Using Statistics to Make Educational Decisions

Tanner, David E.

doi:10.4135/9781452240596

Cited by 12 publications

(18 citation statements)

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“…First, the variables involved in the multiple regressions seemed to demonstrate only small departures from normality. Except for spring achievement, the skewness and kurtosis values fell within a recommended threshold of -1 to +1 (Tanner, 2012). Second, the indices of tolerance Downloaded by [Flinders University of South Australia] at 23:18 04 February 2015 and variance inflation factor were assessed to detect potential multicollinearity problems.…”

Section: Descriptive and Correlational Analysesmentioning

confidence: 99%

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Wolters

Fan

Daugherty

2013

The Journal of Experimental Education

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This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students (N = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement goals explained 4 types of attributions, but no single type of achievement goal stood out as the most consistent or strongest predictor for those attributions. Results also showed that a focus on mastery and certain types of attributions, but not either form of performance goals was associated with a more adaptive pattern of behavioral and cognitive engagement. Overall, the present study provides a valuable contribution by promoting integration among prominent models of achievement motivation, and by extending what is known about the relations between each of these models and students' academic functioning. THE OVERALL PURPOSE OF THIS STUDY was to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. Both of these frameworks have been developed and used frequently to understand, explain, and predict students' motivation and behavior in academic contexts. In addition, both theories are consistent with a general social cognitive perspective of human functioning and behavior. They both rely on beliefs, perceptions, attitudes and other cognitions as the basis for understanding and predicting students' achievement related motivation and behaviors. Also, each framework posits that these cognitive constructs and

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Section: Descriptive and Correlational Analysesmentioning

confidence: 99%

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Wolters

Fan

Daugherty

2013

The Journal of Experimental Education

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“…The authors used a Wilcoxon signed-rank test to analyze the difference between the participants' responses before and after participation in SoTL. Researchers use a Wilcoxon signed-rank test to study the same population at two different times-before and after an event has occurred (Field, 2013;Tanner, 2012). When analyzing the results from the Wilcoxon signed-rank test, the authors reviewed the z-scores, mean ranking, statistical significance, and effect size (Field, 2013).…”

Section: Discussionmentioning

confidence: 99%

Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

Hays

Studebaker

2019

ij-sotl

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Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

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“…The standard error of the computed value of B is called SEB (Creswell, 2012). variable and independent (predictor) variables (Tanner, 2012). "R 2 is the proportion of either variable explained by the other" (Tanner, 2012, p. 272).…”

Section: Results Of Multiple Regressionmentioning

confidence: 99%

“…"R 2 is the proportion of either variable explained by the other" (Tanner, 2012, p. 272). The Adjusted R 2 is a modification of R 2 that adjusts for the number of explanatory terms in a model (Tanner, 2012).…”

Section: Results Of Multiple Regressionmentioning

confidence: 99%

Examining the Effectiveness of Student Authentication and Authenticity in Online Learning at Community Colleges

Hoshiar

Dunlap

et al. 2013

Community College Journal of Research and Practice

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Using Statistics to Make Educational Decisions

Cited by 12 publications

References 0 publications

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

Examining the Effectiveness of Student Authentication and Authenticity in Online Learning at Community Colleges

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