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The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed. [Note: The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]

Research suggests that teacher self-efficacy shares a relationship with student achievement. This relationship has mostly been examined in face-to-face contexts and it remains to be seen how that relationship translates to online settings. Furthermore, it is unclear whether the methods and instruments used to measure teacher self-efficacy in face-to-face formats are applicable to online settings. The current study explores teacher self-efficacy for K-12 online instructors with data collected using a modified version of a widely used face-to-face Teacher's Self-efficacy Scale (TSES). This new instrument was modified for use in online teaching environments and was used to collect data from K-12 online teachers over 4 time points covering a 6-month span. These data were used to explore the psychometric properties of the new measure. Results suggest that the adapted components of the TSES were valid for use with samples of online teachers with the exception of a new component added to the measure as part of the current study. Continued refinement and use of a modified instrument offers opportunities for further research and will assist online K-12 teachers and administrators and help improve student success.

The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of self-determination, approximately 65%, was explained by the predictors (R[superscript 2] = 0.65, F(4, 22)=10.01, p <0.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development.

Student attendance is a predictive measure of success in brick-and-mortar schools with little research examining this relationship in online schools. This study explores students in online classrooms within online schools, to determine if the days a student was active on a course during the Covid-19 pandemic predicted success. A multilevel modeling found fixed effects for level-1 (days active, gender, ethnicity, free and reduced lunch), level-2 (class size, grade-level, and subject), and random slope for days active significant. School size did not improve the model. Student days active is a powerful predictor and offers insight into student success in online schools. [ABSTRACT FROM AUTHOR]

A new variant of the iterative "data = fit + residual" data-analytical approach described by Mosteller and Tukey is proposed and implemented in the context of item response theory psychometric models. Posterior probabilities from a Bayesian mixture model of a Rasch item response theory model and an unscalable latent class are expressed as weights for the original data. The data are weighted by the units' posterior probabilities for the unscalable class and used for further exploration of structures. Factor analysis models are compared with the original data and data as reweighted by the posterior probabilities for the unscalable class. In comparing two weighted data sets, Rasch-weighted data and data considered unscalable, differences were evident. Pattern types are detected for the Rasch baseline with patterns that are different patterns from random or systematic contamination. Rasch baseline patterns are strongest near item difficulties closest to the mean generating value of ?s. Patterns in baseline conditions are weaker as they depart from an item difficulty of zero and move toward extreme values. Random contamination patterns are typically flat and near zero regardless of item difficulty. Systematic contamination using reversed Rasch-generated data produced alternate patterns to the Rasch baseline condition and in some conditions showed an opposite effect from Rasch patterns. Differences could be detected within residually weighted data between the Rasch-generated subtest and contaminated subtest. Rasch subtest often had Rasch patterns while contaminated subtest had random/flat or systematic/reversed pattern.

Multiple choice test items typically consist of the key and 3-4 distractors. However, research has supported the efficacy of using fewer alternatives. Haladyna and Downing (1993) found that it is difficult to write test items with more than one plausible distractor, resulting in items with a correct answer and one alternative, also known as the alternate choice (AC) format. We constructed two 32-item tests; one with four alternatives (MC4) and one with two (AC), using an inter-judge agreement approach to eliminate distractors. Tests were administered to 138 personnel working for a U.S. Government agency. Testing time was significantly less and scores were higher for the AC test. However, score differences disappeared when both forms were corrected for guessing. There were no significant differences in test difficulty (mean p-values). The corrected KR-20 reliabilities for both forms, after applying the Spearman-Brown formula, were AC = .816 and MC4 = .893. We discuss the results with respect to the resources spent writing and reviewing test items, and in more broadly sampling a content domain using the AC format due to reduced testing times. [ABSTRACT FROM AUTHOR]

The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/ differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of selfdetermination, approximately 65%, was explained by the predictors (R2 = 0.65, F(4, 22)=10.01, p <.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. [ABSTRACT FROM AUTHOR]

We explored mindset, grit, optimism, and pessimism as predictors of university students' life satisfaction. In consideration of the dual-factor model of mental health, we examined the strength of these predictors on life satisfaction in college students with self-reported anxiety and/or depression and those without. Optimism and pessimism predicted life satisfaction overall, but the relative contribution of each was significantly different based on self-reported anxiety/depression. College students with anxiety and/or depression also demonstrated significantly more fixed mindsets, lower levels of grit, optimism and life satisfaction, and higher levels of pessimism. We discuss the implications of these findings for university wellness programming and initiatives, and future research directions investigating these constructs for university students. [ABSTRACT FROM AUTHOR]

Despite increased interest in the role of “noncognitive skills" in educational contexts, there has been little exploration of their implications for youth with disabilities. We explored several constructs under the “noncognitive skills" umbrella using a survey comprised of items from the Implicit Theories of Intelligence Scale: General (Dweck, 2000) and Self-Theory (De Castella & Byrne, 2015); the Short Grit Scale (Duckworth & Quinn, 2009); and the Life Orientation Test – Revised (Scheier, Carver, & Bridges, 1994). We found notable correlations among scale scores, and preliminarily explored scale reliabilities with this population. Although sample size was small, these data are of value because they represent the first explicit exploration of these variables and their interrelationships in adolescents with learning disabilities. [ABSTRACT FROM AUTHOR]

A new variant of the iterative “data = fit + residual” data-analytical approach described by Mosteller and Tukey is proposed and implemented in the context of item response theory psychometric models. Posterior probabilities from a Bayesian mixture model of a Rasch item response theory model and an unscalable latent class are expressed as weights for the original data. The data are weighted by the units’ posterior probabilities for the unscalable class and used for further exploration of structures. Factor analysis models are compared with the original data and data as reweighted by the posterior probabilities for the unscalable class. In comparing two weighted data sets, Rasch-weighted data and data considered unscalable, differences were evident. Pattern types are detected for the Rasch baseline with patterns that are different patterns from random or systematic contamination. Rasch baseline patterns are strongest near item difficulties closest to the mean generating value of θs. Patterns in baseline conditions are weaker as they depart from an item difficulty of zero and move toward extreme values. Random contamination patterns are typically flat and near zero regardless of item difficulty. Systematic contamination using reversed Rasch-generated data produced alternate patterns to the Rasch baseline condition and in some conditions showed an opposite effect from Rasch patterns. Differences could be detected within residually weighted data between the Rasch-generated subtest and contaminated subtest. Rasch subtest often had Rasch patterns while contaminated subtest had random/flat or systematic/reversed pattern. [ABSTRACT FROM AUTHOR]

Objective: Campus sexual assault (CSA) is a pervasive problem among U.S. college students. Large-scale studies frequently find that between 20%-25% of women and 6%-7% of men are sexually victimized during their time at U.S. colleges and universities (Cantor et al., 2015, 2019; Fisher et al., 2000; Krebs et al., 2007; Krebs et al., 2010). The purpose of the present study is to examine individual responses to campus climate surveys in an effort to determine how students perceive their risk of being sexually assaulted and how they interact with campus policies., Method: The present study addresses the research gap by utilizing latent class analysis with campus climate survey data in order to identify subgroups of students based on their responses to elements of campus climate. Climate in this context is measured by the perceptions of campus constituencies and the policies of institutions of higher education. Additionally, the present study seeks to determine if latent subgroups could be predicted by victimization and gender., Results: Results provided evidence for the existence of latent subgroups of students on elements of campus climate, and supported the hypothesis that latent class membership could be predicted by victimization status and gender., Conclusion: Implications of the present study may help institutions of higher education identify students who would benefit from focused outreach efforts to improve safety based on class membership. (PsycInfo Database Record (c) 2024 APA, all rights reserved).