Assessing Student Orientation to School to Address Low Achievement and Dropping Out

This study contributes to applied and theoretical research for schools and districts by helping inform programs and policies directed at school improvement, raising student achievement, and high school completion. The paper features recent results of ongoing research on student orientation to school that was assessed via a multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially used by a Canadian school district to better understand the reasons for dropping out of school. Since then the project has grown into a multi-organizational collaboration. This study demonstrates persistent associations between student orientation to school, academic achievement, and high school completion and makes the case for integrating valuable non-cognitive components within comprehensive student information and assessment systems.Cette étude contribue à la recherche appliquée et théorique portant sur les écoles et les districts scolaires dans la mesure où elle pourra servir à étayer les programmes et les politiques visant l’amélioration des écoles, le rehaussement du rendement par les élèves et l’achèvement des études secondaires. Cet article présente les résultats récents d’une recherche en cours sur l’adaptation scolaire évaluée par le biais d’un questionnaire pluridimensionnel. Le questionnaire a d’abord servi d’outil pour un district scolaire canadien qui cherchait à mieux comprendre les raisons du décrochage scolaire. Depuis, le projet s’est transformé en collaboration impliquant plusieurs organisations. Cette étude révèle des associations systématiques entre l’adaptation des élèves à l’école, le rendement académique et l’achèvement des études secondaires. Elle milite en faveur de l’intégration de composantes non cognitives importantes au sein des systèmes scolaires d’information et d’évaluation

Application of calorimetric testing and dynamic simulation to predict and control violently reactive chemical reactions

The purpose of this thesis is to demonstrate the use of calorimetric testing and dynamic simulation to predict and prevent the runaway reactions in a chemical process. A simple distillation process involving a complex runaway reaction is used to demonstrate this concept. An Accelerated Rate Calorimeter (ARC) is used to obtain reaction data (i.e. heats of reaction, reaction rates, reaction by products, etc.). The reaction data is then used to develop a dynamic simulation of the distillation process for the purpose of evaluating failure scenarios that may trigger a runaway reaction. Finally, the simulator is used to assess the performance of different emergency safety systems (such as emergency shutdown systems, quench systems, dump systems, etc.) to prevent a potential runaway reaction. Three failures scenarios (loss of cooling, loss of vacuum, and excess heat) are simulated in the refining process. The simulation results indicate that a typical emergency shutdown strategy (ESD) will prevent vessel over-pressurization in two of the three cases. For loss of vacuum, however, the emergency shutdown system, by itself, is ineffective for preventing vessel over-pressure. The simulation indicates that a reduction of the ESD initiation temperature and the addition of an emergency dump system can significantly reduce the potential for vessel over-pressurization

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Schnettler T, Bobe J, Scheunemann A, Fries S, Grunschel C. Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motivation and emotion. 2020;44:491–507 .The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention

Integrating Timing Considerations to Improve Testing Practices

Integrating Timing Considerations to Improve Testing Practices synthesizes a wealth of theory and research on time issues in assessment into actionable advice for test development, administration, and scoring. One of the major advantages of computer-based testing is the capability to passively record test-taking metadata—including how examinees use time and how time affects testing outcomes. This has opened many questions for testing administrators. Is there a trade-off between speed and accuracy in test taking? What considerations should influence equitable decisions about extended-time accommodations? How can test administrators use timing data to balance the costs and resulting validity of tests administered at commercial testing centers? In this comprehensive volume, experts in the field discuss the impact of timing considerations, constraints, and policies on valid score interpretations; administrative accommodations, test construction, and examinees’ experiences and behaviors; and how to implement the findings into practice. These 12 chapters provide invaluable resources for testing professionals to better understand the inextricable links between effective time allocation and the purposes of high-stakes testing

The Gender Gap in Postsecondary Enrollment Intentions: the Mediating Role of Student Attitudes and Behaviors

Current literature on the gender gap in higher education lacks in-depth exploration of how the gap between males and females in postsecondary enrollment and degree attainment differs among racial/ethnic groups and among students of differing socioeconomic status (SES). This thesis explores the potential mediating role of student attitudes and behaviors and whether or not inclusion in certain racial/ethnic or SES groups moderates the relationship between gender and intentions to continue one\u27s education immediately after high school graduation. This study uses data from the High School Longitudinal Study of 2009. Results suggest that student attitudes mediate more of the relationship between student gender and postsecondary education intentions and that this mediation was strongest for Hispanic students. Additionally, results also suggest that the gender gap in postsecondary education intentions is smallest among Hispanics, indicating that Hispanic identity moderates the relationship between student gender and postsecondary education intentions. Results pertaining to the moderating role of SES were inconclusive

Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect

Failure is a necessary step in the process of learning. For this reason, there has been a myriad of research dedicated to the study of student perseverance in the presence of failure, leading to several commonly-cited theories and frameworks to characterize productive and unproductive representations of the construct of persistence. While researchers are in agreement that it is important for students to persist when struggling to learn new material, there can be both positive and negative aspects of persistence. What is it, then, that separates productive from unproductive persistence? The purpose of this work is to address this question through the development, extension, and study of data-driven models of student affect, behavior, and knowledge. The increased adoption of computer-based learning platforms in real classrooms has led to unique opportunities to study student learning at both fine levels of granularity and longitudinally at scale. Prior work has leveraged machine learning methods, existing learning theory, and previous education research to explore various aspects of student learning. These include the development of sensor-free detectors that utilize only the student interaction data collected through such learning platforms. Building off of the considerable amount of prior research, this work employs state-of-the-art machine learning methods in conjunction with the large scale granular data collected by computer-based learning platforms in alignment with three goals. First, this work focuses on the development of student models that study learning through the use of advancements in student modeling and deep learning methodologies. Second, this dissertation explores the development of tools that incorporate such models to support teachers in taking action in real classrooms to promote productive approaches to learning. Finally, this work aims to complete the loop in utilizing these detector models to better understand the underlying constructs that are being measured through their application and their connection to productive perseverance and commonly-observed learning outcomes

Suppliers’ non-compliance with sustainability standards: a new perspective based on discrete-choice experiments

What are the factors that contribute to non-compliance with a supply chain partner’s sustainability efforts? Based on institutional theory and social cognitive theory, a discrete-choice experiment was conducted with 128 U.S., 105 Brazilian and 109 Indian managers to test alternative causes of suppliers’ non-compliance. Results of regression modeling provide preliminary evidence to support the idea that managers’ cultural and institutional background influence the way they perceive compliance with the buyer firm’s sustainability practices and that certain positions in the supply chain influence their likelihood to not comply with them

Integrating Timing Considerations to Improve Testing Practices

Integrating Timing Considerations to Improve Testing Practices synthesizes a wealth of theory and research on time issues in assessment into actionable advice for test development, administration, and scoring. One of the major advantages of computer-based testing is the capability to passively record test-taking metadata—including how examinees use time and how time affects testing outcomes. This has opened many questions for testing administrators. Is there a trade-off between speed and accuracy in test taking? What considerations should influence equitable decisions about extended-time accommodations? How can test administrators use timing data to balance the costs and resulting validity of tests administered at commercial testing centers? In this comprehensive volume, experts in the field discuss the impact of timing considerations, constraints, and policies on valid score interpretations; administrative accommodations, test construction, and examinees’ experiences and behaviors; and how to implement the findings into practice. These 12 chapters provide invaluable resources for testing professionals to better understand the inextricable links between effective time allocation and the purposes of high-stakes testing