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Ottmar, Erin – Psychology in the Schools, 2019
This study investigates relations between cognitive, interpersonal, and intrapersonal opportunities, noncognitive outcomes, and student achievement in 1,096 students from 20 high schools (10 Deeper Learning [DL] network, 10 control) who participated in the Study of DL (SDL). DL is an umbrella term used to encompass the cognitive, interpersonal,…
Descriptors: Correlation, Interpersonal Relationship, Academic Achievement, Cognitive Development
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Arens, A. Katrin; Jansen, Malte – Journal of Educational Psychology, 2016
Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…
Descriptors: Self Concept, Native Language, Second Language Learning, Grade 9
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Fan, Weihua; Williams, Cathy M.; Wolters, Christopher A. – Journal of Educational Research, 2012
The authors investigated how different dimensions of parental involvement similarly or differentially linked to various constructs of school motivation (academic self-efficacy in mathematics and English, intrinsic motivation toward mathematics and English, and engagement) across ethnic groups of Caucasian, African American, Asian American, and…
Descriptors: African American Students, Structural Equation Models, Self Efficacy, Parent Participation
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Phan, Huy P. – Education, 2015
This research article reports on two correlational studies that examined the notion of "optimized functioning." Optimized functioning, introduced in a recent published study, offers an alternative approach into the understanding of optimization. Optimized functioning is proposed to consist of four distinctive components: personal…
Descriptors: Academic Achievement, Correlation, Factor Analysis, Learning Motivation
Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Ferron, John M. – Gifted Child Quarterly, 2015
In two studies (ns = 312 and 1,149) with 9- to 12-grade students in pre-International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey-Revised (SAAS-R). Reliabilities of the five SAAS-R subscale…
Descriptors: Psychometrics, High School Students, Advanced Placement Programs, Attitude Measures