Validation of the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA) with U.S. Pre-Service Teachers

Sound measurement of teacher self-efficacy and anxiety surrounding data-driven decision making is crucial in both theory-building and efficacy studies, as well as in practical contexts. The present study (N=457) thusly examined the validity of inferences drawn from the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA; Dunn et al., 2013) among U.S. pre-service teachers, a population with whom this instrument has never been fully and rigorously validated. Findings indicated a good fit of the hypothesized five-factor confirmatory factor model and reliable 3D-MEA scores in this population. The reported validity and reliability evidence implies that the 3D-MEA, originally intended for in-service teachers, may too be used meaningfully with U.S. pre-service teachers

Student engagement as a function of environmental complexity in high school classrooms

The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (N = 108) in each class participated in the Experience Sampling Method (ESM) measuring their engagement and related experiential variables. Concurrently, environmental complexity and its subdimensions were observed and rated from video with a new observational instrument, The Optimal Learning Environments - Observational Log and Assessment (OLE-OLA). Using two-level HLM regression models, ratings from the OLE-OLA were utilized to predict student engagement and experiential variables as measured by the ESM. Results showed that environmental complexity predicted student engagement and sense of classroom self-esteem. Implications for research, theory and practice are discussed

Factor Structure of Emotional Creativity Inventory (ECI-Averill, 1999) Among Iranian Undergraduate students in Tehran Universities

AbstractThis paper describes the factor structure of Persian version of Emotional creativity Inventory (ECI-Averill, 1999) among 650 Iranian undergraduate students in Tehran Universities. The findings of confirmatory factor analysis provided support for three factor structure of emotional creativity construct that is: Preparedness (understanding and learning from one's own and others’ emotion), Novelty (the ability to experience unusual emotions) and effectiveness/ Authenticity (the skill to express emotions adroitly and honestly) in Iranian community. These results are discussed in relation to possible cross-cultural similarities and differences in emotional creativity