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Direct linkVsevolod Scherrer; Maria Jalynskij; Andrew J. Elliot; Jasmin L. Becker; Franzis Preckel – Journal of Educational Psychology, 2024
Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout…
Descriptors: Elementary School Students, Middle School Students, High School Students, College Students
Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes – School Effectiveness and School Improvement, 2021
This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments' sensitivity to school effects. The aim…
Descriptors: Questionnaires, School Effectiveness, Evaluation Criteria, Secondary School Students
Moreira, Paulo; Moreira, Fátima; Cunha, Diana; Inman, Richard A. – International Journal of School & Educational Psychology, 2020
The Transtheoretical Model (TTM) conceptualizes change as a process with five identifiable stages. Each stage has psychological characteristics that are manifestations of an underlying continuum of change. Surprisingly few studies have applied the TTM to understand the process involved with academic development. The objective of this study was to…
Descriptors: Foreign Countries, Measures (Individuals), Academic Achievement, Change
Jansen, Malte; Lüdtke, Oliver; Robitzsch, Alexander – Journal of Educational Psychology, 2020
Academic self-concept (ASC) is characterized by the dual nature of stability and change. That is, students strive for consistency in their self-concept but also receive achievement feedback that leads to changes in ASC. Only a few previous studies have scrutinized the stability of ASC. The STARTS model (Stable, AutoRegressive Trait, and State)…
Descriptors: Self Concept, Academic Ability, Reliability, Change
Download full textZeiser, Kristina; Scholz, Carrie; Cirks, Victoria – American Institutes for Research, 2018
Student agency, or the ability to manage one's learning, can have significant effects on academic achievement as students take an active role in seeking and internalizing new knowledge. Students who believe that knowledge can grow over time perform better on IQ tests than students who believe intelligence is invariable (Cury, Elliot, Da Fonseca,…
Descriptors: Student Centered Learning, Individual Power, Educational Strategies, High School Students
Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter – South African Journal of Education, 2015
One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as…
Descriptors: Climate, Change, Geography Instruction, Pedagogical Content Knowledge
Schleigh, Sharon Price; Clark, Douglas B.; Menekse, Muhsin – International Journal of Education in Mathematics, Science and Technology, 2015
Although interview formats support rich data collection in conceptual change studies, interview formats limit sample sizes. This study explores the possibility of using constructed-response formats as an alternative or supplement for collecting similarly rich data across larger pools of subjects in conceptual change studies. While research in…
Descriptors: Interviews, Sample Size, Change, Concept Formation
Dowdy, Erin; Nylund-Gibson, Karen; Felix, Erika D.; Morovati, Diane; Carnazzo, Katherine W.; Dever, Bridget V. – Educational and Psychological Measurement, 2014
The practice of screening students to identify behavioral and emotional risk is gaining momentum, with limited guidance regarding the frequency with which screenings should occur. Screening frequency decisions are influenced by the stability of the constructs assessed and changes in risk status over time. This study investigated the 4-year…
Descriptors: Screening Tests, Risk, Behavior Disorders, Emotional Disturbances
Mitchell, Angela D.; Booker, Kimberly W.; Strain, Jeffrey D. – Journal of Psychoeducational Assessment, 2011
The purpose of this study was to investigate the factor structure, internal consistency, and reliability of the Readiness to Respond to Intervention Scale (RRIS), which is designed to assess adolescents' readiness to change. This measure is based on the Stage of Change Scale and assesses three stages of the Stage of Change Model (i.e.,…
Descriptors: Change, Readiness, Response to Intervention, Nontraditional Education
