The purpose of this study was to develop an instrument to measure student online course anxiety, a factor that detrimentally affects student learning in the online environment. Based on Keegan’s theoretical framework that identified fundamental differences between online education and traditional education, the instrument of Scale of Online Course Anxiety (SOCA) was developed and tested with a sample of 170 students from a 4-year higher educational institution. The total score and the four subscale scores show high reliability. Confirmatory Factor Analysis exhibited solid goodness of fit between SOCA items and the factor structure hypothesized in previous literature. Evidence of divergent validity shows SOCA differentiates the state anxiety and trait anxiety as expected. Limitations and possible topics for future research are also discussed.

The current study evaluated the validity and reliability of the SCARED on a Native American child population. Results suggest excellent internal consistency for the total score. The hierarchical model best fit the data. Overall the SCARED is a valid tool for identifying Native American children at-risk for developing anxiety disorders.

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.

This study investigated the association of over-claiming with student achievement in mathematics from mixture modeling. We examined three competing models to find relationships between over-claiming, reported familiarity, and mathematics achievement. We then identified latent classes by use of the three variables. This latent class analysis examined the existence of subpopulations, which revealed the disguised details of the relationship between over-claiming, reported familiarity, and mathematics achievement. The results of this study represent findings from a sample of 15-year-olds across the United States (n = 4978). Three distinct latent classes were identified. One latent class demonstrated significantly lower scores on all motivational indicators examined than the other two latent classes, suggesting disengagement in this latent class. Students from the rest two non disengaged latent classes were considered as engaged students. Results indicate that over-claiming has a significant negative relationship with student achievement in mathematics among the engaged students. The disengaged group appears to over-claim the least. The relationships among these three latent classes provide possible explanations as to why the current literature reported mixed results regarding the relationships between over-claiming and achievement or cognitive ability.

Abstract. The purpose of this study was to evaluate the psychometric properties of the Self-Description Questionnaire I (SDQI) with regard to children’s mathematics self-concept based on the item response theory (IRT) framework. The researchers adopted the IRT-based techniques for uncovering item-level characteristics including discrimination ( a parameter) and thresholds ( b parameters). The data for this study were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) with a sample of 14,631 children. The IRT-based evaluations suggest that the SDQI items have sufficient discrimination, but insufficient item thresholds in assessing third- and fifth-graders’ mathematics self-concept. Thus, it is recommended that the current SDQI be reconsidered for its age appropriateness. In addition, affective items, which involve enjoyment, liking, and positive emotions, are found to be better indicators of self-concept than cognitive items, which involve perceived competence, ability beliefs, and self-efficacy. Results also indicate the presence of item parameter drift (IPD) in all SDQI items, suggesting beta change of the scale over time – children become more sensitive to the response anchors as they grow older. Findings of this study provide insights into the conceptualization and operationalization of academic self-concept, as well as practical implications for future use and development of self-concept measures.

We examine student performance on mathematics items from the 2012 Program for International Student Assessment. Utilizing a 4 parameter logistic Item Response Theory model, we were particularly interested in estimating the probability of a student who was relatively high achieving incorrectly responding to mathematics items as related to having more or less opportunity to learn as rated by the student. Results indicate that students who were similarly high achieving yet had less opportunity to learn were significantly less likely to correctly respond to an item as compared to those who had more opportunity to learn. When accounting for these item level differences in OTL in mathematics, socioeconomic status was longer related to academic achievement.

The authors examined the help‐seeking attitudes of 109 Chinese international students studying in the United States. Results revealed that significant relationships exist among acculturation, ethnic identity, English proficiency, and attitudes toward seeking professional counseling services. Limitations and recommendations for future research are discussed.Los autores examinaron las actitudes hacia la búsqueda de ayuda de 109 estudiantes internacionales chinos cursando estudios en Estados Unidos. Los resultados revelaron que existen relaciones significativas entre la aculturación, la indentidad étnica, el dominio del idioma y las actitudes hacia la búsqueda de servicios profesionales de consejería. Se discuten las limitaciones y recomendaciones para investigaciones futuras.

Introduction This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods The data for this study were collected via a mixed-methods online survey distributed through professional networks to reach teachers with experience supporting students who are braille readers in advanced mathematics. A device matrix was used to ask participants about three interrelated issues. First, which of the 35 assistive technologies presented did they use to aid students? Second, how was the technology implemented? And third, how did they rate the effectiveness of each device used? Open-response items provided space for additional tools and other feedback. Results A total of 82 surveys were completed through the device matrix question. Results conclusively indicated that 20 of the 35 technologies were used; of these, 13 were used regardless of subject. More than half of the participants indicated that the same four technologies were implemented for student information access during class, guided practice, and independent practice. Participants recommended seven technologies not included in the device matrix through the open-response questions. Discussion This survey revealed that teachers of visually impaired students are using assistive technology for multiple functions. A core set of 13 devices emerged, as well as varying subsets for specific tasks across different subjects. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners By examining the uses of technology presented in this article, teachers can determine which assistive technology might be worth exploring to use for preparation of materials for students and which to teach others to use independently for reading or preparation of assignments in advanced mathematics courses.

This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of teachers with experience teaching or supporting students who are braille readers in advanced mathematics classes. Questions were designed to gain information regarding which of 35 tools presented in the instrument were used to aid students, how were they used and perceived effectiveness. Open-ended response areas provided space for addition of tools not already listed, as well as other feedback. A total of 82 surveys were analyzed. Results indicated that 20 of the 35 devices were used; of these, 13 were used regardless of specific subject, while different sets were used for different subjects and tasks. Participants recommended another seven high-tech devices in the open response question. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners: This research provides a foundation for additional work on how to best equip teachers of students with visual impairments so they can support their students.

College students with disabilities develop and utilize strategies to facilitate their learning experiences due to their unique academic needs. Using a semi-structured interview technique to collect data and a technique based in grounded theory to analyze this data, the purpose of this study was to discern the meaning of disclosure for college students with disabilities in relation to the strategies they invoke while seeking accommodations. The study revealed three underlying themes common to the accommodation-seeking strategies of the participants who were academically successful college students with disabilities. These themes include: scripting disclosure of one's disability; negotiating accommodations with faculty; and downplaying one's disability status.

In this study, the authors examined the relationships of acculturation as measured with two subscales of cultural maintenance and cultural assimilation, Internet use, and psychological wellbeing among Chinese international students. A total of 170 Chinese international students participated in this study. Bivariate correlation analyses revealed that an individual can identify with two different cultures, minority and dominant culture. Results of multiple regression indicated that cultural assimilation was a significant predictor to psychological well-being, but not cultural maintenance. The study also found that younger Chinese international students (e.g., students pursuing bachelor’s degrees) suffered significantly higher levels of stress and depression in the acculturation process as compared to their older counterparts. Implications for counseling and recommendations for future research were discussed.

This study examined the association between three types of physical activities (PA) and depression, and the relationship between PA and later mortality. Previous studies rarely assessed these associations in one single study in randomly selected population samples. Few studies have assessed these relations by adjusting the covariate of friend-relative care. Participants consisted of 624 noninstitutionalized elders (mean age = 77.35) from the Americans’ Changing Lives Longitudinal Study. Depression was measured using the Center for Epidemiological Studies Depression Scale. Logistic regression estimated the risk of depression as a function of the three individual PA (gardening, walking, and sport). A separate set of analyses predicted the risk of mortality (six years later) as a function of PA. Each 1-standard-unit increase on the physical inactivity scale significantly predicted adjusted 29%, 30%, and 33% increased risk of depression for gardening, walking, and sport, respectively; and each unit also predicted 48% and 72% increased risk of mortality, for gardening and walking, respectively. Active exercise was not able to predict mortality (p = .42). The study concluded that elders with less PA had a higher chance of getting depression. Unlike gardening and walking, rigorous exercise did not significantly predict mortality. This indicated that extra care is needed for elders when they engage in intense exercise. The relationships of social support from friends and relatives with depression and mortality were also discussed.

Introduction: The study presented here explored the relationship between computer and Internet use and the performance on standardized tests by secondary school students with visual impairments. Methods: With data retrieved from the first three waves (2001-05) of the National Longitudinal Transition Study-2, the correlational study focused on secondary school students with a primary disability of visual impairment who were capable of taking standardized tests. The unweighted sample sizes ranged from 210 to 280. The relationships between using a computer for homework and for the Internet and students' performance on standardized tests on synonyms and antonyms, comprehension of passages, calculation, applied problems, science, and social studies were investigated using multiple regression analyses, with other variables held constant, including gender, severity of vision loss, household income, multiple disability status, and race or ethnicity. Results: When gender, the severity of vision loss, household income, multiple disability status, and race or ethnicity were held constant, using a computer for the Internet had a significant positive relationship with students' performances on the passage comprehension test (p = .034), calculation test (p = .027), and science test (p = .000). However, using a computer for homework had no significant relationship with students' performances in any of the six tests that were examined. Discussion: Students who used a computer for the Internet scored significantly higher than did those who did not on the passage comprehension, calculation, and science tests. But students who used a computer for homework performed at the same level as those who did not on all six tests that were examined. Implications for practitioners: Internet use by secondary school students with visual impairments may be beneficial to the students' performance on passage comprehension, calculation, and science tests and therefore should be encouraged. Special assistance for students from low-income families, whose rate of Internet use was significantly lower than those from high-income families, should be considered.

The study was designed to validate a model for a successful aging process and examine the gender differences in the aging process. Three hundred twelve participants who were 65 or older completed a Taiwan Social Change Survey that measures four factors that define successful aging process: including physical, psychological, social support, and leisure activity. Structural equation modeling analysis shows in addition to the three supporting variables, leisure activities is a significant factor related to successful aging process. The findings of the study verified that the proposed model is well supported by the data and fits well for both female and male populations. The findings of the study also suggest that, for gerontological researchers, leisure activities of old people deserve their attention when helping the old generation age well.

Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students’ online learning experiences.Keywords: self-regulation; online learningDOI: 10.1080/09687761003657572

Introduction Just by the nature of it, it's not fun to do ... but I can't help it. It takes courage to ask. (Jack, a graduate student with cerebral palsy on requesting accommodations) Individuals with disabilities represent a population of college students that has tripled and by some estimates, quadrupled over the past twenty-five years (Olney, Kennedy, Brockelman, & Newsom, 2004; Palombi, 2000). This population of students has grown dramatically despite being historically underrepresented (Beilke & Yssel, 1999; Shevlin, Kenny, & McNeela, 2004). Legislation, such as the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), has been largely credited with the increasing access to higher education for individuals with disabilities, along with advances in assistive and medical technologies (Konur, 2006; O'Day & Goldstein, 2005; Rocco, 2002; Thomas, 2000; Wolf, 2001). Under the ADA, disability refers to a physical or mental impairment that substantially limits one or more of the major life activities of an individual. The phrase "students with special needs" can refer to individuals with disabilities but also includes students with other types of special needs such as limited English proficiency or students who may be considered homeless or transient. The ADA of 1990 requires institutions of higher education to provide reasonable accommodations in such areas as academic programming, examinations and evaluations, housing, and recreational facilities. As such, students with disabilities (SWDs) represent an emerging population in institutions of higher education, whose perceptions and experiences of higher education are ultimately shaped by their classroom and other collegiate experiences. Despite these increases in enrollment of this student population, many students with disabilities SWDs however fail to successfully complete their education (Quick, Lehmann, & Deniston, 2003). Several reasons have been suggested as to why SWDs have been leaving higher education. One reason cited has been a lack of understanding by institutions of higher education for this special student population. Greenbaum, Graham, and Scales (1995) have noted that "the most common institutional barrier cited by SWDs was a lack of understanding and cooperation from faculty and administrators ..." (p. 468). SWDs have reiterated this sentiment, reporting being generally dissatisfied with the level of knowledge and understanding on the part of faculty and administrators regarding their issues and concerns (Hill, 1996; Lehman, Davies, & Laurin, 2000; Wilson, Getzel, & Brown, 2000). In reviewing the extant literature regarding faculty attitudes towards SWDs, Rao (2004) concluded that amongst faculty and staff that there is a "need to be better informed about disabilities and students with disabilities" (p. 197). Thus, from this lack of understanding and knowledge on the part of faculty and staff, the integration of these students into collegiate environments may be considered hindered by stereotypical beliefs and discriminatory practices on the part of both professors and fellow students (Gmelch, 1998). Despite legislative mandates requiring institutions of higher education to accommodate SWDs along with providing information about disability accommodations, SWDs are not maximizing the services entitled to them. In reviewing the literature, SWDs are not maximizing services in two ways: (1) not seeking these services out, or (2) seeking these services too late. Disability service providers have reported that while 9% of full-time college students report having a disability that only between 1% and 3% of all students actually request disability-related services (Hartman, 1993). Research has suggest that these students may be apprehensive about requesting accommodations, and therefore unwilling to discuss their academic needs (Norton, 1997), or may simply desire to assert a new identity and independence when entering higher education (Torkelson Lynch & Gussel, 1996). …