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When measuring latent constructs, for example, language ability, we use statistical models to specify appropriate relationships between the latent construct and observe responses to test items. These models rely on theoretical assumptions to ensure accurate parameter estimates for valid inferences based on the test results. This dissertation specifically concerned the local independence (LI) assumption (or presence of local dependence (LD) equivalently) in two specific item response theory (IRT) models -- the partial credit model (PCM) and the generalized partial credit model (GPCM). With a primary focus on several commonly used global fit indices (GFIs), this study investigated how parameter estimates in the studied IRT models were affected by varying degrees of LD, whether the studied GFIs were responsive to model misspecifications due to LD, and any insights regarding making reasonable decisions in terms of good-fit models. The results revealed that, first, parameter estimates in both the PCM and GPCM were severely biased, especially the latent trait and item step parameter estimates. The degree of biases increased with higher levels of LD across different model and data conditions. Other general factors, including the test length and number of item response categories, could also impact biases in parameter estimates. Second, all studied GFIs were responsive to model misfit caused by the presence of LD. Specifically, studied GFIs exhibited moderate to strong associations with biases of the latent trait estimates in expected directions. Lastly, based on the performance of the studied GFIs under baseline and LD-induced conditions, the absolute fit indices (RMSEA and SRMSR) appeared to be more informative than the incremental fit indices (CFI and TLI) in assessing the global fit of the PCM and GPCM. This study provides insights into adopting specific decision criteria of good model fit under various model and data conditions, aiming to reduce potential false positive rates while maintaining reasonable true positive rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explored whether unnecessary linguistic complexity (LC) in mathematics and biology assessment items changes the direction and significance of differential item functioning (DIF) between subgroups emergent bilinguals (EBs) and English proficient students (EPs). Due to inconsistencies in measuring LC in items, Study One adapted a rubric counting instances of specific grammatical features in items and introduced a method for evaluating lexical features in items. Four raters were asked to count the presence of five grammatical features in assessment items and determine whether each feature contained construct-relevant vocabulary. The items were drawn from four content assessments administered to Massachusetts high school students: two biology assessments and two mathematics assessments. These counts of grammatical and lexical features were modeled in factor analyses to evaluate the multidimensionality of LC and subsequent fit of multidimensional LC models. While there were problems with raters consistently counting construct-irrelevant grammatical features, multidimensional models of LC fit acceptably well. Factor scores obtained from the measurement models for lexical complexity, relative clauses, and complex noun phrases created in Study One were used for Study Two. In Study Two, Rasch hierarchical generalized linear models (HGLMs) were created to evaluate DIF between different subgroups of EBs and EPs on a biology assessment and a mathematics assessment, as including LC as an item covariate may predict item responses differently by comparison group. Seven comparison groups were evaluated across two assessments (mathematics and biology): EPs versus EBs, EPs versus short-term EBs, EPs versus long-term EBs, short-term EBs versus long-term EBs, EPs versus Spanish-speaking EBs, EPs versus non-Spanish-speaking EBs, and non-Spanish-speaking EBs versus Spanish-speaking EBs (reference group versus focal group, respectively). For each comparison group, at least five models were created: a comparison model with all participants in the comparison group with that only accounts for the main effect of focal group status, a "base model" that evaluated DIF for the comparison groups with no LC item covariates, a model including lexical complexity as an item covariate ("LEX predictor"), a model including complex noun phrases as an item covariate ("NP predictor"), and a model including relative clauses as an item covariate ("RC predictor"). If LC predictor models improved model fit, models with multiple LC predictors were created. For the EP versus EB comparison groups on the mathematics assessment, model fit only improved with the NP predictor model, while the LEX, NP, and RC predictor models improved model fit for the EB versus EB comparison groups; a model with all LC predictors improved model fit for the EB versus EB comparison groups. For the biology assessment, the LEX, NP, and RC predictor models improved model fit for all comparison groups; a model with all LC predictors improved model fit for all comparison groups. The main effects of the item covariates (LC factor scores) and their interactions with focal group status were evaluated, as were the number of items within a comparison group that had changes in DIF significance or direction when including a LC predictor. All LC predictors had consistent main effects across comparison groups. For the mathematics assessment, items with higher complex noun phrases factor scores were consistently more difficult for all comparison groups (NP predictor model), and items with higher lexical complexity (LEX predictor model, all predictors model) or relative clauses factor scores (RC predictor model, all predictors model) were consistently more difficult for all EB versus EB comparison groups. For the biology assessment and all comparison groups, items with higher lexical complexity (LEX predictor model, all predictors model) or complex noun phrases factor scores (NP predictor model, all predictors model) were consistently more difficult, and items with lower relative clauses factor scores (RC predictor model, all predictors model) were consistently more difficult, with one exception. In the all predictors models for the EB versus EB comparison groups, only relative clauses had a significant main effect. There were some changes in interactions with LC predictors and focal group status. For the mathematics assessment and EP versus EB comparison groups, complex noun phrases interactions favored EPs. For the mathematics assessment and EB versus EB comparison groups, generally the interactions in the single LC predictor models generally favored STEBs compared to LTEBs and non-Spanish-speaking EBs compared to Spanish-speaking EBs, but when all LC predictors were included, no interactions between LC predictor and focal group status were significant. For the biology assessment and EP versus EB comparison groups, lexical complexity and complex noun phrases factor scores interactions generally favored EPs, and relative clauses factor scores interactions favored EBs and EB subgroups. For the biology assessment and EB versus EB comparison groups, regardless of whether examining the single LC predictor or all predictors models, no interactions between focal group status and LC predictor were significant. Changes in DIF significance and direction were compared between the base model and LC predictor models for all comparison groups. For the mathematics assessment and EP versus EB comparison groups, after conditioning on complex noun phrases, items with complex noun phrases generally exhibited significant DIF favoring EBs, regardless of whether the complex noun phrases factor scores were high (one standard deviation above the mean) or low (due to floor effects, the lowest complex noun phrases factor score). For the biology assessment, all items exhibited significant DIF favoring EBs after accounting for lexical complexity, most items exhibited non-significant DIF after accounting for complex noun phrases or relative clauses, and items were mixed between exhibiting non-significant DIF or significant DIF favoring EBs after accounting for all LC predictors. While items with high relative clauses factor scores exhibited non-significant DIF, some items with low relative clauses factor scores exhibited significant DIF favoring EPs after accounting for relative clauses. Items with two or more high factor scores exhibited non-significant DIF, but items with two or more low factor scores exhibited significant DIF favoring EBs after accounting for all LC predictors. These results were fairly consistent across different EP versus EB comparison groups, although different items were flagged for DIF in initial models not accounting for LC predictors. Items were less difficult for EBs than EPs after accounting for LC features, which suggests the abilities of EBs are underestimated due to LC in items, even if the items have low LC. Considering subgroup differences in these EIRMs, the key takeaway is that while different items are flagged as exhibiting significant DIF for different EP versus EB comparison groups when examining DIF with no LC predictors, there are few subgroup differences in items changing DIF significance or direction after accounting for LC predictors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The landmark theoretical model of Community Cultural Wealth (CCW) was developed almost twenty years ago as a critique of American meritocracy and the deficit views of Students of Color (Yosso, 2005). Most research on CCW since that point has been qualitative in nature, specifically in-depth interviews to understand how Students of Color exact their aspirational, familial, linguistic, navigational, resistant, and social capital as they persist through education. The current study aimed to quantify and validate CCW as a six-factor model and examine the effects of CCW on academic self-efficacy, sense of belonging, grade point average, and mental health in a sample of Black and Latino/a college students. 567 college students from colleges across the United States participated in an online survey with CCW, student outcomes, and demographic items. Results indicated that all six cultural capital confirmatory factor analyses (CFA) exhibited good model fit and converged into a second-order Community Cultural Wealth latent construct, consistent with theory. CFA indicated good model fit for first-order factors for academic self-efficacy, sense of belonging, and mental health. Community Cultural Wealth significantly positively predicted all student outcomes, including explaining 62% of the variance in Academic Self-Efficacy, 25% of the variance in Sense of Belonging, and 14% of the variance in Mental Health. Grade point average was significant but was a weak outcome variable, and participation in college readiness programs did not mediate any relationships as predicted. The quantification of CCW as a six-factor model consistent with theory is a key finding, as it is the first time it has ever been done. Future research should involve buy-in from participants to solidify items used to measure CCW and how CCW affects student outcomes in different student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to investigate the effectiveness of four different models (bifactor, CTC(M-1), CTCU and unidimensional) as to optimal model selection when the wording effect associated with negatively worded items was present. A Monte Carlo simulation study was conducted to compare model-data fit and accuracy in parameter estimates of the four models. Design factors include: two true models (CTC(M-1), CTCU models) x three sample sizes (small N=250, moderate N=500, large N=1,000) x two item ratios (positive items:negative items = 2:1 or 1:1) x three distributions (distribution of negative items; symmetric, moderately asymmetric, and extremely asymmetric). The generated data were analyzed with two different estimators (MLMV, WLSMV) under four different models (bifactor, CTC(M-1), CTCU, and unidimensional). Outcomes examined included fit index values (chi-square, RMSEA, SRMR, CFI, TLI, AIC, BIC), power, Type I error, and relative bias in factor loadings on general trait factor estimated from the four tested models. As a second study, the four tested models were applied to empirical data set from the RSE scale to evaluate whether the simulation study results would be observed in practice. Results showed that three tested models (bifactor, CTC(M-1), and CTCU) fit the data equivalently well regardless of study conditions. Misspecified unidimensional models would erroneously be selected as an optimal model when certain study conditions (small sample, asymmetrically distributed negative items, unbalanced number of positive and negative items, WLSMV estimator) were present. Among tested models, the CTC(M-1) tended to produce most accurate factor loadings for both positive and negative items. According to the study's findings, there could be overlaps in the fit index values under several alternative solutions. Researchers should not select one model over the other solutions only because it produced the best fit index values. Instead, a model selection should be determined based on the study's objectives or on substantive considerations. Additionally, researchers should carefully examine the data's features when misspecified unidimensional models yield goof-fit. Unidimensional models ignoring negative wording effects could be recognized as a good-fitting model in some circumstances because of different performance of fit indices. Several practical advice and guidelines are provided for researchers using unidimensional scales with mixed item wording. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This multiple-manuscript dissertation explored the measurement invariance (MI) testing with multiple-group confirmatory factor analysis (MG-CFA) approach from different perspectives. Study 1 explored MI from a theoretical perspective by conducting a systematic review study on MI practices in education. The findings of this study indicated inconsistency in MI practices and showcased the limitations of the MI practices conducted by researchers in the field of education. Study 2 examined MI from an empirical perspective by implementing a cultural MI test of Strengths and Difficulties Questionnaires for elementary school students in the United States and China. The study provided a step-by-step demonstration of how to conduct an MI test appropriately. Study 3 investigated MI from a methodological perspective with a simulation study. This study examined the impact of model size and group size ratio on the sensitivity of fit measures to detect MI. The study found that model size, in combination with group size ratio, affected the power of CFI, RMSEA, and SRMR for identifying the metric or scalar noninvariance. Study 2 and Study 3 originated from the issues with MI practice identified from Study 1 and served as extensions of Study 1. These three manuscripts contributed to the research on MI testing with the MG-CFA approach theoretically, empirically, and methodologically. Overall, this series of studies help researchers gain a better understanding of the application of MI from different perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research focuses on a dual mediation model designed to describe the learning process of sixth grade students practicing mathematics to improve Mathematics Operation Proficiency while experiencing different forms of feedback. The variables of interest in this study are the predictor variable feedback type, the mediating variables of Affective and Cognitive Engagement and the outcome variable of Mathematics Operations Proficiency. Mathematics Operations Proficiency was measured via standardized gain scores derived from Mathematics Pre-tests and Posttests. Cognitive Load Theory, Cognitive Information Processing Theory, Engagement Theory, and a model of the effects of feedback were used to develop the dual mediation model used in this research. The results suggest that feedback type significantly affects neither Mathematics Operations Proficiency nor Cognitive Engagement. Furthermore, the model specified does not fit the data, according to the following measures of model fit: [k (superscript 2] test of goodness of fit, the SRMR, the RMSEA, and the PNFI. Factors such as measurement quality, sample size, Common Core Mathematics Standards selected by teacher, the level of cognitive complexity of the items used, the amount time spent preparing for practice, the types of activities spent preparing for the practice, the implementation of the research, and the effects of the COVID19 pandemic on society as a whole and the recruited subjects in particular are all worth consideration in the interpretation of the lack of fit of the model and data collected. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The application of diagnostic classification models (DCMs) in the field of educational measurement is getting more attention in recent years. To make a valid inference from the model, it is important to ensure that the model fits the data. The purpose of the present study was to investigate the performance of the limited information goodness-of-fit statistic Mord in the polytomous response DCMs with the presence of hierarchical attribute structures. The first simulation study investigated the empirical Type I error rates of the Mord statistic under the null hypothesis when the model and data were perfectly fitted. The second simulation study explored the empirical rejection rate of M[subscript ord] under different types of misspecifications: model misspecification, attribute hierarchy misspecification, and Q-matrix misspecification. The impact of test length, item quality, attribute structure, marginal/conditional probability of the mastery of attributes, and the number of response categories were investigated. The results indicated that the M[subscript ord] statistic demonstrated well-calibrated Type I error rates under the null conditions with different types of hierarchical attribute structures. When there were model-data misfits, the M[subscript ord] statistic showed high empirical rejection rates in detecting the misspecified sDINA and sDINO but didn't show enough power to detect the sC-RUM. The M[subscript ord] also exhibited high empirical rejection rates when the generating attribute structure was non-strict hierarchical, but the fitted structure was strict hierarchical. Besides, it was sensitive when the sequence of parent and child attributes was reversed. However, the M[subscript ord] statistic couldn't detect the omission of hierarchical attribute connections. When there were Q-matrix misspecifications, the M[subscript ord] statistic showed extremely high empirical rejection rates in the condition of Q-matrix under-specification but was not sensitive to the Q-matrix over-specification. The higher proportion of Q-matrix misspecification led to higher Mord rejection rates. The item quality exhibited a huge influence on the performance of the M[subscript ord] statistic. The M[subscript ord] statistic demonstrated higher empirical rejection rates with higher item quality, longer test length, fewer item response categories, and lower marginal/conditional probability of the mastery of attributes. The types of attribute structure also demonstrated slight influences on the rejection rates of the M[subscript ord] statistics under some circumstances. The performance of the RMSEA[subscript ord] and SRMSR were explored in the present study to assess the degree of misfit and absolute model fit. The results indicated that the frequently used cut-off value of 0.05 was not appropriate in the framework of polytomous response DCMs. The magnitude of RMSEA[subscript ord] and SRMSR values varied in different situations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study investigated the experience of thriving and burnout among college students with regard to their within-person person resilience resources using a Self-Determination Theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) framework. SDT has proposed and documented that satisfaction of the basic needs for autonomy, competence, and relatedness facilitates indicators of well-being in a variety of contexts. However, few studies have explored the ability of the academically grounded basic psychological needs to mediate relations between students' within-person resilience variables (i.e., dispositional optimism and cognitive reappraisal) and indicators of student well-being (i.e., student thriving and student burnout). Structural equation modeling (SEM) was used to examine a model positing that each basic psychological need would fully mediate these relations among 658 current students at a large, upper-midwestern R1 university. The measurement and structural models were a good fit to the data. Dispositional optimism and cognitive reappraisal each had significant positive relations with all three basic needs. Perceived academic competence and perceived campus relatedness has significant positive relations with student thriving while only perceived academic competence significantly related to student burnout. Academic volitional autonomy did not significantly relate to either student well-being indicator. Perceived academic competence fully mediated relations between both resilience variables and both student well-being outcomes. Perceived campus relatedness also fully mediated relations between both within-person resilience variables and student thriving. Conclusions, implications, limitations, and future directions for investigators are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Growth mixture modeling (GMM) is a methodological tool used to represent heterogeneity in longitudinal datasets through the identification of unobserved subgroups following qualitatively and quantitatively distinct trajectories in a population. These growth trajectories or functional forms are informed by the underlying developmental theory, are distinct to each subgroup, and form the core assumptions of the model. Therefore, the accuracy of the assumed functional forms of growth strongly influences substantive research and theories of growth. While there is evidence of mis-specified functional forms of growth in GMM literature, the weight of this violation has been largely overlooked. Current solutions to circumvent assumption violations to functional forms of growth are reliant on theory and inferences yielded from previous research. However, the low frequency of systematic replications of study assumptions implies that developmental theories may not always suggest the correct functional form for a given growth phenomenon. The current dissertation is an examination of GMM assumption violation to the functional form of growth. The simulation study quantitatively contrasted the measured differences between the true population model to a series of mis-specified models where the outcome appropriateness was measured using latent classes and model fit indices. Results of the simulation study revealed two key takeaways. Firstly, that the fit indices of the mis-specified models consistently selected the correct number of classes present in the sample. However, closer examination of the mixing proportion of these latent classes revealed that individual's probability of membership to the latent classes was compromised for the mis-specified models. Secondly, the type of functional form mis-specified (i.e., a simple linear or quadratic or complex Gompertz) determined how visible the effects of the mis-specification would be to the researcher. The implications of these findings are further discussed in this paper along with directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present cross-sectional study examined the interrelationships between mindfulness, self-compassion, gratitude, and burnout in a sample of Health Service Psychology doctoral trainees (n = 234) using structural equation modeling. Results suggested that mindfulness, self-compassion, and gratitude may each function as important internal resources in mitigating burnout in HSP trainees. A priori models showed poor structural fit and were respecified according to modification indices. The respecified primary model was retained as it showed a good fit (X[superscript 2](df) = 347.497(99), p < 0.001; RMSEA = 0.074; CFI = 0.939; TLI = 0.914; SRMR = 0.054) and significantly better fit than the respecified alternative model ([delta] [X superscript 2](1) = 7.37, p < 0.01). Mindfulness showed direct positive effects on self-compassion (0.643) and gratitude (0.346), and direct negative effects on burnout (-0.344). Self-compassion (-0.271) and gratitude (-0.220) each also showed direct negative effects on burnout. Mindfulness also showed significant specific indirect effects on burnout via self-compassion (-0.174) and gratitude (-0.076). Total indirect effects of mindfulness on burnout were medium negative effects (-0.250). Total effect of mindfulness on burnout was a large negative effect (-0.595). These results can be used to inform changes at the organizational level for doctoral training programs and can be used at an individual level as tools for empowering trainees to increase internal resources that may help them to engage in more sustainable practice. Theoretical, research, and practice implications for counseling psychologists and limitations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the last two decades, there has been an increasing interest in third language (L3) phonology (Cabrelli Amaro, 2012; Cabrelli Amaro & Wrembel, 2016). However, research so far has been primarily directed at specific stages of learning and has independently explored either production (e.g., Llama, Cardoso, & Collins, 2010; Llama & Cardoso, 2018; Tremblay, 2007; Wrembel, 2011, 2014; Wunder, 2011) or perception (e.g., Onishi, 2016; Wrembel, Marecka, & Kopeckova, 2019). Almost none of the studies has examined the role of individual differences, including language aptitude, in L3 phonological development. To fill in the gap in the literature, the present study examines the role of cross-linguistic influence and language aptitude in both perception and production of L3 Spanish labial stops, /p/ and /b/. Cross-sectional data were collected from 40 Korean-English bilinguals at different proficiency levels of L3 Spanish. The dependent variables consist of VOT and F0 values as well as cross-language discrimination accuracy and identification tendency coupled with goodness-of-fit ratings. Findings demonstrated that L3 learners, regardless of proficiency level, were quite accurate at distinguishing, specifically, the Spanish /p/-English /p/ and the Spanish /b/-Korean lenis /p/ pair; however, this ability did not translate into accurate production among low-proficiency learners. Rather, for VOT, cross-linguistic influence from L2 English affected the production of both target sounds, with effects that faded away with increasing L3 proficiency, albeit slowly in the case of Spanish /b/, possibly the result of markedness effects. For F0, no correlations were found with L3 proficiency, in general. Regarding the relationship between perception and production, significant correlations were observed in some cases, yet more direct links between perception and production were identified among intermediate and advanced learners. Language aptitude appeared to facilitate both the perception and production of the target sounds. Specifically, a moderation analysis revealed a more substantial effect of phonemic coding ability on production at lower levels of L3 proficiency, as predicted in Skehan (2016), and corroborates previous findings (e.g., for L2 grammar, Li, 2015; for segmental learning, Saito, 2019; for feedback noticing, Yilmaz & Koylu, 2016). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Social and emotional learning (SEL) has become essential in educational settings and human development. Federal policy has begun to incorporate SEL factors into education accountability metrics. Schools, institutes, and scholars have started implementing SEL in K-12 educational contexts. Social interactions and emotions are a daily part of students' lives, both in and out of school, which is why many educators are willing to teach and measure SEL competencies. Moreover, in previous research, it has been found that students' higher SEL competencies are positively associated with higher academic performance and lower risky behaviors. As interest in SEL grows, measurement tools continue to evolve. An interesting finding from the overview of existing SEL measures was that not only a general SEL scale is measured but in practice, multiple dimensions, or subscales of SEL. This finding implies the multidimensional nature of SEL measures. How- ever, researchers have not attempted to use the multidimensional item response theory to identify the multidimensionality of SEL measures and evaluate their psychometric properties. This dissertation aimed to apply MIRT models to the MSS-SEL data, identify the best-fitting model, and conduct a psychometric evaluation of the MSS-SEL items and dimensions. To mediate person-score calibration and evaluation, psychometric properties such as internal structure and item parameter estimates of the MSS-SEL items were evaluated under MIRT framework. The results showed that among the competing correlated models, MGRM fitted better than the MG- PCM to the MSS-SEL data. Additionally, among the competing bifactor models, bifactor-GRM fitted better than the bifactor-GPCM. The results indicated that for both the correlated MIRT model and bifactor model applications, the graded response modeling approach functioned better for the MSS-SEL response data than the generalized partial credit modeling approach. The results of the MGRM application showed that some MSS-SEL factors were relatively more highly correlated than others. One of the bifactor-GRM results showed that the general factor (i.e., SEL) accounted for by 66% of the common variance among items. Each specific factor was accounted almost equally well for the rest of the variance. Overall, the 37 SEL items reflected the general factor reasonably well, and most of the items were moderately/strongly explained by the general factor. This dissertation demonstrated what could have been missed if just a single model (i.e., UIRT, correlated MIRT model, or bifactor model) was fitted to the data. Furthermore, validity evidence was provided for the potential use and interpretation of the MSS-SEL scores. Several implications can be made especially for researchers and practitioners who frequently get involved in all different phases of SEL measurement. First, it is important to plan ahead for an item and scale development and to search for theoretically suitable IRT models. Second, it is crucial to examine the internal structure and use MIRT models when there are multiple SEL constructs to be measured. Third, the types of scores that are meaningful for the report and to be used should be clearly declared by the SEL measurement developers and users. Psychometric evaluation of the existing SEL measures using relevant measurement models will contribute to the validation of the SEL measures in support of the intended interpretation and use of such measures by educators and practitioners. This, of course, is a core component of validity evidence to interpret and use SEL scores at multiple levels. Moreover, this is a part of a larger effort to understand and articulate a set of psychometric principles for SEL measurement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation informed researchers about the performance of different level-specific and target-specific model fit indices in Multilevel Latent Growth Model (MLGM) using unbalanced design and different trajectories. As the use of MLGMs is a relatively new field, this study helped further the field by informing researchers interested in using various specific model fit indices. We evaluated the descriptive information of the various model fit indices under various simulation conditions and the extent to which the fit indices could be influenced by different design factors, based on simulated data with different conditions derived from a correctly specified MLGM. Our simulation design factors included three levels of number of groups (50, 100, and 200), three levels of unbalanced GS (5/15, 10/20, and 25/75), and three trajectories (accelerating, decelerating, and linear). Based on the results, we made recommendations for practical and theoretical research about fit indices. CFI- and TFI-related fit indices performed well in the MLGM could be trustworthy to use to evaluate model fit under similar conditions found in applied settings. However, RMSEA-related fit indices, SRMR-related fit indices, and chi-square-related fit indices varied by the factors included in this study and should be used with caution for evaluating model fit in the MLGM. The use of these fit indices appears to be particularly problematic when dealing with unbalanced design and small sample sizes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Psychometricians at an organization named the Education and Training Evaluation Commission (ETEC) developed a new test scoring method called the latent D-scoring method (DSM-L) where it is believed that the new method itself is much easier and more efficient to use compared to the Item Response Theory (IRT) method. However, there are no studies that compared the methods directly regarding item fit and person parameter recovery to understand if the new method (DSM-L) provides better item fit and person parameter recovery compared to the IRT. Therefore, the purpose of this study was to compare the use of latent D-scoring method (DSM-L) models (RFM1 and RFM2) and Item Response Theory (IRT) models (1-PL and 2-PL) with respect to item fit and person parameter recovery across different test data from the ETEC. It was found that both the DSM-L and IRT methods show similar results under both Mean Absolute Error (MAE) and Mean Absolute Difference (MAD) item fit statistics methods across the different test data sets from the ETEC. Also, I found that larger sample sizes and test lengths were associated with improved item fit under the MAE item fit statistics across the different methods. I also found that a two-parameter model type (RFM2 and 2-PL models) shows lower mean MAE item fit statistics across the test data sets compared to a one-parameter model type (RFM1 and 1-PL models).Finally, the DSM-L RFM2 model showed a slightly lower RMSE rate compared to the RFM1 model. Also, both RFM1 and RFM2 models showed acceptable rate of bias (bias equal to zero). On the other hand, the IRT 1-PL model showed a lower RMSE rate compared to the 2-PL model, and 1-PL model showed an acceptable rate of bias (bias approximately equal to zero). With the study outcomes in mind, the psychometricians at the ETEC can use either method (DSM-L or IRT) if the goal is to have good item fit under the MAE item fit statistics since both methods showed similar MAE results. I also recommend using the two-parameter model type based on MAE item fit statistics because it shows lower mean MAE compared to using the one parameter model type. On the other hand, if the goal is to have lower RMSE rates and acceptable rates of bias (bias approximately equal to zero) under IRT I recommend using the 1-PL model. Also, if the goal is to have lower RMSE rate under the DSM-L I recommend using the RFM2 model, and if the goal is to have an acceptable rate of bias under the DSM-L I recommend using either the RFM1 or RFM-2 models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Seligman (2011) introduced well-being theory as a multidimensional model to increase and measure well-being. The PERMA model of well-being theory defines well-being in terms of five constructs: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Together, these five constructs are the foundation of individual and community well-being. The end goal of well-being theory is flourishing, which is defined as optimal well-being, where one is in the upper range of all five PERMA elements. The purpose of this study was to test whether all five PERMA elements of well-being could be derived from items in the "2018 Purdue Student Experience at a Research University" (SERU) survey, thus providing support for the multidimensional model in context of undergraduate students at a research-intensive university. Using confirmatory factor analysis, all five PERMA constructs were supported with use of 32 items and demonstrated good model fit statistics. A second order PERMA well-being construct was built and demonstrated adequate model fit with RMSEA = 0.04. In the full PERMA model, all 32 items were significant at p < 0.05. In the full PERMA model, all five constructs were significant at p < 0.001. Accomplishment had the highest factor loading (0.76) and Meaning had the lowest factor loading (0.25). Results from this study provide initial support for use of wellbeing theory in context of undergraduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Second language (L2) phonological acquisition involves learning novel target-language sounds, variable forms of sounds that arise in different phonological contexts, and any phonotactic constraints that govern their appearance. Interlanguage (IL) grammars must adapt to represent sounds and constraints that are novel to the native language (L1) grammar. Research conducted in the perceptual assimilation (PA) paradigm addresses naive pre-learners' and L2 listeners' perception of foreign sounds but typically controls for phonological context rather than manipulating it. This design priority limits phonological insights to position-dependent perceptual knowledge, not addressing high-order phonological knowledge across multiple contexts. Conversely, most investigations of acquisition of L2 phonological distributions neglect to investigate category acquisition. The German so-called dorsal fricatives, voiceless palatal [ç] and voiceless velar [x] (with uvular variant [X]), orthographically represented by the letters , provide a valuable test case to examine development of novel categories and novel distribution patterns simultaneously. Both novel to L1 American English speakers, the dorsal fricatives exist as allophones (i.e, positional variants) of the same phoneme, their distribution determined largely according to the rule of Dorsal Fricative Assimilation (DFA), by which the dorsal fricative must agree in frontness/backness with the segment that precedes it. Furthermore, both languages' phoneme inventories include acoustically similar /h/ but allow it only in simple onsets of syllables, whereas dorsal fricatives most commonly appear in syllable codas. To investigate acquisition of the dorsal fricatives in early L2 exposure, this dissertation undertakes four auditory perception experiments. Chapters 3 and 4 follow the typical PA paradigm, in which participants listen to a particular sound in a static phonological frame, select which category of their L1 (American English) the sound fits best, and then rate its goodness of fit. These two experiments investigate naive pre-learners and early L2 learners' mappings of the German sounds [[esh] ç x k h [voiceless labiodental affricate]], presented auditorily beside either [a] or [[epsilon]] vowels, to L1 English categories denoted orthographically. Innovatively, these experiments investigate three syllable contexts (syllable-initial in a simple onset, penultimate as first consonant in a coda cluster, and syllable-final in a simple coda). These experiments reveal different mappings and perceptual overlaps tat vary according to sound, participant group, and syllable context. Investigation of how learners acquire novel distributions and phonotactic constraints in L2 is undertaken primarily by means of two phoneme detection (PD) experiments, in which participants listen for a specific sound in each trial and respond as fast as possible by keyboard when they perceive it, measuring reaction time (RT) as an indication of phonological processing. These experiments utilize only the penultimate (C)CV_[t] context, which is a common phonological context for the [ç x [esh] k] in German. To avoid the problems inherent with labeling a phonologically unfamiliar listening target for L2 learners, Chapter 5 uses German native speakers (NS) to calibrate a novel version of the PD task that robustly replicates previous findings for PD with regressive nasal assimilation; however, the experiment does not replicate previous results with German DFA, which are mixed and conflicting in the literature. Chapter 6 expands the investigation of DFA and expands to include investigation of the ban again [h] in syllable codas that is common to both German and English. This experiment investigates RT shifts of NSs and L2 learners of German (L1 American English) in response to licit coda sequences (axt][subscript sigma], *[epsilon]çt][subscript sigma]) and illicit sequences (*açt][subscript sigma], *[epsilon]xt][subscript sigma], *aht][subscript sigma], *[epsilon]ht][subscript sigma]). Surprisingly, early L2 learners exhibit greater (albeit variable) sensitivity to violations of DFA and the ban on *Coda-[h] than NSs, who show reliable RT effects only for the *[epsilon]ht][subscript sigma] context. Thus for German NSs, neither PD experiment detects previously reported RT effects associated with violation of DFA in auditory stimuli. In contrast, early L2 learners exhibit a small facilitation effect (faster RT) in response to DFA violations. A second finding is that L2 learners exhibit robust inhibition (slower RT) in response to violation of the phonotactic ban barring [h] in syllable codas, but German NSs mitigate this effect specifically following [a], suggesting that Germans exhibit phonotactic assimilation of [h] in the same context where the acoustically similar axt][subscript sigma] sequence is permitted. Taken together, these results indicate that IL phonological development is context-sensitive and encompasses both novel sound categories and novel phonotactic knowledge. Implications for a unified model of L2 phonological acquisition are discussed, including the representation of early stage phonologization, in the sense of novel phoneme assembly across contexts. To inform the advancement of L2 phonological theory, future research should investigate remaining empirical and theoretical gaps in the research on (German) mid and back continuants in the domains of (socio-)phonetics, dialectology, formal phonology, and the effects of orthographic literacy in L2. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

During the 1990s computers were placed into most educational classrooms; however, they sat underused or not used at all. One reason for this is students lacked the skills to use computers effectively. One set of skills that can help students make use of computers is self-regulated learning. By using think aloud protocol analysis while students complete a task on the computer, a trace of their cognition, metacognition, and behavior can be created. Analyzing these traces, however, has proven difficult due to the high number of variables compared to the typical number of participants. A solution to dealing with this problem is to analyze all possible combinations of variables. In this thesis, I compared the results of two pre-existing variable reduction methods and Best All Subset Regression. It was found that Best All Subset Regression outperformed the existing methods, by fitting better models without diagnostic problems or extensive time demands. Best All Subset Regression also retained more information than the prior methods, so I suggest using it moving forward instead of the aggregation-based methods used previously. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research has shown that cross-sectional mediation analysis cannot accurately reflect a true longitudinal mediated effect. To investigate longitudinal mediated effects, different longitudinal mediation models have been proposed and these models focus on different research questions related to longitudinal mediation. When fitting mediation models to longitudinal data, the assumption of longitudinal measurement invariance is usually made. However, the consequences of violating this assumption have not been thoroughly studied in mediation analysis. No studies have examined issues of measurement non-invariance in a latent cross-lagged panel mediation (LCPM) model with three or more measurement occasions. The goal of the current study is to investigate the impact of violations of measurement invariance on longitudinal mediation analysis. The focal model in the study is the LCPM model suggested by Cole and Maxwell (2003). This model can be used to examine mediated effects among the latent predictor, mediator, and outcome variables across time. In addition, it can account for measurement error and allow for the evaluation of longitudinal measurement invariance. Simulation methods were used and the investigation was performed using population covariance matrices and sample data generated under various conditions. Eight design factors were considered for data generation: sample size, proportion of non-invariant items, position of latent factors with non-invariant items, type of non-invariant parameters, magnitude of non-invariance, pattern of non-invariance, size of the direct effect, and size of the mediated effect. Results from population investigation were evaluated based on overall model fit and the calculated direct and mediated effects; results from finite sample analysis were evaluated in terms of convergence and inadmissible solutions, overall model fit, bias/relative bias, coverage rates, and statistical power/type I error rates. In general, results obtained from finite sample analysis were consistent with those from the population investigation, with respect to both model fit and parameter estimation. The type I error rate of the mediated effects was inflated under the non-invariant conditions with small sample size (200); power of the direct and mediated effects was excellent (1.0 or close to 1.0) across all investigated conditions. Type I error rates based on the chi-square statistic test were seriously inflated under the invariant conditions, especially when the sample size was relatively small. Power for detecting model misspecifications due to longitudinal non-invariance was excellent across all investigated conditions. Fit indices (CFI, TLI, RMSEA, and SRMR) were not sensitive in detecting misspecifications caused by violations of measurement invariance in the investigated LCPM model. Study results also showed that as the magnitude of non-invariance, the proportion of non-invariant items, and the number of positions of latent variables with non-invariant items increased, estimation of the direct and mediated effects tended to be less accurate. The decreasing pattern of change in item parameters over measurement occasions resulted in the least accurate estimates of the direct and mediated effects. Parameter estimates were fairly accurate under the conditions of the decreasing and then increasing pattern and the mixed pattern of change in item parameters. Findings from this study can help empirical researchers better understand the potential impact of violating measurement invariance on longitudinal mediation analysis using the LCPM model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The National Student Clearinghouse Research Center (2015) reported that there were 2.4 million student transitions from one institution to another over a six-year period between 2008 and 2014. According to the Student Achievement Measure (SAM, n.d.), which uses National Student Clearinghouse Snapshot 20 data, only 11% of students who transfer from a four-year to another four-year institution completed their bachelor's degree. In addition, Jenkins and Fink's (2016) analysis indicated that of the 33% of community college students that transfer to a four-year institution, only 42% earn a bachelor's degree within six years of entering postsecondary education. Given the low levels of success that transfer students have at four-year institutions, this study aimed to better understand the post-transfer student engagement experience. The NSSE is a widely used survey instrument designed to collect information from four-year college students and their level of engagement with respect to their learning and personal development (NSSE, 2014). For the purposes of this study, it was important to investigate the use of the survey to provide data on student engagement for varying student demographics, particularly transfer students. In 2013, NSSE updated the survey (NSSE 2.0) based on feedback from participating institutions, research on the survey, and much needed terminology updates (Pike, 2013a). The survey transitioned from having five benchmarks to four themes with ten underlying engagement indicators (NSSE, 2014). The purpose of this study was to explore the model fit of the 2013 NSSE (NSSE 2.0) engagement indicator model as applied to persisting transfer students at a single four-year higher education institution using confirmatory factor analysis (CFA). Specifically, the primary research question of the study was: How well does the model of the NSSE engagement indicators organized by content themes fit to the empirical data for persisting transfer students at a public urban research university? Further, the study examined the fit for all transfer students, then for transfer student subgroups including two-year institution transfers (vertical), four-year institution transfers (horizontal), and transfer students that attended both a two-year and another four-year institution (swirling). The findings of this study suggest that none of the subgroups necessarily demonstrated overwhelming good model-fits across the four engagement themes. Based on the CFA results for each of the themes, only one of the four engagement themes showed a good model fit for the all transfer student group and the subgroups. A closer look shows each subgroup did not demonstrate a good fit across two of the four themes. Anecdotally, the vertical transfer subgroup did not meet any of the fit indices for the Campus Environment engagement theme and can be viewed as the subgroup with the worst model fit. However, indication of which subgroup shows a better model fit cannot be determined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research in education has become increasingly reliant on statistical modeling frameworks to be reflective of the subject matter, to accurately assess what students know and can do, to assist instructors with curriculum design by supplementing informative feedback, and to support policy-makers when making evidence-based decisions. A common feature of these assessment uses is their requirement of valid inferences from the statistical models. From a methodological perspective, this requires the underlying statistical modeling framework to be thoroughly evaluated. Advances in modern technology and learning science bring about unique opportunities for learning and assessment (Mislevy et al., 2014), such as cognitive tutoring systems and simulation-based and game-based assessments. However, the statistical models that are used to analyze the data from such technology assessments must be validated. Due to their representational power to complex learning theories, their capability to model complex assessment data, and their potential to support real-time diagnosis, Bayesian networks (BNs) and the extension--dynamic Bayesian networks (DBNs)--are attracting more and more researchers in educational measurement. However, existing literature in this area has focused dominantly on model evaluations of static BNs and their findings may not necessarily be generalizable to DBNs. In this study I research DBNs as a means to model changes in assessed knowledge and with a major focus on evaluating the performance of selected fit indices to detect misspecifications of temporal dependence of DBNs. Based on a Monte Carlo simulation, seven indices--logarithmic loss, mean absolute error, mean squared error, relative absolute error, root mean square error, root mean squared logarithmic error, and root relative squared error--were compared in terms of their performance to detect two types of specification errors of DBNs: edge inclusion and edge exclusion. In addition, sample size and test length were also manipulated to examine their relationship to the performance of the studied fit indices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the first study was to develop and validate a new self-report survey used to determine the level of agentic, behavioral, cognitive, and emotional engagement of eighth and ninth grade boys and girls in physical education. Much of the development was driven by work completed by Reeve and Tseng (2011), and by Reeve (2013). Two hundred thirty-one surveys were administered to eighth and ninth grade boys and girls, and 220 surveys were included in the analysis. Results from the confirmatory factor analysis (CFA) were used to determine the goodness of fit showed good factor structure and all of the fit indices (X[superscript 2]/df, GFI, CFI, NFI, SRMR, & RMSEA) met a good to an acceptable level. Of the original 21 items in the scale, 18 items were part of the final model. The final model showed to have an expectedly high correlation between agentic and cognitive engagement which have an impact on the discriminant validity of the structure. The purpose of the second study was to design a reliable observation instrument and validate that instrument. The expressed intent of this instrument was to measure student engagement levels in physical education and to create a dependent variable that could be used by teachers and researchers. Semi-Structured interviews with 20 experts in the field of physical education were conducted to create an operational definition of the term engagement. Experts were asked questions about targeted students in 11 physical education lesson video clips that lasted between 15 and 40 seconds and the descriptions given were analyzed for frequency of use. These descriptive words were then used as the basis for the observation instrument and the criteria for proper coding of the behavior of the targeted students. Inter-rater reliability percentages were high for all of the attempts and the determination that the instrument could be used effectively in the field. A training manual with coding conventions was also created to allow new users the opportunity to become efficient and effective observers when using the observation tool in the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The fusion of the Internet with instructional design, and curricula delivery methods eliminated transactional distance in online learning. However, distance education (DE) in Nigeria has not aligned its pedagogy to the new reality in technology. The purposes of this non-experimental, predictive, validity study were to determine faculty and administrators' perceived barriers and concerns to online adoption and to validate the behavior engineering model (BEM) instrument. Ninety-six respondents from four public universities in Nigeria completed the questionnaires. Descriptive statistics and structural equation modeling (SEM) were used respectively, to assess barriers and concerns militating against faculty and administrators' online adoption, as well as validate the survey instruments. For faculty and administrators, incentive, motive, knowledge and skills influenced DE adoption. Except for age, all demographic factors influenced faculty's concerns. Gender was observed to influence administrators' concern. "Level of online use" influenced neither faculty nor administrators' concerns. Technographic characteristics influenced faculty, but not administrators. Though the BEM instrument was reliable in measuring faculty and administrator's stages of concern, however, the 6-factor BEM, tested at the 95% significant level, did not give a good fit. The study contributes to positive social change by identifying gaps to effective DE implementation, and recommended the appropriate interventions to transform the DE experience for students and their universities. The study also proposed the framework to fast track Nigeria's vision and mission for DE. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed methods study was to find out the ways in which web enhanced language learning (WELL) technologies are learned that make them more likely to be effectively integrated into the K-12 classroom. Specifically, the study investigated characteristics of WELL teacher training that translate to effective classroom implementation. The theoretical and conceptual frameworks used were Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) and the Teachers of English as a Second Language (TESOL) Technology Standards (2008). Both quantitative and qualitative data were gathered from surveys, interviews, and observations of K-12 world language teachers in North Carolina. This study integrated quantitative and qualitative data in a convergent sequential design. Descriptive statistics and Pearson's Chi Square goodness of fit tests were used to analyze the quantifiable responses on the survey and thematic coding was used for the open responses. Thematic coding and categorization were used to analyze the interview and observation data. The findings of the study revealed teachers mostly learned to use WELL technologies by themselves, with colleagues, through teacher education activities and through online sources. Additionally, they stated that effective WELL teacher education activities are interactive, allow for practice time and help teachers preemptively troubleshoot potential problems. Teachers applied their WELL teacher education by using TESOL (2008) defined effective practices in classroom. They used WELL technologies to provide individualized practice, increase student motivation, to engage students into language learning, and provide access to authentic resources. Although teachers learned to use WELL technologies in a variety of ways, they used effective practices to integrate what they had learned into the curriculum. Nonetheless, they still desired increased access to more effective teacher education activities that could aid them in continuing to be knowledgeable practitioners of technology in world language classrooms. This study provided several implications for how teacher educators should conduct training activities, how teacher education programs can support pre-service teachers, and how school districts can support in-service teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice and short-answer items. Furthermore, scoring and modeling of student performance should account for the multidimensionality of the construct. This research contributes to knowledge about best practices for multidimensional science assessment by exploring three areas of interest: 1) item design, 2) scoring rubrics, and 3) measurement models. This study investigated multidimensional scaffolding and response format by comparing alternative item designs on an elementary assessment of matter. Item variations had a different number of item prompts and/or response formats. Observations about student cognition and performance were collected during cognitive interviews and a pilot test. Items were scored using a holistic rubric and a multidimensional rubric, and interrater agreement was examined. Assessment data was scaled with multidimensional scores and holistic scores, using unidimensional and multidimensional Rasch models, and model-data fit was compared. Results showed that scaffolding is associated with more thorough responses, especially among low ability students. Students tended to utilize different cognitive processes to respond to selected-response items and constructed-response items, and were more likely to respond to selected-response arguments. Interrater agreement was highest when the structure of the item aligned with the structure of the scoring rubric. Holistic scores provided similar reliability and precision as multidimensional scores, but item and person fit was poorer. Multidimensional subscales had lower reliability, less precise student estimates than the unidimensional model, and interdimensional correlations were high. However, the multidimensional rubric and model provide nuanced information about student performance and better fit to the response data. Recommendations about optimal combinations of scaffolding, rubric, and measurement models are made for teachers, policymakers, and researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Collaborative learning is the current gold standard in pedagogy, yet within collaborative classrooms are many introverted students who are more reflective in nature and may prefer learning on their own or listening to lectures over social learning. Guided by the conception of Jungian introversion and person-environment fit theory, this qualitative phenomenological study investigated the lived experiences of introverted college students to gain a better understanding of how these learners think and feel about various collaborative learning tasks. The primary research question focused on the experience of introverted students participating in collaborative learning. Eleven introverted college freshman at a university in the Southwest participated in semi-structured interviews that focused on their experiences with groups, class discussions, presentations, and various aspects of classrooms and learning. The results of these interviews yielded some expected findings: generally, these introverted participants prefer to work alone, would rather not speak up or present in class, and appreciate time for reflection and thinking. Some of the additional findings were more unexpected--many of these students recalled being reluctant leaders in group projects and described how mandatory social interactions, whether in small groups or by randomly being called on, actually impedes their focus and learning. The results of this study open a window into the introvert's thoughts and preferences in the classroom, allowing educators to gain a deeper understanding of how a large percentage of students learn. Additionally, the results provide educators with a guide to practical pedagogical approaches and further research implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative research study analyzed archival data to determine if there was a significant difference in promotion rates from third to fourth grade between students in foster care who received one-to-one tutoring and those students in foster care who did not receive one-to-one tutoring over two school years. This study also analyzed student records to determine if there were significant differences in the promotion rates from third to fourth grade between students who received one-to-one tutoring for one to six months and students who received tutoring for seven months or more. The sample consisted of 167 third grade students in foster care in the state of Georgia. A descriptive comparative research design was used to gather and analyze data to find the difference in promotion rates among these three groups. A Chi-Square Goodness-of-Fit test was used to determine if there was a significant difference in promotion rates between third-grade foster care youth who received tutoring and those who did not; to determine if there was a significant difference in promotion rates between third-grade foster care youth who received tutoring for up to six months and third grade foster care youth who did not receive tutoring; and to determine if there was a significant difference in promotion rates between third-grade foster care youth who received tutoring for up to six months and third-grade foster care youth who received tutoring for seven months or more. Practical implications for this study suggest that tutoring as an intervention is effective at increasing the promotion rates of third grade youth in foster care, but that there is not significant difference in promotion rates for those students who did not receive tutoring. If the child does receive tutoring, the results indicate that tutoring for more than six months is more beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to assess the impact of acquiescence on both positively and negatively worded questions, both when unidimensionality was assumed and when it was not. To accomplish this, undergraduate student responses to a previously validated survey of student engagement were used to compare several models of acquiescence, using a priori goodness-of-fit statistics as evidence for model fit, in order to develop a model that adequately accounted for acquiescence bias. Using a true experimental design, undergraduate students from a variety of classes at a large, urban university were randomly assigned to one of three versions of the same survey of student engagement (all positively worded items, all negatively worded items, an equal balance of both positively and negatively worded items). Structural equation modeling was used to analyze the results. Although the presence of acquiescence was confirmed for both positively and negatively worded items, it was not consistent by content scale or item polarization. This suggests that there may be an interaction between item polarization and content that may cause acquiescence to be present or absent. The scales that did not show acquiescence on the balanced survey portrayed a split factor loading based upon item polarization. Further, the splitting of factor loadings by item polarization was not due to acquiescence, suggesting that something other than acquiescence is causing the loadings to split. Further research is needed to develop models and/or methods to better assess and control for acquiescence. Although demographic groups were compared by gender and race/ethnicity to assess if different groups acquiesced differently, using multi-group confirmatory factor analysis, many of the models did not converge. The findings of this study were limited by the nature of the sample size. Additional research is needed to determine if acquiescence differs by group membership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Twenty-first century skills are vital for preparing youth for careers in science, technology, engineering, and math (STEM) fields. STEM out-of-school time (OST) programs play an important role in helping youth develop these skills, particularly the teamwork skills necessary for the growing collaborative nature of STEM jobs. However, there is a lack of appropriate measures to evaluate this key programmatic outcome in STEM OST settings. This dissertation research addresses the lack of measures through the development of an instrument to assess team communication skills in middle and high school STEM OST programs. The instrument was developed and validity evidence was gathered though a rigorous four-phase process. Phase 1 focused on identifying and operationalizing the teamwork skill area to be measured by the instrument. The skill area of team communication was most common among STEM OST programs and was defined as information exchange, closed-loop communication, and listening. In Phase 2, the survey scenario and items were developed and then reviewed by experts in STEM OST, youth development evaluation, teamwork, and measurement. Phase 3 involved think-aloud interviews and a national pilot test. Revisions to the survey occurred throughout each phase, leading to the final phase: a national field test of the instrument with 959 youth from 40 STEM OST programs across the country. Through confirmatory factor analysis, a five-factor model of team communication skills was found to be a good fit. The model included two factors for closed-loop communication, two factors for information exchange, and a listening factor. Responses for each of the five factors were reliable with coefficient alphas ranging from alpha = 0.70 to alpha = 0.79. The final instrument is a 28-item scenario-based, self-report measure of middle and high school youths' perceptions of their team communication skills. The survey instrument and operationalization of team communication skills in STEM OST programs will be valuable for both the evaluation and STEM OST fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The common practice for testing measurement invariance is to constrain parameters to be equal over groups, and then evaluate the model-data fit to reject or fail to reject the restrictive model. Posterior predictive checking (PPC) provides an alternative approach to evaluating model-data discrepancy. This paper explores the utility of PPC in estimating measurement invariance. The simulation results show that the posterior predictive p (PP p) values of item parameter estimates respond to various invariance violations, whereas the PP p values of item-fit index may fail to detect such violations. The current paper suggests comparing group estimates and restrictive model estimates with posterior predictive distributions in order to demonstrate the pattern of misfit graphically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

When researchers fit statistical models to multiply imputed datasets, they have to fit the model separately for each imputed dataset. Since there are multiple datasets, there are always multiple sets of model results. It is possible for some of these sets of results not to converge while some do converge. This study examined occurrence of such a problem--partial convergence problem and inspected four outcomes of partially convergent models: proportion of convergence, percent parameter bias, root mean square error, and coverage rate of the true population parameter in the confidence interval of the parameter estimates. In this Monte Carlo simulation study complete data with standard normal distribution were simulated based on a single CFA model with 3 factors each with 3 indicators. True factor loadings for each factor varied as 0.4, 0.6, and 0.8. A single factor covariance of 0.4 was set as the true population parameter. In addition to variation of the factor loadings, sample size levels varied as 60, 80, 100, 150, 200, 300, and 400 and rate of missingness varied as 5%, 10%, 25%, and 50%. Partial convergence problem was not observed for sample size levels of 300 and 400. Thus, these conditions were not examined any further. It was examined that partial convergence problem was more likely to occur when the sample size was small and rate of missingness was high. It was observed that factor loading estimations were unbiased, however, there were two cells (sample of 60 with 25% missingness and sample size of 150 with 50% missingness) where factor covariance estimations were biased. Even though, overall for most cells parameter estimates were unbiased, root mean square errors were high across sample sizes for the 50% missingness condition which indicates that the parameter estimates for the 50% missingness were inconsistent across replications. Almost for all conditions, confidence intervals of the parameter estimates did not contain the true population parameter at acceptable rate--90% or higher. A different solution to the partial convergence problem was examined in this study. For the sets of results that did not converge, additional imputations were conducted to examine whether any of the outcomes would be improved. The only improvement was observed in the proportion of convergence outcome, indicating, that re-imputation may result in fully convergence of models, however, this will have no effect on percent parameter bias, root mean square error or the coverage rate of the confidence intervals. Recommendations for researchers who deal with the partial convergence problem are provided. Limitations of the study are acknowledged and suggestions for future research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Researchers have assumed that social cognitive factors play significant roles in the career development of transition youth and young adults with disabilities and those without disabilities. However, research on the influence of the career decision-making process as a primary causal agent in one's psychosocial outcomes such as perceived level of quality of life remains limited. Therefore, the purpose of the present study was twofold: (a) to evaluate the general compatibility (i.e., goodness of fit) of the hypothesized model with the data; and (b) to determine the effect of career decision self-efficacy, career decision-making outcome expectations, goals, and perceived contextual supports on the quality of life of college students with disabilities. Serving as a theoretical framework for the current study was Social Cognitive Career Theory (SCCT). This theory provides a lens with which to explore the predictive utility of social cognitive variables related to college students with disabilities by focusing on the strength of an individual's beliefs, cognitive, and environmental systems. Participating in the study were 386 college students with disabilities currently enrolled in 2-year and 4-year private/public colleges and universities in a Midwestern state. They completed demographic information, career decision self-efficacy, career decision-making outcome expectations, goals, perceived contextual supports, and quality of life measures. Based on an online, quantitative descriptive survey design, a series of statistical analyses including exploratory factor analysis, confirmatory factor analysis, descriptive statistics, Pearson correlations, and structural equation modeling was used to interpret results, answer the research question and examine the hypothesis. Results showed that the structural model of career development and the quality of life of college students with disabilities adequately fit the data. They provide empirical support for the significant direct and indirect effects among the social cognitive variables and quality of life. The findings suggest that the obtained model predicts the quality of life of college students with disabilities from a combination of career decision self-efficacy, career decision-making outcome expectations, goals, and perceived contextual supports. Data generated from the present study can be used to inform current practitioners in the career development and vocational rehabilitation fields as well as college students with disabilities and their families. The findings were discussed in light of process aspects of career development and overall quality of life and strengths and limitations of the study were provided. Implications for practice and future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Social class encompasses the preferences, lifestyles, and behaviors of people in various social class groups in conjunction with the structural privileges that accompany certain social locations (Smith, 2010). Class-privileged college students typically come to campus with greater amounts of cultural capital (Bourdieu, 1980) that afford them the luxury of understanding how to navigate the middle-class environment of college (Tett, 2000). Students from poor/working-class backgrounds are, on the other hand, often without the benefit of knowing the behavioral codes and expectations of college, which can lead to negative psychological outcomes in the form of lowered self-esteem, depression, and stress. As a construct, "resiliency" provides a framework for understanding how some poor/working-class students are able to succeed despite these potential negative outcomes and persist through college. The study aimed to measure the class-related challenges and resiliency factors that correspond to different levels of psychological outcomes using a scale called the Poor/Working-Class Challenge and Resiliency Factor Scale (P/W-CRF). Data was collected using a sample of 253 four-year college students who identified as coming from a poor/working-class background. Participants filled out an online survey consisting of a demographic survey, original challenge and resiliency factor items, psychology outcome measures (self-esteem, depression, and stress), a social desirability scale, and previously validated classism and resiliency scales. Through factor analysis, two scales were generated. The first scale represented the challenges faced on campus, which was a 20-item, four factor scale with a good fit. The second, resilience scale, was a 24-item, eight factor scale with a poor fit. The overall challenge scale was found to show convergent validity with the depression, stress, and classism scales, and divergent validity with the self esteem and social desirability scales. The resilience scale demonstrated convergent validity with the self esteem and resilience scales and divergent validity with the depression and stress scales. In an effort to explore a stronger model fit for the two models, post hoc analysis offered a possible 18-item, six- factor resilience model, with a slightly improved model fit. The document will explore potential strengths and weaknesses of using these models. Finally, implications and suggestions for future research are provided in the following areas; a) Research; b) Theory; c) Clinical Practice; d) Student Affairs or Services; e) Policy; and f) High School College Counseling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For test scores that rely on the accurate estimation of ability via an IRT model, their use and interpretation is dependent upon the assumption that the IRT model fits the data. Examinees who do not put forth full effort in answering test questions, have prior knowledge of test content, or do not approach a test with the intent of answering questions to the best of their ability are exhibiting aberrant response behaviors and the accuracy and validity of the resulting test scores are called into question. The test administrator is left with the problem of determining whether test scores are a true representation of examinee ability (Reise, 1990; Karabatsos, 2003). Model fit is typically assessed through item-fit indices. An equally important aspect of assessing model fit is determining how well an IRT model fits the response patterns of examinees, which is commonly referred to as person fit (Meijer & Sijtsma, 2001). The purpose of this research was to explore the application of person-fit analysis in the identification of cheating behavior. Specifically, issues that may impact the effectiveness of person-fit indices, also called person-fit measures, were evaluated. A primary focus of this research was the value of using multiple types of measures (scalar, response time, graphical), both individually and combined, in determining whether or not a response pattern is indicative of cheating behavior. A review of the literature on person-fit research is presented, followed by a discussion of considerations for designing a person-fit simulation study. A study was then conducted to determine the effectiveness of three person-fit measures in identifying simulated cheating behavior under various conditions. The person-fit measures used in the study were "l[subscript z]" (Drasgow, Levine & Williams, 1985), Effective Response Time (Meijer & Sotaridona, 2006), and the Person Response Curve (Trabin & Weiss, 1983). The effectiveness of the individual measures and the measures used in combination was evaluated. Study factors included IRT model, exam length, examinee ability level, amount of aberrance within an exam, and amount of aberrance within a sample or population. A real-parameter simulation study (Seo & Weiss, 2013) was conducted using Rasch and two-parameter logistic (2PL) IRT parameters estimated from a large dataset obtained from a language skills assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the reciprocal relationship between text literacy and music literacy through an experimental design. Music teachers and English Language Arts (ELA) teachers often address similar components of literacy, including fluency, comprehension, and symbolic interpretation. The theory of cognitive structuralism maintains that through derivative and correlative subsumption, material that is learned in one context is strengthened when applied in a disparate context. Therefore, ELA and music teachers who work in isolation are missing an opportunity to teach parallel literacy concepts for the common advantage of teachers and students. This study seeks to explain how students enrolled in conventional and literacy-enriched band environments perform better than non-band students on text literacy tests. It also asks if conventional band students differ from literacy-enriched band students on text and musical literacy tests. Fourth-grade students were randomly assigned to one of three groups: a control group (n = 11), a conventionally taught beginning band group (n = 11), and a literacy-enriched beginning band group (n = 10). The experimental treatment included 14 small group band lessons and 14 full band rehearsals. Groups were then compared for textual literacy growth using the NWEA Measures of Academic Performance (MAP) and musical growth using the Watkins Farnum Performance Scale (WFPS). ANCOVA planned contrasts showed that literacy-enriched students significantly outperformed conventional band students and control students on the MAP literature reading subtest. The research design allowed for the defense of literacy-enriched band instruction as a generalizable cause of higher literacy scores. Additional comparisons between the control group and the two experimental groups revealed no statistically significant differences between the group means on the overall reading scores or the remaining reading subtest scores. The lack of significance suggested that the statistical model was a poor fit for the data. Furthermore, a small sample size and large unexplained variance contributed to a lack of statistical power. Therefore, the application of the cognitive structuralist theory on the remaining MAP reading tests remained inconclusive. The conventional and literacy-enriched band groups were also compared against each other on text and music literacy growth. There were no statistically significant differences between the conventional group and literacy-enriched group on the MAP or on the WFPS. This suggested that literacy-enriched instruction in band could benefit a student's textual literacy skills without compromising musical performance goals. It also suggested that more study is needed to determine the extent to which the explicit instruction of ELA reading skills in band may benefit musical ability. The overall findings implied that literacy-enriched band instruction caused higher textual literacy scores, and the results may be generalized to similar circumstances. Suggestions for practice included increased collaboration among teachers, enhanced teacher pre-service and in-service opportunities, additional use of student-centered progressive instructional strategies, and the careful reconsideration of eliminating or reducing the availability of band to students. Future research would benefit from the quantitative and qualitative models proposed herein. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research on attachment in adult relationships has included minimal studies to encompass a Hispanic population. Mexican Americans have specific characteristics grounded in historical, demographic, and family contexts which are different from other groups. Therefore, cross-cultural validation of instruments to assess family relationships increases the clinical usefulness of the instruments. The purpose of this study was to compare the equivalence of the factor structure of a widely used family attachment assessment, the Experiences in Close Relationships-Revised Structures Questionnaire (ECR-RS; Donbaek & Elklit, 2014; Parker et al., 2011). This study used principal components factor analysis with maximum likelihood extraction to compare the consistency of factors of the ECR-RS between Hispanic and non-Hispanic students. Maximum likelihood extraction provides a test of goodness of fit between groups for a two-factor solution as found in the ECR-RS validation studies (Donbaek & Elklit, 2014; Parker et al., 2011). Results showed that the two-factor solution fits the data for both the Hispanic and non-Hispanic populations, with exception of one factor, the best friend relationship domain. The results from this study indicates that the ECR-RS measures equivalent factors in both cultural groups, evidence for a cross-cultural validation of this instrument. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to further enhance the existing reliability and validity evidence related to the School Implementation Scale (SIS) and its use for evaluating the implementation of different integrated academic and behavior tiered Response-To-Intervention (RTI) models. Previous methodology conducted for validation of the instrument has been expanded to examine the factor structure of the measurement instrument and the relationship between those factors across two overall state-implemented educational initiatives and across two different types of integrated academic and behavior multi-tiered systems of support within and between two states. The exploratory and confirmatory factor analyses that have been conducted in both SPSS and Mplus on the five datasets (Midwestern Collaborative Work, Western Effective Behavioral and Instructional Support Systems, Midwestern School-Wide Positive Behavior Supports, Western Schoolwide Positive Behavioral and Instructional Supports or Response-To-Intervention, and both the Midwestern and Western states combined) consisting of the common 28 School Implementation Scale items reveals that the 4-factor structure specified for the SIS does not adequately fit any of the datasets. The SIS, however, initially consisted of 31 items. Statistical analysis of the 2014 Midwestern state's dataset with 31 items also reveals that the data does not adequately fit the 4-factor structure specified for the SIS. Therefore, the 4-factor structure may have been an incorrectly specified model for the School Implementation Scale, and should be reviewed then revised. This study concludes that the SIS with its current 4-factor structure, for either 28 or 31 items, is not a valid and reliable measure of the implementation level of integrated academic and behavioral multi-tiered systems, and should not be used across various state populations and different forms of multi-tiered support systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

More robust and rigorous psychometric models, such as multidimensional Item Response Theory models, have been advocated for survey applications. However, item responses may be influenced by construct-irrelevant variance factors such as preferences for extreme response options. Through empirical and simulation methods, this study evaluates the use of the IRTree Model, the multidimensional nominal response model, and the modified generalized partial credit model designed to account for extreme response tendencies. The modified generalized partial credit model was found to have the best overall fit in terms of test-level, item-level, and person-level posterior predictive model checks performed. Estimation of this model also resulted in the lowest mean squared error between observed total score and expected total score. The multidimensional nominal response model had the lowest deviance information criterion among the three models. The empirical study, data validation from the simulation study, and the simulation results provided evidence that the IRTree Model was measuring a unique construct-irrelevant variance factor compared to the two other methods. For all simulation conditions of sample size (500, 1000), survey length (10, 20), and number of response options (4, 6), the modified generalized partial credit model had the most adequate model fit with respect to mean item mean squared error. The multidimensional nominal response model was found equally suitable for surveys measuring one substantive trait when responses to 10 4-option forced-choice Likert-type items were explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best model for a testlet-based reading comprehension assessment. The goodness-of-fit indices such as -2 log likelihood, Akaike information criterion, and Bayesian information criterion were utilized as model comparison indices. The standardized local dependence X[superscript 2] statistic was computed for a comparison of local dependence among the three different models. Scatter plots were obtained to evaluate parameter-estimation consistency among models. Correlations and mean differences between the estimated parameters were also examined to detect and quantify the magnitude of inaccuracy due to the use of a worse-fitting model. Finally, items were evaluated based on the item parameters from the TRT models and compared to the results from the Coh Metrix. According to the three goodness-of-fit indices, the bi-factor model was the best-fitting model and the testlet-effects model was the second best-fitting model among the three models, showing a superiority of the TRT models for the testlet-based assessments compared to the more traditional IRT model. The standardized local dependence X2 statistic revealed significant local dependencies when the traditional IRT model was applied to the data, while the application of the TRT models resolved the problematic local dependencies. Items requiring the comprehension ability of context-related vocabulary showed high local dependencies when the 3-plm was applied. Comparisons of the item and person parameters and their standard error estimates showed a slight underestimation and less stable standard errors of the item discrimination parameters under the locally dependent condition. The results of the item parameters from the TRT models supported the advantages of the TRT models in selecting good items for accurate assessments. This study provided replicable evidence that the TRT models are crucial for testlet-based reading comprehension assessments. For future study, various comprehension tests containing more questions for each testlet as well as smaller sample sizes might be useful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study expands understanding of Chinese international undergraduate students' stay inclinations in the United States. It analyzed a sample of 247 Chinese undergraduate students from a public Midwestern research university during Spring 2017. This study compared the differences in stay inclinations between Chinese undergraduate students who completed the pathway program and those who were regularly admitted. Particularly, compared to Chinese undergraduate students who were not enrolled in the pathway program, Chinese undergraduate students who were enrolled in the pathway program were significantly more likely to apply for graduate schools after their studies. Meanwhile, Chinese undergraduate students who were enrolled in the pathway program were significantly less confident about achieving their goals than those who were not enrolled in the pathway program. This study validates the use of push-pull model for Chinese undergraduate students and confirm the importance of demographic characteristics, educational experiences, cultural and social factors, and post-graduation factors in relation to predicting stay inclinations for Chinese students studying in the United States when they graduate. The validity of the model was assessed using logistic regression and Structural Equation Modeling (SEM) and model fit was established. Specifically, major, GPA, perceived post-graduation factors in China, and perceived post-graduation factors in the U.S. are significant predictors for Chinese undergraduate students' immigration decisions after their studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Investigating the psychometric properties of a screening instrument for young children is necessary to ascertain its quality and accuracy. In light of the important role culture plays on human beliefs and parenting styles, a newly translated and adapted test needs to be studied. Evaluating outcomes on a translated version of a test may reveal significant information related to cultural specifications as well as the common nature of child development. The current study examined psychometric properties of the 48-month interval of the Ages and Stages Questionnaires: Social-Emotional Second Edition (ASQ:SE-2) and its Traditional Chinese version (ASQ:SE-TC), using item response theory (IRT). Participants in the U.S. included 3,005 young children/parents dyads; 1,455 dyads were collected to represent a Taiwanese sample. A two-dimensional Rasch Partial Credit Model (2D-RPCM), which was determined to present a better fit than a unidimensional Rasch Partial Credit Model, was used to examine the item fit, item difficulty, reliability, and item information curves to evaluate the psychometric properties on the ASQ:SE and ASQ:SE-TC. Further, differential item functioning was conducted to examine whether items were functioning differently in the two population groups. Lastly, the differences between the distributions of children's latent traits on the continuum of social and emotional competencies for the U.S. and Taiwanese samples were investigated. Based on findings, the adequacy of psychometric properties is discussed, providing insight into the quality of particular items. Identified differences between the two populations are explored by reviewing literature regarding cultural comparisons of child-rearing practices, parenting styles, and cultural beliefs. Future directions for research include examining the cultural equivalence between translated and original versions of other ASQ:SE-2 intervals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Alcohol consumption and related negative consequences continues to be a systemic societal problem. College students are a population that has been identified as particularly high risk for a number of negative consequences as they are more likely to engage in binge drinking and heavy episodic drinking even when compared to same age non-college peers, and as a result, are more likely to experience negative consequences such as DUI, assault, rape, or death. Two factors that have shown robust relationships with college student drinking are motives for use and impulsivity. These factors have been shown to be predictive of higher rates of consumption and negative consequences; however a comprehensive model linking these factors has yet to be identified. Behavioral economics provides a framework for quantifying behavioral allocation and has shown strong correlational and predictive relationships with the aforementioned factors. This current study included 844 participants and examined whether alcohol motives mediate the relationship between behavioral economic measures of demand and impulsivity to alcohol consumption. Results indicate overall model fit was mixed and several interesting indirect paths emerged. Overall, impulsivity, elasticity, breakpoint, and intensity differentially predicted alcohol motives, and alcohol consumption was only predicted by four of the five motives examined. Intensity and impulsivity were related to all four motives that related to alcohol consumption. Breakpoint was positively related to both social and enhancement motives, and enhancement motives also included elasticity as a predictor. Overall, this study broadens the existing literature by providing the start of an integrative framework that makes use of behavioral economics, impulsivity and motives for understanding college student drinking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in gathering and analyzing data to find the differences between the two groups. The results of an ANCOVA test and chi-square goodness-of-fit tests indicated no significant difference (F = 0.054, P = 0.817) between the mean gain reading comprehension scores of 11th grade at-risk African American male students who received AAMI/AVID learning methodologies and those who did not. However, a significant difference did exist (P = 0.000, chi-square = 24.605) between the two instructional approaches (AAMI/AVID learning methodologies and non-AAMI/AVID learning methodologies), which indicated a high association between AAMI/AVID learning methodologies and enrollment into more rigorous courses such as advanced placement and or honors classes: X[superscript 2](1) = 7.410[superscript a], p (0.006) = 0.05. Although a final research question (Is there a difference in the number of students enrolled in college after graduation of at-risk African American male students who received CRP and those who did not during 2010-2013?) could not be answered due to lack of available data, teachers and or administrators of the AAMI/AVID program in the district recorded that 90% of the at-risk African American male students who received AAMI/AVID learning methodologies enrolled in college after graduation. Practical implications for this study suggested that professional development (PD) of AAMI/AVID learning methodologies is an essential factor in effective implementation of AAMI/AVID learning methodologies, and these methodologies can yield positive results for at-risk African American male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which identifies the paths aggressive students take towards high school dropout. This study attempts to better characterize the relationship between aggression and dropout using a sample of students (N=685) from two middle schools in an urban, low income school district in the Northeastern United States. This study utilizes survival analysis, a longitudinal data analysis strategy for examining event occurrence. The sample was followed over a course of seven years, spanning from when students start middle school in the sixth grade through their expected on time-graduation year in the twelfth grade. In this study, hazard and survivor functions, key components of survival analysis, were utilized to examine the timing of high school dropout and compare timing of dropout for students characterized as aggressive vs. not aggressive. Discrete time hazard models using logistic regression were analyzed to determine how well aggression as rated by teachers and peers as well as a variety of educational and demographic variables predict high school dropout. Hazard and survivor functions showed that for this sample, aggressive students were at increased risk of dropout through the course of their educational careers. Their pattern of risk, i.e. grades in which they were at a lower or higher risk for dropout, however, was similar to that of non-aggressive students. Peer-rated aggression was related to each of the dropout warning variables as aggressive students were absent more often, had lower GPA's, accumulated more suspensions and were more likely to be retained at some point during their educational careers. Results of discrete time hazard models showed that aggression was no longer a significant predictor of dropout when other educational "warning flag" variables were included in models. A discrete time hazard model including the effects of time, Age for Grade status and Retention status produced the best goodness of fit measures amongst a host of models that were analyzed. In all models that were analyzed, time was a significant predictor, indicating that dropout is not time invariant and a student's grade must be considered when determining the effect of any of the hypothesized predictors on dropout. Implications of these results for schools, specifically regarding effective management of aggressive behavior in schools, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Measures of teacher effectiveness have become a major research and policy issue due to the increased focus on teacher accountability during the past decade. Growing concerns about the variability in the quality of teaching and traditional approaches to measuring teacher effectiveness led to federal and state policies calling for more rigorous measures of teacher effectiveness (Kane & Cantrell, 2010; Weisberg et al., 2009). One of the increasingly used teacher effectiveness measures is student surveys of instructional practice. These surveys are now being given in grades K-12 for accountability purposes, to provide teachers with feedback to improve their teaching, and to guide professional development (Bill & Melinda Gates Foundation, 2012). Given student surveys are widely used to assess and improve teacher effectiveness, it is important to examine the reliability and validity of these measures. This dissertation focused on the secondary Tripod Survey, which is the most widely used off-the-shelf student survey instrument for use in middle and high schools (Ferguson, 2010). The Tripod survey asks students to provide feedback on teacher practices and student behavior, which are operationalized as the Tripod 7Cs framework of teacher effectiveness. The seven domains are Care, Control, Clarify, Challenge, Captivate, Confer and Consolidate (Ferguson, 2012). According to the survey developer, over 100,000 teachers have received feedback using Tripod surveys (Tripod Project, 2016). Despite this widespread use, astonishingly little has been published regarding the psychometric properties of the instrument, the reliability of subscales, or the predictive validity of the survey (Camburn, 2012). In this dissertation, I describe an innovative methodological approach for exploring the dimensionality and collecting validity evidence to support the use of the Tripod survey as a measure of teacher quality. This approach uses a multilevel extension of full-information item factor analysis models. Item factor analysis (IFA) models are widely used in educational measurement research (Wirth & Edwards, 2007), though these models have traditionally ignored the hierarchical, nested structure of educational systems and treated all individuals as independent. Multilevel IFA models enable the data to be treated in an appropriate manner, instead of reducing our inferences to a single level. However, multilevel IFA models have not yet been widely applied in educational contexts due to computational challenges associated with the dimensionality and complexity of these models. The aims of this dissertation are two-fold. First, I provide an introduction to the multilevel item factor analysis (IFA) modeling framework, and demonstrate the flexibility and efficiency of this model in various educational settings. It is essential to establish that the multilevel IFA model can be estimated under realistic data conditions prior to using this modeling technique to answer important educational policy questions regarding student surveys. Second, I use multilevel IFA models to examine the dimensionality, reliability, and validity of the Tripod student survey. More specifically, I investigate the following research questions: (1) Can I efficiently and accurately estimate multilevel IFA models in the context of educational assessment and survey data? (2) Is possible to detect sources of model misfit in multilevel IFA models using a newly developed goodness-of-fit statistic? (3) Can I use the multilevel IFA model to produce estimates of teacher practice scores that clarify the degree to which the seven dimensions of teacher practice measured by the Tripod survey simultaneously predict student learning? (4) Using data from six urban school districts collected by the Measures of Effective Teaching (MET) Project, is there validity evidence that supports the use of the Tripod survey for summative and formative teacher evaluation purposes? The findings from this dissertation contribute to methodological and substantive bodies of work. Methodologically, I demonstrate that the multilevel IFA model can be used to make reliable group-level inferences across a variety of educational contexts. Additionally, I propose a limited-information goodness-of-fit statistic for multilevel IFA models to address the current limitation of these models that there is no established consensus on how to assess the model fit. In addition, this dissertation contributes to the field of teacher evaluation by analyzing the validity of the secondary Tripod survey. This work represents the first systematic review of the psychometric and validity properties of the Tripod survey. The findings call into question whether the current practice of reporting feedback in terms of the 7Cs is warranted. In particular, the gathered evidence does not support distinguishing among the six of the 7Cs teacher practices (Care, Clarify, Consolidate, Confer, Challenge, and Captivate). Therefore, I propose combining the items from these sub-domains into a single Teacher Support scale. Both Support and Control scores are found to be related to teacher observation scores, but only teachers' level of Control is predictive of student achievement. (Abstract shortened by ProQuest.) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this exploratory study was to examine teachers' perceptions of motivational literacy instructional strategies for use with English as a second language learners (ESLs). Self-determination theory's basic psychological needs theory and organismic integration theory acted as the lens through which this topic was explored. A Likert-type quantitative survey was used to produce a ranked list of motivational metacognitive reading strategies using a chi-square goodness of fit test with effect sizes and descriptive statistical analysis (M and SD). Relative frequencies were calculated to compare strategies relative importance to teachers perceived frequency of use. Metacognitive reading strategy category trends were analyzed. Results found that effective ESL teachers tend to use global strategies more often than problem-solving and support strategies. Additionally, ESL teachers believe it is most important to develop student's feeling of competence. The study concluded that future research should examine the effects of each type of metacognitive reading strategy on student motivation and achievement to isolate critical variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Item response theory (IRT) has gained an increasing popularity in large-scale educational and psychological testing situations because of its theoretical advantages over classical test theory. Unidimensional graded response models (GRMs) are useful when polytomous response items are designed to measure a unified latent trait. They are limited in practical instances where the test structure is not readily available or items are not necessarily measuring the same underlying trait. To overcome the problem, this dissertation proposes a multi-unidimensional normal ogive GRM under the fully Bayesian framework via the use of Markov chain Monte Carlo (MCMC). The performance of the proposed model was evaluated using the Monte Carlo simulations. It was further compared with conventional GRMs under simulated and real test situations. Results from simulation studies as well as a real data example suggest that (1) the proposed MCMC method for the proposed model provides fairly accurate and efficient parameter estimates, including correlations between latent dimensions, (2) compared with the conventional IRT models, the proposed model consistently performs well, if not better as far as the model-data fit is concerned. Therefore, the proposed multi-unidimensional model offers generosity, flexibility, and a better way to represent test situations when the latent dimensionality is not a priori clear or more than one latent trait is involved. In addition, the proposed model is not limited to tests in educational and psychological measurement. Instead, it can be applied to other disciplines, such as business and medicine, where Likert-type items are adopted in an instrument. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading challenges are still evident for more than 90 million adults in the United States who are functioning at the lowest levels of literacy (United States Department of Education, 2004). Leveled Literacy Intervention (LLI) is one program designed to address these educational needs. The purpose of this quantitative study was to investigate the impact of LLI on reading ability when used as an early reading intervention for 2nd grade students at risk of reading failure. A random sample of reading data for 106 students was taken from the 146 2nd grade students who participated in LLI for 18 weeks. A comparison group was comprised of a random sample of reading scores for 146 students who did not receive LLI intervention. This study also examined the perceptions of the 18 teachers who used LLI for reading intervention. A quasi-experimental design was used to analyze teacher perceptions and LLI's effect on reading scores. Reading scores were measured by the Measure of Academic Progress Assessment. Reading intervention teachers' perceptions of LLI were analyzed using chi-square goodness of fit. The results of this study indicated that the reading scores of 2nd grade students who participated in LLI significantly increased. However, the comparison group that did not participate in LLI made more reading gains than the students who received LLI. The result also indicated survey data on teachers' perceptions of the effectiveness of LLI on students' reading ability, program adequacy, and material adequacy were significantly positive. The results may positively contribute to social change by providing educators with a better understanding of effective reading intervention for student in danger of reading failure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions of the Achievement Goal Questionnaire (AGQ-R; 3x2 AGQ) were simultaneously examined among a sample of high school females. Findings highlight the validity and divergence of both theoretical models. The 2x2 framework was supported across all confirmatory factor analyses as having the best model fit whereas a three-goal framework consisting of performance and mastery goals was supported across exploratory factor analyses. Results also suggest that there was more variability in the operationalization of mastery goals than performance goals across instruments. Finally, results suggest that the goal measures from the PALS predicted a wider range of learning outcomes, and also differentiated across outcomes more than the AGQ goal scales, indicating that the PALS may have greater predictive utility. Implications for promoting a more integrative model of achievement goals are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This simulation study compared the utility of various discrepancy measures within a posterior predictive model checking (PPMC) framework for detecting different types of data-model misfit in multidimensional Bayesian network (BN) models. The investigated conditions were motivated by an applied research program utilizing an operational complex performance assessment within a digital-simulation educational context grounded in theories of cognition and learning. BN models were manipulated along two factors: latent variable dependency structure and number of latent classes. Distributions of posterior predicted p-values (PPP-values) served as the primary outcome measure and were summarized in graphical presentations, by median values across replications, and by proportions of replications in which the PPP-values were extreme. An effect size measure for PPMC was introduced as a supplemental numerical summary to the PPP-value. Consistent with previous PPMC research, all investigated fit functions tended to perform conservatively, but Standardized Generalized Dimensionality Discrepancy Measure (SGDDM), Yen's Q3, and Hierarchy Consistency Index (HCI) only mildly so. Adequate power to detect at least some types of misfit was demonstrated by SGDDM, Q3, HCI, Item Consistency Index (ICI), and to a lesser extent Deviance, while proportion correct (PC), a chi-square-type item-fit measure, Ranked Probability Score (RPS), and Good's Logarithmic Scale (GLS) were powerless across all investigated factors. Bivariate SGDDM and Q3 were found to provide powerful and detailed feedback for all investigated types of misfit. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A structural model for prior achievement, school integration, and self-efficacy was developed using Tinto's theory of student attrition and Bandura's self-efficacy theory. The model was tested and revised using a sample of 1,452 males and females from single-sex and coeducational parochial high schools. Results indicated that the theoretically hypothesized model provided an adequate framework for understanding the relationships between the variables in the model. All paths were positive and statistically significant. Multigroup structural equation modeling (SEM) was then used to test and compare four groups from the sample: females from single-sex (n = 378) and coeducational schools (n = 303) and males from single-sex (n = 457) and coeducational schools (n = 314). In line with past studies, results of ANOVA tests showed mean level differences between groups on measures of prior achievement, school integration, and self-efficacy. The current study considered the limitations of ANOVA tests and also used multigroup SEM to compare groups, which allowed the relationships between variables to be tested. There was model invariance, as model fit was equal for all groups. These findings address gaps in the literature on single-sex education, which to date has been mixed and inconclusive, and provide new knowledge regarding the social cognitive processes in single-sex and coeducational schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]