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Articles 1 - 4 of 4
Full-Text Articles in Education
The Structural Equation Modeling Of Reading Interest Psycho-Behavioural Constructs: How Are They Related Across Different Modes Of Reading?, Nur Hidayanto Pancoro Setyo Putro, Jihyun Lee
The Structural Equation Modeling Of Reading Interest Psycho-Behavioural Constructs: How Are They Related Across Different Modes Of Reading?, Nur Hidayanto Pancoro Setyo Putro, Jihyun Lee
REID (Research and Evaluation in Education)
The present study examines the relationships between the psycho-behavioral constructs underlying undergraduate students' reading interest. The a priori framework for conceptualizing the sub-components of reading interest is based on two modes of reading (printed-text-based and also Internet-based), and three types of psycho-behavioral motives/intentions of reading (affective, cognitive, and behavioral). Participants in this study were students (M = 20.14 years old) from an Indonesian university (n = 993). Exploratory and confirmatory factor analyses show the salience of 10 factors across reading modes and psycho-behavioral domains of reading. The most accept-able SEM models that explore the relationships among the sub-components …
Persistence In Stem: Development Of A Persistence Model Integrating Self-Efficacy, Outcome Expectations And Performance In Chemistry Gateway Courses, Shalini Srinivasan
Persistence In Stem: Development Of A Persistence Model Integrating Self-Efficacy, Outcome Expectations And Performance In Chemistry Gateway Courses, Shalini Srinivasan
Theses and Dissertations
STEM persistence has been an important issue, especially in the context of underrepresented groups based on race and gender. Researchers in the last decade or so have been examining the powerful impact that affective and cognitive factors can exert individually on performance and persistence. It is only reasonable to hypothesize that combining affective and cognitive measures would offer a more thorough understanding of factors that impact students’ performance and STEM persistence. Evaluating these outcomes in the context of gateway courses is particularly essential due to the non-negligible percentage of students who drop out of these courses or decide to change …
The Relationship Between Trait Emotional Intelligence And L2 Motivation, Jelena Vuksanovic
The Relationship Between Trait Emotional Intelligence And L2 Motivation, Jelena Vuksanovic
USF Tampa Graduate Theses and Dissertations
Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others’ emotions in order to generate and sustain their motivation for learning. The role of learners’ emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the …
Exploding Rhetorics Of 9/11: An Approach For Studying The Role That Affect & Emotion Play In Constructing Historical Events, Melissa Ames
Exploding Rhetorics Of 9/11: An Approach For Studying The Role That Affect & Emotion Play In Constructing Historical Events, Melissa Ames
Faculty Research & Creative Activity
No abstract provided.