Meta-analyses are conducted to synthesize the quantitative results of related studies. The random-effects meta-analysis model is based on the assumption that a distribution of true effects exists in the population. This distribution is often assumed to be normal with a mean and variance. The population variance, also called heterogeneity, can be estimated numerous ways. Accurate estimation of heterogeneity is necessary as a description of the distribution and for determining weights applied in the estimation of the summary effect when using inverse-variance weighting. To evaluate a wide range of estimators, we compared 16 estimators (Bayesian and non-Bayesian) of heterogeneity with regard to bias and mean square error over conditions based on reviews of educational and psychological meta-analyses. Three simulation conditions were varied: (a) sample size per meta-analysis, (b) true heterogeneity, and (c) sample size per effect size within each meta-analysis. Confidence or highest density intervals can be calculated for heterogeneity. The heterogeneity estimators that performed best over the widest range of conditions were paired with heterogeneity interval estimators. Interval estimators were evaluated based on coverage probability, interval width, and coverage of the estimated value. The combination of the Paule Manel estimator and Q-Profile interval method is recommended when synthesizing standardized mean …

Imagination and creative self-efficacy are important components of the creative process and outcomes but are rarely investigated together. To explore the relationship between personality factors, imaginative thinking, and creative self-efficacy, survey responses were gathered from university students in a southwestern region in the United States (n = 1,731). Personality was measured using the International Personality Item Pool (IPIP), imagination was measured using the Imaginative Capability Scale (ICS), and creative self-efficacy was measured using items based on reliability in previous studies. Participants were asked to complete the three surveys along with demographic information through an online format. Confirmatory factor analysis (CFA) was conducted first to confirm measurements used. After fit indices confirmed measurement models used, subsequent analyses were conducted using structural equation modeling (SEM). The model of best fit supported creative self-efficacy as a strong predictor of all three factors of imagination. Additionally, the model indicated a strong relationship between conscientiousness and conceiving imagination as well as other notable relationships with personality factors.

The present study utilized multiple-baseline and multi-probe across participants designs to measure both fidelity and efficacy of caregivers as primary interventionists when using trial-based functional analysis (TBFA) procedures. Participants included any caregiver of a child with a medical or educational diagnosis of autism and challenging behavior. Caregiver fidelity of implementation of TBFA procedures was measured across three phases: baseline, training, and independent implementation or generalization. Within the implementation phase, caregivers independently conducted TBFAs on their respective children within the home setting. Fidelity, efficacy, and social validity across each participant were measured. Each caregiver was able to reach fidelity during the training phase, and three out of five caregivers were able to identify a clear behavior function for their child's behavior within the implementation phase of the study. Social validity was evaluated. Results indicate that caregivers may be able to supplement traditional interventionists during the TBFA process. Implications for future practice are reviewed.

This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann-Whitney U test was used to compare pre-survey results between PSETs who had and PSETs who had not taken advanced coursework or participated in student teaching. With the exception of the subscale, Attitude Towards ELs in the Classroom, results revealed no statistical difference between the two groups. At the same time, qualitative, open-response questions revealed PSETs who had participated in advanced coursework and student teaching seemed to have a deeper understanding of ELs' instructional and linguistic needs. Contributions to the literature are presented which may help in designing teacher preparation programs to increase PSETs' sense of preparedness to better serve ELs with disabilities.

Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout …

Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included …

The purpose of this study was to investigate direct and interaction effects of cultural intelligence and social support on the adjustment of international students to U.S. higher education. Hierarchical multiple regression analyses were conducted to test (a) if cultural intelligence was a predictor for adjustment of international students to U.S. higher education; (b) if social support was a predictor for adjustment of international students to U.S. higher education; and (c) if there was an interaction effect between cultural intelligence and social support on international students' adjustment to U.S. higher education. The participants included 262 international students from a southwestern university. The results found only social support from the university was a significant predictor of international students' adjustment. There was no interaction effect between cultural intelligence and social support from any sources on international students' adjustment.

Many students on the autism spectrum display a strong ability to process and comprehend information at elevated levels when presented with it visually. Despite this, students who have autism are increasingly being educated in general education content classrooms that utilize lessons directed to whole groups of students and limit the use of visually presented material. For some students with an autism spectrum disorder (ASD), this presentation introduces difficulties related to attention as well as comprehension and retention of material. Research indicates promising results associated with using a graphic organizer to increase comprehension accuracy in students who answer wh-questions following the reading of a short passage. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension. The study employed a single-subject multiple baseline design across participants to evaluate if the use of a graphic organizer impacted the correctness of answering wh-questions for grade-level social studies content. Participants included four eighth grade students in an urban public school who had been diagnosed with ASD. Results supported research by showing an increase in comprehension skills with the use of a graphic organizer.

Personality assessments have a long history in psychology and have become the backbone of the human capital management industry, with the Big-Five model being the most prevalent. The central criticism of personality assessments for employment decisions is validity of responses since applicants for employment often endorse items to make themselves more desirable for hire, referred to as faking behavior. The present study examined faking behavior using the Assess Personality Survey (APS). Using a sample of applicant and incumbent data (N = 8,020), the objective was to identify response difference between applicant and incumbents, and the prevalence of faking behavior in applicants. Latent class analysis (LCA) was used to compare groups. Results indicate a clear distinction between applicant and incumbent response patterns. Additional analyses suggest 6 classes of testing patterns among applicants, and results are compared with previous faking identification procedures to improve criteria used to establish faking behavior in respondents.

Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

The role of transition providers' knowledge of evidence-based practices (EBPs) in secondary transition can only be understood in the context of the dismal post-secondary outcomes of students with disabilities (SWD) and the need for bridging the research-to-practice gap among secondary transition practitioners. A sample of 1,163 Texas Employment Designees (TEDs) were surveyed about their knowledge of secondary transition EBPs. The study examined the psychometric properties and theoretical factor structure fit of a modified version of the Mazzotti and Plotner's Use of Secondary Transition EBPs survey and identified significant effects of TEDs' characteristics on their capacity for implementing secondary transition EBPs (F(9, 110) = 2.16, p = 0.03). Psychometric validation of the instrument indicated overall reliability and internal consistency of the modified instrument in measuring both knowledge and use of EBPs in support and direct provision of transition services (Cronbach's alpha of 0.99). Principal components analysis (PCA) and exploratory factor analysis (EFA) returned a simple one-factor structure. A composite score was developed for the single factor of "capacity", and a subsequent analysis was conducted to determine a relationship between the demographic factors and the overall capacity scores of respondents (n = 198). Study limitations and need for further research are discussed.