A Cross-Lagged Panel Analysis of Quality of School Life and Achievement Responsibility

Wolf, Fredric M.; Chandler, Theodore A.; Spies, Carl J.

doi:10.1080/00220671.1981.10885331

Cited by 8 publications

(9 citation statements)

References 17 publications

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“…This analytic technique is designed to go beyond normal correlational methods to allow tentative inferences of causal predominance (Kenny, 1975;Wolf, Chandler and Spies, 1981). The technique is quasi-experimental in nature, requiring no manipulation of an independent variable, and the variables are measured in the field, thus increasing the representativeness of the findings.…”

Section: Discussionmentioning

confidence: 99%

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Academic locus of control: a relevant variable at tertiary level?

Watkins

1987

High Educ

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A survey of 744 first year students at an Australian university provides no evidence of significant sex, age, or faculty differences in those students' perceptions of their control over their own learning. A follow-up survey of 182 of this sample over two years later suggests that neither maturation nor the impact of tertiary study has brought about a significant change in these students' academic locus of control. However, cross-lagged analysis indicates that accepting responsibility for learning was causally dominant over the adoption of less superficial and more achievement oriented learning strategies. Implications of these findings for study skills training programmes are briefly outlined.

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Section: Discussionmentioning

confidence: 99%

“…The size of these cross-lagged differentials, both 0.18 in magnitude, are considered quite large by the standards of the cross-lagged literature (cf. Wolf et al, 1981).…”

Section: Coefficientsmentioning

confidence: 99%

Academic locus of control: a relevant variable at tertiary level?

Watkins

1987

High Educ

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“…Eğitimin temel girdisi öğrencilerdir. İlgili literatürde de öğrencilerin kendilerini okulda iyi ve mutlu hissetmeleriyle ilgili olarak birçok araştırmaya ulaşılmış ve okul yaşam kalitesinin öğrencilerin özgüveni, akademik çalışmalara karşı motivasyonları, tutumları ve başarıları, yaşam doyumları, benlik saygıları, davranış biçimleri, okula bağlılıkları üzerinde çok büyük etkilere sahip olduğu görülmüştür (Akgül Gündoğdu & Güler, 2016;Akın Kösterelioğlu & Kösterelioğlu, 2015;Argon & İsmetoğlu, 2016;Ayık & Ataş-Akdemir, 2015;Baker, 1999;Berndt, 1999;Bilgiç, 2009;Bourke & Smith, 1989;Gedik, 2014;İlmen, 2010;İnal & Sadık, 2014;Kim & Kim, 2013;Lee, Zhang & Song, 2011;Leonard, 2002;Ostroff, 1992;Pawlovich, 1983;Sarı, 2012;Sarı & Cenkseven, 2008;Hunt-Sartori, 2007;Kalaycı & Özdemir, 2013;Tunç & Beşaltı, 2014;Wolf, Chandler & Spies, 2001). …”

Section: Türkçe Sürümü Girişunclassified

Öğretmenlerin Okul Yaşam Kalitesi Algıları İle Sınıf Yönetimine Yönelik Tutum ve İnançlarının İncelenmesi

Zenciroğlu¹,

Sadık²

2018

Cukurova University Faculty of Education Journal

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This research investigating teachers' attitude and beliefs about classroom management through their perceptions of the quality of school life is a descriptive survey study. A total of 198 teachers (32 from primary schools, 98 from secondary schools and 68 from high schools) working in the Tercan District of Erzincan participated in the study. The data was collected through the "The Quality of School Life Scale (QSLS)" developed by Sarı (2007) and "Attitudes and Beliefs on Classroom Control (ABCC) Inventory" developed by Martin, Yin and Baldwin (1998), adopted into Turkish by Ekici (2008). Besides descriptive statistics, the Mann Whitney U-Test and the Kruskal Wallis Test were used for the data analysis. At the end of the study, it was found that the teachers' perceptions about the quality of the school life range in the mid-level. The teachers' perceptions about "Status" and "School Administration" were found to be more positive while their perceptions about students were more negative. With regard to different study cycles, primary school and high school teachers' perceptions and, with regard to different subjects, social science teachers' perceptions about the quality of school life were found to be more positive. The variables of gender and years of experience did not make a significant difference in the teachers' perceptions about the quality of school life. The teachers' attitudes about instructional management were found to be interventionist, while attitudes about people and behavior management were found to be interactionist; with gender, years of experience, study cycles and subjects not causing significant differences in these behaviors. The perception of the quality of school life did not make a significant difference for their attitudes about instruction and behavior management while teachers were detected to be more interactionist towards people management at schools where the quality of life was perceived to be better.

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“…Cross-lagged correlations between the ASI learning strategy and corresponding motive subscales (see IM 1980~ .68 ~ IM 1982 (Kenny, 1975;Wolf, Chandler and Spies, 1981). This technique is quasi-experimental in nature, requiring no manipulation of an independent variable and the variables are measured in the field, thus increasing the representativeness of the findings.…”

Section: Causal Relationshipsmentioning

confidence: 99%

The motive/stategy model of learning processes: some empirical findings

Watkins

1988

Instr Sci

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The motive/strategy model underlying the learning process inventories of both Biggs and Entwisfle has major implications for both educational practice and research. As yet, however, there is only limited empirical support for the validity of the model. This paper reports findings, several as yet unpublished, from a number of the writer's investigations which throw light on this issue. Overall, these results question the validity of the model and fail to confirm several plausible propositions based on the model.

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A Cross-Lagged Panel Analysis of Quality of School Life and Achievement Responsibility

Cited by 8 publications

References 17 publications

Academic locus of control: a relevant variable at tertiary level?

Academic locus of control: a relevant variable at tertiary level?

Öğretmenlerin Okul Yaşam Kalitesi Algıları İle Sınıf Yönetimine Yönelik Tutum ve İnançlarının İncelenmesi

The motive/stategy model of learning processes: some empirical findings

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