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As the theme of the 2022 annual meeting of the American Education Research Association, cultivating equitable education systems has gained renewed attention amid an increasingly diverse society. However, systemic inequalities persist for traditionally underserved student populations. As a way to better address diverse students' needs, it is of critical importance to understand different subgroups' performances. In the educational measurement field, evaluating the differences among multiple groups is an important consideration in addressing fairness issues for diverse groups of students. This article offers one technique to do so. It demonstrates how commonly-used multiple regression analysis can be applied to evaluate the equivalence of predictive structure across multiple groups in place of the factor analytic approach that requires a relatively large sample size per subgroup and strong assumptions. The technique is utilized in examining the relationship between English language proficiency and academic performance of English learners in one state when the subgroups are categorized by home language. The results showed statistically significant group differences between the reference group (Spanish-speaking ELs) and other focal groups (different home-language ELs) in various levels of comparisons (model fit, model structure, and individual predictor weights). The strengths and limitations of a proposed multiple group regression (MGR) approach are discussed in the educational research context.

Few studies have engaged in data-driven investigations of the presence, or frequency, of what could be considered retaliatory assessor behaviour in Multi-source Feedback (MSF) systems. In this study, authors explored how assessors scored others if, before assessing others, they received their own assessment score. The authors examined assessments from an established MSF system in which all clinical team members - medical students, interns, residents, fellows, and supervisors - anonymously assessed each other. The authors identified assessments in which an assessor (i.e., any team member providing a score to another) gave an aberrant score to another individual. An aberrant score was defined as one that was more than two standard deviations from the assessment receiver's average score. Assessors who gave aberrant scores were categorized according to whether their behaviour was preceded by: (1) receiving a score or not from another individual in the MSF system (2) whether the score they received was aberrant or not. The authors used a multivariable logistic regression model to investigate the association between the type of score received and the type of score given by that same individual. In total, 367 unique assessors provided 6091 scores on the performance of 484 unique individuals. Aberrant scores were identified in 250 forms (4.1%). The chances of giving an aberrant score were 2.3 times higher for those who had received a score, compared to those who had not (odds ratio 2.30, 95% CI:1.54-3.44, P < 0.001). Individuals who had received an aberrant score were also 2.17 times more likely to give an aberrant score to others compared to those who had received a non-aberrant score (2.17, 95% CI:1.39-3.39, P < 0.005) after adjusting for all other variables. This study documents an association between receiving scores within an anonymous multi-source feedback (MSF) system and providing aberrant scores to team members. These findings suggest care must be given to designing MSF systems to protect against potential downstream consequences of providing and receiving anonymous feedback.

Many datasets resulting from participant ratings for word norms and also concreteness ratios are available. However, the concreteness information of infrequent words and non-words is rare. This work aims to propose a model for estimating the concreteness of infrequent and new lexicons. Here, we used Lancaster sensory-motor word norms to predict the word concreteness ratios of an English word dataset. After removing the missing values, we employed a stepwise multiple linear regression (SW-MLR) procedure for choosing an optimum number of norms to develop a predictive multiple regression model. Finally, we validate our model using 10-fold cross-validation. The final model could predict concreteness by Residual Mean Standard Error equal to 0.723 and R-Square of 0.515. Also, our results showed that all 11 variables of this dataset except the Head-mouth parameter are useful predictors. In conclusion, as a growing demand to know the concreteness values of non-words and also infrequent words is evident, our statistical method can pave the way for controlled experiments when choosing non-words as a stimulus is critical. [Note: The publication year (2024) shown on the PDF is incorrect. The correct year of publication is 2023.]

In this study, it was aimed to determine the relationship between digital literacy and digital citizenship and digital teaching material development self-efficacy of the STEM teacher candidates. In the study, a correlational model was used. The population of the study consists of teacher candidates studying in different teacher training programs (Science education, Technology education, Mathematics education, Engineering education) at state universities in Turkey in the 2022-2023 academic year. The sample of the study, as for that, consists of 1050 teacher candidates who are determined by simple random sampling from the population. The study data were collected with "Digital Literacy," "Digital Citizenship," and "Digital Teaching Material Development Self-Efficacy" scales. According to the hierarchical multiple regression analysis results, it was determined that the level of digital literacy and digital material development self-efficacy significantly predicted the digital citizenship level. Besides, in the study, it was determined that digital material development self-efficacy plays a partially mediating role in the relationship between digital literacy and digital citizenship behavior. According to the study results, it was suggested that the teacher candidates' work on increasing digital literacy levels would be beneficial to improve their digital citizenship and digital material development self-efficacies.

Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In order to do this, we employ PIAAC 2012 data and a fuzzy regression discontinuity design, focusing on a transition period between education laws: a first period without minimum dropout age and a second period (law approved in 1970) which obligated students to be at least 14 years-old to dropout. Our results show, for this particular cohort of the Spanish population, that dropping out is substantially negatively associated with literacy and numerical skills in around 1.5 standard deviations, while it did not influence future earnings.

The aim of the present study was to identify the state of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM. The study was designed subject to the correlational survey model with the sample group comprised of 295 primary school teacher candidates continuing their education at the two education faculties of a state university in Southeastern Anatolia Region of Turkey during the 2020-2021 academic year who were identified in accordance with the proper sampling method. The data were collected via, "Self-Efficacy Scale for STEM Practices" and "Critical Thinking Disposition Scale". Descriptive analysis was used for determining the self-efficacy for STEM practices and critical thinking dispositions of primary school teacher candidates; correlation analysis was used for illustrating the relationship between self-efficacy for STEM practices and critical thinking disposition along with its sub-dimensions; linear regression analysis was used for identifying the state of prediction for critical thinking disposition and its sub-dimensions through self-efficacy for STEM practices whereas stepwise multiple regression analysis was used for determining the state of prediction for critical thinking disposition through gender and self-efficacy for STEM practices subdimensions. Based on the analysis results, the self-efficacy for STEM practices and critical thinking dispositions of teacher candidates are at a good level. There is a positive and statistically significant correlation between self-efficacy for STEM practices and critical thinking disposition and its sub-dimensions. It was illustrated that self-efficacy for STEM practices is a statistically significant predictor of critical thinking disposition and its sub-dimensions and that tenacity-patience was the variable that was predicted the most among these sub-dimensions whilst the stepwise multiple regression analysis set forth that self-efficacy belief was the predictor that made the highest contribution to critical thinking disposition. Various suggestions were made based on the results of the study.

Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.

This study aims to analyse the predictiveness of the emotion socialization behaviours of the mothers of 6-year-old children on the children's attachment levels. The study group of this descriptive research designed with the screening model, one of the quantitative research methods, included 143 pairs of mothers and 60- to 72-month-old normally-developing children attending two kindergartens affiliated with the Istanbul Basaksehir Directorate of National Education during the 2019-2020 academic term. The data collection instruments used in the study were the parent form designed by the authors to collect sociodemographic data from the children and families who participated in the study, the Incomplete Doll Family Story Scale (IDFSS), which was used to determine the children's levels of attachment, and the Coping With Children's Negative Emotions Scale (CCNES). Calculation of descriptive statistics of scores for the Incomplete Doll Family History scale and the Dealing with Children's Negative Emotions scale. The model formed at the end of the multiple linear regression analysis shows that mothers' emotion socialization behaviours accounted for 57% of the variance related to the children's attachment level. The t-test results of the multiple linear regression coefficients revealed that the mothers' emotion socialization behaviours predict children's attachment levels significantly, the problem-focused reactions and minimization reactions sub-scales of emotion socialization behaviours predict children's attachment levels significantly, while the emotion-focused reactions, punitive reactions, distress reactions and expressive reactions sub-scales do not predict children's attachment levels significantly.

This study investigates the effect of economics learning outcomes, parents' income, and students' origin on financial literacy among Indonesian high school students. Using random sampling, this research involved 206 students as respondents. The data was collected by providing tests to the students and documentation techniques. The data were analyzed by multiple linear regression with a dummy variable of students' origin. The analysis indicates that economics learning outcomes and parents' income have a positive effect on financial literacy. However, the students' origin does not have any impact on their financial literacy among Indonesian. The implications of these findings show an essential role of good economics learning in school. The better Economics learning students acquire in school will promote students' greater knowledge that can be proxied in financial literacy. Therefore, it can encourage a better formation of financial behaviors.

In this study, the relationship between pre-service teachers' critical thinking dispositions and their epistemological belief perceptions was examined. The relational screening model was used in the study designed in quantitative research approach. The study group of the research is 234 teacher candidates who study at Education Faculties of Gaziantep University and are determined by simple random sampling method. In the study, data were collected with scales developed for two different variables as epistemological belief and critical thinking disposition. SPSS 22.0 packaged software has been used in the process of data analysis. During the research process, the data were evaluated using the arithmetic mean, Pearson Product Moments Correlation Coefficient and multiple regression analysis. In the study, it was determined that the epistemological belief perceptions of teacher candidates differ according to dimensions and their critical thinking dispositions were at a high level. However, positive relationships were determined between sub-dimensions of pre-service teachers' epistemological belief perceptions and sub-dimensions of critical thinking dispositions. Accordingly, a positive and a low level relationship between "access and acquisition of knowledge " and "reasoning" dimensions with "simple knowledge" and "reaching judgment" dimensions; a positive and moderate relationship between 'simple knowledge' and 'reasoning' dimensions were found. In addition, it was determined that 'reasoning', 'open-mindedness' and 'reaching judgment', which are sub-dimensions of the pre-service teachers' critical thinking dispositions; significantly predicted their perception of the epistemological beliefs regarding 'access to knowledge' and 'simple knowledge'.

The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.

In this study, the effect of teachers' educational philosophy tendencies on their curriculum autonomy was investigated using a correlational research design. The study's population consisted of teachers 258 teachers drawn from various schools using a simple random sampling method. The data were collected through Educational Philosophy Tendency Scale and Teachers' Autonomy on Curriculum Scale. According to the results, progressive educational philosophy appears to be the most frequently adopted tendency by teachers, while essentialist educational philosophy appears to be the least widely adopted. Teachers have a high level of procedural autonomy, which is followed by autonomy in professional development, evaluation autonomy, and autonomy in planning. There are weak and moderately significant correlations between teachers' educational philosophy tendencies and their curriculum autonomy. Also, teachers' educational philosophy tendencies are a strong predictor of curriculum autonomy. Progressive educational philosophy tendency predicts procedural autonomy and professional development autonomy significantly. Reconstructionist, essentialist, and perennialist educational philosophy tendencies, on the other hand, have no impact on curriculum autonomy. In this context, progressive educational philosophy adopted by the teachers influences how they structure their professional development and how they carry out the learning-teaching process without relying heavily on external factors.

Academicians are commonly associated with academic tasks of teaching and research. However, recent scenario reveals that academicians' workloads are not restricted to merely academic tasks. Academicians also hold administrative positions, involved with students' development activities, community services and professional development. Shouldering with numerous responsibilities, academicians may be stressful to prioritize the assigned tasks and meeting deadlines. This necessitates serious attention to ensure that academicians can focus on the assigned responsibilities and perform their best. Thus, this study attempts to establish a relationship between academic and non-academic responsibilities with job-related stress among academicians. Through survey method, 120 usable responses received out of 391 questionnaires distributed to academicians in a public university. Using SPSS, a preliminary analysis indicates that the respondents were moderately stressful with their job. However, multiple regressions test demonstrates that job-related stress is not influenced by academic responsibilities but marginally contributed by non-academic responsibilities. The findings give insights to the university management on academicians' reaction to their present job tasks and useful as guidance in any efforts or policy towards academicians' workload setting. However, this study is confined to only one public university in the East coast region of Malaysia. Thus, future research may be expanded to the public universities in the West region of Malaysia with different working environment and lifestyle.

With the global expansion of China's economy, Chinese has established itself as a major language. Since then, higher education students' desire to learn Chinese has increased dramatically. However, strategies for foreign language learning and students' anxiety both play a key role in students' ability to communicate in Chinese. Thus, the purpose of this study is to examine the influence of language learning strategies (LLS), particularly those associated with different levels of anxiety, on students' willingness to communicate (WTC) in Chinese. Using a quantitative research design, a questionnaire assessing students' WTC, LLS and a speaking anxiety scale was distributed to 130 students enrolled in Mandarin as a foreign language course at MARA professional college in the Eastern region of peninsular Malaysia. The study gathered data from 66 low- and 64 high-anxiety students using the speaking anxiety scale. The findings demonstrated a significant correlation between LLS and WTC among both groups of students. Multiple regression analysis was used to determine the best predictors of students' WTC. It was discovered that indirect LLS were the best predictors for students with lowlevel anxiety, whereas direct and indirect LLS were both good predictors for students with high-level anxiety. This research reveals that in order to improve students' ability to communicate, educators must emphasise a variety of different learning strategies, depending on the speaking anxiety level of their students.

Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.

Purpose: Smartphones have become part and parcel of life in the 21st century. Since there has been limited research exploring the relationship between mobile addiction, interpersonal relationship, and academic behaviour among young adults in tertiary institutions, the present study has embarked on an exploration of the relationship between these three variables in the Malaysian higher education context. Methodology: A descriptive correlational research design was employed to collect and analyse the data, which came from a total of 150 young adults who responded to an online Google form distributed through a WhatsApp link. The items in the questionnaire were adapted from various doctorate studies. The data were analysed using descriptive and inferential statistics such as the mean and standard deviation, correlation, and multiple regression. Findings: The study found that young adults in tertiary institutions in Malaysia experienced a case of moderate mobile addiction. The results also established that the three variables, namely mobile addiction, interpersonal relationship, and academic behaviour, were interrelated. The findings revealed that interpersonal relationship has positively contributed to the variance of academic behaviour, while mobile addiction has negatively impacted young adults' academic behaviour in tertiary institutions. Significance: The findings have provided valuable insights into how to help facilitate the monitoring of disruptive mobile usage among young adults in tertiary institutions.

Effective academic advising service has been found to bring positive benefits to educational institutions to increase students' retention rates and graduation. This study sought to find the essential attributes in public university academic advising service in UiTM Pasir Gudang campus, Malaysia, which may be used to improve the service provided to the students. Quantitative research was conducted using a questionnaire adapted from Parasuraman's SERVQUAL model with a sample size of 221. The study aimed to examine the relationship between service quality dimensions and students' satisfaction. Descriptive statistics, correlation, and multiple regression analysis were used to analyse the questionnaires. Multiple regression analyses results showed reliability and empathy were two dimensions that had significant relationship with students' satisfaction. The results also demonstrated a statistical difference in academic advising service satisfaction among the students according to their years of study and meeting frequency with advisors. The findings of this study may be valuable for the institution to understand the factors that are most significant to further improve the students' satisfaction level in academic advising service.

Predictors of first-year undergraduate and graduate international students' adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.

This study aims to get insights into teachers' safety feelings in families, schools, and communities' partnerships to facilitate the Vietnam context's moral education process. We used a survey method with the instrument having 19 Likert-scale items, namely teachers' feelings of safeness in SFC partnerships (SSFC). The data from 371 Vietnamese teachers followed a simple random sampling strategy. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness, namely teachers' background, collaborated actions between teachers and families, families' mental encouragement for teachers, and collaborated actions between families and communities. These results find that the school level, collaborated actions between teachers and families, and families' mental encouragement for teachers are statistically significant to teachers' feelings of safety. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers' feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.

Researchers often make claims regarding the importance of predictor variables in multiple regression analysis by comparing standardized regression coefficients (standardized beta coefficients). This practice has been criticized as a misuse of multiple regression analysis. As a remedy, I highlight the use of dominance analysis and random forests, a machine learning technique, in this method showcase article for accurately determining predictor importance in multiple regression analysis. To demonstrate the utility of dominance analysis and random forests, I reproduced the results of an empirical study and applied these analytical procedures. The results reconfirmed that multiple regression analysis should always be accompanied by dominance analysis and random forests to identify the unique contribution of individual predictors while considering correlations among predictors. I also introduce a web application for facilitating the use of dominance analysis and random forests among second language researchers.

From the study's qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived "information literacy" (1.00), "analytical thinking" (0.96), "self-control" (0.93), "knowledge application" (0.90) and "planning ability" (0.85) as the most important for the student teachers' CPS skills. Moreover, the results revealed that each teacher's opinion on CPS skill indicators was at a 'high agreement' level. Therefore, it suggested that the results can be used by Thailand's Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.

This study examined the relationships between psychological capital (PsyCap), coping strategies, and well-being among 609 university students using self-report measures. Results revealed that well-being was significantly lower during COVID-19 compared to before the onset of the pandemic. Multiple linear regression analyses indicated that PsyCap predicted well-being, and structural equation modeling demonstrated the mediating role of coping strategies between PsyCap and well-being. Prior to COVID-19, the PsyCap dimensions of optimism and self-efficacy were significant predictors of well-being. During the pandemic, optimism, hope, and resiliency have been significant predictors of well-being. Adaptive coping strategies were also conducive to well-being. Implications and recommendations for psychoeducation and counseling interventions to promote PsyCap and adaptive coping strategies in university students are presented.

This study aims to measure student cognitive and metacognitive perceptions regarding computer use in university. This study addresses three key questions: (1) how does the model fit the key construct of metacognitive and self-efficacy beliefs; (2) to what degree do independent variables predict dependent factor outcomes; and (3) how can understanding student metacognitive and self-efficacy beliefs inform ICT policy in education? This representative model uses four latent factors to measure student perceptions: self-efficacy (SE), computer anxiety (CA), vicarious experiences (VE), and belief of benefits (BB). This study uses a 16-item survey model to test a sample of 602 students from a university in Japan. Quantitative data were analysed using a confirmatory factor analysis to test the validity of dependent latent factors, and a multiple regression analysis to identify independent variables that can predict dependent variable outcomes. Results identify statistically significant predictors of outcome related to two of the dependent variables (self-efficacy and computer anxiety) concerning the demographic groups: (1) gender; (2) computer use age (the age when participants begin using computers); (3) computer use based on hours per day; (4) ownership of computer devices; and (5) location of computer use. Findings conclude that the tested model gives substantial insights into the cognitive and metacognitive processes of students, which can meaningfully contribute to the development of ICT policies in schools.

Teacher candidates in California are required to pass four standardized tests: the California Basic Educational Skills Test, the California Subject Examinations for Teachers, the Teacher Performance Assessment, and the Reading Instruction Competence Assessment. Many underrepresented minority teacher candidates fail to pass these required tests in order to enter and complete the credential program. In this mixed-methods study, we aimed to identify which background variables (e.g., grade point average, gender, first-generation college), language characteristics (English first language), psychological factors, or physiological indicators, such as heart rate, were correlated with candidates' test-taking anxiety. Findings showed that although respondents reported liking writing and reading, they reported not liking math. Three-quarters of the respondents reported some to a lot of anxiety about taking these standardized tests. Respondents did not score highly on the general depression, anxiety, and stress scales. Respondents performed poorly on multiple choice and constructed response items, especially on math items. When students were asked about reasons for test anxiety, the themes that emerged were test anxiety, math anxiety, writing anxiety, test preparation, and testing as a barrier to future employment. A multiple regression showed that test anxiety and attitude toward math were the main predictors of general anxiety. Physiological measures of stress (including electrodermal activity and heart rate variability) were significantly related to demographic factors, such as being born outside the United States and the number of years that second language learners had been living in the United States. Test anxiety was significantly correlated with participants' scores on the depression, anxiety, and stress scales and with students' scores on the multiple choice math test and on stress experienced during a multiple choice math test and on a writing task. Identification of which factors predict test anxiety for credential candidates can help college staff and faculty members better understand the roots of the problem of low pass rates on teacher tests.

This study employed a multiple regression analysis to examine the relationship between academic aptitude and high school achievement factors to predict preservice mathematics teachers' college academic achievement. Specifically, an analysis of correlations and descriptive statistics was performed on predetermined academic factors of 67 undergraduate students enrolled as preservice mathematics teachers. In essence, a comparison of their SAT Verbal and SAT Mathematics scores, high school grade point averages, and college grade point averages disclosed significant relationships among all variables. Of special interest is that the mean high school grade point average of the preservice mathematics majors was a 3.63 (SD =.39), and the mean college GPA was 3.22 (SD =0.56), which resulted in a correlation of r = 0.53, n = 0.67, p < 0.01.

The aim of this study is to examine the psychological resilience in teacher candidates in terms of sense of humor and life satisfaction. Correlational research model was used in the study. The dependent variable of the research is psychological resilience and independent variables are sense of humor and life satisfaction. The research was carried out on 427 teacher candidates between the ages of 18-27, 318 females (74.5%) and 109 males (25.5%). The Resilience Scale for Adults, The Multidimensional Sense of Humor Scale, The Satisfaction with Life Scale and Personal Information Form were used to collect data. Descriptive statistics, independent groups t-test, variance analysis, Pearson correlation coefficient and hierarchical regression analysis were used to analyze the data. When the findings of the study are analyzed, it is seen that psychological resilience in terms of gender differs significantly in favor of female teacher candidates. A positive relationship was found between teacher candidates' psychological resilience and sense of humor. In addition, a positive relationship was found between psychological resilience and life satisfaction. Looking at the findings, it is seen that the variables of sense of humor and life satisfaction predict psychological resilience significantly. The findings were discussed according to the literature and various suggestions were presented.

The Coronavirus (COVID-19 epidemic) affects the education process negatively, like many other sectors. This situation leads to differentiation of extracurricular study habits primarily because of the fact that individuals have difficulties in emotion regulation, away from the school environment and many activities. In addition to these situations, being away from many applied courses as a student of education faculty may cause them to take a different attitude towards lifelong learning tendencies in their development process. In this study, the effect of pre-service teachers' extracurricular study habits and the emotion regulation strategies on lifelong learning tendencies which will contribute them becoming a useful teacher by developing themselves is examined in COVID-19 process. In this context, a scale prepared in three different Likert formats was applied to undergraduate students studying at the Faculty of Education at X University. These scales are "Lifelong Learning Tendency Scale" developed by Coskun (2009), "Emotion Regulation Scale", which was first developed by Gross and John (2003) and later adapted to Turkish by Yurtseven (2008), and "Extracurricular Study Habits Scale" developed by Ermeydan (2019). After obtaining the data, multiple regression analysis was performed to examine the relationship between the pre-service teachers' studying habits and emotion regulation strategies and their effect on lifelong learning tendencies. The results obtained were discussed in the light of the literature.

Policymakers and professional educators attempt to be good stewards of public funds while simultaneously raising expectations for student outcomes that reflect academic excellence in the public school system. The purpose of this study was to determine the efficiency of Texas public school districts and the factors influencing the inefficiency of districts. This study is a replication of a similar efficiency study conducted by Carter (2012), which considered student performance in the 2009-10 school year on the TAKS tests. This study utilized quantitative research methods to gather data and implemented data envelopment analysis (DEA) to calculate a relative efficiency score for 1015 Texas public school districts using student performance data from the STAAR tests in 2014-15. Regression analysis was utilized to identify the effect of four discretionary inputs and four non-discretionary inputs on the relative efficiency of each district. School district efficiency was found to be significantly and positively affected by a district's total student enrollment and total expenditures for instruction per student, and negatively influenced by the percentages of non-white and economically disadvantaged students, and by the percentage of teachers with master's degrees. The results of this study have implications for policymakers, educational professionals, and taxpayers.

This research study investigated the effects of preschool dosage on kindergarten readiness in an urban school district (n= 1,464). This study was guided by one research question: do children who attend two years of structured early childhood education programming (3-year-old and 4-year-old pre-k) demonstrate stronger academic skills than their peers who only attend one year of pre-k programming (4-year-old pre-k only)? Implementing univariate and multivariate logistic regression models, we found that children who attend two years of programming were 34% more likely to make a successful transition to kindergarten compared to their peers who only attended pre-k as 4-year-olds. Black students who attended two years experienced a greater benefit, with a 53% increased likelihood of being kindergarten-ready.

This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students' digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren's metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students' metacognition of assessing credibility. Practical implications and suggestions for students' self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students' digital reading achievement in the post-COVID-19 pandemic era.

Data from the Healthy Mind Study were analyzed using hierarchical multiple regression analyses to determine the role of discriminatory experience in students' confidence in their ability to persist through graduation, controlling for age, extracurricular activity participation, housing, years in their degree program, and their sense of belonging. The final sample consists of 4,708 college students--57.1% women, 70.8% Whites, 7.4% Blacks, 10.4% Asians, and 10.4% Latinx. A final hierarchical multiple regression with discrimination and covariates revealed an overall model that explained 15.5% of the total variance of confidence to persist (F [12, 4574] = 76.762, p < .001). The frequency of discriminatory experiences explains a statistically significant percentage of the variance in students' confidence in their ability to persist. Thus, efforts to minimize students' discriminatory experiences need to be increased. This study offers an initial step that institutions can implement to serve and retain their students better.

An alternative approach for introducing instrumental variables in econometrics courses is presented in this article. The method is based on the ordinary least squares omitted variable bias formula. The intuition for the approach capitalizes on students' understanding and intuition of omitted variables. Thus, if students understand omitted variable bias, they can understand instrumental variables. Furthermore, using omitted variable bias to derive the instrumental variables estimator clearly highlights the critical assumptions of instrumental variables. The author illustrates the proposed method mathematically and discusses the intuition in both simple and multiple regression cases.

Job satisfaction is a vital factor regarding turnover rates, especially among women. Work life balance today, especially in times of COVID where home and work place have transgressed boundaries is an imperative precursor for the well-being of an individual. A satisfying job well-integrated into life, balances the overall mental and emotional quotient of working women particularly in the current pandemic in which the workplace is posing a new and unlike set of challenges and problems for women. Research suggests that work place problems faced by the Indian women are mostly long working hours, less recognition of work, lack of motivation and stress related issues, but the new normal of working remotely from home now is altogether an unexpected work scenario. With respect to emerging nations, problems of work life balance among women in the education sector are not well researched. Increased women employment has led to a swelling attention from academia and industry on WLB. With greater access to better educational opportunities, increasing number of women are entering the workforce, and shifting from being home-makers to the organized work force, thereby necessitating an urgent need to examine this phenomenon. Carrying on with online classes remotely has become the order of the day, and it is becoming stressful when both school and personal life operate from the same space. The main idea here is to understand challenges during COVID which are being faced by school teachers in Noida delivering content to students from home and their surviving strategies.

Purpose: This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching. Design/methodology/approach: Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members' self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching. Findings: The quantitative analysis conducted using multiple regression directed that the faculty's contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members' self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges. Research limitations/implications: This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times. Practical implications: To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students' teaching, learning and needs. Originality/value: This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

This article intends to examine academic library resources and research support services for English teachers at higher education institutions. A sample of 318 English teachers from the public sector universities has been selected through the proportionate random sampling technique. A cross-sectional survey has been conducted to collect data using an attitudinal scale. The study findings of multiple regression confirm the prediction of research support services. It is concluded that academic library resources have favorable effects on research support services for English teachers at the public sector universities of the Punjab province.

With the development of information technology, blended learning has been widely used in the education field, and the evaluation of blended learning effect has become one of the research hotspots. Taking the automobile theory course as an example, a blended learning process with online and offline is designed, and the main learning behaviors that affect learning effect are analyzed. By extracting data on the main learning behaviors of students during the learning process, correlation and linear regression methods are used to analyze the influencing factors of blended learning effect, and a linear regression prediction model is established. The results show that students' online testing, classroom performance, unit testing, feature assessment, and experimental performance are key indicators for predicting learning performance. According to the analysis of influencing factors of blended learning, the countermeasures and suggestions for improving the effect of blended learning are proposed.

The research aimed to investigate the influence of religiosity on organizational citizenship behaviour (OCB) with gender, age and working period as moderation variables. This research is a quantitative study using simple linear regression analysis techniques and interaction tests or often called Moderated Regression Analysis (MRA). Respondents in this study were lecturers and educational personnel of Institut Injil Indonesia with a total of 78 people, and the sample of 57 people, consisted of 21 lecturers and 37 education personnel. The sampling techniques used in this study were purposive sampling. Data from this study were collected using two scales, including the scale of organizational citizenship behaviour (OCB) of Podsakoff. Religiosity scale developed from the Bible, specifically from Philippians 1:9-11. The results showed: (1). There is a positive and significant effect of religiosity on organizational citizenship behaviour; (2). The Variables (gender), (age), and (working period) did not moderate the effect of religiosity on organizational citizenship behaviour.

Because of increased opportunities for social interaction, undergraduate students living on campus are more likely to persist and graduate than their counterparts. Residence hall design also contributes to student interaction. This study explored the relationship between campus apartment design and graduation rates of a sophomore cohort attending a southern public liberal arts university. Initial findings indicated that students living in a communal apartment complex were more likely to graduate than those living in traditional complexes; a multivariate logistic regression found that the strongest predictors of graduation were race/ethnicity and semester credit hours earned. Implications and suggestions for future research were discussed.

The study explored the relationships between digital games internet addiction, peer relationships, and learning attitudes through questionnaire survey in senior grade of elementary school children in elementary school in Chiayi County. Taking 735 students as the research object, SPSS 22.0 as a quantity research analysis instrument was applied to launch descriptive statistics, t-test, and single factor variation analysis, Pearson Product Difference Correlation Analysis, and Stepwise Multiple Regression Analysis. The research results found that 93.2% of high-grade students in Chiayi County played digital games 2 to 3 times a week, and those who took less 1 hour to play digital games. The addiction level of digital internet games for schoolchildren, peer relationships and learning attitude ranked upper-middle level. There are obvious differences in digital gaming internet addiction, peer relationships, and learning attitudes among various background variables such as "school location", "weekly use" and "daily use time". Gaming internet addiction has a low degree of negative correlation in both peer relationships and learning attitudes, while the peer relationships has a moderately positive relation with learning attitudes. Peer-to-peer relationships may be highly predictive of learning attitudes. This research focuses on the educational problems of digital game internet addiction that primary school teachers are most likely to face. It explores the relationship between peer relationships and learning attitudes, fills in the current lack of research, and draws the above important findings. It is suggested that it can be used as an important reference for teachers, parents and follow-up researchers, and contribute to the academic research of primary education in Taiwan.

Several state policies link high-stakes consequences to teacher evaluations, which tend to be heavily weighted by observation scores. However, research has only recently investigated the validity of these scores in field settings. This study examines the sensitivity of teacher observation scores to the number of observations assigned by state policy and the assignment of prior-year composite measures produced by the evaluation system. Regression discontinuity and local regression designs exploit discontinuities in both assignment processes. The evidence suggests that assignment to a lower prior-year composite score does not bias observation scores, but the assignment to more policy-assigned observations introduces substantial negative bias. The degree of negative bias is most pronounced among early-career teachers, as suggested by theory. Implications are discussed.

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students' educational attainment. By planning, designing, and implementing proactive programs focusing on these predictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

Proficiency in a second language depends on different factors; some of these are individual, while others depend more on the social context where the learning takes place. This article describes a study that examined variables that can lead to proficiency in English as a second language. The study was carried out among first semester university students at four different institutions, three private and one public, in four cities in Mexico. Participants (N=1188) had studied at either public or private high schools, regardless of the type of university where they were enrolled. They responded to a questionnaire about their background in learning English, and they took a computer adaptive placement test to determine their language level. Multiple regression was used to determine which variables can be used to predict scores on the placement test. Results point to reading as the number one predictor of proficiency, regardless of length of instruction, previous language studies, or type of high school, suggesting that public school students can reach on average the same level of proficiency as private school students, if they read. These results suggest that extensive reading may be beneficial in improving language proficiency.

This study has attempted to investigate the predictability of university students' personality traits, cultural values, stress coping strategies, negative automatic thoughts and gender on their professional/formal psychological help seeking attitudes. This research has been carried on with the participation of a total of 1284 university students. Predictive correlational method was used. To collect data, valid and reliable measurements were conducted. The hierarchical multiple regression analysis has been used to evaluate the data. As predictors of the psychological help seeking attitude, conscientious and agreeable students have more positive attitudes, but negative-valent and open ones have more negative attitudes. Students who use seeking social support and avoidance stress coping strategies have more positive attitudes, but who use keep-to-self have more negative attitudes. Collectivist and female participants' help seeking attitudes are more positive. With these variables, 14% of the attitude of seeking psychological help is explained. The findings of the study were associated to Theory of Planned Behavior and discussed in the light of literature.

To improve children's academic achievements, parents often try to provide them with adequate nutrition or/and send them to attend extracurricular tutoring classes. The effect of extracurricular tutoring on students' performance has been well explored, whereas no rigorous empirical study was conducted to observe the relationship between breakfast and students' academic performance. Besides, little empirical evidence has been presented to compare the effect of breakfast and that of extracurricular tutoring on students' academic achievements. This study fills this gap by adopting the multiple linear regression model and Shapley Value Decomposition to analyze the academic quality monitoring data of 50,516 Year-3 students and 83,505 Year-8 students in Jiangsu, China. The results showed that both breakfast and extracurricular tutoring can improve students' grades, and breakfast was superior to the tutoring in efficacy. This conclusion is of great significance for planning family education strategies scientifically and improving family education efficiently. It is necessarily convincible for parents and educators to rationally understand the role of extracurricular tutoring and pay enough attention to breakfast in improving students' performance.

Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.

Within psychology and the social sciences, Ordinary Least Squares (OLS) regression is one of the most popular techniques for data analysis. In order to ensure the inferences from the use of this method are appropriate, several assumptions must be satisfied, including the one of constant error variance (i.e. homoskedasticity). Most of the training received by social scientists with respect to homoskedasticity is limited to graphical displays for detection and data transformations as solution, giving little recourse if none of these two approaches work. Borrowing from the econometrics literature, this tutorial aims to present a clear description of what heteroskedasticity is, how to measure it through statistical tests designed for it and how to address it through the use of heteroskedastic-consistent standard errors and the wild bootstrap. A step-by-step solution to obtain these errors in SPSS is presented without the need to load additional macros or syntax. Emphasis is placed on the fact that non-constant error variance is a population-defined, model-dependent feature and different types of heteroskedasticity can arise depending on what one is willing to assume about the data.

The Linear multiple regression model is one of the prediction models whose parametric estimations could be achieved in different methods. With the advent of modern technologies and modern information technologies and its impact on various aspects of life, using it as a tool to facilitate learning in all the courses, and in particular mathematics, is inevitable. Meanwhile, the key role of the teacher in the teaching-learning process, the need for teachers to prepare teachers to face the diversity of existing technologies, to measure and identify efficient tools and apply them to teaching, undeniably undeniable. Which will be very complicated. In order to prepare for the teaching of mathematics, their teachers must have a profound and broad understanding of the subjects and mathematical subjects in order to be able to generalize and understand the content and educational technology of technology, to what Meaning of education along with technology. In fact, the need for the interference between the two areas of mathematics and technology is the dominance of teachers in both domains. In other words, teaching along with technology means that as long as the teacher thinks about specific mathematical concepts, one must simultaneously contemplate how to make mathematical concepts comprehensible to his students using the technology of expression In this research, we have tried to highlight the role of teachers in identifying the achievements of using technology in mathematics education in order to better realize this important issue.

Students from less fortunate families and in less advantaged schools often perform worse than their more advantaged peers. The Australian Labor Government (2007-2013) initiated the "Building the Education Revolution" to establish a more effective and just education system, reaching a meaningful consensus on the development of active and informed citizens across all Australian states and territories. Using nationally representative data, this study examines how student background, school context, and school composition are associated with civic knowledge, whether students from low-status families are particularly disadvantaged in schools with more advantaged peers (big-fish-little-pond effect), and whether and how these associations have changed between 2007 and 2013. The results of multiple-group multilevel linear regression models suggest that student background and school characteristics are associated with civic knowledge, and that school characteristics moderate the associations between civic knowledge and school composition. Taken together, the data provide little evidence that the disparities in civic knowledge due to socioeconomic inequalities have declined over time. These inequities are problematic as gaps in civic knowledge can affect the quality of democracy, particularly in a country where voting is mandatory. The reproduction of educational inequality remains a challenge for social and educational policy in Australia.

Background: Youth involved with the juvenile justice system are at an increased risk for developing internalizing symptoms. In accordance with ecological systems theory and Self-Determination Theory, parental psychological control and emotion-related constructs, such as alexithymia (or difficulty processing emotions), are linked to internalizing symptoms. Objective: The present study aimed to provide preliminary evidence of these associations in a sample of youth in juvenile detention centers, by examining the unique variance accounted for by alexithymia total score and the dimensions of alexithymia (i.e., difficulties identifying feelings; difficulties communicating feelings) on anxiety and depression symptoms over and above the variance accounted for by psychological control. Method: The sample included 111 youth (M[subscript age] = 15.5, SD = 1.38) in a juvenile detention facility in the Midwest. Multivariate linear regression models tested incremental validity to determine if the unique variance in the internalizing symptoms can be attributed to the addition of alexithymia constructs. Results: Results showed that psychological control continued to be associated with depression symptoms, even after alexithymia total score and dimensions of alexithymia were added to the model. However, the link between psychological control and anxiety symptoms was attenuated when alexithymia constructs were added to the models. Alexithymia total score and difficulties identifying feels were significantly associated with internalizing symptoms and the addition of these constructs accounted for unique variance in the outcomes. Difficulties communicating feelings was not associated with internalizing symptoms. Conclusions: Findings provide evidence that alexithymia and dimensions of alexithymia are associated with internalizing symptoms even when controlling for variance attributed to psychological control.

Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that describes the association between achievement indicators and personality. The PASH suggests that the differentiation between grades and tests is too simplistic and that associations between personality and achievement instead vary across five main features of the achievement measures that are used: level of standardization, relevance for the student, curricular validity, instructional sensitivity, and cognitive ability saturation. On the basis of findings from prior studies, we focused in particular on conscientiousness and openness to test the PASH. We used data from three large-scale studies (total N = 14,953) and aggregated our findings across these studies. In line with the PASH, the Big Five trait of conscientiousness was most strongly related to measures that were less standardized and less saturated with cognitive ability but higher on curriculum validity, relevance, and instructional sensitivity. In addition, openness was most strongly related to measures that were higher on standardization and cognitive ability saturation but lower on relevance, curriculum validity, and instructional sensitivity in English.