School of Psychology, A18
The University of Sydney
Sydney, nsw
 | sabinak@psych.usyd.edu.au |
Journal articles | |
2009 |
Marilyn Langevin, Sabina Kleitman, Ann Packman, Mark Onslow (2009) The Peer Attitudes Toward Children who Stutter (PATCS) scale: an evaluation of validity, reliability and the negativity of attitudes. Int J Lang Commun Disord 44: 3. 352-368 May/Jun Abstract: BACKGROUND: Persistent calls for school-based education about stuttering necessitate a better understanding of peer attitudes toward children who stutter and a means to measure outcomes of such educational interventions. Langevin and Hagler in 2004 developed the Peer Attitudes Toward Children who Stutter scale (PATCS) to address these needs and gave preliminary evidence of reliability and construct validity. AIMS: To examine further the psychometric properties of PATCS and to examine the negativity of attitudes. METHODS & PROCEDURES: PATCS was administered to 760 Canadian children in grades 3-6. Measures included reliability, a confirmatory factor analysis (CFA), a known groups analysis, convergent validity with the Pro-Victim Scale of Rigby and Slee, and the negativity of attitudes. OUTCOMES & RESULTS: PATCS appears to tap a second-order general attitude factor and three first-order factors representing the constructs of Positive Social Distance (PSD), Social Pressure (SP), and Verbal Interaction (VI). In the known groups analysis, participants who had contact with someone who stutters had higher scores (more positive attitudes) than those who had not, and girls had higher scores than boys. PATCS correlated moderately (0.43, p<0.01) with the Pro-Victim scale. Finally, one-fifth (21.7%) of participants had scores that were somewhat to very negative. CONCLUSIONS & IMPLICATIONS: Results provide evidence of the validity and reliability of PATCS and confirm the need for school-based education about stuttering. The PSD and SP factors suggest that education include discussions about (1) similarities and differences among children who do and do not stutter in order to increase acceptance, and (2) making personal choices and handling peer pressure in thinking about children who stutter. The VI factor suggests that open discussion about stuttering may alleviate frustration experienced by listeners and provide the opportunity to give strategies for responding appropriately. Results also suggest that education involve contact with a person who stutters. Notes:
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2008 |
 Abstract: Notes: ISI Document Delivery No.: 349EO xD;Times Cited: 0 xD;Cited Reference Count: 0 xD;Stankov, Lazar Kleitman, Sabina xD;PSYCHOLOGY PRESS
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Abstract: Notes: ISI Document Delivery No.: 349EO xD;Times Cited: 0 xD;Cited Reference Count: 0 xD;Kleitman, Sabina Stankov, Lazar xD;PSYCHOLOGY PRESS
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2007 |
Abstract: Recent literature on various aspects of "self"points to the importance of processes that tap both personality and cognitive abilities to some extent but are hard to classify as either. Empirical studies to be reviewed in this chapter ask participants to provide confidence ratings after answering items on a cognitive test. These confidence ratings are conceptually linked both to cognitive acts (answering a test item) and aspects of personality (confidence in the accuracy of one's answer). They have good psychometric properties and, when compared to the accuracy scores, indicate what one "knows and does not know" about his or her cognitive performance-i.e., they inform about a person's metacognitive processes. In this chapter, we review recent findings with confidence ratings and Realism (i.e., accuracy) of confidence ratings and links that these processes may have with personality and/or cognitive ability dimensions. Notes: ISI Document Delivery No.: 270UB xD;Times Cited: 1 xD;Cited Reference Count: 43 xD;Cited References: xD; *INT PERS IT POOL, SCI COLL DEV ADV MEA xD; ACKERMAN PL, 2003, EDUC PSYCHOL, V38, P85 xD; BARANSKI JV, 1999, PERCEPT PSYCHOPHYS, V61, P1369 xD; BRENNER LA, 1999, COGNITIVE PSYCHOL, V38, P16 xD; BRIER GW, 1950, MONTHLY WEATHER REV, V78, P13 xD; BURSON KA, 2006, J PERS SOC PSYCHOL, V90, P60, DOI xD; 10.1037/0022-3514.90.1.60 xD; CHRISTAL RE, 1994, F3361591D0010 ARMSTR xD; CLANCE PR, 1978, PSYCHOTHERAPY THEORY, V15, P241 xD; CRAWFORD JD, 1996, LEARN INDIVID DIFFER, V8, P83 xD; DUNNING D, 2005, SELF INSIGHT ROADBLO xD; ECHTERNACHT GJ, 1975, J EDUC MEAS, V9, P235 xD; FULLERTON GS, 1892, U PENNSYLVANIA PHILO, V2 xD; GIGERENZER G, 1991, PSYCHOL REV, V98, P506 xD; GOLDBERG LR, 2006, J RES PERS, V40, P84, DOI 10.1016/j.jrp.2005.08.007 xD; HAKSTIAN AR, 1975, J EDUC MEAS, V12, P231 xD; JUSLIN P, 1997, PSYCHOL REV, V104, P344 xD; KAHNEMAN D, 1982, JUDGMENTS UNCERTAINT xD; KLAYMAN J, 1999, ORGAN BEHAV HUM DEC, V79, P216 xD; KLEITMAN S, IN PRESS LEARNING IN xD; KLEITMAN S, 2001, APPL COGNITIVE PSYCH, V15, P321 xD; KLEITMAN S, 2003, P AARE NZARE C SELF xD; KLEITMAN S, 2003, P ICCS ASCS 2003 JOI xD; KOEHLER DJ, 1996, ACTA PSYCHOL, V92, P33 xD; KORIAT A, 1980, J EXPT PSYCHOL HUMAN, V6, P107 xD; KRUGER J, 1999, J PERS SOC PSYCHOL, V77, P121 xD; LICHTENSTEIN S, 1977, ORGAN BEHAV HUM PREF, V20, P159 xD; MCCRAE RR, 1990, PERSONALITY ADULTHOO xD; MESSICK S, 1996, EUR J PERSONALITY, V10, P353 xD; PALLIER G, 2002, J GEN PSYCHOL, V129, P257 xD; PALLIER G, 2003, SEX ROLES, V48, P265 xD; PAULHUS DL, 2004, INTELLIGENCE, V32, P297, DOI xD; 10.1016/j.intell.2004.02.001 xD; ROSS SR, 2003, PERS INDIV DIFFER, V34, P477 xD; SANKAR A, 2004, SPEECH COMMUN, V42, P125, DOI xD; 10.1016/j.specom.2003.09.001 xD; SCHRAW G, 1994, CONTEMP EDUC PSYCHOL, V19, P460 xD; STANKOV L, 1996, PERS INDIV DIFFER, V21, P971 xD; STANKOV L, 1997, INTELLIGENCE, V25, P93 xD; STANKOV L, 1998, LEARN INDIVID DIFFER, V10, P29 xD; STANKOV L, 1999, LEARN INDIVID DIFFER, P315 xD; STANKOV L, 2000, INTELLIGENCE, V28, P121 xD; STANKOV L, 2006, CONFIDENCE COGNITIVE xD; TOBIAS S, 2000, ISSUES MEASUREMENT M, P147 xD; VICKERS D, 1979, DECISION PROCESSES V xD; WANT J, 2006, PERS INDIV DIFFER, V40, P961, DOI xD; 10.1016/j.paid.2005.10.005 xD;Stankov, Lazar Kleitman, Sabina xD;NAKLADA SLAP
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Abstract: This paper examines the nature of the Self-confidence factor. In particular, we study the relationship between this factor and cognitive, metacognitive, and personality measures. Participants (N=296) were administered a battery of seven cognitive tests that assess three constructs: accuracy, speed, and confidence. Participants were also given the Metacognitive Awareness Inventory (MAI, Schraw, G., and Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.), a personality measure of the Big Five factors and our own Memory and Reasoning Competence Inventory (MARCI). Results indicate the presence of separate Self-confidence and Metacognitive processes factors, and a moderate correlation (.41) between them. The Self-confidence factor taps not only processes linked to performance on items that have correct answers, but also sureness level in beliefs about events that may never occur. A hierarchical multiple regression showed that the Self-confidence factor was predicted by accuracy of performance, Metacognitive Awareness Questionnaire, and beliefs of competence in reasoning ability. (c) 2007 Elsevier Inc. All rights reserved. Notes: ISI Document Delivery No.: 199TM xD;Times Cited: 5 xD;Cited Reference Count: 41 xD;Cited References: xD; ACKERMAN PL, 2002, PERS INDIV DIFFER, V33, P587 xD; ALLWOOD CM, 1987, ORGAN BEHAV HUM DEC, V39, P365 xD; ANASTASI A, 1997, PSYCHOL TESTING xD; ARBUCKLE JL, 1999, AMOS 4 0 USERS GUIDE xD; BLAIS AR, 2005, PERS INDIV DIFFER, V38, P1701, DOI xD; 10.1016/j.paid.2004.11.004 xD; BOWMAN DB, 2001, LEARN INDIVID DIFFER, V13, P127 xD; BRIM OG, 1955, AM SOCIOL REV, V20, P68 xD; CARROLL JB, 1993, HUMAN COGNITIVE ABIL xD; CHRISTAL RE, 1993, F3361591D0010 xD; FRENCH JW, 1963, MANUAL KIT REFERENCE xD; HARVEY N, 1997, TRENDS COGN SCI, V1, P78 xD; HERTZOG C, 2005, HDB UNDERSTANDING ME, P101 xD; HOM JL, 1994, CURRENT TOPICS HUMAN, V4, P151 xD; HU L, 1999, STRUCTURAL EQUATION, V6, P1 xD; KEREN G, 1991, ACTA PSYCHOL, V77, P217 xD; KLAYMAN J, 1999, ORGAN BEHAV HUM DEC, V79, P216 xD; KLEITMAN S, 2001, APPL COGNITIVE PSYCH, V15, P321 xD; KLEITMAN S, 2001, PUBL P IN INT C SELF xD; KLINE RB, 1998, STRUCTURAL EQUATION xD; MANKTELOW K, 1999, REASONING THINKING xD; MARLIN W, 1999, UNDERSTANDING 9 10 M xD; MARSH HW, 1988, PSYCHOL BULL, V103, P391 xD; MARSH HW, 1990, SELF DESCRIPTION QUE xD; MARSH HW, 1992, SELF DEFINITIONAL ME, P44 xD; NELSON TO, 1994, METACOGNITION KNOWIN, P1 xD; NIETFELD JL, 2002, J EDUC RES, V95, P131 xD; PALLIER G, 2002, J GEN PSYCHOL, V129, P257 xD; PLOUS S, 1993, PSYCHOL JUDGEMENT DE xD; ROBERTS RD, 1999, LEARN INDIVID DIFFER, V11, P1 xD; SCHRAW G, 1994, CONTEMP EDUC PSYCHOL, V19, P460 xD; SCHRAW G, 1995, EDUC PSYCHOL REV, V7, P351 xD; SCHRAW G, 1995, J EDUC PSYCHOL, V87, P433 xD; SCHRAW G, 1998, INSTR SCI, V26, P113 xD; SCHRAW G, 1998, J EDUC PSYCHOL, V90, P236 xD; STANKOV L, 1997, GF GC QUICKIE TEST B xD; STANKOV L, 1997, INTELLIGENCE, V25, P93 xD; STANKOV L, 1998, LEARN INDIVID DIFFER, V10, P29 xD; STANKOV L, 1999, LEARN INDIVID DIFFER, P315 xD; STANKOV L, 2000, INTELLIGENCE, V28, P121 xD; STANOVICH KE, 1999, RATIONAL STUDIES DIF xD; STEMBERG RJ, 1997, THINKING STYLES xD;Kleitman, Sabina Stankov, Lazar xD;ELSEVIER SCIENCE BV
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2006 |
Abstract: This study examined parental rearing styles and objective confidence in relation to impostor phenomenon (feelings of phoniness experienced by individuals who have achieved some level of success, Clance & Imes., 1978) and self-handicapping tendencies (creation of an impediment to performance as an excuse for possible failure, Jones & Berglas, 1978). Participants (N = 115) completed measures of impostorism, self-handicapping, parental bonding (for each parent) and Esoteric Analogies test with confidence judgments. Impostor feelings were predicted by paternal overprotection and lack of Paternal care. Self-handicapping scores were predicted by lack of maternal care. A significant relationship was found between impostorism and self-handicapping. Supporting the nature of the impostor phenomenon, impostors showed a "gap" between assessment of their performance and actual task-related achievements. (c) 2005 Elsevier Ltd. All rights reserved. Notes: ISI Document Delivery No.: 026KB xD;Times Cited: 3 xD;Cited Reference Count: 28 xD;Cited References: xD; ARBUCKLE JL, 1999, AMOS 4 0 USERS GUIDE xD; BERNARD NS, 2002, J PERS ASSESS, V78, P321 xD; BOWLBY J, 1977, BRIT J PSYCHIAT, V130, P201 xD; BYRNE BM, 2001, STRUCTURAL EQUATION xD; CARROLL JB, 1993, HUMAN COGNITIVE ABIL xD; CHAE JH, 1995, J PERS ASSESS, V65, P468 xD; CLANCE PR, 1978, PSYCHOTHERAPY THEORY, V15, P241 xD; CLANCE PR, 1985, IMPOSTOR PHENOMENON xD; COWMAN SE, 2002, SOC BEHAV PERSONAL, V30, P119 xD; COZZARELLI C, 1990, J SOC CLIN PSYCHOL, V9, P401 xD; GREAVEN SH, 2000, J YOUTH ADOLESCENCE, V29, P631 xD; HARVEY N, 1997, TRENDS COGN SCI, V1, P78 xD; JONES EE, 1978, PERSONALITY SOCIAL P, V4, P200 xD; JONSSON AC, 2003, PERS INDIV DIFFER, V34, P559 xD; KELLEY H, 1971, ATTRIBUTION SOCIAL I xD; KENDLER KS, 1996, AM J PSYCHIAT, V153, P11 xD; KLEITMAN S, 2001, APPL COGNITIVE PSYCH, V25, P321 xD; LANGFORD J, 1993, PSYCHOTHER, V30, P495 xD; MURPHY E, 1997, PSYCHOL MED, V27, P333 xD; PARKER G, 1979, BRIT J MED PSYCHOL, V52, P1 xD; RHODEWALT F, 1990, SELF HANDICAPPING PA, P69 xD; ROSS SR, 2001, PERS INDIV DIFFER, V31, P1347 xD; ROSS SR, 2003, PERS INDIV DIFFER, V34, P477 xD; SONNAK C, 2001, PERS INDIV DIFFER, V31, P863 xD; STANKOV L, 1997, UNPUB GF GC QUICKIE xD; STANKOV L, 1999, LEARN INDIVID DIFFER, P315 xD; THOMPSON T, 1998, PERS INDIV DIFFER, V25, P381 xD; TOPPING MEH, 1985, ACAD PSYCHOL B, V7, P213 xD;PERGAMON-ELSEVIER SCIENCE LTD
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2005 |
Abstract: This study showed that working during high school had negative effects on 15 of 23 Grade 12 and postsecondary outcomes such as achievement, course-work selection, educational and occupational aspirations, and college attendance. These effects were found with control for background variables and parallel outcomes from Grades 8 and 10 based on the 8-year (four-wave), nationally representative National Education Longitudinal Survey of 1988. The only benefit of working was a reduction in postsecondary unemployment, but even this effect was nonlinear. In the case of most outcomes, the effects of hours worked were primarily linear and negative and were consistent across ethnicity, gender, socioeconomic status, initial ability levels, and different types of work. Among continuing students who worked during high school, however, working to save money for college bad mostly favorable effects. Notes: ISI Document Delivery No.: 934NF xD;Times Cited: 11 xD;Cited Reference Count: 43 xD;Cited References: xD; *NAT CTR ED STAT, 1996, NELS 88 MAN NCES TEC xD; AIKEN LS, 1991, MULTIPLE REGRESSION xD; ALSAKER FD, 1999, TIME USE ADOLESCENTS xD; BACHMAN JG, 1993, DEV PSYCHOL, V29, P220 xD; BAILEY A, 1992, J HOME ECON, V84, P20 xD; BRONFENBRENNER U, 1986, TEENAGERS WORK PSYCH, R13 xD; BROWN RL, 1994, STRUCTURAL EQUATION, V1, P287 xD; CHENG M, 1995, ISSUES RELATED STUDE xD; COLEMAN JS, 1959, HARVARD EDUC REV, V29, P330 xD; COLEMAN JS, 1961, ADOLESCENT SOC ACAD, V16 xD; DEMPSTER AP, 1977, J ROY STAT SOC B, V39, P1 xD; FINN JD, 1989, REV EDUC RES, V59, P117 xD; FULIGNI AJ, 1995, CHILD DEV, V66, P830 xD; GLASS GV, 1981, METAANALYSIS SOCIAL xD; GRAHAM JW, 2000, MODELING LONGITUDINA, P201 xD; GREENBERGER E, 1986, TEENAGERS WORK PSYCH xD; GREENBERGER E, 1988, WORK EXPERIENCE PSYC, P21 xD; HIGH R, 1991, HIGH SCH J, V75, P90 xD; HOLLAND A, 1987, REV EDUC RES, V57, P437 xD; JOHNSON DS, 2000, MON LABOR REV, V123, P15 xD; LARSON RW, 1999, PSYCHOL BULL, V125, P701 xD; LAWTON SB, 1994, 420 728 ERIC xD; LITTLE RJA, 1989, SOCIOL METHOD RES, V18, P292 xD; MARSH HW, 1991, AM EDUC RES J, V28, P445 xD; MARSH HW, 1991, SOCIOL EDUC, V64, P172 xD; MARSH HW, 1992, J EDUC PSYCHOL, V84, P553 xD; MARSH HW, 2002, HARVARD EDUC REV, V72, P464 xD; MCKECHNIE J, 1996, ADOLESCENCE, V31, P193 xD; MORTIMER JT, 1993, EFFECTS WORK INTENSI xD; MORTIMER JT, 1999, ED WORK CROSS NATL P, P111 xD; PAYNE J, 2003, BRIT EDUC RES J, V29, P599, DOI xD; 10.1080/0141192032000099397 xD; POST D, 2000, EDUC EVAL POLICY AN, V22, P273 xD; SCHOENHALS M, 1998, SOC FORCES, V77, P723 xD; SINGH K, 2000, J EDUC RES, V94, P67 xD; STEINBERG L, 1991, DEV PSYCHOL, V27, P304 xD; STEINBERG L, 1993, DEV PSYCHOL, V29, P171 xD; STEINBERG L, 1996, CLASSROOM xD; STEINBERG L, 1998, NEW PERSPECTIVES ADO, P392 xD; WARREN JR, 2000, AM EDUC RES J, V37, P943 xD; WARREN JR, 2002, YOUTH SOC, V33, P366 xD; WARREN JR, 2003, SOC SCI RES, V32, P98 xD; WELLER NF, 2003, ADOLESCENCE, V18, P441 xD; WRIGHT JP, 1997, CRIME DELINQUENCY, V43, P203 xD;AMER EDUCATIONAL RESEARCH ASSOC
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2003 |
Abstract: Participation in high school sports had positive effects on many Grade 12 and postsecondary outcomes (e.g., school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, university applications, subsequent college enrollment, and eventual educational attainment) after controlling background variables and parallel outcomes from Grades 8 and 10 in a large, nationally representative, 6-year longitudinal study. In contrast to Zero-Sum and Threshold Models, these positive effects generalized across academic and nonacademic outcomes, across the entire range of athletic participation levels, and across different subgroups of students (e.g., SES, gender, ethnicity, ability levels, educational aspirations). Sport participation is hypothesized to increase identification/commitment to school and school values which mediate the participation effects, particularly for narrowly defined academic outcomes not directly related to sport participation. Consistent with this Identification/Commitment Model, extramural sport, and to a lesser extent team sport, had more positive effects than intramural and individual sports. Notes: ISI Document Delivery No.: 687XN xD;Times Cited: 42 xD;Cited Reference Count: 39 xD;Cited References: xD; *NAT CTR ED STAT, 1996, 96174 NCES xD; *SPSS, 1999, STAT PACK SOC SCI VE xD; AIKEN LS, 1991, MULTIPLE REGRESSION xD; BARBER BL, 2001, J ADOLESCENT RES, V16, P429 xD; BARRON JM, 2000, REV ECON STAT, V82, P409 xD; BURNETT MA, 2000, HIGH SCH J, V84, P1 xD; COLEMAN JS, 1961, ADOLESCENT SOC xD; COLLINS LM, 1991, BEST METHODS ANAL CH xD; COOPER H, 1999, J EDUC PSYCHOL, V91, P369 xD; DEMPSTER AP, 1977, J ROY STAT SOC B, V39, P1 xD; ECCLES JS, 1999, J ADOLESCENT RES, V14, P10 xD; FINN JD, 1989, REV EDUC RES, V59, P117 xD; GERBER SB, 1996, J RES DEV EDUC, V30, P42 xD; GOLDBERG AD, 1992, SCH COUNSELOR, V40, P40 xD; GORE S, 2001, J RES ADOLESCENCE, V11, P119 xD; GREENBERGER E, 1986, TEENAGERS WORK PSYCH xD; HANKS M, 1979, SOCIAL SCI Q, V60, P482 xD; HANKS MP, 1976, SOCIOL EDUC, V49, P271 xD; HAUSER WJ, 1978, SOCIOLOGICAL Q, V19, P304 xD; HOLLAND A, 1987, REV EDUC RES, V57, P437 xD; HOWELL FM, 1984, SOCIOLOGY SPORT J, V1, P15 xD; LITTLE RJA, 1989, SOCIOL METHOD RES, V18, P292 xD; MAHONEY JL, 1997, DEV PSYCHOL, V33, P241 xD; MAHONEY JL, 2001, EVIDENCE BASED MENTA, V4, P29 xD; MARSH HW, 1991, SOCIOL EDUC, V64, P172 xD; MARSH HW, 1992, J EDUC PSYCHOL, V84, P553 xD; MARSH HW, 1993, SOCIOL SPORT J, V10, P18 xD; MARSH HW, 2002, HARVARD EDUC REV, V72, P464 xD; MARSH HW, 2002, UNPUB CONSEQUENCES E xD; MCNEAL RB, 1995, SOCIOL EDUC, V68, P62 xD; MORGAN D, 1980, SOCIAL PSYCHOL Q, V143, P241 xD; OTTO LB, 1976, RURAL SOCIOL, V41, P217 xD; OTTO LB, 1977, SOCIOL EDUC, V42, P102 xD; OTTO LB, 1982, IMPROVING ED STANDAR, P217 xD; SNYDER EE, 1990, YOUTH SOC, V21, P390 xD; SPADY WG, 1970, AM J SOCIOL, V75, P680 xD; SPADY WG, 1971, SCH REV, V79, P379 xD; STEINER H, 2000, CLIN PEDIATR, V39, P161 xD; WHITLEY RL, 1999, HIGH SCH J, V82, P223 xD;HUMAN KINETICS PUBL INC
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2002 |
Gerry Pallier, Rebecca Wilkinson, Vanessa Danthiir, Sabina Kleitman, Goran Knezevic, Lazar Stankov, Richard D Roberts (2002) The role of individual differences in the accuracy of confidence judgments. J Gen Psychol 129: 3. 257-299 Jul Abstract: Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of visual perceptual judgments results in underconfidence. Despite contrary empirical evidence, in models attempting to explain those phenomena, individual differences have often been disregarded. The authors report on 2 studies in which that shortcoming was addressed. In Experiment 1, participants (N= 520) completed a large number of cognitive-ability tests. Results indicated that individual differences provide a meaningful source of overconfidence and that a metacognitive trait might mediate that effect. In further analysis, there was only a relatively small correlation between test accuracy and confidence bias. In Experiment 2 (N = 107 participants), both perceptual and cognitive ability tests were included, along with measures of personality. Results again indicated the presence of a confidence factor that transcended the nature of the testing vehicle. Furthermore, a small relationship was found between that factor and some self-reported personality measures. Thus, personality traits and cognitive ability appeared to play only a small role in determining the accuracy of self-assessment. Collectively, the present results suggest that there are multiple causes of miscalibration, which current models of over- and underconfidence fail to encompass. Notes:
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Abstract: In this article, Herbert W Marsh and Sabina Kleitman examine the effects of participation in extracurricular school activities (ESAs) on grade-twelve and post-secondary outcomes (e.g., school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, freedom from substance abuse, number of university applications, subsequent college enrollment, and highest educational level). Their analyses are grounded in three theoretical models: the threshold model, the identification/commitment model, and the social inequality gap reduction model. They find that, consistent with the threshold model predictions, there were some small nonlinear ESA effects - monotonic increases over most of the ESA range, but diminishing returns for extremely high levels of ESA. Consistent with identification/commitment model predictions, school-based ESAs were more beneficial than out-Of-school activities, and the most beneficial ESAs included both nonacademic (sports, student government, school publications, and performing arts) and academic activities. Finally, consistent with the social inequality gap reduction model predictions (as well as the identification/commitment model), ESAs benefited socioeconomically disadvantaged students as much or more than advantaged students. In summary, the authors' findings support the conclusion that ESAs foster school identification/commitment that benefits diverse academic outcomes, Particularly for socioeconomically disadvantaged students who are least well served by the traditional educational curriculum. Notes: ISI Document Delivery No.: 802QT xD;Times Cited: 44 xD;Cited Reference Count: 57 xD;Cited References: xD; *NAT CTR ED STAT, 1996, NELS8894 xD; *SPSS, 1999, STAT PACK SOC SCI xD; AIKEN LS, 1991, MULTIPLE REGRESSION xD; ALEXANDER KL, 2001, EDUC EVAL POLICY AN, V23, P171 xD; BARBER BL, 2001, J ADOLESCENT RES, V16, P429 xD; BROWN BB, 1988, REV EDUC RES, V58, P107 xD; BROWN BB, 1991, NONINSTRUCTIONAL INF xD; BURNETT MA, 2000, HIGH SCH J, V84, P1 xD; CAMP WG, 1990, J EDUC RES, V83, P272 xD; COLEMAN JS, 1959, HARVARD EDUC REV, V29, P330 xD; COLEMAN JS, 1961, ADOLESCENT SOC xD; COLEMAN JS, 1982, HIGH SCH ACHIEVEMENT xD; COLLINS LM, 1991, BEST METHODS ANAL CH xD; COOL LC, 2001, GOOD HOUSEKEEPIN AUG, P79 xD; COOPER H, 1999, J EDUC PSYCHOL, V91, P369 xD; DEMPSTER AP, 1977, J ROY STAT SOC B, V39, P1 xD; ECCLES JS, 1999, J ADOLESCENT RES, V14, P10 xD; FINN JD, 1989, REV EDUC RES, V59, P117 xD; GERBER SB, 1996, J RES DEV EDUC, V30, P42 xD; GILMAN R, 2001, J YOUTH ADOLESCENCE, V30, P749 xD; GLASS GV, 1981, META ANAL SOCIAL RES xD; GREENBERGER E, 1986, WHEN TEENAGERS WORK xD; HANKS MP, 1976, SOCIOL EDUC, V49, P271 xD; HAUSER WJ, 1978, SOCIOLOGICAL Q, V19, P304 xD; HOFFER T, 1985, SOCIOL EDUC, V58, P74 xD; HOLLAND A, 1987, REV EDUC RES, V57, P437 xD; HOLLAND A, 1988, REV EDUC RES, V58, P113 xD; JENCKS C, 1985, SOCIOL EDUC, V58, P128 xD; KLESSE EJ, 1994, 3 CURRICULUM 2 STUDE xD; LARSON RW, 1999, PSYCHOL BULL, V125, P701 xD; LITTLE RJA, 1989, SOCIOL METHOD RES, V18, P292 xD; MAHONEY JL, 1997, DEV PSYCHOL, V33, P241 xD; MAHONEY JL, 2000, J ADOLESCENCE, V23, P113 xD; MAHONEY JL, 2001, EVIDENCE BASED MENTA, V4, P29 xD; MARSH HW, 1990, J EDUC STAT, V15, P199 xD; MARSH HW, 1991, AM J EDUC, V99, P320 xD; MARSH HW, 1991, SOCIOL EDUC, V64, P172 xD; MARSH HW, 1992, J EDUC PSYCHOL, V84, P553 xD; MARSH HW, 1993, SOCIOL SPORT J, V10, P18 xD; MCNEAL RB, 1995, SOCIOL EDUC, V68, P62 xD; MELNICK MJ, 1992, ADOLESCENCE, V27, P295 xD; NOONAN D, 2001, NEWSWEEK 0129, P54 xD; OSGOOD DW, 1996, AM SOCIOL REV, V61, P635 xD; OTTO LB, 1975, RURAL SOCIOL, V40, P162 xD; OTTO LB, 1976, RURAL SOCIOL, V41, P217 xD; OTTO LB, 1977, SOCIOL EDUC, V42, P102 xD; OTTO LB, 1982, IMPROVING ED STANDAR, P217 xD; POSNER JK, 1994, CHILD DEV, V65, P440 xD; POSNER JK, 1999, DEV PSYCHOL, V35, P868 xD; REYNOLDS RK, 1996, LIT REV PLAN PRINCIP xD; SNYDER EE, 1969, SOCIOL EDUC, V42, P261 xD; SNYDER EE, 1990, YOUTH SOC, V21, P390 xD; SPADY WG, 1970, AM J SOCIOL, V75, P680 xD; SPADY WG, 1971, SCH REV, V79, P379 xD; TAYLOR J, 1988, REV EDUC RES, V58, P99 xD; VANMATRE JC, 2000, CONTEMP EDUC PSYCHOL, V25, P167 xD; WHITLEY RL, 1999, HIGH SCH J, V82, P223 xD;HARVARD GRADUATE SCHOOL EDUCATION
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2001 |
Abstract: This study examines critical aspects of both the ecological and the person-oriented accounts of observed biases in confidence judgements on tests of cognitive abilities. These biases reflect metacognitive processes involved in test-taking. According to the ecological approach, poor realism of confidence judgements is due to the nature of the items included in general knowledge tests (test-driven biases). The person-oriented approach, however, argues that biases in confidence judgements may be due to a general self-monitoring trait. The present study employed the 'de-biasing' procedure proposed by Juslin (1994) for the selection of general knowledge rest items, and used a newly developed geographical knowledge test suitable for the Australian population. Two other cognitive tests (Raven's Progressive Matrices and Line Length) were administered in order to determine whether there is a consistency in confidence ratings across diverse tasks. Statistical procedures traditional to both approaches-calibration curves and factor analysis - were employed. The results, with minor qualifications, support both perspectives. The study found a separate confidence factor, indicative of a self-monitoring trait. Two other potential metacognitive factors (i.e. 'expectation' and 'evaluation', corresponding to self-assessment/planning and self-evaluation) could not be separated from accuracy and speed measures. Copyright (C) 2001 John Wiley & Sons, Ltd. Notes:
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2000 |
Abstract: Notes: Suppl. S
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