Curve of Factors Model: A Latent Growth Modeling Approach for Educational Research

A first-order latent growth model assesses change in an unobserved construct from a single score and is commonly used across different domains of educational research. However, examining change using a set of multiple response scores (e.g., scale items) affords researchers several methodological benefits not possible when using a single score. A curve of factors (CUFFS) model assesses change in a construct from multiple response scores but its use in the social sciences has been limited. In this article, we advocate the CUFFS for analyzing a construct's latent trajectory over time, with an emphasis on applying this model to educational research. First, we present a review of longitudinal factorial invariance, a condition necessary for ensuring that the measured construct is the same across time points. Next, we introduce the CUFFS model, followed by an illustration of testing factorial invariance and specifying a univariate and a bivariate CUFFS model to longitudinal data. To facilitate implementation, we include syntax for specifying these statistical methods using the free statistical software R.

Motivational style and actual and perceived academic performance of secondary school students in Hong Kong

This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified into top, middle, or bottom groups based on their perceived academic performance (PAP). Results indicated that only 42% of the students perceived their academic performance correctly. Compared to their lower AAP counterparts, high scoring AAP males were significantly more serious, conformist, and arousal-avoidant. The high scoring AAP female group was found to be more self-oriented than the other female groups. The top PAP male group was also found to be more serious, conformist, arousal-avoidant, and optimistic than the other PAP male groups. The top PAP female group was more self-oriented and optimistic than the other two PAP groups. The present findings suggest that the traditional Chinese cultural values of collectivism, diligence, and education are major influences on shaping the motivational style of Hong Kong Chinese high school students. The implications of the results for school psychologists and teachers are also discussed.

Classroom Racial Proportion: Influence on Self-Concept and Social Competence in Zimbabwean Adolescents

The authors measured self-concept and social competence relationships in 372 Zimbabwean adolescents (41% Black, 59% White) who attended classrooms in which they were either a racial minority or a racial majority (M age = 12.95 years, SD = 1.47). The authors used self-, peer-, and teacher-rating scale sociometric measures of social competence and a multidimensional measure of self-concept. The regression analysis predicted self-concept from social competence measures. Teacher-rated social competence predicted physical appearance self-concept in the Black adolescents and reading self-concept in White adolescents in White-majority classrooms. Self-rated social competence and peer-rated social competence predicted school self-concept in Black adolescents attending Black-majority classrooms. The authors concluded that classroom racial proportions influence aspects of social perception of Black and White adolescents.