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The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses.

Quantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered.

Colleges and universities are complex spaces of both lesbian, gay, bisexual, transgender, and queer (LGBTQ+) liberation and oppression. College students experience LGBTQ+ bias-motivated incidents of harassment, assault, or other violence. Previous researchers have found that these incidents are severely underreported, which may be related to a range of factors, including campus policies, campus climates, and administrator incompetence. These campus characteristics are upheld through systems of anti-LGBTQ+ surveillance and oppression, including compulsory heterogenderism, which normalize anti-LGBTQ+ violence. In this study, we used a survey of 143 LGBTQ+ college students in the Southeastern U.S. to examine their experiences of violence on campus. Using queer theory, we analyzed student responses about bias-motivated incidents and whether they chose to report the incidents to campus or legal authorities via convergent mixed methods. In this analysis, LGBTQ+ students' decisions to report a bias incident are moderated by considerations of the significance of the incidents, unclear and prohibitive reporting options, and the risks associated with reporting. Additionally, students regularly minimized the seriousness of violence against themselves even when describing incidents that commonly meet college and university definitions of harassment and/or assault. This study shows LGBTQ+ students' experiences of bias-motivated violence and (non)reporting are complex and affected by many facets of college life. Therefore, colleges and universities looking to address violence on campus need to improve not only policy but also communication and other efforts that demonstrate students experiencing violence will be heard, supported, and affirmed.

The present study aimed to further expound on the research findings of Strunk et al. (Educational Psychology, 41(4),383-400, 2021 (See CR56)) and Elliot and Thrash (Educational PsychologyReview, 13(2), 139-156, 2001 (See CR22)) by investigating the structure of achievement goals using a sports environment, with a specific interest in the mastery-avoidance construct. According to achievement goal theorists, mastery-avoidance goals involve the aim to avoid losing skills. Using meta-analytic confirmatory factor analysis, the present study found that the 2 x 2 model that included mastery-avoidance goals did not significantly differ from the three-factor model. Mastery-avoidance goals may be more measurable among athletes than in other populations; however, the null difference suggests that the mastery-avoidance construct may need further examination. Future researchers should further investigate the sports environment for specific correlates of mastery-avoidance goals., Author(s): Hyun Sung Jang [sup.1] , Yan Dai [sup.1] , Kamden K. Strunk [sup.2] , Jill Salisbury-Glennon [sup.1] Author Affiliations: (1) https://ror.org/02v80fc35, grid.252546.2, 0000 0001 2297 8753, College of Education, [...]

Educational psychology as a field and area of inquiry has gone underexamined in terms of its role in and contributions to racism and antiblackness. We position educational psychology as a racialized organization relative to the institution of education, a widely recognized site of institutionalized racism. We, therefore, explore the role the history, content, norms, and practices of educational psychology have played in creating and sustaining racial inequity in U.S. education. We draw attention to the racism of commission in the field's origins by tracing the founding scholars' white supremacist commitments and motives. Using a systematic review, we then describe the contemporary complicity of the field in sustaining racism through the omission of Black lives, perspectives, and scholarship in teaching, research, and publishing. In doing so, we demonstrate that educational psychology, by and large, fails to engage with its racist history and roots and its modern entanglements. The field also has not taken up questions of racism in educational psychology research in engaged and central ways. We conclude with a call for educational psychologists to turn toward critical frameworks, to center equity and justice in their work, and to honestly and intentionally grapple with our collective racist history.

HIV testing rates vary by race and ethnicity. Whether social capital indicators are related to HIV testing and whether these associations differ by race or ethnicity is unknown. Multivariable analysis was used to examine whether social capital (collective engagement and civic and social participation), including social cohesion (trust in neighbors, neighbors willing to help, feelings of belongingness) were associated with testing for HIV in the past 12 months. Participants were white, Black or African American, and Hispanic/Latino adults ages 18 to 44 (N = 2823) from the general population, in Philadelphia, PA who participated in the Southeastern Pennsylvania Household Health Surveys 2010 and 2012. Overall HIV testing in this sample was 42%, and was higher among women, and Black compared to white people. Mean social capital scores were significantly highest among whites. Greater trust in neighbors was associated with lower odds of testing for HIV (adjusted Odds Ratio[aOR]:0.61, 95% CI = 0.49–0.74), and this relationship varied by race/ethnicity, with stronger inverse associations among Hispanic/Latino (aOR = 0.43, p

Achievement goal theory is a popular theoretical framework that has been widely used to understand the goals students hold regarding their academic work. This theoretical model has been subject to an ongoing debate regarding the number and nature of constructs it includes. Notable in such debates has been the inclusion or exclusion of mastery-avoidance goals. The purpose of this study was to conduct meta-analytic confirmatory factor analyses (MA-CFA) on two popular achievement goal measures, the Achievement Goal Questionnaire--Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) achievement goals scales, to analyse the structure of these scales across published studies. The models were a better fit for the data without mastery-avoidance, and overall the data suggest researchers should consider excluding mastery-avoidance.

The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the impact of ability grouping on game performance and physical activity levels of elementary school students during an invasion game. Method: Forty-eight fifth-grade students (22 girls) participated in eight games of "Over the Line Ball." Four of these games saw students in matched-ability teams (either all higher skilled or all lower skilled players), whereas in four games teams consisted of two higher skilled and two lower skilled players. A full factorial mixed analysis of variance was conducted, where ability grouping served as a within-subjects variable, and student gender and skill level served as between-subjects variables. Hierarchical linear regression analysis was used to determine the influence of game performance, grouping condition, and gender on moderate--vigorous physical activity. Results: There was a disordinal interaction between skill level and ability grouping on each of three performance variables (percentage success, rate of play, and game performance). Students' skill level and the homogeneity of games provided the best prediction of moderate--vigorous physical activity over and above the game performance scores alone. Conclusion: Grouping students into matched-ability-level games increased opportunities for success and physical activity for lower skilled students.

Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children's FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = 0.249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < 0.001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children's FMS.

Despite broader social changes in attitudes and policies regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, the space available for gay students to develop and express their identities in Christian colleges provides only limited and fleeting relief because of the culture of heteronormativity central to their history and identity. Yet, in an era of enrollment competition in higher education, Christian colleges must navigate their traditional mission to preserve and advance the faith, changing cultural attitudes regarding LBGTQ people, and the financial realities facing contemporary institutions. This article draws from interviews with men who attended Christian colleges. First, we present their narratives to render the presence of LGBTQ people visible in these sites. Second, we seek to understand how these men made sense of their sexualities within educational cultures saturated with retention imperatives, institutional surveillance, and denominational ambivalence or hostility about LGBTQ persons. The men's narratives highlight the challenges they faced as "unfit subjects" (Pillow, 2004), their absorption of normative constructions of gender and sexuality governing their educational context, and the need for Christian colleges to better serve their gay students of faith.

Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across time and context, and the degree to which change is predicted by contextual and motivational factors. The sample was comprised of 453 undergraduate college students at a large public university in the Midwestern US. We found that time-related academic behaviours were not stable, and changes in those behaviours were most closely linked to changes in self-efficacy, self-regulation and mastery-approach achievement goals.

The primary purpose of this study was to examine how the type and magnitude of changes in running behavior, as a consequence of COVID-19 pandemic restrictions, influence running-related injuries. Secondarily, we aimed to examine how lifestyle and psychosocial well-being measures may influence running behavior change. An online survey was advertised to individuals over the age of 18 that currently run or have previously participated in running for exercise. The survey questions examined injury history and new injuries sustained during COVID-19 restrictions, as well as changes related to training behavior changes, training environment changes, social behaviors, and psychosocial well-being. Changes reflected differences in running behaviors prior to COVID-19 restrictions (1 month prior to COVID-19 restrictions being imposed) and during COVID-19 restrictions (May 5 to June 10, 2020). A total of 1,035 runners were included in the analysis. Current injuries sustained during COVID-19 occurred in 9.5% of the runners. Injured runners made a greater number of total changes (p = 0.031) as well as training-related (p = 0.042) and environment-related (p = 0.017) changes compared with uninjured runners. A significant relationship was found between injury and those that reported less time to exercise to changes in work environment (p = 0017). This study highlights the multi-dimensional nature of running-related injuries and the need to consider the interaction of multiple changes in running behavior, rather than isolating single factors. Greater understanding of the underlying causes of running-related injuries can help reduce the risk of future injury.

This longitudinal study explored the ways parents' and teachers' expectancy for success influences 3rd-5th children's expectancy for success and achievement in science. Guided by an open-systems perspective and functional (Ballantine & Roberts, 2007) and expectancy-value (Eccles, 2005, 2007) theories, we focused on school related socialization processes and the role of parents and teachers in shaping children's abilities and skills. Participants included 153 children from 23 rural, Oklahoma schools and provided matched sets of parent, teacher, and child surveys. Weisgram and Bigler' (2006) science self-efficacy subscale organized survey items where wording changes allowed parallel parent and teacher versions of the scale. Achievement was determined by test scores on the state-administered Oklahoma Core Curriculum Tests (OCCT). Results showed teachers' expectancy for children's success in science did not significantly predict students' fifth grade science achievement. However, regression analyses showed parents' expectancy did predict students' fifth grade science achievement. The relationship was statistically significant and explained about 19% of the variance in fifth grade science achievement test scores (R[superscript 2] = 0.19). We further determined that children's science self-efficacy significantly influenced science achievement scores (ß = 0.20) (however, this was a far weaker influence than the direct effect of parents' expectancy [ß = 0.38] of children's success in science). The novel finding is that parents have an influence on children's achievement over and above children's own self-efficacy beliefs about science. Clearly, parents matter when it comes to science achievement. Though it seems parents are more influential than teachers when it comes to children's own expectations and achievement success in elementary science, we encourage further consideration of parent expectancy as it relates to child ability and achievement, modified classroom strategies, and home-school relations to better align teachers' positive influence on children's expectancy for success.

A common concern about the Beck Depression Inventory, Second edition (BDI-II) among researchers in the area of depression has long been the single-factor scoring scheme. Methods exist for making cross-sample comparisons of latent structure but tend to rely on estimation methods that can be imprecise and unnecessarily complex. This study presents a computationally more efficient method for reproducing a population matrix and uses this method to evaluate competing factor solutions of the BDI-II published in the literature. The results of this study suggest our alternative method can reproduce a population matrix and when used to test various factor solutions of the BDI-II, there is a lack of evidence to suggest any one superior structure. However, the source of measurement error within some models may help inform the diagnostic utility of the BDI-II.

An introduction is presented in which the editor discusses articles in the issue on topics including interrogating the impact of policies on LGBTQ, the integration of queer theory and queer studies with quantitative methodologies, and other related topics.

Quantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered. [ABSTRACT FROM AUTHOR]

Support vector machines are shown to be highly effective in mapping burn extent from hyperspatial imagery in grasslands. Unfortunately, this pixel-based method is hampered in forested environments that have experienced low-intensity fires because unburned tree crowns obstruct the view of the surface vegetation. This obstruction causes surface fires to be misclassified as unburned. To account for misclassifying areas under tree crowns, trees surrounded by surface burn can be assumed to have been burned underneath. This effort used a mask region-based convolutional neural network (MR-CNN) and support vector machine (SVM) to determine trees and burned pixels in a post-fire forest. The output classifications of the MR-CNN and SVM were used to identify tree crowns in the image surrounded by burned surface vegetation pixels. These classifications were also used to label the pixels under the tree as being within the fire’s extent. This approach results in higher burn extent mapping accuracy by eliminating burn extent false negatives from surface burns obscured by unburned tree crowns, achieving a nine percentage point increase in burn extent mapping accuracy.

The Red Lakes, Minnesota supported a substantial Walleye Sander vitreus fishery from the early to mid-20th century but experienced a major crash in the late 1990s. The population has since rebounded after a successful interagency recovery program and now supports valuable commercial and recreational fisheries. The variation in population densities associated with the collapse and subsequent recovery in the Red Lakes Walleye population provides a rare opportunity to study potential changes in relative fecundity (eggs/kg of body mass) under varying rates of exploitation: overexploited (1989 data), recovering (2004 data), and recovered (2017 data). We collected female Walleye in spring of 1989 (n = 30) from the Blackduck and Tamarac rivers and in spring of 2004 (n = 30) and 2017 (n = 30) from the Tamarac River. Results indicate that relative fecundity was significantly lower in 2017 (50,768, SD = 10,266) than in 1989 (58,216, SD = 6,211) and 2004 (61,964, SD = 7,472). We hypothesize that differences in relative fecundity among fishery states were due to differences in Walleye population abundances caused by varying exploitation rates in the years leading up to fecundity estimates. [ABSTRACT FROM AUTHOR]

The use of imagery from small unmanned aircraft systems (sUAS) has enabled the production of more accurate data about the effects of wildland fire, enabling land managers to make more informed decisions. The ability to detect trees in hyperspatial imagery enables the calculation of canopy cover. A comparison of hyperspatial post-fire canopy cover and pre-fire canopy cover from sources such as the LANDFIRE project enables the calculation of tree mortality, which is a major indicator of burn severity. A mask region-based convolutional neural network was trained to classify trees as groups of pixels from a hyperspatial orthomosaic acquired with a small unmanned aircraft system. The tree classification is summarized at 30 m, resulting in a canopy cover raster. A post-fire canopy cover is then compared to LANDFIRE canopy cover preceding the fire, calculating how much the canopy was reduced due to the fire. Canopy reduction allows the mapping of burn severity while also identifying where surface, passive crown, and active crown fire occurred within the burn perimeter. Canopy cover mapped through this effort was lower than the LANDFIRE Canopy Cover product, which literature indicated is typically over reported. Assessment of canopy reduction mapping on a wildland fire reflects observations made both from ground truthing efforts as well as observations made of the associated hyperspatial sUAS orthomosaic.

Procrastination is an educational concern for classroom instructors because of its negative psychological and academic impacts on students. However, the traditional view of procrastination as a unidimensional construct is insufficient in two regards. First, the construct needs to be viewed more broadly as time-related academic behavior, encompassing both procrastination and timely engagement. Secondly, the underlying motivation of these behaviors needs to be considered. Therefore, we developed and validated a 2 x 2 model of time-related academic behavior. The results of a confirmatory factor analysis supported a four-factor structure, and correlation with a unidimensional measure of procrastination also supported this model. Furthermore, the 2 x 2 model demonstrated significantly better fit to the data than potentially competing models. Structural equation modeling with achievement goals revealed that the 2 x 2 model unveiled relationships previously obscured in the traditional model, including that procrastination appeared to be used as a performance-enhancing strategy, while timely engagement was used to enhance mastery. The theoretical and practical implications of these new relationships are discussed. (Contains 3 tables and 3 figures.)

Dreissena polymorpha (Zebra Mussel) disrupt biological processes throughout aquatic ecosystems in which they are introduced, while simultaneously increasing benthic habitat complexity and food availability by forming druses on various substrates. Numerous studies have investigated the effects of infestation on benthic communities; however, because Zebra Mussels were already established within these systems, it is possible that results were influenced by ecosystem-wide changes in water clarity and suspended nutrient concentrations. In this study, we placed tiles with artificial Zebra Mussel druses in Lake Bemidji, which did not have a well-established Zebra Mussel population at that time, to investigate the effects of benthic habitat modification on macroinvertebrate communities and carbon accumulation. We used control (n = 0 druses) tiles as well as 3 treatment tiles—low (n = 247), medium (n = 428), or high (n = 610) number of individuals per tile—to examine how Zebra Mussel density affected macroinvertebrate communities and carbon accumulation. Macroinvertebrate abundance (ANOVA: P < 0.001) was higher on the treatments compared to the control tiles. However, macroinvertebrate density was highest on control tiles (one-way test: P = 0.002), and treatment did not influence overall community structure (NMDS: P = 0.111) or macroinvertebrate diversity (ANOVA: P = 0.630). Furthermore, organic matter ash-free dry mass (AFDM) density was highest on control tiles (one-way test: P = 0.021), while treatment did not influence invertebrate AFDM density (one-way test: P = 0.098). These results indicate that while macroinvertebrates are able to exploit the additional habitat provided by druses, biological processes such as water filtration, carbon transfer, and benthification facilitated by living Zebra Mussels were also likely crucial in restructuring benthic communities to the extent observed in previous studies. [ABSTRACT FROM AUTHOR]

Muskellunge Esox masquinongy, Northern Pike E. lucius, Walleye Sander vitreus, and Largemouth Bass Micropterus salmoides are popular sport fish that often co‐occur in aquatic systems. Although numerous studies have investigated interactions among these species, the simultaneous evaluation of diet patterns and niche overlap among all four species has not been conducted. Our experimental design aimed to quantify diet overlap among Muskellunge and the other piscivores, while lakes without Muskellunge were also sampled to compare the diets of the other piscivores in their presence or absence. Diets of piscivores from 10 Minnesota lakes were collected via gastric lavage and quantified using an index of relative importance. Diets of individual species were compared among seasons and predator length categories, and among‐species comparisons were also conducted by season and relative to Muskellunge presence using permutational multivariate ANOVA (PERMANOVA). Muskellunge consumed a wide range of prey, whereas Northern Pike and Walleye diets consisted primarily of Yellow Perch Perca flavescens and centrarchids. Largemouth Bass consumed more invertebrates, especially crayfish Faxonius spp. No species exhibited seasonal diet shifts, but diets were different among length categories for all species except Walleye. Although nonmetric multidimensional scaling ordinations indicated shared prey use, PERMANOVA results indicated that the diets of Muskellunge and Largemouth Bass were most different from each other and the other piscivores' diets across all seasons. Conversely, Northern Pike and Walleye diets were similar regardless of season or Muskellunge presence. Finally, lake‐scale habitat variables were correlated with piscivore diets, and Yellow Perch abundance was correlated with Walleye diets. Our results indicate that while Muskellunge, Northern Pike, Walleye, and Largemouth Bass can coexist in a variety of lakes, populations of important prey and habitat variables should be examined before management actions (e.g., stocking) are implemented to ensure adequate prey availability and to ensure that competition among these piscivores is not increased to the detriment of existing fisheries. [ABSTRACT FROM AUTHOR]

Robert Andrew Perez. The Field . Omnidawn. Robert Andrew Perez's The Field is Californian: the 'quivered spotty orange' ('poppies, poppies.'), 'the cashew and kidney pools / like turquoise healing stones' [...]

The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) provides standardized scores for adults ages 20 to 89 years. However, there are situations in which the use of the RBANS for adults ages 18 to 20 years may be appropriate and have practical advantages. Thus, at present, an examiner who uses the RBANS for adult patients must rely on an entirely different evaluation tool for those adult patients under the age of 20 years. This preliminary investigation suggests the RBANS is a valid measure for men ages 18 to 20 years. DOI 10.2466/03.04.10.13.PR0.107.5.493-499