Want-to, have-to, amotivation, grit, self-control, and tolerance ambiguity among university students: latent profile analysis.

The current study adopted a person-centered approach to identify distinctive university students' profiles based on three variables (i.e., three academic motivations, grit, and self-control), regress multiple covariates (i.e., gender, age, study level, and college) on profile membership, and estimate differences on ambiguity tolerance across the estimated profiles. Data on 525 university students were modeled using Latent Profile Analysis. The findings found three latent profiles, which were: [1] Unmotivated and undisciplined students with low grit, [2] Moderately motivated and disciplined students with average grit, and [3] Highly motivated, gritty and disciplined students. Gender, study level, and college significantly predicted profile affiliation, identifying the characteristics of students within each profile. Significant differences were revealed in the ambiguity tolerance among the obtained profiles. These valuable results offer customized recommendations and prospective initiatives, strengthening the constructive effect of proper academic motivation types, purposeful grit, and intentional self-control (143 words).

Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree.

The current study explored the associations between non-cognitive science-related variables, i.e., science interest, utility, self-efficacy, science identity, and science achievement in a serial mediation model. The study also further explored the potential heterogeneity in the model parameters using one of the data-mining techniques, which is the structural equation model (SEM) Tree. Data on 14,815 high school students were obtained from a large-scale database High School Longitudinal Study of 2009 (HSLS:09). The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity. The strength of direct effects considerably varied across students, resulting in classifying them into four subgroups. For instance, among females with a low SES subgroup, developing substantial science interest would result in better science self-efficacy and science identity that flourish science achievement. These valuable findings provide fruitful tailored recommendations, elevating the science achievement in the subgroups (146 words).

The Psychometric Properties of the Student-Teacher Relationship Measure for Omani Grade 7-11 Students.

Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is a self-report measure estimating students' perceptions of their relationship with teachers. The study was applied among adolescents in grades 7-11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student-teacher relationships.