Development and initial validation of a mathematics-specific spatial vocabulary scale

This study describes the development and initial validation of a mathematics-specific spatial vocabulary measure for upper elementary school students. Reviews of spatial vocabulary items, mathematics textbooks, and Mathematics Common Core State Standards identified 720 mathematical terms, 148 of which had spatial content (e.g., edge). In total, 29 of these items were appropriate for elementary students, and a pilot study (59 fourth graders) indicated that nine of them were too difficult (< 50% correct) or too easy (> 95% correct). The remaining 20 items were retained as a spatial vocabulary measure and administered to 181 (75 girls, mean age = 119.73 months, SD =4.01) fourth graders, along with measures of geometry, arithmetic, spatial abilities, verbal memory span, and mathematics attitudes and anxiety. A Rasch model indicated that all 20 items assessed an underlying spatial vocabulary latent construct. The convergent and discriminant validity of the vocabulary measure was supported by stronger correlations with theoretically related (i.e., geometry) than with more distantly related (i.e., arithmetic) mathematics content and stronger relations with spatial abilities than with verbal memory span or mathematics attitudes and anxiety. Simultaneous regression analyses and structural equation models, including all measures, confirmed this pattern, whereby spatial vocabulary was predicted by geometry knowledge and spatial abilities but not by verbal memory span, mathematics attitudes and anxiety. Thus, the measure developed in this study helps in assessing upper elementary students' mathematics-specific spatial vocabulary

The impact of task difficulty on self-regulated learning (SRL) processes in gifted students

Access to thesis permanently restricted to Ball State community onlyGifted students need to experience challenge to develop motivation, persistence, and strategies needed to successfully confront future challenging educational experiences. Challenge is often assumed at a broad level, ignoring the students’ individual perceptions. Further, little is known about how gifted students’ perceptions of task difficulty impact the self-regulated learning (SRL) processes that they engage to complete the task and that broadly impact whether they achieve or underachieve. This study employed a within-subjects design administered in two stages. In Stage 1, Honors College students completed data analysis problems of varying difficulty levels. After each problem, students rated the difficulty level. Difficulty rating, time spent on each problem, and problem outcome were used to individually select easy and difficult problems. In Stage 2, 45 Honors College students completed SRL microanalysis interviews that measured their SRL processes for the individually selected easy and difficult tasks. Results demonstrated that task difficulty impacts some SRL processes. Task difficulty significantly impacts self-efficacy, quality of strategies used, effort, and self-evaluation. Students expressed low interest for both problems and did not distinguish strategic plans based on the difficulty level of the task. Further, gifted students had lower confidence, lower self-evaluations, and higher effort on difficult problems. However, gifted students frequently approached difficult tasks with low-level strategies. Individual perceptions of difficulty are important to ensure that gifted learners experience challenge. To meet their full potential, gifted learners need to experience challenge partnered with support in developing strategic approaches and in transferring strategies between tasks of different difficulty levels.Thesis (Ph. D.)Department of Educational Psycholog