A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)     

Jacob M. Marszalek  Carolyn Barber  Johanna E. Nilsson 《教育心理学》2019,39(6):839-858

‘What would an ideal social justice advocate look like, and how do our graduates compare?’ is asked by training programs in the helping/health professions (e.g. counselling and psychology, nursing, and education) that have social justice advocacy (SJA) as a core competency. We demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, &; Hanson Misialek, 2011 Nilsson, J. E., Marszalek, J. M., Linnemeyer, R. M., Bahner, A. E., &; Hanson Misialek, L. (2011). Development and assessment of the Social Issues Advocacy Scale. Educational and Psychological Measurement, 71(1), 258–275. doi:10.1177/0013164410391581[Crossref], [Web of Science ®] , [Google Scholar]) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA.  相似文献   

Computers and Traditional Teaching Practices: Factors influencing middle level students’ science achievement and attitudes about science     

Arthur Louis Odom  Jacob M. Marszalek  Elizabeth R. Stoddard  Jerzy M. Wrobel 《International Journal of Science Education》2013,35(17):2351-2374

The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.  相似文献   

Getting in the flow: adolescent test-takers,motivation, and optimal performance     

Marszalek  Jacob M. 《Educational Assessment, Evaluation and Accountability》2022,34(2):241-273

Educational Assessment, Evaluation and Accountability - The validity of inferences made with test results depends on meeting the assumptions of the test users, one of which is the presumption of...  相似文献