce ◽  
Content Type ◽  
Brand Engagement

Purpose Under the sunlight of social commerce, few concepts have blossomed like value co-creation. But when blurred strategies are implemented, the opportunity to wilt a brand is high. To avoid the miscues and the controversies, an ascendant step is to engage consumers with social commerce sites. The purpose of this paper is to propose three antecedents to engage consumers with social commerce sites, namely, social support, social commerce value and social commerce information sharing, and the effect of brand engagement on the intention of brand co-creation. Design/methodology/approach This study used survey data from 234 Iranians with experience using social commerce sites. Variance-based structural equation modeling using the partial least squares path modeling approach was adopted to analyze the structural model. Findings The authors found that social support, social commerce value and social commerce information sharing positively foster brand engagement. The study also revealed that brand engagement is a significant predictor of brand co-creation intention. Originality/value The study is the first study that considers and explains brand engagement from social support theory, social commerce value theory and social commerce information exchange. Also, the study shows how consumers can be an integral part of a brand. Unlike other studies which were done in industrialized countries, this study was employed in Iran.

scholarly journals Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

2020 ◽  
Vol 10 (1) ◽  
pp. 1-24
Author(s):  
Anett Wolgast ◽  
Miriam Hille ◽  
Philipp Streit ◽  
Wolfgang Grützemann
Keyword(s):  
Student Teachers ◽  
Test Anxiety ◽  
Perspective Taking ◽  
Self Efficacy ◽  
Structural Equation ◽  
Later Life ◽  
Equation Modeling ◽  
School Students ◽  
Student Orientation ◽  
Correlational Design

AbstractIntroduction: We aimed to examine whether student teachers’ tendency to test anxiety relates to their later perspective-taking tendency and self-efficacy. The purpose of the presented study was to obtain first insights into the relationship between test anxiety, perspective-taking, and self-efficacy tendencies in student teachers. These tendencies may determine student orientation across different situations. We tested the hypothesis that the test anxiety components emotionality and worry relate to later low perspective-taking and self-efficacy.Methods: We conducted a longitudinal study with 275 student-teachers and analyzed the obtained data using structural equation modeling.Results: The data analysis revealed that only emotionality is related to lower perspective-taking and self-efficacy in later life.Discussion: We conclude that lowering student teachers’ test anxiety emotionality (e.g. through interventions) would result to later increased perspective-taking tendency.Limitations: Participants attended the study voluntarily, so it was a self-selected sample. We employed a correlational design over two measurement times instead of experimental methods.Conclusions: The obtained results give an explanation of why student teachers focused rather on themselves than on school students in classes. The perspective-taking tendency is important for teachers’ student orientation. The role of perspective-taking in different teaching situations might be investigated in further research.

Caught in the moment: Are there person-specific associations between momentary procrastination and passively logged smartphone use?

2021 ◽  
Author(s):  
George Aalbers ◽  
Mariek Magdalena Petra Vanden Abeele ◽  
Andrew T Hendrickson ◽  
Lieven De Marez ◽  
Loes Keijsers
Keyword(s):  
Social Media ◽  
Structural Equation Modeling ◽  
Video Streaming ◽  
Structural Equation ◽  
Sampling Method ◽  
Experience Sampling Method ◽  
Equation Modeling ◽  
Female Self ◽  
Smartphone Use ◽  
The Moment

Procrastination is an increasingly prevalent phenomenon. Although research suggests smartphones might be involved, little is known about the momentary association between different patterns of smartphone use and procrastination. In a preregistered study, 221 students (Mage = 20, 55% female) self-reported procrastination five times a day for 30 days (i.e., Experience Sampling Method) while their smartphone use was continuously monitored (i.e., passive logging). Using dynamic structural equation modeling (DSEM) on 27,151 observations, we estimated momentary within-person associations between procrastination and 1) total smartphone use and use of specific application categories (social media, messaging, browsers, games, and video streaming), 2) notifications, and 3) smartphone use fragmentation. Procrastination was positively albeit weakly associated with all aforementioned patterns and associations varied from person to person. Collectively, our findings suggest these popular devices potentially encourage dilatory behavior.

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