Karee E. Dunn

Becoming Data Driven: The Influence of Teachers’ Sense of Efficacy on Concerns Related to Data-Driven Decision Making

Data-driven decision-making (DDDM) reform has proven to be an effective means for improving student learning. However, little DDDM reform has happened at the classroom level, and little research has explored variables that influence teacher adoption of DDDM. The authors propose a model in which teachers’ sense of efficacy for the skills that support classroom-level DDDM and DDDM anxiety significantly influenced teachers’ DDDM efficacy, which then influenced collaboration concerns that influenced refocusing concerns. The authors used structural equation modeling to analyze data on 537 teachers in order to validate this hypothesized model. Results supported this model and are discussed.

Revisiting the Motivated Strategies for Learning Questionnaire: A Theoretical and Statistical Reevaluation of the Metacognitive Self-Regulation and Effort Regulation Subscales

The Motivated Strategies for Learning Questionnaire (MSLQ) has dominated self-regulated learning research since the early 1990s. In this study, the two MSLQ subscales specifically designed to assess self-regulation—Metacognitive Self-Regulation subscale and Effort Regulation subscale—were examined. Results indicated that the structure of the two scales is not supported by the original data reported by Pintrich, Smith, Garcia, and McKeachie in 1991 or new data. Statistical and theoretical analyses supported two modified scales, the General Strategies for Learning scale and the Clarification Strategies for Learning scale, that assess academic self-regulation from the original MSLQ items. The statistical and theoretical analyses, results, and modified scales are discussed.

High-Fidelity Simulation and Nursing Student Self-Efficacy: Does Training Help the Little Engines Know They Can?

This study examined the influence of high‐fidelity simulation (HFS) training on baccalaureate nursing students’ sense of efficacy for both patient communication and physical care. Juniors in the second semester completed the Nursing Student Self‐Efficacy Scale (NSSES) before experiencing HFS training and after eight weeks of twice weekly simulation sessions. Results of the study support the assumption that HFS training may be a valuable tool for increasing nursing students’ efficacy for aspects of clinical practice.

Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking

Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation, critical thinking, and age on online graduate students’ help-seeking. Results indicate that these variables did significantly influence help-seeking, and that as self-regulation and critical thinking increased so did help-seeking. However, as age increased, help-seeking decreased. These results and implications for practice are discussed.