Value orientations as determinants and outcomes of conflicts between on-task and off-task actions in the classroom

Kilian, Britta; Hofer, Manfred; Kuhnle, Claudia

doi:10.1016/j.lindif.2010.03.003

Cited by 15 publications

(4 citation statements)

References 44 publications

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“…Results of this study suggested that achievement value orientation and well-being value orientation was at a low level in Turkish high school students. These findings are not in line with previous studies conducted by Fries et al (2005) and Kilian et al (2010) who reported that moderate levels for students' achievement and well-being value orientations. Students with high achievement value orientation tend to choose school-related activities, while students with high well-being value orientation tend to choose leisure time-related alternatives.…”

Section: Discussioncontrasting

confidence: 99%

Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Çalışkan

Karademir

Aksin

2020

IJPES

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This study was designed to investigate to association between motivational action conflict frequency and value orientation as well as sociodemographic correlates of value orientation among Turkish high school students. Participants consisted of 846 students in different high schools from Marmara Region of Turkey and completed Motivational Action Conflict Frequency Survey and Value Orientation Scale. Results of this study suggested that students have average well-being value orientation and low achievement value orientation. There was no significant association between achievement and well-being value orientation and school-leisure time conflict; however, a weak and positive significant relationship exist between achievement value orientation and school time-school time conflict and leisure time-leisure time conflict, and there was a negative low-level significant relationship between well-being value orientation and school time-school time conflict and leisure time-leisure time conflict. The students' achievement and well-being value orientation were significantly different based on gender and daily studying times. Well-being value orientation associated with high school type, but no significant difference found in achievement value orientation. Lastly, there was no significant difference in value orientation in terms of grade level. The results of this study may also help to understand the correlates of value orientation and motivational conflict frequency in Turkish literature where a very limited number of studies have been conducted.

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Section: Discussioncontrasting

confidence: 99%

Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Çalışkan

Karademir

Aksin

2020

IJPES

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“…Peugh (2010), in a pedagogical article on how to apply multilevel modeling to educational data, recommended applied researchers to use multilevel modeling when the design effect was larger than two. In a recent article about on-and off-task behaviors among 697 students from 35 classrooms (Kilian, Hofer, & Kuhnle, 2010), the authors used single-level analyses given that the design effects for all variables are smaller than 2 (between 1.01 and 1.61). In another study on victimization and bullying among 73 children among 46 classrooms and 18 schools (Bonnet, Goossens, & Schuengel, 2011), the authors reasoned that as the average number of children in a classroom was 1.6, the design effect must be smaller than 2, and they chose the single-level regression analysis rather than the multilevel model.…”

mentioning

confidence: 99%

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Lai

Kwok

2014

The Journal of Experimental Education

180

124

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Educational researchers commonly use the rule of thumb of "design effect smaller than 2" as the justification of not accounting for the multilevel or clustered structure in their data. The rule, however, has not yet been systematically studied in previous research. In the present study, we generated data from three different models (which differ in the location of the clustering effect). With a 3 (design effect) × 5 (cluster size) × 4 (number of clusters) Monte Carlo simulation study we found that the rule should not be applied when researchers: (a) are interested in the effects of higher-level predictors, or (b) have a cluster size less than 10. Implications of the findings and limitations of the study are discussed.

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“…‫األدب‬ ‫في‬ ‫المختمفة‬ ‫القيـ‬ ‫مفاىيـ‬ ‫نة‬ ‫بمقار‬ (Boekaerts et al, 2006;Inglehart, 1997;Schwartz, 1992;Schwartz et al,2001;Smith & Schwartz, 1997 (Fries & Dietz, 2007;Fries et al, 2005;Fries et al, 2008 ;Hofer et al, 2007Hofer et al, , 2009Hofer et al, , 2010aHofer et al, ,2011Kilian et al 2010a,b;Schwartz, 2006). (Hofer, 2007;Hofer et al, 2007Hofer et al, ,2009 (Hofer, 2007;Hofer et al, 2007Hofer et al, , 2009Hofer et al, , 2010aHofer et al, ,2010bHofer et al, ,2011Kilian et al, 2010a,b (Fries et al,2005(Fries et al, ,2007Dietz et al,2007 (Fries et al, 2005;Hofer et al, 2007Hofer et al, ,2009Hofer et al, 2010a;Kilian et al,2010b;Kuhnle et al,2010 ;…”

Section: ‫ا‬ ‫كفي‬mentioning

confidence: 99%

“…‫الكجداني،‬ ‫ك‬ ‫المعرفي،‬ ‫الجانب‬ ‫في‬ ‫"الضعؼ‬ ‫بأنو‬ ‫الدافعي‬ ‫التداخؿ‬ ‫كصؼ‬ ‫يمكف‬ ‫كبالتالي‬ ‫السمككي‬ ‫ك‬ ‫لمفرد‬ ‫المتركؾ‬ ‫لمنشاط‬ ‫ية‬ ‫التحفيز‬ ‫الخصائص‬ ‫عف‬ ‫الناجـ‬ ‫ك‬ ‫ه،‬ ‫اختيار‬ ‫تـ‬ ‫الذم‬ ‫النشاط‬ ‫أثناء‬ " (Hofer, Schmid, Fries, Kilian, & Kuhle, 2010b (Hofer, 2007;Hofer et al, 2007Hofer et al, , 2011Kilian, Hofer, Fries & Kuhnle, 2010a;Kilian, Hofer & Kuhnle, 2010b & Kahneman,2002;Tversky, & Kahneman, 1974 (Smith,1994) ‫الناقد‬ ‫التفكير‬ ‫ك‬ ، critical thinking (Maynes,2015) ، ‫الحمكرم‬ ‫اس‬ ‫(فر‬ ‫األكاديمي‬ (Rienties, Beausaert, Grohnert, Niemantsverdriet, &, Kommers, 2011 (Fries et al, 2005;Hofer et al,2007Hofer et al, , 2009Hofer et al, ,2010bHofer et al, , 2011Kilian,et al 2010a,b ;Kuhnle et al,2010;Lens et al, 2005;Schmid, Hofer, Dietz, Reinder, & Fries, 2005 (Fries & Dietz, 2007;Grund, Brassler, & Fries, 2014;Hofer, 2007;Pluut, Curseu, & Ilies, 2015;Ratelle, Vallerand, Senecal, & Provencher, 2005 (Fries et al, 2005;Hofer et al,2007Hofer et al, ,2009Hofer et al, 2011) . (Fries et al, 2005;Hofer et al, 2007Hofer et al, , 2009Hofer et al, , 2010aHofer et al, ,2011Kilian et al, 2010a,b (Boekaerts, de Koning & Vedder, 2006;Fries et al,2007 (Boekaerts et al,2006) ‫الثقافة‬ ‫نفس‬ ‫داخؿ‬ ‫فردية‬ ‫فركؽ‬ ‫كجكد‬ ‫مع‬ ، ‫بالثقافة‬ ‫تتأثر‬ ‫القيمية‬ ‫التكجي...…”

mentioning

confidence: 99%

نمذجة التأثيرات السببية بين التحيزات المعرفية والتوجهات القيمية والتداخل الدافعي والتوافق الأکاديمي لدى طلاب کلية التربية بقنا

سليمان¹

2018

مجلة العلوم التربوية - کلية التربية بقنا

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The present study aimed to determine the level of cognitive biases ,value orientations ,motivational interference and academic adaptation among a sample of 313 third year students (males and females) enrolled at Qena faculty of education (mean=20.5, SD=0.56) .It also aimed to investigate if there were any significant differences among variables of the study in relation to students' specialization. In addition, it purposed to test a structural model that explains the relationship between the study variables using structural equation modeling. To achieve the study aims, a version of the Davos Cognitive Biases Scale (DCOBS) was adopted and adapted. Scales for value orientations, motivational interference and academic adaptation were developed. The psychometric properties of these scales were estimated.The results of the study revealed that the level of both value orientations and motivational interference during leisure were above average; while the degree of cognitive biases was below average , and the degree of both motivational interference during study and academic adaptation was average.There were no statistically significant differences in value orientations and motivational interference are attributed to the academic specialization, While there were statistically significant differences in cognitive biases in favor of literary specialization students and found statistically significant differences in academic adaptation in favor of scientific students ,The Results also showed that motivational interference during study mediated the relationship between students' cognitive biases and value orientations (independent variables) and academic adaptation (dependent variable); whereas the motivational interference during leisure was not the strongest mediator.

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Value orientations as determinants and outcomes of conflicts between on-task and off-task actions in the classroom

Cited by 15 publications

References 44 publications

Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

نمذجة التأثيرات السببية بين التحيزات المعرفية والتوجهات القيمية والتداخل الدافعي والتوافق الأکاديمي لدى طلاب کلية التربية بقنا

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