The Experts below are selected from a list of 51 Experts worldwide ranked by ideXlab platform
Richard P. Hechter - One of the best experts on this subject based on the ideXlab platform.
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Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
Journal of Science Teacher Education, 2011Co-Authors: Richard P. HechterAbstract:This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome Expectancy (STOE). There was no evidence for significant interaction effects between variables on both efficacy subscales. The implications of this study relate to organization, structure, and dynamics of elementary science teacher preparation.
Jianzhong Xu - One of the best experts on this subject based on the ideXlab platform.
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A study of the validity and reliability of the Teacher Homework Involvement Scale: A psychometric evaluation
Measurement, 2016Co-Authors: Jianzhong XuAbstract:Abstract The aim of the present investigation is to validate the Teacher Homework Involvement Scale (THIS) based on the data from 918 secondary school students. Using a randomized split of the sample, we performed exploratory factor analysis (EFA) on Group 1 ( n = 459) and confirmatory factor analysis (CFA) on Group 2 ( n = 459). The results indicated that the THIS consisted of three distinct yet related subscales: Homework Quality, Feedback Quality, and Autonomy Support. In addition, the present investigation found an adequate level of factor loading invariance across gender. Results further revealed that, in line with theoretical expectations, the THIS were positively related to motivational Belief (value Belief and Expectancy Belief), homework behavior (effort, management, and completion), and math achievement.
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A study of the validity and reliability of the parental homework support scale
Measurement, 2016Co-Authors: Jianzhong Xu, Jianxia Du, Minyan HeAbstract:We conduct a psychometric evaluation of the Parental Homework Support Scale (PHSS) involving 796 eighth-grade students. After randomly dividing the sample into two groups, we performed exploratory factor analysis (EFA) on Group 1 (n = 398) and confirmatory factor analysis (CFA) on Group 2 (n = 398). Findings revealed that the PHSS consisted of two distinct yet related subscales: Content-oriented Support and Autonomy-oriented Support. In addition, the current investigation found a satisfactory level of factor loading invariance across gender. Results further revealed that, consistent with theoretical expectations, the PHSS was positively correlated with value Belief, Expectancy Belief, help seeking, homework management, homework completion, and math homework grade.
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Self-regulation of mathematics homework behavior: An empirical investigation
Journal of Educational Research, 2016Co-Authors: Jianzhong Xu, Jianxia DuAbstract:The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value Belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, Expectancy Belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value Belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and Expectancy value) as well as previous findings pertaining to homework.
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A study of the validity and reliability of the Distraction Scale: A psychometric evaluation
Measurement, 2016Co-Authors: Jianzhong Xu, Jianxia DuAbstract:Abstract The goal of the current study is to evaluate psychometric properties of the Distraction Scale based on 866 teachers. Our findings from confirmatory factor analyses (CFA) supported the existence of two separate, yet related subscales for the Distraction Scale: conventional distraction and tech-related distraction. Regarding the concurrent validity evidence of the Distraction Scale, results indicated that, in line with theoretical expectations, these two subscales were positively related to avoidance and performance goal orientations. Furthermore, these two subscales were negatively associated with mastery goal orientation, interest in learning and using information technology, Expectancy Belief, and value Belief.
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Investigating factors that influence conventional distraction and tech-related distraction in math homework
Computers in Education, 2015Co-Authors: Jianzhong XuAbstract:This study examined high school students' distractions in math homework. A confirmatory factor analysis was conducted on the scores of six items regarding conventional and tech-related distractions. Data revealed that conventional and tech-related distractions were empirically distinguishable. Two multilevel models were performed, with each type of distractions as the dependent variable. Both types of distraction were negatively related to four student-level variables (homework effort, homework environment, learning-oriented reasons, and value Belief). In addition, both were positively related to three student-level variables (time on videogame, peer-oriented reasons, and time on homework) and one class-level variable (time on homework). Meanwhile, tech-related distraction was positively associated with parent education, whereas conventional distraction was negatively associated with Expectancy Belief, affective attitude, and grade level. This study examined high school students' distractions in math homework.Conventional distraction (CD) and tech-related distraction (TD) were distinguishable.Both CD and TD were negatively related to homework effort and value Belief.CD was negatively related to Expectancy Belief, affective attitude, and grade level.TC was positively related to parent education.
Ang Chen - One of the best experts on this subject based on the ideXlab platform.
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Adolescent Expectancy-Value Motivation, Achievement in Physical Education, and Physical Activity Participation
Journal of Teaching in Physical Education, 2013Co-Authors: Ang ChenAbstract:This study examined the relation between adolescent Expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an Expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day after-school Physical Activity Recall. Data were analyzed using structural equation modeling to test an a priori model. Results revealed that Expectancy Belief significantly predicted adolescent psychomotor achievement, and that psychomotor achievement was the only direct significant predictor for physical activity participation (p .05). The findings suggested the relation between adolescent Expectancy-value motivation and physical activity participation is likely to be mediated by their psychomotor skill achievement.
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Physical Activity and Fitness Knowledge Learning in Physical Education: Seeking a Common Ground.
European Physical Education Review, 2013Co-Authors: Senlin Chen, Ang ChenAbstract:Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the Expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which Expectancy Belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students (N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity (t = 3.18; p < .01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only Expectancy-value construct, significantly predicted fitness knowledge (t = 3.07; p < .01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative (t = –3.10; p < .01). The study indicated that although a physically-active context helps stu...
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Content Specificity of Expectancy Beliefs and Task Values in Elementary Physical Education
Research Quarterly for Exercise and Sport, 2008Co-Authors: Ang Chen, Robert Martin, Catherine D. EnnisAbstract:The curriculum may superimpose a content-specific context that mediates motivation (Bong, 2001). This study examined content specificity of the Expectancy-value motivation in elementary school physical education. Students' Expectancy Beliefs and perceived task values from a cardiorespiratory fitness unit, a muscular fitness unit, and a traditional skill/game unit were analyzed using constant comparison coding procedures, multivariate analysis of variance, χ2, and correlation analyses. There was no difference in the intrinsic interest value among the three content conditions. Expectancy Belief, attainment, and utility values were significantly higher for the cardiorespiratory fitness curriculum. Correlations differentiated among the Expectancyvalue components of the content conditions, providing further evidence of content specificity in the Expectancy-value motivation process. The findings suggest that Expectancy Beliefs and task values should be incorporated in the theoretical platform for curriculum dev...
Jianxia Du - One of the best experts on this subject based on the ideXlab platform.
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A study of the validity and reliability of the parental homework support scale
Measurement, 2016Co-Authors: Jianzhong Xu, Jianxia Du, Minyan HeAbstract:We conduct a psychometric evaluation of the Parental Homework Support Scale (PHSS) involving 796 eighth-grade students. After randomly dividing the sample into two groups, we performed exploratory factor analysis (EFA) on Group 1 (n = 398) and confirmatory factor analysis (CFA) on Group 2 (n = 398). Findings revealed that the PHSS consisted of two distinct yet related subscales: Content-oriented Support and Autonomy-oriented Support. In addition, the current investigation found a satisfactory level of factor loading invariance across gender. Results further revealed that, consistent with theoretical expectations, the PHSS was positively correlated with value Belief, Expectancy Belief, help seeking, homework management, homework completion, and math homework grade.
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Self-regulation of mathematics homework behavior: An empirical investigation
Journal of Educational Research, 2016Co-Authors: Jianzhong Xu, Jianxia DuAbstract:The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value Belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, Expectancy Belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value Belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and Expectancy value) as well as previous findings pertaining to homework.
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A study of the validity and reliability of the Distraction Scale: A psychometric evaluation
Measurement, 2016Co-Authors: Jianzhong Xu, Jianxia DuAbstract:Abstract The goal of the current study is to evaluate psychometric properties of the Distraction Scale based on 866 teachers. Our findings from confirmatory factor analyses (CFA) supported the existence of two separate, yet related subscales for the Distraction Scale: conventional distraction and tech-related distraction. Regarding the concurrent validity evidence of the Distraction Scale, results indicated that, in line with theoretical expectations, these two subscales were positively related to avoidance and performance goal orientations. Furthermore, these two subscales were negatively associated with mastery goal orientation, interest in learning and using information technology, Expectancy Belief, and value Belief.
Arab - One of the best experts on this subject based on the ideXlab platform.
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Science Teaching Self-Efficacy and Outcome Expectancy Beliefs of Secondary School Teachers in UAE
2020Co-Authors: Abdelmoneim A. Hassan, Hassan H. Tairab, ArabAbstract:The purpose of this study was to determine the effect of three levels of subject matter taught, three levels of years of experience, and two levels of gender on two levels of self-efficacy Beliefs, namely, personal science teaching efficacy Belief, and science teaching outcome Expectancy Belief. Data for this study was collected from 230 secondary science teachers employed within various school zones in UAE. The participants' responses on both dimensions of the in-service STEBI-A scale were used to collect data. Using a series of Kruskal-Wallis one way ANOVA and Mann-Whitney statistics revealed no significant differences in PSTE scores on levels of subject matter taught, years of teaching experiences and gender. However, the findings revealed only significant differences in STOE scores between the three levels of years of experiences.
