The Influence of Neighborhood Quality on Adolescents’ Educational Values and School Effort

Ceballo, Rosario; McLoyd, Vonnie C.; Toyokawa, Teru

doi:10.1177/0743558403260021

Cited by 72 publications

(66 citation statements)

References 24 publications

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“…This may have happened because the dimensions of both learning effort models had not been previously empirically analyzed and both conceptualizations had solely been done in light of the literature. However, a review of the related literature proves that many researchers have acknowledged attention and attentiveness as a dimension of effort (Ceballo, McLoyd, & Toyokawa, 2004;Chao, 2001;Cho, 2015;Cowan, 2005;Finn, Lee, Kraus, & Hudson Kam, 2014;Idan & Margalit, 2014;Shouse, Schneider, & Plank, 1992). Moreover, as argued by Kanfer (1992), effort is both physical and cognitive, and as asserted by many scholars, cognitive effort is the load of attention apportioned to a process, learning English in this context.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

2018

EDUC SCI-THEOR PRACT

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Current research indicates learning effort to be an important determinant of success in learning, yet the field of education lacks an adequate scale for quantifying foreign language learning effort. The Foreign Language Learning Effort Scale (FLLES) has been developed to measure the effort levels of tertiary-level foreign language learners. Data was collected from students learning English at various public and foundation universities in Ankara in Turkey. An item-pool was initially created and expert opinion was taken to ensure content validity.Next, exploratory factor analysis was carried out over 628 students, which yielded a 4-factor model that was then tested for construct validity and verified using confirmatory factor analyses over both the pilot sample and an independent sample consisting of 701 participants. The internal consistency and reliability coefficients for FLLES and its dimensions were calculated for both the pilot and replication samples. In addition, a test-retest reliability analysis was carried out over 64 students. The scale was further assessed for predictive, convergent, and discriminant validities. The results of the research show the FLLES to be a valid and reliable instrument consisting of 17 items and four dimensions.

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Section: Discussionmentioning

confidence: 99%

Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

2018

EDUC SCI-THEOR PRACT

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“…Tita et al (2006); Lynch and Rasmussen (2001); Linden and Rockoff (2008) find a negative effect of crime and violence on real estate prices. Bowen and Bowen (1999); Schwartz and Gorman (2003); Ceballo et al (2004) find that exposure to violence in the neighborhood or in-school bullying has detrimental effects on children's perception of security, school attendance and grades.…”

Section: Introductionmentioning

confidence: 99%

Stigma of sexual violence and women’s decision to work

et al. 2018

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractOur study is motivated by two disturbing evidences concerning women in India. On one hand, crime against women is on the rise while on the other, women's labor force participation rate (WLFPR) has been declining over the last three decades. We estimate the extent to which the decline in WLFPR can be assigned to increasing instances of crime against women. We argue that an increase in crime against women, increases the non-pecuniary costs of traveling to work, particularly in a traditional society marked by stigma against victims of sexual crimes. Our findings suggest that women are less likely to work away from home in regions where the perceived threat of sexual * We thank the seminar participants at IIT-Kanpur, ISI-Delhi, University of Goettingen

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“…One of the few studies has revealed that students are more interested in doing activities for which they value and think they have the necessary competence (Ceballo, McLoyd, & Toyokawa, 2004). Students who value new skills established favorable motivational beliefs (Boekaerts, 2002).…”

Section: Values Attached To Education and Educational Motivationmentioning

confidence: 99%

“…Students who value new skills established favorable motivational beliefs (Boekaerts, 2002). According to Ceballo, McLoyd, and Toyokawa (2004), self-perceived academic abilities were significantly linked to adolescents' educational values, which were, in turn, related to school effort. Other researchers observed that students' academic achievement required coordinated interactions between different aspects of motivation (Amrai, Motlagh, Zalani, & Parhon, 2011) and the present study argues that such motivation would be values.…”

Section: Values Attached To Education and Educational Motivationmentioning

confidence: 99%

Values Attached to Educational Goals, Study Processes, and Educational Motivation

Adebiyi¹,

Al-Hassan²,

Hansbourgh³

et al. 2017

JED

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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students' values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students' values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students' values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.

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The Influence of Neighborhood Quality on Adolescents’ Educational Values and School Effort

Cited by 72 publications

References 24 publications

Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

Stigma of sexual violence and women’s decision to work

Values Attached to Educational Goals, Study Processes, and Educational Motivation

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