Criterion validity of the Language Background Questionnaire: A self-assessment instrument

Metz, Dale Evan; Caccamise, Frank; Gustafson, Marianne S.

doi:10.1016/0021-9924(95)00056-9

Cited by 20 publications

(10 citation statements)

References 3 publications

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“…Self-reporting is a good way to measure personal views (Vermetten et al 1999), skills (Metz et al 1997) and points to actual differences considering strategy-use (Zimmerman and Martinez-Pons 1988). The results of our study (a combination of study outcome as an objective measurement and the self-reports as mentioned earlier) might help by developing intake assessments in the future.…”

Section: Recommendations For Future Researchmentioning

confidence: 80%

Looking for students’ personal characteristics predicting study outcome

Bragt

Bakx

Bergen³

et al. 2010

High Educ

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The central goal of this study is to clarify to what degree former education and students' personal characteristics (the 'Big Five personality characteristics', personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance. Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an advanced level of education. Finally, implications and recommendations for future research are suggested.

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Section: Recommendations For Future Researchmentioning

confidence: 80%

Looking for students’ personal characteristics predicting study outcome

Bragt

Bakx

Bergen³

et al. 2010

High Educ

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show abstract

“…However, it should be noted that standardized tests of vocabulary size and language knowledge and comprehension were not investigated in these experiments; results using those types of language measures may have shown stronger relationships among language skills, EF, and social maturity. Objective assessments of language abilities rather than self-reports also might reveal stronger associations with other variables, although objective assessments and self-reports of such abilities among deaf college students tend to be consistent (Marschark, Spencer et al, 2015;McKee et al, 1984;Metz et al, 1997).…”

Section: Discussionmentioning

confidence: 97%

“…The communication questionnaire was an abbreviated version of the Language and Communication Background Questionnaire administered to incoming deaf students at RIT for the purposes of service provision. RIT utilizes this self-report measure instead of face-to-face communication interviews because it is faster than interview assessments, can be administered online, and has been shown to be both valid and reliable (McKee, Stinson, & Blake, 1984;Metz, Caccamise, & Gustafson, 1997). The questionnaire asked participants for the ages at which they learned to sign and had them rate their overall sign language skill on a 5-point Likert-type scale from "I don't know sign language" to "excellent."…”

Section: Materials and Procedurementioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

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“…This is a good way to measure personal views . Metz, Caccamise, and Gustafson (1997) found that some skills could be assessed reliably by self-assessment. Zimmerman and Martinez-Pons (1988) have discussed the issue of the validity of students' self-reports of strategy-use; they concluded that students' self-reports pointed to actual differences.…”

Section: General Discussion and Conclusionmentioning

confidence: 98%