A Lower Bound to the Probability of Choosing the Optimal Passing Score for a Mastery Test When There is an External Criterion [and] Estimating the Parameters of the Beta-Binomial Distribution.

ERIC Educational Resources Information Center

Wilcox, Rand R.

A mastery test is frequently described as follows: an examinee responds to n dichotomously scored test items. Depending upon the examinee's observed (number correct) score, a mastery decision is made and the examinee is advanced to the next level of instruction. Otherwise, a nonmastery decision is made and the examinee is given remedial work. This…

Multicultural Mastery Scale for youth: multidimensional assessment of culturally mediated coping strategies.

PubMed

Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V

2012-06-01

Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation efforts produced Mastery-Family and Mastery-Friends subscales, along with a Mastery-Self subscale. We tested these measures for psychometric properties and internal structure with 284 predominately Yup'ik Eskimo Alaska Native adolescents (12- to 18-year-olds) from rural, remote communities-a non-Western culturally distinct group hypothesized to display higher levels of collectivism and communal mastery. Results demonstrate a subset of items adapted for youth function satisfactorily, a 3-response alternative format provided meaningful information, and the subscale's underlying structure is best described through 3 distinct first-order factors organized under 1 higher order mastery factor. (c) 2012 APA, all rights reserved

Multicultural Mastery Scale for Youth: Multidimensional Assessment of Culturally Mediated Coping Strategies

PubMed Central

Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V.

2012-01-01

Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation efforts produced Mastery-Family and Mastery-Friends subscales, along with a Mastery-Self subscale. We tested these measures for psychometric properties and internal structure with 284 12 to 18-year-old predominately Yup’ik Eskimo Alaska Native adolescents from rural, remote communities — a non-Western culturally distinct group hypothesized to display higher levels of collectivism and communal mastery. Results demonstrate a subset of items adapted for youth function satisfactorily, a three-response alternative format provided meaningful information, and the subscale’s underlying structure is best described through three distinct first-order factors organized under one higher order mastery factor. PMID:21928912

The Concept of Performance Levels in Criterion-Referenced Assessment.

ERIC Educational Resources Information Center

Hewitson, Mal

The concept of performance levels in criterion-referenced assessment is explored by applying the idea to different types of tests commonly used in schools, mastery tests (including diagnostic tests) and achievement tests. In mastery tests, a threshold performance standard must be established for each criterion. Attainment of this threshold…

Work-induced changes in feelings of mastery.

PubMed

Bradley, Graham L

2010-01-01

Past theory and research indicate that conditions of work can have lasting effects on job incumbents. R. A. Karasek and T. Theorell (1990), for example, proposed that workers' feelings of mastery increase with levels of job demands and job control, and that these effects are mediated by the process of active learning. To test these propositions, 657 school teachers completed scales assessing job demands, control, active learning, and mastery on 2 occasions, 8 months apart. As hypothesized, job control predicted change in mastery, an effect that was mediated by active learning. Job demands had a weaker effect on change in mastery. The demands-mastery relationship was moderated by job control, so that under conditions of high control, but not low control, increasing job demands were associated with gains in mastery. The findings partially support R. A. Karasek and T. Theorell's (1990) predictions regarding the main, interactive, and mediated effects of job conditions on employee mastery.

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

The Word Identification Test Battery: A New Approach to Mastery and the Assessment of Word Identification Skills. Report from the Project on Studies in Language: Reading and Communication.

ERIC Educational Resources Information Center

Johnson, Dale D.; And Others

The work reported culminates research by the Project on the Assessment and Analysis of Word Identification Skills in Reading. The Word Identification Test battery was designed for elementary school children, with attention to the major issues pertaining to skills mastery and assessment that are raised in the review of mastery learning. Five…

The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery

NASA Astrophysics Data System (ADS)

Kaniawati, I.; Samsudin, A.; Hasopa, Y.; Sutrisno, A. D.; Suhendi, E.

2016-08-01

This research is based on students’ lack of mastery of physics abstract concepts. Thus, this study aims to improve senior high school students’ mastery of momentum and impulse concepts with the use of computer simulation. To achieve these objectives, the research method employed was pre experimental design with one group pre-test post-test. A total of 36 science students of grade 11 in one of public senior high school in Bandung became the sample in this study. The instruments utilized to determine the increase of students’ concept mastery were pretest and posttest in the form of multiple choices. After using computer simulations in physics learning, students’ mastery of momentum and impulse concept has increased as indicated by the normalized gain of 0.64 with the medium category.

When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy

ERIC Educational Resources Information Center

Benita, Moti; Roth, Guy; Deci, Edward L.

2014-01-01

Mastery goals are generally considered the most adaptive achievement goals. In 2 studies, we tested whether, in line with self-determination theory, participants' experiences of autonomy support and autonomy would affect the relations between mastery goals and psychological outcomes. In Study 1 (an experiment), 117 college students, randomly…

Clinical study of student learning using mastery style versus immediate feedback online activities

NASA Astrophysics Data System (ADS)

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-06-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

PubMed

Cerasoli, Christopher P; Ford, Michael T

2014-01-01

Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

Day-to-day mastery and self-efficacy changes during a smoking quit attempt: Two studies.

PubMed

Warner, Lisa M; Stadler, Gertraud; Lüscher, Janina; Knoll, Nina; Ochsner, Sibylle; Hornung, Rainer; Scholz, Urte

2018-05-01

In social-cognitive theory, it is hypothesized that mastery experiences (successfully implementing behaviour change) are a source of self-efficacy, and self-efficacy increases the opportunity for experiencing mastery. Vicarious experiences (seeing others succeed) are suggested as another source of self-efficacy. However, the hypothesis of this reciprocal relationship has not been tested using a day-to-day design. This article reports findings from two intensive longitudinal studies, testing the reciprocal relationship of self-efficacy and its two main sources within the naturally occurring process of quitting smoking (without intervention). Smokers (Study 1: N = 100 smokers in smoker-non-smoker couples (1,787 observations); Study 2; N = 81 female (1,401 observations) and N = 79 male smokers (1,328 observations) in dual-smoker couples) reported their mastery experiences (not smoking the entire day; in Study 2, mastery experience of partner served as vicarious experience) and smoking-specific self-efficacy for 21 days after a self-set quit date. Time-lagged multilevel analyses were conducted using change-predicting-change models. Increases in mastery experiences predicted changes in self-efficacy, and increases in self-efficacy predicted changes in mastery experiences in Study 1. Study 2 replicated these results and showed contagion effects (partners' mastery on individuals' mastery and partners' self-efficacy on individuals' self-efficacy), but found no evidence for a link between vicarious experiences (partners' mastery experiences) and individuals' self-efficacy. This article demonstrates that mastery experiences and self-efficacy show a reciprocal relationship within smokers during a quit attempt in a day-to-day design, as well as contagion effects in couples when both partners try to quit simultaneously. Statement of Contribution What is already known on this subject? Self-efficacy is one of the strongest correlates of quitting smoking. Despite the assumptions on how self-efficacy is built formulated by Bandura two decades ago, there is only little empirical evidence on the origins of self-efficacy. The open research questions for these two studies were whether mastery experiences (experiencing success with the new behavior) and vicarious experiences (seeing others succeed) facilitate the smoking cessation process, whether mastery experiences and self-efficacy affect one another reciprocally and whether intimate partners serve as role models for each other. What does this study add? Mastery experiences and self-efficacy are mutually depended on a day-to-day basis within the smoking cessation process. Effects of mastery experiences fade rapidly, indicating that constant successes are needed to keep up self-efficacy. Dual-smoker couples show similar changes in a contagious way - if mastery experiences increase in one person, mastery experiences increase in the partner; if self-efficacy increases in one person, self-efficacy increases in the partner, too. No support for vicarious experiences (mastery experiences in one person affecting self-efficacy in the partner and vice versa) as sources of self-efficacy in the quitting process was found. © 2018 The British Psychological Society.

Practical Procedures for Constructing Mastery Tests to Minimize Errors of Classification and to Maximize or Optimize Decision Reliability.

ERIC Educational Resources Information Center

Byars, Alvin Gregg

The objectives of this investigation are to develop, describe, assess, and demonstrate procedures for constructing mastery tests to minimize errors of classification and to maximize decision reliability. The guidelines are based on conditions where item exchangeability is a reasonable assumption and the test constructor can control the number of…

Science Library of Test Items. Volume Eight. Mastery Testing Program. Series 3 & 4 Supplements to Introduction and Manual.

ERIC Educational Resources Information Center

New South Wales Dept. of Education, Sydney (Australia).

Continuing a series of short tests aimed at measuring student mastery of specific skills in the natural sciences, this supplementary volume includes teachers' notes, a users' guide and inspection copies of test items 27 to 50. Answer keys and test scoring statistics are provided. The items are designed for grades 7 through 10, and a list of the…

The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat.

ERIC Educational Resources Information Center

Caskey, William E., Jr.

1985-01-01

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Bloomfield-Barnhart Developmental Reading Mastery Test: Evaluator's Handbook [and] Individual Pupil Packet.

ERIC Educational Resources Information Center

Barnhart, Cynthia A.; And Others

The Developmental Reading Mastery Test of oral reading, comprehension, spelling, and language skills is based on curriculum materials by the Bloomfield-Barnhart reading program, Let's Read. The non-graded program teaches reading in eleven steps (skill sequences), with corresponding subtests, as follows: (1) shape discrimination, directionality;…

Effect of Computer-Delivered Testing on Achievement in a Mastery Learning Course of Study with Partial Scoring and Variable Pacing.

ERIC Educational Resources Information Center

Evans, Richard M.; Surkan, Alvin J.

The recent arrival of portable computer systems with high-level language interpreters now makes it practical to rapidly develop complex testing and scoring programs. These programs permit undergraduates access, at arbitrary times, to testing as an integral part of a mastery learning strategy. Effects of introducing the computer were studied by…

Pre-Service Physics Teachers’ Concept Mastery and the Challenges of Game Development on Physics Learning

NASA Astrophysics Data System (ADS)

Saprudin, S.; Liliasari, L.; Prihatmanto, A. S.

2017-09-01

This study is a survey that aims to describe pre-service physics teachers’ concept mastery at a university in Ternate. Data were collected through test standard instrument for physics which used in the teacher certification program. Data were analyzed by using quantitative descriptive technique. Based on the results of data analysis, it was concluded that generally pre-service physics teachers’ concept mastery can be categorized on low category (25.4%). The map of concept mastery will be used as a reference to developing game design in the physics learning context for pre-service physics teachers.

Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

ERIC Educational Resources Information Center

Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

2013-01-01

Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

Individualized behavioral assessments and maternal ratings of mastery motivation in mental age-matched toddlers with and without motor delay.

PubMed

Wang, Pei-Jung; Morgan, George A; Hwang, Ai-Wen; Liao, Hua-Fang

2013-01-01

Mastery motivation is a precursor of future developmental outcomes. Evidence about whether toddlers with motor delay have lower mastery motivation is inconclusive. The purpose of this study was to examine differences between mental age-matched toddlers with and without motor delay on various mastery motivation indicators. A mental age- and sex-matched case-control study was performed. Twenty-two children with motor delay, aged 23 to 47 months, and 22 children who were developing typically, aged 15 to 29 months, were recruited. Persistence and mastery pleasure were measured with behavioral tasks that were moderately challenging for each child and with maternal ratings using the Dimensions of Mastery Questionnaire (DMQ). The DMQ was rated by each child's mother based on her perception of her child's motivation. Two types of structured tasks (a puzzle and a cause-effect toy selected to be moderately challenging for each child) were administered in a laboratory setting and recorded on videos. Paired t tests or Wilcoxon signed rank tests were used to examine group differences in persistence and mastery pleasure (α=.007, 2-tailed). Children with motor delay were rated lower on DMQ persistence than the typically developing group, but they did not show significantly lower persistence on the structured tasks. There were no significant differences in mastery pleasure between the 2 groups on either measure. Large within-sample variability on the tasks and small sample size makes subgroup analysis (eg, different severities) difficult. Toddlers with motor delay did not show lower persistence and pleasure when given tasks that were moderately challenging; however, their mothers tended to view them as having lower motivation. Clinicians and parents should provide appropriately challenging tasks to increase children's success and motivation.

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.

PubMed

VanWeelden, Kimberly; Whipple, Jennifer

2007-01-01

The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Genetic Pedagogical Content Knowledge (PCK) Ability Profile of Prospective Biology Teacher

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Muthmainnah, E.; Hidayat, T.

2017-02-01

Genetics is one of the topics or subject matter in biology that are considered difficult. Student difficulties of understanding genetics, can be caused by lack of understanding this concept and the way of teachers teach. Pedagogical Content Knowledge (PCK) is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches. The aims of study was to analyze genetic PCK ability profile of prospective biology teacher.13 student of sixth semester Biology education department who learned Kapita Selekta Biologi SMA course, participated in this study. PCK development was measured by CoRes (Content Representation). Before students fill CoRes, students are tested mastery genetic concepts through a multiple-choice test with three tier-test. Data was obtained from the prior CoRes and its revisions, as well as the mastery concept in pre and post test. Results showed that pre-test of genetic mastery concepts average on 55.4% (low category) and beginning of the writing CoRes, student get 43.2% (Pra PCK). After students get lecture and simulating learning, the post-test increased to 63.8% (sufficient category) and PCK revision is also increase 58.1% (growing PCK). It can be concluded that mastery of subject matter could affects the ability of genetic PCK.

Combining computer adaptive testing technology with cognitively diagnostic assessment.

PubMed

McGlohen, Meghan; Chang, Hua-Hua

2008-08-01

A major advantage of computerized adaptive testing (CAT) is that it allows the test to home in on an examinee's ability level in an interactive manner. The aim of the new area of cognitive diagnosis is to provide information about specific content areas in which an examinee needs help. The goal of this study was to combine the benefit of specific feedback from cognitively diagnostic assessment with the advantages of CAT. In this study, three approaches to combining these were investigated: (1) item selection based on the traditional ability level estimate (theta), (2) item selection based on the attribute mastery feedback provided by cognitively diagnostic assessment (alpha), and (3) item selection based on both the traditional ability level estimate (theta) and the attribute mastery feedback provided by cognitively diagnostic assessment (alpha). The results from these three approaches were compared for theta estimation accuracy, attribute mastery estimation accuracy, and item exposure control. The theta- and alpha-based condition outperformed the alpha-based condition regarding theta estimation, attribute mastery pattern estimation, and item exposure control. Both the theta-based condition and the theta- and alpha-based condition performed similarly with regard to theta estimation, attribute mastery estimation, and item exposure control, but the theta- and alpha-based condition has an additional advantage in that it uses the shadow test method, which allows the administrator to incorporate additional constraints in the item selection process, such as content balancing, item type constraints, and so forth, and also to select items on the basis of both the current theta and alpha estimates, which can be built on top of existing 3PL testing programs.

[Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students].

PubMed

Park, SoMi; Hur, Hea Kung; Kim, Ki Kyong; Song, Hee Young

2017-08-01

This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills. © 2017 Korean Society of Nursing Science

The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in Multiple Intelligences-based of Integrated Earth and Space Science Learning

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Mursydah, L. S.

2017-03-01

The purpose of this study is to identify gender-based concept mastery differences of junior high school students after the implementation of multiple intelligences-based integrated earth and space science learning. Pretest-posttest group design was employed to two different classes at one of junior high school on eclipse theme in Tasikmalaya West Java: one class for boys (14 students) and one class of girls (18 students). The two-class received same treatment. The instrument of concepts mastery used in this study was open-ended eight essay questions. Reliability test result of this instrument was 0.9 (category: high) while for validity test results were high and very high category. We used instruments of multiple intelligences identification and learning activity observation sheet for our analysis. The results showed that normalized N-gain of concept mastery for boys and girls were improved, respectively 0.39 and 0.65. Concept mastery for both classes differs significantly. The dominant multiple intelligences for boys were in kinesthetic while girls dominated in the rest of multiple intelligences. Therefor we concluded that the concept mastery was influenced by gender and student’s multiple intelligences. Based on this finding we suggested to considering the factor of gender and students’ multiple intelligences given in the learning activity.

The Link between Mastery and Depression among Black Adolescents; Ethnic and Gender Differences

PubMed Central

Assari, Shervin; Caldwell, Cleopatra Howard

2017-01-01

Purpose: Although the link between depression and lower levels of mastery is well established, limited information exists on ethnic and gender differences in the association between the two. The current study investigated ethnic, gender, and ethnic by gender differences in the link between major depressive disorder (MDD) and low mastery in the United States. Methods: We used data from the National Survey of American Life-Adolescent supplement (NSAL-A), 2003–2004. In total, 1170 Black adolescents entered the study. This number was composed of 810 African-American and 360 Caribbean Black youth (age 13 to 17). Demographic factors, socioeconomic status (family income), mastery (sense of control over life), and MDD (Composite International Diagnostic Interview, CIDI) were measured. Logistic regressions were used to test the association between mastery and MDD in the pooled sample, as well as based on ethnicity and gender. Results: In the pooled sample, a higher sense of mastery was associated with a lower risk of MDD. This association, however, was significant for African Americans but not Caribbean Blacks. Similarly, among African American males and females, higher mastery was associated with lower risk of MDD. Such association could not be found for Caribbean Black males or females. Conclusion: Findings indicate ethnic rather than gender differences in the association between depression and mastery among Black youth. Further research is needed to understand how cultural values and life experiences may alter the link between depression and mastery among ethnically diverse Black youth. PMID:28498355

Mastery-style exercises in physics

NASA Astrophysics Data System (ADS)

Schroeder, Noah D.

Mastery learning employs repeated cycles of instructional support and formative assessment to help students achieve desired skills. Instructional objectives are broken into small pieces, and students master those pieces in successive order by performing to a set standard on an assessment for each objective. If a student cannot master an objective, instructional support is provided, and the student is reassessed. Mastery learning has been proved effective in many subject areas, but comparatively little research has been done on applying it in physics instruction. This dissertation details the path taken that culminated in the use of mastery-inspired exercises to teach students basic skills in introductory physics courses. The path that led to our choice of mastery began with an attempt to provide students with extra practice and formative assessment through weekly practice tests with corresponding solutions, with the goal of helping them better prepare for summative exams in an introductory physics course. No effect was seen, and participation was very low. Investigating how students learn from solutions revealed that they are poor evaluators of their understanding of provided solutions and struggle to retain the skills taught in those solutions. In a follow-up clinical experiment that provided students with solutions, required them to recall the solutions from memory, and re-presented the solutions for restudy, students showed strong retention as well as the ability to transfer information from the solutions to new situations. These results inspired the formal use of mastery learning as an instructional paradigm due to its requirement that students repeatedly recall information from solutions and apply it to new situations. Mastery-style exercises were first created and tested in clinical trials, followed by two in-course implementations. In the clinical trials, students completed a set of questions on a particular skill, and if they failed to master that skill, they were given support in the form of narrated animated solution videos followed by a new version of the question set. On mastering a skill, students moved on to the next skill level. Students mastered all provided skill levels and then took a post-test. Those clinical trials demonstrated that students can use provided solutions to quickly progress through successive levels of mastery exercises and that mastery-style exercises had a larger impact on the post-test than traditional multi-try immediate feedback homework exercises. Following these strong results, mastery-style exercises were implemented over an entire semester in an introductory course, replacing the existing homework. Participation was much poorer than in the clinical experiments due to frustration with the difficulty of the provided exercises. As a result the implementation had a comparatively small impact on student performance. Frustrated students circumvented the system by ignoring provided solutions and skipping assessments, choosing instead to cycle through the provided versions until they could reattempt an already seen version of an assessment. A follow-up implementation covering a single week had a larger impact on a quiz, yet students were still frustrated with the exercises and displayed behaviors similar to those seen in the semester-long implementation. Moving forward, frustration must be overcome to return participation to levels seen in the clinical trials. A preliminary development mode is suggested to ensure proper calibration of difficulty to student skills. Other changes involving how the mechanics of the system work as well as how its benefits are communicated to students are also suggested. If frustration is overcome and participation increases, the incredible potential of mastery-inspired exercises can be realized. Mastery is a powerful addition to physics instruction.

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

ERIC Educational Resources Information Center

Elaldi, Senel

2016-01-01

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

[Do mastery goals buffer self-esteem from the threat of failure?].

PubMed

Niiya, Yu; Crocker, Jennifer

2007-12-01

Self-esteem is vulnerable when failure occurs in the domain where people base their self-worth (Crocker & Wolfe, 2001). We tested whether learning orientations can reduce the vulnerability of self-esteem associated with contingent self-worth and encourage persistence following failure. Our past research (Niiya, Crocker, & Bartmess, 2004) indicated that people who base their self-worth on academics maintain their self-esteem following failure when they are primed with an incremental theory of intelligence. Our present study extends these findings by (a) examining whether mastery goals (Elliot & Church, 1997) can also buffer self-esteem from failure, (b) using a different manipulation of success and failure, (c) using a different task, and (d) including a measure of persistence. We found that college students who based their self-esteem on academic competence reported lower self-esteem following failure than following success when they had low mastery goals, but the effect of success and failure was eliminated when students had high mastery goals. Moreover, high mastery students showed greater persistence following failure than low mastery students. The study provided converging evidence that learning orientations buffer self-esteem from failure.

Cognitive Diagnostic Attribute-Level Discrimination Indices

ERIC Educational Resources Information Center

Henson, Robert; Roussos, Louis; Douglas, Jeff; He, Xuming

2008-01-01

Cognitive diagnostic models (CDMs) model the probability of correctly answering an item as a function of an examinee's attribute mastery pattern. Because estimation of the mastery pattern involves more than a continuous measure of ability, reliability concepts introduced by classical test theory and item response theory do not apply. The cognitive…

Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following.

PubMed

Chazin, Kate T; Bartelmay, Danielle N; Lambert, Joseph M; Houchins-Juárez, Nealetta J

2017-04-01

This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3-5 weeks for all recipes, and maintained when therapist support was removed.

The Effects of Constraints and Mastery on Mental and Physical Health: Conceptual and Methodological Considerations

PubMed Central

Infurna, Frank J.; Mayer, Axel

2015-01-01

Perceived control and health are closely interrelated in adulthood and old age. However, less is known regarding the differential implications of two facets of perceived control, constraints and mastery, for mental and physical health. Furthermore, a limitation of previous research testing the pathways linking perceived control to mental and physical health is that mediation was tested with cross-sectional designs and not in a longitudinal mediation design that accounts for temporal ordering and prior confounds. Using data from the Health and Retirement Study (HRS; n = 7,612, M age = 68, SD = 10.66; 59% women) we examined the effect of constraints and mastery on 4-year changes in mental and physical health and whether physical activity mediated such effects in a longitudinal mediation design. Using confirmatory factor analysis, we modeled the two-factor structure of perceived control that consisted of constraints and mastery. In our longitudinal mediation model, where we accounted for possible confounders (e.g., age, gender, education, neuroticism, conscientiousness, memory, and health conditions), constraints showed a stronger total effect on mental and physical health, than mastery, such that more constraints were associated with 4-year declines in mental and physical health. Physical activity did not mediate the effect of constraints and mastery on mental and physical health (indirect effect). In order to demonstrate the importance of a longitudinal mediation model that accounts for confounders, we also estimated the mediated effect using two models commonly used in the literature: cross-sectional mediation model and longitudinal mediation model without accounting for confounders. These mediation models indicated a spurious indirect effect that cannot be causally interpreted. Our results showcase that constraints and mastery have differential implications for mental and physical health, as well as how a longitudinal mediation design can illustrate (or not) pathways in developmental processes. Our discussion focuses on the conceptual and methodological implications of a two facet model of perceived control and the strengths of longitudinal mediation designs for testing conceptual models of human development. PMID:25938243

The effects of constraints and mastery on mental and physical health: Conceptual and methodological considerations.

PubMed

Infurna, Frank J; Mayer, Axel

2015-06-01

Perceived control and health are closely interrelated in adulthood and old age. However, less is known regarding the differential implications of 2 facets of perceived control, constraints and mastery, for mental and physical health. Furthermore, a limitation of previous research testing the pathways linking perceived control to mental and physical health is that mediation was tested with cross-sectional designs and not in a longitudinal mediation design that accounts for temporal ordering and prior confounds. Using data from the Health and Retirement Study (HRS; n = 7,612, M age = 68, SD = 10.66; 59% women) we examined the effect of constraints and mastery on 4-year changes in mental and physical health and whether physical activity mediated such effects in a longitudinal mediation design. Using confirmatory factor analysis, we modeled the 2-factor structure of perceived control that consisted of constraints and mastery. In our longitudinal mediation model, where we accounted for possible confounders (e.g., age, gender, education, neuroticism, conscientiousness, memory, and health conditions), constraints showed a stronger total effect on mental and physical health, than mastery, such that more constraints were associated with 4-year declines in mental and physical health. Physical activity did not mediate the effect of constraints and mastery on mental and physical health (indirect effect). To demonstrate the importance of a longitudinal mediation model that accounts for confounders, we also estimated the mediated effect using 2 models commonly used in the literature: cross-sectional mediation model and longitudinal mediation model without accounting for confounders. These mediation models indicated a spurious indirect effect that cannot be causally interpreted. Our results showcase that constraints and mastery have differential implications for mental and physical health, as well as how a longitudinal mediation design can illustrate (or not) pathways in developmental processes. Our discussion focuses on the conceptual and methodological implications of a 2 facet model of perceived control and the strengths of longitudinal mediation designs for testing conceptual models of human development. (c) 2015 APA, all rights reserved.

Analysis of self-directed mastery learning of honors physics

NASA Astrophysics Data System (ADS)

Athens, Wendy

Self-directed learning (SDL) is an important life skill in a knowledge-based society and prepares students to persist, manage their time and resources, use logic to construct their knowledge, argue their views, and collaborate. The purpose of this study was to facilitate mastery of physics concepts through self-directedness in formative testing with feedback, a choice of learning activities, and multiple forms of support. This study was conducted within two sections of honors physics at a private high school (N=24). Students' learning activity choices, time investments, and perceptions (assessed through a post survey) were tracked and analyzed. SDL readiness was linked to success in mastering physics concepts. The three research questions pursued in this study were: What SDL activities did honors physics students choose in their self-directed mastery learning environment? How many students achieved concept mastery and how did they spend their time? Did successful and unsuccessful students perceive the self-directed mastery learning environment differently? Only seven of 24 students were successful in passing the similar concept-based unit tests within four tries, and these seven students were separated into a "successful" group and the other 17 into an "unsuccessful" group. Differences between the two groups were analyzed. A profile of a self-directed secondary honors physics student emerged. A successful self-directed student invested more time learning from activities rather than simply completing them, focused on learning concepts more than rote operations, intentionally selected activities to fill in gaps of knowledge and practice concepts, actively constructed knowledge into a cognitive framework, engaged in academic discourse with instructor and peers as they made repeated attempts to master content and pass the test given constructive feedback, used a wide variety of learning resources, and managed their workload to meet deadlines. This capstone study found that parallel instruction in content and SDL skills could be important for improving learning outcomes and better equipping secondary honors physics students for college and life in general. Mastery learning principles coupled with modeling in self-direction appear mutually reinforcing and, when more explicitly approached, should yield dual benefits in concept mastery as well as self-efficacy.

Mastery and the Fulfillment of Occupational Expectations by Midlife

ERIC Educational Resources Information Center

Reynolds, John R.; Burge, Stephanie Woodham; Robbins, Cheryl L.; Boyd, Emily M.; Harris, Brandy

2007-01-01

This paper tests the central tenet of social psychology and the life-course perspective that broader contexts of opportunity and constraint moderate the ability of individuals to act on their plans and ambitions. We use the 1972 National Longitudinal Study to assess the impact of mastery on achieving one's occupational expectations and to…

The Impact of Achievement Goals on Cardiorespiratory Fitness: Does Self-Efficacy Make a Difference?

ERIC Educational Resources Information Center

Gao, Zan; Xiang, Ping; Lochbaum, Marc; Guan, Jianmin

2013-01-01

Purpose: The relationships among students' self-efficacy, 2 × 2 achievement goals (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performance-avoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 × 2…

A Compensatory Approach to Optimal Selection with Mastery Scores. Research Report 94-2.

ERIC Educational Resources Information Center

van der Linden, Wim J.; Vos, Hans J.

This paper presents some Bayesian theories of simultaneous optimization of decision rules for test-based decisions. Simultaneous decision making arises when an institution has to make a series of selection, placement, or mastery decisions with respect to subjects from a population. An obvious example is the use of individualized instruction in…

A Simultaneous Approach to Optimizing Treatment Assignments with Mastery Scores. Research Report 89-5.

ERIC Educational Resources Information Center

Vos, Hans J.

An approach to simultaneous optimization of assignments of subjects to treatments followed by an end-of-mastery test is presented using the framework of Bayesian decision theory. Focus is on demonstrating how rules for the simultaneous optimization of sequences of decisions can be found. The main advantages of the simultaneous approach, compared…

The Relationship among Achievement Goals, Standardized Test Scores, and Elementary Students' Focus in School

ERIC Educational Resources Information Center

Jones, Martin H.; Mueller, Christian E.

2017-01-01

The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery-approach and less mastery-avoid achievement goals. Academic…

Online Academic-Integrity Mastery Training May Improve Students' Awareness of, and Attitudes toward, Plagiarism

ERIC Educational Resources Information Center

Curtis, Guy J.; Gouldthorp, Bethanie; Thomas, Emma F.; O'Brien, Geraldine M.; Correia, Helen M.

2013-01-01

Some evidence has emerged in recent years that plagiarism can be reduced through the use of online mastery tests that are designed to train introductory psychology students in awareness of academic integrity and referencing conventions. Although these studies demonstrated a reduction in incidents of plagiarism they did not directly examine whether…

Game-Like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

ERIC Educational Resources Information Center

Józsa, Krisztián; Barrett, Karen Caplovitz; Morgan, George A.

2017-01-01

Introduction: School readiness predicts both school and life success, so measuring it effectively is extremely important. Current school readiness tests focus on pre-academic skills; however, mastery motivation (MM: persistent, focus on trying to do a task) and executive functions (EF: planful self-control) are also crucial. Method: The purpose of…

Teaching face-name associations to survivors of traumatic brain injury: a sequential treatment approach.

PubMed

Manasse, N J; Hux, K; Snell, J

2005-08-10

Recalling names in real-world contexts is often difficult for survivors of traumatic brain injury despite successful completion of face-name association training programmes. This small number study utilized a sequential treatment approach in which a traditional training programme preceded real-world training. The traditional training component was identical across programmes: one-on-one intervention using visual imagery and photographs to assist in mastery of face-name associations. The real-world training component compared the effectiveness of three cueing strategies--name restating, phonemic cueing and visual imagery--and was conducted by the actual to-be-named people. Results revealed improved name learning and use by the participants regardless of cueing strategy. After treatment targeting six names, four of five participants consistently used two or more names spontaneously and consistently knew three or more names in response to questioning. In addition to documenting the effectiveness of real-world treatment paradigms, the findings call into question the necessity for preliminary traditional intervention.

Comparing Cognitive Models of Domain Mastery and Task Performance in Algebra: Validity Evidence for a State Assessment

ERIC Educational Resources Information Center

Warner, Zachary B.

2013-01-01

This study compared an expert-based cognitive model of domain mastery with student-based cognitive models of task performance for Integrated Algebra. Interpretations of student test results are limited by experts' hypotheses of how students interact with the items. In reality, the cognitive processes that students use to solve each item may be…

Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcomes

ERIC Educational Resources Information Center

Watkins, David; Hattie, John

2012-01-01

Social goals have also been proposed as important additions to mastery and performance goals in educational contexts, particularly in non-Western cultures but no study has yet tested the possibility that such goals can also combine with mastery and performance goals leading to superior learning outcomes. Longitudinal studies are also rare in this…

Improvements to an Electrical Engineering Skill Audit Exam to Improve Student Mastery of Core EE Concepts

ERIC Educational Resources Information Center

Parent, D. W.

2011-01-01

The San Jose State University Electrical Engineering (EE) Department implemented a skill audit exam for graduating seniors in 1999 with the purpose of assessing the teaching and the students' mastery of core concepts in EE. However, consistent low scores for the first years in which the test was administered suggested that students had little…

Use of Standardized Mastery Content Assessments Given during the First Year of a Baccalaureate Nursing Program for Predicting NCLEX-RN Outcomes

ERIC Educational Resources Information Center

Emory, DeAnna Jan

2012-01-01

The purpose of this study was to evaluate the relationship between standardized content specific mastery assessments and NCLEX-RN outcomes. Three content-specific standardized assessments testing Fundamentals, Pharmacology and Mental Health concepts were used to explain the dichotomous NCLEX-RN outcome of pass or fail. The three assessments were…

Parental Support, Partner Support, and the Trajectories of Mastery from Adolescence to Early Adulthood

ERIC Educational Resources Information Center

Surjadi, Florensia F.; Lorenz, Frederick O.; Wickrama, K. A. S.; Conger, Rand D.

2011-01-01

This study examines the long-term associations among parental support, extra-familial partner support, and the trajectories of sense of mastery from adolescence to the early adulthood years. Ten waves of panel data collected over a 16-year period from the Iowa Family Transitions Project (N = 527) were used to test the hypotheses. Results indicated…

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

PubMed

Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine

2014-03-01

Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Participants were 120 boys and 72 girls (all high-school students). Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance. One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. © 2013 The British Psychological Society.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

Using Psychodynamic, Cognitive Behavioral, and Control Mastery Prototypes to Predict Change: A New Look at an Old Paradigm for Long-Term Single-Case Research

ERIC Educational Resources Information Center

Pole, Nnamdi; Ablon, J. Stuart; O'Connor, Lynn E.

2008-01-01

This article illustrates a method of testing models of change in individual long-term psychotherapy cases. A depressed client was treated with 208 sessions of control mastery therapy (CMT), an unmanualized approach that integrates elements of psychodynamic therapy (PDT) and cognitive behavioral therapy (CBT). Panels of experts developed prototypes…

Sticks and Stones Will Break My Bones but Failure Feedback May Not Hurt Me: Gender Differences in the Relationship between Achievement Motive, Coping Strategies and Environmental Mastery

ERIC Educational Resources Information Center

Tan, Ser Hong; Pang, Joyce S.

2012-01-01

This study investigates the processes through which achievement motivation guides the selection of coping strategies which in turn affects environmental mastery post-failure feedback. Seventy-six college students received failure feedback after completing a professional aptitude test. Findings showed that gender moderated the relationship between…

Predicting subjective vitality and performance in sports: the role of passion and achievement goals.

PubMed

Li, Chiung-Huang

2010-06-01

The major purpose of this study was to test the hypothesized paths from dualistic passions through achievement goals to subjective vitality and performance in sports. 645 high school athletes participated. The proposed structural equation model, with relationships between dualistic passions and subjective vitality and sports performance mediated by achievement goals, fit the data well, especially for mastery-approach and performance-approach goals. Harmonious and obsessive passions may lead athletes to high performance via the adoption of mastery-approach goals. However, these passions seem to have two paths influencing personal functioning: direct effects make players feel energetic, and indirect effects on subjective vitality through adoption of mastery-approach and performance-approach goals.

Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory

PubMed Central

Nezhnov, Peter; Kardanova, Elena; Ludlow, Larry

2014-01-01

The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice. PMID:29795820

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

NASA Astrophysics Data System (ADS)

Rinaningsih; Kadarohman, A.; Firman, H.; Sutoyo

2018-05-01

Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

Outcomes of Fundamentals of Laparoscopic Surgery (FLS) mastery training standards applied to an ergonomically different, lower cost platform.

PubMed

Placek, Sarah B; Franklin, Brenton R; Haviland, Sarah M; Wagner, Mercy D; O'Donnell, Mary T; Cryer, Chad T; Trinca, Kristen D; Silverman, Elliott; Matthew Ritter, E

2017-06-01

Using previously established mastery learning standards, this study compares outcomes of training on standard FLS (FLS) equipment with training on an ergonomically different (ED-FLS), but more portable, lower cost platform. Subjects completed a pre-training FLS skills test on the standard platform and were then randomized to train on the FLS training platform (n = 20) or the ED-FLS platform (n = 19). A post-training FLS skills test was administered to both groups on the standard FLS platform. Group performance on the pretest was similar. Fifty percent of FLS and 32 % of ED-FLS subjects completed the entire curriculum. 100 % of subjects completing the curriculum achieved passing scores on the post-training test. There was no statistically discernible difference in scores on the final FLS exam (FLS 93.4, ED-FLS 93.3, p = 0.98) or training sessions required to complete the curriculum (FLS 7.4, ED-FLS 9.8, p = 0.13). These results show that when applying mastery learning theory to an ergonomically different platform, skill transfer occurs at a high level and prepares subjects to pass the standard FLS skills test.

Youth With Epilepsy: Development of a Model of Children's Attitudes Toward Their Condition

PubMed Central

Austin, Joan K.; Dunn, David W.; Perkins, Susan M.; Shen, Jianzhao

2006-01-01

A model of children's attitudes toward their epilepsy was tested in 173 children (9–14 years) with epilepsy and their parents. Predictor variables tested were child characteristics, family mastery, child worry, child self-efficacy for seizure management, child psychosocial care needs, and seizure variables. Data were analyzed using structural equation modeling, leading to a revised model in which less child worry, greater family mastery, and greater child seizure self-efficacy were directly related to more child positive attitudes. Discussion focuses on potential targets for psychosocial interventions aimed at improving attitudes toward epilepsy. PMID:17075611

Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

NASA Astrophysics Data System (ADS)

Trivena, V.; Ningsih, A. R.; Jupri, A.

2017-09-01

This study aims to investigate the mastery concept of the student in mathematics learning especially in addition and subtraction of fraction at primary school level. By using qualitative research method, the data were collected from 23 grade five students (10-11-year-old). Instruments included a test, that is accompanied by Certainty Response Index (CRI) and interview with students and teacher. The result of the test has been obtained, then processed by analyzing the student’s answers for each item and then grouped by the CRI categories that combined with the results of the interview with students and teacher. The results showed that student’s mastery-concept on additional and subtraction dominated by category ‘misconception’. So, we can say that mastery-concept on addition and subtraction of fraction at fifth-grade students is still low. Finally, the impact can make most of primary student think that learning addition and subtraction of fraction in mathematics is difficult.

Estimates of lay views about reversal multiple intelligences for self and others: Sex and cross-cultural comparisons.

PubMed

Neto, Félix; da Conceição Pinto, Maria; Mullet, Etienne; Furnham, Adrian

2017-12-01

This study focuses on lay conceptions of intelligence. It examined sex and cross-cultural similarities and differences in estimated intelligences and beliefs about intelligence in two countries, Angola and East Timor, within the reversal theory framework. A total of 209 Angolan (109 women and 100 men) and 183 Timorese (89 women and 94 men) students were participated in this study. Participants completed a questionnaire in order to estimate their parents', partners' and own overall intelligence and the 8 reversal multiple intelligences (telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence). Respondents also rated 6 questions about intelligence. Men rated their overall, conformist and autic mastery higher than women. Angolans rated their overall, telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence higher than Timorese. In both countries, fathers have been perceived as more intelligent than mothers, and telic intelligence emerged as a significant predictor of overall intelligence. Principal component analysis of the 8 reversal multiple intelligences yielded one factor. Angolan participants revealed more IQ test experience than Timorese participants. Most of respondents in both countries did not believe in sex differences in intelligence. These findings are discussed by means of cross-cultural literature. © 2015 International Union of Psychological Science.

Mastery motivation in children with complex communication needs: longitudinal data analysis.

PubMed

Medeiros, Kara F; Cress, Cynthia J; Lambert, Matthew C

2016-09-01

This study compared longitudinal changes in mastery motivation during parent-child free play for 37 children with complex communication needs. Mastery motivation manifests as a willingness to work hard at tasks that are challenging, which is an important quality to overcoming the challenges involved in successful expressive communication using AAC. Unprompted parent-child play episodes were identified in three assessment sessions over an 18-month period and coded for nine categories of mastery motivation in social and object play. All of the object-oriented mastery motivation categories and one social mastery motivation category showed an influence of motor skills after controlling for receptive language. Object play elicited significantly more of all of the object-focused mastery motivation categories than social play, and social play elicited more of one type of social-focused mastery motivation behavior than object play. Mastery motivation variables did not differ significantly over time for children. Potential physical and interpersonal influences on mastery motivation for parents and children with complex communication needs are discussed, including broadening the procedures and definitions of mastery motivation beyond object-oriented measurements for children with complex communication needs.

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.

The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation.

PubMed

Cox, Anne; Williams, Lavon

2008-04-01

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

Mastery-Based Virtual Reality Robotic Simulation Curriculum: The First Step Toward Operative Robotic Proficiency.

PubMed

Hogg, Melissa E; Tam, Vernissia; Zenati, Mazen; Novak, Stephanie; Miller, Jennifer; Zureikat, Amer H; Zeh, Herbert J

Hepatobiliary surgery is a highly complex, low-volume specialty with long learning curves necessary to achieve optimal outcomes. This creates significant challenges in both training and measuring surgical proficiency. We hypothesize that a virtual reality curriculum with mastery-based simulation is a valid tool to train fellows toward operative proficiency. This study evaluates the content and predictive validity of robotic simulation curriculum as a first step toward developing a comprehensive, proficiency-based pathway. A mastery-based simulation curriculum was performed in a virtual reality environment. A pretest/posttest experimental design used both virtual reality and inanimate environments to evaluate improvement. Participants self-reported previous robotic experience and assessed the curriculum by rating modules based on difficulty and utility. This study was conducted at the University of Pittsburgh Medical Center (Pittsburgh, PA), a tertiary care academic teaching hospital. A total of 17 surgical oncology fellows enrolled in the curriculum, 16 (94%) completed. Of 16 fellows who completed the curriculum, 4 fellows (25%) achieved mastery on all 24 modules; on average, fellows mastered 86% of the modules. Following curriculum completion, individual test scores improved (p < 0.0001). An average of 2.4 attempts was necessary to master each module (range: 1-17). Median time spent completing the curriculum was 4.2 hours (range: 1.1-6.6). Total 8 (50%) fellows continued practicing modules beyond mastery. Survey results show that "needle driving" and "endowrist 2" modules were perceived as most difficult although "needle driving" modules were most useful. Overall, 15 (94%) fellows perceived improvement in robotic skills after completing the curriculum. In a cohort of board-certified general surgeons who are novices in robotic surgery, a mastery-based simulation curriculum demonstrated internal validity with overall score improvement. Time to complete the curriculum was manageable. Published by Elsevier Inc.

Black-White variations in the lagged reciprocal relationship between religiosity and perceived control.

PubMed

Oates, Gary

2013-06-01

This national longitudinal data-based multi-population LISREL study, the most comprehensive assessment to date of racial variations in the (in)congruity between religiosity and perceived control, gauges variation among Black and White Americans in the lagged reciprocal relationship between religiosity dimensions and mastery. Racial variation in the reciprocal religiosity-perceived control relationship has hitherto gone un-addressed. Prior investigations have also typically utilised cross-sectional samples - often from regional or age-specific populations. The observed public religiosity-mastery relationship over time exhibits signs of mutual reinforcement among Blacks: public religiosity enhances Blacks' subsequent mastery, while prior mastery borderline-significantly enhances their public religiosity. The subjective religiosity-mastery relationship among Whites evinces a marginally countervailing pattern: Subjective religiosity diminishes Whites' mastery, while mastery borderline-significantly enhances their subjective religiosity. The inordinately positive public religiosity-effect on Blacks' mastery notably constitutes solid support for the " resource compensation " perspective on the impact of religiosity on mastery across dominant and subordinate groups.

The woodcock reading mastery test: impact of normative changes.

PubMed

Pae, Hye Kyeong; Wise, Justin C; Cirino, Paul T; Sevcik, Rose A; Lovett, Maureen W; Wolf, Maryanne; Morris, Robin D

2005-09-01

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

"Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

ERIC Educational Resources Information Center

Coya, Liliam de Barbosa; Perez-Coffie, Jorge

1982-01-01

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

The charismatic journey of mastery learning.

PubMed

Inui, Thomas S

2015-11-01

A collection of articles in this issue examine the concept of mastery learning, underscoring that our journey is from a 19th-century construct for assuring skill development (i.e., completing a schedule of rotations driven by the calendar) to a 21st-century sequence of learning opportunities focused on acquiring mastery of special key competencies within clerkships or other activities. Mastery learning processes and standards have the potential to clarify learning goals and competency measurement issues in medical education. Although mastery learning methods originally focused on developing learners' competency with skillful procedures, the author of this Commentary posits that mastery learning methods may be usefully applied more extensively to broader domains of skillful practice, especially those practices that can be linked to outcomes of care. The transition to mastery-focused criteria for educational advancement is laudatory, but challenges will be encountered in the journey to mastery education. The author examines several of these potential challenges, including expansion of mastery learning approaches to effective but relational clinician advice-giving and counseling behaviors, developing criteria for choosing critical competencies that can be linked to outcomes, avoiding a excessively fragmented approach to mastery measurement, and dealing with "educational comorbidity."

Development of Mastery during Adolescence: The Role of Family Problem Solving*

PubMed Central

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara

2009-01-01

A sense of mastery is an important component of psychological health and well-being across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family SES in the form of parental education promotes effective family problem solving which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence. PMID:19413137

Development of mastery during adolescence: the role of family problem-solving.

PubMed

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M; Masyn, Katherine E; Shebloski, Barbara

2009-03-01

A sense of mastery is an important component of psychological health and wellbeing across the life-span; however relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family socioeconomic status (SES) in the form of parental education promotes effective family problem-solving, which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem-solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem-solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem-solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.

Mastery matters: consumer choice, psychiatric symptoms and problematic substance use among adults with histories of homelessness.

PubMed

Greenwood, Ronni Michelle; Manning, Rachel M

2017-05-01

Previous research demonstrated the importance of consumer choice and mastery to residential stability and psychiatric functioning for adults with histories of homelessness. In the present study, we investigated whether these relationships hold, even in the context of problem-related substance misuse. Questionnaire data were collected in Ireland from 101 residents of long-term homeless accommodation in 2010. Hayes' PROCESS macro for mediation and moderation analysis in SPSS was employed to test our hypotheses. Findings demonstrated that the indirect effect of choice through mastery on psychiatric functioning was stronger for individuals with more recent problem-related substance use than for those with no or distant histories of problem-related substance use. Our findings confirm that consumer choice in housing and services is important to homeless services users' recovery experiences. Because of its relationship with mastery, consumer choice in housing and services protects homeless services users' psychiatric functioning, especially when substance use-related choices have had negative consequences. Our findings suggest that if homeless services take away consumer choice when substance use causes problems, they may actually undermine, rather than foster, service users' psychiatric functioning. © 2016 John Wiley & Sons Ltd.

Fundamental movement skills among Australian preschool children.

PubMed

Hardy, Louise L; King, Lesley; Farrell, Louise; Macniven, Rona; Howlett, Sarah

2010-09-01

Early childhood is a critical period for the development of fundamental movement skills (FMS). Children who do not master FMS are more likely to experience failure in the motor domain and less likely to participate in sport and games during childhood and adolescence. Studies among primary school aged children report low levels of FMS mastery indicating the need to implement FMS programs during the preschool years. Cross-sectional study of 425 children attending preschools in the Sydney, Australia in 2008. FMS were assessed using the Test of Gross Motor Development-2 including locomotor (run, gallop, hop, horizontal jump) and object control (strike, catch, kick overhand throw) skills. Data were analysed using linear regression and chi-squared analyses. Total locomotor score was higher among girls compared with boys (p<0.00); however only the hop was significantly different (p=0.01). Boys had higher total (p<0.00) and individual object control scores compared with girls, except the catch (p=0.6). The prevalence of mastery differed across each FMS. Girls generally had higher mastery of locomotor skills and boys had higher mastery of object control skills. These findings highlight the need to provide structured opportunities which facilitate children's acquisition of FMS, which may include providing gender separated games, equipment and spaces. That mastery of FMS is low in primary school children indicates the importance of early intervention programs in preschools. Preschools and child care centers hold promise as a key setting for implementing FMS programs.

Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

PubMed Central

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals. PMID:29085321

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

PubMed

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.

Fostering a student's skill for analyzing test items through an authentic task

NASA Astrophysics Data System (ADS)

Setiawan, Beni; Sabtiawan, Wahyu Budi

2017-08-01

Analyzing test items is a skill that must be mastered by prospective teachers, in order to determine the quality of test questions which have been written. The main aim of this research was to describe the effectiveness of authentic task to foster the student's skill for analyzing test items involving validity, reliability, item discrimination index, level of difficulty, and distractor functioning through the authentic task. The participant of the research is students of science education study program, science and mathematics faculty, Universitas Negeri Surabaya, enrolled for assessment course. The research design was a one-group posttest design. The treatment in this study is that the students were provided an authentic task facilitating the students to develop test items, then they analyze the items like a professional assessor using Microsoft Excel and Anates Software. The data of research obtained were analyzed descriptively, such as the analysis was presented by displaying the data of students' skill, then they were associated with theories or previous empirical studies. The research showed the task facilitated the students to have the skills. Thirty-one students got a perfect score for the analyzing, five students achieved 97% mastery, two students had 92% mastery, and another two students got 89% and 79% of mastery. The implication of the finding was the students who get authentic tasks forcing them to perform like a professional, the possibility of the students for achieving the professional skills will be higher at the end of learning.

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

PubMed Central

Lunkenheimer, Erika; Wang, Jun

2017-01-01

Mastery motivation is closely related to children’s regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children’s effortful control, and children’s successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up (N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children’s higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children’s higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child’s early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool. PMID:28966542

It's OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool.

PubMed

Lunkenheimer, Erika; Wang, Jun

2017-05-01

Mastery motivation is closely related to children's regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children's effortful control, and children's successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up ( N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children's higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children's higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child's early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool.

[A correlational study on uncertainty, mastery and appraisal of uncertainty in hospitalized children's mothers].

PubMed

Yoo, Kyung Hee

2007-06-01

This study was conducted to investigate the correlation among uncertainty, mastery and appraisal of uncertainty in hospitalized children's mothers. Self report questionnaires were used to measure the variables. Variables were uncertainty, mastery and appraisal of uncertainty. In data analysis, the SPSSWIN 12.0 program was utilized for descriptive statistics, Pearson's correlation coefficients, and regression analysis. Reliability of the instruments was cronbach's alpha=.84~.94. Mastery negatively correlated with uncertainty(r=-.444, p=.000) and danger appraisal of uncertainty(r=-.514, p=.000). In regression of danger appraisal of uncertainty, uncertainty and mastery were significant predictors explaining 39.9%. Mastery was a significant mediating factor between uncertainty and danger appraisal of uncertainty in hospitalized children's mothers. Therefore, nursing interventions which improve mastery must be developed for hospitalized children's mothers.

Selecting Items for Criterion-Referenced Tests.

ERIC Educational Resources Information Center

Mellenbergh, Gideon J.; van der Linden, Wim J.

1982-01-01

Three item selection methods for criterion-referenced tests are examined: the classical theory of item difficulty and item-test correlation; the latent trait theory of item characteristic curves; and a decision-theoretic approach for optimal item selection. Item contribution to the standardized expected utility of mastery testing is discussed. (CM)

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

In control or fatalistically ruled? The sense of mastery among working Canadians.

PubMed

Schieman, Scott; Narisada, Atsushi

2014-11-01

Using data from a 2011 nationally representative sample of Canadian workers (N = 5,576), the present study evaluates the social-structural determinants of the sense of mastery. Three main contributions emerge. First, we document that each of the main components of socioeconomic status--education, income, occupation, and economic hardship--have distinct total, indirect, and net associations with mastery. The well-educated report more mastery because of their higher earnings--but exposure to more role blurring and work-family conflict offset what would otherwise be their even higher levels of mastery. Second, job-related demands and resources have largely independent associations with mastery, but our analyses also reveal some key areas of overlap. Third, role-blurring activities--and their connections with work-to-family conflict and family-to-work conflict--offer unique expansions to the overall narrative of mastery, with unexpected explanatory and suppression effects. We interpret each of these observations in an effort to advance recent theoretical perspectives about mastery.

Development of a reliable simulation-based test for diagnostic abdominal ultrasound with a pass/fail standard usable for mastery learning.

PubMed

Østergaard, Mia L; Nielsen, Kristina R; Albrecht-Beste, Elisabeth; Konge, Lars; Nielsen, Michael B

2018-01-01

This study aimed to develop a test with validity evidence for abdominal diagnostic ultrasound with a pass/fail-standard to facilitate mastery learning. The simulator had 150 real-life patient abdominal scans of which 15 cases with 44 findings were selected, representing level 1 from The European Federation of Societies for Ultrasound in Medicine and Biology. Four groups of experience levels were constructed: Novices (medical students), trainees (first-year radiology residents), intermediates (third- to fourth-year radiology residents) and advanced (physicians with ultrasound fellowship). Participants were tested in a standardized setup and scored by two blinded reviewers prior to an item analysis. The item analysis excluded 14 diagnoses. Both internal consistency (Cronbach's alpha 0.96) and inter-rater reliability (0.99) were good and there were statistically significant differences (p < 0.001) between all four groups, except the intermediate and advanced groups (p = 1.0). There was a statistically significant correlation between experience and test scores (Pearson's r = 0.82, p < 0.001). The pass/fail-standard failed all novices (no false positives) and passed all advanced (no false negatives). All intermediate participants and six out of 14 trainees passed. We developed a test for diagnostic abdominal ultrasound with solid validity evidence and a pass/fail-standard without any false-positive or false-negative scores. • Ultrasound training can benefit from competency-based education based on reliable tests. • This simulation-based test can differentiate between competency levels of ultrasound examiners. • This test is suitable for competency-based education, e.g. mastery learning. • We provide a pass/fail standard without false-negative or false-positive scores.

Delay test generation for synchronous sequential circuits

NASA Astrophysics Data System (ADS)

Devadas, Srinivas

1989-05-01

We address the problem of generating tests for delay faults in non-scan synchronous sequential circuits. Delay test generation for sequential circuits is a considerably more difficult problem than delay testing of combinational circuits and has received much less attention. In this paper, we present a method for generating test sequences to detect delay faults in sequential circuits using the stuck-at fault sequential test generator STALLION. The method is complete in that it will generate a delay test sequence for a targeted fault given sufficient CPU time, if such a sequence exists. We term faults for which no delay test sequence exists, under out test methodology, sequentially delay redundant. We describe means of eliminating sequential delay redundancies in logic circuits. We present a partial-scan methodology for enhancing the testability of difficult-to-test of untestable sequential circuits, wherein a small number of flip-flops are selected and made controllable/observable. The selection process guarantees the elimination of all sequential delay redundancies. We show that an intimate relationship exists between state assignment and delay testability of a sequential machine. We describe a state assignment algorithm for the synthesis of sequential machines with maximal delay fault testability. Preliminary experimental results using the test generation, partial-scan and synthesis algorithm are presented.

Healthy Aging Among Older Black and White Men: What Is the Role of Mastery?

PubMed

Latham-Mintus, Kenzie; Vowels, Ashley; Huskins, Kyle

2018-01-11

This research explores black-white differences in healthy aging and investigates whether mastery acts as a buffer against poor health for older black and white men. Using data from the Health and Retirement Study (HRS) (2008-2012), a series of binary logit models were created to assess healthy aging over a 2-year period. Healthy aging was defined as good subjective health and free of disability at both waves. Mastery was lagged, and analyses (n = 4,892) controlled for social and health factors. Black-white disparities in healthy aging were observed, where older black men had lower odds of healthy aging. Mastery was associated with higher odds of healthy aging, and race moderated the relationship between mastery and healthy aging. The predicted probability of healthy aging was relatively flat across all levels of mastery among black men, yet white men saw consistent gains in the probability of healthy aging with higher levels of mastery. In race-stratified models, mastery was not a significant predictor of healthy aging among black men. High levels of mastery are linked to positive health-often acting as a buffer against stressful life events. However, among older black men, higher levels of mastery did not necessarily equate to healthy aging. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Bouncing Back: Resilience and Mastery Among HIV-Positive Older Gay and Bisexual Men.

PubMed

Emlet, Charles A; Shiu, Chengshi; Kim, Hyun-Jun; Fredriksen-Goldsen, Karen

2017-02-01

Adults with HIV infection are living into old age. It is critical we investigate positive constructs such as resilience and mastery to determine factors associated with psychological well-being. We examine HIV-related factors, adverse conditions, and psychosocial characteristics that are associated with resilience (the ability to bounce back) and mastery (sense of self-efficacy). We analyzed 2014 data from the longitudinal study Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS), focusing on a subsample of 335 gay and bisexual older men. Multivariate linear regression was used to identify factors that contributed or detracted from resilience and mastery in the sample recruited from 17 sites from across the United States. Resilience and mastery were independently associated with psychological health-related quality of life. In multivariate analysis, adjusting for demographic characteristics, previous diagnosis of depression was negatively associated with resilience. Time since HIV diagnosis was positively associated with mastery whereas victimization was negatively associated with mastery. Social support and community engagement were positively associated with both resilience and mastery. Individual and structural-environmental characteristics contributed to resilience and mastery. These findings can be used to develop interventions incorporating an increased understanding of factors that are associated with both resilience and mastery. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Expanding the enablement framework and testing an evaluative instrument for diabetes patient education.

PubMed

Leeseberg Stamler, L; Cole, M M; Patrick, L J

2001-08-01

Strategies to delay or prevent complications from diabetes include diabetes patient education. Diabetes educators seek to provide education that meets the needs of clients and influences positive health outcomes. (1) To expand prior research exploring an enablement framework for patient education by examining perceptions of patient education by persons with diabetes and (2) to test the mastery of stress instrument (MSI) as a potential evaluative instrument for patient education. Triangulated data collection with a convenience sample of adults taking diabetes education classes. Half the sample completed audio-taped semi-structured interviews pre, during and posteducation and all completed the MSI posteducation. Qualitative data were analysed using latent content analysis, descriptive statistics were completed. Qualitative analysis revealed content categories similar to previous work with prenatal participants, supporting the enablement framework. Statistical analyses noted congruence with psychometric findings from development of MSI; secondary qualitative analyses revealed congruency between MSI scores and patient perceptions. Mastery is an outcome congruent with the enablement framework for patient education across content areas. Mastery of stress instrument may be a instrument for identification of patients who are coping well with diabetes self-management, as well as those who are not and who require further nursing interventions.

Perceptions of competence, implicit theory of ability, perception of motivational climate, and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting.

PubMed

Cury, F; Da Fonséca, D; Rufo, M; Sarrazin, P

2002-08-01

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

Sequential Testing: Basics and Benefits

DTIC Science & Technology

1978-03-01

Eii~TARADC6M and x _..TECHNICAL REPORT NO. 12325 SEQUENTIAL TESTING: BASICS AND BENEFITS / i * p iREFERENCE CP...Sequential Testing: Basics and Benefits Contents Page I. Introduction and Summary II. Sequential Analysis 2 III. Mathematics of Sequential Testing 4 IV...testing. The added benefit of reduced energy needs are inherent in this testing method. The text was originally released by the authors in 1972. The text

Teaching for Skill Mastery

ERIC Educational Resources Information Center

Chepko, Stevie; Doan, Robert

2015-01-01

This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

Growing Mastery in NYC

ERIC Educational Resources Information Center

Nolan, Joy

2016-01-01

In June 2016, the Mastery Collaborative completed its first year as an official program, working with more than 40 public middle and high schools across the five boroughs of New York City to improve, document, and advocate for mastery-based teaching and learning. The collaborative has eight Living Lab schools that practice schoolwide mastery; most…

Assessing Mastery Motivation in a Head Start Sample.

ERIC Educational Resources Information Center

MacPhee, David; Fritz, Janet J.; Miller-Heyl, Jan; Hite, Judy

Although mastery motivation appears to predict school success, individual assessment of mastery motivation is too time consuming and limits the application of this research. This study examined the psychometric properties of the Dimensions of Mastery Questionnaire (DMQ). The study focused on the validity of the measure for Head Start parents,…

Reading Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…

Why Mastery Matters.

ERIC Educational Resources Information Center

Waddington, Tad S. H.

It is argued that mastery learning is one explanation for the documented differences in mathematics achievement between Japanese and American students. Given its emphasis on mastery at one stage before moving on to the next stage, and the potential accumulated benefits of this approach over time, mastery learning appears to be very similar to what…

A Mastery Learning Experiment.

ERIC Educational Resources Information Center

Anderson, Stephen A.; And Others

Yale Public Schools (Yale, Michigan) conducted a field experiment in implementing mastery learning. The purpose of the experiment was to provide a hands-on experience for teachers in the implementation of mastery learning and to use students as their own controls in order to compare the results of the implementation of mastery learning both in…

Effects of Mastery Criterion on the Emergence of Derived Equivalence Relations

ERIC Educational Resources Information Center

Fienup, Daniel M.; Brodsky, Julia

2017-01-01

In this study, we manipulated mastery criterion form (rolling or block) and stringency (across 6 or 12 trials) and measured the emergence of derived relations. College students learned neuroanatomy equivalence classes and experienced one of two rolling mastery criteria (6 or 12 consecutive correct responses) or a block mastery criterion (12 trials…

Multicultural Mastery Scale for Youth: Multidimensional Assessment of Culturally Mediated Coping Strategies

ERIC Educational Resources Information Center

Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V.

2012-01-01

Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation…

Helplessness, mastery and the development of eating disorders: exploring the links between vulnerability and precipitating factors.

PubMed

Troop, N A

2012-12-01

Helplessness and mastery in childhood and in response to the events that trigger onset are implicated in the development of eating disorders. However, no studies have yet explored how these are linked and whether the effects are additive or mediated. Semi-structured interviews (Childhood Experience of Care and Abuse; Life Events and Difficulties Schedule; Coping Strategies Interview) were used to assess helplessness and mastery in childhood and in response to a provoking agent in 15 eating disordered and 19 non-eating disordered women. Helplessness and mastery in childhood were related to helplessness and mastery in response to the events and difficulties that triggered onset of the eating disorder. However, only the presence of helplessness and the lack of mastery in response to this provoking agent predicted onset. Helplessness and mastery are vulnerability and protective factors but only in those women who develop an eating disorder in the context of later life events. It is suggested that helplessness and mastery in childhood act via their influence on the adequacy of coping in response to later life events.

The stability of mastery motivation and its relationship with home environment in infants and toddlers.

PubMed

Wang, Pei-Jung; Hwang, Ai-Wen; Liao, Hua-Fang; Chen, Pau-Chung; Hsieh, Wu-Shiun

2011-06-01

Mastery motivation (intrinsic drives to explore and master one's environment) is a key developmental element. The aims of this study were to investigate (1) the stability of mastery motivation between 2 and 3 years of age for two genders; and (2) the associations between early home environment and toddlers' mastery motivation in children with typical development. Data of 102 children developing typically from a birth cohort study at Northern Taiwan were analyzed in two parts: (1) stability part: mastery motivation of children were measured at 2 and 3 years of age; (2) environment part: child-parent dyads were assessed from birth, 4 months, 6 months, and 2-3 years of age. Outcomes variables were measured at ages 2 and 3 years by the Dimension of Mastery Questionnaire-17th version. Main predictive variables were measured by Home Observation for Measuring Environment Inventory (HOME) to collect data of the qualities of home environment at 6 months and 2 years; by the Revised Infant Temperament Questionnaire to obtain 4-month activity levels; and by the Comprehensive Developmental Inventory for Infants and Toddlers to obtain 2-year developmental quotient (DQ). There was moderate stability of mastery motivation from 2 to 3 years, and girls' stability was higher than boys'. 6-Month HOME rather than 2-year HOME measures were positively and significantly correlated with instrumental mastery motivation even when controlling for gender, activity level, and DQ. Mastery motivation had moderate stability during the toddler period. The quality of home environment in infancy appeared to have a significant impact on toddler's mastery motivation. To promote mastery motivation, caregivers should provide better quality of home environment for infants/toddlers during the very early years. Copyright © 2011 Elsevier Inc. All rights reserved.

Metacognition in schizophrenia: the relationship of mastery to coping, insight, self-esteem, social anxiety, and various facets of neurocognition.

PubMed

Lysaker, Paul H; Erickson, Molly; Ringer, Jamie; Buck, Kelly D; Semerari, Antonio; Carcione, Antonino; Dimaggio, Giancarlo

2011-11-01

OBJECTIVES. Deficits in metacognition, or the ability to think about thinking, are common in schizophrenia and associated with functional impairment. Unknown are what elements of function are affected by what aspects of metacognition. DESIGN. This study explored whether participants with differing capacities for Mastery, a domain of metacognition that reflects the ability to use knowledge about mental states to respond to psychological challenges, had difficulties in different elements of daily function. METHODS. Participants were 98 adults with schizophrenia or schizoaffective disorder in a non-acute phase, classified into three groups on the basis of ratings of their capacity for metacognitive Mastery using the Metacognitive Assessment Scale: low Mastery (those unable to plausibly represent psychological challenges), Intermediate Mastery (those able to plausibly represent psychological problems but cope primarily through passive measures or avoidance), and high Mastery (those able to cope with plausible problems through cognitive means). Participants completed assessments of coping preference, insight, self-esteem, and anxiety. RESULTS. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA) revealed that the high-Mastery group had a greater preference for coping with stressors by thinking and talking about them, and greater insight than all other groups, and higher levels of feeling accepted by peers than the intermediate-Mastery group. The intermediate-Mastery group reported higher levels of resignation when facing stressors and more social phobia than the other two groups. These findings of Mastery group differences in self-esteem and anxiety persisted when neurocognition was controlled for in an Analysis of Covariance (ANCOVA). CONCLUSIONS. Mastery appears linked to coping preference, insight, self-esteem, and anxiety in a generally non-linear manner. ©2011 The British Psychological Society.

Pretest Scores Uniquely Predict 1-Year-Delayed Performance in a Simulation-Based Mastery Course for Central Line Insertion.

PubMed

Diederich, Emily; Thomas, Laura; Mahnken, Jonathan; Lineberry, Matthew

2018-06-01

Within simulation-based mastery learning (SBML) courses, there is inconsistent inclusion of learner pretesting, which requires considerable resources and is contrary to popular instructional frameworks. However, it may have several benefits, including its direct benefit as a form of deliberate practice and its facilitation of more learner-specific subsequent deliberate practice. We consider an unexplored potential benefit of pretesting: its ability to predict variable long-term learner performance. Twenty-seven residents completed an SBML course in central line insertion. Residents were tested on simulated central line insertion precourse, immediately postcourse, and after between 64 and 82 weeks. We analyzed pretest scores' prediction of delayed test scores, above and beyond prediction by program year, line insertion experiences in the interim, and immediate posttest scores. Pretest scores related strongly to delayed test scores (r = 0.59, P = 0.01; disattenuated ρ = 0.75). The number of independent central lines inserted also related to year-delayed test scores (r = 0.44, P = 0.02); other predictors did not discernibly relate. In a regression model jointly predicting delayed test scores, pretest was a significant predictor (β = 0.487, P = 0.011); number of independent insertions was not (β = 0.234, P = 0.198). This study suggests that pretests can play a major role in predicting learner variance in learning gains from SBML courses, thus facilitating more targeted refresher training. It also exposes a risk in SBML courses that learners who meet immediate mastery standards may be incorrectly assumed to have equal long-term learning gains.

How to Use the DX SYSTEM of Diagnostic Testing. Methodology Project.

ERIC Educational Resources Information Center

McArthur, David; Cabello, Beverly

The DX SYSTEM of Diagnostic Testing is an easy-to-use computerized system for developing and administering diagnostic tests. A diagnostic test measures a student's mastery of a specific domain (skill or content area). It examines the necessary subskills hierarchically from the most to the least complex. The DX SYSTEM features tailored testing with…

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

PubMed

Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

FUNCTIONAL LIMITATION AND DEPRESSIVE SYMPTOMATOLOGY: CONSIDERING PERCEIVED STIGMA AND DISCRIMINATION WITHIN A STRESS AND COPING FRAMEWORK

PubMed Central

Brown, Robyn Lewis

2016-01-01

This study examines whether perceived stigma and discrimination moderate the associations between functional limitation, psychosocial coping resources, and depressive symptoms among people with physical disabilities. Using two waves of data from a large community study including a representative sample of persons with physical disabilities (N=417), an SEM-based moderated mediation analysis was performed. Mediation tests demonstrate that mastery significantly mediates the association between functional limitation and depressive symptoms over the study period. Moderated mediation tests reveal that the linkage between functional limitation and mastery varies as a function of perceived stigma and experiences of major discrimination and day-to-day discrimination, however. The implications of these findings are discussed in the context of the stress and coping literature. PMID:28497112

Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.

PubMed

Cook, David A; Brydges, Ryan; Zendejas, Benjamin; Hamstra, Stanley J; Hatala, Rose

2013-08-01

Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. They included original research in any language evaluating mastery SBME, in comparison with any intervention or no intervention, for practicing and student physicians, nurses, and other health professionals. Working in duplicate, they abstracted information on trainees, instructional design (interactivity, feedback, repetitions, and learning time), study design, and outcomes. They identified 82 studies evaluating mastery SBME. In comparison with no intervention, mastery SBME was associated with large effects on skills (41 studies; effect size [ES] 1.29 [95% confidence interval, 1.08-1.50]) and moderate effects on patient outcomes (11 studies; ES 0.73 [95% CI, 0.36-1.10]). In comparison with nonmastery SBME instruction, mastery learning was associated with large benefit in skills (3 studies; effect size 1.17 [95% CI, 0.29-2.05]) but required more time. Pretraining and additional practice improved outcomes but, again, took longer. Studies exploring enhanced feedback and self-regulated learning in the mastery model showed mixed results. Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.

Social and Object Mastery Play in 12-Month Olds with Depressed and Non-Depressed Mothers: Developmental Changes and Correlates.

ERIC Educational Resources Information Center

Popper, Sally D.; And Others

As part of a longitudinal study of postpartum adjustment and infant development, this study examined whether securely attached 12-month-old infants show greater object mastery motivation and social-object mastery motivation than do insecurely attached infants. Object mastery relates to infants' goal-directed behavior that is oriented toward…

Examining the Effect of Time Constraint on the Online Mastery Learning Approach towards Improving Postgraduate Students' Achievement

ERIC Educational Resources Information Center

Ee, Mong Shan; Yeoh, William; Boo, Yee Ling; Boulter, Terry

2018-01-01

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies--personalised system of instructions and learning for mastery (LFM)--by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate…

The influence of mastery on mother's health in middle years: Moderating role of stressful life context.

PubMed

King, Victoria; Wickrama, K A S; Klopack, Erick; Lorenz, Frederick O

2018-06-07

Using data from 416 middle-aged mothers gathered over the course of a decade, this study examined the influence of mastery trajectories (the initial level and change), on change in physical health. Mastery is defined as one's ability to control and influence his/her life and environment to reach a desired outcome or goal. Both the initial level and change in mastery from 1991 to 1994 were associated with decreased physical health problems over the middle years (1991-2001). Contextual moderation of this association by stressful life contexts including negative life events and work-family conflict was investigated. Moderation analysis showed that under conditions of low contextual life stressors, the level and increase in mastery significantly contributed to decreases in physical health problems in middle-aged mothers. Alternatively, conditions of high contextual life stressors inhibited the ability of mastery to influence physical health of mothers, suggesting that the positive health impact of mastery on physical health is mitigated by stressful life experiences. Implications for the need to maintain important personal resources, such as mastery, during times of stress are discussed. Copyright © 2018 John Wiley & Sons, Ltd.

Achievement goals affect metacognitive judgments

PubMed Central

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Mastery matters most: How mastery and positive relations link attachment avoidance and anxiety to negative emotions.

PubMed

Paech, Juliane; Schindler, Ines; Fagundes, Christopher P

2016-08-01

Attachment avoidance and anxiety are associated with negative emotions. However, the mechanisms underlying these associations are not fully understood. We investigated environmental mastery and positive relations with others as two mechanisms behind the attachment-emotion link in a sample of 343 adults. As predicted, attachment avoidance and anxiety were related to greater fear, hostility, envy and depression through lower mastery. Contrary to our hypothesis, positive relations mediated only the attachment-depression link. In addition, by adopting a moderated mediation approach, we were able to show that mastery mattered most for individuals high on avoidance: The indirect effect of avoidance through lack of mastery on fear, hostility and depression (but not on envy) increased with higher avoidance scores. Contrary to our predictions, poor relationships did not matter more as sources of negative emotions as anxiety increased. These findings underscore that the emotional life of avoidantly attached individuals is especially jeopardised by poor mastery.

Transfer of piano practice in fast performance of skilled finger movements.

PubMed

Furuya, Shinichi; Nakamura, Ayumi; Nagata, Noriko

2013-11-01

Transfer of learning facilitates the efficient mastery of various skills without practicing all possible sensory-motor repertoires. The present study assessed whether motor practice at a submaximal speed, which is typical in sports and music performance, results in an increase in a maximum speed of finger movements of trained and untrained skills. Piano practice of sequential finger movements at a submaximal speed over days progressively increased the maximum speed of trained movements. This increased maximum speed of finger movements was maintained two months after the practice. The learning transferred within the hand to some extent, but not across the hands. The present study confirmed facilitation of fast finger movements following a piano practice at a submaximal speed. In addition, the findings indicated the intra-manual transfer effects of piano practice on the maximum speed of skilled finger movements.

What's Wrong with This Picture? Reflections on the Conundrum of Standardized Testing.

ERIC Educational Resources Information Center

Suranna, Keith J.

This essay reflects on the use of state-mandated achievement tests to evaluate what children have learned, drawing on the experiences of an elementary school teacher and the Connecticut Mastery Test. In this time of increased interest in testing, it is necessary to guard against rigidity of thought regarding intelligence, teaching and learning,…

Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

PubMed

Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

A Rejection Principle for Sequential Tests of Multiple Hypotheses Controlling Familywise Error Rates

PubMed Central

BARTROFF, JAY; SONG, JINLIN

2015-01-01

We present a unifying approach to multiple testing procedures for sequential (or streaming) data by giving sufficient conditions for a sequential multiple testing procedure to control the familywise error rate (FWER). Together we call these conditions a “rejection principle for sequential tests,” which we then apply to some existing sequential multiple testing procedures to give simplified understanding of their FWER control. Next the principle is applied to derive two new sequential multiple testing procedures with provable FWER control, one for testing hypotheses in order and another for closed testing. Examples of these new procedures are given by applying them to a chromosome aberration data set and to finding the maximum safe dose of a treatment. PMID:26985125

Using Retrieval Practice and Metacognitive Skills to Improve Content Learning

ERIC Educational Resources Information Center

Littrell-Baez, Megan K.; Friend, Angela; Caccamise, Donna; Okochi, Christine

2015-01-01

Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low-stakes, rather than traditional high-stakes testing, can also be used as an effective pedagogical tool, improving…

Criterion-Referenced Testing and Measurement: A Review of Technical Issues and Developments.

ERIC Educational Resources Information Center

Hambleton, Ronald K.; And Others

The success of objectives-based programs depends to a considerable extent on how effectively students and teachers assess mastery of objectives and make decisions for future instruction. While educators disagree on the usefulness of criterion-referenced tests the position taken in this monograph is that criterion-referenced tests are useful, and…

New Mexico Articulated Assessment System. Student Achievement Profile: 1988-1989.

ERIC Educational Resources Information Center

New Mexico State Dept. of Education, Santa Fe.

New Mexico has established a system of student achievement assessment that consists of four coordinated testing programs. District and state results are given for these assessments. The Reading Assessment, consisting of a norm-referenced test and a criterion-referenced test, is used in grades 1 and 2 to assess student mastery of essential…

An Analysis of Testing Time within a Mastery-Based Medical School Course.

ERIC Educational Resources Information Center

Wade, David R.; Williams, Reed G.

1979-01-01

Southern Illinois University School of Medicine's personalized teaching system has the following features: students are provided with behavioral objectives prior to instruction; passing levels for tests are set in advance and are independent of class performance; and the program is divided into small units and students are tested frequently. (LBH)

Factors associated with low vs increased perceived mastery of clinical work over ten years of practice: a prospective study of Norwegian doctors.

PubMed

Belfrage, Anna; Grotmol, Kjersti Støen; Tyssen, Reidar; Moum, Torbjørn; Lien, Lars

2018-05-29

A higher sense of mastery of doctors' clinical work could benefit not only their own mental health but also their work performance and patient care. However, we know little about factors associated with perceived mastery of clinical work among physicians. Our aim was therefore to study characteristics of those with stable low levels and of those with increased levels of mastery over a period of ten years of medical practice. N = 631 doctors were surveyed in their final year of medical school in 1993/94 (T1) and 10 (T2), 15 (T3) and 20 (T4) years later. Low and increased perceived mastery of clinical work were measured between T2, T3 and T4. Response rates for all items measuring low and increased mastery were 238/522 (46%) and 256/522 (49%) respectively. The following explanatory variables were included: demographics, medical school factors, personality and contextual work-related and non-work-related factors. N = 73 (31%) of the doctors reported stable low mastery from T2 to T4. The following variables were significantly associated with low mastery in the adjusted analyses: vulnerability (OR: 1.30, P < .000, CI: 1.12 to 1.50), drinking alcohol to cope with stress during medical school (OR: 2.66, P = .04, CI: 1.03 to 6.85) and social support (OR: 0.78, P = .002, CI: 0.66 to 0.91). N = 39 (15%) reported increased mastery during the ten-year period from T2 to T4. Perceived job demands (OR: 0.66, P = .02, CI: 0.45 to 0.98) and taking up a leading position (OR: 3.04, P = .01, CI: 1.31 to 7.07) were associated with increased mastery after adjustment. Stable low sense of mastery over time is associated with having a vulnerable personality, a history of having used alcohol to cope with stress during medical school and lack of contemporary social support. Conversely, increased sense of mastery is associated with taking up a leading position and having the perception that job demands are decreasing over time. These findings indicate that perceived mastery of clinical work may not be a trait, but a state modifiable over time.

Mastery of the Logic of Natural Numbers Is Not the Result of Mastery of Counting: Evidence from Late Counters

ERIC Educational Resources Information Center

Jara-Ettinger, Julian; Piantadosi, Steve; Spelke, Elizabeth S.; Levy, Roger; Gibson, Edward

2017-01-01

To master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact…

Managing the Proliferation of the Mastery Learning Literature: A Progress Report on the Loyola Clearinghouse on Mastery Learning.

ERIC Educational Resources Information Center

Hymel, Glenn M.

The proliferation of the mastery learning literature over the past decade has acutely intensified the need for the formation of a specific Clearinghouse on Mastery Learning (CML). An attempt at establishing such a clearinghouse has been under way for the past year through the Loyola Center for Educational Improvement, based at Loyola University in…

Observed hierarchy of student proficiency with period, frequency, and angular frequency

NASA Astrophysics Data System (ADS)

Young, Nicholas T.; Heckler, Andrew F.

2018-01-01

In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

Development and Application of a Novel Rasch-based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle

NASA Astrophysics Data System (ADS)

Romine, William L.; Schaffer, Dane L.; Barrow, Lloyd

2015-11-01

We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates' misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement model, we extend this to a multi-tiered approach which supports multiple interpretations. Using a sample of 130 undergraduate students from two colleges, we utilize the Rasch model to place students and items along traditional one-, two-, and three-tiered scales as well as a misconceptions scale. In the three-tiered and misconceptions scales, high confidence was indicative of mastery. In the latter scale, a 'misconception' was defined as mastery of an incorrect concept. We found that integrating confidence into mastery did little to change item functioning; however, three-tiered usage resulted in higher reliability and lower student ability estimates than two-tiered usage. The misconceptions scale showed high efficacy in predicting items on which particular students were likely to express misconceptions, and revealed several tenacious misconceptions that all students were likely to express regardless of ability. Previous coursework on the water cycle did little to change the prevalence of undergraduates' misconceptions.

Proficiency deficiency: mastery of fundamental movement skills and skill components in overweight and obese children.

PubMed

Cliff, Dylan P; Okely, Anthony D; Morgan, Philip J; Jones, Rachel A; Steele, Julie R; Baur, Louise A

2012-05-01

The purpose of this observational study was to compare the mastery of 12 fundamental movement skills (FMS) and skill components between a treatment-seeking sample of overweight/obese children and a reference sample from the United States. Mastery of six locomotor and six object-control skills (24 components in each subdomain) were video-assessed by one assessor using the test of gross motor development-2 (TGMD-2). The 153 overweight/obese children (mean ± s.d. age = 8.3 ± 1.1 years, BMI z-score = 2.78 ± 0.69, 58% girls, 77% obese) were categorized into age groups (for the underhand roll and strike: 7-8 years and 9-10 years; all other FMS: 6-7 years and 8-10 years) and mastery prevalence rates were compared with representative US data (N = 876) using χ(2) analysis. For all 12 skills in all age groups, the prevalence of mastery was lower among overweight/obese children compared with the reference sample (all P < 0.05). This was consistent for 18 locomotor and upto 21 object-control skill components (all P < 0.05). Differences were largest for the run, slide, hop, dribble, and kick. Specific movement patterns that could be targeted for improvement include positioning of the body and feet, the control or release of an object at an optimal position, and better use of the arms to maintain effective force production during the performance of FMS. Physical activity programs designed for overweight and obese children may need to address deficiencies in FMS proficiency to foster the movement capabilities required for participation in health-enhancing physical activity.

The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

PubMed

Buch, R; Nerstad, C G L; Säfvenbom, R

2017-02-01

This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Sequential detection of learning in cognitive diagnosis.

PubMed

Ye, Sangbeak; Fellouris, Georgios; Culpepper, Steven; Douglas, Jeff

2016-05-01

In order to look more closely at the many particular skills examinees utilize to answer items, cognitive diagnosis models have received much attention, and perhaps are preferable to item response models that ordinarily involve just one or a few broadly defined skills, when the objective is to hasten learning. If these fine-grained skills can be identified, a sharpened focus on learning and remediation can be achieved. The focus here is on how to detect when learning has taken place for a particular attribute and efficiently guide a student through a sequence of items to ultimately attain mastery of all attributes while administering as few items as possible. This can be seen as a problem in sequential change-point detection for which there is a long history and a well-developed literature. Though some ad hoc rules for determining learning may be used, such as stopping after M consecutive items have been successfully answered, more efficient methods that are optimal under various conditions are available. The CUSUM, Shiryaev-Roberts and Shiryaev procedures can dramatically reduce the time required to detect learning while maintaining rigorous Type I error control, and they are studied in this context through simulation. Future directions for modelling and detection of learning are discussed. © 2016 The British Psychological Society.

A Group of Indonesian Adult EFL Students' Mastery of Tenses and Aspects: Investigating the Internal and External Factors of Learning

ERIC Educational Resources Information Center

Muhlisin; Salikin, Hairus

2015-01-01

The study aimed, firstly, to assess a group of Indonesian adult EFL students' mastery of tenses and aspects as part of their mastery of English grammar and, secondly, to identify if their experience of going through the instructional processes, their perceptions of and habits in studying English grammar shaped their mastery of tenses and aspects.…

The educational value of online mastery quizzes in a human anatomy course for first-year dental students.

PubMed

Lee, Lisa M J; Nagel, Rollin W; Gould, Douglas J

2012-09-01

The purpose of this study was to evaluate the effectiveness of online mastery quizzes in enhancing dental students' learning and preparedness for anatomy examinations. First-year dental students taking an integrated anatomy course at The Ohio State University were administered online mastery quizzes, made available for five days before each examination. The mastery quizzes were comprised of ten multiple-choice questions representative of the upcoming examination in content and difficulty. The students were allowed to access this resource as many times as they desired during the five-day window before each examination; the highest score for each student was added to his or her final course grade. The results indicate that almost all the students took advantage of this resource to reinforce content, clarify concepts, and prepare for the examinations. Statistical analyses of the students' exam performance showed that the mastery quizzes neither improved nor reduced their exam scores, but multiple regression analyses showed that the initial mastery quiz scores had a predictive value for their examination performance, suggesting a potential for mastery quizzes as an intervention tool for such a course. Online mastery quizzes, when used effectively, may be an effective resource to further engage dental and other students in educational endeavors and examination preparation and as a predictor of success.

Mastery learning: it is time for medical education to join the 21st century.

PubMed

McGaghie, William C

2015-11-01

Clinical medical education in the 21st century is grounded in a 19th-century model that relies on longitudinal exposure to patients as the curriculum focus. The assumption is that medical students and postgraduate residents will learn from experience, that vicarious or direct involvement in patient care is the best teacher. The weight of evidence shows, however, that results from such traditional clinical education are uneven at best. Educational inertia endorsed until recently by medical school accreditation policies has maintained the clinical medical education status quo for decades.Mastery learning is a new paradigm for medical education. Basic principles of mastery learning are that educational excellence is expected and can be achieved by all learners and that little or no variation in measured outcomes will result. This Commentary describes the origins of mastery learning and presents its essential features. The Commentary then introduces the eight reports that comprise the mastery learning cluster for this issue of Academic Medicine. The reports are intended to help medical educators recognize advantages of the mastery model and begin to implement mastery learning at their own institutions. The Commentary concludes with brief statements about future directions for mastery learning program development and research in medical education.

An integrated review of interventions to improve psychological outcomes in caregivers of patients with heart failure.

PubMed

Evangelista, Lorraine S; Strömberg, Anna; Dionne-Odom, J Nicholas

2016-03-01

This article examines interventions aimed at improving psychological outcomes (e.g., caregiver burden, quality of life, anxiety, depression, perceived control, stress mastery, caregiver confidence and preparedness, and caregiver mastery) in family caregivers of patients with heart failure. Eight studies meeting the inclusion criteria were included in the review. The most common intervention involved psychoeducation facilitated by a nurse (6/8) and supplemented with a combination of follow-up face-to-face sessions (2/6), home visits (2/6), telephone calls (3/6), and telemonitoring (3/6). Two studies used a support group intervention of four to six sessions. Half of the interventions reported a significant effect on one or more primary outcomes, including caregiver burden (n = 4), depressive symptoms (n = 1), stress mastery (n = 1), caregiver confidence and preparedness (n = 1), and caregiver mastery (n = 1). Compared with dementia and cancer family caregiving, few interventions have been evaluated in caregivers of patients with heart failure. Of the existing interventions identified in this review, considerable variability was observed in aims, intervention content, delivery methods, duration, intensity, methodological rigor, outcomes, and effects. Given this current state of the science, direct comparison of heart failure caregiver interventions and recommendations for clinical practice are premature. Thus, research priority is strongly warranted for intervention development and testing to enhance heart failure caregiver support and education.

The Validity of the Major Field Test in Psychology as a Programme Assessment Tool

ERIC Educational Resources Information Center

Gallagher, Shawn P.; Cook, Shaun P.

2013-01-01

The Major Field Test in Psychology (MFT) is a standardised test designed to assess subject mastery at the conclusion of an undergraduate career. Eighty-one graduating majors completed the MFT and 56 of them also took a multiple-choice exam of questions drawn randomly from an introductory psychology test bank. Like the MFT, the constructed exam was…

Equating Two Forms of a Criterion-Referenced Test by Using Norm Referenced Data: An Illustration of Two Methods.

ERIC Educational Resources Information Center

Garcia-Quintana, Roan A.; Johnson, Lynne M.

Three different computational procedures for equating two forms of a test were applied to a pair of mathematics tests to compare the results of the three procedures. The tests that were being equated were two forms of the SRA Mastery Mathematics Tests. The common, linking test used for equating was the Comprehensive Tests of Basic Skills, Form S,…

Sense of mastery differences between working-age Swedish- and Finnish-speaking Finns: a population-based study.

PubMed

Reini, Kaarina; Nyqvist, Fredrica

2017-06-01

To examine the probability of a high sense of mastery in a population-representative sample of working-age people and to study the differences in mastery between Finnish-speaking and Swedish-speaking Finns in particular. The data originates from the Western Finland Mental Health Surveys (2008-2014). Associations between sense of mastery and language groups were analyzed with logistic regressions. Swedish-speaking Finns have a higher sense of mastery and the association is mediated by social support. Moreover, a difference in a high sense of mastery is found between Swedish- and Finnish-speaking married women that are outside the labor market. Our findings imply that Finnish-speaking women that are outside the labor market, e.g. on maternity leave or taking care of the household, should be recognized in health and social care services as a group that can benefit from additional support.

Mutual Information Item Selection Method in Cognitive Diagnostic Computerized Adaptive Testing with Short Test Length

ERIC Educational Resources Information Center

Wang, Chun

2013-01-01

Cognitive diagnostic computerized adaptive testing (CD-CAT) purports to combine the strengths of both CAT and cognitive diagnosis. Cognitive diagnosis models aim at classifying examinees into the correct mastery profile group so as to pinpoint the strengths and weakness of each examinee whereas CAT algorithms choose items to determine those…

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

ERIC Educational Resources Information Center

Ünal-Karagüven, M. Hülya

2015-01-01

Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and…

Matrix Tests as a Means of the Students' Level of Logical Thinking Diagnosis

ERIC Educational Resources Information Center

Roman, Yavich; Gein, Alexander; Gerkerova, Alexandra

2017-01-01

Nowadays pedagogical testing technology has become the basic tool for diagnosis and assessment of the level of students' mastery of learning material. Primarily they allow testing the acquired knowledge and skills in their use as a technology of the definite types of problems solution. Thus, the level of logical reasoning development plays a…

Simulation: The Effects of Simulation on High Stakes Testing in Undergradute Nursing Education

ERIC Educational Resources Information Center

Walters, Linda

2014-01-01

Many nursing programs use standardized testing packages in order to evaluate students' content mastery as well as predict probability of passing the National Council Licensure for Registered Nurses (NCLEX-RN). Instead of a diagnosis for weak content areas, programs implement testing policies in the belief that such policies ensure student success…

To curve or not to curve? The effect of college science grading policies on implicit theories of intelligence, perceived classroom goal structures, and self-efficacy

NASA Astrophysics Data System (ADS)

Haley, James M.

There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed.

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

PubMed Central

2012-01-01

Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure. Methods 44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit. Results Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames. Conclusions Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical activity time. Though children play exergames 87% longer than traditional games, the rate of energy expenditure is 83% lower for exergames than traditional indoor versions of the same games. PMID:22353207

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study.

PubMed

Roemmich, James N; Lambiase Ms, Maya J; McCarthy, Thomas F; Feda, Denise M; Kozlowski, Karl F

2012-02-21

Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure. 44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit. Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames. Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical activity time. Though children play exergames 87% longer than traditional games, the rate of energy expenditure is 83% lower for exergames than traditional indoor versions of the same games.

Educating the Gifted: The Independent School Challenge.

ERIC Educational Resources Information Center

Bassett, Patrick F.

1983-01-01

A planned pilot program for gifted students at Stuart Hall College Preparatory School for Girls in Staunton, Virginia, will feature enrichment, mentorship, a mastery testing program, a counselor for the gifted, and inservice staff education. (CL)

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

PubMed Central

2012-01-01

Objective. To determine the extent of the relationship between students’ inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students’ motivation to perform on a low-stakes standardized test of content knowledge increases the test’s usefulness as a measure of curricular effectiveness. PMID:22611274

Applying the Rule Space Model to Develop a Learning Progression for Thermochemistry

NASA Astrophysics Data System (ADS)

Chen, Fu; Zhang, Shanshan; Guo, Yanfang; Xin, Tao

2017-12-01

We used the Rule Space Model, a cognitive diagnostic model, to measure the learning progression for thermochemistry for senior high school students. We extracted five attributes and proposed their hierarchical relationships to model the construct of thermochemistry at four levels using a hypothesized learning progression. For this study, we developed 24 test items addressing the attributes of exothermic and endothermic reactions, chemical bonds and heat quantity change, reaction heat and enthalpy, thermochemical equations, and Hess's law. The test was administered to a sample base of 694 senior high school students taught in 3 schools across 2 cities. Results based on the Rule Space Model analysis indicated that (1) the test items developed by the Rule Space Model were of high psychometric quality for good analysis of difficulties, discriminations, reliabilities, and validities; (2) the Rule Space Model analysis classified the students into seven different attribute mastery patterns; and (3) the initial hypothesized learning progression was modified by the attribute mastery patterns and the learning paths to be more precise and detailed.

Will environmental interventions affect the level of mastery motivation among children with disabilities? A preliminary study.

PubMed

Waldman-Levi, Amiya; Erez, Asnat Bar-Haim

2015-03-01

Children with developmental disabilities tend to demonstrate lower levels of mastery motivation in comparison with typically developing children. The goal of this study was to investigate the effect of physical and social environmental interventions on the mastery motivation of children with disabilities. Participants included 19 children (from two classes) with disabilities between the ages of 2-4 years from an educational rehabilitation centre. The Individualized Assessment of Mastery Motivation was used to assess the level of mastery motivation; the Early Childhood Environment Rating Scale - Revised and the Teacher-Child Interaction Observation were used to assess the physical and social environments. A counterbalance study design was used such that the children from the two classes received two phases of intervention, social and physical environmental interventions. The study's results point to the advantage of the social intervention, over the physical one, in improving the child's mastery motivation. However, the results lend support for the efficacy of using both aspects of environmental changes to the overall persistent score. The study findings, although preliminary, demonstrate the efficacy of providing both social and physical environmental interventions to improve mastery motivation. Copyright © 2014 John Wiley & Sons, Ltd.

Transfer of piano practice in fast performance of skilled finger movements

PubMed Central

2013-01-01

Background Transfer of learning facilitates the efficient mastery of various skills without practicing all possible sensory-motor repertoires. The present study assessed whether motor practice at a submaximal speed, which is typical in sports and music performance, results in an increase in a maximum speed of finger movements of trained and untrained skills. Results Piano practice of sequential finger movements at a submaximal speed over days progressively increased the maximum speed of trained movements. This increased maximum speed of finger movements was maintained two months after the practice. The learning transferred within the hand to some extent, but not across the hands. Conclusions The present study confirmed facilitation of fast finger movements following a piano practice at a submaximal speed. In addition, the findings indicated the intra-manual transfer effects of piano practice on the maximum speed of skilled finger movements. PMID:24175946

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

PubMed

Gao, Zan; Lochbaum, Marc; Podlog, Leslie

2011-12-01

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

Sequential accelerated tests: Improving the correlation of accelerated tests to module performance in the field

NASA Astrophysics Data System (ADS)

Felder, Thomas; Gambogi, William; Stika, Katherine; Yu, Bao-Ling; Bradley, Alex; Hu, Hongjie; Garreau-Iles, Lucie; Trout, T. John

2016-09-01

DuPont has been working steadily to develop accelerated backsheet tests that correlate with solar panels observations in the field. This report updates efforts in sequential testing. Single exposure tests are more commonly used and can be completed more quickly, and certain tests provide helpful predictions of certain backsheet failure modes. DuPont recommendations for single exposure tests are based on 25-year exposure levels for UV and humidity/temperature, and form a good basis for sequential test development. We recommend a sequential exposure of damp heat followed by UV then repetitions of thermal cycling and UVA. This sequence preserves 25-year exposure levels for humidity/temperature and UV, and correlates well with a large body of field observations. Measurements can be taken at intervals in the test, although the full test runs 10 months. A second, shorter sequential test based on damp heat and thermal cycling tests mechanical durability and correlates with loss of mechanical properties seen in the field. Ongoing work is directed toward shorter sequential tests that preserve good correlation to field data.

Effectiveness of students worksheet based on mastery learning in genetics subject

NASA Astrophysics Data System (ADS)

Megahati, R. R. P.; Yanti, F.; Susanti, D.

2018-05-01

Genetics is one of the subjects that must be followed by students in Biology education department. Generally, students do not like the genetics subject because of genetics concepts difficult to understand and the unavailability of a practical students worksheet. Consequently, the complete learning process (mastery learning) is not fulfilled and low students learning outcomes. The aim of this study develops student worksheet based on mastery learning that practical in genetics subject. This research is a research and development using 4-D models. The data analysis technique used is the descriptive analysis that describes the results of the practicalities of students worksheets based on mastery learning by students and lecturer of the genetic subject. The result is the student worksheet based on mastery learning on genetics subject are to the criteria of 80,33% and 80,14%, which means that the students worksheet practical used by lecturer and students. Student’s worksheet based on mastery learning effective because it can increase the activity and student learning outcomes.

The use of Continuous Subcutaneous Insulin Infusion (CSII): parental and professional perceptions of self-care mastery and autonomy in children and adolescents.

PubMed

Weissberg-Benchell, Jill; Goodman, Shirley S; Antisdel Lomaglio, Jeanne; Zebracki, Kathy

2007-01-01

To describe parent-perceived mastery of Continuous Subcutaneous Insulin Infusion (CSII) specific skills and level of autonomy for these tasks among youth with type 1 diabetes. One hundred and sixty-three parents of youth using CSII and 142 diabetes clinicians participated. Parents reported their child's mastery and autonomy of CSII-specific skills. Clinicians indicated the age at which 50% of their patients mastered these skills. Parents report CSII skill mastery between 10.9 and 12.8 years. Very few achieved skill mastery on all CSII-related tasks. Parent- and clinician-expectations for age of skill acquisition were consistent with one another. Parents shared CSII task responsibility with their children even after their children have attained skill mastery. The recent emphasis on maintaining parental involvement in diabetes care seems to have been translated into clinical practice. Parents remain involved in their child's CSII care even after they believe their child has mastered these skills.

To have or to learn? The effects of materialism on British and Chinese children's learning.

PubMed

Ku, Lisbeth; Dittmar, Helga; Banerjee, Robin

2014-05-01

This article presents a systematic attempt to examine the associations of materialism with learning in 9- to 11-year-old children in 2 countries of similar economic development but different cultural heritage. Using cross-sectional, longitudinal, and experimental methods, we test a theoretically driven model of associations among materialism, learning motivations, and learning outcomes. Convergent findings suggest that a materialist orientation in elementary school children lowers intrinsic learning motivations, fosters extrinsic learning motivations, and leads to poorer learning outcomes. Materialism was linked directly to lower exam performance, and this link was mediated by lower mastery and heightened performance goals, with patterns not differing between British and Hong Kong Chinese children (Study 1). A follow-up showed that initial materialism predicted worse exam grades 1 year later, suggesting a detrimental long-term effect on Chinese children's school performance (Study 2). We then tested relationships between materialism and learning experimentally, by priming a momentary (state) orientation toward materialism. Writing about material possessions and money affected Chinese children's learning motivations, so that they endorsed lower mastery and higher performance goals (Study 3). A video-diary materialism prime had significant effects on actual learning behaviors, leading British children to (a) choose a performance-oriented learning task over a mastery-oriented task and (b) give up on the task more quickly (Study 4). This research has important implications for personality psychology, educational policy, and future research.

Fear of Crime in the Elderly: A Longitudinal Study.

ERIC Educational Resources Information Center

Fuentes, Max E.; And Others

To investigate correlates of fear of crime and physical mobility among physically vulnerable older adults, 42 community dwelling older adults twice completed a battery of tests, with 1 year intervening. The tests included Functional Health Status, Perceived Health Status, Sense of Mastery, Leave of Residence, and Fear of Crime. Crime statistics…

Teacher Use of Achievement Test Score Data

ERIC Educational Resources Information Center

Miller, Steven C.

2012-01-01

The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade…

Flow for Exercise Adherence: Testing an Intrinsic Model of Health Behavior

ERIC Educational Resources Information Center

Petosa, R. Lingyak; Holtz, Brian

2013-01-01

Background: Health behavior theory generally does not include intrinsic motivation as a determinate of health practices. Purpose: The purpose of this study was to test the flow theory of exercise adherence. Flow theory posits that exercise can be intrinsically rewarding if the experiences of self/time transcendence and control/mastery are achieved…

Validation of a Criterion Referenced Test for Young Handicapped Children: PIPER.

ERIC Educational Resources Information Center

Strum, Irene; Shapiro, Madelaine

The purpose of this study was to validate the Prescriptive Instructional Program for Educational Readiness (PIPER) for utilization as a criterion referenced test (CRT) among learning disabled children. The program consisted of behavioral objectives and diagnostic and/or mastery tasks and activities for each objective in the area of gross motor…

Multilevel Cognitive Diagnosis Models for Assessing Changes in Latent Attributes

ERIC Educational Resources Information Center

Huang, Hung-Yu

2017-01-01

Cognitive diagnosis models (CDMs) have been developed to evaluate the mastery status of individuals with respect to a set of defined attributes or skills that are measured through testing. When individuals are repeatedly administered a cognitive diagnosis test, a new class of multilevel CDMs is required to assess the changes in their attributes…

Dual-Objective Item Selection Criteria in Cognitive Diagnostic Computerized Adaptive Testing

ERIC Educational Resources Information Center

Kang, Hyeon-Ah; Zhang, Susu; Chang, Hua-Hua

2017-01-01

The development of cognitive diagnostic-computerized adaptive testing (CD-CAT) has provided a new perspective for gaining information about examinees' mastery on a set of cognitive attributes. This study proposes a new item selection method within the framework of dual-objective CD-CAT that simultaneously addresses examinees' attribute mastery…

Mastery Learning through Individualized Instruction: A Reinforcement Strategy

ERIC Educational Resources Information Center

Sagy, John; Ravi, R.; Ananthasayanam, R.

2009-01-01

The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning. Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method). Mastery learning is a process where students achieve…

Spelling Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

Mastery Learning in Physical Education.

ERIC Educational Resources Information Center

Annarino, Anthony

This paper discusses the design of a physical education curriculum to be used in advanced secondary physical education programs and in university basic instructional programs; the design is based on the premise of mastery learning and employs programed instructional techniques. The effective implementation of a mastery learning model necessitates…

Who Benefits from Mastery Learning?

ERIC Educational Resources Information Center

Lai, Patrick; Biggs, John

1994-01-01

Data from 95 educationally disadvantaged Hong Kong students placed in mastery-learning classes were compared with 64 control students in expository-learning classes. Results indicate that under mastery learning, deep- and surface-biased learners increasingly diverge in performance and attitude, with surface learners doing better unit to unit, and…

Promotion of Students' Mastery Goal Orientations: Does TARGET Work?

ERIC Educational Resources Information Center

Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

2014-01-01

Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of these…

Sex Educators and Self-Efficacy: Toward a Taxonomy of Enactive Mastery Experiences

ERIC Educational Resources Information Center

Jensen, Robin E.

2012-01-01

Enactive mastery experiences have been identified as the most influential source of self-efficacy beliefs. Yet little is known about enactive mastery experiences, including how such experiences manifest in naturally occurring situations (as opposed to simulated situations). This study draws from semistructured interviews (N = 50) with sex…

Mastery Learning: A Comprehensive Bibliography. Fall 1982; Vol. 1, No. 2.

ERIC Educational Resources Information Center

Hymel, Glenn M.

A clearinghouse on mastery learning (CML) has been established at Loyola University (New Orleans, Louisiana) to accommodate the informational needs of mastery learning researchers, practitioners, and policymakers. Manual and computer searches on this topic have been conducted in the following databases: ERIC, Education Index, Psychological…

The Relationship between Mastery and Depression among Japanese Family Caregivers

ERIC Educational Resources Information Center

Schreiner, Andrea S.; Morimoto, Tomoko

2003-01-01

The present study examined the relationship between caregiver mastery and depressive symptoms among family stroke caregivers in western Japan (N = 100). Family caregivers were identified from a sample of rehabilitation hospitals; participation rate was 100 percent for all eligible caregivers. Care-givers with high mastery were found to have…

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers.

ERIC Educational Resources Information Center

Jacobsson, Christian; Pousette, Anders; Thylefors, Ingela

2001-01-01

Created guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions and feelings of mastery among 826 Swedish teachers in 27 comprehensive schools. Teacher stress reactions were best predicted by perceived work demands, student misbehavior, and negative feedback, while mastery feelings were…

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag

2011-06-01

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers' self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution.

PubMed

Okely, A D; Booth, M L

2004-09-01

Fundamental movement skills form the foundation for many of the specific motor skills employed in popular sports and leisure activities. Little data exist on the prevalence and socioeconomic distribution of fundamental movement skill mastery among young children in Australia. This study process-assessed performance on six fundamental movement skills in a randomly selected sample of students from Years 1 through 3 in the Sydney metropolitan area of New South Wales. The prevalence and sociodemographic distribution of mastery and near mastery for each skill and each skill component is reported for boys and girls in each school year. The findings revealed that the prevalence of mastery and near mastery of each of fundamental movement skill was generally low. Boys performed significantly better than girls in the run and in the four object-control skills (throw, catch, kick, and strike) whilst girls performed better than boys in the skip. There was no consistent association between prevalence of skill mastery and socio-economic status (SES), with only the kick and vertical jump for boys and catch, dodge, and vertical jump for girls differing across SES tertiles. Based on these results, we recommend that adequate curriculum time, resources, and professional development continue to be devoted to fundamental movement skills in NSW primary schools.

Mastery of Simple Probability Ideas Among G.C.E. Ordinary Level Mathematics Candidates

ERIC Educational Resources Information Center

Wood, R.; Brown, M.

1976-01-01

Questions concerning probability which appeared on the General Certificate of Education test are analyzed in terms of the processes required to answer them. The relationships between these processes and cognitive development are discussed. (SD)

Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study.

PubMed

Pienaar, A E; Barhorst, R; Twisk, J W R

2014-05-01

Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship. This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified random sample of first grade learners (n = 812; 418 boys and 394 boys), with a mean age of 6.78 years ± 0.49 living in the North West Province (NW) of South Africa. The Beery-Buktenica Developmental Test of Visual-Motor Integration-4 (VMI) was used to assess visual-motor integration, visual perception and hand control while the Bruininks Oseretsky Test of Motor Proficiency, short form (BOT2-SF) assessed overall motor proficiency. Academic performance in math, reading and writing was assessed with the Mastery of Basic Learning Areas Questionnaire. Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF standard scores in different math, reading and writing mastery categories ranging from no mastery to outstanding mastery. A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants. A strong relationship was established between academic performance and VMI, visual perception, hand control and motor proficiency with a significant relationship between a clustered academic performance score, visual-motor integration and visual perception. A negative association was established between low SES school types on academic performance, with a common perceptual motor foundation shared by all basic learning areas. Visual-motor integration, visual perception, hand control and motor proficiency are closely related to basic academic skills required in the first formal school year, especially among learners in low SES type schools. © 2013 John Wiley & Sons Ltd.

Predictors of Nursing Students' Performance in a One-Semester Organic and Biochemistry Course

NASA Astrophysics Data System (ADS)

van Lanen, Robert J.; Lockie, Nancy M.; McGannon, Thomas

2000-06-01

In an effort to empower nursing students to successfully persist in chemistry, predictors of success for undergraduate nursing students enrolled in a one-semester organic and biochemistry course were identified. The sample consisted of 308 undergraduate nursing students enrolled in Chemistry 108 (Principles of Organic and Biochemistry) during a period of seven semesters. In this study, Supplemental Instruction (SI) is a nonremedial academic support program offered for Chemistry 108 students. Placement tests in Mathematics, Reading, and English are required of all entering students. The English Placement Test assesses proficiency in analytical reading and writing; the Nelson Denny Reading Test (Form E) assesses the student's understanding of written vocabulary and the mastery of reading comprehension, and the Mathematics Placement Test measures the student's mastery of arithmetic and algebraic calculations. Both demographic and academic variables were examined. For the entire sample, five predictor variables were identified: Mathematics Placement Test score, Chemistry 107 grade (a prerequisite), total number of SI sessions attended, Nelson Denny Reading Test (Form E) score, and age. Predictors for various subpopulations of the sample were also identified. Predictors for students of traditional age were Mathematics Placement Test score, total number of SI sessions attended, and Chemistry 107 grade. The best predictors for continuing education students were Chemistry 107 grade and Nelson Denny Test score.

A Discrete Latent State Approach to Diagnostic Testing. Final Report on Contract Number N00014-81-K-0564.

ERIC Educational Resources Information Center

Paulson, James A.

This paper reports on a project which has developed the general latent class model as a framework for representation of item responses. This framework can be used to represent data in applications such as mastery tests and other kinds of achievement tests, where there is reason to believe that current foundations are deficient. Methods of…

An Innovative Method for Testing Children's Achievement-Related Reactions: Recording Feelings of Helplessness by Means of an Intelligence Test-Battery

ERIC Educational Resources Information Center

Titscher, Anna; Kubinger, Klaus D.

2008-01-01

The present study, based on the work of Dweck (2000) and her description of helpless and mastery-orientated children, was designed to find a new, simple and economic way of assessing helplessness while testing a child's intelligence. Two hundred and thirty-two Austrian grammar-school children, previously classified as either helpless or…

The Effects of Early Socialization Experiences on Content Mastery and Outcomes: A Mediational Approach

ERIC Educational Resources Information Center

Klein, Howard J.; Fan, Jinyan; Preacher, Kristopher J.

2006-01-01

This field study examined how early socialization experiences affect new employee mastery of socialization content and socialization outcomes. New employees reported the realism of their preentry knowledge and the helpfulness of socialization agents. A follow-up survey assessed mastery of socialization content along with role clarity, job…

Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars' Views)

ERIC Educational Resources Information Center

Milto, Liudmyla

2017-01-01

The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical…

Effects of Achievement Goals on Perceptions of Competence in Conditions of Unfavourable Social Comparisons: The Mastery Goal Advantage Effect

ERIC Educational Resources Information Center

Kamarova, Sviatlana; Chatzisarantis, Nikos L. D.; Hagger, Martin S.; Lintunen, Taru; Hassandra, Mary; Papaioannou, Athanasios

2017-01-01

Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims: This study aimed to confirm this so-called "mastery goal advantage" effect experimentally. Methods: A…

Relationship between Students' Diagnostic Assessment and Achievement in a Pre-University Mathematics Course

ERIC Educational Resources Information Center

Shim, George Tan Geok; Shakawi, Abang Mohammad Hudzaifah Abang; Azizan, Farah Liyana

2017-01-01

Educators have always highlighted the importance of mathematics mastery in education for many years. With the current emphasis of Science, Technology, Engineering and Mathematics (STEMs) education, mathematics mastery is even more vital because it supports the learning and mastery of science fields such as engineering and science. Furthermore, in…

Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data

ERIC Educational Resources Information Center

Kabiri, Masoud; Ghazi-Tabatabaei, Mahmood; Bazargan, Abbas; Shokoohi-Yekta, Mohsen; Kharrazi, Kamal

2017-01-01

Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students' mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders' competency mastery of science and examined the utility of the General…

Toddler's Mastery Motivation and Maternal Expectations: Urban Puerto Rican and Dominican Mothers and Children.

ERIC Educational Resources Information Center

Knauf, Diana E.; Bobadilla, Wendy V.; Busch-Rossnagel, Nancy A.

Mastery motivation is considered important because it promotes competence and is believed to be the precursor to achievement motivation. Focusing on toddlers between 16 and 22 months old, this study examined the relationship between mastery motivation and environmental contributors, such as maternal expectations, and cultural orientation in Puerto…

Development of Mastery during Adolescence: The Role of Family Problem-Solving

ERIC Educational Resources Information Center

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara

2009-01-01

A sense of mastery is an important component of psychological health and wellbeing across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family…

Evaluating the Effects of Mastery Learning in Postsecondary Developmental Mathematics

ERIC Educational Resources Information Center

Bradley, Kirk

2016-01-01

The purpose of this study was to determine which academic and affective student factors were significant to student success in a mastery learning program in developmental mathematics and to determine if the mastery learning program led to increased mathematical knowledge retention and success in the subsequent math course. The first phase of the…

Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

ERIC Educational Resources Information Center

Juriah

2015-01-01

The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action…

Mastery Learning: Thousands of Students, Thousands of Excellent Learners.

ERIC Educational Resources Information Center

Whiting, Bryan; Van Burgh, Jill Wright; Render, Gary F.

This study investigated the cognitive and affective student learning outcomes of 36 semesters using the mastery learning approach in distributive education classes. Data were collected by a high school teacher, a junior high school teacher, and a university professor, all of whom used mastery learning. Data collected over the years indicated that…

In Search of a Useful Definition of Mastery

ERIC Educational Resources Information Center

Guskey, Thomas R.; Anderman, Eric M.

2014-01-01

"Mastery is a term that all educators use and believe they understand well. But when pressed to describe precisely what it means to 'master' a concept, skill, or subject, everyone has a different definition," assert Thomas R. Guskey and Eric M. Anderson. The father of the mastery learning approach, Benjamin S. Bloom, left the definition…

Mastery Learning: Partly Boon, Partly Boondoggle. Teacher Education Forum; Volume 3, Number 11.

ERIC Educational Resources Information Center

Mueller, Daniel J.

Educational institutions have at least two major functions: education and certification of competency. This paper examines the educational strengths and limitations of the mastery learning instruction model with respect to fulfilling these functions. The components of the mastery model are contrasted with components of other instructional models,…

Pursuing Their Own Learning Agenda: How Mastery-Oriented Students Jeopardize Their Class Performance

ERIC Educational Resources Information Center

Senko, Corwin; Miles, Kenneth M.

2008-01-01

This study explored why mastery-based achievement goals often are unrelated to class grades despite promoting deep learning strategies and high course interest. We hypothesized that mastery-oriented students jeopardize their exam performance by allowing their individual interests to dictate their study efforts such that they neglect boring topics…

Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

ERIC Educational Resources Information Center

Tupe, Navnath

2015-01-01

This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP) for mastery of English language which required special attention and effective treatment. The experimental study with pre-test, post-test control group design was…

What Are We Testing? A Cross-Cultural Comparison of Infant Competence.

ERIC Educational Resources Information Center

Hrncir, Elizabeth J.; And Others

A study was conducted to test the hypothesis that spontaneous mastery would predict infant functioning on the Bayley Mental Development Index better than would infants' executive capacity scores. At 12 and 18 months of age, 38 infants (20 from Pennsylvania and 18 from Bermuda) were observed for 30 minutes in their homes while engaging in…

Associations of Child and Adolescent Mastery Motivation and Self-Regulation With Adult Outcomes: A Longitudinal Study of Individuals With Down Syndrome.

PubMed

Gilmore, Linda; Cuskelly, Monica

2017-05-01

This 20-year prospective longitudinal study focuses on the contribution of mastery motivation and self-regulation to adult outcomes for individuals with Down syndrome. In earlier phases of the research, 25 participants completed measures of cognitive ability, mastery motivation and self-regulation in childhood (4 to 6 years) and adolescence (11 to 15 years). In the adult phase reported here, self-determination and adaptive behavior were assessed in 21 of the original participants at age 23 to 26 years. Mastery motivation and self-regulation made unique contributions to adult outcomes, over and above the effects of cognitive ability. The findings provide powerful evidence about the important role of child and adolescent mastery motivation and self-regulation for the adult lives of individuals with Down syndrome.

Group Sequential Testing of the Predictive Accuracy of a Continuous Biomarker with Unknown Prevalence

PubMed Central

Koopmeiners, Joseph S.; Feng, Ziding

2015-01-01

Group sequential testing procedures have been proposed as an approach to conserving resources in biomarker validation studies. Previously, Koopmeiners and Feng (2011) derived the asymptotic properties of the sequential empirical positive predictive value (PPV) and negative predictive value curves, which summarize the predictive accuracy of a continuous marker, under case-control sampling. A limitation of their approach is that the prevalence can not be estimated from a case-control study and must be assumed known. In this manuscript, we consider group sequential testing of the predictive accuracy of a continuous biomarker with unknown prevalence. First, we develop asymptotic theory for the sequential empirical PPV and NPV curves when the prevalence must be estimated, rather than assumed known in a case-control study. We then discuss how our results can be combined with standard group sequential methods to develop group sequential testing procedures and bias-adjusted estimators for the PPV and NPV curve. The small sample properties of the proposed group sequential testing procedures and estimators are evaluated by simulation and we illustrate our approach in the context of a study to validate a novel biomarker for prostate cancer. PMID:26537180

Motivational predictors of coping with academic examination.

PubMed

Doron, Julie; Stephan, Yannick; Maiano, Christophe; Le Scanff, Christine

2011-01-01

The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.

Mastery and perceived autonomy support are correlates of Dutch diabetes patients' self-management and quality of life.

PubMed

Raaijmakers, Lieke G M; Martens, Marloes K; Hesselink, Arlette E; de Weerdt, Inge; de Vries, Nanne K; Kremers, Stef P J

2014-10-01

The aim of this study was to assess the associations between type 2 diabetes patients' mastery and perceived autonomy support and their self-management skills and health-related quality of life (HRQOL). A cross-sectional questionnaire survey was conducted among 3352 patients with type 2 diabetes. Key variables were assessed with validated questionnaires. Patients' mastery and perceived autonomy support correlated positively with their self-management skills (r=0.34, p<0.001; r=0.37, p<0.001) and HRQOL (r=0.37, p<0.001; r=0.15, p<0.001). In the linear regression analysis, mastery and perceived autonomy support were positive correlates of self-management (β=0.23; p<0.001; β=0.25; p<0.001). Patients with more physical or psychological complications had significantly lower scores on mastery, perceived autonomy support, self-management and HRQOL. Our results indicate the importance of mastery in relation to diabetes patients' perceived autonomy support, self-management skills and HRQOL. Since a greater sense of mastery is likely to increase patients' autonomous motivation to cope with their disease, interventions can aim to influence patients' motivational regulation. In addition, we confirmed the need for autonomy support to improve patients' self-management skills. Professionals can be trained to be autonomy-supportive, which relates to person-centered approaches such as motivational interviewing (MI). Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Condensed Mastery Profile Method for Setting Standards for Diagnostic Assessment Systems

ERIC Educational Resources Information Center

Clark, A. K.; Nash, B.; Karvonen, M.; Kingston, N.

2017-01-01

The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score value. The condensed mastery profile method draws from established holistic standard-setting methods to use rounds of range finding and pinpointing to…

Clinical Study of Student Learning Using Mastery Style versus Immediate Feedback Online Activities

ERIC Educational Resources Information Center

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-01-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each…

Preschoolers' Physical Activity Participation across a Yearlong Mastery-Motivational Climate Intervention

ERIC Educational Resources Information Center

Wadsworth, Danielle D.; Rudisill, Mary E.; Hastie, Peter A.; Irwin, Jacqueline M.; Rodriguez-Hernandez, Mynor G.

2017-01-01

Purpose: This study sought to determine how children's participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children's free-play activity during a typical day at their local day-care facility. Method: Twelve 4-year-old children participated in a mastery-motivational…

Becoming Team Players: Team Members' Mastery of Teamwork Knowledge as a Predictor of Team Task Proficiency and Observed Teamwork Effectiveness

ERIC Educational Resources Information Center

Hirschfeld, Robert R.; Jordan, Mark H.; Feild, Hubert S.; Giles, William F.; Armenakis, Achilles A.

2006-01-01

The authors explored the idea that teams consisting of members who, on average, demonstrate greater mastery of relevant teamwork knowledge will demonstrate greater task proficiency and observed teamwork effectiveness. In particular, the authors posited that team members' mastery of designated teamwork knowledge predicts better team task…

Standards and Mastery Learning: Aligning Teaching and Assessment So All Children Can Learn.

ERIC Educational Resources Information Center

Gentile, J. Ronald; Lalley, James P.

This book describes the concept of mastery learning in the classroom and the various foundations upon which it is built. Five chapters discuss: (1) "Understanding Mastery Learning" (e.g., the learning/memory base, the measurement base, theoretical bases, and the brain base); (2) "Examining the Standards: Math, Science, Social Studies, and English…

The Public Economics of Mastery Learning.

ERIC Educational Resources Information Center

Garner, William T.

There is both less and more to mastery learning (ML) than meets the eye. Less because mastery learning is not based on a model of school learning, and more because it is the most optimistic statement we have about the power of education. The notions of setting achievement standards and letting time for completion vary, of using criterion…

The Effect of Mastery Learning Instruction on the Entry-Level Spanish Proficiency of Secondary School Students.

ERIC Educational Resources Information Center

Obando, Ligia Torres; Hymel, Glenn M.

The relationship between instructional treatment manifested as mastery learning and non-mastery learning strategies and various measures of Spanish proficiency was studied with 41 freshmen at an all-female high school in the New Orleans (Louisiana) area. Subjects were grouped homogeneously into 2 classes of 22 and 19 students, representing the…

Mother-Toddler Affect Exchanges and Children's Mastery Behaviours during Preschool Years

ERIC Educational Resources Information Center

Wang, Jun; Morgan, George A.; Biringen, Zeynep

2014-01-01

This study examined the longitudinal relations of mother-child affect exchanges at 18?months with children's mastery motivation at 39?months. Observation and questionnaire data were collected from mother-child dyads when children were 18?months; 43 mothers again rated their children's mastery motivation at 39?months. Results suggested…

Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments' scores.

PubMed

Cook, David A; Castillo, Richmond M; Gas, Becca; Artino, Anthony R

2017-10-01

Measurement of motivation and cognitive load has potential value in health professions education. Our objective was to evaluate the validity of scores from Dweck's Implicit Theories of Intelligence Scale (ITIS), Elliot's Achievement Goal Questionnaire-Revised (AGQ-R) and Leppink's cognitive load index (CLI). This was a validity study evaluating internal structure using reliability and factor analysis, and relationships with other variables using the multitrait-multimethod matrix. Two hundred and thirty-two secondary school students participated in a medical simulation-based training activity at an academic medical center. Pre-activity ITIS (implicit theory [mindset] domains: incremental, entity) and AGQ-R (achievement goal domains: mastery-approach, mastery-avoidance, performance-approach, performance-avoidance), post-activity CLI (cognitive load domains: intrinsic, extrinsic, germane) and task persistence (self-directed repetitions on a laparoscopic surgery task) were measured. Internal consistency reliability (Cronbach's alpha) was > 0.70 for all domain scores except AGQ-R performance-avoidance (alpha 0.68) and CLI extrinsic load (alpha 0.64). Confirmatory factor analysis of ITIS and CLI scores demonstrated acceptable model fit. Confirmatory factor analysis of AGQ-R scores demonstrated borderline fit, and exploratory factor analysis suggested a three-domain model for achievement goals (mastery-approach, performance and avoidance). Correlations among scores from conceptually-related domains generally aligned with expectations, as follows: ITIS incremental and entity, r = -0.52; AGQ-R mastery-avoidance and performance-avoidance, r = 0.71; mastery-approach and performance-approach, r = 0.55; performance-approach and performance-avoidance, r = 0.43; mastery-approach and mastery-avoidance, r = 0.36; CLI germane and extrinsic, r = -0.35; ITIS incremental and AGQ-R mastery-approach, r = 0.34; ITIS incremental and CLI germane, r = 0.44; AGQ-R mastery-approach and CLI germane, r = 0.48 (all p < 0.001). We found no correlation between the number of task repetitions (i.e. persistence) and mastery-approach scores, r = -0.01. ITIS and CLI scores had appropriate internal structures and relationships with other variables. AGQ-R scores fit a three-factor (not four-factor) model that collapsed avoidance into one domain, although relationships of other variables with the original four domain scores generally aligned with expectations. Mastery goals are positively correlated with germane cognitive load. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Emotional support and well-being of midlife women: role-specific mastery as a mediational mechanism.

PubMed

Martire, L M; Stephens, M A; Townsend, A L

1998-09-01

This study examined the relationships among emotional support, mastery, and well-being for 258 women who simultaneously occupied the roles of wife, mother, parent care provider, and employee. Its primary aim was to determine if a greater sense of mastery in each of these 4 roles could explain the relationship between emotional support from the partner or partners in the same role (the husband, children, impaired parent, or work supervisor) and better psychological well-being (less depressive symptomatology and more life satisfaction). Findings revealed that more emotional support from each of the 4 role partners was related to a greater sense of mastery in that same role. Furthermore, for each of the roles of wife, mother, and employee, role-specific mastery was a mediating mechanism in the relationship between support from the role partner or partners and better well-being.

Mastery moderates the negative effect of stigma on depressive symptoms in people living with HIV.

PubMed

Rueda, Sergio; Gibson, Katherine; Rourke, Sean B; Bekele, Tsegaye; Gardner, Sandra; Cairney, John

2012-04-01

Stigma continues to have a negative effect on the care, treatment, and support of people living with HIV. This study presents baseline data from 825 participants taking part in a cohort study that collects data on the clinical profile and social determinants of health of people with HIV. We performed multivariate regression analysis to evaluate whether mastery and social support moderated the negative effect of stigma on depressive symptoms. Stigma was associated with depressive symptoms after controlling for potential demographic and clinical confounders. In addition, higher levels of mastery and social support were associated with lower levels of depression. However, only mastery moderated the negative effects of stigma on depressive symptoms. For individuals with high levels of mastery, greater exposure to stigma does not translate into greater distress. Interventions targeting the mental health concerns of people with HIV should increase their focus on improving people' sense of personal control.

Motivation of men and women in mathematics and language.

PubMed

Vrugt, Anneke; Oort, Frans J; Waardenburg, Lydeke

2009-10-01

Based on the multiple goal perspective it is argued that mastery and performance goals contribute to different motivational variables-mastery goals to self-efficacy and performance goals to social comparison-that contribute through affect to achievement. The first aim of this study was to determine whether this model is applicable irrespective of sex and subject. The expected relationships occurred for female students studying Dutch and mathematics, and for male students studying Dutch. The second aim was to test a model in which the perceived gender appropriateness of the subject affects the pursued achievement goal. We expected that subjects perceived as gender-appropriate--Dutch for female and mathematics for male students--would result in strong relationships between mastery goals, self-efficacy, affect, and achievement, and that less gender-appropriate subjects--mathematics for women and Dutch for men--would result in strong relationships between performance goals, social comparison, affect, and achievement. Several of the expected relationships occurred for female and males students studying Dutch and mathematics. Furthermore, female students obtained higher course grades in Dutch than male students, while male students studying mathematics scored higher on self-efficacy and affect than female students.

Assessment of perceptions of clinical management in courses oriented by competency.

PubMed

Gomes, Romeu; Padilha, Roberto de Queiroz; Lima, Valéria Vernaschi; Silva, Cosme Marcelo Furtado Passos da

2018-01-01

The study aims to assess perceptions of mastery of abilities in clinical management in participants of courses oriented by competency and based on active methodologies of teaching and learning, before and after the offered training process. Three conceptual frameworks were utilized: clinical management, expectation of auto-efficacy, and the holistic concept of competency. Methodologically, an electronic instrument was made available to students of the training courses, adapted to the Likert scale, in two stages: before the courses were undertaken and after their completion. The group of subjects that participated simultaneously in both stages was comprised of 825 trainees. Average, mean, standard deviation, and the Wilcoxon test were utilized in the analysis. Generally, in terms of findings, the perception of mastery of abilities in clinical management increased after the courses, proving a positive contribution of the training process of the students. Among other aspects of their results, it is concluded that the educational initiatives studied, oriented by competency and based in active methodologies of teaching and learning, can obtain the increase in perception of their participants regarding the mastery of abilities present in the competency profile, confirming the study's hypothesis.

Teachers' use of fear appeals in the mathematics classroom: worrying or motivating students?

PubMed

Putwain, David W; Symes, Wendy

2011-09-01

AIM. This study examined whether teachers' use of fear appeals in the classroom, attempts to motivate students to perform well in high-stakes examinations by highlighting the educational, and/or occupational consequences of failure did indeed motivate students or whether it contributed to an increase in worry, anxiety, and fear of failure. SAMPLE. A total of 132 secondary school students. METHOD. Self-report data were collected for teachers' use of fear appeals, test anxiety, and achievement goals in the context of Mathematics at the end of Years 10 and 11, the final 2 years of compulsory schooling. RESULTS. The frequency with which teachers were reported to make fear appeals was unrelated to future test anxiety and achievement goals. When fear appeals were perceived to be threatening, however, they were related to an increase in the worry and tension components of test anxiety and increases in performance-avoidance and mastery-approach goals. CONCLUSION. Fear appeals appear to have competing positive and negative outcomes, resulting in both anxiety and a fear of failure, and a mastery-approach goal. ©2010 The British Psychological Society.

Hybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design

ERIC Educational Resources Information Center

Wang, Shiyu; Lin, Haiyan; Chang, Hua-Hua; Douglas, Jeff

2016-01-01

Computerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing. Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different…

An Examination of Mastery- and Performance-Based Orientations in Strategic Communication Syllabi and Suggestions for Rhetorical and Pedagogical Improvement

ERIC Educational Resources Information Center

Stevens, Elise M.; Gibson, Rhonda

2017-01-01

This study evaluated syllabi (N = 87) from introductory advertising and public relations courses to examine to what extent and how stated course goals and assignments signal the overall learning orientation of a course and which type of learning orientation--mastery or performance--was most common. Mastery orientations emphasize intrinsic rewards,…

Developmental Changes in Cognitive Persistence and Academic Achievement between Grade 4 and Grade 8

ERIC Educational Resources Information Center

Jozsa, Krisztian; Morgan, George A.

2014-01-01

This study describes changes in cognitive persistence, a key measure of mastery motivation, between the ages of 10 (grade 4) and 14 (grade 8). Prior research in the field of mastery motivation has focused mainly on early childhood. No longitudinal research findings have been published about age changes in mastery motivation during the school…

Forming Physical Education Teachers' Pedagogical Mastery in the Context of Native and Foreign Scholars' Views

ERIC Educational Resources Information Center

Maksymchuk, Iryna

2016-01-01

The article deals with studying the process of forming physical education teachers' pedagogical mastery in the context of native and foreign scholars' views. It has been indicated that the problem of pedagogical activity and pedagogical mastery efficiency has been raised in the works of a number of scholars who developed the principles and…

Transferability of Graduate Work Graded according to Mastery. A Survey of Selected Graduate Faculty and Institutions.

ERIC Educational Resources Information Center

Stout State Univ., Menomonie, WI. Graduate School.

The Graduate College at Stout State University is considering an option to the present A-F grading system called "Mastery Grading," based on a concept called "teaching for mastery." This involves carefully defining each course in terms of the specific competencies which the student is expected to develop as a result of…

Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm

ERIC Educational Resources Information Center

Young, Jessica Mercer; Hauser-Cram, Penny

2006-01-01

This study examined mother-child interaction as a predictor of mastery motivation (i.e., persistence on a problem-posing task) in 3-year-old children who were born premature and had either motor impairment or developmental delay (n = 34). Two aspects of mother-child interaction were hypothesized to predict for mastery motivation: response to…

Professional Education, Know-How and Conceptual Ability: The Role of Education in the Attainment of Concept Mastery in Professional Work

ERIC Educational Resources Information Center

Winch, Christopher

2016-01-01

This article shows the relationship between know-how and conceptual ability with particular reference to professional education. It is argued that although concept mastery is necessary to expert performance, it is not sufficient. Starting with Geach's account of concepts, distinctions are made between concept acquisition and concept mastery. An…

The Mastery of Literacy and Numeracy, Final Report; Australian Studies in School Performance, Volume III.

ERIC Educational Resources Information Center

Bourke, S. F.; Keeves, J. P.

This publication reports the results of an Australia-wide investigation of the literacy and numeracy skill attainment of children aged 10 and 14. The chapters present an overview and summary of the study and discuss children in special schools and special classes, the use of the mastery approach in the investigation, the mastery of reading and…

Ethnicity moderates the effects of resources on adjustment of Jewish and Arab mothers of children diagnosed with cancer.

PubMed

Ben-Zur, Hasida; Khoury, Siwar Makhoul

2017-01-01

The study aimed to explore the adjustment of Jewish and Arab mothers of children diagnosed with cancer. Ninety-seven Jewish and 100 Arab mothers completed questionnaires assessing mastery, social support, and adjustment (psychological distress, quality of life, and future fears and hopes). Arab mothers were higher than Jewish mothers on distress and lower on social support and future hopes). Mastery and social support contributed independently to adjustment indices. Ethnicity moderated the effects of mastery and social support on adjustment. Ethnicity, mastery, and social support are important factors in mothers' adjustment to their child's cancer.

Substantial changes in mastery perceptions of dementia caregivers with the placement of a care recipient.

PubMed

Infurna, Frank J; Gerstorf, Denis; Zarit, Steven H

2013-03-01

The current study examined how a key component of caregiving stress processes, global mastery perceptions, changes with placing the care recipient in a nursing home or institution. We also explored the role of primary stressors in accounting for mastery changes with placement and whether characteristics of the caregiver and care recipient moderate reactions to placement. We applied multiphase growth curve models to prospective longitudinal data from 271 caregivers in the Caregiver Stress and Coping Study who experienced placement of their care recipient. Using a time-to/from-placement metric, we found that caregivers typically experienced declines in mastery preceding placement, followed by a significant increase within 1 year after placement and further increases thereafter. Corresponding changes in primary stressors (role overload) mediated the placement-related increase in mastery. Caregivers who reported more depressive symptoms and activities of daily living/instrumental activities of daily living dependencies of the care recipient were more likely to experience larger placement-related increases in mastery perceptions. Our findings suggest that placement alters psychological resources of caregivers and this effect is driven by corresponding changes in primary stressors. Findings also underscore the importance of examining change processes across salient life events and transitions.

Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

PubMed

Agbuga, Bulent; Xiang, Ping; McBride, Ron E

2015-04-21

This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p < .001, η2 = .39. The result also revealed that students were more likely to endorse the mastery-approach goal than three other goals. The simple correlations revealed mastery-approach and performance-approach goals were positively related to students' self-reported personal (r = .54, p < .001; r = .37, p < .001, respectively) and social responsibility (r = .38, p < .001; r = .22, p < .001, respectively) behaviors. However, hierarchical regression analyses indicated only the mastery-approach goal emerged as the significant positive predictor, b = .52, t(216) = 7.19, p < .001 for personal responsibility behaviors, and b = .41, t(216) = 5.23, p < .001 for social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

Influence of perceived motivational climate on achievement goals in physical education: a structural equation mixture modeling analysis.

PubMed

Wang, J C; Liu, W C; Chatzisarantis, N L; Lim, C B

2010-06-01

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 x 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

ERIC Educational Resources Information Center

Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

2010-01-01

We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

A Combination of Teacher-Led Assessment and Self-Assessment Drives the Learning Process in Online Master Degree in Transplantation

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Background: Good performance in a summative assessment does not always equate to educational gain following a course. An educational programme may focus on improving student's performance on a particular test instrument. For example, practicing multiple choice questions may lead to mastery of the instrument itself rather than testing the knowledge…

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

ERIC Educational Resources Information Center

Sinaga, Parlindungan; Feranie, Shelly

2017-01-01

The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on…

Is Earlier Better? Mastery of Reading Fluency in Early Schooling

ERIC Educational Resources Information Center

Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.

2015-01-01

Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more…

ConfChem Conference on Select 2016 BCCE Presentations: Specifications Grading in the Flipped Organic Classroom

ERIC Educational Resources Information Center

Ring, Joshua

2017-01-01

Specifications Grading is a system of course-long student assessment based on the division of learning objectives into clearly defined skill tests or assignments. Each skill is evaluated at a mastery level, with opportunities for students to learn from their mistakes and then be re-evaluated for skill tests, or resubmit assignments. Specifications…

An educational video game for nutrition of young people: Theory and design

PubMed Central

Ledoux, Tracey; Griffith, Melissa; Thompson, Debbe; Nguyen, Nga; Watson, Kathy; Baranowski, Janice; Buday, Richard; Abdelsamad, Dina; Baranowski, Tom

2016-01-01

Background Playing Escape from DIAB (DIAB) and Nanoswarm (NANO), epic video game adventures, increased fruit and vegetable consumption among a multi-ethnic sample of 10–12 year old children during pilot testing. Key elements of both games were educational mini-games embedded in the overall game that promoted knowledge acquisition regarding diet, physical activity and energy balance. 95–100% of participants demonstrated mastery of these mini-games suggesting knowledge acquisition. Aim This article describes the process of designing and developing the educational mini-games. A secondary purpose was to explore the experience of children while playing the games. Method The educational games were based on Social Cognitive and Mastery Learning Theories. A multidisciplinary team of behavioral nutrition, PA, and video game experts designed, developed, and tested the mini-games. Results Alpha testing revealed children generally liked the mini-games and found them to be reasonably challenging. Process evaluation data from pilot testing revealed almost all participants completed nearly all educational mini-games in a reasonable amount of time suggesting feasibility of this approach. Conclusions Future research should continue to explore the use of video games in educating children to achieve healthy behavior changes. PMID:27547019

An educational video game for nutrition of young people: Theory and design.

PubMed

Ledoux, Tracey; Griffith, Melissa; Thompson, Debbe; Nguyen, Nga; Watson, Kathy; Baranowski, Janice; Buday, Richard; Abdelsamad, Dina; Baranowski, Tom

2016-08-01

Playing Escape from DIAB (DIAB) and Nanoswarm (NANO) , epic video game adventures, increased fruit and vegetable consumption among a multi-ethnic sample of 10-12 year old children during pilot testing. Key elements of both games were educational mini-games embedded in the overall game that promoted knowledge acquisition regarding diet, physical activity and energy balance. 95-100% of participants demonstrated mastery of these mini-games suggesting knowledge acquisition. This article describes the process of designing and developing the educational mini-games. A secondary purpose was to explore the experience of children while playing the games. The educational games were based on Social Cognitive and Mastery Learning Theories. A multidisciplinary team of behavioral nutrition, PA, and video game experts designed, developed, and tested the mini-games. Alpha testing revealed children generally liked the mini-games and found them to be reasonably challenging. Process evaluation data from pilot testing revealed almost all participants completed nearly all educational mini-games in a reasonable amount of time suggesting feasibility of this approach. Future research should continue to explore the use of video games in educating children to achieve healthy behavior changes.

Why Does Placement of Persons with Alzheimer's Disease into Long-term Care Improve Caregivers’ Well-Being? Examination of Psychological Mediators

PubMed Central

Mausbach, Brent T.; Chattillion, Elizabeth A.; Ho, Jennifer; Flynn, Laura M.; Tiznado, Denisse; von Känel, Roland; Patterson, Thomas L.; Grant, Igor

2014-01-01

Caregiving for individuals with Alzheimer's Disease (AD) is associated with chronic stress and elevated symptoms of depression. Placement of the care receiver (CR) into a long-term care setting may be associated with improved caregiver well-being; however, the psychological mechanisms underlying this relationship are unclear. This study evaluated whether decreases in activity restriction and increases in personal mastery mediated placement-related reductions in caregiver depressive symptoms. In a five-year longitudinal study of 126 spousal AD caregivers, we used multilevels models to evaluate placement-related changes in depressive symptoms (CESD-10), activity restriction (Activity Restriction Scale), and personal mastery (Pearlin Mastery Scale) in 44 caregivers who placed their spouses into long-term care relative to caregivers who never placed their CRs. The Monte Carlo Method for Assessing Mediation (MCMAM) was used to evaluate the significance of the indirect effect of activity restriction and personal mastery on post-placement changes in depressive symptoms. Placement of the CR was associated with significant reductions in depressive symptoms and activity restriction, while also being associated with increased personal mastery. Lower activity restriction and higher personal mastery were associated with reduced depressive symptoms. Furthermore, both variables significantly mediated the effect of placement on depressive symptoms. Placement-related reductions in activity restriction and increases in personal mastery are important psychological factors that help explain post-placement reductions in depressive symptoms. The implications for clinical care provided to caregivers are discussed. PMID:25133414

Review of Literature.

ERIC Educational Resources Information Center

Armstrong, Robert L.

1992-01-01

Offers a critical review of eight articles and two journal issues dealing with school indicators of student success or failure; state models for school improvement and accountability; teacher burnout as an outcome of paperwork burdens; the impact of reform efforts; class size; trends in educational evaluation; mastery testing; departmentalization…

Achievement goals, competition appraisals, and the psychological and emotional welfare of sport participants.

PubMed

Adie, James W; Duda, Joan L; Ntoumanis, Nikos

2008-06-01

Grounded in the 2x2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes' welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage=24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

Osmosis and Diffusion Conceptual Assessment

PubMed Central

Fisher, Kathleen M.; Williams, Kathy S.; Lineback, Jennifer Evarts

2011-01-01

Biology student mastery regarding the mechanisms of diffusion and osmosis is difficult to achieve. To monitor comprehension of these processes among students at a large public university, we developed and validated an 18-item Osmosis and Diffusion Conceptual Assessment (ODCA). This assessment includes two-tiered items, some adopted or modified from the previously published Diffusion and Osmosis Diagnostic Test (DODT) and some newly developed items. The ODCA, a validated instrument containing fewer items than the DODT and emphasizing different content areas within the realm of osmosis and diffusion, better aligns with our curriculum. Creation of the ODCA involved removal of six DODT item pairs, modification of another six DODT item pairs, and development of three new item pairs addressing basic osmosis and diffusion concepts. Responses to ODCA items testing the same concepts as the DODT were remarkably similar to responses to the DODT collected from students 15 yr earlier, suggesting that student mastery regarding the mechanisms of diffusion and osmosis remains elusive. PMID:22135375

The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

ERIC Educational Resources Information Center

Dillashaw, F. Gerald; Okey, James R.

This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast…

Long-term economic consequences of child maltreatment: a population-based study.

PubMed

Thielen, Frederick W; Ten Have, Margreet; de Graaf, Ron; Cuijpers, Pim; Beekman, Aartjan; Evers, Silvia; Smit, Filip

2016-12-01

Child maltreatment is prognostically associated with long-term detrimental consequences for mental health. These consequences are reflected in higher costs due to health service utilization and productivity losses in adulthood. An above-average sense of mastery can have protective effects in the pathogenesis of mental disorders and thus potentially cushion adverse impacts of maltreatment. This should be reflected in lower costs in individuals with a history of child maltreatment and a high sense of mastery. The aims of the study were to prognostically estimate the excess costs of health service uptake and productivity losses in adults with a history of child maltreatment and to evaluate how mastery may act as an effect modifier. Data were used on 5618 individuals participating in the Netherlands Mental Health Survey and Incidence Study (NEMESIS). We focussed on measures of child maltreatment (emotional neglect, physical, psychological and sexual abuse) and economic costs owing to health-care uptake and productivity losses when people with a history of abuse have grown into adulthood. We evaluated how mastery acted as an effect modifier. Estimates were adjusted for demographics and parental psychopathology. Post-stratification weights were used to account for initial non-response and dropout. Due to the non-normal distribution of the costs data, sample errors, 95 % confidence intervals, and p values were calculated using non-parametric bootstrapping (1000 replications). Exposure to child maltreatment occurs frequently (6.9-24.8 %) and is associated with substantial excess costs in adulthood. To illustrate, adjusted annual excess costs attributable to emotional neglect are €1,360 (95 % CI: 615-215) per adult. Mastery showed a significant effect on these figures: annual costs were €1,608 in those with a low sense of mastery, but only €474 in those with a firmer sense of mastery. Child maltreatment has profound mental health consequences and is associated with staggering long-term economic costs, rendering lack of action very costly. Our data lends credibility to the hypothesis that mastery may help to cushion the adverse consequences of child maltreatment. Further research on mastery may help to ameliorate individual burden and in addition offer some economic benefits.

The influence of family-work role experience and mastery on psychological health of Chinese employed mothers.

PubMed

Tang, Catherine So-Kum

2009-11-01

Four-hundred-and-thirty-five Chinese married nurses with children were surveyed on their family-work role experience, sense of mastery, and psychological distress. Hierarchical regression analyses showed spillover effects of role experience on psychological health as well as asymmetrical permeability of family and work boundaries. The hypothesis that mastery acted as a moderator between role experience and psychological health was supported. In general, a higher level of mastery augmented positive but mitigated negative influence of role experience on psychological functioning. Findings provide useful information to practitioners and policy makers on issues related to family-work stress and women's health in contemporary Chinese society.

Analysis of critical thinking ability of VII grade students based on the mathematical anxiety level through learning cycle 7E model

NASA Astrophysics Data System (ADS)

Widyaningsih, E.; Waluya, S. B.; Kurniasih, A. W.

2018-03-01

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

Proceedings of the Conference on the Design of Experiments in Army Research, Development and Testing (29th)

DTIC Science & Technology

1984-06-01

SEQUENTIAL TESTING (Bldg. A, Room C) 1300-1330 ’ 1330-1415 1415-1445 1445-1515 BREAK 1515-1545 A TRUNCATED SEQUENTIAL PROBABILITY RATIO TEST J...suicide optical data operational testing reliability random numbers bootstrap methods missing data sequential testing fire support complex computer model carcinogenesis studies EUITION Of 1 NOV 68 I% OBSOLETE a ...contributed papers can be ascertained from the titles of the

Risk and Protective Factors Associated with Personal Mastery Among Sexual Minority African American Female Sex Workers

PubMed Central

Buttram, Mance E.; Surratt, Hilary L.; Kurtz, Steven P.

2014-01-01

Research among sexual minorities has traditionally examined problems such as substance use, HIV risk, mental health problems, and victimization. Among sexual minority street-based female sex workers, these vulnerabilities can be magnified. Grounded in theories of resilience, this study examines risk and protective factors associated with a high level of personal mastery among a vulnerable population of women. Data are drawn from baseline interviews from street-based African American female sex workers enrolled in a randomized intervention trial in Miami, Florida. We compare sexual minority (N=197) and heterosexual (N=365) women on measures of risk and protective factors; among sexual minority women we present logistic regression analyses which reveal that severe mental distress and HIV transmission risk are associated with low levels of personal mastery, while protective factors of transportation access and social support are associated with high levels of personal mastery. These findings suggest that these protective factors may potentially facilitate the development of personal mastery and represent beneficial avenues for intervention efforts. PMID:25530691

The role of parents' self-esteem, mastery-orientation and social background in their parenting styles.

PubMed

Aunola, K; Nurmi, J E; Onatsu-Arvilommi, T; Pulkkinen, L

1999-12-01

In order to examine the extent to which parents' levels of education, financial resources, self-esteem, and their mastery-orientation versus task-avoidance are associated with their parenting styles and parental stress, data from two studies were analyzed. In Study I, parents of 105 6 to 7-year old children were asked to fill in scales measuring their parenting styles and parental stress, mastery-orientation, financial resources, and their level of education. In Study II, 235 parents were asked to fill in the same scales. An identical pattern of results was found in the two studies. Parents' self-esteem and their use of mastery-oriented strategy were found to be associated with authoritative parenting and low parental stress, whereas parents' low level of education was related to an authoritarian parenting style. The results further showed that the impact of parents' self-esteem on authoritative parenting and parental stress was partly mediated by their use of a mastery-oriented strategy.

The role of mastery in the relationship between perceived ethnic discrimination and depression: The HELIUS study.

PubMed

Slotman, Anne; Snijder, Marieke B; Ikram, Umar Z; Schene, Aart H; Stevens, Gonneke W J M

2017-04-01

This study examined the mediating and moderating role of one's sense of mastery in the relationship between perceived ethnic discrimination and depression. Questionnaire data from participants of the Healthy Life in an Urban Setting (HELIUS) study were used, containing responses from 9,141 Surinamese, Turkish, Moroccan, and Ghanaian immigrant adults, aged 18 to 70, living in Amsterdam, the Netherlands. Results of path modeling indicated that perceptions of ethnic discrimination were positively related to depression symptomatology, and this relationship was moderated and partially mediated by mastery. Results remained fairly robust across sex, educational level, immigrant generation, and ethnicity. This study indicated that mastery may both serve a moderating and mediating role in the relationship between perceived ethnic discrimination and depression, suggestive of a process in which the impact of perceiving discrimination becomes increasingly more deteriorating over time. Thus, interventions focused on mastery may potentially be beneficial to improve ethnic minority mental health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Fluency with Basic Addition

ERIC Educational Resources Information Center

Garza-Kling, Gina

2011-01-01

Traditionally, learning basic facts has focused on rote memorization of isolated facts, typically through the use of flash cards, repeated drilling, and timed testing. However, as many experienced teachers have seen, "drill alone does not develop mastery of single-digit combinations." In contrast, a fluency approach to learning basic addition…

Enriching Addition and Subtraction Fact Mastery through Games

ERIC Educational Resources Information Center

Bay-Williams, Jennifer M.; Kling, Gina

2014-01-01

The learning of "basic facts"--single-digit combinations for addition, subtraction, multiplication, and division--has long been a focus of elementary school mathematics. Many people remember completing endless worksheets, timed tests, and flash card drills as they attempted to "master" their basic facts as children. However,…

COMMERCIAL FOODS, MATHEMATICS - I.

ERIC Educational Resources Information Center

DORNFIELD, BLANCHE E.

THE UNDERSTANDING AND MASTERY OF FUNDAMENTAL MATHEMATICS IS A NECESSARY PART OF COMMERCIAL FOODS WORK. THIS STUDENT HANDBOOK WAS DESIGNED TO ACCOMPANY A COMMERCIAL FOODS COURSE AT THE HIGH SCHOOL LEVEL FOR STUDENTS WITH APPROPRIATE APTITUDES AND COMMERCIAL FOOD SERVICE GOALS. THE MATERIAL, TESTED IN VARIOUS INTERESTED CLASSROOMS, WAS PREPARED BY…

Sequential Tests of Multiple Hypotheses Controlling Type I and II Familywise Error Rates

PubMed Central

Bartroff, Jay; Song, Jinlin

2014-01-01

This paper addresses the following general scenario: A scientist wishes to perform a battery of experiments, each generating a sequential stream of data, to investigate some phenomenon. The scientist would like to control the overall error rate in order to draw statistically-valid conclusions from each experiment, while being as efficient as possible. The between-stream data may differ in distribution and dimension but also may be highly correlated, even duplicated exactly in some cases. Treating each experiment as a hypothesis test and adopting the familywise error rate (FWER) metric, we give a procedure that sequentially tests each hypothesis while controlling both the type I and II FWERs regardless of the between-stream correlation, and only requires arbitrary sequential test statistics that control the error rates for a given stream in isolation. The proposed procedure, which we call the sequential Holm procedure because of its inspiration from Holm’s (1979) seminal fixed-sample procedure, shows simultaneous savings in expected sample size and less conservative error control relative to fixed sample, sequential Bonferroni, and other recently proposed sequential procedures in a simulation study. PMID:25092948

Substantial Changes in Mastery Perceptions of Dementia Caregivers With the Placement of a Care Recipient

PubMed Central

2013-01-01

Objectives. The current study examined how a key component of caregiving stress processes, global mastery perceptions, changes with placing the care recipient in a nursing home or institution. We also explored the role of primary stressors in accounting for mastery changes with placement and whether characteristics of the caregiver and care recipient moderate reactions to placement. Method. We applied multiphase growth curve models to prospective longitudinal data from 271 caregivers in the Caregiver Stress and Coping Study who experienced placement of their care recipient. Results. Using a time-to/from-placement metric, we found that caregivers typically experienced declines in mastery preceding placement, followed by a significant increase within 1 year after placement and further increases thereafter. Corresponding changes in primary stressors (role overload) mediated the placement-related increase in mastery. Caregivers who reported more depressive symptoms and activities of daily living/instrumental activities of daily living dependencies of the care recipient were more likely to experience larger placement-related increases in mastery perceptions. Discussion. Our findings suggest that placement alters psychological resources of caregivers and this effect is driven by corresponding changes in primary stressors. Findings also underscore the importance of examining change processes across salient life events and transitions. PMID:22956053

The effects of instructional sets on reactions to and performance on an intelligent tutoring system

NASA Technical Reports Server (NTRS)

Johnson, Debra Steele

1993-01-01

The effects of a contextual factor, i.e., task instructions, on performance on and reactions to an Intellegent Tutoring System (ITS) training Remote Manipulator System (RMS) tasks were examined. The results supported the first prediction that task instructions could be used to successfully induce a mastery versus an achievement orientation. Previous research suggests that a mastery orientation can result in beneficial effects on learning and performance of complex tasks. Furthermore, the results supported the second prediction that a mastery orientation would have beneficial effects on learning and performance as well as affective and cognitive reactions to the ITS tasks. Moreover, the results indicated that a mastery orientation was especially beneficial for the more complex ITS tasks and later in task practice, i.e., when a task was performed for the second time. A mastery orientation is posited to have its beneficial effects by focusing more effort and attention on task performance. Conclusions are drawn with some caution due to the small number of subjects, although the results for these subjects were consistent across multiple trials and multiple measures of performance. ITS designers are urged to consider contextual factors such as task instructions and feedback in terms of their potential to induce a mastery versus an achievement orientation.

One-sided truncated sequential t-test: application to natural resource sampling

Treesearch

Gary W. Fowler; William G. O' Regan

1974-01-01

A new procedure for constructing one-sided truncated sequential t-tests and its application to natural resource sampling are described. Monte Carlo procedures were used to develop a series of one-sided truncated sequential t-tests and the associated approximations to the operating characteristic and average sample number functions. Different truncation points and...

Study Modules for Calculus-Based General Physics. [Includes Modules 24-26: Electric Potential; Ohm's Law; and Capacitors].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Applications of Decision Theory to Test-Based Decision Making. Project Psychometric Aspects of Item Banking No. 23. Research Report 87-9.

ERIC Educational Resources Information Center

van der Linden, Wim J.

The use of Bayesian decision theory to solve problems in test-based decision making is discussed. Four basic decision problems are distinguished: (1) selection; (2) mastery; (3) placement; and (4) classification, the situation where each treatment has its own criterion. Each type of decision can be identified as a specific configuration of one or…

The effect of a sequential structure of practice for the training of perceptual-cognitive skills in tennis

PubMed Central

2017-01-01

Objective Anticipation of opponent actions, through the use of advanced (i.e., pre-event) kinematic information, can be trained using video-based temporal occlusion. Typically, this involves isolated opponent skills/shots presented as trials in a random order. However, two different areas of research concerning representative task design and contextual (non-kinematic) information, suggest this structure of practice restricts expert performance. The aim of this study was to examine the effect of a sequential structure of practice during video-based training of anticipatory behavior in tennis, as well as the transfer of these skills to the performance environment. Methods In a pre-practice-retention-transfer design, participants viewed life-sized video of tennis rallies across practice in either a sequential order (sequential group), in which participants were exposed to opponent skills/shots in the order they occur in the sport, or a non-sequential (non-sequential group) random order. Results In the video-based retention test, the sequential group was significantly more accurate in their anticipatory judgments when the retention condition replicated the sequential structure compared to the non-sequential group. In the non-sequential retention condition, the non-sequential group was more accurate than the sequential group. In the field-based transfer test, overall decision time was significantly faster in the sequential group compared to the non-sequential group. Conclusion Findings highlight the benefits of a sequential structure of practice for the transfer of anticipatory behavior in tennis. We discuss the role of contextual information, and the importance of representative task design, for the testing and training of perceptual-cognitive skills in sport. PMID:28355263

Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

PubMed

Smeding, Annique; Darnon, Céline; Souchal, Carine; Toczek-Capelle, Marie-Christine; Butera, Fabrizio

2013-01-01

In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e., to improve students' learning), but also a selection function (i.e., to compare people, and orient them towards different positions in society). Because current assessment practices focus on the selection more than on the educational function, their characteristics fit better with norms and values shared by dominant high-status groups and may favour high-SES students over low-SES students in terms of performances. A focus on the educational function (i.e., mastery goals), instead, may support low-SES students' achievement, but empirical evidence is currently lacking. The present research set out to provide such evidence and tested, in two field studies and a randomised field experiment, the hypothesis that focusing on University's educational function rather than on its selection function may reduce the SES achievement gap. Results showed that a focus on learning, mastery-oriented goals in the assessment process reduced the SES achievement gap at University. For the first time, empirical data support the idea that low-SES students can perform as well as high-SES students if they are led to understand assessment as part of the learning process, a way to reach mastery goals, rather than as a way to compare students to each other and select the best of them, resulting in performance goals. This research thus provides a theoretical framework to understand the differential effects of assessment on the achievement of high and low-SES students, and paves the way toward the implementation of novel, theory-driven interventions to reduce the SES-based achievement gap at University.

Ethnic Group Differences in Educational Achievement in Fiji.

ERIC Educational Resources Information Center

Basow, Susan A.

1984-01-01

No significant relationship was found between ethnic Fijian 10th graders' scores on tests of Competitiveness, Mastery, Work Orientation, Personal Unconcern, and Self Esteem and educational achievement. It is concluded that factors relating to the meaning of achievement are more important in understanding ethnic group achievement differences in…

Fast Pitch Softball, Physical Education: 5551.10.

ERIC Educational Resources Information Center

Wilkie, Betty

This course outline is a guide for teaching the principles and fundamentals of softball in grades 7-12. The course format includes lectures, skills practice, films, game situations, class tournaments, and tests that focus on mastery of skills, understanding rules, development of techniques using team strategy and tactics, and class competition.…

Determinants of Academic Achievement: The Interaction of Children's Achievement Orientations with Skill Area.

ERIC Educational Resources Information Center

Licht, Barbara G.; Dweck, Carol S.

1984-01-01

Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

1984 TABS Final Report.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

This report presents Austin Independent School District 1984 test results on the Texas Assessment of Basics Skills (TABS). It was administered to all third, fifth and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are presented as…

Treatment Approaches for Presurgical Anxiety: A Health Care Concern.

ERIC Educational Resources Information Center

Keogh, Nancy Jones; And Others

To test the differential effectiveness of preoperative instruction (factual information, emotional expression, and trust relationship), mastery modeling, and coping modeling, 100 children, aged 7-12, were studied. Subjects from two hospitals were randomly assigned to four experimental groups and one control group: alone (the control group, N=20);…

Spatial Strategy Use during Logo Mastery: The Impact of Cognitive Style and Development Level.

ERIC Educational Resources Information Center

Easton, Charles E.; Watson, J. Allen

1993-01-01

Tested the Watson and Busch model of how children learn LOGO programing. Investigated second- and fifth-grade students' stage of cognitive development, stylistic preferences, and strategy usage. Field-independent children showed a marginal advantage over field-dependent children in learning to program in LOGO. (MM)

The Relations of Motivational Traits with Workplace Deviance

ERIC Educational Resources Information Center

Diefendorff, James M.; Mehta, Kajal

2007-01-01

The authors developed and tested new theoretical relations between approach and avoidance motivational traits and deviant work behaviors. Approach motivation was divided into 3 traits: personal mastery (i.e., desire to achieve), competitive excellence (i.e., desire to perform better than others), and behavioral activation system (BAS) sensitivity…

The Role of Partners for Employees' Recovery during the Weekend

ERIC Educational Resources Information Center

Hahn, Verena C.; Binnewies, Carmen; Haun, Sascha

2012-01-01

We examined the effects of positive and negative experiences with the partner (absorption in joint activities and conflict with the partner) during the weekend on affective states at the beginning of the following work week and tested whether recovery experiences (psychological detachment, relaxation, and mastery experiences) mediated these…

Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Wilkins, Jesse L. M.

2007-04-01

The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.

Introducing a Model for Optimal Design of Sequential Objective Structured Clinical Examinations

ERIC Educational Resources Information Center

Mortaz Hejri, Sara; Yazdani, Kamran; Labaf, Ali; Norcini, John J.; Jalili, Mohammad

2016-01-01

In a sequential OSCE which has been suggested to reduce testing costs, candidates take a short screening test and who fail the test, are asked to take the full OSCE. In order to introduce an effective and accurate sequential design, we developed a model for designing and evaluating screening OSCEs. Based on two datasets from a 10-station…

Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Framework and implementation for improving physics essential skills via computer-based practice: Vector math

NASA Astrophysics Data System (ADS)

Mikula, Brendon D.; Heckler, Andrew F.

2017-06-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

How students' achievement goals shape their beliefs about effective teaching: a 'build-a-professor' study.

PubMed

Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia

2012-09-01

Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students' academic achievement goals. The present study tested the hypothesis that students pursuing mastery goals favour instructors who stimulate and challenge them intellectually, whereas those pursuing performance goals favour instructors who present material clearly and provide clear cues about how to succeed. Participants were 157 students at a 4-year public university. Participants designed the ideal professor through a hypothetical combination of nine widely valued instructor qualities, such as enthusiasm, presentation clarity, and an interactive teaching style. The more they acquired of any one instructor quality, the less they could acquire of the others, thus compelling students to distinguish necessary qualities from desirable luxury qualities. Students' achievement goals corresponded to their views about the most essential instructor qualities. Mastery goals predicted greater demand for professors who intellectually challenge students and possess topic expertise, whereas performance goals predicted high demand for professors who present material clearly and provide cues about how to succeed in the course. The findings support emerging theorizing about how mastery and performance goals nudge students to pursue different learning agendas, with distinct consequences to their learning experience. ©2011 The British Psychological Society.

Metacognition moderates the relationship of disturbances in attachment with severity of borderline personality disorder among persons in treatment of substance use disorders.

PubMed

Outcalt, Jared; Dimaggio, Giancarlo; Popolo, Raffaele; Buck, Kelly; Chaudoin-Patzoldt, Kelly A; Kukla, Marina; Olesek, Kyle L; Lysaker, Paul H

2016-01-01

Borderline personality disorder traits have been observed to be linked with both insecure attachment styles as well as deficits in mentalizing and metacognition. Less is known, however, about how attachment style does or does not interact with deficits in mentalizing and metacognition to create, sustain, or influence levels of borderline personality disorder traits. In this study, we examined the hypothesis that metacognitive mastery, which is the ability to use knowledge about mental states of self and others to cope with distress and solve social problems, moderates the relationship of anxious attachment style with the severity of borderline personality disorder traits. Concurrent assessments were gathered of metacognitive mastery using the Metacognitive Assessment Scale Abbreviated, anxious attachment style using the Experiences of in Close Relationships Scale, and borderline personality disorder traits using the Structured Clinical Interview for DSM-IV Axis II Disorders. Participants were 59 adults in an early phase of recovery from substance use disorders in a residential setting. Multiple regression revealed that metacognitive mastery moderated the relationship of anxious attachment style with the number of borderline personality disorder traits. A median split of the anxious attachment and metacognitive mastery scores was performed yielding 4 groups. An analysis of covariance revealed that participants with higher levels of anxious attachment and poorer metacognitive mastery had more borderline personality disorder traits did than the other groups after controlling for levels of psychopathology. Insecure attachment may be associated with higher number of borderline personality disorder traits in the presence of deficits in metacognitive mastery. Patients with substance use and borderline personality disorder traits may benefit from treatment which addresses metacognitive mastery. Published by Elsevier Inc.

Organizational and media stress among professional football players: testing an achievement goal theory model.

PubMed

Kristiansen, E; Halvari, H; Roberts, G C

2012-08-01

The purpose of this study was to investigate media and coach-athlete stress experienced by professional football players and their relationship to motivational variables by testing an achievement goal theory (AGT) stress model. In order to do so, we developed scales specifically designed to assess media and coach-athlete stress. Eighty-two elite football players (M(age) =25.17 years, SD=5.19) completed a series of questionnaires. Correlations and bootstrapping were used as primary statistical analyses, supplemented by LISREL, to test the hypotheses. Results revealed that a mastery climate was directly and negatively associated with coach-athlete stress, while a performance climate was directly and positively associated with coach-athlete stress. In addition, an indirect positive path between the performance climate and media stress was revealed through ego orientation. These findings support some of the key postulates of AGT; a mastery climate reduces the perception of stress among athletes, and the converse is true for a performance climate. Coaches of elite footballers are advised to try to reduce the emphasis on performance criteria because of its stress-reducing effects. © 2011 John Wiley & Sons A/S.

Improving the identification accuracy of senior witnesses: do prelineup questions and sequential testing help?

PubMed

Memon, Amina; Gabbert, Fiona

2003-04-01

Eyewitness research has identified sequential lineup testing as a way of reducing false lineup choices while maintaining accurate identifications. The authors examined the usefulness of this procedure for reducing false choices in older adults. Young and senior witnesses viewed a crime video and were later presented with target present orabsent lineups in a simultaneous or sequential format. In addition, some participants received prelineup questions about their memory for a perpetrator's face and about their confidence in their ability to identify the culprit or to correctly reject the lineup. The sequential lineup reduced false choosing rates among young and older adults in target-absent conditions. In target-present conditions, sequential testing significantly reduced the correct identification rate in both age groups.

The influence of family unions and parenthood transitions on self-development.

PubMed

Chen, Eva Yi-Ju; Enright, Robert D; Tung, Eli Yi-Liang

2016-04-01

The present study discusses the impact of union and parenthood transitions on individuals' self-esteem and sense of mastery development from midadolescence to young adulthood by using multilevel analyses with longitudinal data of 7,339 individuals between ages 15 and 38. The results show that, first, individuals in marital unions show significantly greater rates of growth in self-esteem and sense of mastery, compared with singles. Therefore, entering into marriage provides greater protections to individuals' self-esteem and sense of mastery. Second, the transition to parenthood brings significant decreases in levels and increases in rates of change in self-esteem and sense of mastery among new parents. The degree of the aforementioned changes differs by new parents' gender, union status, and living arrangement with the child at childbirth. Women are influenced more negatively than men. Living with the child at childbirth reduces the degree of decreases in self-esteem and sense of mastery, especially for mothers. In sum, from midadolescence to young adulthood, the development of individuals' self-esteem and sense of mastery is shaped by their union and parenthood transitions. Moreover, the context where these transitions take place, including the type of union and the living arrangement, moderates the degree of the impact. Our findings have important implications for research and practice in promoting the family transition experience. (c) 2016 APA, all rights reserved).

Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement.

PubMed

Butler, Ruth

2006-09-01

The aims of this research were to examine the predictions that (a) the kind of evaluation pupils anticipate will influence their initial achievement goals and, as a result, the quality and consequences of task engagement; and (b) initial mastery goals will promote new learning and intrinsic motivation and initial ability goals will promote entity beliefs that ability is fixed. Participants were 312 secondary school pupils at ages 13-15. Pupils expected to receive normative evaluation, temporal evaluation (scores over time) or no evaluation. Mastery and ability goals were measured before pupils worked on challenging problems; intrinsic motivation and entity beliefs were measured after task completion. Anticipation of temporal evaluation enhanced initial mastery goals, anticipation of normative evaluation enhanced ability goals and the no-evaluation condition undermined both. Anticipation of temporal evaluation enhanced new learning (strategy acquisition and performance gains) and intrinsic motivation both directly and by enhancing initial mastery goals; anticipation of normative evaluation enhanced entity beliefs by enhancing ability goals. Results confirmed that evaluation conveys potent cues as to the goals of activity. They also challenged claims that both mastery and ability goals can be adaptive by demonstrating that these were differentially associated with positive versus negative processes and outcomes. Results have theoretical and applied implications for understanding and improving evaluative practices and student motivation.

The Relevance of Visual Sequential Memory to Reading.

ERIC Educational Resources Information Center

Crispin, Lisa; And Others

1984-01-01

Results of three visual sequential memory tests and a group reading test given to 19 elementary students are discussed in terms of task analysis and structuralist approaches to analysis of reading skills. Relation of visual sequential memory to other reading subskills is considered in light of current reasearch. (CMG)

Analysis of problem solving in terms of cognitive style

NASA Astrophysics Data System (ADS)

Anthycamurty, Rr C. C.; Mardiyana; Saputro, D. R. S.

2018-03-01

The purpose of this study was to analyze the problem solving based on the type of cognitive style. Subjects used in this study are students of class X SMK located in Purworejo. The method used in this research is qualitative descriptive. Data collection techniques used in this research is a problem-solving test to determine student problem solving and GEFT to determine the type of cognitive style possessed by students. The result of this research is to determine the mastery of each type in cognitive style, that is Field Independent type and Field Dependent type on problem solving indicator. The impact of this research is the teacher can know the mastery of student problem solving on each type of cognitive style so that teacher can determine the proper way of delivering to student at next meeting.

Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

NASA Astrophysics Data System (ADS)

Vedder-Weiss, Dana; Fortus, David

2018-02-01

Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

Study Modules for Calculus-Based General Physics. [Includes Modules 11-14: Collisions; Equilibrium of Rigid Bodies; Rotational Dynamics; and Fluid Mechanics].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 8-10: Conservation of Energy; Impulse and Momentum; and Rotational Motion].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Are Case Studies a Good Teaching Tool for CS1?

DTIC Science & Technology

1995-01-01

old AP/CS tests to compare our students’ performance against the results obtained by ETS. Currently, the introductory courses at CMU are taught using...Carrasquel, J., Goldenson, D. & Miller, P. L. (1985). Competency Testing in Introductory Computer Science: The Mastery Examination at Carnegie Mellon... courses is that many places do not have enough facilities (or the necessary time) required for long programming assignments. In our opinion, using case

Study Modules for Calculus-Based General Physics. [Includes Modules 3-5: Planar Motion; Newton's Laws; and Vector Multiplication].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 27-30: Direct-Current Circuits; Magnetic Forces; Ampere's Law; and Faraday's Law].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules indlude study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Impression management and achievement motivation: Investigating substantive links.

PubMed

Elliot, Andrew J; Aldhobaiban, Nawal; Murayama, Kou; Kobeisy, Ahmed; Gocłowska, Małgorzata A; Khyat, Aber

2018-02-01

In this research, we investigate impression management (IM) as a substantive personality variable by linking it to differentiated achievement motivation constructs, namely achievement motives (workmastery, competitiveness, fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance). Study 1 revealed that IM was a positive predictor of workmastery and a negative predictor of competitiveness (with and without self-deceptive enhancement (SDE) controlled). Studies 2a and 2b revealed that IM was a positive predictor of mastery-approach goals and mastery-avoidance goals (without and, in Study 2b, with SDE controlled). These findings highlight the value of conceptualising and utilising IM as a personality variable in its own right and shed light on the nature of the achievement motive and achievement goal constructs. © 2016 International Union of Psychological Science.

Relationship between Intellectual Status and Reading Skills for Developmentally Disabled Children.

ERIC Educational Resources Information Center

Bloom, Allan; And Others

1981-01-01

For 80 developmentally disabled children (ages 6-10), scores on the Woodcock Reading Mastery Tests correlated moderately and significantly with IQ. Abstract reading skills correlated more fully with WISC-R Full Scale IQ than did concrete skills. The emotional importance of concrete learning patterns to these children is noted. (Author/SJL)

How Students' Achievement Goals Shape Their Beliefs about Effective Teaching: A "Build-a-Professor" Study

ERIC Educational Resources Information Center

Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia

2012-01-01

Background: Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students' academic achievement goals. Aims: The present study tested the hypothesis that students pursuing mastery goals favour instructors who…

AN INDIVIDUAL APPROACH TO THE TEACHING OF UNITED STATES HISTORY.

ERIC Educational Resources Information Center

HOLMES, CHARLES

THIS DOCUMENT EXPLAINS THE INDIVIDUAL APPROACH TO THE TEACHING OF UNITED STATES HISTORY TO EIGHTH GRADERS AT MEEKER, COLORADO. THE PROGRAM IS STRUCTURED SO THAT AFTER A STUDENT DEMONSTRATES MASTERY OF A CHAPTER THROUGH A SHORT OBJECTIVE TEST, HE THEN INVESTIGATES ENRICHMENT MATERIALS SUCH AS FILMSTRIPS, TAPES, RECORDS, BOOKS, AND PICTURE…

Brain Event-Related Potential Correlates of Concept Learning.

ERIC Educational Resources Information Center

Federico, Pat-Anthony

An irrelevant auditory probe procedure was used to evoke brain event-related potentials (ERPs) in 56 Navy recruits while they learned pulsed radar concepts presented to them in study booklets. A mastery test was administered to assess concept acquisition. The research issue was whether brain ERPs recorded while students are in the process of…

Intercontinental Telehealth Coaching of Therapists to Improve Verbalizations by Children with Autism

ERIC Educational Resources Information Center

Barkaia, Ana; Stokes, Trevor F.; Mikiashvili, Tamar

2017-01-01

This study examined the effects of intercontinental telehealth coaching on the mastery of therapists' skills and improvements in verbalizations by children with autism, testing whether telehealth can be a solution for underserved communities in developing countries such as Georgia-Sakartvelo in Eastern Europe. Three therapists delivering and three…

Distractor Plausibility and Criterion Placement in Recognition

ERIC Educational Resources Information Center

Benjamin, Aaron S.; Bawa, Sameer

2004-01-01

To set an optimal decision criterion on a test of recognition, a subject must estimate the degree to which they can discriminate previously studied from unstudied stimuli. To do so accurately, the subject must assess not only their mastery of the material but also the extent to which the distractors yield mnemonic evidence that makes them…

An Analysis of Learned Helplessness: Continuous Changes in Performance, Strategy, and Achievement Cognitions Following Failure

ERIC Educational Resources Information Center

Diener, Carol I.; Dweck, Carol S.

1978-01-01

Two studies examined the cognitive-motivational differences between helpless and mastery-oriented children by analyzing the effects of failure feedback on problem solving strategies during testing and identifying semantic differences in children's verbalizations following failure on task. Subjects were fifth graders of both sexes. (CM)

Informing Instruction of Students with Autism in Public School Settings

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

Maryland School Performance Program. Outcomes, Standards, & High-Stakes Accountability: Perspectives from Maryland and Kentucky.

ERIC Educational Resources Information Center

Haigh, John A.

This document presents a collection of materials on school performance in Maryland, especially as demonstrated in the Maryland School Performance Assessment Program (MSPAP) and the Independence Mastery Assessment Program (IMAP) for some special needs students. The MSPAP is a testing program administered to third, fifth, and eighth grade students…

Project RICE (Responsive Inner City Education).

ERIC Educational Resources Information Center

Mattai, P. Rudy

Project RICE (Responsive Inner City Education) prepared a cadre of 36 teachers drawn from majority and minority populations in 3 inner-city schools in Buffalo (New York) to complement mastery of subject matter with appropriate pedagogical styles. The project was designed to test the hypothesis that minority students in inner-city schools do not…

Operationalizing Levels of Academic Mastery Based on Vygotsky's Theory: The Study of Mathematical Knowledge

ERIC Educational Resources Information Center

Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry

2015-01-01

The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…

Procrastination and the 2 x 2 Achievement Goal Framework in Malaysian Undergraduate Students

ERIC Educational Resources Information Center

Ganesan, Rajalakshmi; Mamat, Norul Hidayah Bt; Mellor, David; Rizzuto, Laura; Kolar, Christina

2014-01-01

The present study investigated academic procrastination in the context of the 2 x 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and…

Exploring Sex Differences in Worry with a Cognitive Vulnerability Model

ERIC Educational Resources Information Center

Zalta, Alyson K.; Chambless, Dianne L.

2008-01-01

A multivariate model was developed to examine the relative contributions of mastery, stress, interpretive bias, and coping to sex differences in worry. Rumination was incorporated as a second outcome variable to test the specificity of these associations. Participants included two samples of undergraduates totaling 302 men and 379 women. A path…

How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

ERIC Educational Resources Information Center

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2016-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and…

Novice Users' Misconceptions of BASIC Programming Statements. Report No. 82-1.

ERIC Educational Resources Information Center

Bayman, Piraye; Mayer, Richard E.

The nature of novice programmers' mental models for BASIC statements following preliminary BASIC instruction was assessed with 30 undergraduates who were taught BASIC through a self-paced, mastery manual and who were simultaneously given hands-on access to an Apple II microcomputer. Following instruction, the students were tested to determine…

Maternal Overcontrol and Child Anxiety: The Mediating Role of Perceived Competence

ERIC Educational Resources Information Center

Affrunti, Nicholas W.; Ginsburg, Golda S.

2012-01-01

Previous research has shown that maternal overcontrol is related to higher levels of child anxiety. It has been theorized, though not empirically tested, that maternal overcontrol decreases child perceived competence and mastery, which increases child anxiety. The present study investigated this theory using a sample of 89 mother-child dyads…

The Accountability Illusion

ERIC Educational Resources Information Center

Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna

2009-01-01

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…

A Bayesian Method for Evaluating Trainee Proficiency. Technical Paper 323.

ERIC Educational Resources Information Center

Epstein, Kenneth I.; Steinheiser, Frederick H., Jr.

A multiparameter, programmable model was developed to examine the interactive influence of certain parameters on the probability of deciding that an examinee had attained a specified degree of mastery. It was applied within the simulated context of performance testing of military trainees. These parameters included: (1) the number of assumed…

Test pattern generation for ILA sequential circuits

NASA Technical Reports Server (NTRS)

Feng, YU; Frenzel, James F.; Maki, Gary K.

1993-01-01

An efficient method of generating test patterns for sequential machines implemented using one-dimensional, unilateral, iterative logic arrays (ILA's) of BTS pass transistor networks is presented. Based on a transistor level fault model, the method affords a unique opportunity for real-time fault detection with improved fault coverage. The resulting test sets are shown to be equivalent to those obtained using conventional gate level models, thus eliminating the need for additional test patterns. The proposed method advances the simplicity and ease of the test pattern generation for a special class of sequential circuitry.

Computerized Classification Testing with the Rasch Model

ERIC Educational Resources Information Center

Eggen, Theo J. H. M.

2011-01-01

If classification in a limited number of categories is the purpose of testing, computerized adaptive tests (CATs) with algorithms based on sequential statistical testing perform better than estimation-based CATs (e.g., Eggen & Straetmans, 2000). In these computerized classification tests (CCTs), the Sequential Probability Ratio Test (SPRT) (Wald,…

Education, sense of mastery and mental health: results from a nation wide health monitoring study in Norway

PubMed Central

Dalgard, Odd Steffen; Mykletun, Arnstein; Rognerud, Marit; Johansen, Rune; Zahl, Per Henrik

2007-01-01

Background Earlier studies have shown that people with low level of education have increased rates of mental health problems. The aim of the present study is to investigate the association between level of education and psychological distress, and to explore to which extent the association is mediated by sense of mastery, and social variables like social support, negative life events, household income, employment and marital status. Methods The data for the study were obtained from the Level of Living Survey conducted by Statistics Norway in 2002. Data on psychological distress and psychosocial variables were gathered by a self-administered questionnaire, whereas socio-demographic data were based on register statistics. Psychological distress was measured by Hopkins Symptom Checklist 25 items. Results There was a significant association between low level of education and psychological distress in both genders, the association being strongest in women aged 55–67 years. Low level of education was also significantly associated with low sense of mastery, low social support, many negative life events (only in men), low household income and unemployment,. Sense of mastery emerged as a strong mediating variable between level of education and psychological distress, whereas the other variables played a minor role when adjusting for sense of mastery. Conclusion Low sense of mastery seems to account for much of the association between low educational level and psychological distress, and should be an important target in mental health promotion for groups with low level of education. PMID:17519014

Determinants of attitudes towards professional mental health care, informal help and self-reliance in people with subclinical depression.

PubMed

van Zoonen, Kim; Kleiboer, Annet; Cuijpers, Pim; Smit, Jan; Penninx, Brenda; Verhaak, Peter; Beekman, Aartjan

2016-02-01

Although little is known about which people with subclinical depression should receive care to prevent the onset of depression, it is clear that remediating symptoms of depression is important. However, depending on the beliefs people hold about help, some people will seek professional help, while others seek informal help or solve problems on their own. This study examined associations between attitudes about help and socio-demographic variables, mastery, severity of depressive symptoms, accessibility to care, and health care utilization at baseline and 4-year follow-up. Data were derived from a large cohort study, the Netherlands Study of Depression and Anxiety (NESDA). A total of 235 respondents with subclinical depression completed questionnaires at baseline and follow-up. Attitude was assessed using a short version of the 'Trust in mental health care' questionnaire. Positive attitude towards professional care was associated with being male, younger age, higher mastery and easy accessibility to care. Positive attitude towards informal help was associated with higher mastery and unemployment. Older age, less accessibility to care and lower mastery were associated with positive attitude towards self-reliance. A change in care utilization was associated with positive attitudes towards professional care at follow-up. People differ in the way they cope with symptoms which may influence their preferred care. Higher levels of mastery were positively associated with professional and informal care, but negatively associated with self-reliance. Both age and mastery showed relatively large effect sizes. © The Author(s) 2015.

Behavioral activation: Is it the expectation or achievement, of mastery or pleasure that contributes to improvement in depression?

PubMed

Furukawa, Toshi A; Imai, Hissei; Horikoshi, Masaru; Shimodera, Shinji; Hiroe, Takahiro; Funayama, Tadashi; Akechi, Tatsuo

2018-06-06

Behavioral activation (BA) is receiving renewed interest as a stand-alone or as a component of cognitive-behavior therapy (CBT) for depression. However, few studies have examined which aspects of BA are most contributory to its efficacy. This is a secondary analysis of a 9-week randomized controlled trial of smartphone CBT for patients with major depression. Depression severity was measured at baseline and at end of treatment by the Patient Health Questionnaire-9. All aspects of behavioral activation tasks that the participants had engaged in, including their expected mastery and pleasure and obtained mastery and pleasure, were recorded in the web server. We examined their contribution to improvement in depression as simple correlations and in stepwise multivariable linear regression. Among the 78 patients who completed at least one behavioral experiment, all aspects of expected or achieved mastery or pleasure correlated with change in depression severity. Discrepancy between the expectation and achievement, representing unexpected gain in mastery or pleasure, was not correlated. In stepwise regression, expected mastery and pleasure, especially the maximum level of the latter, emerged as the strongest contributing factors. The study is observational and cannot deduce cause-effect relationships. It may be the expected and continued sense of pleasure in planning activities that are most meaningful and rewarding to individuals, and not the simple level or amount of obtained pleasure, that contributes to the efficacy of BA. Copyright © 2018. Published by Elsevier B.V.

Effect of motivational climate profiles on motivational indices in team sport.

PubMed

Ommundsen, Y; Roberts, G C

1999-12-01

Contemporary perspectives of achievement motivation have been based on social cognitive theories which give motivational climate a central place in the regulation of subsequent affective states, cognitions and behaviour in achievement contexts. This study examined the relationship between different profiles of the motivational climate in teamsport and achievement, and socially related cognitions among Norwegian team sport athletes. Players (N= 148) assessed their perception of the motivational climate using the Norwegian version of the Motivational climate in sport questionnaire, sources of satisfaction in team sport, achievement strategies, perceived purposes of sport, and conceptions of ability. Multivariate analysis of variance (2x2) showed both main effects for profiles of the motivational climate and an interaction effect. Athletes perceiving the climate as high in mastery and high in performance oriented criteria reported psychological responses that were more adaptative than those perceiving the climate as low in mastery and high in performance criteria. With one exception, the findings showed that those high in mastery and low in performance were more likely to emphasise self-referenced criteria when judging perceived ability in team sport. For both social responsibility and lifetime skills as purposes in sport, it was the high performance and low mastery athletes who were least likely to endorse these purposes. And importantly, the high mastery climate seemed to moderate the impact of being in a high performance climate. The pattern of findings suggests that perceiving the motivational climate as performance oriented may not be motivationally maladaptive when accompanied by mastery oriented situational cues.

Monte Carlo Simulation of Sudden Death Bearing Testing

NASA Technical Reports Server (NTRS)

Vlcek, Brian L.; Hendricks, Robert C.; Zaretsky, Erwin V.

2003-01-01

Monte Carlo simulations combined with sudden death testing were used to compare resultant bearing lives to the calculated hearing life and the cumulative test time and calendar time relative to sequential and censored sequential testing. A total of 30 960 virtual 50-mm bore deep-groove ball bearings were evaluated in 33 different sudden death test configurations comprising 36, 72, and 144 bearings each. Variations in both life and Weibull slope were a function of the number of bearings failed independent of the test method used and not the total number of bearings tested. Variation in L10 life as a function of number of bearings failed were similar to variations in lift obtained from sequentially failed real bearings and from Monte Carlo (virtual) testing of entire populations. Reductions up to 40 percent in bearing test time and calendar time can be achieved by testing to failure or the L(sub 50) life and terminating all testing when the last of the predetermined bearing failures has occurred. Sudden death testing is not a more efficient method to reduce bearing test time or calendar time when compared to censored sequential testing.

"G.P.S Matrices" programme: A method to improve the mastery level of social science students in matrices operations

NASA Astrophysics Data System (ADS)

Lee, Ken Voon

2013-04-01

The purpose of this action research was to increase the mastery level of Form Five Social Science students in Tawau II National Secondary School in the operations of addition, subtraction and multiplication of matrices in Mathematics. A total of 30 students were involved. Preliminary findings through the analysis of pre-test results and questionnaire had identified the main problem faced in which the students felt confused with the application of principles of the operations of matrices when performing these operations. Therefore, an action research was conducted using an intervention programme called "G.P.S Matrices" to overcome the problem. This programme was divided into three phases. 'Gift of Matrices' phase aimed at forming matrix teaching aids. The second and third phases were 'Positioning the Elements of Matrices' and 'Strenghtening the Concept of Matrices'. These two phases were aimed at increasing the level of understanding and memory of the students towards the principles of matrix operations. Besides, this third phase was also aimed at creating an interesting learning environment. A comparison between the results of pre-test and post-test had shown a remarkable improvement in students' performances after implementing the programme. In addition, the analysis of interview findings also indicated a positive feedback on the changes in students' attitude, particularly in the aspect of students' understanding level. Moreover, the level of students' memory also increased following the use of the concrete matrix teaching aids created in phase one. Besides, teachers felt encouraging when conducive learning environment was created through students' presentation activity held in third phase. Furthermore, students were voluntarily involved in these student-centred activities. In conclusion, this research findings showed an increase in the mastery level of students in these three matrix operations and thus the objective of the research had been achieved.

Diagnostic value of tendon thickness and structure in the sonographic diagnosis of supraspinatus tendinopathy: room for a two-step approach.

PubMed

Arend, Carlos Frederico; Arend, Ana Amalia; da Silva, Tiago Rodrigues

2014-06-01

The aim of our study was to systematically compare different methodologies to establish an evidence-based approach based on tendon thickness and structure for sonographic diagnosis of supraspinatus tendinopathy when compared to MRI. US was obtained from 164 symptomatic patients with supraspinatus tendinopathy detected at MRI and 42 asymptomatic controls with normal MRI. Diagnostic yield was calculated for either maximal supraspinatus tendon thickness (MSTT) and tendon structure as isolated criteria and using different combinations of parallel and sequential testing at US. Chi-squared tests were performed to assess sensitivity, specificity, and accuracy of different diagnostic approaches. Mean MSTT was 6.68 mm in symptomatic patients and 5.61 mm in asymptomatic controls (P<.05). When used as an isolated criterion, MSTT>6.0mm provided best results for accuracy (93.7%) when compared to other measurements of tendon thickness. Also as an isolated criterion, abnormal tendon structure (ATS) yielded 93.2% accuracy for diagnosis. The best overall yield was obtained by both parallel and sequential testing using either MSTT>6.0mm or ATS as diagnostic criteria at no particular order, which provided 99.0% accuracy, 100% sensitivity, and 95.2% specificity. Among these parallel and sequential tests that provided best overall yield, additional analysis revealed that sequential testing first evaluating tendon structure required assessment of 258 criteria (vs. 261 for sequential testing first evaluating tendon thickness and 412 for parallel testing) and demanded a mean of 16.1s to assess diagnostic criteria and reach the diagnosis (vs. 43.3s for sequential testing first evaluating tendon thickness and 47.4s for parallel testing). We found that using either MSTT>6.0mm or ATS as diagnostic criteria for both parallel and sequential testing provides the best overall yield for sonographic diagnosis of supraspinatus tendinopathy when compared to MRI. Among these strategies, a two-step sequential approach first assessing tendon structure was advantageous because it required a lower number of criteria to be assessed and demanded less time to assess diagnostic criteria and reach the diagnosis. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Study Modules for Calculus-Based General Physics. [Includes Modules 18-20: Sound; Temperature, Heat, and Thermodynamics: First Law; and Kinetic Theory of Gases].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 31-34: Inductance; Wave Properties of Light; Interference; and Introduction to Quantum Physics].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is Part of a series of 41 Calculus Based Physics (CBP) modules totaling about 1,000 Pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized courses in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 1 and 2: Dimensions and Vector Addition; Rectilinear Motion; plus a Trigonometry and Calculus Review].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

SENSE OF CONTROL AND SELF-REPORTED HEALTH IN A POPULATION-BASED SAMPLE OF OLDER AMERICANS: ASSESSMENT OF POTENTIAL CONFOUNDING BY AFFECT, PERSONALITY, AND SOCIAL SUPPORT

PubMed Central

Ward, Michael M.

2012-01-01

Background Sense of control has been linked to improved health outcomes, but it is unclear if this association is independent of other psychosocial factors. Purpose To test the strength of association between sense of control and self-reported health after adjustment for positive and negative affect, “Big 5” personality factors, and social support. Method Data on sense of control (measured by personal mastery, perceived constraints, and a health-specific rating of control), affect, personality, social support, and two measures of self-reported health (global rating of fair or poor health, and presence of functional limitations) were obtained on 6891 participants in the Health and Retirement Study, a population-based survey of older Americans. The cross-sectional association between sense of control measures and each measure of self-reported health was tested in hierarchical logistic regression models, before and after adjustment for affect, personality, and social support. Results Participants with higher personal mastery were less likely to report fair/poor health (odds ratio 0.76 per 1-point increase) while those with higher perceived constraints were more likely to report fair/poor health (odds ratio 1.37 per 1-point increase). Associations remained after adjustment for affect, but adjustment for affect attenuated the association of personal mastery by 37% and of perceived constraints by 67%. Further adjustment for personality and social support did not alter the strength of association. Findings were similar for the health-specific rating of control, and for associations with functional limitations. Conclusions Sense of control is associated with self-reported health in older Americans, but this association is partly confounded by affect. PMID:22282403

Optimal Sequential Rules for Computer-Based Instruction.

ERIC Educational Resources Information Center

Vos, Hans J.

1998-01-01

Formulates sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. Topics include Bayesian decision theory, threshold and linear-utility structure, psychometric model, optimal sequential number of test questions, and an empirical example of sequential instructional…

Proximal antecedents and correlates of adopted error approach: a self-regulatory perspective.

PubMed

Van Dyck, Cathy; Van Hooft, Edwin; De Gilder, Dick; Liesveld, Lillian

2010-01-01

The current study aims to further investigate earlier established advantages of an error mastery approach over an error aversion approach. The two main purposes of the study relate to (1) self-regulatory traits (i.e., goal orientation and action-state orientation) that may predict which error approach (mastery or aversion) is adopted, and (2) proximal, psychological processes (i.e., self-focused attention and failure attribution) that relate to adopted error approach. In the current study participants' goal orientation and action-state orientation were assessed, after which they worked on an error-prone task. Results show that learning goal orientation related to error mastery, while state orientation related to error aversion. Under a mastery approach, error occurrence did not result in cognitive resources "wasted" on self-consciousness. Rather, attention went to internal-unstable, thus controllable, improvement oriented causes of error. Participants that had adopted an aversion approach, in contrast, experienced heightened self-consciousness and attributed failure to internal-stable or external causes. These results imply that when working on an error-prone task, people should be stimulated to take on a mastery rather than an aversion approach towards errors.

Mastery Without Mystery: Why there is no Promethean Sin in Enhancement

PubMed Central

Kahane, Guy

2011-01-01

Several authors have suggested that we cannot fully grapple with the ethics of human enhancement unless we address neglected questions about our place in the world, questions that verge on theology but can be pursued independently of religion. A prominent example is Michael Sandel, who argues that the deepest objection to enhancement is that it expresses a Promethean drive to mastery which deprives us of openness to the unbidden and leaves us with nothing to affirm outside our own wills. Sandel's argument against enhancement has been criticized, but his claims about mastery and the unbidden, and their relation to religion, have not yet received sufficient attention. I argue that Sandel misunderstands the notions of mastery and the unbidden and their significance. Once these notions are properly understood, they have surprising implications. It turns out that the value of openness to the unbidden is not just independent of theism, as Sandel claims, but is in fact not even fully compatible with it. But in any case that value cannot support Sandel's objection to enhancement. This is because it is not enhancement but certain forms of opposition to enhancement that are most likely to express a pernicious drive to mastery. PMID:22318775

Caregiving Subgroups Differences in the Associations Between the Resilience Resources and Life Satisfaction

PubMed Central

Kim, Seungyoun; Knight, Bob G.

2016-01-01

Using a model of resilience, this study compared the direct and indirect associations between resilience resources (sense of mastery, openness to experience, emotion regulation, and social support) and life satisfaction among caregiving subgroups (spouses, adult-children, and parents). Participants were included from the survey of Midlife in the United States (MIDUS II). Estimates of direct and indirect relationships between the resources and life satisfaction were calculated for each subgroup, and differences in the relationships between subgroups were tested. The direct positive relationships between sense of mastery and life satisfaction were significant and stronger for spouses and parents than for adult-children. In contrast, an indirect relationship through social support between the two variables was stronger for adult-children than for spouses. Openness to experience had a direct positive link to life satisfaction among spouses, and emotion regulation was directly related to life satisfaction among parents. We suggested targeted interventions for caregiving subgroups. PMID:27655236

The relations of motivational traits with workplace deviance.

PubMed

Diefendorff, James M; Mehta, Kajal

2007-07-01

The authors developed and tested new theoretical relations between approach and avoidance motivational traits and deviant work behaviors. Approach motivation was divided into 3 traits: personal mastery (i.e., desire to achieve), competitive excellence (i.e., desire to perform better than others), and behavioral activation system (BAS) sensitivity (i.e., responsiveness to rewards). Avoidance motivation, which reflects one's sensitivity to negative stimuli and the desire to escape such stimuli, was conceptualized as a unitary construct. Using structural equation modeling, the authors examined the relations of these 4 motivational traits with interpersonal and organizational deviance in a sample of primarily part-time employees. For the approach motivation traits, results showed that personal mastery was negatively related to interpersonal and organizational deviance, BAS sensitivity was positively related to interpersonal and organizational deviance, and competitive excellence was unrelated to both types of workplace deviance. Finally, avoidance motivation was positively related to organizational deviance and interacted with organizational constraints to predict interpersonal deviance.

Does Context, Practice or Competition affect Female Athletes’ Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

PubMed Central

Fernández-Rio, Javier; Cecchini, Jose A.; Méndez-Giménez, Antonio

2017-01-01

Abstract The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation) and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance. PMID:29134051

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

NASA Astrophysics Data System (ADS)

Palmer, D. H.

2006-12-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students - many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.

Implementation of STEAM Education to Improve Mastery Concept

NASA Astrophysics Data System (ADS)

Liliawati, W.; Rusnayati, H.; Purwanto; Aristantia, G.

2018-01-01

Science Technology Engineering, Art, Mathematics (STEAM) is an integration of art into Science Technology Engineering, Mathematics (STEM). Connecting art to science makes learning more effective and innovative. This study aims to determine the increase in mastery of the concept of high school students after the application of STEAM education in learning with the theme of Water and Us. The research method used is one group Pretest-posttest design with students of class VII (n = 37) junior high school. The instrument used in the form of question of mastery of concepts in the form of multiple choices amounted to 20 questions and observation sheet of learning implementation. The results of the study show that there is an increase in conceptualization on the theme of Water and Us which is categorized as medium (=0, 46) after the application of the STEAM approach. The conclusion obtained that by applying STEAM approach in learning can improve the mastery of concept

Mastering one's destiny: mastery goals promote challenge and success despite social identity threat.

PubMed

Stout, Jane G; Dasgupta, Nilanjana

2013-06-01

We used an achievement goal framework to enhance identity-threatened individuals' motivation and performance by way of an understudied mechanism, namely, challenge appraisals. In three experiments, women were given a mastery goal (focus on building skills) or a performance goal (perform well, avoid errors) before a mock job interview. Women who focused on mastery rather than performance felt more challenged and less threatened when anticipating an identity-threatening interview; goals did not affect appraisals of a nonthreatening interview (Experiment 1). Mastery relative to performance goals enhanced women's intention to be assertive (Experiment 2) and their actual face-to-face performance during the job interview (Experiment 3); challenge appraisals (but not threat appraisals) served as a mediator for these effects. Whereas a great deal of prior work has alleviated identity threat by altering construals of one's identity, the current research uses an alternative strategy--modifying appraisals of the situation, leaving one's self-concept intact.

Gender differences in acculturation, stress, and salivary cortisol response among former Soviet immigrants.

PubMed

Nicholson, Lisa M; Miller, Arlene Michaels; Schwertz, Dorie; Sorokin, Olga

2013-06-01

Post-immigration adaptation is characterized by chronic and acute acculturative stressors. Salivary cortisol is a commonly used hormonal marker of stress, but few studies have investigated its use as an indicator of acculturative stress and adjustment in immigrants. The purpose of this study was to examine relationships among predictors of adjustment (environmental and language mastery), self-reported stress outcomes (depressive symptoms, perceived stress, alienation), and salivary cortisol response in immigrants from the former Soviet Union. The sample included 137 married men and women aged 42-80 who lived in the U.S. for 1-13 years. Results indicated that while men and women had similar values for cortisol response, relationships among adjustment measures, stress outcomes, and cortisol differed by gender. Among men, environmental mastery significantly reduced depressive symptoms, perceived stress, and cortisol response. Among women, environmental mastery also reduced depressive symptoms, perceived stress, and alienation, but language mastery increased cortisol response and decreased alienation.

Relationships between the coach-created motivational climate and athlete engagement in youth sport.

PubMed

Curran, Thomas; Hill, Andrew P; Hall, Howard K; Jowett, Gareth E

2015-04-01

Youth sport is a source of well-being for adolescents, yet experiences vary and attrition can be high. We sought to better understand the coach behaviors that foster positive experiences in youth sport by examining relationships between the motivational climate and athlete engagement (viz., confidence, dedication, enthusiasm, and vigor). We reasoned that a mastery climate (emphasis on effort and learning) would correspond with higher engagement, whereas a performance climate (emphasis on ability and outcome) was expected to correspond with lower engagement. Two-hundred sixty adolescent soccer players completed measures of engagement and perceived coach motivational climate. All dimensions of engagement were positively predicted by a mastery climate. Furthermore, cognitive aspects of engagement were positively predicted by a performance climate. Canonical correlation analysis indicated that a composite of engagement was positively associated with a mastery climate. Results suggest that a mastery climate offers a means of promoting higher levels of overall engagement.

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Mastery-style homework exercises in introductory physics courses: Implementation matters

NASA Astrophysics Data System (ADS)

Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Stelzer, Timothy

2018-06-01

Encouraged by positive clinical results at the University of Illinois, mastery-style homework was integrated into a large semester-long preparatory physics course via an online homework system that used narrated animated video solutions as correctives. This paper discusses the impact and evolution of the homework in its first two years. The first iteration revealed that students were frustrated and did not engage with the system in an effective way. Intending to reduce that frustration and quell negative behavior, the mastery requirement was relaxed, transfer between versions was reduced, and the addition of a direct discussion with students about the homework were implemented in its second year. The results showed that details of implementation can substantially affect students' behavior; large and statistically significant effects were observed as a reduction in frustration (with self-identified "frustrated" students dropping from 60% in 2014 to 30% in 2015) and improvement in performance (average student mastery rate of 59% to 69%).

Program Fidelity in Two "Reading Mastery" Classrooms: A View from the Inside

ERIC Educational Resources Information Center

Shelton, Nancy Rankie

2010-01-01

This article reports research that examines the impact of fidelity to a scripted program in two third-grade classrooms. The data was drawn from a study conducted in an elementary school functioning under pressure from state and district policy to increase student standardized reading test scores. Thematic analysis was used to analyze observation…

Using Higher Order Cognitive Questions in the Primary Classroom To Improve Comprehension.

ERIC Educational Resources Information Center

Coolidge, Susan W.

A teaching team leader and second grade teacher designed and implemented a 10-week practicum intervention meant to improve the inferential comprehension of 105 second graders whose reading scores on the Ginn Mastery Tests revealed a gap between inferential and literal comprehension. It was reasoned that the gap would decrease if teachers were…

The Instinct Fallacy: The Metacognition of Answering and Revising during College Exams

ERIC Educational Resources Information Center

Couchman, Justin J.; Miller, Noelle E.; Zmuda, Shaun J.; Feather, Kathryn; Schwartzmeyer, Tina

2016-01-01

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…

Aircraft Metal Skin Repair and Honeycomb Structure Repair; Sheet Metal Work 3: 9857.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course helps students determine types of repairs, compute repair sizes, and complete the repair through surface protection. Course content includes goals, specific objectives, protection of metals, repairs to metal skin, and honeycomb structure repair. A bibliography and post-test are appended. A prerequisite for this course is mastery of the…

Computer-Assisted Management of Instruction in Veterinary Public Health

ERIC Educational Resources Information Center

Holt, Elsbeth; And Others

1975-01-01

Reviews a course in Food Hygiene and Public Health at the University of Illinois College of Veterinary Medicine in which students are sequenced through a series of computer-based lessons or autotutorial slide-tape lessons, the computer also being used to route, test, and keep records. Since grades indicated mastery of the subject, the course will…

Measuring Deeper Learning through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams. Research Report

ERIC Educational Resources Information Center

Yuan, Kun; Le, Vi-Nhuan

2014-01-01

In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…

Review Question Formats and Web Design Usability in Computer-Assisted Instruction

ERIC Educational Resources Information Center

Green, Rebecca S.; Eppler, Marion A.; Ironsmith, Marsha; Wuensch, Karl L.

2007-01-01

We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that…

Multicultural Social Studies: The Local History Connection

ERIC Educational Resources Information Center

Danker, Anita C.

2003-01-01

Local history can help prepare students for standardized tests by helping them enhance their memories and possess solid understanding of the concepts that are fundamental to a particular discipline or field of study. Although it can effectively be argued that the study of local history may aid in the mastery of U.S. history topics, another often…

Developing a Construct-Based Assessment to Examine Students' Analogical Reasoning around Physical Models in Earth Science

ERIC Educational Resources Information Center

Rivet, Ann E.; Kastens, Kim A.

2012-01-01

In recent years, science education has placed increasing importance on learners' mastery of scientific reasoning. This growing emphasis presents a challenge for both developers and users of assessments. We report on our effort around the conceptualization, development, and testing the validity of an assessment of students' ability to reason around…

How Does PISA Assess Science Literacy? PISA in Focus. No. 66

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

The most recent round of the assessment, PISA 2015, focused on 15-year-olds' science literacy, defined as "the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen". To succeed on the PISA science test, students had to display their mastery of three skills: explaining phenomena…

Perception of Secondary School Teachers on Teaching Reading Skills in Content Areas

ERIC Educational Resources Information Center

Faulk, Stephen L.

2013-01-01

Reading is an essential skill in education and the current technologically-driven workforce, yet it is a skill that is not mastered by all. Secondary students in a school district in central Alabama have demonstrated a low mastery rate on the reading portion of a standardized test. This quantitative research study used a non-experimental…

Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2. Experimental. Level K.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

This document is part 2 of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…

Texas Assessment of Basic Skills (TABS). Austin Independent School District. Final Report, 1985.

ERIC Educational Resources Information Center

Defino, Maria E.

This report presents the Austin (Texas) Independent School District's 1985 test results on the Texas Assessment of Basic Skills (TABS). It was administered to all third, fifth, and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are…

How Do Students' Mastery and Performance Goals Relate to Math Anxiety?

ERIC Educational Resources Information Center

Furner, Joseph M.; Gonzalez-DeHass, Alyssa

2011-01-01

A changing, economically competitive world has necessitated reform in mathematics education. Yet mathematics anxiety has been a prevalent concern among educators and others in our society for decades. Some students tend to be more anxious about the testing process and can often freeze up, others just cringe when they are confronted with any form…

Use of Direct Instruction to Teach Reading to Students with Significant Cognitive Impairments: Student Outcomes and Teacher Perceptions

ERIC Educational Resources Information Center

Kanfush, Philip Michael, III.

2010-01-01

The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction…

Beginning Skin and Scuba Diving, Physical Education: 5551.69.

ERIC Educational Resources Information Center

Roberts, Millie

This course outline is a guide for teaching the principles and basic fundamentals of beginning skin and scuba diving in grades 7-12. The course format includes lectures, skills practice, films, and tests that focus on mastery of skills and understanding correct usage of skin and scuba equipment. Course content includes the following: (a) history,…

Algebra: Level II, Unit 8, Lesson 1; Powers and Roots: Lesson 2; Geometry: Lesson 3; Number Series: Lesson 4. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Algebra, Powers and Roots, Geometry, and Number Series. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

Workplace Basic Skills in the Metal Casting Industry for World Class Process and Technology.

ERIC Educational Resources Information Center

Rasmussen, Bonnie

A workplace basic skills project for the metal casting industry was established jointly by Central Alabama Community College and Robinson Foundry, Inc. Evaluation of the project was made through a commercial test of hourly workers' general literacy level gains, instructor-developed pre- and posttests of mastery of the industrial process and…

External Evaluation of CDC Homestudy Course 3010-G, "Community Hygiene."

ERIC Educational Resources Information Center

Gantt, Judy M.; Terrell, Edward L.

A study examined the impact of the Centers for Disease Control's home study course in community hygiene on the job performance of 45 sanitarians in 30 districts throughout North Carolina. Data were collected from: (1) pre- and post-tests that evaluated the sanitarians' mastery of knowledge in such areas as water supply, sewage disposal, solid…

The Jig Experiment: Development and Evaluation of a Cultural Dance Active Video Game for Promoting Youth Fitness

ERIC Educational Resources Information Center

Rincker, Meg; Misner, Susan

2017-01-01

School physical education teachers promote fitness by offering children a variety of aerobic activities. Our interdisciplinary team developed a cultural dance active video game (AVG) and tested whether the AVG was equivalent to traditional face-to-face instructor lessons or hybrid instruction at dance mastery, increasing heart rates, and student…

A Procedure for Estimating a Criterion-Referenced Standard to Identify Educationally Deprived Children for Title I Services. Final Report.

ERIC Educational Resources Information Center

Ziomek, Robert L.; Wright, Benjamin D.

Techniques such as the norm-referenced and average score techniques, commonly used in the identification of educationally disadvantaged students, are critiqued. This study applied latent trait theory, specifically the Rasch Model, along with teacher judgments relative to the mastery of instructional/test decisions, to derive a standard setting…

"Speaking Back" from the English Periphery: Art-Work in a South Korean High School English Classroom

ERIC Educational Resources Information Center

Craig, Martin; Porter, Curt

2014-01-01

South Korean English language teaching (ELT) has typically been represented as an arena dominated by excessive competition, test preparation, and the mastery of linguistic forms (Choi & Park, 2013; Park, 2009). These notions have been compounded by stereotypical depictions of Korean students as passive learners incapable of critical thinking…

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

NASA Astrophysics Data System (ADS)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this study support the hypothesis that the intervention group students will obtain dramatically larger gains on the three measures: Cornell Critical Thinking Test, Curriculum-Oriented Test, and the Self-Efficacy in Technology and Science (SETS) survey.

Effect of motivational climate on sportspersonship among competitive youth male and female football players.

PubMed

Miller, Blake W; Roberts, Glyn C; Ommundsen, Yngvar

2004-06-01

The purpose of this study was to investigate the influence of perceived motivational climate and gender on sportspersonship behavior of competitive youth football players. Participants were 512 boy and 202 girl Norwegian youth football players (12-14 years old) competing in an international football tournament. A 2 x 2 x 2 (gender, mastery climate high and low, performance climate high and low) MANOVA produced no multivariate or interaction effects, but main effects for gender, performance climate, and mastery climate did emerge. Post hoc analyses of the simple main effects found that boys and girls were different in sportspersonship, but only in that boys were more sportspersonlike than girls on one of the four sportspersonship dimensions. Players perceiving a high mastery climate endorsed sportspersonship more than those players perceiving a low mastery climate, and players perceiving a high performance climate were less likely to endorse sportspersonship than players perceiving a low performance climate. Canonical correlation analysis revealed that a strong mastery climate was positively associated with commitment, respect for social conventions, and respect for rules and officials. A strong performance climate was negatively associated with respect and concern for social conventions and respect for rules and officials, while a positive association emerged for respect and concern for the opponent. The results of our study suggest that both boys and girls may well perceive the coach emphasizing similar criteria of success and failure and thereby a similar culture of sportspersonship, while in general a strong mastery climate leads to a higher sportspersonship orientation.

College Students' Physical Activity and Health-Related Quality of Life: An Achievement Goal Perspective.

PubMed

Zhang, Tao; Xiang, Ping; Gu, Xiangli; Rose, Melanie

2016-06-01

The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical activity, and health-related quality of life (HRQOL) in college students. Participants were 325 students (130 men and 195 women; Mage = 21.4 years) enrolled in physical activity classes at a Southern university. They completed surveys validated in previous research assessing achievement goal orientations, physical activity, and HRQOL. Path analyses revealed a good fit between the model and data (root mean square error of approximation = .06; Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental Fit Index = .99), but the model explained small variances in the current study. Mastery-approach and performance-approach goal orientations only had low or no relationships with physical activity. Mastery-approach goal orientation and physical activity also had low positive relationships with HRQOL, but mastery-avoidance and performance-avoidance goal orientations had low negative relationships with HRQOL. The hypothesized mediational role of physical activity in the relationship between mastery-approach and performance-approach goal orientations and HRQOL was not supported in this study. Although the data fit the proposed model well, only small variance was explained by the model. The relationship between physical activity and HRQOL of the college students and other related correlates should be further studied.

ROC and Loss Function Analysis in Sequential Testing

ERIC Educational Resources Information Center

Muijtjens, Arno M. M.; Van Luijk, Scheltus J.; Van Der Vleuten, Cees P. M.

2006-01-01

Sequential testing is applied to reduce costs in SP-based tests (OSCEs). Initially, all candidates take a screening test consisting of a part of the OSCE. Candidates who fail the screen sit the complete test, whereas those who pass the screen are qualified as a pass of the complete test. The procedure may result in a reduction of testing…

Study Modules for Calculus-Based General Physics. [Includes Modules 21-23: Second Law and Entropy; Coulomb's Law and the Electric Field; and Flux and Gauss' Law].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

The Effect of Multidimensional Motivation Interventions on Cognitive and Behavioral Components of Motivation: Testing Martin's Model

PubMed Central

Pooragha Roodbarde, Fatemeh; Talepasand, Siavash; Rahimian Boogar, Issac

2017-01-01

Objective: The present study aimed at examining the effect of multidimensional motivation interventions based on Martin's model on cognitive and behavioral components of motivation. Method: The research design was prospective with pretest, posttest, and follow-up, and 2 experimental groups. In this study, 90 students (45 participants in the experimental group and 45 in the control group) constituted the sample of the study, and they were selected by available sampling method. Motivation interventions were implemented for fifteen 60-minute sessions 3 times a week, which lasted for about 2 months. Data were analyzed using repeated measures multivariate variance analysis test. Results: The findings revealed that multidimensional motivation interventions resulted in a significant increase in the scores of cognitive components such as self-efficacy, mastery goal, test anxiety, and feeling of lack of control, and behavioral components such as task management. The results of one-month follow-up indicated the stability of the created changes in test anxiety and cognitive strategies; however, no significant difference was found between the 2 groups at the follow-up in self-efficacy, mastery goals, source of control, and motivation. Conclusion: The research evidence indicated that academic motivation is a multidimensional component and is affected by cognitive and behavioral factors; therefore, researchers, teachers, and other authorities should attend to these factors to increase academic motivation. PMID:28659984

The Effect of Multidimensional Motivation Interventions on Cognitive and Behavioral Components of Motivation: Testing Martin's Model.

PubMed

Pooragha Roodbarde, Fatemeh; Talepasand, Siavash; Rahimian Boogar, Issac

2017-04-01

Objective: The present study aimed at examining the effect of multidimensional motivation interventions based on Martin's model on cognitive and behavioral components of motivation. Method: The research design was prospective with pretest, posttest, and follow-up, and 2 experimental groups. In this study, 90 students (45 participants in the experimental group and 45 in the control group) constituted the sample of the study, and they were selected by available sampling method. Motivation interventions were implemented for fifteen 60-minute sessions 3 times a week, which lasted for about 2 months. Data were analyzed using repeated measures multivariate variance analysis test. Results: The findings revealed that multidimensional motivation interventions resulted in a significant increase in the scores of cognitive components such as self-efficacy, mastery goal, test anxiety, and feeling of lack of control, and behavioral components such as task management. The results of one-month follow-up indicated the stability of the created changes in test anxiety and cognitive strategies; however, no significant difference was found between the 2 groups at the follow-up in self-efficacy, mastery goals, source of control, and motivation. Conclusion: The research evidence indicated that academic motivation is a multidimensional component and is affected by cognitive and behavioral factors; therefore, researchers, teachers, and other authorities should attend to these factors to increase academic motivation.

Distributed Immune Systems for Wireless Network Information Assurance

DTIC Science & Technology

2010-04-26

ratio test (SPRT), where the goal is to optimize a hypothesis testing problem given a trade-off between the probability of errors and the...using cumulative sum (CUSUM) and Girshik-Rubin-Shiryaev (GRSh) statistics. In sequential versions of the problem the sequential probability ratio ...the more complicated problems, in particular those where no clear mean can be established. We developed algorithms based on the sequential probability

Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

NASA Astrophysics Data System (ADS)

Evans, William R.; Selen, Mats A.

2017-12-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

A Middle-Range Theory for Diabetes Self-management Mastery.

PubMed

Fearon-Lynch, Jennifer A; Stover, Caitlin M

2015-01-01

Diabetes mellitus is the seventh leading cause of death in America and affects 382 million people worldwide. Individuals with diabetes must manage the complexity of the disease, its treatment, and complications to avert deleterious consequences associated with the illness. However, not all patients with diabetes successfully gain mastery to positively impact self-management. A new middle-range theory is proposed that merges 2 extant theories, theory of mastery and organismic integration theory, to better understand this human response. The theories' philosophical, theoretical, and conceptual perspectives were examined and relational properties synthesized to provide a conceptual representation of the phenomenon of interest.

Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

NASA Astrophysics Data System (ADS)

Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

2016-02-01

Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

PubMed

McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

2015-11-01

Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

Influences of mastery, spousal support, and adaptive coping on sexual drive and satisfaction among chinese gynecologic cancer survivors.

PubMed

Tang, Catherine So-Kum; Lai, Beatrice P Y; Chung, Tony K H

2010-10-01

This study investigated sexual drive and satisfaction of Chinese gynecologic cancer survivors. It also examined the extent to which personal mastery, adaptive coping, and perceived spousal support would exert direct and/or indirect influences on sexual outcomes. The cancer survivor group included 134 Chinese women who had received treatment for gynecologic cancer, while the healthy control group included 105 Chinese women who did not have a known history or current diagnosis of cancer. Compared to healthy women, cancer survivors reported lower levels of sexual drive and sexual satisfaction. Among sexually active participants, cancer survivors relative to healthy women engaged in less masturbation, less kissing and caressing, and less sexual fantasy in the past month. Hierarchical multiple regression analyses showed that mastery and spousal support, but not adaptive coping, had a direct influence on sexual outcomes in cancer survivors. Contrary to moderation hypotheses, the three psychological factors did not interact with each other to influence sexual drive and satisfaction. Mediation analyses showed that spousal support fully mediated the influence of mastery on sexual satisfaction. Routine assessment of sexual functioning prior to and following treatment of gynecologic cancer is suggested. Sexual rehabilitation should also aim to enhance personal mastery and spousal support.

Double-blind photo lineups using actual eyewitnesses: an experimental test of a sequential versus simultaneous lineup procedure.

PubMed

Wells, Gary L; Steblay, Nancy K; Dysart, Jennifer E

2015-02-01

Eyewitnesses (494) to actual crimes in 4 police jurisdictions were randomly assigned to view simultaneous or sequential photo lineups using laptop computers and double-blind administration. The sequential procedure used in the field experiment mimicked how it is conducted in actual practice (e.g., using a continuation rule, witness does not know how many photos are to be viewed, witnesses resolve any multiple identifications), which is not how most lab experiments have tested the sequential lineup. No significant differences emerged in rates of identifying lineup suspects (25% overall) but the sequential procedure produced a significantly lower rate (11%) of identifying known-innocent lineup fillers than did the simultaneous procedure (18%). The simultaneous/sequential pattern did not significantly interact with estimator variables and no lineup-position effects were observed for either the simultaneous or sequential procedures. Rates of nonidentification were not significantly different for simultaneous and sequential but nonidentifiers from the sequential procedure were more likely to use the "not sure" response option than were nonidentifiers from the simultaneous procedure. Among witnesses who made an identification, 36% (41% of simultaneous and 32% of sequential) identified a known-innocent filler rather than a suspect, indicating that eyewitness performance overall was very poor. The results suggest that the sequential procedure that is used in the field reduces the identification of known-innocent fillers, but the differences are relatively small.

Criterion-Referenced Testing: A Discussion of Theory and Practice in the Army

DTIC Science & Technology

1975-12-01

Roorch (7S-11 / CRITERION-REFERENCED TESTING: A DISCUSSION OF THEORY AND PRACTICE IN THE ARMY R.b,’t W. Sw. zey. Richard . Pearstein aWn William H...Standards Research Memorandum 75,-1i -- RITERION-REFERENCED TESTING: A DISCUSSION OF THEORY AND 9.0 PRACTICE IN THE ARMY, Robert W./Swezey, Richard B...1󈨏. (b) Block, J. H. fEd.) Mastery Learning: Theory and Practice. New York: Holt, Rinehart, and Winston, lfT7,1. Branson , R. K., Stone, J. H1

Alternatives to the sequential lineup: the importance of controlling the pictures.

PubMed

Lindsay, R C; Bellinger, K

1999-06-01

Because sequential lineups reduce false-positive choices, their use has been recommended (R. C. L. Lindsay, 1999; R. C. L. Lindsay & G. L. Wells, 1985). Blind testing is included in the recommended procedures. Police, concerned about blind testing, devised alternative procedures, including self-administered sequential lineups, to reduce use of relative judgments (G. L. Wells, 1984) while permitting the investigating officer to conduct the procedure. Identification data from undergraduates exposed to a staged crime (N = 165) demonstrated that 4 alternative identification procedures tested were less effective than the original sequential lineup. Allowing witnesses to control the photographs resulted in higher rates of false-positive identification. Self-reports of using relative judgments were shown to be postdictive of decision accuracy.

The Sequential Probability Ratio Test and Binary Item Response Models

ERIC Educational Resources Information Center

Nydick, Steven W.

2014-01-01

The sequential probability ratio test (SPRT) is a common method for terminating item response theory (IRT)-based adaptive classification tests. To decide whether a classification test should stop, the SPRT compares a simple log-likelihood ratio, based on the classification bound separating two categories, to prespecified critical values. As has…

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

ERIC Educational Resources Information Center

Sungur, Semra; Senler, Burcu

2010-01-01

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

Change Factors in the Process of Cognitive-Behavioural Therapy for Obsessive-Compulsive Disorder.

PubMed

Schwartz, C; Hilbert, S; Schubert, C; Schlegl, S; Freyer, T; Löwe, B; Osen, B; Voderholzer, U

2017-05-01

While there is a plethora of evidence for the efficacy of cognitive-behavioural therapy (CBT) in obsessive-compulsive disorder (OCD), studies on change factors of the therapeutic process that account for this success are scarce. In the present study, 155 participants with primary OCD were investigated during CBT inpatient treatment. The Yale-Brown Obsessive-Compulsive Scale-SR served as a measure of symptom severity. In addition, the following process change factors were measured: therapeutic relationship, experience of self-esteem during therapy, experience of mastery, problem actualization and clarification. All variables were assessed on a weekly basis for seven weeks. Linear mixed growth curve analyses were conducted to model the decrease of symptoms over time and to analyse whether the change factors predicted symptom reduction. The analyses revealed a linear decrease of symptoms with high inter-individual variation. Results further showed that increase in self-esteem and mastery experiences as well as the initial score on mastery experience and clarification predicted decrease on the Y-BOCS. We conclude that CBT therapists should focus on clarification in the very first sessions, and try to boost self-esteem and self-efficacy, which is related to mastery, throughout the treatment of OCD. Copyright © 2016 John Wiley & Sons, Ltd. Increase in mastery and self-esteem experiences are associated with symptom decrease in obsessive-compulsive disorder (OCD) during cognitive-behavioural therapy (CBT). Initial score of mastery experiences and problem clarification predict symptom decrease in OCD during CBT. CBT therapists should focus on problem clarification in the very first sessions and try to boost self-esteem and self-efficacy throughout the treatment of OCD. Copyright © 2016 John Wiley & Sons, Ltd.

[Diet supplements in nutrition of sport mastery school students].

PubMed

Seidler, Teresa; Sobczak, Anna

2012-01-01

In Polish society, for some time now, a growing interest in supplementation of the diet has been observed. This problem addresses particularly to sportsmen and physically active persons. It is often due to belief that customary diet does not supply organism with necessary food ingredients. There are also some threats connected with supplementation of the diet. Problems addressed to supplementation of the diet are particularly important for young sportsmen, including students of sport mastery schools. The aim of the study was the evaluation of the diet supplementation used by the students of sport mastery school in Western Pomeranian district. The study was carried out in the group of 76 students, aged 15 to 19, practicing walleyball (girls n = 39) and football (boys n = 37) at the sport mastery school in Police (western Pomeranian district). The interview method has been applied. A significance of differences, for the analysed factor, due to a sport discipline practiced was calculated based on Chi2 (Statistica 9). The results of the study confirmed the students of sport mastery school to supplement their diets. The diet supplementation being more frequent for boys (67.6%) with magnesium (57-64%) noted as the most frequently used supplement, followed with vitamin-mineral agents and L-carnitine. Essential differences were noted for reasons of diet supplementation and sources of information used on supplements between the sport disciplines practiced. It can be stated, based on the obtained results, that for supplementation of the diet among students of sport mastery school in Police is popular, even though there was no previous recognition of its necessity. The most frequent supplements users were football players with magnesium being the most frequently chosen supplement. Based on the above a regular training of sportsmen, including also coaches training young people, on the rational feeding habits would be advisable.

Achievement Goals for Teaching as Predictors of Students' Perceptions of Instructional Practices and Students' Help Seeking and Cheating

ERIC Educational Resources Information Center

Butler, Ruth; Shibaz, Limor

2008-01-01

This study examined a new achievement-goal approach to teacher motivation by testing the predictions that mastery and ability-avoidance goals for teaching would predict students' reports of teacher support for and inhibition of question asking and help seeking, as well as students' help seeking and cheating. Surveys were completed by 53 teachers…

A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007

ERIC Educational Resources Information Center

Lee, Young-Sun; Park, Yoon Soo; Taylan, Didem

2011-01-01

Studies of international mathematics achievement such as the Trends in Mathematics and Science Study (TIMSS) have employed classical test theory and item response theory to rank individuals within a latent ability continuum. Although these approaches have provided insights into comparisons between countries, they have yet to examine how specific…

STEMs: A Proposal for Calibrated Classroom Assessments That Increase Student Motivation and Provide Authentic Evaluation of Student Learning

ERIC Educational Resources Information Center

Murrieta, Hector; Amerson, Gordon

2011-01-01

The purpose of this study was to validate the development and proposal of what the authors call STEMs (Standards Tests to Evaluate Mastery) and have defined them as calibrated classroom assessments that increase student motivation and provide authentic evaluation of student learning. Theoretical and empirical research on classroom assessment and…

Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

ERIC Educational Resources Information Center

Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.

2009-01-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…

Instructional Climates in Preschool Children Who Are At-Risk. Part I: Object-Control Skill Development

ERIC Educational Resources Information Center

Robinson, Leah E.; Goodway, Jacqueline D.

2009-01-01

Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. OC skills were assessed at pretest, posttest, and retention test with…

Developing Cross-Racial Self-Efficacy: A Longitudinal Examination of the Role of Cross-Racial Mastery Experiences

ERIC Educational Resources Information Center

Liang, Christopher T. H.; Prince, Jessica K.

2008-01-01

A social-cognitive model for the development of cross-racial self-efficacy was developed and tested in a longitudinal study involving a racially and culturally diverse sample of undergraduate students (N = 879). Multiple group analyses indicated that the model fit equally well for men and women and for White students and ethnic minority students.…

Free Trade and Tariffs: Level III, Unit 2, Lesson 1; Capitalism, Communism, Socialism: Lesson 2; Nationalism vs. Internationalism: Lesson 3. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Free Trade and Tariffs; Capitalism, Communism, Socialism; and Nationalism vs. Internationalism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

The Symbols Are in the Music: An Investigation of Eighth Graders' Mathematics Connecticut Mastery Test Achievement and Musical Involvement

ERIC Educational Resources Information Center

Lapp, Jennifer

2010-01-01

Mathematical achievement is a student's success or failure on an examination of performance in the area of mathematics (Jensen, 1993). In order for students to be successful in the area of mathematics, they benefit substantially from participating in high-interest activities (Trautwein, Ludtke, & Marsh, 2006). Music is one high-interest…

What Would He Say? Harold O. Rugg and Contemporary Issues in Social Studies Education

ERIC Educational Resources Information Center

Boyle-Baise, Marilynne; Goodman, Jesse

2009-01-01

The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies education. Given the conservative political times in which we work, and the current educational emphases on academic standards, high-stakes standardized testing, and mastery of specified knowledge, and the impact of these…

Testing the Factorial Invariance of the English and Filipino Versions of the Inventory of School Motivation with Bilingual Students in the Philippines

ERIC Educational Resources Information Center

Ganotice, Fraide A., Jr.; Bernardo, Allan B. I.; King, Ronnel B.

2012-01-01

The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and…

Using the Multimedia Strategies of Learner-Generated Drawing and Peer Discussion to Retain Terminology in Secondary Education Science Classrooms

ERIC Educational Resources Information Center

Thomas, Drusilla Brewington

2017-01-01

Student mastery of the academic vocabulary of course content is an important component of learning that content. This research study investigated the combination of two active multimedia strategies within 10 different high school science classrooms, to test for retention of science terminology. The dual process of learner-generated drawings…

Satisfaction and Success in Online Learning as a Function of the Needs for Affiliation, Autonomy, and Mastery

ERIC Educational Resources Information Center

Seiver, Jillene Grover; Troja, Alicia

2014-01-01

Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be…

Using Norm-Referenced Data to Set Standards for a Minimum Competency Program in the State of South Carolina.

ERIC Educational Resources Information Center

Garcia-Quintana, Roan A.; Mappus, M. Lynne

1980-01-01

Norm referenced data were utilized for determining the mastery cutoff score on a criterion referenced test. Once a cutoff score on the norm referenced measure is selected, the cutoff score on the criterion referenced measure becomes that score which maximizes proportion of consistent classifications and proportion of improvement beyond change. (CP)

Understanding motivational structures that differentially predict engagement and achievement in middle school science

NASA Astrophysics Data System (ADS)

Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

2016-01-01

Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed.

Flexible, Mastery-Oriented Astrophysics Sequence.

ERIC Educational Resources Information Center

Zeilik, Michael, II

1981-01-01

Describes the implementation and impact of a two-semester mastery-oriented astrophysics sequence for upper-level physics/astrophysics majors designed to handle flexibly a wide range of student backgrounds. A Personalized System of Instruction (PSI) format was used fostering frequent student-instructor interaction and role-modeling behavior in…

Building the Biocentric Child.

ERIC Educational Resources Information Center

Hutchison, David

2002-01-01

Advocates an environmentally congruent conception of child development and includes Montessori theory as part of a biocentric view where child development connects to the laws of nature. Explains orientations to the world informing development of a biocentric vision of childhood: mastery, immersion, and engagement. Discusses how mastery and…

Self-Esteem and Mastery Trajectories in High School by Social Class and Gender

PubMed Central

Falci, Christina D.

2011-01-01

Using longitudinal data from 769 white adolescents in the Midwest, this research applies a social structure and personality perspective to examine variation in self-esteem and mastery trajectories by gender and SES across the high school years. Analyses reveal that high SES adolescents experience significantly steeper gains in self-esteem and mastery compared to low SES adolescents, resulting in the reversal of SES differences in self-esteem and the emergence of significant SES differences in mastery. Pre-existing gender differences in self-esteem narrow between the 9th and 12th grade because self-esteem increases at a faster rate among girls than boys during high school. These SES and gender differences in self-concept growth are explained by changes in parent-adolescent relationship quality and stress exposure. Specifically, boys and adolescents with lower SES backgrounds experienced steeper declines in parent-adolescent relationship quality and steeper gains in chronic work strain compared to girls and low SES adolescents, respectively. PMID:21423844

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.

PubMed

Chen, Zuosong; Sun, Kaihong; Wang, Kun

2017-01-01

This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls.

PubMed

Bortoli, Laura; Bertollo, Maurizio; Filho, Edson; di Fronso, Selenia; Robazza, Claudio

2017-01-01

Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students' psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students ( N = 65, 14-15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

Do the physical and environment PETTLEP elements predict sport imagery ability?

PubMed

Anuar, Nurwina; Williams, Sarah E; Cumming, Jennifer

2017-11-01

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M age  = 20.24 years, SD = 4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. 'I make small movements or gestures during the imagery') and environment (e.g. 'I image in the real training/competition environment') elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β = 0.38; strategy, β = 0.23; goal, β = 0.21; affect, β = 0.25; mastery, β = 0.22). The model was a good fit to the data: χ 2 (174) = 263.87, p < .001, CFI = .96, TLI = .95, SRMR = .09, RMSEA = 0.05 (90% CI = 0.03-0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Development of a Self-Observation Mastery Intervention Programme for Teacher Education

ERIC Educational Resources Information Center

Morgan, Kevin; Kingston, Kieran

2008-01-01

Background: Two goal perspectives predominate in achievement settings such as physical education (PE), namely task involvement, focused on self-referenced effort and improvement, and ego involvement, focused on normative ability comparisons. A task (mastery) involving motivational climate is associated with adaptive motivational responses, whereas…

Achievement Goals and Achievement Emotions: A Meta-Analysis

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Mastery Multiplied

ERIC Educational Resources Information Center

Shumway, Jessica F.; Kyriopoulos, Joan

2014-01-01

Being able to find the correct answer to a math problem does not always indicate solid mathematics mastery. A student who knows how to apply the basic algorithms can correctly solve problems without understanding the relationships between numbers or why the algorithms work. The Common Core standards require that students actually understand…

Mathematics Mastery: Secondary Evaluation Report

ERIC Educational Resources Information Center

Jerrim, John; Austerberry, Helen; Crisan, Cosette; Ingold, Anne; Morgan, Candia; Pratt, Dave; Smith, Cathy; Wiggins, Meg

2015-01-01

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' conceptual understanding of key mathematical concepts. This clustered Randomised Controlled…

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396

Algorithms for the Construction of Parallel Tests by Zero-One Programming. Project Psychometric Aspects of Item Banking No. 7. Research Report 86-7.

ERIC Educational Resources Information Center

Boekkooi-Timminga, Ellen

Nine methods for automated test construction are described. All are based on the concepts of information from item response theory. Two general kinds of methods for the construction of parallel tests are presented: (1) sequential test design; and (2) simultaneous test design. Sequential design implies that the tests are constructed one after the…

Mastery with Meaning: Access to Mathematics Online

ERIC Educational Resources Information Center

Kennedy, Paul; Ellis, Wade; Oien, Janet; Benoit, Steven

2007-01-01

Mastery approaches with online Internet platforms have been shown to alleviate many students' deficiencies and open the door to higher mathematics. This paper details some current programs using online learning for precalculus courses, and detail how the research affected the design, development, and implementation of a new online approach…

College Students' Goal Orientations, Situational Motivation and Effort/Persistence in Physical Activity Classes

ERIC Educational Resources Information Center

Gao, Zan; Podlog, Leslie W.; Harrison, Louis

2012-01-01

The purpose of this study was to examine relationships among college students' 2 x 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in…

Reflective Dialogue: A Path to Enhanced Teacher Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Isai, Shelley

2010-01-01

Literature abounds on professional development. However, teacher change is not so much the result of professional development, but rather successful implementation of strategies learned into the classroom: a mastery experience. Mastery experience, after all, is the most influential predicator of teacher efficacy, which is equated to student…

European Experience in Teacher Education and Pedagogical Mastery Development

ERIC Educational Resources Information Center

Romaniuk, Oksana

2015-01-01

In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers' professional competency, studies typical problems in teacher education in…

Presenting Themselves with Power and Passion

ERIC Educational Resources Information Center

Lyne, Heidi

2007-01-01

An "Exhibition" is a demonstration of mastery on many levels. When students prepare and present portfolios of their own work to a public audience, they are demonstrating mastery of more than the traditional academic skills. The process that culminates in the exhibition teaches students to present themselves articulately and powerfully…

Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

ERIC Educational Resources Information Center

Abadir, Laila; And Others

The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…

Learning Social Studies through Mastery Approach

ERIC Educational Resources Information Center

Adeyemi, B. A.

2007-01-01

This study examined learning Social Studies by investigating the effectiveness of mastery approach on students' performance in Social Studies of two groups of students drawn from Osun State College of Education, Ila-Orangun and University of Uyo, Ila-Orangun Study Centre which consisted of 200 level Social Studies students and 200 level degree…

The New American High School.

ERIC Educational Resources Information Center

Marsh, David D., Ed.; Codding, Judy B., Ed.

This book proposes strategies for improving high schools based on high standards, particularly the idea of the Certificate of Initial Mastery (CIM), and discusses changes necessary to ensure that all students attain mastery. Part 1, "Where We Are and Where We Ought to Be," contains two chapters. In "Just Passing Through: The Life of…

Suggestions for Implementing a Content Mastery Center

ERIC Educational Resources Information Center

Jenkins, Amelia

2010-01-01

The content mastery center (CMC) model is responsive to the federal requirements of providing access to the general education curriculum for students with disabilities and allowing special education teachers to meet the highly qualified requirement by providing consultation and support services in the content areas. The CMC model has been…

How Binary Skills Obscure the Transition from Non-Mastery to Mastery

ERIC Educational Resources Information Center

Karelitz, Tzur M.

2008-01-01

What is the nature of latent predictors that facilitate diagnostic classification? Rupp and Templin (this issue) suggest that these predictors should be multidimensional, categorical variables that can be combined in various ways. Diagnostic Classification Models (DCM) typically use multiple categorical predictors to classify respondents into…

The Impact of Peer Mentoring on Marketing Content Mastery

ERIC Educational Resources Information Center

Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

2016-01-01

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

A Cross-Cultural Analysis of Achievement and Social Goals among Chinese and Filipino Students

ERIC Educational Resources Information Center

King, Ronnel B.; Ganotice, Fraide A.; Watkins, David A.

2014-01-01

We examined how achievement (mastery and performance) and social goals (affiliation, approval, concern, and status) influenced various learning outcomes in two collectivist cultures. Filipino (n = 355) and Hong Kong Chinese (n = 697) secondary students answered the relevant questionnaires. Regression analyses using mastery, performance, and social…

Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach

ERIC Educational Resources Information Center

Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy

2017-01-01

The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to…

Mastery Motivation and Expressive Language in Young Children with Hearing Loss.

ERIC Educational Resources Information Center

Pipp-Siegel, Sandra; Sedey, Allison L.; VanLeeuwen, Alison M.; Yoshinaga-Itano, Christine

2003-01-01

The relation between mastery motivation and expressive language was studied in 200 children (ages 7-67 months) with hearing loss. When demographic and hearing loss variables were entered into a regression equation, increased social/symbolic persistence was significantly related, and increased object-oriented persistence was marginally related, to…

Complex Knowledge Mastery: Some Propositions.

ERIC Educational Resources Information Center

Keller, Joyce A.; Schallert, Diane L.

The proposition that the mastery of complex tasks embodies several components was studied for 236 students in an undergraduate introductory financial accounting course. A new curriculum was developed for the course that included in-depth exposure to the actual financial statements of a company and the understanding of the structural relationships…

Influences of Mastery Goal and Perceived Competence on Educational Outcomes

ERIC Educational Resources Information Center

Yeung, Alexander Seeshing; Craven, Rhonda G.; Kaur, Gurvinder

2014-01-01

Motivation research has shown significant relations of students' mastery goal orientation and perceived competence to educational outcomes, but has not simultaneously scrutinized their relative influences on various educational outcomes. In the present investigation, a sample of Australian students from 6 secondary schools in Western Sydney (N =…

The Content Mastery Program: Facilitating Students' Transition into Inclusive Education Settings.

ERIC Educational Resources Information Center

Jenkins, Amelia A.; Sileo, Thomas W.

1994-01-01

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

The Impact of Family Functioning and School Connectedness on Preadolescent Sense of Mastery

ERIC Educational Resources Information Center

Murphy, Emma L.; McKenzie, Vicki L.

2016-01-01

Families and schools are important environments that contribute to the resilience and positive development of preadolescent children. Sense of mastery, including its two central factors of optimism and self-efficacy, forms an important component of resilience during preadolescence (Prince-Embury, 2007). This study examined the interrelationships…

Depressive symptoms, stress and resources among adult immigrants living with HIV.

PubMed

Noh, Marianne S; Rueda, Sergio; Bekele, Tsegaye; Fenta, Haile; Gardner, Sandra; Hamilton, Hayley; Hart, Trevor A; Li, Alan; Noh, Samuel; Rourke, Sean B

2012-06-01

Investigation on the mental health of HIV-positive immigrants is severely limited. We examine the independent and combined effects of HIV symptom and coping resources on depressive symptoms among HIV-positive immigrants (n = 259). Ordinary Least Squares regression models were estimated with data from a survey of clinical and social-psychological outcomes in people receiving treatment for HIV infection. We tested for the impact of two HIV-related stressors, one life events stressor and three buffering resources on depressive symptoms, controlling for thirteen demographic, clinical and acculturative factors. HIV-related stressors were found to be positively related to depressive symptom severity. Coping resources, namely self-mastery, mediate the relationships between HIV-related stressors and depressive symptoms. Results from this study provide the first empirical assessment of stress processes for immigrants living with HIV. Although more research is needed to understand mental health among HIV-positive immigrants, the study results suggest that health care providers focus on self-mastery enhancement among HIV-positive immigrants.

Is salivary pH a marker of depression among older spousal caregivers for cancer patients?

PubMed

Khalaila, Rabia; Cohen, Miri; Zidan, Jamal

2014-01-01

The pH in saliva, which decreases due to the activation of the sympathetic nervous system, may serve as a biomarker of psychological distress in caregivers but has rarely been studied in this context. The aims are to examine the levels of salivary pH as a possible biomarker of depression among caregivers and whether depression mediates the association between caregiving status (cancer caregivers vs. non-cancer caregivers) and pH levels. Cross-sectional data were collected from 68 consecutive-sampled spouses of cancer patients, and 42 age-matched individuals. Lower levels of pH saliva were found among caregivers of cancer patients than in the comparison group. Being a caregiver, poor subjective health, higher depression, and lower mastery predicted lower pH levels. In addition, depression mediated the associations of mastery with pH levels. The study provides preliminary evidence that salivary pH may serve as an easily tested indicator of the stress of caregiving and its related depression.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

Measuring the learning capacity of organisations: development and factor analysis of the Questionnaire for Learning Organizations.

PubMed

Oudejans, S C C; Schippers, G M; Schramade, M H; Koeter, M W J; van den Brink, W

2011-04-01

To investigate internal consistency and factor structure of a questionnaire measuring learning capacity based on Senge's theory of the five disciplines of a learning organisation: Personal Mastery, Mental Models, Shared Vision, Team Learning, and Systems Thinking. Cross-sectional study. Substance-abuse treatment centres (SATCs) in The Netherlands. A total of 293 SATC employees from outpatient and inpatient treatment departments, financial and human resources departments. Psychometric properties of the Questionnaire for Learning Organizations (QLO), including factor structure, internal consistency, and interscale correlations. A five-factor model representing the five disciplines of Senge showed good fit. The scales for Personal Mastery, Shared Vision and Team Learning had good internal consistency, but the scales for Systems Thinking and Mental Models had low internal consistency. The proposed five-factor structure was confirmed in the QLO, which makes it a promising instrument to assess learning capacity in teams. The Systems Thinking and the Mental Models scales have to be revised. Future research should be aimed at testing criterion and discriminatory validity.

Intuitions about Gravity and Solidity in Great Apes: The Tubes Task

ERIC Educational Resources Information Center

Cacchione, Trix; Call, Josep

2010-01-01

We investigated whether great apes, like human infants, monkeys and dogs, are subject to a strong gravity bias when tested with the tubes task, and--in case of mastery--what the source of competence on the tubes task is. We presented 22 apes with three versions of the tubes task, in which an object is dropped down a tube connected to one of three…

Relationship between Instructional Strategies and Students' Performance in the New York State Regents Examination in Integrated Algebra in High Performing Suburban Districts

ERIC Educational Resources Information Center

Quintana, Elizabeth Ruiz

2015-01-01

This mixed method study explored and analyzed instructional strategies utilized by algebra teachers whose students' coursework culminated in the New York State Regents Examination in Integrated Algebra and for whom 50% of the tested cohort earned mastery level (85 or higher) on the examination. The targeted populations were eighth or ninth grade…

Assessing Critical-Analytical Listening Skills in Math and Engineering Students: An Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact Learning

ERIC Educational Resources Information Center

Ferrari-Bridgers, Franca; Stroumbakis, Kostas; Drini, Merlinda; Lynch, Barbara; Vogel, Rosanne

2017-01-01

In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students' mastery of critical listening skills and how listening can help students to retain information. After…

Atomic Structure and Valence: Level II, Unit 10, Lesson 1; Chemical Bonding: Lesson 2; The Table of Elements: Lesson 3; Electrolysis: Lesson 4. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Atomic Structure and Valence, Chemical Bonding, The Table of Elements, and Electrolysis. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.

PubMed

Marcus, Alonna; Wilder, David A

2009-01-01

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.

Personal homepage construction as an expression of social development.

PubMed

Schmitt, Kelly L; Dayanim, Shoshana; Matthias, Stacey

2008-03-01

In 2 studies, the authors explored preadolescent and adolescent use of personal homepages in relation to mastery and identity formation. In Study 1, the authors attempted to determine the prevalence of personal homepage and online journal (blog) construction among a random sample (N=500) of preadolescents and adolescents. Adolescents were more likely to create personal homepages or blogs than preadolescents. Creation was related to feelings of mastery, expressions of identity, and a means to socialize. In Study 2, the authors explored the relationship of homepages to mastery and identity formation by content analysis of a random sample of homepages. Results suggest children use personal homepages to express and explore their forming identities.

Simple and flexible SAS and SPSS programs for analyzing lag-sequential categorical data.

PubMed

O'Connor, B P

1999-11-01

This paper describes simple and flexible programs for analyzing lag-sequential categorical data, using SAS and SPSS. The programs read a stream of codes and produce a variety of lag-sequential statistics, including transitional frequencies, expected transitional frequencies, transitional probabilities, adjusted residuals, z values, Yule's Q values, likelihood ratio tests of stationarity across time and homogeneity across groups or segments, transformed kappas for unidirectional dependence, bidirectional dependence, parallel and nonparallel dominance, and significance levels based on both parametric and randomization tests.

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bautista, Nazan Uludag

2011-01-01

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice…

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

Content Mastery Exams: An Option to Replace Faculty-Generated Final Exams

ERIC Educational Resources Information Center

Martin, Deanna K.

2017-01-01

Determining the most effective means of assessing content mastery as well as preparedness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a task of all pre-licensure nursing faculty. The records of 331 diploma nursing students were reviewed for this retrospective, descriptive, correlational study that examines…

Autonomy-Mastery, Supportive or Performance Focused? Different Teacher Behaviours and Pupils' Outcomes in Physical Education

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Kvalo, Silje Eikanger

2007-01-01

We investigated the role of motivational climates, teacher autonomy support, perceived competence and autonomy on pupils' self-regulated motivation in physical education (PE) classes of Norwegian 10th-graders. Path analyses revealed that a mastery climate and teacher autonomy support both (a) positively influenced intrinsically regulated…

Discrimination, Mastery, and Depressive Symptoms among African American Men

ERIC Educational Resources Information Center

Watkins, Daphne C.; Hudson, Darrell L.; Caldwell, Cleopatra Howard; Siefert, Kristine; Jackson, James S.

2011-01-01

Purpose: This study examines the influence of discrimination and mastery on depressive symptoms for African American men at young (18-34), middle (35-54), and late (55+) adulthood. Method: Analyses are based on responses from 1,271 African American men from the National Survey of American Life (NSAL). Results: Discrimination was significantly…

An Ecological Analysis of a Preschool Mastery Climate Physical Education Programme

ERIC Educational Resources Information Center

Hastie, Peter A.; Rudisill, Mary E.; Boyd, Korey

2016-01-01

Background: Previous studies of mastery motivational climates within physical education have reported that providing students with opportunities to become self-directed leads to a number of positive outcomes, including skill attainment and increased perceptions of ability. Nonetheless, within all of these studies, there has been no account of the…

Motivational Climate and Fundamental Motor Skill Performance in a Naturalistic Physical Education Setting

ERIC Educational Resources Information Center

Martin, Ellen H.; Rudisill, Mary E.; Hastie, Peter A.

2009-01-01

Background: The literature on motivation suggests that student learning and performance is influenced by the motivational climate, and that positive benefits can be derived from exposure to a mastery motivational climate. Nonetheless, to date, only a few studies have attempted to investigate a mastery motivational climate in a naturalistic setting…

Topic Mastery and Flow of Thought of Indonesian Students Learning Psycholingustics

ERIC Educational Resources Information Center

Indah, Rohmani Nur

2016-01-01

This study focuses on evaluating students' topic mastery and flow of thought in their Psycholinguistics project paper. Assessing these two aspects means a lot since it will be helpful as a planning tool to approach future better instruction. It was conducted with Indonesian students taking Psycholinguistics course at Humanities Faculty of UIN…

Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau; Ibrahim, Nor Hasniza

2015-01-01

Purpose: Argumentative practices are central to science education, and have recently been emphasised to promote students' reasoning skills and to develop student's understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when…

Competency-Based Education. Innovations in Teaching and Learning. Research Brief 1

ERIC Educational Resources Information Center

Katz, Philip M.

2015-01-01

Competency-based education (CBE) is an approach to pedagogy that emphasizes the mastery of skills and concepts rather than credit hours or seat time. The assessment of mastery can take several forms, including formal assessments of prior learning (such as portfolio reviews or examinations) and automated evaluations of online coursework. Advocates…

New Grandparents' Mental Health: The Protective Role of Optimism, Self-Mastery, and Social Support

ERIC Educational Resources Information Center

Ben Shlomo, Shirley; Taubman - Ben-Ari, Orit

2012-01-01

The current study examines the contribution of optimism, self-mastery, perceived social support, and background variables (age, physical health, economic status) to mental health following the transition to grandparenthood. The sample consisted of 257 first-time Israeli grandparents (grandmothers and grandfathers, maternal and paternal) who were…

Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

ERIC Educational Resources Information Center

Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

2016-01-01

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…

Optimization of Computerized Drills: An Instructional Approach.

ERIC Educational Resources Information Center

Siegel, Martin A.; DiBello, Louis V.

This report describes a computer drill called the Corrective Feedback Paradigm (CFP) and summarizes a research study which examines the effects of the CFP on posttest and time to mastery achievement. The CFP, which embodies the use of such principles as mastery learning, increasing ratio review, and discrimination training, is capable of being…

An Analysis of the Relationship between Essential Learning Mastery and Mathematics Achievement in Grades 3 and 4

ERIC Educational Resources Information Center

Haystead, Mark W.

2016-01-01

Over several years, Clark Pleasant Community School Corporation (CPCSC) schools have dedicated significant professional development hours and time to develop Essential Learnings (ELs) along with proficiency scales that could guide the content of classroom assessments used to determine student mastery. This report presents findings from statistical…

Individual and Collective Reflection: How to Meet the Needs of Development in Teaching

ERIC Educational Resources Information Center

Nissila, Sade-Pirkko

2005-01-01

The following five core ideas explain how learning organizations function as wholes. The core ideas are central when school is examined as a learning organization. Personal mastery, mental models, team learning, shared visions and system thinking offer different angles to examine the organization. (1) Personal mastery. Without personal commitment,…

Skill Mastery and the Formation of Graduate Identity in Bachelor Graduates: Evidence from Australia

ERIC Educational Resources Information Center

Jackson, Denise

2016-01-01

Mastery of certain generic skills and the successful formation of pre-professional identity are widely considered to influence graduate work-readiness and job attainment. Given their links with enhanced productivity, performance and innovation, skill development and graduate identity appear critical amidst ongoing global stagnation in advanced…

Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students

ERIC Educational Resources Information Center

Lin, Chun-Hung; Liu, Eric Zhi-Feng; Chen, Yu-Liang; Liou, Pey-Yan; Chang, Maiga; Wu, Cheng-Hong; Yuan, Shyan-Ming

2013-01-01

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to…

The Effects of Q-Matrix Design on Classification Accuracy in the Log-Linear Cognitive Diagnosis Model

ERIC Educational Resources Information Center

Madison, Matthew J.; Bradshaw, Laine P.

2015-01-01

Diagnostic classification models are psychometric models that aim to classify examinees according to their mastery or non-mastery of specified latent characteristics. These models are well-suited for providing diagnostic feedback on educational assessments because of their practical efficiency and increased reliability when compared with other…

What's New in Software? Mastery of the Computer through Desktop Publishing.

ERIC Educational Resources Information Center

Hedley, Carolyn N.; Ellsworth, Nancy J.

1993-01-01

Offers thoughts on the phenomenon of the underuse of classroom computers. Argues that desktop publishing is one way of overcoming the computer malaise occurring in schools, using the incentive of classroom reading and writing for mastery of many aspects of computer production, including writing, illustrating, reading, and publishing. (RS)

Extending Antecedents of Achievement Goals: The Double-Edged Sword Effect of Social-Oriented Achievement Motive and Gender Differences

ERIC Educational Resources Information Center

Nie, Youyan; Liem, Gregory Arief D.

2013-01-01

Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school…

Behavioral Indicators of Microprematurity through the Lens of Mastery Motivation.

ERIC Educational Resources Information Center

Keilty, Bonnie; Freund, Maxine

This paper presents the results of a comparative analysis between full term typical infants and those born micropremature in the developmental construct of mastery motivation. The sample consisted of 10 micropremature infants with developmental levels within the normal limits and 10 full term 9- to 12-month-olds (adjusted for prematurity) matched…

Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate

ERIC Educational Resources Information Center

Patrick, Helen; Kaplan, Avi; Ryan, Allison M.

2011-01-01

In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by…

Attending to Precision: Vocabulary Support in Middle School Mathematics Classrooms

ERIC Educational Resources Information Center

Livers, Stefanie D.; Elmore, Patricia

2018-01-01

Mastery of language is critical to the mastery of content in middle school content area classrooms. In order to comprehend the disciplinary-specific texts that they encounter in their social studies, language arts, science, and mathematics classrooms, students must be literate in the content area vocabulary that is specific to those disciplines.…

Lack of Set Theory Relevant Prerequisite Knowledge

ERIC Educational Resources Information Center

Dogan-Dunlap, Hamide

2006-01-01

Many students struggle with college mathematics topics due to a lack of mastery of prerequisite knowledge. Set theory language is one such prerequisite for linear algebra courses. Many students' mistakes on linear algebra questions reveal a lack of mastery of set theory knowledge. This paper reports the findings of a qualitative analysis of a…

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

USDA-ARS?s Scientific Manuscript database

Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children’s activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a singl...

Five Musts for Mastery

ERIC Educational Resources Information Center

Tucker, Catlin

2014-01-01

In his book "Drive," Daniel Pink writes that mastery is "the desire to get better and better at something that matters." If we consider this definition in the context of the classroom, students must have a desire to get better and must feel that what they're learning matters. Technology can help ensure these two criteria…

The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

ERIC Educational Resources Information Center

Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha

2017-01-01

The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

PubMed Central

Bortoli, Laura; Bertollo, Maurizio; Filho, Edson; di Fronso, Selenia; Robazza, Claudio

2017-01-01

Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects. PMID:28928700

The correlation between concept mastery and stage of moral reasoning student using socio-scientific issues on reproductive system material

NASA Astrophysics Data System (ADS)

Lestari, T. A.; Saefudin; Priyandoko, D.

2018-05-01

This research aims to analyze the correlation between concept mastery and moral stages of students. The research method using a correlational study with stratified random sampling technique. The population in this research is all of eleventh grade students in Senior High School Bandung. Data were collected from 297 eleventh grade students of three Senior High School in Bandung with use the instrument in the form of examination and stage of moral reasoning questionnaire. The stage of moral reasoning in this research consists of two student’s moral reasoning categories based on 16 questionnaire as the indicators from Jones et al. (2007). The results of this research shows that the average of eleventh grade student’s moral reasoning stage is the advanced stage. The results of this research shows that the concept mastery and the stage of moral reasoning indicates that there are 0.370 0f a positive correlation. This research provides an overview of eleventh grade student about concept mastery and stage of moral reasoning using socio-scientific issues.

How to improve essential skills in introductory physics through brief, spaced, online practice.

NASA Astrophysics Data System (ADS)

Heckler, Andrew; Mikula, Brendon

2017-01-01

We developed and implemented a set of online ``essential skills'' tasks to help students achieve and retain a core level of mastery and fluency in basic skills necessary for their coursework. The task design is based on our research on student understanding and difficulties as well as three well-established cognitive principles: 1) spaced practice, to promote retention, 2) interleaved practice, to promote the ability to recognize when the learned skill is needed, and 3) mastery practice mastery practice, to promote a base level of performance. We report on training on a variety of skills with vector math. Students spent a relatively small amount of time, 10-20 minutes in practice each week, answering relevant questions online until a mastery level was achieved. Results indicate significant and often dramatic gains, often with average gains of over one standard deviation. Notably, these large gains are retained at least several months after the final practice session, including for less-prepared students. Funding for this research was provided by the Center for Emergent Materials: an NSF MRSEC under Award Number DMR-1420451.

Achievement goals in adult learners: evidence from distance education.

PubMed

Remedios, Richard; Richardson, John T E

2013-12-01

There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals. © 2012 The British Psychological Society.

Social support and mastery influence the association between stress and poor physical health in parents caring for children with developmental disabilities.

PubMed

Cantwell, Joanne; Muldoon, Orla T; Gallagher, Stephen

2014-09-01

To date, much of the research linking the stress of caring for children with developmental disabilities (e.g. Autism & Down syndrome) with parental health outcomes have tended to concentrate on mental health with less attention paid to the physical health consequences. Thus, this study sought to explore the psychosocial predictors of poor physical health in these caring parents. One hundred and sixty-seven parents (109 caregivers and 58 control parents) completed measures of stress, child problem behaviours, social support, mastery and physical health. Parents of children with developmental disabilities had poorer physical health compared to control parents. Stress and mastery, but not social support and problem behaviours, were significant predictors of poor physical health within caring parents for children with developmental disabilities. However, the association between mastery and physical health was mediated by perceived stress such that those parents who were higher on mastery reported less stress and better physical health; furthermore, the association between stress and physical health was moderated by social support; those parents high on social support and low in stress had better physical health. These results indicate that the paths between psychosocial factors and poor physical health in the caring parents are working synergistically rather than in isolation. They also underscore the importance of providing multi-component interventions that offer a variety of psychosocial resources to meet the precise needs of the parents. Copyright © 2014 Elsevier Ltd. All rights reserved.

Goal orientations of health profession students throughout the undergraduate program: a multilevel study.

PubMed

Kool, Ada; Mainhard, Tim; Brekelmans, Mieke; van Beukelen, Peter; Jaarsma, Debbie

2016-03-31

The achievement goal theory defines two major foci of students' learning goals (1) primarily interested in truly mastering a task (mastery orientation), and (2) striving to show ones competences to others (performance orientation). The present study is undertaken to better understand if and how health profession students' goal orientations change during the undergraduate program and to what degree gender, academic achievement, and self-efficacy are associated with mastery and performance orientation between students and within students over time. By means of an online questionnaire, students of medical, pharmaceutical, and veterinary sciences (N = 2402) were asked to rate themselves on mastery orientation, performance orientation, and self-efficacy at the beginning of five consecutive semesters. Data on grades and gender were drawn from university's files. Multilevel analyses were used for data analysis. Students' goal orientations showed relative stability over time, but substantial fluctuations within individual students were found. These fluctuations were associated with fluctuations in self-efficacy. Students' gender, high school grades, study grades, and self-efficacy were all associated with differences in mastery or performance orientation between students. Self-efficacy was the strongest predictor for mastery orientation and grades for performance orientation. The relatively strong association between the goal orientations and students' self-efficacy found in this study emphasizes the potential of enhancing self-efficacy in health profession students. Also, for educators and researchers, fluctuations of both goal orientations within individual students are important to consider.

Mastery motivation in adolescents with cerebral palsy.

PubMed

Majnemer, Annette; Shikako-Thomas, Keiko; Lach, Lucy; Shevell, Michael; Law, Mary; Schmitz, Norbert

2013-10-01

The aim of this study is to describe motivation in adolescents with cerebral palsy (CP) and factors associated with motivation level. The Dimensions of Mastery Questionnaire (DMQ) measures motivation in mastering challenging tasks and expressive elements. It was completed by 153 parents and 112 adolescents with CP. Adolescents (GMFCS in n=146 - I:50, II:43, III:13, IV:15, V:25) were assessed using the Leiter IQ and Gross Motor Function Measure. Parents completed the Vineland Adaptive Behavior Scale and the Strengths and Difficulties Questionnaire. Motivation scores were highest for mastery pleasure and social persistence with adults and lowest for gross motor and object-oriented persistence. Socio-demographic factors were not strongly correlated with DMQ. Higher gross motor ability (r=0.24-0.52) and fewer activity limitations (r=0.30-0.64, p<.001) were associated with persistence in cognitive, motor and social tasks, but not mastery pleasure. Higher IQ was associated with persistence in object-oriented tasks (r=0.42, p<.001). Prosocial behaviors correlated with high motivation (r=0.39-0.53, p<.001). Adolescents' motivation scores were higher than parents' scores. Adolescents with CP express high mastery pleasure, not related to abilities. High motivation was associated with fewer activity limitations and prosocial behaviors and aspects of family environment. Findings elucidate those at-risk for low motivation, which can influence treatment adherence and participation in challenging but meaningful activities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mastery motivation as a predictor of occupational performance following upper limb intervention for school-aged children with congenital hemiplegia.

PubMed

Miller, Laura; Ziviani, Jenny; Ware, Robert S; Boyd, Roslyn N

2014-10-01

To determine the extent to which children's mastery motivation predicts occupational performance outcomes following upper limb intervention (ULI). In this cohort study, participants received 45 hours of ULI, either in an intensive group-based or distributed individualized model. The Dimensions of Mastery Questionnaire (DMQ) measured mastery motivation at baseline. Occupational performance outcomes were assessed at baseline and 13 weeks' post-intervention using the Canadian Occupational Performance Measure (COPM). Multivariable models determined the contribution of mastery motivation to COPM outcome irrespective of group membership. Forty-two children with congenital hemiplegia (29 males, 13 females; mean age 7y 8mo [SD 2y 2mo]; range 5y 1mo-12y 8mo; Manual Ability Classification System [MACS] I=20 and II=22; predominant motor type unilateral spastic n=41) participated in the study. Significant gains were seen in COPM performance and satisfaction scores (p<0.001) post-intervention with no between group differences. Children who had greater persistence with object-oriented tasks (p=0.02) and better manual ability (p=0.03) achieved higher COPM performance scores at 13 weeks. Children's persistence on object-oriented tasks was the strongest predictor of COPM satisfaction (p=0.01). Children's persistence with object-oriented tasks as well as manual abilities needs to be considered when undertaking ULI. Predetermining children's motivational predispositions can assist clinicians to tailor therapy sessions individually based on children's strengths, contributing to effective engagement in ULI. © 2014 Mac Keith Press.

Financial hardship, mastery and social support: Explaining poor mental health amongst the inadequately employed using data from the HILDA survey.

PubMed

Crowe, Laura; Butterworth, Peter; Leach, Liana

2016-12-01

This study analysed data from the Household Income and Labour Dynamics in Australia (HILDA) Survey to examine the relationship between employment status and mental health, and the mediating effects of financial hardship, mastery and social support. In addition, the study sought to explore the effects of duration of unemployment on mental health. The primary analysis used three waves of data from the HILDA Survey with 4965 young adult respondents. Longitudinal population-averaged logistic regression models assessed the association of employment status and mental health, including the contribution of mastery, financial hardship and social support in explaining this association between employment groups (unemployed vs. employed; under employed vs. employed). Sensitivity analyses utilised a fixed-effects approach and also considered the full-range of working-age respondents. Regression analysis was used to explore the effect of duration of unemployment on mental health. Respondents' who identified as unemployed or underemployed were at higher risk of poor mental health outcomes when compared to their employed counterparts. This association was ameliorated when accounting for mastery, financial hardship and social support for the unemployed, and was fully mediated for the underemployed. The fixed-effects models showed the transition to unemployment was associated with a decline in mental health and that mastery in particular contributed to that change. The same results were found with a broader age range of respondents. Finally, the relationship between duration of unemployment and mental health was not linear, with mental health showing marked decline across the first 9 weeks of unemployment. Mastery, social support and financial hardship are important factors in understanding the association of poor mental health with both unemployment and underemployment. Furthermore, the results suggest that the most deleterious effects on mental health may occur in the first two months of unemployment before plateauing. In order to prevent deterioration in mental health, these findings suggest intervention should commence immediately following job loss.

[Study on tests of genetics experiments in universities].

PubMed

Jie, He; Hao, Zhang; Lili, Zhang

2015-03-01

Based on the present situation and the development of experiment tests in universities, we introduced a reform in tests of genetics experiments. According to the teaching goals and course contents of genetics experiment, the tests of genetics experiments contain four aspects on the performance of students: the adherence to the experimental procedures, the depth of participation in experiment, the quality of experiment report, and the mastery of experiment principles and skills, which account for 10 %, 20 %, 40 % and 30 % in the total scores, respectively. All four aspects were graded quantitatively. This evaluation system has been tested in our experiment teaching. The results suggest that it has an effect on the promotion of teaching in genetics experiments.

Configural and component processing in simultaneous and sequential lineup procedures.

PubMed

Flowe, Heather D; Smith, Harriet M J; Karoğlu, Nilda; Onwuegbusi, Tochukwu O; Rai, Lovedeep

2016-01-01

Configural processing supports accurate face recognition, yet it has never been examined within the context of criminal identification lineups. We tested, using the inversion paradigm, the role of configural processing in lineups. Recent research has found that face discrimination accuracy in lineups is better in a simultaneous compared to a sequential lineup procedure. Therefore, we compared configural processing in simultaneous and sequential lineups to examine whether there are differences. We had participants view a crime video, and then they attempted to identify the perpetrator from a simultaneous or sequential lineup. The test faces were presented either upright or inverted, as previous research has shown that inverting test faces disrupts configural processing. The size of the inversion effect for faces was the same across lineup procedures, indicating that configural processing underlies face recognition in both procedures. Discrimination accuracy was comparable across lineup procedures in both the upright and inversion condition. Theoretical implications of the results are discussed.

[Bilateral cochlear implants in children: acquisition of binaural hearing].

PubMed

Ramos-Macías, Angel; Deive-Maggiolo, Leopoldo; Artiles-Cabrera, Ovidio; González-Aguado, Rocío; Borkoski-Barreiro, Silvia A; Masgoret-Palau, Elizabeth; Falcón-González, Juan C; Bueno-Yanes, Jorge

2013-01-01

Several studies have indicated the benefit of bilateral cochlear implants in the acquisition of binaural hearing and bilateralism. In children with cochlear implants, is it possible to achieve binaurality after a second implant? When is the ideal time to implant them? The objective of this study was to analyse the binaural effect in children with bilateral implants and the differences between subjects with simultaneous and sequential implants with both short and long intervals. There were 90 patients between 1 and 2 years of age (the first surgery), implanted between 2000 and 2008. Of these, 25 were unilateral users and 65 bilateral; 17 patients had received simultaneous implants, 29 had sequential implants before 12 months after the first one (short interimplant period) and 19 after 12 months (long period). All of them were tested for silent and noisy verbal perception and a tonal threshold audiometry was performed. The silent perception test showed that the simultaneous and short period sequential implant patients (mean: 84.67%) versus unilateral and long period sequential implants (mean: 79.66%), had a statistically-significant difference (P=0,23). Likewise, the noisy perception test showed a difference with statistical significance (P=0,22) comparing the simultaneous implanted and short period sequential implants (mean, 77.17%) versus unilateral implanted and long period sequential ones (mean: 69.32%). The simultaneous and sequential short period implants acquired the advantages of binaural hearing. Copyright © 2012 Elsevier España, S.L. All rights reserved.

Comparison of Performance of Eight-Year-Old Children on Three Auditory Sequential Memory Tests.

ERIC Educational Resources Information Center

Chermak, Gail D.; O'Connell, Vickie I.

1981-01-01

Twenty normal children were administered three tests of auditory sequential memory. A Pearson product-moment correlation of .50 and coefficients of determination showed all but one relationship to be nonsignificant and predictability between pairs of scores to be poor. (Author)

Detecting frail, older adults and identifying their strengths: results of a mixed-methods study.

PubMed

Dury, Sarah; Dierckx, Eva; van der Vorst, Anne; Van der Elst, Michaël; Fret, Bram; Duppen, Daan; Hoeyberghs, Lieve; De Roeck, Ellen; Lambotte, Deborah; Smetcoren, An-Sofie; Schols, Jos; Kempen, Gertrudis; Zijlstra, G A Rixt; De Lepeleire, Jan; Schoenmakers, Birgitte; Verté, Dominique; De Witte, Nico; Kardol, Tinie; De Deyn, Peter Paul; Engelborghs, Sebastiaan; De Donder, Liesbeth

2018-01-30

The debate on frailty in later life focuses primarily on deficits and their associations with adverse (health) outcomes. In addition to deficits, it may also be important to consider the abilities and resources of older adults. This study was designed to gain insights into the lived experiences of frailty among older adults to determine which strengths can balance the deficits that affect frailty. Data from 121 potentially frail community-dwelling older adults in Flemish-speaking Region of Belgium and Brussels were collected using a mixed-methods approach. Quantitative data were collected using the Comprehensive Frailty Assessment Instrument (CFAI), Montreal Cognitive Assessment (MoCA), and numeric rating scales (NRS) for quality of life (QoL), care and support, meaning in life, and mastery. Bivariate analyses, paired samples t-tests and means were performed. Qualitative data on experiences of frailty, frailty balance, QoL, care and support, meaning in life, and mastery were collected using semi-structured interviews. Interviews were subjected to thematic content analysis. The "no to mild frailty" group had higher QoL, care and support, meaning in life, and mastery scores than the "severe frailty" group. Nevertheless, qualitative results indicate that, despite being classified as frail, many older adults experienced high levels of QoL, care and support, meaning in life, and mastery. Respondents mentioned multiple balancing factors for frailty, comprising individual-level circumstances (e.g., personality traits, coping strategies, resilience), environmental influences (e.g., caregivers, neighborhood, social participation), and macro-level features (e.g., health literacy, adequate financial compensation). Respondents also highlighted that life changes affected their frailty balance, including changes in health, finances, personal relationships, and living situation. The findings indicate that frailty among older individuals can be considered as a dynamic state and, regardless of frailty, balancing factors are important in maintaining a good QoL. The study investigated not only the deficits, but also the abilities, and resources of frail, older adults. Public policymakers and healthcare organizations are encouraged to include these abilities, supplementary or even complementary to the usual focus on deficits.

Life Functions and Cells: Level II, Unit 7, Lesson 1; Cell Structure: Lesson 2; Tissues, Organs, Systems: Lesson 3; Growth and Nutrition: Lesson 4; Metabolism: Lesson 5. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Life Functions and Cells; Cell Structure; Tissues, Organs, Systems; Growth and Nutrition; and Metabolism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

The Effects of Daily Intensive Tact Instruction on Preschool Students' Emission of Pure Tacts and Mands in Non-Instructional Setting

ERIC Educational Resources Information Center

Pistoljevic, Nirvana; Greer, R. Douglas

2006-01-01

We tested the effects of an intensive tact instruction procedure on numbers of tacts emitted in non-instructional settings (NIS) using a multiple probe design across 3 participants (3- and 4-year old boys with autism). The dependent variable was tacts emitted in NIS before/after the mastery of sets of 5 different stimuli. The non-instructional…

The Gifted Group at Mid-Life; Thirty-Five Years' Follow-Up of the Superior Child. Genetic Studies of Genius, Volume V.

ERIC Educational Resources Information Center

Terman, Lewis M., Ed.

The 35 years' followup of the Terman investigation on the gifted child is presented. In order to describe the gifted group of mid-life, a general information blank was mailed in 1950 (1,437 subjects) and in 1955 (1,424 subjects). The field study, completed in 1952, included personal interviews, the Concept Mastery Test, supplementary…

Expanding the FCI to Eevaluate Conceptual Mastery of Energy, Momentum, and Rotational Dynamics

NASA Astrophysics Data System (ADS)

Chediak, Alex; Hay, Katrina

2010-03-01

Normalized gain on the Force Concept Inventory (FCI) has deservedly become a widely accepted assessment tool to evaluate conceptual mastery in a high school, college, or university-level mechanics course. Left out of this assessment, however, are important physics concepts typically presented in the same course. Conservation of energy and momentum as well as rotational motion receive scant (if any) coverage on the FCI (or, for that matter, the Mechanics Baseline Test). Yet these concepts are foundational for popular majors such as mechanical engineering, where high failure rates are often a concern. A revised assessment tool is presented, one that incorporates the strengths of the FCI (and preserves the straightforward multiple choice format), but assesses these other mechanics-related concepts. Ten additional questions are included, inspired in part by material from the Physics Education Group at the University of Washington and in part by the authors' own experiences with common student misperceptions. The questions are given as pre- and post tests at the authors' institutions, California Baptist University and Pacific Lutheran University, in both calculus-based and algebra-based mechanics courses, exploring breadth of applicability for our findings. We present normalized gain data for the traditional thirty FCI questions and for our ten additional questions.

English Verb Accuracy of Bilingual Cantonese-English Preschoolers.

PubMed

Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-07-26

Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese-English bilingual children.

Do resources buffer the prospective association of psychosocial work stress with depression? Longitudinal evidence from ageing workers.

PubMed

Lunau, Thorsten; Wahrendorf, Morten; Müller, Andreas; Wright, Bradley; Dragano, Nico

2018-03-01

Objectives There is now convincing evidence that psychosocial work stressors are linked to depression. Few studies, however, have tested if individual resources can buffer the longitudinal effects of psychosocial work stressors on depressive symptoms. This study investigates how two types of resources (internal and external resources) affect the association between psychosocial work stressors and depressive symptoms. Methods Data were obtained from the US Health and Retirement Study, with baseline information on psychosocial work stressors [job strain and effort-reward imbalance (ERI)] and on internal ("high mastery" and "low constraints") and external resources ("private social support") among initially healthy workers. This information was linked to elevated depressive symptoms two years later. The sample includes 5473 observations and we report relative risks (RR) and effect modification on the additive and multiplicative scale. Results Psychosocial stressors and low resources (internal and external) were both independently related to depressive symptoms. Individuals with both, psychosocial stressors and low resources, had the highest risk of developing elevated depressive symptoms (eg, RR ERI-LowMastery 3.32, 95% CI 2.49-4.42; RR JobStrain-LowMastery 2.89, 95% CI 2.18-3.84). Yet, based on interaction analyses, only social support from friends buffered the association between work stressors and depressive symptoms. Conclusions Our findings have demonstrated that psychosocial stressors at work are related to mental health, and that in most cases this relationship holds true both for people with high and with low resources. Therefore, there is no clear indication that internal or external resources buffer the association between psychosocial work stressors and depressive symptoms.

Linking family economic pressure and supportive parenting to adolescent health behaviors: two developmental pathways leading to health promoting and health risk behaviors.

PubMed

Kwon, Josephine A; Wickrama, K A S

2014-07-01

Adolescent health behaviors, especially health risk behaviors, have previously been linked to distal (i.e., family economic pressure) and proximal (i.e., parental support) contributors. However, few studies have examined both types of contributors along with considering health promoting and health risk behaviors separately. The present study investigated the influences of family economic hardship, supportive parenting as conceptualized by self-determination theory, and individual psychosocial and behavioral characteristics (i.e., mastery and delinquency, respectively) on adolescents' health promoting and health risk behaviors. We used structural equation modeling to analyze longitudinal data from a sample of Caucasian adolescent children and their mothers and fathers (N = 407, 54 % female) to examine direct and indirect effects, as well as gender symmetry and asymmetry. Findings suggest that family economic pressure contributed to adolescent mastery and delinquency through supportive parenting. Further, supportive parenting indirectly affected adolescent health risk behaviors only through delinquency, whereas supportive parenting indirectly influenced health promoting behaviors only through mastery, suggesting different developmental pathways for adolescent health risk and health promoting behaviors. Testing for gender symmetry of the full model showed that maternal and paternal parenting contributed to females' health risk behaviors directly, while maternal and paternal parenting contributed to males' health risk behaviors through delinquency. Gender symmetry was largely unsupported. The study highlights key direct and indirect pathways to adolescent health risk and health promoting behaviors within a family stress model and self-determination theory framework, and also highlights important gender differences in these developmental pathways.

How Competent are Adolescent Bullying Perpetrators and Victims in Mastering Normative Developmental Tasks in Early Adulthood?

PubMed

Kretschmer, Tina; Veenstra, René; Branje, Susan; Reijneveld, Sijmen A; Meeus, Wim H J; Deković, Maja; Koot, Hans M; Vollebergh, Wilma A M; Oldehinkel, Albertine J

2018-01-01

A substantive body of literature suggests that those involved in bullying as perpetrators but particularly victims are at greater risk for psychological maladjustment. In comparison, relatively little is known about associations between bullying-victimization and perpetration and mastery of early adult tasks in domains including romantic relationships, education, work, financial competence, and conduct. These links were tested using data from two Dutch cohorts (RADAR-young, n = 497, 43% girls; TRAILS, n = 2230, 51% girls) who reported on victimization and perpetration at age 11 (TRAILS) and 13 (RADAR-young) and mastery of developmental tasks in early adulthood. Unadjusted regression analyses suggested for both cohorts that perpetrators were less likely to abide the law and more likely to smoke. Victims in TRAILS were less competent in the domains of education, work, and finances, and more likely to smoke in RADAR-young. Adjusting for childhood demographics and child intelligence and including psychopathology in the prediction models substantially reduced the strength of associations between bullying involvement and later outcomes in both cohorts; although association were retained between victimization and welfare dependence and perpetration and crime involvement in TRAILS. Parental support did not buffer associations in either sample and neither were gender differences detected. Overall, findings underline that negative outcomes of bullying are not only a concern for victims but also for their perpetrators although involvement in bullying is not a stable predictor of mastery of developmental tasks when childhood demographics, child intelligence, and psychopathology are taken into account.

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

ERIC Educational Resources Information Center

Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

The Quest for Mastery: Positive Youth Development through Out-of-School Programs

ERIC Educational Resources Information Center

Intrator, Sam M.; Siegel, Don

2014-01-01

In "The Quest for Mastery," Sam M. Intrator and Don Siegel investigate an emerging trend: the growth of out-of-school programs dedicated to helping underserved youth develop the personal qualities and capacities that will help them succeed in school, college, and beyond. Intensive programs from rowing to youth radio, from lacrosse to…

The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Hoy, Anita Woolfolk

2007-01-01

Among the sources of teachers' self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual…

Educating the Next Generation of Accounting Professionals

ERIC Educational Resources Information Center

Schader, Gary; Wailoo, Bert; John, Stephen

2012-01-01

Each year accounting graduates are recruited by the accounting firms that hope the new crop of employees will be technically prepared to serve the clients of the firm. They are looking for these recruits to have a mastery of the principles and concepts of the accounting courses they have taken. Proof of mastery is the student's ability to apply…

Investigations of Students' Motivation Towards Learning Secondary School Physics through Mastery Learning Approach

ERIC Educational Resources Information Center

Changeiywo, Johnson M.; Wambugu, P. W.; Wachanga, S. W.

2011-01-01

Teaching method is a major factor that affects students' motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students' motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample…

Effects of Mastery Learning Approach on Secondary School Students' Physics Achievement

ERIC Educational Resources Information Center

Wambugu, Patriciah W.; Changeiywo, Johnson M.

2008-01-01

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form…

Using Kentucky State Standards as Benchmarks: Quantifying Incoming Ed.S. Students' Knowledge as They Journey toward Principalship

ERIC Educational Resources Information Center

Hearn, Jessica E.

2015-01-01

Principal preparation programs in Kentucky can use the items in the Dispositions, Dimensions, and Functions for School Leaders (EPSB, 2008) as mastery benchmarks to quantify incoming Educational Specialist (Ed.S) students' perceived level of mastery. This can serve both internal and external purposes by providing diagnostic feedback to students…

Mastery-Approach Goals and Knowledge Transfer: An Investigation into the Effects of Task Structure and Framing Instructions

ERIC Educational Resources Information Center

Belenky, Daniel M.; Nokes-Malach, Timothy J.

2013-01-01

Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known about how these goals interact with instruction to influence knowledge transfer. To address these issues we conducted a laboratory experiment investigating how two…

Behind and beyond Self-Mastery: Risk, Vulnerability, and Becoming through Dewey and Heidegger

ERIC Educational Resources Information Center

d'Agnese, Vasco

2017-01-01

In the last two decades, a decisive anti-foundationalist turn has emerged in educational philosophy and theory. With such a shift, both the possibility and the desirability to conceive of educational processes and practices in terms of mastery and predictability has been challenged. In this paper, by locating my work on such an…

The Mastery in Learning Project at Orchards Elementary School with the Consultancy of Lewis-Clark State College, Lewiston, Idaho.

ERIC Educational Resources Information Center

Diessner, Rhett

This report describes activities from 1986 through 1990 of the Mastery in Learning Project, which focused on "restructuring the school" and "sharing decision making" at one elementary school in Lewiston, Idaho. Based on need surveys of various constituents of school life (administrators, students, teachers, and parents), a…

Maternal Psychosocial Functioning in Families of Very Low Birthweight Infants.

ERIC Educational Resources Information Center

Schlansker, Jill Thrift; And Others

Reported in this paper are preliminary results from a study designed to examine the development of self-esteem and mastery of mothers with infants of very low birth weight (VLBW). (The term "self-esteem" is defined as the degree of positive or negative self-regard reported by an individual, and "mastery" is defined as the…

Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

ERIC Educational Resources Information Center

Mainwaring, Lynda M.; Krasnow, Donna H.

2010-01-01

Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

A Mastery Rubric: Guiding Curriculum Design, Admissions and Development of Course Objectives

ERIC Educational Resources Information Center

Tractenberg, Rochelle E.; Umans, Jason G.; McCarter, Robert J.

2010-01-01

This article describes a "Mastery Rubric" (MR) used to design both the curriculum and the assessments in a new two-year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective;…

Building Empathy and Social Mastery in Students with Autism

ERIC Educational Resources Information Center

Laursen, Erik K.; Moore, Lisa; Yazdgerdi, Sasha; Milberger, Kat

2013-01-01

Learning to recognize and express emotions appropriately is a skill of mastery in human development, and an essential component of living the good life. Because this developmental and social skill is one of the core deficits for people along the autism spectrum, anyone who works with students with Autism Spectrum Disorder (ASD) should provide them…