NCES Handbook of Survey Methods

Burns, Shelley; Wang, Xiaolei; Henning, Alexandra

doi:10.1037/e595182011-001

Cited by 12 publications

(10 citation statements)

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“…Our refusal rate of 44% compares favorably with studies of similar populations that are commonly viewed as having produced representative samples. For example, the 2011 ECLS‐K had a 50% refusal rate for its parent interview component (Burns, Wang, & Henning, 2011). Our sample, although small in absolute size, reflects a substantial 1‐in‐6 sample of the universe of Emeryville retail and food workers with a young child (96 recruited of 561 total projected eligible), and reflects the voices of a majority of the people we randomly contacted.…”

Section: Methodsmentioning

confidence: 99%

Work Schedule Unpredictability: Daily Occurrence and Effects on Working Parents' Well‐Being

Ananat

Gassman‐Pines

2020

J of Marriage and Family

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ObjectiveTo investigate the pervasiveness and frequency of work schedule unpredictability among workers in low‐wage hourly jobs and the effects of work schedule unpredictability on worker and family well‐being.BackgroundFamily science has long considered the ways in which parents' experiences in the workplace can affect families. Although unpredictability in work schedules has increased over time, especially for low‐wage workers, the effects of schedule unpredictability on worker and family well‐being have been understudied.MethodNinety‐two workers with children aged 2–7, recruited using a new venue‐time sampling technique, were asked to complete once‐a‐day surveys for 30 consecutive days (N = 2,221 person‐days for analysis). Descriptive analyses and regression models with family fixed effects were utilized.ResultsWork schedule unpredictability was common in the context of families' lives: over the 30 days, parents experienced an unanticipated work schedule change on 13.3% of days, and 87% of parents experienced at least one unanticipated work schedule change. Within families, unpredictable work schedule changes on a given day were associated with worse outcomes that day for parents, including increased negative mood and decreased perceived sleep quality.ConclusionWork schedule unpredictability is ubiquitous in the lives of low‐wage hourly workers and is negatively related to working parents' well‐being.ImplicationsThese results provide evidence that unscheduled and canceled shifts typical of low‐wage service jobs may harm parents' well‐being, which could ultimately affect their children's development and well‐being.

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Section: Methodsmentioning

confidence: 99%

Work Schedule Unpredictability: Daily Occurrence and Effects on Working Parents' Well‐Being

Ananat

Gassman‐Pines

2020

J of Marriage and Family

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“…The test assesses the extent to which students understand and utilize conceptional thinking, problem solving, and application. TIMSS has been designed with extensive input from experts in mathematics and science education, assessment, and curriculum within each participating country (e.g., Burns et al, 2011 ). Although TIMSS has – especially across states in the United States – been found to be not particularly curriculum-sensitive ( Schmidt et al, 1998 , 2005 ), about 80–95% of the mathematical items – depending on the age group – can be classified as “curriculum valid” for Germany ( Baumert et al, 1998 ; Wendt et al, 2016 ).…”

Section: Methodsmentioning

confidence: 99%

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

et al. 2020

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Girls have much lower mathematics self-efficacy than boys, a likely contributor to the under-representation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13–18 years (54.2% girls). Participants completed a standardized math test, after which they rated three indices of mastery: an affective component (state self-esteem), a meta-cognitive component (self-enhancement), and their prior math grade. Despite having similar grades, girls reported lower mathematics self-efficacy and state self-esteem, and were less likely than boys to self-enhance in terms of performance. Multilevel multiple-group regression analyses showed that the affective mastery component explained girls’ self-efficacy while cognitive self-enhancement explained boys’. Yet, a chi-square test showed that both constructs were equally relevant in the prediction of girls’ and boys’ self-efficacy. Measures of interpersonal sources of self-efficacy were not predictive of self-efficacy after taking the other dimensions into account. Results suggest that boys are advantaged in their development of mathematics self-efficacy beliefs, partly due to more positive feelings and more cognitive self-enhancement following test situations.

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“…In 2013, the SCS unweighted item response rates exceeded 85%; on the majority of items, the response rate was 95% or higher [9]; therefore, no explicit imputation procedure was used to correct for item nonresponse. The SCS sample weights, which are a combination of household-level and person-level adjustment factors [32], were applied to the variables used in this study to avoid bias in standard errors and point estimates [33]. The SCS variables used in this study consisted of a set of binary items ('No'=0, 'Yes'=1) which asked participants whether a) they experienced different forms of bullying or cyberbullying; b) their school implemented effective behavior management strategies; and c) they brought a gun or other weapons to school or onto the school grounds during the current school year.…”

Section: Methodsmentioning

confidence: 99%

Bullying and Cyberbullying Victimization and Weapon Carrying: A 3-Step Latent Class Analysis with a Covariate and a Distal Outcome

Mîndrilă¹

2019

IJI

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The current study identified latent classes of victimization based on the prevalence of different forms of bullying and cyberbullying victimization experienced by 4,933 U.S. adolescents (ages 12-18) who took the 2013 School Crime Supplement of the National Crime Victimization Survey. Latent class analysis (LCA) with school behavior management as a covariate and reports of weapon carrying as a distal outcome differentiated four groups of adolescents who experienced a) mostly face-to-face bullying victimization (C1, N=497), b) mostly cyberbullying victimization (C2, N=114); c) minimal or no bullying or cyberbullying victimization (C3, N=4,257); and d) critical levels of both bullying and cyberbullying victimization (C4, N=67). More effective behavior management at school significantly increased the probability of membership to latent classes with lower levels of victimization. Further, in reference to C3, members of C1 and C4 were approximately 20% more likely to carry weapons to school.

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NCES Handbook of Survey Methods

Cited by 12 publications

References 0 publications

Work Schedule Unpredictability: Daily Occurrence and Effects on Working Parents' Well‐Being

Work Schedule Unpredictability: Daily Occurrence and Effects on Working Parents' Well‐Being

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

Bullying and Cyberbullying Victimization and Weapon Carrying: A 3-Step Latent Class Analysis with a Covariate and a Distal Outcome

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