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Researchers developing questionnaire measures of personality, motivation, and self-regulation constructs related to students' achievement and persistence in STEM or other fields rarely have examined whether the items on the measures used are functioning differently across groups, which is necessary for accurate group comparison. The present study assessed differential item functioning (DIF) in two frequently-used measures of such constructs, the Grit-S, the Motivated Strategies for Learning Questionnaire (MSLQ), and a new measure of long-term grit, using a sample of 1,146 ninth and tenth-grade students in the U.S.A. We also assessed gender and racial differences in the patterns of the relationships among the latent constructs, something rarely reported in the literature. Differences in such patterns indicate that the concurrent validity of the construct scores could vary across different groups. Results indicated that numerous items exhibited gender DIF on the Grit-S but not on the MSLQ or long-term grit measure. There were fewer DIF items across racial groups. Patterns of relations among the variables, in general, were weaker for females than males. There were fewer racial groups differences in the patterns of correlations. We discuss the implications of the DIF findings for future research on group comparisons.

"Grit" is defined as passion and perseverance for achieving long-term goals and consists of two proposed subcomponents: consistency of interests and perseverance of effort. It has become a much-discussed construct even though research on its underlying factor structure has produced inconclusive results. Furthermore, grit as measured by its most frequently used measure, the Grit-S, does not clearly define "long term" or include the word "passion." In addition, only a few studies have looked at factor structure variation and predictive validity of grit in different age and cultural groups. We examined, using state of the art multidimensional item response models and structural equation models, the factor structure of both the Grit-S and a newly developed scale (LT-Grit scale) that specifies what is meant by long term. Participants included 1,250 U.S. high school students, 600 U.S. college students, and 500 Korean college students. We found varying factor structures for the Grit-S and a stable one-factor structure for LT-Grit, across age and culture. Perseverance of effort as measured by the Grit-S was the strongest predictor of grades in the three samples. LT-Grit predicted grades only in the U.S. high school and Korean college samples. Thus, there is no evidence that a consistent grit factor or factors exist across age and culture.

This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement instructional practices learned during PD. Individual teacher characteristics such as self‐efficacy may influence teacher learning during PD, but only account for part of the variability. The organizational conditions of teachers' schools and districts may also play a key role in teachers' implementation of new instructional practices. However, because systematic research in this area in science education is still nascent, it is difficult for districts and PD providers to address organizational barriers to professional learning. To meet this need, we conducted an explanatory mixed‐methods study using surveys (N = 54) and interviews (N = 19) of elementary teachers engaged in equity‐focused, reform‐based science PD, testing the degree to which a conceptually framed set of organizational conditions predicted teacher equity self‐efficacy and instructional practice alignment. Out of the 11 organizational conditions, only teacher professional impact and their sense of autonomy in their instructional practice explained variance in the outcomes. Qualitative findings showed these relationships to be iterative and recursive, rather than linear. Our findings underscore the essential role of teacher professionalism and sense of agency over commonly cited organizational conditions such as materials and labs in supporting teachers to implement more equitable science instructional practices during PD. [ABSTRACT FROM AUTHOR]

Objective: Despite long‐standing assumptions that a sense of purpose in life and goal pursuit are mutually supportive, empirical evidence of their reciprocity remains deficient. In the context of a unique out‐of‐school time program that empowers youth to pursue passions through self‐driven learning, we examined whether purpose and one aspect of goal pursuit—perceptions of goal progress—work together to sustain themselves and each other over time. Method: Adolescents (N = 321) completed daily surveys throughout program enrollment (Menrollment = 69.09 days). Through dynamic structural equation modeling, we derived within‐person patterns of day‐to‐day prediction as well as individual differences in these patterns. Results: We found purpose and perceived goal progress exhibited significant daily inertia (i.e., autoregressive prediction) and reciprocity (i.e., cross‐lagged prediction) at the within‐person level. We also found initial evidence suggesting (a) tighter reciprocity was related to greater perceived goal progress overall and (b) people with greater purpose inertia may rely less on making goal progress to sustain momentum. Conclusions: With evidence of daily purpose‐progress reciprocity, the field can look forward to replicating this work in other contexts, diving deeper into interesting patterns of within‐person dynamics, and developing interventions to support youth striving. [ABSTRACT FROM AUTHOR]

Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models' effects on student motivation: If we determine "which role models" are effective for "which students," we will be in a better position to maximize role models' impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students' STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics--an important step toward diversifying STEM.

Under investment treaties and trade agreements, investors have the means to enforce privately their public international law rights through international arbitration. Today, a number of well-established international organizations administer disputes and support the development of investment treaty arbitration. However, as the number of investment-related disputes increases and global trading relationships are reshaped, debate surrounding investment treaty arbitration has intensified. Specifically, the need for increased transparency, legitimacy and coherence of decision-making are often raised in criticism of investment treaty arbitration. After considering the origins of several major international organizations influential within the sphere of investment treaty arbitration, this paper will explore: (i) how three such organizations have sought to address popular desire for increased transparency, legitimacy and coherence; (ii) how those concerns are shaping recent and proposed investor-State dispute settlement regimes in investment treaty arbitration and trade agreements; and (iii) the role of multilateralism in that process. [ABSTRACT FROM AUTHOR]

AbstractOver the past three decades the field of pedagogical agents (PAs) has seen significant growth, but no review has specifically focused on the design and use of PAs for K-12 students, despite the fact that an early meta-analysis showed that they receive the most benefits from learning from or with PAs. Our systematic search revealed 112 studies that met the inclusion criteria and were analyzed. Our findings revealed a plethora of studies investigating the use of PAs with K-12 populations and a considerable number of longitudinal studies, both of which the field has long stated did not exist in significant numbers. Our findings contrast long-held findings in the field, further support others, and highlight areas where further experimentation and research synthesis are needed. [ABSTRACT FROM AUTHOR]

Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to the K-12 population, as most reviews to date have largely focused on post-secondary learners. To address this gap in the literature, we systematically review empirical studies around the design of PAs for K-12 learners. After reviewing 1374 studies for potential inclusion, we analyzed 44 studies that met our inclusion criteria using Heidig and Clarebout's (2011) frameworks. Our findings showed that learners had preferences for specific types of PAs. While these preferences were not always associated with increased learning outcomes, there is a lack of research specifically investigating the intersection of perceptions and learning. Our results also showed that pedagogical strategies that are effective for human teachers were effective when used by PAs. We highlight what specific design features instructional designers can use to design PAs for K-12 learners and discuss promising research directions based on the extant work in the field. • We systematically reviewed the design of pedagogical agents in K-12 settings. • We found that agent appearance and role are intertwined. • Agent design should focus on the pedagogical value added by the agent. • Research is needed around learner characteristics, agent design, and learning. [ABSTRACT FROM AUTHOR]