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Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion
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Horwood, Marcus; Marsh, Herbert W.; Parker, Philip D.; Riley, Philip; Guo, Jiesi; Dicke, Theresa – Journal of Educational Psychology, 2021
Paradoxically, school leaders as a group report high levels of burnout but also high job satisfaction and passion for their work. School principals are passionate about their job, but this passion can be a double-edged sword leading to good (job satisfaction) and bad (burnout) outcomes. We extend the dualistic model of passion (DMP) in a study of…
Descriptors: Instructional Leadership, Principals, Burnout, Job Satisfaction
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries
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Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip – Journal of Educational Psychology, 2013
For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…
Descriptors: Academic Achievement, Academic Aspiration, Validity, Foreign Countries
Measuring Arithmetic: A Psychometric Approach to Understanding Formatting Effects and Domain Specificity
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Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Assessment of Perceived Competence, Motivational Orientation, and Anxiety in Segregated and Mainstreamed Educable Mentally Retarded Children.
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Silon, Ellen L.; Harter, Susan – Journal of Educational Psychology, 1985
Three instruments designed to tap the self-system in normal IQ children were administered to 126 retarded children in mainstreamed and self-contained classrooms. Factor structures differed significantly from normal IQ results. The need to revise instruments for use with the retarded and to obtain social comparison information is emphasized.…
Descriptors: Elementary Education, Factor Analysis, Factor Structure, Mainstreaming
Factor Analysis of the Kaufman Assessment Battery for Children (K-ABC) for Ages 2 1/2 through 12 1/2 Years.
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Kaufman, Alan S.; Kamphaus, Randy W. – Journal of Educational Psychology, 1984
The construct validity of the Sequential Processing, Simultaneous Processing and Achievement scales of the Kaufman Assessment Battery for Children was supported by factor-analytic investigations of a representative national stratified sample of 2,000 children. Correlations provided insight into the relationship of sequential/simultaneous…
Descriptors: Achievement Tests, Cognitive Processes, Elementary Education, Factor Analysis
Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure.
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Marsh, Herbert W.; And Others – Journal of Educational Psychology, 1991
A new adaptive procedure for assessing multiple dimensions of self-concept for children younger than 8 years was studied with a sample of 501 children from kindergarten through grade 2. Use of the Self-Description Questionnaire with young children was supported by factor analysis. Practical and theoretical implications are discussed. (SLD)
Descriptors: Adaptive Testing, Age Differences, Elementary School Students, Evaluation Methods