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Cho, Byeong-Young; Woodward, Lindsay; Li, Dan; Barlow, Wendy – American Educational Research Journal, 2017
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants' concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with…
Descriptors: Adolescents, Reading Strategies, Cognitive Processes, High School Students
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Guo, Jiesi; Marsh, Herbert W.; Morin, Alexandre J. S.; Parker, Philip D.; Kaur, Gurvinder – American Educational Research Journal, 2015
(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally…
Descriptors: Longitudinal Studies, Academic Achievement, Educational Attainment, Academic Aspiration
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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q. – American Educational Research Journal, 2015
This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Instructional Effectiveness, Intervention
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Pascarella, Ernest T.; Chapman, David W. – American Educational Research Journal, 1983
This study extended the knowledge of the explanatory power of Tinto's theoretical model of college persistence/withdrawal through a multi-institutional validation. Path analysis was used to test the model overall and at three different groupings of postsecondary institutions: four-year, predominantly residential; and four-year, and two-year,…
Descriptors: Academic Persistence, Higher Education, Institutional Characteristics, Interpersonal Relationship
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Wolfle, Lee M. – American Educational Research Journal, 1980
Path analysis is defined for explicitly formulating theory, and for attaching quantitative estimates to causal effects thought to exist on a priori grounds. The four basic kinds of path models are illustrated: (1) recursive; (2) block; (3) block-recursive and (4) nonrecursive. (Author/GDC)
Descriptors: Etiology, Mathematical Models, Path Analysis, Research Design
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Zimmerman, Barry J.; Bandura, Albert – American Educational Research Journal, 1994
Using path analysis, studied the role of self-efficacy beliefs concerning academic attainment and regulation of writing, academic goals, and self-standards in writing-course attainment of 95 college freshmen. Different facets of perceived self-efficacy played a key role in writing-course attainment. (SLD)
Descriptors: Academic Achievement, College Students, Higher Education, Path Analysis
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Smylie, Mark A. – American Educational Research Journal, 1988
Aspects of the organizational contexts of schools and classrooms and various teacher psychological states are examined to explain variations in individual outcomes of staff development intended to improve teacher performance. A path model--based on theories of individual behavior and change within organizations--is presented and tested. (TJH)
Descriptors: Organizational Change, Path Analysis, Peer Relationship, Skill Development
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Zimmerman, Barry J.; And Others – American Educational Research Journal, 1992
The causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied for 102 ninth and tenth graders (50 males and 52 females) using path analysis procedures. Perceived efficacy to achieve motivates academic attainment both directly and indirectly by influencing personal goal setting. (SLD)
Descriptors: Beliefs, Educational Objectives, Etiology, Grade 10
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Chan, Carol K. K.; And Others – American Educational Research Journal, 1992
This study examined the constructive cognitive activity of children listening to text. Analysis of thinking-aloud protocols of 109 children in grades 1 to 6 identified 5 levels of constructive activity, with 3 subtypes at each level. Path analysis indicates that only constructive activity exerts a direct effect on learning. (SLD)
Descriptors: Cognitive Processes, Comparative Analysis, Elementary Education, Elementary School Students
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Schneider, Wolfgang; Treiber, Bernhard – American Educational Research Journal, 1984
Mathematics achievement differences among sixth-graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across two groups of…
Descriptors: Aptitude Treatment Interaction, Foreign Countries, Individual Differences, Intelligence Tests
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Keith, Timothy Z.; Page, Ellis B. – American Educational Research Journal, 1985
High School and Beyond data set and path analytic techniques were used to compare Black and Hispanic high school seniors' achievement in public and in Catholic schools. When better ability measures were added to the causal models the apparent effect of Catholic schooling on minority achievement was greatly reduced. (Author/BS)
Descriptors: Academic Achievement, Black Students, Catholic Schools, High School Seniors
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Bean, John P. – American Educational Research Journal, 1985
A conceptual model of the factors affecting dropout syndrome was develop emphasizing academic, social, and personal outcomes of the selection or socialization of students at a university. The model was estimated using path analysis, and the intervening variables were found to be important predictors of dropout syndrome. (Author/DWH)
Descriptors: Dropout Research, Grades (Scholastic), Higher Education, Models
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Ethington, Corinna A. – American Educational Research Journal, 1991
The work of J. Eccles and others (1983) in proposing an integrative theoretical model of achievement behaviors was extended using data from the Second International Mathematics Study. Strong support was found for the constructs identified by the model as determinants of the intention to take more mathematics courses. (SLD)
Descriptors: Behavior Patterns, Cohort Analysis, Course Selection (Students), Grade 8
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Culver, Steven M.; And Others – American Educational Research Journal, 1990
A model of influences affecting early career teachers' job satisfaction was developed and tested. The path model, tested with 250 Black and 262 White teachers, indicated that influences leading to satisfaction differ across racial groups; and sexual differences should be considered in teacher induction and training. (TJH)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Black Teachers, Comparative Analysis
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Bali, John; And Others – American Educational Research Journal, 1985
Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background.…
Descriptors: Affective Behavior, Chemistry, Higher Education, Hypothesis Testing
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