Oliver Lüdtke

Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects

Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 classroom climate variables and one L2 classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent multilevel models to (a) evaluate the factor structure of L1 and L2 constructs based on multiple indicators of classroom climate and context measures, (b) control measurement error at L1 and L2, (c) control sampling error in the aggregation of L1 responses to form L2 constructs (the average of student-level responses to form classroom-level constructs), and (d) provide guidelines for appropriate analysis of classroom climate as an L2 construct. [Supplementary materials are available for this article. Go to the publishers online edition of Educational Psychologist for the following free supplemental resources: Substantive basis of the present investigation and more detailed description of the methodology.]

Short assessment of the Big Five: robust across survey methods except telephone interviewing

We examined measurement invariance and age-related robustness of a short 15-item Big Five Inventory (BFI–S) of personality dimensions, which is well suited for applications in large-scale multidisciplinary surveys. The BFI–S was assessed in three different interviewing conditions: computer-assisted or paper-assisted face-to-face interviewing, computer-assisted telephone interviewing, and a self-administered questionnaire. Randomized probability samples from a large-scale German panel survey and a related probability telephone study were used in order to test method effects on self-report measures of personality characteristics across early, middle, and late adulthood. Exploratory structural equation modeling was used in order to test for measurement invariance of the five-factor model of personality trait domains across different assessment methods. For the short inventory, findings suggest strong robustness of self-report measures of personality dimensions among young and middle-aged adults. In old age, telephone interviewing was associated with greater distortions in reliable personality assessment. It is concluded that the greater mental workload of telephone interviewing limits the reliability of self-report personality assessment. Face-to-face surveys and self-administrated questionnaire completion are clearly better suited than phone surveys when personality traits in age-heterogeneous samples are assessed.

Gender Differences in Aspirations and Attainment: Predicting career aspirations and university majors from academic ability and self-concept

Abstract Science, technology, engineering, and mathematics university majors are critical pathways toward prestigious careers, yet women are still underrepresented in many of these domains. In this chapter, we review the role that self-beliefs play in the development of educational aspirations and attempts to realize those aspirations at the end of secondary school. In particular, we use the internal/external frame of reference model to explore the potential of achievement and self-concept profiles as predictors of university major aspirations and attainment as one possible explanation for gender differences in these domains. After reviewing previous research in this area, we provide a research example using a large longitudinal database from Germany (N = 1,881). Results suggest that (a) high math achievement and self-concept predicted math-intensive university major choice and lower likelihood of entering verbal-intensive majors (and vice versa); (b) there appeared to be a continuum of university majors such that strong mathematics achievement and self-concept profiles predicted entry into hard sciences, while the opposite profile predicted entry into the humanities with biology and medicine displaying more mixed patterns; and (c) after controlling for achievement and self-concept there were still important gender differences in university majors. Implications for theory and practice are discussed.This material has been published in Gender Differences in Aspirations and Attainment: A Life Course Perspective edited by Ingrid Schoon and Jacquelynne S. Eccles. This version is free to view and download for personal use only. Not for re-distribution, re-sale or use in derivative works. ©Cambridge University Press. This version may be different from the final version which is available from: https://doi.org/10.1017/CBO9781139128933.015