Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data

This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 student, 4 family, and 7 school constructs developed from NLTS2 data and self-determination outcomes (autonomy, psychological empowerment, and self-realization) across disability groups. The pattern of predictive relationship between the constructs and self-determination outcomes across disability groups was complex. Only one construct—self-concept—showed a positive predictive relationship with all three self-determination constructs across most disability groups. Implications of the complex pattern of findings for research and practice are discussed

The Influence of Hospitality Leaders’ Relational Transparency on Followers’ Trust and Deviance Behaviors: Mediating Role of Behavioral Integrity

This paper investigates the effect of leader\u27s relational transparency on follower organizational deviance through followers’ perception of leader\u27s behavioral integrity and their trust in leader. Multi-level modeling results from a multisource survey-based field-study with 24 hospitality student project teams (N = 149) show that behavioral integrity mediates the relationship between leader\u27s relational transparency and follower\u27s trust in leader. Furthermore, multi-level path analysis suggests that leader\u27s relational transparency, a team-level construct, exerts a cross-level effect on follower\u27s organizational deviance through the mediating roles of behavioral integrity and follower\u27s trust in leader. The study has yielded theoretical and practical implications that are useful for hospitality leaders. © 201

Representative Bureaucracy, Ethnicity, and Public Schools: Examining the Link Between Representation and Performance

Demographic changes in the United States have led to challenges for public organizations that are tasked to serve shifting target populations. Many arguments exist for including greater numbers of ethnic minorities among an organization's personnel, under the guise that greater ethnic representation will result in greater competitiveness in the market or effectiveness in governance. This paper tests this proposition empirically, using data from the public education policy setting. Results show that representativeness along ethnic lines leads to gains for the organization as a whole, but some segments of the target population appear to respond more positively to representativeness than others. Working Paper 06-1

A Meta-Analysis of Procedures to Change Implicit Measures

Using a novel technique known as network meta-analysis, we synthesized evidence from 492 studies (87,418 participants) to investigate the effectiveness of procedures in changing implicit measures, which we define as response biases on implicit tasks. We also evaluated these procedures’ effects on explicit and behavioral measures. We found that implicit measures can be changed, but effects are often relatively weak (|ds| \u3c .30). Most studies focused on producing short-term changes with brief, single-session manipulations. Procedures that associate sets of concepts, invoke goals or motivations, or tax mental resources changed implicit measures the most, whereas procedures that induced threat, affirmation, or specific moods/emotions changed implicit measures the least. Bias tests suggested that implicit effects could be inflated relative to their true population values. Procedures changed explicit measures less consistently and to a smaller degree than implicit measures and generally produced trivial changes in behavior. Finally, changes in implicit measures did not mediate changes in explicit measures or behavior. Our findings suggest that changes in implicit measures are possible, but those changes do not necessarily translate into changes in explicit measures or behavior

The Effect of Dysfunctional Thought Processes on Subjective Well-Being and Job Satisfaction

While the dispositional approach to job satisfaction has received a good deal of recent attention, a fundamental deficiency in past dispositional research is a failure to use existing theories to explain why individuals are unhappy and dissatisfied with their jobs. Locke (1976), Judge (in press), and Judge and Hulin (in press) suggested that thinking processes should be studied in relation to job satisfaction. This study tested the thesis that the cognitive theory of depression, which focuses on irrational thought processes, will help in understanding both subjective well-being and job satisfaction. A causal model involving subjective well-being, job satisfaction, dysfunctional thought processes, and other relevant influences was hypothesized and tested using a stratified random sample of university employees. Ratings were obtained from two sources in order to reduce single-source bias. The results indicated strong support for the overall model and for the efficacy of dysfunctional thought processes

Social and motivational influences on reading

Pages numbered 1-70Bibliography: p. 47-69Supported in part by the National Institute of Education under contract no. NIE-400-81-003

The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis.

The trans-contextual model outlines the processes by which autonomous motivation toward activities in a physical education context predicts autonomous motivation toward physical activity outside of school, and beliefs about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods

Why Students Drop Out of School: A Review of 25 Years of Research

Reviews research on the underlying causes of the high school dropout crisis -- individual and institutional characteristics that predict whether a student is likely to drop out of high school. Discusses student engagement, deviance, and other models

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 259