- The paper examines the measurement invariance of constructs representing motivations to become a teacher across countries that participated in the Teacher Education and Development Study in Mathematics (TEDS-M).
- It finds metric invariance, meaning motivations can be compared across countries, with the exception of extrinsic motivation in Taiwan. Scalar invariance is not supported across countries but is supported across some cultural groups.
- This means scale means can be compared between some countries and cultural groups but not all, limiting full cross-country comparisons of motivation levels.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
Language Motivation: From the Theoretical to the PracticalMatthew Apple
Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
The document discusses Transformative Learning Theory, which involves a deep shift in a learner's basic premises, worldviews, and perspectives through critical reflection. It defines Transformative Learning and outlines its two types: instrumental learning involving task-oriented problem solving, and communicative learning focusing on understanding meanings communicated by others. The document also discusses the role of reflection and discourse in facilitating perspective and meaning structure transformation through adult education.
MD1 Compare and Contrast Principles of Practiceeckchela
This is a Walden University course (8104), It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Leveraging Transformative Learning Theory to Promote Student Development in T...Nate Cradit
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
Language Motivation: From the Theoretical to the PracticalMatthew Apple
Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
The document discusses Transformative Learning Theory, which involves a deep shift in a learner's basic premises, worldviews, and perspectives through critical reflection. It defines Transformative Learning and outlines its two types: instrumental learning involving task-oriented problem solving, and communicative learning focusing on understanding meanings communicated by others. The document also discusses the role of reflection and discourse in facilitating perspective and meaning structure transformation through adult education.
MD1 Compare and Contrast Principles of Practiceeckchela
This is a Walden University course (8104), It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Leveraging Transformative Learning Theory to Promote Student Development in T...Nate Cradit
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
The document criticizes current approaches in education that try to oversimplify and control complex systems through reductionist perspectives and managerialist principles. It argues that education has become increasingly driven by outdated neoliberal ideas that emphasize individualism, competition, and resilience over imagination. By only focusing on numeric data and simplistic accountability measures, the current system fails to see the complexity of education and works only "with the shadows". The document calls for embracing emergence and complexity in education and imagining alternative approaches focused on trust, growth, communities, and holistic assessment.
Transformative learning involves experiencing a dramatic shift in one's basic premises, perspectives, and ways of understanding the world. It can be prompted by unexpected life events and involves critically examining, questioning, and revising one's beliefs and values. Supporting transformative learning requires understanding differences in learners' styles, cultures, and backgrounds. The process can lead to conflict but helps people become their fullest selves and more open to alternative views.
This article provides an overview of key concepts from sociocultural theory and how they can be applied to second language learning research. It discusses four main concepts:
1. Mediation - Learning is viewed as a socially mediated process where language and other tools mediate cognition. Interaction with more capable individuals also mediates learning.
2. Zone of proximal development - The ZPD represents what students can achieve with assistance that exceeds their independent abilities. Social interaction within the ZPD activates learning and development.
3. Scaffolding - Support provided within the ZPD, such as simplifying tasks or demonstrating solutions, allows students to accomplish tasks they cannot yet do independently. Peer scaffolding can also facilitate language development.
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
Transformative Learning Slides Revised For October 15 Classtjcarter
Mezirow's transformative learning theory describes two domains of learning: instrumental learning which manipulates the environment, and communicative learning which involves understanding others' feelings and values. Transformative learning leads to emancipatory knowledge through critical reflection and helps adults change their assumptions, beliefs, and perspectives to be more open-minded and justifiable. The role of adult educators is to facilitate this perspective transformation through critically reflective discourse.
This document discusses transformative learning theory. It begins by introducing Mezirow's concept of a "disorientating dilemma" which can prompt perspective transformation. It then provides examples of dilemmas and discusses how reflection promotes perspective transformation. Finally, it outlines how both teachers and learners have roles in facilitating transformative learning by establishing trust, sharing meanings, and being open to learning and change.
What does it mean to say a school is doing wellbassam70
This document discusses issues with rationalization and standardization as approaches to education reform. It argues that rationalization leads to a narrowing of curriculum focused only on tested subjects, and that test scores are poor proxies for overall school quality. Additionally, a focus on measurement fails to address deeper problems in schools, such as student engagement and learning beyond tested subjects. Rationalization promotes simplistic solutions and comparisons without accounting for local factors and student/teacher experiences. Overall, the document is critical of the over-reliance on standardized testing and metrics as ways to determine school success.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
This document summarizes research on contextual variables that influence organizational learning and evaluative inquiry in elementary schools. The research had three aims: 1) identify which contextual variables support organizational learning in schools, 2) determine if evaluative inquiry can be predicted from these variables, and 3) identify the best predictor of evaluative inquiry. The results found that a majority of schools lacked most contextual variables, though in schools that had them, evaluative inquiry could be predicted and was best predicted by supportive school systems and structures.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This document discusses using correlation analysis with teaching and learning analytics (TLA) to analyze data from an OECD questionnaire given to teachers and school administrators. It aims to compare answers and examine the linear relationship between themes and sub-themes to see their degree of correlation. The results found the correlations to be mostly weak and non-linear, making it impossible to validate integrated answers regarding theme and sub-theme statements. This suggests dichotomous observations that reflect controversies and uncertainties, allowing consideration of possible school scenarios and practices.
Book Review: Ethical Decision Making in School Administration: Leadership as ...William Kritsonis
1. PK-12 school administrators are constantly faced with making difficult decisions. In their book, Paul Wagner and Douglas Simpson offer a framework called "moral architecture" and "pragmatic idealism" to help school leaders make purposeful and ethically consistent decisions.
2. "Moral architecture" refers to the environment leaders foster through their daily tasks and decision-making. "Pragmatic idealism" means pursuing truth through incremental progress. The book reviews the ethics of philosophers to help readers reflect on their own value systems.
3. The book is a valuable resource for practicing and aspiring leaders. It supports reflection, mentoring in leadership programs, and developing the ability to make decisions aligned with one
Leadership Functions And Organizational Learning In Tecnalia Javier RuizJavier Ruiz
This document discusses organizational learning and leadership styles in research and technology organizations (RTOs) using a case study of Tecnalia, a merged RTO in Spain. It analyzes organizational learning processes and complexity leadership functions at both the strategic level of the merger and the operational level of two multidisciplinary R&D projects. Three propositions are developed: 1) adaptive leadership facilitates knowledge exploration in R&D projects through intuition and interpretation, 2) enabling leadership enables knowledge integration and exploitation, and 3) administrative leadership institutionalizes learning from the merger process. Qualitative research methods were used to study the levels including interviews and project documentation analysis.
This document summarizes a research study that investigated personal values across different generational cohorts in Sarawak, Malaysia. The study identified four cohorts based on major historical events: Neoteric-inheritors (aged 22 and below), Prospective-pursuers (aged 23 to 36), Social-strivers (aged 37 to 52), and Idealistic-strugglers (aged 53 to 71). Survey results from over 1,100 respondents found differences in internal, external, and interpersonal values across the cohorts, with the oldest cohort generally holding more distinct values. The findings provide insights into how generational experiences shape personal values in Sarawak.
The proposed study will examine how strengthening relationships between students and teachers and providing instructional support for student motivation can predict trajectories of hopefulness in urban African American adolescents. The study will implement a teacher-focused intervention combining elements of self-determination theory and social capital theory to bolster student autonomy, competence, and relatedness. It is hypothesized that this will increase intrinsic motivation and ultimately enhance hopefulness. The intervention aims to address motivational challenges in urban school environments by cultivating supportive teacher-student relationships and a classroom culture that empowers student autonomy and competence.
A Study Of Socio Economic Status And Academic MotivationTina Gabel
This study examines the relationship between socio-economic status and academic motivation among college students in Our Lady of Fatima University. The researchers aimed to investigate how socio-economic status, as one factor, impacts students' motivation levels. They hypothesized that there is no significant relationship between socio-economic status and academic motivation, and that there is no difference in motivation between male and female students. A survey was conducted using scales to measure socio-economic status and academic motivation. The data collected was then analyzed to determine if there is a correlation between the two variables and differences between genders. The findings could help students, researchers, and parents understand how socio-economic background may influence academic performance and motivation.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
The Influence Of Family Background EssayBarb Tillich
The document discusses the importance of teachers understanding the Common Core Standards to help students achieve educational goals. It states that the standards guide teachers to prepare students for what they are expected to learn to succeed in life. Furthermore, the document emphasizes that as a world language teacher it is key to follow the Core Curriculum Standards for World Languages and integrate them into teaching to provide students with relevant skills for college and careers.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
The document criticizes current approaches in education that try to oversimplify and control complex systems through reductionist perspectives and managerialist principles. It argues that education has become increasingly driven by outdated neoliberal ideas that emphasize individualism, competition, and resilience over imagination. By only focusing on numeric data and simplistic accountability measures, the current system fails to see the complexity of education and works only "with the shadows". The document calls for embracing emergence and complexity in education and imagining alternative approaches focused on trust, growth, communities, and holistic assessment.
Transformative learning involves experiencing a dramatic shift in one's basic premises, perspectives, and ways of understanding the world. It can be prompted by unexpected life events and involves critically examining, questioning, and revising one's beliefs and values. Supporting transformative learning requires understanding differences in learners' styles, cultures, and backgrounds. The process can lead to conflict but helps people become their fullest selves and more open to alternative views.
This article provides an overview of key concepts from sociocultural theory and how they can be applied to second language learning research. It discusses four main concepts:
1. Mediation - Learning is viewed as a socially mediated process where language and other tools mediate cognition. Interaction with more capable individuals also mediates learning.
2. Zone of proximal development - The ZPD represents what students can achieve with assistance that exceeds their independent abilities. Social interaction within the ZPD activates learning and development.
3. Scaffolding - Support provided within the ZPD, such as simplifying tasks or demonstrating solutions, allows students to accomplish tasks they cannot yet do independently. Peer scaffolding can also facilitate language development.
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
Transformative Learning Slides Revised For October 15 Classtjcarter
Mezirow's transformative learning theory describes two domains of learning: instrumental learning which manipulates the environment, and communicative learning which involves understanding others' feelings and values. Transformative learning leads to emancipatory knowledge through critical reflection and helps adults change their assumptions, beliefs, and perspectives to be more open-minded and justifiable. The role of adult educators is to facilitate this perspective transformation through critically reflective discourse.
This document discusses transformative learning theory. It begins by introducing Mezirow's concept of a "disorientating dilemma" which can prompt perspective transformation. It then provides examples of dilemmas and discusses how reflection promotes perspective transformation. Finally, it outlines how both teachers and learners have roles in facilitating transformative learning by establishing trust, sharing meanings, and being open to learning and change.
What does it mean to say a school is doing wellbassam70
This document discusses issues with rationalization and standardization as approaches to education reform. It argues that rationalization leads to a narrowing of curriculum focused only on tested subjects, and that test scores are poor proxies for overall school quality. Additionally, a focus on measurement fails to address deeper problems in schools, such as student engagement and learning beyond tested subjects. Rationalization promotes simplistic solutions and comparisons without accounting for local factors and student/teacher experiences. Overall, the document is critical of the over-reliance on standardized testing and metrics as ways to determine school success.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
This document summarizes research on contextual variables that influence organizational learning and evaluative inquiry in elementary schools. The research had three aims: 1) identify which contextual variables support organizational learning in schools, 2) determine if evaluative inquiry can be predicted from these variables, and 3) identify the best predictor of evaluative inquiry. The results found that a majority of schools lacked most contextual variables, though in schools that had them, evaluative inquiry could be predicted and was best predicted by supportive school systems and structures.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This document discusses using correlation analysis with teaching and learning analytics (TLA) to analyze data from an OECD questionnaire given to teachers and school administrators. It aims to compare answers and examine the linear relationship between themes and sub-themes to see their degree of correlation. The results found the correlations to be mostly weak and non-linear, making it impossible to validate integrated answers regarding theme and sub-theme statements. This suggests dichotomous observations that reflect controversies and uncertainties, allowing consideration of possible school scenarios and practices.
Book Review: Ethical Decision Making in School Administration: Leadership as ...William Kritsonis
1. PK-12 school administrators are constantly faced with making difficult decisions. In their book, Paul Wagner and Douglas Simpson offer a framework called "moral architecture" and "pragmatic idealism" to help school leaders make purposeful and ethically consistent decisions.
2. "Moral architecture" refers to the environment leaders foster through their daily tasks and decision-making. "Pragmatic idealism" means pursuing truth through incremental progress. The book reviews the ethics of philosophers to help readers reflect on their own value systems.
3. The book is a valuable resource for practicing and aspiring leaders. It supports reflection, mentoring in leadership programs, and developing the ability to make decisions aligned with one
Leadership Functions And Organizational Learning In Tecnalia Javier RuizJavier Ruiz
This document discusses organizational learning and leadership styles in research and technology organizations (RTOs) using a case study of Tecnalia, a merged RTO in Spain. It analyzes organizational learning processes and complexity leadership functions at both the strategic level of the merger and the operational level of two multidisciplinary R&D projects. Three propositions are developed: 1) adaptive leadership facilitates knowledge exploration in R&D projects through intuition and interpretation, 2) enabling leadership enables knowledge integration and exploitation, and 3) administrative leadership institutionalizes learning from the merger process. Qualitative research methods were used to study the levels including interviews and project documentation analysis.
This document summarizes a research study that investigated personal values across different generational cohorts in Sarawak, Malaysia. The study identified four cohorts based on major historical events: Neoteric-inheritors (aged 22 and below), Prospective-pursuers (aged 23 to 36), Social-strivers (aged 37 to 52), and Idealistic-strugglers (aged 53 to 71). Survey results from over 1,100 respondents found differences in internal, external, and interpersonal values across the cohorts, with the oldest cohort generally holding more distinct values. The findings provide insights into how generational experiences shape personal values in Sarawak.
The proposed study will examine how strengthening relationships between students and teachers and providing instructional support for student motivation can predict trajectories of hopefulness in urban African American adolescents. The study will implement a teacher-focused intervention combining elements of self-determination theory and social capital theory to bolster student autonomy, competence, and relatedness. It is hypothesized that this will increase intrinsic motivation and ultimately enhance hopefulness. The intervention aims to address motivational challenges in urban school environments by cultivating supportive teacher-student relationships and a classroom culture that empowers student autonomy and competence.
A Study Of Socio Economic Status And Academic MotivationTina Gabel
This study examines the relationship between socio-economic status and academic motivation among college students in Our Lady of Fatima University. The researchers aimed to investigate how socio-economic status, as one factor, impacts students' motivation levels. They hypothesized that there is no significant relationship between socio-economic status and academic motivation, and that there is no difference in motivation between male and female students. A survey was conducted using scales to measure socio-economic status and academic motivation. The data collected was then analyzed to determine if there is a correlation between the two variables and differences between genders. The findings could help students, researchers, and parents understand how socio-economic background may influence academic performance and motivation.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
The Influence Of Family Background EssayBarb Tillich
The document discusses the importance of teachers understanding the Common Core Standards to help students achieve educational goals. It states that the standards guide teachers to prepare students for what they are expected to learn to succeed in life. Furthermore, the document emphasizes that as a world language teacher it is key to follow the Core Curriculum Standards for World Languages and integrate them into teaching to provide students with relevant skills for college and careers.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
Self Concept and Scholastic Competence of Secondary School Teachers in relati...IOSR Journals
This document summarizes a study on the self-concept and scholastic competence of secondary school teachers in relation to personal variables. The study aimed to assess differences in self-concept and scholastic competence based on gender, location, teaching experience, education level, and academic subject area. Self-concept and scholastic competence surveys were administered to 100 randomly selected secondary school teachers. Results found significant differences in self-concept based on teaching experience, with more experienced teachers having higher self-concept. Significant differences were also found in scholastic competence based on teaching experience, with more experienced teachers having higher scholastic competence. No other significant differences were found based on the other personal variables studied.
Culture Matters: Learners’ Expectations Towards Instructor-Support (Richter 2...Richter Thomas
This document summarizes a study that investigated cultural differences in students' expectations of instructor support across 5 countries. The study found major differences, with South Korean students expecting more individual support compared to German students who expected mainly content selection. Understanding these differences is important to avoid conflicts in international online learning programs. The full spectrum of answers showed little overlap between Germany and South Korea, suggesting different expectations could be frustrating without preparation. The results highlight the need to tailor educational programs and communications to different cultural expectations.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
Workplace Spirituality in State Universities and Colleges: Its Relation to th...Dr. Amarjeet Singh
This study determined the relationship of workplace spirituality, work well-being, and job satisfaction among faculty members in state universities and colleges (SUCs) in Region XII, Philippines. The descriptive survey and correlational design were used employing quantitative data. The data were gathered through the questionnaire and administered to the 234 respondents. The gathered data were analyzed through frequency, percentage, weighted mean, and Pearson (r) Coefficient Correlation. The findings of the study revealed that faculty members agreed that their workplace spirituality has a “very high” positive correlation to work well-being (Ho₁). It was also found out that faculty members agreed that their workplace spirituality has a “very high” correlation to job satisfaction (Ho₂). Given the overall results, the study recommends sustaining the workplace spirituality of the faculty members to remain high in their work well-being and job satisfaction.
Running head Literature Review Resources 1TITLE GOES HERE6.docxwlynn1
Running head: Literature Review Resources 1
TITLE GOES HERE 6
Literature Review Resources
One of the most important aspects of your research will be how you organize your resources. RefWorks is an optional citation management software tool you can sign up to use that helps organize your citations. To find out more about how to sign up for your free, optional RefWorks account, review the information here:
http://libguides.gcu.edu/refworksandendnote.
Number
Article Information: Be sure entries are presented in alphabetical order.
Added to RefWorks? Y or N (optional)
1.
Reference
Barnham, C. (2015). Quantitative and qualitative research. International Journal of Market Research, 57(6), 837–854.
Y
Permalink
https://doi-org.lopes.idm.oclc.org/10.2501/IJMR-2015-070
Annotation
This study aims to uncover the assumptions that the way in which quantitative research and qualitative research are conventionally contrasted with each other runs along familiar lines and to identify how they are rooted in our underlying preconceptions about the perceptual process itself. It outlines a new platform upon which the distinction between quantitative and qualitative research can be established and which links the latter with semiotics. The way of distinguishing the two methodologies is rotted in quantitatively determined beliefs about human experience.
2.
Reference
Collins, J. D., & Rosch, D. M. (2018). Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter? Journal of Leadership Education, 17(3), 175–194. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site
Y
Permalink
https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site
Annotation
Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either "High," "Moderate," or "Low" with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.
3.
Reference
Munir, F. & Aboidullah, M. (2018). Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness. Bulletin of Education & Research, 40(1), 99–113..
Delivering a Holistic Approach to Problem Solving in Education from a Multicu...Innocence Smith
This document provides an annotated bibliography of sources related to holistic approaches to problem solving in education from a multicultural psychodynamic perspective. The annotations summarize five sources that discuss topics like pedagogies of happiness, heutagogy and lifelong learning, holistic approaches to creative problem solving, multicultural counseling competencies research, and practical bibliotherapy strategies for inclusive classrooms. The sources explored concepts like intuition, self-directed learning, transformation through holistic teaching, strengths and weaknesses of multicultural counseling research, and using bibliotherapy to help students with issues.
ECR, Diversity Related Experiences of Students, Academic and Administrative S...NazlFidanDalkl
This document provides an overview of a study that will explore diversity-related experiences of students, academic staff, and administrative staff at a private university in Turkey through qualitative interviews and focus groups, using a critical theory framework. The study aims to understand perceptions of diversity and the impact of university policies and practices on campus diversity. It is expected that findings will provide recommendations to improve the inclusive campus environment and diversity management strategies. This will contribute new insights around diversity experiences of different groups in higher education.
This document discusses contextual therapy and its common settings and populations. Contextual therapy can be used in individual therapy, family therapy, marital/couple's therapy, and has been found effective in treating multiple personality disorders, substance abuse, juvenile delinquency, survivors of trauma, and more. Measures like the RDAS and IFI are used to assess relationship satisfaction and unfairness within couples therapy. These measures help therapists understand partners' perceptions of their relationship.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
The document discusses the author's plans to pursue a Doctorate in Education for Higher Learning and Adult Learning. They intend to focus on building new pedagogies and addressing issues like social stratification and disparities.
The author outlines two strategies for building professional networks: 1) Reaching out to colleagues to understand strengths and weaknesses and address contributions. 2) Teaching self-regulation to develop self-awareness and transform leaders and environments.
The author's two goals are to investigate new sciences of learning using computers for collaboration, and to study national innovation and the shaping of public policy through education.
This document discusses barriers to the promotion of women teachers and the impact on their job satisfaction and attitudes towards work. It begins by introducing the topic and noting traditional beliefs that have prevented women from being seen as leaders. It then discusses intrinsic and extrinsic barriers that can hinder women's professional advancement. The objective and significance of studying this issue is presented. The research problem, hypotheses, scope, conceptual framework and literature review are also summarized. The methodology section outlines the research design, subjects, instruments, data collection procedures and statistical analysis that will be used in the study.
Educational Challenges Of Native AmericansMonique Jones
The document discusses the lack of Native American representation in healthcare fields in the US and some of the challenges they face in education. It notes that only 0.3% of medical students are Native American despite making up 2% of the US population, and in 2004 only 98 Native American students were enrolled in medical schools. The challenges discussed include lack of access to educational opportunities and issues with curricula that do not adequately prepare Native Americans for healthcare careers.
This study aimed to develop a motivation system for teachers in Thai primary schools. The researchers conducted the study in 3 phases:
1) Studying the current and desired conditions of motivation systems for 1,016 teachers through questionnaires.
2) Developing a motivation system consisting of 6 sub-systems and validating it with experts.
3) Implementing the system in a primary school and collecting data on teacher motivation and satisfaction from 8 teachers through interviews and surveys.
The results showed that the current motivation system was moderately effective but teachers desired a higher level of motivation. The developed system significantly improved teacher motivation and performance in the pilot school.
The document discusses a study that examined teachers' perceptions of university students' motivation and achievement in English for Specific Purposes (ESP) courses. It involved 204 students across 6 classes in 3 majors who completed a motivation questionnaire and ESP achievement test. The results showed that teachers generally perceived student motivation to be high, and motivation had a moderate relationship with ESP achievement, though achievement differed between high- and low-motivation students.
This document summarizes a research study on the exogenous and endogenous impacts on teachers' work performance in Medan City, Indonesia. The study found that:
1) Incentive schemes, teachers' personal competency, and principal leadership had a significant influence on teachers' work motivation. Incentive schemes most strongly influenced work motivation.
2) Incentive schemes, principal leadership, and work motivation all had a direct influence on teachers' work performance. Work motivation had the strongest influence.
3) Statistical analysis showed the direct contributions of various factors, with work motivation having the largest direct contribution to teachers' work performance.
This document discusses motivation of stakeholders in changing medical education in Vietnam. It analyzed a process from 1999-2006 where 8 medical schools worked to make their curriculum more community oriented. Different stakeholders, including those within and outside the universities, were motivated through various activities to participate in curriculum development. The Herzberg motivation theory helped identify factors that satisfied stakeholders and motivated them to support the changes, such as opportunities for input, interactions between stakeholders, and emphasizing self-motivation and learning from each other. Involving diverse stakeholders through appropriate strategies was important for ensuring curriculum changes met community health needs.
This research article examines strategies to improve uptake of preventive treatment for schistosomiasis among school-age children in Uganda. Serial cross-sectional surveys were conducted before and after a mass drug administration (MDA) program in 2012 that aimed to increase teacher motivation and supervision. The surveys found that self-reported uptake of preventive treatment increased from 28.2% at baseline to 48.9% after the MDA program implemented strategies like retraining teachers, providing incentives and strengthening supervision. However, prevalence and intensity of Schistosoma mansoni infection, children's knowledge of the disease, and reported side effects did not change. The increased treatment uptake was still lower than WHO recommendations and not enough to impact disease prevalence
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. Page 2 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
understanding the underlying construct, the comparability of constructs could be threat-
ened (Markus and Kitayama 1991; Rutkowski and Svetina 2014, p. 51). This is particu-
larly true for affective constructs as motivation, which are assessed via self-reports (Van
de Vijver and Tanzer 2004). For that reason, testing for different levels of equivalence
of scales is required before relating motivation to teach to other constructs or even to
compare scale means, in order to avoid inappropriate use of data across different groups.
The aim of the present study is therefore to examine, whether the set of motivations
to become a teacher assessed by TEDS-M could be used to construct motivation scales
which are related to theories of motivation and which are invariant across the different
countries that participated in TEDS-M.
Theoretical framework: motivation and choices
The question what is motivating people to become a teacher can be examined within the
expectancy-value framework, “the most comprehensive motivational model for explain-
ing academic and career choices” (Watt and Richardson 2007, p. 170). Following the
expectancy-value theory (Wigfield and Eccles 2000), decision making such as choosing
teacher education as the field of study is determined by people’s values and expectancies,
which are shaped by goals and self-schemata, which in turn are influenced by cultural
and social norms and individual’s perception of it (Wigfield and Eccles 2000, p. 69).
The values component of the expectancy-value model implies, in addition to costs,
(which refer to perceived negative consequences as effort or emotional expenditure)
and attainment value (the sense of self and identity resulting in subjective goals, which
determine the importance for the individual of doing well in specific tasks), the intrin-
sic value and the utility value. Intrinsic value refers to the enjoyment an individual gets
from performing an activity. Utility value refers to the usefulness of doing an activity for
the individual in the future, capturing extrinsic motivation (Wigfield and Eccles 2000).
One important source of the values component of the expectancy-value model is
Deci and Ryan’s self-determination theory (1985), which distinguishes between intrinsic
and extrinsic motivation. According to the self-determination theory, individuals have
a natural need for competence, autonomy, and social relatedness. It is assumed, that
individuals are intrinsically motivated to pursue a goal to satisfy their natural needs and
to feel self-determined. Intrinsic motivation represents therefore the prototype of self-
determined behaviour, and intrinsically motivated behaviour is strongly related to feel-
ing competent, autonomous and socially related.
Extrinsically motivated behaviour is initially not self-determined, but can be trans-
ferred into self-determined behaviour by the processes of internalisation and integra-
tion. Through the process of internalisation, external values are taken in. By integration,
the internalized values become embedded into the sense of the individual’s self and
function as drivers of pursuing a goal.
Within the teacher education literature, it is common to operationalize intrinsic moti-
vation as enjoyment in teaching or interest in a subject. Extrinsic motivation usually
addresses conditions and amenities as job security or salary. In line with that, in TEDS-
M future teacher’s motivation to become a teacher was assessed by different items which
could be classified into intrinsic and extrinsic motivation. One the one hand, future
teachers were asked, to what extent their expected talent for teaching, the wish to work
3. Page 3 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
with young people and to influence the next generation and the perception of teaching
as a challenging job constitute reasons to become a teacher; aspects, which represent
an intrinsic pedagogical motivation. Future teachers also were asked, whether a love to
mathematics is a reason to become a teacher, which is capturing an intrinsic subject spe-
cific motivation. On the other hand, they were asked, whether they are attracted by the
availability of teaching positions, by teacher salaries and by the long-term security asso-
ciated with being a teacher, items which represent an extrinsic motivation (Laschke and
Blömeke 2014; Blömeke et al. 2010).
Theoretical framework: the role of the societal context
Social contextual conditions can catalyse or undermine the influence of intrinsic motiva-
tion on learning and achievement by meeting or rejecting the learners’ needs of auton-
omy, relatedness, and competence. The same applies to extrinsic motivation by fostering
or hindering the processes of internalization and integration (Deci and Ryan 1985; Ryan
and Deci 2000).
That is particularly important for the context of education. For example, the more a
learner feels autonomous, the better his or her performance is, besides other positive
outcomes (see Ryan and Deci 2000, p. 63). Intrinsic motivation is fostering high-quality
learning and creativity (Ryan and Deci 2000, p. 55). Feeling socially related to teachers
and parents is facilitating the willingness to accept their values. And learners’ need to
feel competent can be satisfied by providing a goal which the individual understands and
is able to succeed at (Ryan and Deci 2000).
Within the self-determination theory as well as the expectancy-value theory, the social
surrounding and the concept of the self are thus important factors. The concept of the
self has been expanded and refined by addressing the social environment (Ryan and Deci
2000). However, these characteristics can vary between countries with different cultural
orientations (Markus and Kitayama 1991; Hofstede 1986; Triandis 1995). This applies
especially strongly to individualistic versus collectivistic orientated cultures (Hofstede
1986). Markus and Kitayama (1991) discriminate therefore between the independent and
the interdependent self. The distinction is made due to the different roles of an individual
within different societies and the differences in individual self-conception. In cultures
with an individualistic orientation, the individual and its personal fulfilment and inde-
pendence is more strongly emphasized than in collectivist orientated cultures, where the
group and the relationship of the individual to group members is most important.
These differences may lead to differences in the importance of aspects such as the need
of autonomy and relatedness, which are emphasized in the self-determination theory. As
Triandis (1995) pointed out, “Individualists focus on the achievement of personal goals,
by themselves, for the purpose of pleasure, autonomy, and self-realization. Collectivists
focus on the achievement of group goals, by the group, for the purpose of group well-
being, relationships, togetherness, the common good, and collective utility.” (Triandis
1995, p. 1). According to that, the factors which catalyse or undermine intrinsic motiva-
tion and the processes of internalization and integration may differ between individual-
istic and collectivistic cultures.
Moreover, the concepts of intrinsic and extrinsic motivation and their respective
importance and acceptance can differ. For example, the literature points out that in East
4. Page 4 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
Asian collectivistic cultures extrinsic pressure is an important factor in education which
results in the inner will to fulfill the expectations of the group and of teachers (Leung
2001, pp. 42–43). Extrinsic motivation is therefore well-accepted as important driving
force within education whereas in Western individualistic cultures aptitude and enjoy-
ment, which constitute indicators of an intrinsic motivation, are the preferable form
of motivation. Extrinsic motivation is associated with not desirable, pragmatic reasons
(Vollstedt 2011, p. 76; Leung 2001, pp. 41–42).
These differences in normative preferences of types of motivation are reflected in
results of cross-cultural studies. Extrinsic motivation to learn mathematics is according
to these negatively related to mathematics achievement in Western countries, whereas
in East Asian countries extrinsic motivation to learn mathematics is positively related
to mathematics achievement (Zhu and Leung 2011). This is in line with the view, that
extrinsic motivation is supportive for achievement in East Asia but not in the West
(Leung 2001; Watkins and Biggs 1996). However, there are also contradictory results
revealed for example by Shin et al. (2009), who found a larger positive effect of extrin-
sic motivation to mathematics achievement for American students than for East Asians.
Nevertheless, the results point to differences between collectivistic orientated East Asian
countries and individualistic orientated Western countries.
Differences in conceptualizations and importance of affective constructs could not
only exist between collectivistic and individualistic orientated countries as defined by
Hofstede (1986), caused by the more social orientation in collectivistic and stronger
individual orientation in individualistic countries, but also between groups of countries
contrasted by global region and its cultural and educational tradition. In case of Asia
for example a group of Singapore and Taiwan and a group of Malaysia, Philippines and
Thailand can be discriminated by region and particularly by cultural and educational
roots. The first group is located in the same region and share its cultural and educa-
tional tradition, in the sense that their culture is deeply rooted in the Confucian heritage
(Leung et al. 2006). Following the ideas of Confucius, education and learning is playing a
key role for individual and its contribution to the society in Taiwan and Singapore (Salili
1995). This does not apply to Malaysia, Philippines and Thailand. This group of countries
is not shaped by the Confucian culture, but closer to the culture of South Asian societies
(House et al. 2004), where the belief systems of Christianity, as in the Philippines, Islam,
as in Malaysia and Buddhism, as in Thailand, are more represented (Banks 2012, p. 369).
In none of these belief systems education is as much emphasized as in the Confucian
tradition (Zhao 2011). Therefore, education and academic achievement should not to
the extend valued in this countries as it applies in the Confucian Taiwan and Singapore.
Cross‑cultural studies assessing affective constructs
Despite of much effort to study motivations to become a teacher across countries, there
is a lack of comparative evidences, caused by the variety of instruments, which differ
substantially between the different studies. Exceptions are studies using the FIT-Choice
scale,1
which was developed in Australia and applied in different countries. According to
Watt et al. (2012), the FIT-Choice scale is invariant with regard to the loading patterns
1
Factors influencing teaching choice (Watt and Richardson 2007).
5. Page 5 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
and intercepts across the USA, Australia, Germany and Norway. However, specific moti-
vation to become a teacher in the fields of science, technology, engineering or mathe-
matics was studied in Australia only (Watt et al. 2009, 2013). Thus, the comparative
studies applying the FIT-Choice scale provide valuable information about teachers
across all subjects but not specifically for mathematics teachers.
In contrast, TEDS-M provides a database to compare future mathematics teachers’
motivation to become a teacher in different countries and cultures. The lower-second-
ary TEDS-M study included future teachers who were prepared to teach mathematics
in grade 8 (Tatto et al. 2008). Assessing professional knowledge and beliefs of student
teachers was the main objective of the study but also background characteristics and
the motivation to become a teacher were surveyed. The TEDS-M instruments resulted
from a collaborative process of careful development and translation accomplished by the
national research coordinators of each participating country and other experts under
supervision of the International Association for the Evaluation of Educational Achieve-
ment (IEA) (Tatto 2013). Nevertheless, testing for comparability of the measurement
instruments is required to ensure meaningful comparisons, since construct equivalence
across countries and cultures is not guaranteed albeit careful and elaborative scale con-
struction (Nagengast and Marsh 2014).
For TEDS-M instruments assessing professional knowledge, cross-country measure-
ment invariance and item functioning were examined as presented in Blömeke et al.
(2011, 2013) and Tatto (2012, 2013). However, this is not only relevant for achievement
tests but becomes particularly important if data are collected by self-reports, which are
more likely vulnerable to biases caused by different meanings of constructs or different
response styles (Van de Vijver and Tanzer 2004). An incongruity of self-reported data
with test results has already been shown based on the TEDS-M data by König et al.
(2012), who found a low correlation between future teachers’ pedagogical knowledge
and their sense of preparedness for the teaching profession based on the German TEDS-
M data, and by Blömeke (2014), who showed that future teacher’s evaluations of teacher
education quality and effectiveness are only weakly correlated with their professional
knowledge.
Whether instruments assessing affective constructs such as motivation are measur-
ing in the same way across different groups has also been examined in other large-scale
assessments. Artelt (2005) showed based on data of PISA 2000 that the scales assessing
intrinsic and extrinsic motivation of students were only metrically equivalent across the
26 participating countries which means that factor loadings were invariant so that the
relations of constructs can be compared across countries but not the means (Artelt 2005,
p. 249). Similar results of metric but not scalar measurement invariance were revealed
by Segeritz and Pant (2013) who examined scales assessing preferences to learn math-
ematics, beliefs and self-related cognitions used in the PISA study 2003 with respect to
different ethnic groups within Germany.
Levels of measurement invariance (MI) and sources of measurement non‑invariance
Comparing scale scores of constructs across groups produces meaningful results only
if the scales measure the same construct in all of the groups (Van de Vijver and Leung
2000). In order to ascertain such equivalence, MI is to be established by examining the
6. Page 6 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
interrelations between items and the scale representing the underlying trait (Chen 2008,
p. 1006). It is common to test for MI by using multiple-group confirmatory factor analy-
sis (MG-CFA). According to the bottom-up approach of Brown (2006), at first configural
invariance, the basic level of measurement invariance, is to be examined. If in each of the
groups the same items are associated with the same latent factors, configural invariance
is established. As a second step, it is to be tested whether the factor loadings are invari-
ant, to ensure that the unit of measurement is identical across the groups. Invariance
of factor loadings allows to compare relationships between the construct assessed and
others across groups. The third step is to test for scalar invariance. If the intercepts are
invariant, the items have the same origins in all groups. Only if a scale consists of the
same units of measurement and the same origin, it is allowed to compare factor means
across groups (Chen 2008).
Country and culture specific concepts and conditions can cause a lack in MI. For
example, if a construct is more complex in one country or culture than in another, the
number of items underlying a latent factor could vary and therefore no configural invari-
ance exists (Kwan et al. 2002). If the conceptual framework such as the definitions and
meanings of a construct are not congruent in all of the countries or cultures of interest,
loading invariance can be threatened (Cheung and Rensvold 2000). Another source of
measurement non-equivalence is constituted if response styles vary by culture. Accord-
ing to cross-cultural research, East Asians as Taiwanese tend to avoid extreme response
categories and are more likely to use middle response categories compared to West-
ern respondents (Chen et al. 1995). According to Hui and Triandis (1989), differences
in response styles appear between cultures if four-point rating scales are used but not
with ten-point rating scales. Whereas the tendency to use extreme or neutral responses
affects the invariance of factor loadings, an acquiescence response style could result in
a lack of invariance of loadings as well as a lack of invariance of intercepts (Cheung and
Rensvold 2000). A response style which is adopting social desirability could result in a
lack of invariance of intercepts (Chen and West 2008). Thus, a wide range of sources
which could harm the comparability of constructs between countries and cultures exists.
Study objectives/research purpose
The present study examines whether the instruments applied in TEDS-M to assess
future mathematics teachers’ job motivation could be used to construct cross-country
equivalent motivation scales.
The data of lower-secondary future teachers from Chile, Germany, Malaysia, Norway,
Oman, Philippines, Poland, Russia, Singapore, Switzerland, Taiwan, Thailand and USA
are used. As mentioned above, culture specific differences in the concepts of intrinsic
and extrinsic motivation may exist besides cultural differences in response styles. Invari-
ance of the factor structure (configural measurement invariance), of the factor loadings
(metric invariance) and of the intercepts (scalar invariance) was tested.
Methods
Sample
In 15 countries TEDS-M was conducted in 2008 to test student teachers who were
intending to teach mathematics in lower-secondary schools, identified by the criterion
7. Page 7 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
of gaining a license to teach mathematics in grade 8 (Tatto et al. 2008). Botswana and
Georgia were excluded from the analysis because of their sample sizes smaller than
N = 100, in order to meet the requirement of sufficiently large sample sizes in MG-CFA.
The remaining samples are varying between 140 and 2105 participants (see Table 1).
The international sampling of TEDS-M followed a stratified multistage probability sam-
pling design. Randomly selected institutions, preparing student teachers, were divided into
subgroups by level (preparation for primary and/or lower secondary school), route (con-
secutive vs. concurrent program) and program-type (preparation for primary and/or sec-
ondary level with/without focus on mathematics) called teacher preparation units (TPUs).
Within the TPUs the student teachers were selected randomly if the number of future
teachers was higher than 30, if there were less than 30 future teachers within a TPU all of
them were surveyed. The latter applies to Oman, Norway,2
Switzerland, Singapore and
Taiwan (Tatto 2013, p. 90). In order to obtain robust estimates, teacher preparation units
with less than four student teachers were excluded. The cluster structure could not be
taken into account because the number of clusters was in some countries smaller than the
number of parameters to estimate. Neglecting the cluster structure may affect the estima-
tion of standard errors, a constraint important to recognize when interpreting the results.
Instruments
In order to assess the motivation to become a teacher, TEDS-M participants were asked
to rate the following statements on four-point rating scales (1: “not a reason” through 4:
“a major reason”).3
A I am attracted by the availability of teaching positions
B I believe I have a talent for teaching
C I like working with young people
D I am attracted by teacher salaries
E I want to have an influence on the next generation
F I see teaching as a challenging job
G I seek the long-term security associated with being a teacher
2
Norway did not meet the sample requirements of TEDS-M, the response rate was less than 60 %.
3
Domain-specific motivation was also assessed in TEDS-M, by asking whether loving mathematics is a reason to
become a teacher. That item doesn’t match the situation in every country, caused by different roles of mathematics in
teacher education or schooling in the respective countries. In some countries generalist teachers, in other countries
specialist for the subject mathematics were prepared. The domain-specific motivation was therefore excluded from the
analyses.
Table 1 Sample sizes (cases with missing values on all variables and teacher preparation
units with less than four future teachers were excluded)
Sample N Sample N
Chile 701 Russia 2105
Germany 765 Singapore 389
Malaysia 382 Switzerland 140
Norway 540 Taiwan 365
Oman 237 Thailand 650
Philippines 632 USA 443
Poland 288
8. Page 8 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
Psychometric analysis including all TEDS-M countries confirmed as expected two
latent factors of motivation, namely intrinsic pedagogical motivation (“I believe I have
talent for teaching”, “I like working with young people” “I see teaching as a challenging
job”, “I want to have an influence on the next generation.”) and extrinsic motivation (“I’m
attracted by the availability of teaching positions”, “I’m attracted by teacher salaries”, “I
seek the long-term security”) (Laschke and Blömeke 2014).
Procedure
MI was tested by using MG-CFA (Vandenberg and Lance 2000). Starting from the psy-
chometric analysis, which confirmed the two latent factors intrinsic pedagogical motiva-
tion and extrinsic motivation the model in Fig. 1 was tested.
Following the approach of Brown (2006), at first the instruments were tested for con-
figural invariance, second for metric invariance and finally for scalar invariance. The
analyses were carried out by using the robust maximum likelihood (MLR) estimator
(Satorra and Bentler 2001) and a sandwich-type covariance matrix to compute standard
errors and Chi square statistics robust to non-normality of the data (Yuan and Bentler
2000). Although the WLSMV estimator is required, if responses have to be given on rat-
ing scales with four or fewer points (Sass et al. 2014; Rhemtulla et al. 2012; Flora and
Curran 2004), the MLR estimator was applied to avoid the necessity to collapse mean-
ingful categories. In the Swiss sample none of the future teachers rated the category “not
a reason” for the statements “I believe I have talent for teaching” and “I like working with
young people.” The estimator WLSMV is not able to handle categories without obser-
vations. Nevertheless, the results obtained by using the MLR estimator were validated
by estimations with WLSMV whenever possible. Full information maximum likelihood
(FIML) estimation, integrating missing data analyses and parameter estimation under
the missing at random assumption, was used to handle partially missing data (Little and
Rubin 2014). All analyses were conducted in the software package Mplus 7.4 (Muthén
and Muthén 1998–2015).
To evaluate to what extent the models specified fit the data, absolute and incremen-
tal fit indices were used. X2
is testing the null hypothesis that the covariance matrix
implied by the model is equal to the population covariance matrix. Since X2
test is
sensitive to the sample size and the complexity of a model, the ratio of X2
and the
Fig. 1 CFA model
9. Page 9 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
degrees of freedom (df) was computed. X2
/df should be small, an estimate of X2
/df
≤3 >2 indicates an acceptable, an estimate of X2
/df ≤2 a good model fit (Schermel-
leh-Engel et al. 2003). RSMEA and SRMR are measuring whether the estimated model
reproduces well the observed covariance matrix. For RSMEA and SRMR the following
values are recommended: RSMEA and SRMR <.08 point to an acceptable model fit,
RSMEA and SRMR <.05 point to a good fit (Hu and Bentler 1999). The formulas to
compute RSMEA and SRMR contain the X2
value. Both indices are therefore sensitive
to sample size.
The comparative fit index (CFI) and the Tucker Lewis index (TLI) assess to what extent
the model estimated reproduces the observed covariance matrix better than a baseline
model that is assuming all observed variables are uncorrelated. According to Hu and
Bentler (1999), CFI and TLI >.90 point to an acceptable fit, CFI and TLI >.95 indicate a
good fit of the model. CFI’s performance is relatively unaffected by sample size (Hu and
Bentler 1998).
For evaluating the significance of changes of model fit after restricting models within
the MI procedure ΔCFI was used. Results of simulation studies provided by Rutkowski
and Svetina (2014) suggest the following cutoffs: To determine loading invariance
a change of CFI <.020 besides a change in RMSEA or SRMR <.010 is recommended.
Regarding to the determination of equivalence of intercepts a change in CFI, RMSEA
and SRMR <.010 indicate invariance. During the process of testing for MI, model
modifications were conducted post hoc if modification indices matched theoretical
justifications.
If the requirements of MI did not apply to all countries, MI was examined within
groups of countries. The selection of the groups was theoretically driven. Countries
which share a cultural tradition with respect to an individualistic versus collectivistic
orientation (Hofstede 1986) were combined in one group. According to Hofstede’s indi-
vidualism scale (IDV), which is ranging from 0 (strongly collectivistic orientated) to 100
(strongly individualistic orientated), Norway (IDV = 69), Switzerland (IDV = 68) Ger-
many (IDV = 67) and Poland (IDV = 60) belong to the more individualistic orientated
group. Philippines (IDV = 32), Malaysia (IDV = 26), Chile (IDV = 23) Singapore
(IDV = 20), Thailand (IDV = 20), and Taiwan (IDV = 17) belong to a more collectivistic
orientated group.4
If MI could not be established within these two groups, the analyses
was carried out in subgroups more narrowly defined through shared cultures and
regions.
Results
Testing for configural invariance
As a first step, the measurement model of intrinsic and extrinsic motivation was tested
separately in each country to confirm within-country model fit. According to Hu and
Bentler (1999), the measurement model fits well in nearly all countries (see Table 2).
However, in the USA and Russia model fit could not be confirmed which means that
the theoretical model of intrinsic and extrinsic motivation does not fit to the data of
4
For Oman there is no IDV value available since the scale has not been used in this country. For that reason Oman was
not added to a group.
10. Page 10 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
future teachers in these two countries. Consequently, configural invariance across coun-
tries could not be confirmed if the USA and Russia were included. They were therefore
excluded from further analyses. Without USA and Russia, configural invariance could
be established (see Table 3). According to the CFI, that is insensitive to sample size, the
model fits particularly well for Germany, Oman, Philippines, Singapore, Switzerland,
Taiwan and Thailand and in an acceptable way for Chile, Malaysia, Norway and Poland
(Hu and Bentler 1999).
Testing for metric invariance
Since configural invariance of the model was supported by the data for Chile, Germany,
Malaysia, Norway, Oman, Philippines, Poland, Singapore, Switzerland, Taiwan, and
Thailand, as a next step metric invariance can be examined. For that purpose, the fac-
tor loadings are constrained to be equal across the countries in the model. To decide
whether metric invariance exists, the fit of the constrained model is to be compared with
the fit of the unconstrained baseline model.
As shown in Table 3 (model 3 in comparison to model 2) the fit of the model is declin-
ing after constraining the model. The change of CFI indicates a substantially discrep-
ancy between the two models (Rutkowski and Svetina 2014). Following the information
revealed by modifications indices, freeing the factor loading of item A of the extrin-
sic-motivation scale (“I am attracted by the availability of teaching positions”) for Tai-
wan would substantially improve the model fit. From the information available about
employment conditions, freeing the loading of this particular item is in line with the Tai-
wanese situation compared to other countries. Whereas typically a strong need of math-
ematics teachers exists, it is difficult to find a teaching position in Taiwan because of the
high number of graduates applying for one teaching job (Li et al. 2011). With the factor
loading of one item freed up in one country, the fit of the partially metric model does not
differ substantially from the fully unconstrained baseline model anymore (see model 3a
Table 2 Fit of the country specific measurement models
CFI comparative fit index, TLI Tucker Lewis index, RMSEA root mean square of approximation, SRMR standardized root mean
square residual, df degrees of freedom
* p < .05, ** p < .01, *** p < .001
Sample CFI TLI RMSEA SRMR X2
/df
Chile 0.92 0.86 0.06 0.04 3.6***
Germany 0.96 0.93 0.03 0.05 1.5
Malaysia 0.92 0.86 0.06 0.04 3.6***
Norway 0.91 0.85 0.06 0.04 2.6***
Oman 0.96 0.94 0.05 0.04 1.6*
Philippines 1.00 0.99 0.01 0.03 1.1
Poland 0.93 0.89 0.06 0.04 2.2***
Russia 0.84 0.74 0.12 0.06 31.2***
Singapore 0.95 0.93 0.07 0.05 2.7***
Switzerland 1.00 0.99 0.02 0.05 1.0
Taiwan 0.95 0.91 0.07 0.05 3.0***
Thailand 0.97 0.95 0.04 0.03 2.0**
USA 0.86 0.77 0.06 0.05 2.9***
11. Page 11 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
in Table 3). The ΔCFI <0.02 is in line with the cut off value provided by Rutkowski and
Svetina (2014). Therefore, comparing relationships between TEDS-M is permitted.
Testing for scalar invariance
To test for scalar invariance, the intercepts of the items were set equal over the countries.
The constrained model does not fit to the data at all (model 4 in Table 3). The fit indices
decline correspondingly beyond acceptable thresholds. Therefore, it is to conclude, that
the point of origin of the items is not the same across all the countries. Relaxing restric-
tions did not increase the model fit sufficiently.
As pointed out in the framework, this results does not come unexpected. So, the
next step is to test invariance of intercepts separately by groups of countries, defined by
Hofstede’s individualism scale. In each model, the intercepts over the countries in the
respective subgroup were set equal, while freely estimating the intercepts for the other
countries. The fit of the models were compared with the fit of the overall country ref-
erence model (model 3a). The fit indices of model 5 for the individualistic orientated
countries Norway, Switzerland, Germany and Poland are missing the cut off criteria. But
free estimation of item D of the extrinsic-motivation scale (“I am attracted by teacher
salaries”) for Norway and item G “I seek the long-term security associated with being
a teacher” in Poland results in a model fit (model 5a) which is not substantially differ-
ent from the reference model anymore, as the ΔCFI, which should be smaller than 0.01
Table 3 Goodness of fit indices for measurement invariance between countries
df degrees of freedom, CFI comparative fit Index, TLI Tucker Lewis index, RMSEA root mean square of approximation, SRMR
standardized root mean sqare residual, X2
and df are estimated by MLR, X2
-difference cannot be compared by substracting
X2
and df, ΔX2
and Δdf were estimated considering the scaling correction factor (Satorra and Bentler 2001; Muthén and
Muthén 2010)
* p < .05, ** p < .01, *** p < .001
a
Factor loadings of item A“I am attracted by the availability of teaching positions”for Taiwan were set free to vary
b
Intercepts of item D“I am attracted by teacher salaries”for Norway and item G“I seek the long-termin security associated
with being a teacher”for Poland were set free to vary
c
Intercepts of item G“ I seek the long-term security associated with being a teacher”for Thailand and Malaysia were set free
to vary
d
Intercepts of item A“I am attracted by the availability of teaching positions”for Taiwan were set free to vary
Invariance model X2
/df CFI TLI RMSEA SRMR Compare with ΔCFI
(2) Fully unconstrained baseline model 2.1*** 0.95 0.92 0.05 0.04
(3) Metric invariance 2.4*** 0.92 0.90 0.05 0.07 (2) 0.03
(3a) Metric invariance (Item A for TW free)a
2.2*** 0.93 0.92 0.05 0.06 (2) 0.02
(4) Scalar inviariance (across all countries) 9.8*** 0.33 0.36 0.14 0.14 (3a) 0.06
(5) Scalar inviariance (across individualistic
countries)
3.5*** 0.84 0.82 0.07 0.09 (3a) 0.09
(5a) Scalar inviariance (Item D for NW and I for PL
free)b
2.2*** 0.92 0.91 0.05 0.07 (3a) 0.01
(6) Scalar inviariance (across collectivistic coun-
tries)
5.3*** 0.70 0.69 0.10 0.10 (3a) 0.02
(7) Scalar invariance across Philippines, Malaysia
and Thailand
2.8*** 0.89 0.87 0.06 0.07 (3a) 0.04
(7a) Scalar invariance across Philippines, Malaysia
(G free) and Thailand (G free)c
2.3*** 0.92 0.91 0.05 0.06 (3a) 0.01
(8) Scalar invariance across Taiwan and Singapore 2.5*** 0.91 0.89 0.06 0.07 (3a) 0.02
(8) Scalar invariance across Taiwan (B free)d
and
Singapore
2.2*** 0.92 0.91 0.05 0.06 (3a) 0.01
12. Page 12 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
(Rutkowski and Svetina 2014), points to. Student teachers in Norway tended to rate item
D lower than German, Swiss and Polish student teachers which is in line with the work-
ing conditions of teachers in Norway. Norwegian teachers’ salary and life-span income
is significantly lower in comparison to similarly educated professionals. In Poland the
professional advancement is defined by different stages, while the teachers in the lower
stages are employed on the basis of an ordinary employment agreement. Teachers at
every stage has to provide evidences of their development, a procedure, that feels as a
burden for most teachers (Carnoy et al. 2009; Schwille and Ingvarson 2013; OECD
2014). Thus, a conceptual justification exists for freeing up the estimation of the salary
item’s intercept in Norway and the long-term security item’s intercept in Poland.
For the group of countries with collectivistic orientation, namely Philippines, Malay-
sia, Chile, Singapore, Thailand, and Taiwan, the fit indices are far away the acceptable cut
off criteria (model 6). Relaxing restrictions could not enhance them.
Hence, as a final step, scalar measurement invariance is to be examined for subgroups,
and these are collectivistic countries of the same global region that share in addition to
societal communalities a common cultural and educational tradition. The data revealed
that for these groups partial scalar invariance can in fact be established.
As hypothesized a subgroup consists of the countries Philippines, Malaysia and Thai-
land. According to the fit indices, the model with equal intercepts across the three coun-
tries (model 7) is missing the cut off criteria provided by Rutkowski and Svetina (2014).
Inspecting the modification indices point to relaxing the conditions with respect to
item G (“I seek the long-term security associated with being a teacher”) for Malaysia
and Thailand. In Malaysia the teachers are government servants, which enjoy different
amenities including job security. Since the number of enrollments of school students
is expanding every year, the demand of teachers is increasing (Schwille and Ingvarson
2013). In Thailand civil service teachers are promoted from one qualification level to
the next higher one automatically by working a required period as a teacher (Schwille
and Ingvarson 2013). Hence, around 90 % of the future secondary mathematics teach-
ers, who participated in TEDS-M, agreed that teachers have a secure job (Laschke and
Blömeke 2014). Freeing the intercept estimation of this item resulted in a model (model
7a) which is not substantially different from the reference model 3a, according to the
ΔCFI <0.01 (Rutkowski and Svetina 2014).
For a second subgroup consisting of Taiwan and Singapore, scalar invariance could
be established after freeing the intercepts for item A “I’m attracted by the availability of
teaching positions” in Taiwan (model 8). Freeing the parameter is in line with the condi-
tions in Taiwan as pointed out before.
Discussion and conclusion
The equivalence of loading patterns and intercepts can be affected by incongruent defini-
tions and meanings of a construct or by different response styles across groups (Cheung
and Rensvold 2000; Chen and West 2008). That is particularly to be expected when compar-
ing cultures, due to the fact the response style could differ between cultures, as it applies
for instance to East Asians which tend to avoid extreme categories in contrast to Western
respondents (Chen et al. 1995). Furthermore, a lack of invariance of loading patterns can
be caused by different construal of the self and different beliefs and values, which shape the
13. Page 13 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
motivation of the individual (Markus and Kitayama 1991; Hofstede 1986; Chen and Ste-
venson 1995). For that reason, the comparability of results revealed by large scale studies
cannot be taken for granted but has to be scrutinized. This is particularly important if a
motivation scale is constructed, which could be sensitive to country-specific conditions.
The current paper intended to examine whether the TEDS-M items can be used to
develop scales of teachers’ job motivation in line with the theory about motivation that
is invariant across countries. Such scales would be very useful from a policy perspec-
tive because they would make it possible to examine predictors and outcomes of teacher
motivation as well as to learn from other countries. For our constructed scales of intrin-
sic and extrinsic motivation an examination of MI revealed as hypothesized that full or
partial scalar invariance did not exist across all countries. Based on the state of research,
we had hypothesized that it would be possible to confirm scalar MI of the intrinsic- and
extrinsic-motivation scales across subsets of countries that share societal and educa-
tional traditions such as individualism vs. collectivism. The data supported this hypoth-
esis for the group of individualistic countries but not for the group of the collectivistic
orientated countries. Only if societal and educational traditions matched each other in
subgroups of these countries, comparisons of scale means are permitted.
The good news is that partial metric invariance could be established for most TEDS-M
countries which means that it is at least possible to compare relationships across coun-
tries—besides the comparisons of means another important objective of international
large-scale assessments. The TEDS-M instruments used to construct scales of intrin-
sic and extrinsic motivation to become a teacher have the same loading patterns across
Chile, Germany, Malaysia, Norway, Oman, Philippines, Poland, Singapore, Switzerland,
and Thailand. Taiwan can be included in this list if the analyses are restricted to the
intrinsic-motivation scale.
With respect to one item of the extrinsic scale, differences in country specific work-
ing conditions of the teaching profession turned out to constitute bias. This seems to be
another important characteristic to consider in comparative research in addition to cul-
ture-specific meaning of a construct, response styles or translation errors when it comes
to the comparability of results. Current international large-scale assessments attempt to
collect data on a “common core” of all countries participating—in achievement as well
as in opportunities to learn or context conditions. The IEA has a systematic approach
to ensure this. All items that go onto the instruments are consensually agreed upon by
representatives from all participating countries. There are, for example, also curriculum-
test matching questionnaires that a representative from each country fills out, indicating
whether an item is or is not on the country’s curriculum (Hencke et al. 2009). Neverthe-
less, cross-country comparability of the assessed data must be ensured before comparing
results, this is especially required if a culturally sensitive scale is constructed based on
the data. Our study does not support cross-country comparability with respect to work-
ing conditions of teachers with the result that certain aspects of job motivation are not
part of a construct in single countries from an empirical perspective.
Caused by the long-term high attractiveness of the teaching profession in Taiwan and
since the number of educational programs has increased substantially during the past
decades, there is a remarkable oversupply of teachers. Many qualified teachers cannot
move into teaching jobs because the number of positions available is much lower than
14. Page 14 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
the number of graduate teachers (Li et al. 2011). Ignoring the lack of MI for Taiwan,
could result to substantial bias in regression slopes. The regression slopes may be over-
estimated for Taiwan if the extrinsic scale predict a criterion or could be underestimated
if the extrinsic scale is modelled as the criterion (Chen 2008, pp. 1010–1011). Therefore,
modelling predictive relationships for the tested TEDS-M countries can be done simul-
taneously, for Taiwan the analysis is to be conducted separately.
Although factor means are not comparable across all TEDS-M countries, invariance
of intercepts of the intrinsic scale exists at least within groups of countries, namely for
Germany, Norway, Switzerland and Poland, for Taiwan and Singapore as well as for the
Philippines, Malaysia and Thailand. The respective countries share not only a societal
but also an educational tradition. This seems to be a sufficient precondition for mean
comparisons and should be taken into account in future reports of results from large-
scale assessments. However, again country-specific working conditions harm full scalar
equivalence of the instruments. In Norway, the income of teachers is comparatively low
compared to other professions. Also, the earning progression over the life-span is lower
than in other OECD countries (OECD 2014). Therefore, in contrast to other profession-
als in the Norwegian public sector many eligible teachers choose another profession,
leave the teaching profession in prospect of better career opportunities or choose early
retirement (Carnoy et al. 2009).
With studying MI of the intrinsic and extrinsic motivation scales constructed based
on the items assessing the job motivation in TEDS-M, an important first step was done
in order to make meaningful cross-cultural and cross-country comparisons of teach-
ers’ job motives. However, we have to take into account that the items used to construct
motivation scales are limited to three and four items in each factor, which do not repre-
sent a continuum of motivation. Therefore, as it is often the case in international large-
scale assessments with given items it is not possible to construct a strong motivation
scale. The result that the constructed scales do not fit empirically to the data from the
USA and Russia and the fact that item estimates have to be allowed to vary for some
other countries points to this. Nevertheless, it was worthwhile to construct motivation
scales to compare the intrinsic and extrinsic motivation to become a teacher in different
countries.
As the results of our study show, it is indispensable to test for cross-country and cross-
culture equivalence of scales. For that reason, researchers conducting secondary data
analyses should investigate measurement invariance before comparing results across
countries and cultures. This is especially required if scales are created by items that were
not intentionally designed to measure the construct of interest.
However, the question remains what to do in those cases scalar MI cannot be con-
firmed although the object of interest is mean comparison. An appropriate way could
be to use the alignment method or Bayesian approaches in order to address a lack of
MI (Asparouhov and Muthén 2014). Under the working assumption of approximate
measurement equivalence, informative priors to define elastic constraints are used in
these cases. In contrast to classical exact approaches, Bayesian approaches permit small
differences between parameters as loadings or intercepts with the restriction that the
mean of differences of loadings or intercepts is zero across groups. Given by the results
of simulation studies small variations in parameters do not harm conclusions based
15. Page 15 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
on comparative results (e.g. Muthén and Asparouhov 2013). The recent availability of
specific Bayesian software and support in a general software package like Mplus makes
Bayesian data analysis techniques accessible to a broad range of educational researchers.
Comparing the motivation to become a teacher in different countries and cultures can
help to understand which mechanisms constitute choosing teaching as a career. The pre-
sent study pointed out which types of analyses are permitted and which are not. Future
studies should address predictors of choosing the teaching profession. Such insights
could give implications for addressing and recruiting teaching candidates in an adequate
way in countries which face the challenge of mathematics teacher shortage.
Authors’contributions
CL and SB contributed to the conception and the design of the paper. CL conducted the analyses and drafted the manu-
script. SB made secondary contributions to it. Both authors read and approved the final manuscript.
Author details
1
Institut für Erziehungswissenschaften, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099 Berlin, Germany.
2
Centre for Educational Measurement at the University of Oslo (CEMO), Niels Henrik Abels hus, Moltke Moes vei 35,
0318 Oslo, Norway.
Competing interests
We have read and understood Large-scale Assessments in Education policy on declaration of interests and declare that
we have no competing interests.
Received: 4 November 2015 Accepted: 7 September 2016
References
Artelt, C. (2005). Cross-cultural approaches to measuring motivation. Educational Assessment, 10(3), 231–255.
Asparouhov, T., & Muthén, B. (2014). Multiple-group factor analysis alignment. Structural Equation Modeling: A Multidiscipli-
nary Journal, 21(4), 495–508. doi:10.1080/10705511.2014.919210.
Banks, J. A. (Ed.). (2012). Encyclopedia of diversity in education. London: Sage Publications.
Blömeke, S. (2014). Vorsicht bei Evaluationen und internationalen Vergleichen: Unterschiedliche Referenzrahmen bedro-
hen die Validität von Befragungen zur Lehrerausbildung. Zeitschrift für Pädagogik, 60, 109–131.
Blömeke, S., Houang, R., & Suhl, U. (2011). TEDS-M: Diagnosing teacher knowledge by applying multidimensional item
response theory and multi-group models. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments,
4, 109–126.
Blömeke, S., Kaiser, G., & Lehmann, R. (Eds.). (2010). TEDS-M 2008—Professionelle Kom-petenz und Lerngelegenheiten ange-
hender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich. Münster: Waxmann Verlag.
Blömeke, S., Suhl, U., & Döhrmann, M. (2013). Assessing strengths and weaknesses of teacher knowledge in Asia, Eastern
Europe and Western countries: Differential item functioning in TEDS-M. International Journal of Science and Math-
ematics Education, 11, 795–817.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
Carnoy, M., Beteille, T., Brodziak, I., Loyalka, P., & Luschei, T. (2009). Teacher education and development study in mathemat-
ics (TEDS-M): Do countries paying teachers higher relative salaries have higher student mathematics achievement?.
Amsterdam: IEA.
Chen, F. F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons
in cross-cultural research. Journal of Personality and Social Psychology, 95(5), 1005–1018. doi:10.1037/a0013193.
Chen, C., Lee, S. Y., & Stevenson, H. W. (1995). Response style and cross-cultural comparisons of rating scales among East
Asian and North American students. Psychological Science, 6, 170–175.
Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian, American,
Caucasian American, and East Asian high school students. Child Development, 99, 1215–1234.
Chen, F. F., & West, S. G. (2008). Measuring individualism and collectivism: The importance of considering differential
components, reference groups, and measurement invariance. Journal of Research in Personality, 42, 259–294.
doi:10.1016/j.jrp.2007.05.006.
Cheung, G. W., & Rensvold, R. B. (2000). Assessing extreme and acquiescence response sets in cross-cultural research
using structural equations modeling. Journal of Cross-Cultural Psychology, 31(2), 187–212.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing
Co.
Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for comfirmatory factor
analyses with ordinal data. Psychological Methods, 9, 466–491.
Hencke, J., Rutkowski, L., Neuschmidt, O., & Gonzalez, E. (2009). Curriculum coverage and scale correlation on TIMSS 2003.
In M. von Davier & D. Hastedt (Eds.), IERI monograph series: Issues and methodologies in large scale assessments (pp.
85–112). New York: Springer.
16. Page 16 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10,
301–320.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations: The
GLOBE study of 62 societies. Thousand Oaks: Sage.
Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model mis-
specification. Psychological Methods, 3(4), 424.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
Hui, C. H., & Triandis, H. C. (1989). Effects of culture and response format on extreme response style. Journal of Cross-
Cultural Psychology, 20(3), 296–309.
König, J., Kaiser, G., & Felbrich, A. (2012). Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen
angehender Lehrkräfte? Zum Zusammenhang von Wissen und Überzeugungen am Ende der Lehrerausbildung.
Zeitschrift für Pädagogik, 58(4), 476–491.
Kwan, V. S. Y., Bond, M. H., Boucher, H., Maslach, C., & Gan, Y. (2002). The construct of individuation: More complex in col-
lectivist than in individualist cultures. Personality and Social Psychology Bulletin, 28, 300–310.
Laschke, C., & Blömeke, S. (2014). Teacher education and development study: Learning to teach mathematics (TEDS-M).
Dokumentation der Erhebungsinstrumente. Münster: Waxmann.
Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47,
35–52.
Leung, F. K. S., Graf, F., & Lopez-Real, F. (Eds.). (2006). Mathematics education in different cultural traditions—a comparative
study of East Asia and the West. New ICMI Studies Series No. 9. New York: Springer.
Li, G., He, M. F., Tsou, W., Hong, W. P., Curdt-Christiansen, X., & Huong, P. L. (2011). Teachers and teaching in sinic education.
In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamaga, & H. Ramanathan (Eds.), Handbook of Asian educa-
tion. A cultural perspective (pp. 51–77). New York: Routledge.
Little, R. J., & Rubin, D. B. (2014). Statistical analysis with missing data. Hoboken: Wiley.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychologi-
cal Review, 98(2), 224–253.
Muthén, L. K., & Muthén, B. O. (2010). MPLUS user’s guide, Sixth Edition. Los Angeles, CA: Muthén & Muthén.
Muthén, B. O., & Asparouhov, T. (2013). BSEM measurement invariance analysis. Mplus Web Notes: No. 17.
Muthén, L. K., & Muthén, B. O. (1998–2015). Mplus user’s guide. Seventh Edition. Los Angeles: Muthén & Muthén.
Nagengast, B., & Marsh, H. W. (2014). Motivation and engagement in science around the globe: Testing measurement
invariance with multigroup structural equation models across 57 countries using PISA 2006. In L. Rutkowski, M.
von Davier, & D. Rutkowski (Eds.), Handbook of international large-scale assessment. Background, technical issues, and
methods of data analysis (pp. 317–344). New York: Taylor & Francis.
OECD. (2014). Norway—Country Note—Education at a glance 2014: OECD Indicators. http://www.oecd.org/edu/
Norway-EAG2014-Country-Note.pdf.
Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A com-
parison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological
Methods, 17(3), 354–373. doi:10.1037/a0029315.
Rutkowski, L., & Svetina, D. (2014). Assessing the hypothesis of measurement invariance in the context of large-scale
international surveys. Educational and Psychological Measurement, 74(1), 31–57.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary
Educational Psychology, 25, 54–67.
Salili, F. (1995). Explaining Chinese students’motivation and achievement: A socioculutral analysis. Advances in Motivation
and Achievement, 9, 73–118.
Sass, D. A., Schmitt, T. A., & Marsh, H. W. (2014). Evaluating model fit with ordered categorical data within a measurement
invariance framework: A comparison of estimators. Structural Equation Modeling: A Multidisciplinary Journal, 21,
167–180. doi:10.1080/10705511.2014.882658.
Satorra, A., & Bentler, P. M. (2001). A scaled difference Chi square test statistic for moment structure analysis. Psycho-
metrika, 66(4), 507–514.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of
significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8, 23–74.
Schwille, J., & Ingvarson, L. (Eds.) (in collaboration with other series editors M.T. Tatto, M.T., Senk, S. Peck, R., & Rowley, G.)
(2013). The TEDS-M Encyclopedia: A Guide to Teacher Education Context, Structure and Quality Assurance in the
Seventeen TEDS-M Countries. Amsterdam: International Association for the Evaluation of Educational Achievement
(IEA).
Segeritz, M., & Pant, H. A. (2013). Do they feel the same way about math? Testing measurement invariance of the PISA
“Students’Approaches to Learning”instrument across immigrant groups within Germany. Educational and Psycho-
logical Measurement, 73(4), 601–630.
Shin, J., Lee, H., & Kim, Y. (2009). Student and school factors affecting mathematics achievement international compari-
sons between Korea, Japan and the USA. School Psychology International, 30(5), 520–537.
Tatto, M. T. (2013). Teacher education and development study in mathematics (TEDS-M): Policy, practice, and readiness to
teach primary and secondary mathematics. Technical Report. Amsterdam: International Association of the Evalua-
tion of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in
mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual
framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education,
Michigan State University.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., et al. (2012). Policy, practice, and readiness to teach
primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in
Mathematics (TEDS-M). Amsterdam: IEA.
17. Page 17 of 17Laschke and Blömeke Large-scale Assess Educ (2016) 4:16
Triandis, H. C. (1995). Individualism and collectivism. Boulder: Westview press.
Van de Vijver, F. J. R., & Leung, K. (2000). Methodological issues in psychological research on culture. Journal of Cross-
Cultural Psychology, 31(1), 33–51.
Van de Vijver, F. J. R., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: An overview. Revue Europée-
nne de Psychologie Appliquée/European Review of Applied Psychology, 54, 119–135. doi:10.1016/j.erap.2003.12.004.
Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions,
practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70.
Vollstedt, M. (2011). Sinnkonstruktion und Mathematiklernen in Deutschland und Hongkong: Eine rekonstruktiv-
empirische Studie. Perspektiven der Mathematikdidaktik, 2, Wiesbaden, Vieweg + Teubner.
Watkins, D. A., & Biggs, J. B. (Hrsg.) (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong
Kong: Comparative Education Research Centre and Victoria, Australia: The Australian Council for the Educational
Research.
Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and
validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167–202.
Watt, H. M. G., Richardson, P. W., & Devos, C. (2013). (How) Does gender matter in the choice of a STEM teaching career
and later teaching behaviours? International Journal of Gender, Science and Technology, 5(3), 187–206.
Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., et al. (2012). Motivations for choosing
teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6),
791–805.
Watt, H. M. G., Richardson, P. W., & Pietsch, J. (2009). Choosing to teach in the“STEM”disciplines: Characteristics and moti-
vations of science, technology, and mathematics teachers from Australia and the United States. In A. Selkirk & M.
Tichenor (Eds.), Teacher education: Policy, practice and research (pp. 285–309). New York: Nova Science Publishers.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychol-
ogy, 25(1), 68–81.
Yuan, K., & Bentler, P. M. (2000). Three likelihood-based methods for mean and covariance structure analysis with non-
normal missing data. Sociological Methodology, 30(1), 165–200.
Zhao, Y. (2011). Handbook of Asian education: A cultural perspective. New York: Routledge.
Zhu, Y., & Leung, F. K. S. (2011). Motivation and achievement: Is there an East Asian model? International Journal of Science
and Mathematics Education, 9, 1189–1212.