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Full-Text Articles in Education

Exploring Commitment And Turnover Intentions Among Teachers: What We Can Learn From Hong Kong Teachers [Accepted Manuscript], Dennis Mcinerney, Fraide A. Ganotice Jr., Ronnel B. King, Herbert W. Marsh, Alexandre Morin Nov 2015

Exploring Commitment And Turnover Intentions Among Teachers: What We Can Learn From Hong Kong Teachers [Accepted Manuscript], Dennis Mcinerney, Fraide A. Ganotice Jr., Ronnel B. King, Herbert W. Marsh, Alexandre Morin

Faculty of Health Sciences Publications

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions.


Achievement, Motivation, And Educational Choices: A Longitudinal Study Of Expectancy And Value Using A Multiplicative Perspective [Accepted Manuscript], Jiesi Guo, Philip D. Parker, Herbert W. Marsh, Alexandre J.S. Morin Aug 2015

Achievement, Motivation, And Educational Choices: A Longitudinal Study Of Expectancy And Value Using A Multiplicative Perspective [Accepted Manuscript], Jiesi Guo, Philip D. Parker, Herbert W. Marsh, Alexandre J.S. Morin

Faculty of Health Sciences Publications

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has ...


The Internal/External Frame Of Reference Model Of Self-Concept And Achievement Relations: Age-Cohort And Cross-Cultural Differences [Accepted Manuscript], Herbert W. Marsh, Adel Salah Abduljabbar, Philip D. Parker, Alexandre J. S. Morin, Faisal Abdelfattah, Benjamin Nagengast, Jens Moller, Maher M. Abu-Hilal Feb 2015

The Internal/External Frame Of Reference Model Of Self-Concept And Achievement Relations: Age-Cohort And Cross-Cultural Differences [Accepted Manuscript], Herbert W. Marsh, Adel Salah Abduljabbar, Philip D. Parker, Alexandre J. S. Morin, Faisal Abdelfattah, Benjamin Nagengast, Jens Moller, Maher M. Abu-Hilal

Faculty of Health Sciences Publications

The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally ...


Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools, Zhu Chen, Alexander S. Yeung Jan 2015

Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools, Zhu Chen, Alexander S. Yeung

Faculty of Health Sciences Publications

Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors, student factors and contextual factors. Findings of this research have implications for foreign language teacher education.


Expectancy-Value, Gender And Socioeconomic Background As Predictors Of Achievement [Accepted Manuscript], Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Alexandre J. S. Morin Jan 2015

Expectancy-Value, Gender And Socioeconomic Background As Predictors Of Achievement [Accepted Manuscript], Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Alexandre J. S. Morin

Faculty of Health Sciences Publications

This study examined the relationship between mathematics expectancy (self-concept), value and student background variables in predicting educational outcomes. In particular, we investigated the effects of the interaction between expectancy and value on outcome variables and the mediating roles of expectancy and value. The research used data from the TIMSS database across three cohorts (1999, 2003, and 2007) to test an hypothesized model in Hong Kong, where the education system has experienced considerable changes over the period of these studies, and thus to provide a strong test of the generalizability of the findings. The results suggested that (a) gender difference in ...