Mixed Mode Latent Class Analysis: An Examination of Fit Index Performance for Classification     

Grant B. Morgan 《Structural equation modeling》2013,20(1):76-86

This Monte Carlo study examines the performance of fit indices commonly used by applied researchers interested in finite mixture modeling for the purposes of classification. Conditions for the simulation study were selected to reflect conditions found in applied educational and psychological research. The factors included in the investigation were metric level of indicators, sample size, and class prevalence. All models contained a combination of categorical and continuous indicators. All categorical indicators were dichotomous, and continuous indicators were normally distributed. The fit indices examined were Akaike’s information criterion, Bayesian information criterion (BIC), sample size-adjusted Bayesian information criterion (SSBIC), integrated classification likelihood criterion with Bayesian-type approximation, and Lo–Mendell–Rubin likelihood ratio test. Overall, SSBIC tended to identify the correct solution with higher frequency than other indices. BIC tended to identify the correct solution with higher frequency than the other indices in models with more continuous than categorical indicators, or when rare classes were absent.  相似文献   

Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior     

Paul L. Morgan  George Farkas  Marianne M. Hillemeier  Wik Hung Pun  Steve Maczuga 《Child development》2019,90(5):1802-1816

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M_age = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

Conventionalism defended: a reply to Moore     

William Morgan 《体育哲学杂志》2019,46(1):98-107

In a recent article in this Journal, Eric Moore criticized an earlier essay of mine published in this same Journal on two fronts. On the first, he criticized my criticisms of broad internalism for relying on abstract moral principles too far removed from the practice of sport to adjudicate normative conflicts in which disputants cannot agree on what is the purpose of sport. On the second front, he criticized my reliance on what he called Rorty’s “controversial” views of truth and rationality to back up my criticisms of broad internalism. I find both criticisms forceful but not persuasive. In my reply, therefore, I defend both use of Rorty’s and other similar historicist takes on rational justification and my criticisms of broad internalism principles-based approach to normative inquiry in sport.  相似文献   

The history of the unspeakable: Shimokawa Masaharu’s The forgotten history of evacuation     

Jason Morgan 《Inter-Asia Cultural Studies》2018,19(4):644-654

ABSTRACT

Histories of wartime Japan often focus on the Japanese home islands after Japan’s surrender to Allied forces on 15 August 1945. Japanese citizens living in Korea, Manchuria, and elsewhere in the far-flung Japanese Empire are usually left out of the historiographical record. In a new book about the evacuees—hikiagesha—from the defunct Empire, Shimokawa Masaharu presents a vivid, harrowing portrait of the suffering of those who had to make their way back to Japan after the end of the Greater East Asia War. In particular, Shimokawa focuses on Izumi Sei’ichi, who established a sanatorium and abortuary in Fukuoka for women who had been raped by enemy soldiers.  相似文献   

Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension     

Christina A. Rouse  Sheila R. Alber‐Morgan  Jennifer M. Cullen  Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

Reading between the lines of dialogue in children's books: Using the pragmatics of language     

Argiro L. Morgan 《Children‘s Literature in Education》1989,20(4):227-237

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The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict     

Patrick T. Davies  Morgan J. Thompson  Meredith J. Martin  E. Mark Cummings 《Child development》2021,92(3):1154-1172

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.  相似文献   

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial     

Choi  Siu Ming  Sum  Kim Wai Raymond  Leung  Fung Lin Elean  Wallhead  Tristan  Morgan  Kevin  Milton  Daniel  Ha  Sau Ching Amy  Sit  Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...  相似文献   

Mastery Motivation: Definition and Measurement     

George A. Morgan  Robert J. Harmon  Christine A. Maslin-Cole 《Early education and development》1990,1(5):318-339

This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general and in five specific behavioral domains: social, symbolic, combinatorial, means-end, and gross motor. We believe that our definition helps to clarify the concept of mastery motivation and that our assessment procedures will facilitate future research.  相似文献   

The Impact of Speedometry on Student Knowledge,Interest, and Emotions     

Morgan Polikoff  Robert W. Danielson  Gale M. Sinatra  Julie A. Marsh 《Journal of research on educational effectiveness》2018,11(2):217-239

Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports.  相似文献