scholarly journals Modeling Wording Effects Does Not Help in Recovering Uncontaminated Person Scores: A Systematic Evaluation With Random Intercept Item Factor Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
María Dolores Nieto ◽  
Luis Eduardo Garrido ◽  
Agustín Martínez-Molina ◽  
Francisco José Abad
Keyword(s):  
Factor Analysis ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Model Fit ◽  
Systematic Evaluation ◽  
Grade Point ◽  
Independent Variables ◽  
Random Intercept ◽  
Item Factor Analysis ◽  
The Relationship

The item wording (or keying) effect consists of logically inconsistent answers to positively and negatively worded items that tap into similar (but polarly opposite) content. Previous research has shown that this effect can be successfully modeled through the random intercept item factor analysis (RIIFA) model, as evidenced by the improvements in the model fit in comparison to models that only contain substantive factors. However, little is known regarding the capability of this model in recovering the uncontaminated person scores. To address this issue, the study analyzes the performance of the RIIFA approach across three types of wording effects proposed in the literature: carelessness, item verification difficulty, and acquiescence. In the context of unidimensional substantive models, four independent variables were manipulated, using Monte Carlo methods: type of wording effect, amount of wording effect, sample size, and test length. The results corroborated previous findings by showing that the RIIFA models were consistently able to account for the variance in the data, attaining an excellent fit regardless of the amount of bias. Conversely, the models without the RIIFA factor produced increasingly a poorer fit with greater amounts of wording effects. Surprisingly, however, the RIIFA models were not able to better estimate the uncontaminated person scores for any type of wording effect in comparison to the substantive unidimensional models. The simulation results were then corroborated with an empirical dataset, examining the relationship between learning strategies and personality with grade point average in undergraduate studies. The apparently paradoxical findings regarding the model fit and the recovery of the person scores are explained, considering the properties of the factor models examined.

scholarly journals Modeling wording effects does not help in recovering uncontaminated person scores: A systematic evaluation with random intercept item factor analysis

2021 ◽  
Author(s):  
María Dolores ◽  
Luis Eduardo Garrido ◽  
Francisco José Abad ◽  
Agustín Martínez-Molina
Keyword(s):  
Factor Analysis ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Model Fit ◽  
Systematic Evaluation ◽  
Grade Point ◽  
Independent Variables ◽  
Random Intercept ◽  
Item Factor Analysis ◽  
The Relationship

The item wording (or keying) effect consists of logically inconsistent answers to positively and negatively worded items that tap into similar (but polarly opposite) content. Previous research has shown that this effect can be successfully modeled through the random intercept item factor analysis (RIIFA) model, as evidenced by the improvements in model fit in comparison to models that only contain substantive factors. However, little is known regarding the capability of this model in recovering the uncontaminated person scores. To address this issue, the current study analyzed the performance of the RIIFA approach across three types of wording effects proposed in the literature: carelessness, item verification difficulty, and acquiescence. In the context of unidimensional substantive models, four independent variables were manipulated using Monte Carlo methods: type of wording effect, amount of wording effect, sample size, and test length. The results corroborated previous findings by showing that the RIIFA models were consistently able to account for the variance in the data, attaining excellent fit regardless of the amount of bias. Conversely, the models without the RIIFA factor produced increasingly poorer fit with greater amounts of wording effects. Surprisingly, however, the RIIFA models were not able to better estimate the uncontaminated person scores for any type of wording effect in comparison to the substantive unidimensional models. The simulation results were then corroborated with an empirical dataset examining the relationship between learning strategies and personality with grade point average in undergraduate studies. The apparently paradoxical findings regarding model fit and the recovery of the person scores are explained in light of the properties of the factor models examined.

scholarly journals Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 145-153
Author(s):  
Fatih Can
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Survey Design ◽  
Attitude Scale ◽  
Grade Point ◽  
Metacognitive Learning ◽  
Faculty Of Education ◽  
Listening Behaviors ◽  
The Relationship

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals The Relationship between Time to Complete a Test and Test Performance

2009 ◽  
Vol 8 (2) ◽  
pp. 53-56 ◽  
Author(s):  
R. Eric Landrum ◽  
Heather Carlson ◽  
Wendy Manwaring
Keyword(s):  
Grade Point Average ◽  
Test Performance ◽  
Completion Time ◽  
Demographic Variables ◽  
Open Book ◽  
Grade Point ◽  
Test Items ◽  
Statistics Course ◽  
The Relationship ◽  
Test Completion

One hundred eighty-three students enrolled in an undergraduate psychology statistics course completed three tests comprised of different amounts of closed book and open book test items. For these tests, students also recorded their test completion time, for extra credit. We then combined course-based student data with preexisting demographic variables. We found that test completion time was sometimes negatively correlated with test performance, but not consistently so. Student age was positively correlated with test completion time, and prior term grade point average (GPA) and prior cumulative GPA were both positively correlated with test performance. We discuss these results by exploring possible reasons for the inconsistent relationship between test completion time and test performance, and the advice we might give to students regarding these matters.

scholarly journals The effect of materialistic and nonmaterialistic motivational factors to employees' commitment to work

2021 ◽  
Vol 13 (2) ◽  
pp. 97-112
Author(s):  
Suvad Isaković ◽  
Ajdin Isaković ◽  
Kanita Isaković
Keyword(s):  
Social Sciences ◽  
Factor Analysis ◽  
Interpersonal Relations ◽  
Motivational Factors ◽  
Independent Variables ◽  
The Social ◽  
Work Done ◽  
The Relationship ◽  
Structured Questionnaire

The success of each business relies on the employees' commitment to work, i.e., how and in which way employees perform their work. When consumers are offered the same or similar products produced by different companies and at different prices, and when the company's business result greatly depends on the quality of the work done, company management is more interested in securing its employees' full dedication to work. The generally accepted phrase "you get what you pay for" encouraged this research, whose purpose is to determine the strength of the relationship between materialistic and nonmaterialistic motivational factors to employees' commitment to work. This research starts with the assumption that materialistic factors of motivation are more important motivational factors for employees when compared to nonmaterialistic ones. Listed indicators of motivational factors represent independent variables, while the dependent variable represents the indicator 'work satisfaction', which determines the level of employees' commitment to work. The research had 147 participants who work in companies from different industries and different sizes. According to the Likert scale, a structured questionnaire was used to measure the employees' attitudes. Various methods for data processing in Statistical Package for the Social Sciences (SPSS) and Smart PLS3 program were used: Descriptive statistics of the sample (SPSS); Exploratory factor analysis - PCA analysis of principal components (SPSS): Factor analysis - a test of validity and confidence of the instruments (SmartPLS3); Bootstrapping analysis - testing of the hypothesis (SmartPLS3). The conducted research shows that nonmaterialistic motivational factors, including Interpersonal relations and advancement, statistically significantly influence satisfaction at work, i.e., employees' commitment to the work.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

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