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The interpretation of beta weights in path analysis

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... As this study used crosssectional data to investigate correlations between perceptions of the teaching and learning environment and approaches to learning, we are unable to make claims about the directionality of causality. The causal assumptions necessitated by a structural equation modeling approach are demanding and many (see Tracz, 1992 for one suggested list). As a strict minimum for employing a regressive structural equation model, longitudinal data of sufficient sample size must be obtained (Hoyle, 1995;Kenny, 1979;Tracz, 1992). ...
... The causal assumptions necessitated by a structural equation modeling approach are demanding and many (see Tracz, 1992 for one suggested list). As a strict minimum for employing a regressive structural equation model, longitudinal data of sufficient sample size must be obtained (Hoyle, 1995;Kenny, 1979;Tracz, 1992). In addition, for good fit to be achieved, strong measurement models must be constructed. ...
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Background. Student learning theory (SLT) has established associations between students' approaches to learning and their perceptions of the learning environment. SLT may provide a useful framework for researching student learning within the Japanese tertiary sector. Aims. The study aims to explore and validate the Course Experience Questionnaire (CEQ) and the Revised Study Process Questionnaire (R-SPQ-2F) in the Japanese four-year tertiary context. Sample. Mixed-major students from one Japanese four-year tertiary institution voluntarily completed the CEQ (n= 370). A separate group of students completed the CEQ and R-SPQ-2F (n= 269). Methods. CEQ data from the first sample were analysed using exploratory factor analysis (EFA). CEQ and R-SPQ-2F data from the second sample were analysed using confirmatory factor analysis (CFA). Results. EFA of the CEQ resulted in four factors: Good Teaching (GT), Generic Skills (GS), Appropriate Workload (AW), and Appropriate Assessment (AA). CFA confirmed these factors with the second sample. CFA of the R-SPQ-2F resulted in an item parcel-based, two-factor model. Correlations between some CEQ and R-SPQ-2F constructs were consistent with previous results. However, other findings from this research suggest that SLT constructs may be constituted differently in the Japanese context. Conclusions. This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.
... Regression analysis is an analytical method which is particularly useful for estimating the predictive connections between variables over time. While the test of such predictive relationships can be conducted with cross-sectional data, Tracz (1992) (repeated measures) data is a minimum research design component for any such estimated links to indicate potential causality (X causes Y). Tracz in fact sets out three research design criteria which must be met for causal implications to be drawn: 1) Temporal sequencing of variables (X precedes Y); 2) a relationship among variables 22 (r xy >0); and 3) control (X is controlled for when predicting Y with Z). ...
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This chapter explores the methodological choices made in an illustrative complex and longitudinal study of classroom interest in a language task. They walk the reader through choices that must be made in a quantitative analysis step by step while also advocating for best practices in quantitative research, such as using technology as a partner in research methodology, strengthening statistical power by repeated testing of the same participants, and strengthening validity of study results by using a longitudinal design. The chapter’s aim is not to provide a comprehensive treatment of all possible methodological choices the reader may make, but to instead make vivid for the reader how such choices are made by teacher practitioners conducting actual research projects.
... According to Tracz (1992), causation can be demonstrated if three elements are present: temporal order, existence of correlation, and control of other causes. Given the significance of the model, the large overall R 2 value, and the temporal nature (MAH and CFT occur years before NCFI), this model may demonstrate causation. ...
... Despite the careful series of analyses undertaken by Richardson (2006), his conclusion must be interpreted with care, particularly because Richardson's empirical test lacked one of the fundamental research design components necessary for drawing even preliminary causal conclusions: temporal ordering of constructs (Tracz, 1992). In addition to this limitation, all variables employed by Richardson were mean-based rather than latent. ...
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Biggs’ Presage-Process-Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorized reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n=1348; female=404) from 18 degree programs. Data from a reciprocal latent model were analysed using structural equation modeling. Modeling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed. 50 FREE COPIES: http://www.tandfonline.com/eprint/UPEhuYHkKNVvahTWUgjh/full
... 36). Although correlation is one of the necessary conditions to establish causality, it is not sufficient (see e.g., Tracz, 1992). Using an example of causation here, perhaps, is more appropriate. ...
... Some limitations of the present study include the use of cross-sectional data to determine the relationship among all constructs only without considering the causal directional relationship. This is due to demanding criteria when using structural equation modeling (Tracz, 1992). ...
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A learning environment has become one of the vital factors in ensuring the students' success in achieving good grades. Although past research focus on students' performance but the evolution of the learning environment has opened a new direction in understanding students' learning. There are many factors that can be grouped into the learning environment. This paper aims at validating the Learning Environment Instrument by using Confirmatory Factor Analysis (CFA) which has 40 items and 5-point Likert scale. The instrument has five constructs, including students' closeness, teacher support, involvement, cooperation and equality. The instrument was distributed to 1887 secondary school students from selected high performance school in Malaysia. Confirmatory Factor Analysis was used to validate the instrument using AMOS 16.0. The result revealed that the measurement model of learning environment fitted with the collected data. Fit index tests like CMIN/DF, TLI, CFI, IFI, NFI and RMSEA were used to obtain the model fit. In conclusion, the instrument was found to be valid and reliable in measuring learning environment in this context of study.
... Intrinsic goals (i.e., goals individuals have some internal control over, such as self-development or community contribution) have been found to be broadly adaptive relative to extrinsic goals (i.e., goals that students are dependent on external sources for outcomes or regulation, such as wealth or image; Vansteenkiste et al., 2006). Correlational research examining internally regulated and externally regulated instrumental goals has, however, employed cross-sectional research designs (e.g., Simons et al., 2004), which are not optimal for modelling predictive effects (Tracz, 1992). The current study aimed to add to the literature by employing a cross-lagged research design and latent, simultaneous analyses across 2 years and three data points. ...
Article
Background Experimental/correlational studies have consistently demonstrated that the contents of an individual's goals play an important role within future motivations, learning processes, and outcomes.AimsThe aim of the study was to extend past findings by employing a three-point, cross-lagged latent simultaneous structural model in the examination of the role of intrinsic/extrinsic goals' effects on key proximal motivations, learning variables, and achievement in the context of a Japanese university.SampleThis study consisted of first-year students within seven departments, attending one university (n = 584).Methods Employing three data points, separated by 8 and 7 months, this study tests the effects of students' instrumental goals on future motivations, approaches to learning and learning outcomes. Three goals were the focus of this study: Distal internally regulated, distal externally regulated, and proximal externally regulated. Internally regulated goals were hypothesized to be broadly adaptive, while externally regulated goals were hypothesized to be maladaptive.ResultsFindings reflected the broad importance of internal regulation for goals. Internally regulated goals positively predicted mastery goals and negatively predicted task valuation and effort belief deficits 8 months later. While not predicting achievement directly, internally regulated goals were the strongest predictor of future deep approaches to learning despite the lag of 15 months. Proximal externally regulated goals had no significant cross-lagged effects, and distal externally regulated goals had a negative predictive effect on future deep approaches to learning.Conclusions This study extends intrinsic/extrinsic goal research both within education broadly and in the context of Japan. Furthermore, instrumental goals were found to play important roles supporting students in overcoming future motivation deficits and the pursuit of deep approaches to learning.
... In addition, for every percent increase in the cost of initial flight training, there is a loss of 84.6 new CFIs over the next 4 years. According to Tracz (1992), causation can be demonstrated if three elements are present: temporal order, existence of correlation, and control of other causes. Given the significance of the model, the large overall R 2 value, and the temporal nature (MAH and CFT occur years before NCFI), this model may demonstrate causation. ...
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Over the next 20 years, the United States airline industry is expected to hire in excess of 95,000 pilots. This hiring will be the result of new aircraft growth, pilot retirements, and pilot attrition from the industry for reasons other than retirement. In addition, government regulations may also cause an increase in the number of new pilots required. Given this increased demand, will there be enough new pilots to ensure a long-term and continuous supply? The purpose of this research is to examine the supply and demand for US airline pilots. Several new considerations are having an impact on future supply and demand of airline pilots including cost of training, growth, retirement, regulatory changes, and slowing supply of military pilots. The methodology provides an empirical analysis of the pilot labor supply in the US. A multivariate regression model was developed to forecast demand. To explore supply, a variety of data sources have been included and a survey was implemented. The results of the study indicate that the US airline industry will experience a shortage of approximately 35,000 pilots for the 2013 to 2031 time period. The impact of the shortage on regional and major airlines is examined. Possible solutions are discussed.
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