scholarly journals Comparing the factor structure of high school students’ competency scale.

2019 ◽  
Vol 83 (0) ◽  
pp. 1D-076-1D-076
Author(s):  
Keigo Oshio ◽  
Takashi Ougihara ◽  
Manabu Kishi
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
School Students

Conservatism of Israeli Junior High School Students: Interethnic Differences

1989 ◽  
Vol 65 (2) ◽  
pp. 635-641 ◽  
Author(s):  
Yaacov J. Katz
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
School Children ◽  
Junior High School ◽  
Junior High ◽  
Ethnic Origin ◽  
Junior High School Students ◽  
School Students ◽  
Cultural Validity

The aims of the study were (a) to establish the factor structure characterizing Israeli junior high school students of Western and Oriental ethnic origin on the Children's Scale of Social Attitudes, (b) to compare the Israeli factor structure with those for school children from other societies, and (c) to examine whether the Israeli school children's factor structure resembled those for Israeli adults as well as for adults from other societies. Analysis indicated that Israeli junior high school children from both Western and Oriental ethnic groups were characterized by similar factors of general conservatism, namely, Religion, Antihedonism, and Punitiveness, although the Orientals were more conservative on these factors than the Westerners. In addition, the present factor structure resembled those for groups of school children as well as adults from other societies, reconfirming that factors of general conservatism have cross-cultural validity.

STEM Stereotypes and High School Students’ Math/Science Career Goals

2016 ◽  
Vol 25 (4) ◽  
pp. 585-600 ◽  
Author(s):  
Patton O. Garriott ◽  
Kristin M. Hultgren ◽  
Julian Frazier
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Career Goals ◽  
Equation Modeling ◽  
School Students ◽  
Negative Stereotypes ◽  
Science Career ◽  
Science Interests

This study examined negative stereotypes of science, technology, engineering, and mathematics (STEM) professionals as predictors of math/science interests and career goals in a sample of high school students. In a scale development study, results of an exploratory factor analysis ( N = 341) indicated a single-factor structure best represented items for the Math and Science Stigma (MASS) Scale—a measure of negative stereotypes of STEM professionals. In a follow-up study, structural equation modeling was used to confirm the factor structure of the MASS. Further analyses showed that a model with STEM stereotypes depicted as a proximal contextual barrier to math/science career interests and goals fit the data well. STEM stereotypes were a significant predictor of math/science self-efficacy, math/science self-efficacy was a significant predictor of math/science interests, and interests predicted math/science career goals. The relationship between STEM stereotypes and math/science interests was explained by self-efficacy. Results are discussed in terms of decreasing negative stereotypes of STEM professionals and enhancing high school students’ interests in STEM careers.

scholarly journals Adaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)

2020 ◽  
Vol 26 (2) ◽  
pp. e408
Author(s):  
Alejandro M. Rodríguez Huitrón ◽  
◽  
Laura Hernández-Guzmán ◽  
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Academic Performance ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor

Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.

Five Factors of Environmental Press of Rural High School Pupils as Identified by the Stern High School Characteristics Index

1977 ◽  
Vol 44 (2) ◽  
pp. 645-646
Author(s):  
Leonard P. Roberge ◽  
Robert J. Drummond
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
School Characteristics ◽  
School Students ◽  
Environmental Press ◽  
Rural High School ◽  
Five Factors

The purpose of the study was to look at the factor structure of the perceptions of the environment of 210 male and 205 female rural high school students. Stern's High School Characteristics Inventory based upon the need-press taxonomy of Murray was used to assess the structure. Five factors were identified as accounting for 47.5% of the variance.

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