Ian D. Smith

Multitrait-Multimethod Analyses of the Self-description Questionnaire: Student-Teacher Agreement on Multidimensional Ratings of Student Self-concept:

The Self-description Questionnaire is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson’s hierarchical model. Fifth and sixth grade students (n = 654) completed the SDQ and several other instruments. Factor analysis of their responses clearly demonstrated the seven factors that the SDQ was designed to measure. Teachers were also asked to evaluate each student’s self-concept along the same seven dimensions, and a multitrait-multimethod analysis offered support for both the convergent and divergent validity of the self-concept dimensions. Not only was there substantial student-teacher agreement on the seven dimensions, but agreement on any one dimension was relatively independent of agreement on other dimensions. The pattern of small correlations among the student self-concept dimensions was generally consistent with those observed for the teacher ratings and those predicted by the hierarchical model on which the instrument was based. Student and teacher ratings of students’ self-concepts each showed similar and predictable correlations with attributions for academic achievement, sex of student, and reading achievement, thus offering further support for the construct validity of interpretations based on the SDQ.

The Transition From Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement

Two single-sex (SS) high schools serving the same neighborhood were reorganized to form two coeducational (coed) high schools. Self-concept was measured for all students in grades 7–11 in each of 4 years that spanned the pretransition (Year 1), the transition (Year 2), and the posttransition (Years 3 and 4). For both boys and girls there was a clear increase in multidimensional self-concepts from the pretransition to the posttransition, despite a small decrease in self-concepts for students attending coed classes during the transition year. Sex differences in specific areas of self-concept—those favoring boys and those favoring girls—were unaffected by the transition. Achievement grades from the statewide School Certificate reference examination, awarded to all students at the end of grade 10, were monitored for the same 4 years. Across the 4 years of the study there were no significant differences in either mathematics or English achievement. Girls performed substantially better than boys in English and relatively poorer in mathematics, but the sizes of these differences were unaffected by the transition. The results of the present investigation suggest the benefits of transition to coeducation for both boys and girls in multiple dimensions of self-concept that are not at the expense of academic achievement.

Poles Apart? An exploration of single-sex and mixed-sex educational environments in Australia and England

This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones.

FETAL PLASMA STEROIDS IN RELATION TO PARTURITION

Total plasma corticosteroid levels were measured by a competitive protein‐binding technique in matched umbilical arterial and venous samples obtained from 234 infants immediately following vaginal delivery. Both arterial and venous levels were related to the gestational age of the infant at delivery, rising to a peak at 37 to 38 weeks gestational age and thereafter declining. Corticosteroid levels were generally less in infants delivered following oxytocin‐induced (or augmented) labour than in those delivered following spontaneous labour. The mean umbilical arterial levels (±S.E.) of plasma corticosteroids at 38 to 40 weeks were 213.2 ± 16.3 ng./ml. for the spontaneous labour group and 171.9 ± 12.3 ng./ml. for the oxytocin‐induced and augmented group. The corresponding mean venous levels were 242.9 ± 14.8 ng./ml. and 227.4 ± 13.2 ng./ml. The mean plasma corticosteroid level in four fetuses spontaneously miscarried at 17 to 20 weeks was 65.0 ± 21.6 ng./ml. The results suggest that the human fetal adrenal may have an active role in fetal maturation and the initiation of labour.

Assessment of possible luteolytic effect of intra-ovarian injection of prostaglandin F2α in the human

A group of five patients awaiting laparoscopic tubal diathermy were followed by daily assay of luteinising hormone (LH) and progesterone. Between five and eight days after the LH peak, prostaglandin F-2ALPHA (PGF-2ALPHA) was injected into either the corpus luteum or the ovarian stroma. Doses of 100 mu-g into the corpus tuteum, 1000 mu-g into the adjacent stroma and 500 mu-g into an indeterminate ovarian structure had no effect on peripheral plasma progesterone levels or uterine bleeding. An injection of 500 mu-g or 1000 mu-g given unequivocally into the corpus luteum produced a rapid and profound fall in plasma progesterone levels, the nadir coinciding with the onset of uterine bleeding which commenced 24 hours after the injection and persisted for more than seven days. Injection of 100 mu-g in the same volume of saline had no such effect. Despite continued bleeding plasma progesterone levels returned to normal luteal levels for three days and then fell again.

MATERNAL AND FETAL VENOUS PLASMA STEROIDS IN RELATION TO PARTURITION

This paper presents the results obtained from the study of Oestriol and pregnanediol in maternal peripheral venous plasma throughout normal pregnancy. Changes of oestriol pregnanediol and II‐hydroxysteroid levels throughout the day in late pregnancy were studied. The levels of these steroids found in maternal peripheral venous blood and umbilical venous blood in patients delivered normally and by elective Caesarean section have been compared.

The paradox of promoting creativity in the asian classroom : An empirical investigation

To shed light on the paradox of promoting creativity in the Asian classroom, the authors conducted 3 studies. The 1st study found that novice teachers classified student behaviors as desirable but uncreative (DBU) versus creative but undesirable (CBU). The 2nd study found that conservative-autocratic teachers were more likely to encourage DBU behaviors in class, whereas liberal-democratic teachers were more likely to encourage CBU behaviors in class. The 3rd study found that cultural individualism—collectivism had a positive impact on liberal—democratic teaching attitude but a negative impact on conservative—autocratic teaching attitude. In turn, liberal—democratic teaching attitude had a positive impact on the tendency to promote CBU behaviors, whereas conservative—autocratic teaching attitude had a positive impact on the tendency to promote DBU behaviors.

Cross-National Study of the Structure and Level of Multidimensional Self-Concepts: An Application of Confirmatory Factor Analysis.

The purposes of the present investigation are to compare the structure and level of multidimensional self-concepts for boys and girls from England and Australia, and to demonstrate the use of confirmatory factor analysis (CFA) in making such comparisons. Subjects were random samples of 303 English preadolescents and 303 Australians who were matched in terms of sex and similar in terms of age. In the first set of analyses, CFA demonstrated that the a priori eight-factor model of self-concept fitted responses by English and by Australian students, and that the factor structure was similar across the two groups. In the second set of analyses CFA demonstrated that English and Australian students differed significantly on only one of eight self-concept factors, and that all sex differences in the multidimensional self-concepts were similar for English and Australian students. The results of the study provide further evidence of the generality of multidimensional self-concepts as inferred by the Self Description Questionnaire and demonstrate recent advances in the application of CFA.

The effect of intra-uterine prostaglandin F2α on corpus luteum function in the human

Prostaglandin F2α (PGF2α) was administered via a Foley catheter over a 12 hour period to 8 healthy volunteers awaiting laparoscopic sterilisation. The amount of PGF2α infused varied between 500 μg and 2000 μg every 2 hours for 6 doses. Plasma progestins and oestradiol 17β, and urinary estrogens and pregnanediol were assayed throughout the study period. There was no evidence of luteolysis in any patient although vaginal bleeding of varying duration occurred in all women within 36 hours of administration of PGF2α.

STATISTICAL ANALYSTS OF RELATIONSHIP BETWEEN ORAL CONTRACEPTIVES, SECONDARY AMENORRHOEA AND GALACTORRHOEA

The association of secondary amenorrhoea with galactorrhoea and a history of oral contraceptive treatment in a series of 230 patients has been analyzed. Ninety‐six (4·17 per cent) developed their syndrome after treatment with oral contraceptives. Comparing these observations with the known usage of oral contraceptives in Australia, there is a highly significant (P<0.0l) relationship between the use of oral contraceptives and the subsequent development of amenorrhoea.