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Side effects of motivational interventions? Effects of an intervention in math classrooms on […]
Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; […]
Zeitschriftenbeitrag
| In: AERA Open | 2016
36953 Endnote
Autor*innen:
Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; Trautwein, Ulrich; Nagengast, Benjamin
Titel:
Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains
In:
AERA Open, 2 (2016) 2, S. 1-14
DOI:
10.1177/2332858416649168
URL:
http://journals.sagepub.com/doi/abs/10.1177/2332858416649168
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Baden-Württemberg; Deutschland; Deutschunterricht; Empirische Untersuchung; Englischunterricht; Erwartung; Intervention; Mathematikunterricht; Motivation; Schüler; Schuljahr 09; Selbstkonzept; Strukturgleichungsmodell; Wert; Wirkung
Abstract (english):
One way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students' STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students' native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
Harsch, Claudia; Hartig, Johannes
Zeitschriftenbeitrag
| In: Language Testing | 2016
35732 Endnote
Autor*innen:
Harsch, Claudia; Hartig, Johannes
Titel:
Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
In:
Language Testing, 33 (2016) 4, S. 555-575
DOI:
10.1177/0265532215594642
URN:
urn:nbn:de:0111-pedocs-125709
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-125709
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Einstufung; Hörverstehen; Leseverstehen; Methode; Prognostischer Test; Regressionsanalyse; Reliabilität; Schüler; Sekundarbereich; Sprachtest; Strukturgleichungsmodell; Test; Testkonstruktion; Testverfahren; Validität
Abstract (english):
Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more variance in measures of listening and reading comprehension. Our data stem from a large-scale assessment with over 3000 students in the German secondary educational context; the four measures relevant to our study were administered to a subsample of 559 students. Using regression analysis on observed scores and SEM on a latent level, we found that the C-test outperforms the Yes/No format in both methodological approaches. The contextualized nature of the C-test seems to be able to explain large amounts of variance in measures of receptive language skills. The C-test, being a reliable, economical and robust measure, appears to be an ideal candidate for placement and screening purposes. In a side-line of our study, we also explored different scoring approaches for the Yes-No format. We found that using the hit rate and the false-alarm rate as two separate indicators yielded the most reliable results. These indicators can be interpreted as measures for vocabulary breadth and as guessing factors respectively, and they allow controlling for guessing. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
A bifactor exploratory structural equation modeling framework for the identification of distinct […]
Morin, Alexandre J. S.; Arens, A. Katrin; Marsh, Herbert W.
Zeitschriftenbeitrag
| In: Structural equation modeling | 2016
36023 Endnote
Autor*innen:
Morin, Alexandre J. S.; Arens, A. Katrin; Marsh, Herbert W.
Titel:
A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality
In:
Structural equation modeling, 23 (2016) 1, S. 116-139
DOI:
10.1080/10705511.2014.961800
URN:
urn:nbn:de:0111-dipfdocs-201721
URL:
http://www.dipfdocs.de/volltexte/2020/20172/pdf/SEM_2016_1_Morin_Arens_Marsh_A_bifactor_exploratory_structural_equation_modeling_framework_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Anwendungsbeispiel; Bildungsforschung; Deutschland; Psychologische Forschung; Psychometrie; Strukturgleichungsmodell
Abstract (english):
This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are related to (a) the fallible nature of indicators as perfect indicators of a single construct, and (b) the hierarchical nature of the constructs being assessed. The first source is identified by comparing confirmatory factor analytic (CFA) and exploratory structural equation modeling (ESEM) solutions. The second source is identified by comparing first-order, hierarchical, and bifactor measurement models. To provide an applied illustration of the substantive relevance of this framework, we first apply these models to a sample of German children (N = 1,957) who completed the Self-Description Questionnaire (SDQ-I). Then, in a second study using a simulated data set, we provide a more pedagogical illustration of the proposed framework and the broad range of possible applications of bifactor ESEM models. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Exploring sources of construct-relevant multidimensionality in psychiatric measurement. A tutorial […]
Morin, Alexandre J. S.; Arens, A. Katrin; Tran, Antoine; Caci, Hervé
Zeitschriftenbeitrag
| In: International Journal of Methods in Psychiatric Research | 2016
36964 Endnote
Autor*innen:
Morin, Alexandre J. S.; Arens, A. Katrin; Tran, Antoine; Caci, Hervé
Titel:
Exploring sources of construct-relevant multidimensionality in psychiatric measurement. A tutorial and illustration using the Composite Scale of Morningness
In:
International Journal of Methods in Psychiatric Research, 25 (2016) 4, S. 277-288
DOI:
10.1002/mpr.1485
URN:
urn:nbn:de:0111-dipfdocs-201733
URL:
http://www.dipfdocs.de/volltexte/2020/20173/pdf/IJMPR_2016_4_Morin_et_al_Exploring_sources_of_construct-relevant_multidimensionality_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter; Biorhythmus; Einflussfaktor; Erhebungsinstrument; Erwachsener; Faktorenanalyse; Geschlecht; Indikator; Messung; Methode; Psychiatrie; Psychometrie; Strukturgleichungsmodell
Abstract:
This paper illustrates a psychometric approach of broad relevance to psychiatric research instruments. Many instruments include indicators related to more than one source of true-score variance due to the: (1) assessment of conceptually adjacent constructs; (2) the presence of a global construct underlying answers to items designed to assess multiple dimensions. Exploratory structural equation modelling (ESEM) is naturally suited to the investigation of the first source, whereas bifactor models are particularly suited to the investigation of the second source. When both sources are present, bifactor-ESEM becomes the model of choice. To illustrate this framework, we use the responses of 1159 adults [655 female, 504 male, mean age (Mage) = 41.84] who completed the French Version of the Composite Scale of Morningness (CSM). We investigate the factor structure of the CSM, test the relations between CSM factors and body mass index, and verify the measurement invariance of the model across gender and age groups. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) […]
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Zeitschriftenbeitrag
| In: PLoS ONE | 2016
36332 Endnote
Autor*innen:
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Titel:
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries
In:
PLoS ONE, (2016) , S. 0150829
DOI:
10.1371/journal.pone.0150829
URL:
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0150829
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitszufriedenheit; Befragung; Berufserfahrung; Empirische Untersuchung; Internationaler Vergleich; Klassenführung; Lehrer; Messung; OECD-Länder; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Unterricht; Verhalten
Abstract (english):
Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Evaluating individual students' perceptions of instructional quality. An investigation of their […]
Scherer, Ronny; Nilsen, Trude; Jansen, Malte
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2016
36334 Endnote
Autor*innen:
Scherer, Ronny; Nilsen, Trude; Jansen, Malte
Titel:
Evaluating individual students' perceptions of instructional quality. An investigation of their factor structure, measurement invariance, and relations to educational outcomes
In:
Frontiers in Psychology, (2016) 7:110
DOI:
10.3389/fpsyg.2016.00110
URL:
http://dx.doi.org/10.3389/fpsyg.2016.00110
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Australien; Einflussfaktor; Evaluation; Faktorenanalyse; Kanada; Leistungstest; Mathematikunterricht; Messverfahren; Modellierung; Motivation; Qualität; Schüler; Schülerleistung; Selbstkonzept; Strukturgleichungsmodell; Unterricht; USA; Wahrnehmung
Abstract (english):
The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Anxiety in late adulthood. Associations with gender, education, and physical and cognitive […]
Tetzner, Julia; Schuth, Morten
Zeitschriftenbeitrag
| In: Psychology and Aging | 2016
37030 Endnote
Autor*innen:
Tetzner, Julia; Schuth, Morten
Titel:
Anxiety in late adulthood. Associations with gender, education, and physical and cognitive functioning
In:
Psychology and Aging, 31 (2016) 5, S. 532-544
DOI:
10.1037/pag0000108
URN:
urn:nbn:de:0111-pedocs-165921
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-165921
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter Mensch; Altern; Angst; Bildungsniveau; Empirische Untersuchung; Erwachsener; Europa; Frau; Geschlechtsspezifischer Unterschied; Interview; Kognitive Entwicklung; Körperliche Entwicklung; Krankheit; Mann; Selbstbestimmung; Strukturgleichungsmodell
Abstract (english):
Anxiety is common in late adulthood and can complicate adjustment in several areas. This study used data from 2 measurement points of a representative European longitudinal study (Survey of Health, Ageing, and Retirement in Europe) with a large sample size (N 28,326) and a broad age range (45-90) to examine age effects on cross-sectional mean levels of anxiety as well as longitudinal mean-level changes over 2 years with respect to gender, education, and changes in physical and cognitive functioning. Furthermore, we analyzed generalizability of the findings for different European countries. Latent change models and locally weighted smoothing curves revealed 3 main findings: (1) Mean levels of anxiety were relatively stable over the course of middle adulthood and increased during late adulthood, (2) women and individuals with less education were more anxious than men and individuals with more education, and (3) increases in anxiety in late adulthood were associated with age-associated losses in physical and cognitive functioning. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Differences in the between-person and within-person structures of affect are a matter of degree
Brose, Annette; Voelke, Manuel C.; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Zeitschriftenbeitrag
| In: European Journal of Personality | 2015
35382 Endnote
Autor*innen:
Brose, Annette; Voelke, Manuel C.; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Titel:
Differences in the between-person and within-person structures of affect are a matter of degree
In:
European Journal of Personality, 29 (2015) 1, S. 55-71
DOI:
10.1002/per.1961
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Emotionaler Zustand; Interaktion; Junger Erwachsener; Messung; Messverfahren; Persönlichkeit; Stress; Struktur; Strukturgleichungsmodell; Test; Wohlbefinden; Zwischenmenschliche Beziehung
Abstract:
This study tested whether the structure of affect observed on the basis of between-person (BP) differences is equivalent to the affect structures that organize the variability of affective states within persons (WP) over time. Further aims were to identify individual differences in the degree of divergence between the WP and BP structure and examine its association to dispositional and contextual variables (neuroticism, extraversion, well-being and stress). In 100 daily sessions, 101 younger adults rated their mood on the Positive and Negative Affect Schedule. Variability of five negative affect items across time was so low that they were excluded from the analyses. We thus worked with a modified negative affect subscale. WP affect structures diverged reliably from the BP structure, with individual differences in the degree of divergence. Differences in the WP structural characteristics and the degree of divergence could be predicted by well-being and stress. We conclude that BP and WP structures of affect are not equivalent and that BP and WP variation should be considered as distinct phenomena. It would be wrong, for example, to conceive of positive and negative affect as independent at the WP level, as suggested by BP findings. Yet, individual differences in WP structural characteristics are related to stable BP differences, and the degree to which individuals' affect structures diverge from the BP structure can provide important insights into intraindividual functioning. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Adolescents' computer performance. The role of self-concept and motivational aspects
Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes
Zeitschriftenbeitrag
| In: Computers & Education | 2015
34959 Endnote
Autor*innen:
Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes
Titel:
Adolescents' computer performance. The role of self-concept and motivational aspects
In:
Computers & Education, 81 (2015) , S. 1-12
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Baden-Württemberg; Computer; Datenanalyse; Deutschland; Geschlecht; Informations- und Kommunikationstechnologie; Interesse; Jugendlicher; Kompetenz; Leistung; Motivation; Psychometrie; Sekundarbereich; Selbstkonzept; Soziales Handeln; Strukturgleichungsmodell; Wissen
Abstract:
This study focuses on the correlational structure between adolescents' computer self-concept and different computer-related performance outcomes, following expectancy-value theory (e.g. Wigfield & Eccles, 2000). More specifically, computer interest and ICT-related social engagement were considered as mediators by which the link of computer self-concept and basic computer skills as well as theoretical computer knowledge should be established. Extending this research, the role of gender was additionally examined, testing the extent to which the proposed structural patterns are similar or dissimilar. Based on a sample of 445 German secondary school boys and girls, we applied latent mediation as well as group-based analysis. Results showed that computer self-concept plays a significant role in regard to ICT-related motivational characteristics and computer performance outcomes. As to basic computer skills, the self-concept to performance relation was mediated by computer interest but not by ICT-related social engagement. Regarding the computer self-concept to theoretical computer knowledge relation, only ICT-related social engagement (not computer interest) emerged as a significant mediator. Exploring the role of gender, a gender-specific rather than a gender-invariant model seems better applicable. Thus, mean-level differences as well as differences in the underlying correlational structure could be asserted. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Students' self-concept and self-efficacy in the sciences. Differential relations to antecedents and […]
Jansen, Malte; Scherer, Ronny; Schroeders, Ulrich
Zeitschriftenbeitrag
| In: Contemporary Educational Psychology | 2015
35334 Endnote
Autor*innen:
Jansen, Malte; Scherer, Ronny; Schroeders, Ulrich
Titel:
Students' self-concept and self-efficacy in the sciences. Differential relations to antecedents and educational outcomes
In:
Contemporary Educational Psychology, 41 (2015) , S. 13-24
DOI:
10.1016/j.cedpsych.2014.11.002
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Entdeckendes Lernen; Gymnasium; Kompetenz; Leistungsmessung; Motivation; Naturwissenschaftliche Bildung; Naturwissenschaftliche Kompetenz; Schüler; Schülerleistung; Sekundarstufe I; Sekundarstufe II; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Wirkung
Abstract:
Self-concept and self-efficacy are two of the most important motivational predictors of educational outcomes. As most research has studied these constructs separately, little is known about their differential relations to peer ability, opportunities-to-learn in classrooms, and educational outcomes. We investigated these relations by applying (multilevel) structural equation modeling to the German PISA 2006 data set. We found a correlation of ρ = .57 between self-concept and self-efficacy in science, advocating distinguishable constructs. Furthermore, science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science self-efficacy was more strongly affected by inquiry-based learning opportunities. There were also differences in the predictive potential for educational outcomes: Self-concept was a better predictor of future-oriented motivation to aspire a career in the sciences, whereas self-efficacy was a better predictor of current ability. The study at hand provides strong evidence for the related but distinct nature of the two constructs and extends existing research on students' competence beliefs toward social comparisons and opportunities-to-learn. Further implications for the relevance of inquiry-based classroom activities and for the assessment of competence beliefs are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
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