Application of Structural Equation Modeling in Educational Research and Practice

Afari, Ernest; Martin, Andrew J.; Mîndrilă, Diana; Monrad, Diane M.; Rugutt, John K.; Şeker, Hasan; Sheehan, Lorn; Sundararajan, Binod; Teo, Timothy; Tsai, Liang-Ting; Velayutham, Sunitadevi; Corte, Marjan Vrijnsen-de; Manderson, Jill; Lo, Kenneth; Liu, Liyan; Aldridge, Jill M.; Bergen, T.C.M.; DiStefano, Christine; Fraser, Barry J.; In’nami, Yo; Kamp, M.; Khine, Myint Swe; Koizumi, Rie; Lee, Wincy W.S.; Leung, Doris Y. P.; Liem, Gregory Arief D.; Yang, Chih-Chien

doi:10.1007/978-94-6209-332-4

Cited by 102 publications

(11 citation statements)

References 384 publications

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“…These results indicate that teachers should pay attention to students' learning objectives and ensure that students understand what is needed to complete the task. The findings support Velayutham et al (2013) the suggestion that students need to be aware of the importance of completing planned activities and stay focus on the subject matter.…”

Section: Discussionsupporting

confidence: 81%

“…Task orientation assesses the extent to which students perceive that it is crucial to complete the subject tasks and understand the goals of the subject. According to human environment theory proposed by Moos et al (1987), task orientation is part of the dimension of "personal growth" which emphasizes the accessibility (opportunity) of students to develop themselves and improve selfquality (self-enhancement) through various aspects such as achievement, competition, autonomy, and personal status (Velayutham, Aldridge, & Afari, 2013). These results indicate that teachers should pay attention to students' learning objectives and ensure that students understand what is needed to complete the task.…”

Section: Discussionmentioning

confidence: 99%

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Learning Environment, Students’ Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling

Maison

Syahrial

Syamsurizal

et al. 2019

JBSE

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Studies of correlations between students’ beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students' beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students’ beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students’ beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students’ beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions. Keywords: learning environment, self-regulation, students' beliefs, structural equation modeling.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Learning Environment, Students’ Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling

Maison

Syahrial

Syamsurizal

et al. 2019

JBSE

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“…According to scholars, SEM is a multifaceted methodological tool embedded in many programs such as AMOS. In view of this, we employed AMOS to evaluate the fit of the anticipated model in line with Khine (2013). Similar studies have also employed AMOS in the analysis of relationships that exist between POP, job attitudes, and personal resources.…”

Section: Model Fit Analysismentioning

confidence: 99%

“Who Champions or Mentors Others”? The Role of Personal Resources in the Perceived Organizational Politics and Job Attitudes Relationship

Khan

Siddiqui

et al. 2021

Front. Psychol.

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Drawing insight from affective events theory, this study presents a new dimension of perceived organizational politics and job attitudes. The motivation for this study was based on the fact that perceived organizational politics affect job attitudes and that personal resources (political skill and work ethic) moderate the direct relationship between perceived organizational politics and job attitudes in the context of the higher-education sector. In this regard, the data was collected through purposive sampling from 310 faculty members from higher-education institutions in Pakistan. To test the relationships among the variables, we employed structural equation modeling via the AMOS software version 24.0. The results indicated that perceived organizational politics were significantly negatively related to job satisfaction. Moreover, perceived organizational politics were non-significantly related to job involvement. Political skill and work ethic weakened the relationship between perceived organizational politics and job satisfaction. We anticipated that these personal resources could mitigate the negative effect of perceived organizational politics and job attitudes. This study also suggests organizations to train their employees to develop essential personal skills.

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“…This makes it an ideal setting for reaching youth with efforts and initiatives. Researchers have emphasized the importance of a good psychosocial classroom environment for students' mental health, wellbeing and learning (e.g., Afari, 2013;Danielsen et al, 2009;Gådin & Hammarström, 2003;Larsen et al, 2019). This has contributed to the foundation and implementation of a variety of school-based programmes, strategies and interventions targeting the psychosocial dimension of the school environment.…”

Section: Introductionmentioning

confidence: 99%

The VIP Partnership Programme in Norwegian Schools: An Assessment of Intervention Effects

Morin

2020

Scandinavian Journal of Educational Research

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This study used a quasi-experimental design to evaluate the efficacy of the universal, school-based VIP-Makkerskap [VIP Partnership] programme. 1101 students in a test group and 734 students in a control group completed questionnaires one week (t1), ten weeks (t2), and six months (t3) after programme implementation. A one-way ANCOVA showed that at t2 and t3, students in the test group reported significantly higher social classroom environment scores than the control group, but the effect sizes were small (d = .10 and .09, respectively). Further analyses showed that five of the ten test schools accounted for the increase in the outcome variable from t1-t2. In these schools, a greater proportion of teachers had used the programme since its beginning in 2015, compared to the schools that did not report an increase. The results suggest that teachers' experience in using VIP Partnership is a key component of the programme's effectiveness.

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Application of Structural Equation Modeling in Educational Research and Practice

Cited by 102 publications

References 384 publications

Learning Environment, Students’ Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling

Learning Environment, Students’ Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling

“Who Champions or Mentors Others”? The Role of Personal Resources in the Perceived Organizational Politics and Job Attitudes Relationship

The VIP Partnership Programme in Norwegian Schools: An Assessment of Intervention Effects

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