Elite career expectations of adolescents: Popularity, gender differences, and social divides.

INTRODUCTION: The supply of elite professionals is crucial for economic development, yet little is understood about the appeal and influencing factors of these careers among young people across different economies. It remains unclear whether adolescents in academically high-performing economies growingly expect emerging technological jobs in response to evolving workforce demands. METHODS: This research used the Programme for International Student Assessment 2000-2018 data in 24 high-performing educational systems to examine the two-decade trends in adolescents' expectations for Science, Technology, Engineering, and Math (STEM), medicine, law, business, and teaching careers. The popularity trend of these careers and the major impacts of gender, socioeconomic status, and academic ability were examined with multilevel logistic regression models. RESULTS: The findings indicated that developed economies such as Singapore, Canada, the United States of America, and the United Kingdom have successfully attracted a greater proportion of students to elite careers. In contrast, many high-performing Asian economies, such as Korea, Japan, and Taipei, have not. STEM and medical fields primarily drew students with high math abilities, whereas legal professions attracted those with superior reading skills. Although girls generally expected teaching and legal careers and boys expected STEM fields, social and gender differences have narrowed over the past decades. CONCLUSIONS: Many Western developed economies effectively attract a larger share of adolescents to STEM careers than their Asian counterparts. Although gender and social disparities persist, their impact has diminished. Effective human resource planning should be based on each country's unique trends and influencing factors to promote greater equality and inclusion in the workforce.

Linear Mixed-Effects Models for Dependent Data: Power and Accuracy in Parameter Estimation.

Linear mixed-effects models have been increasingly used to analyze dependent data in psychological research. Despite their many advantages over ANOVA, critical issues in their analyses remain. Due to increasing random effects and model complexity, estimation computation is demanding, and convergence becomes challenging. Applied users need help choosing appropriate methods to estimate random effects. The present Monte Carlo simulation study investigated the impacts when the restricted maximum likelihood (REML) and Bayesian estimation models were misspecified in the estimation. We also compared the performance of Akaike information criterion (AIC) and deviance information criterion (DIC) in model selection. Results showed that models neglecting the existing random effects had inflated Type I errors, unacceptable coverage, and inaccurate R-squared measures of fixed and random effects variation. Furthermore, models with redundant random effects had convergence problems, lower statistical power, and inaccurate R-squared measures for Bayesian estimation. The convergence problem is more severe for REML, while reduced power and inaccurate R-squared measures were more severe for Bayesian estimation. Notably, DIC was better than AIC in identifying the true models (especially for models including person random intercept only), improving convergence rates, and providing more accurate effect size estimates, despite AIC having higher power than DIC with 10 items and the most complicated true model.

Flagging insufficient effort responses in surveys: Stopping rule to prevent insufficient or excessive removal of doubtful data.

Detecting participants not exerting sufficient effort (e.g., answering randomly; termed 'insufficient effort responding' or IER) in self-report surveys is crucial but intricate. Challenges of appropriately removing IER resemble a surgeon excising necrotic tissue without being inadequate, excessive, or incorrect. Current cutoff criteria for stopping the elimination of suspected IER responses are often arbitrary. This study proposes an external criterion strategy to identify the optimal cutoff values for various IER detection methods. We investigated the change in correlations between the IER-containing scale (e.g., motivation) and the external criterion (e.g., academic performance, socioeconomic status index, or another questionnaire scale) utilizing simulated and authentic international survey data. The findings revealed that the stopping rule and consequently, the optimal cutoff values for IER detection methods, can be accurately identified by locating the inflection point in the correlation plot with the external criterion. Practical strategies are recommended for applied researchers.

Attracting adolescents to become doctors and nurses: differential importance of personal and environmental factors in 61 economies.

BACKGROUND: Doctors and nurses play a fundamental role in maintaining global health systems and achieving universal health care coverage. However, significant shortages persist, and little is known about the popularity of these careers among young people in various economies or the relative impact of personal inputs and contextual factors. METHODS: Using data from the large-scale Programme of International Student Assessment (PISA) 2018, we showed the recent distribution of adolescents' medical (doctor) and nursing career expectations in 61 economies. With multilevel logistic and hierarchical linear regression, we examined the relative importance of economic indicators, health work conditions, and personal background factors in affecting adolescents' health career expectations. RESULTS: Approximately 11% of adolescents expected to be doctors in each economy, while only 2% expected to be nurses. Adolescents were attracted to health professions mainly by system-level favourable conditions (accounting for 1/3 variance), including (a) government health expenditure beyond that expected gross domestic product (GDP); (b) a safe working environment for doctors in wealthy nations; and (c) high salaries for nurses in less-developed economies. In contrast, adolescents' background (gender, social status, and academic ability) was less influential, explaining only 10% of the differences. CONCLUSIONS: In the technological and digital era, high-ability students are equally competitive for emerging careers other than doctors and nurses. In developing countries, a high salary package and societal respect are enough to attract adolescents to nursing careers. In contrast, for developed countries, extra expenditures beyond regular GDP allocation and a safe work environment are crucial in attracting adolescents to become doctors. Salary may effectively attract international-trained doctors and nurses, but the work environment will likely emerge as an essential factor in retaining migrants in their positions. TRIAL REGISTRATION NUMBER: No human participants were involved in this study.

Sleep and academic performance among students in Hong Kong: Curvilinear relationship suggesting an optimal amount of sleep.

OBJECTIVES: This study aimed to elucidate the association between sleep and academic performance using standardized academic assessment in a large and representative sample of school children and adolescents in Hong Kong. METHODS: This school-based cross-sectional study was conducted in 2016. Students completed territory-wide standardized tests in Chinese, English, and Mathematics and a set of questionnaires covering sleep, academic anxiety and motivation. Parents provided additional information on socioeconomic status and children's study behaviors. Weekday proxy sleep duration was reflected by time-in-bed, the difference between bedtime and wakeup time. RESULTS: The study included 4262 Grade 3 (G.3) (mean age [SD], 9.2 [0.6] years; girls: 49.7%) and 3297 G.9 students (mean age [SD], 15.3 [0.74]; girls: 57.5%) from 77 schools. Apart from showing a general insufficiency of students' sleep in this metropolitan city, there was a significant quadratic relationship (G.3: ß = -0.05, p < .001; G.9: ß = -0.03, p < .01), indicating that students with an optimal level of sleep (9.5 h and 8.5 h in G.3 and G.9, respectively) tend to have better academic performance. The significant association remained after controlling for socioeconomic and study-related variables in that sleeping too little or too much was associated with poor academic performance. CONCLUSIONS: This is the first study to explore the curvilinear association between sleep duration and academic performance by using standardized test and simultaneously examining learning-related controls with a large representative sample in Hong Kong. The findings suggested that there is an inverted U-shaped relationship between sleep duration and academic performance in both school-aged children and adolescents. It is recommended that systematic sleep education and intervention is necessary to encourage the development of optimal sleep pattern, which might have beneficial effect on academic performance for students at both primary and secondary level.

Performance of Coefficient Alpha and Its Alternatives: Effects of Different Types of Non-Normality.

We examined the performance of coefficient alpha and its potential competitors (ordinal alpha, omega total, Revelle's omega total [omega RT], omega hierarchical [omega h], greatest lower bound [GLB], and coefficient H) with continuous and discrete data having different types of non-normality. Results showed the estimation bias was acceptable for continuous data with varying degrees of non-normality when the scales were strong (high loadings). This bias, however, became quite large with moderate strength scales and increased with increasing non-normality. For Likert-type scales, other than omega h, most indices were acceptable with non-normal data having at least four points, and more points were better. For different exponential distributed data, omega RT and GLB were robust, whereas the bias of other indices for binomial-beta distribution was generally large. An examination of an authentic large-scale international survey suggested that its items were at worst moderately non-normal; hence, non-normality was not a big concern. We recommend (a) the demand for continuous and normally distributed data for alpha may not be necessary for less severely non-normal data; (b) for severely non-normal data, we should have at least four scale points, and more points are better; and (c) there is no single golden standard for all data types, other issues such as scale loading, model structure, or scale length are also important.

Valid and Convenient Questionnaire Assessment of Chinese Body Constitution: Item Characteristics, Reliability, and Construct Validation.

Background: Body constitution is a fundamental concept in traditional Chinese medicine (TCM) for clinical diagnosis, treatment of illness, and community-based health promotion. Clinical assessment of patients' body constitutions, however, has never been easy and consistent, even by well-trained clinicians and TCM practitioners. Therefore, questionnaires such as the popular Constitution in Chinese Medicine Questionnaire (CCMQ) can be an appealing and convenient assessment alternative. The present research borrowed advanced methodologies for questionnaire development in psychology and other social sciences to examine the performance of the CCMQ in terms of (i) the strength of relations of each item with its designated constitution, (ii) the reliabilities of each constitution, and (iii) the overall 9-constitution structure. This research provided empirical evidence to support the use of the CCMQ and proposed directions for refinement in future revisions of the CCMQ or similar measures. Methods: A total of 1571 volunteers from three villages in southern China participated in the CCMQ survey. The item characteristics, reliabilities, interconstitution correlations, and confirmatory factor analysis of the 9-body-constitution structure were examined. Results: The results generally supported the appropriateness of the clinical observations (the questionnaire items) and the CCMQ 9-constitution classification structure. Nevertheless, some relatively weaker items, item pairs with similar meanings, and highly overlapping constitutions were identified for future CCMQ revisions. Conclusion: The CCMQ measured the 9 constitutions efficiently and with reasonably good reliability and construct validity. Given the various challenges to assessing TCM body constitutions even by experienced clinicians, the CCMQ provides an appealing alternative to measure the Chinese body constitutions of healthy participants in large-scale research or community health promotion programs. The present study also demonstrated how advanced methodologies in social sciences can help validate and refine the CCMQ and similar complementary medicine measures.

Emergency remote teaching technology and pedagogy at covid outbreak: different perspectives of students, parents, and teachers in Hong kong.

With the COVID-19 outbreak, emergency remote teaching - an unprepared distant mode of education became the only possible alternative for schools. The present large-scale survey with 3,672 Grade 3 and 9 students, their parents, and 863 teachers/principals was conducted in the metropolitan city of Hong Kong after half a year of school lockdown. Results showed teachers, principals, and parents were worried about students' inability to concentrate and learn without teachers' explanations. In contrast, students, particularly younger ones, were less affected. They perceived their academic achievement was not worsened and they were more lively. Generally, lack of computers and stable internet was not seen as problems. Notably, socially disadvantaged students were not different in their perceived challenges, affects, life satisfaction, or perceived academic achievement. For cities with adequate provision of computers and internet facilities, the pandemic probably forced a positive and giant leap in using advanced technologies and pedagogies.

Measuring Motivation to Take Low-Stakes Large-Scale Test: New Model Based on Analyses of "Participant-Own-Defined" Missingness.

In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models. Traditional approaches based on questionnaires and item response theory may have different limitations. In the present research, we proposed a new way by directly using "participant-own-defined" missing item information (user missingness) in a zero-inflated Poisson model. An empirical study using the PISA 2015 data (eight representative economies in two cultures) and another simulation study were conducted to validate our new approach. Results indicated that our model could successfully capture test-taking motivation. We also found that the Confucian students had lower user missingness irrespective of item positions as compared with their Western counterparts.

Does instrumental motivation help students with low intrinsic motivation? Comparison between Western and Confucian students.

The research examines possible differences in the mutual reinforcement (i.e. multiplicative) effect between intrinsic and instrumental motivation on academic performance across different cultures. Eight representative countries and economies from two large-scale databases-the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Programme for International Student Assessment (PISA) 2012-were used, respectively. Results showed that among the Confucian economies, instrumental motivation was more helpful in improving the mathematics performance of students with low intrinsic motivation than for those with high intrinsic motivation. This was shown by the multiplicative effect between intrinsic and instrumental motivation. Despite the difference, students in both Confucian and Western cultures with high intrinsic motivation had better mathematics performance than students with low intrinsic motivation.

Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students.

OBJECTIVE: For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. METHOD: A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. RESULTS: The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. CONCLUSIONS: For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.

Do Both Intrinsic and Identified Motivations Have Long-Term Effects?

This research examined the possible long-term effects of autonomous motivation on educational outcomes in the large scale High School Longitudinal Study 2009 (HSLS:09) data. We used a three-wave cross-lagged model to examine the longitudinal effects of intrinsic and identified motivation on 18,132 students in the mathematics domain and 16,684 students in the science domain. The results showed that intrinsic motivation was a long-term and effective enhancement agent on the subsequent academic performance, self-efficacy, identity, and course effort. In contrast, identified motivation might be sensitive to the contexts and was thus vulnerable to change in the long-term effects. Though identified motivation has positive effects on some immediate educational outcomes and is often regarded as "helpful" motivation, its positive effect is probably short-lived and might not last long in real life educational settings.

Influence of Leaders' Psychological Capital on Their Followers: Multilevel Mediation Effect of Organizational Identification.

We investigated the relationships between leaders' and their followers' psychological capital and organizational identification in a Chinese community. Participants included 423 followers on 34 work teams, each with its respective team leader. Hierarchical linear models (HLM) were used in the analyses to delineate the relationships among participants' demographic background (gender, age, marital status, and educational level), human capital, and tenure. The results revealed that leaders' psychological capital positively influenced their followers' psychological capital through the mediation effect of enhancing followers' organizational identification. The implications of these findings, the study's limitations, and directions for future research are discussed.

Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling.

The present study examined the reading ability development of children in the large scale Early Childhood Longitudinal Study (Kindergarten Class of 1998-99 data; Tourangeau et al., 2009) under the dynamic systems. To depict children's growth pattern, we extended the measurement part of latent transition analysis to the growth mixture model and found that the new model fitted the data well. Results also revealed that most of the children stayed in the same ability group with few cross-level changes in their classes. After adding the environmental factors as predictors, analyses showed that children receiving higher teachers' ratings, with higher socioeconomic status, and of above average poverty status, would have higher probability to transit into the higher ability group.

Bias in discriminating very mild dementia for older adults with different levels of education in Hong Kong.

BACKGROUND: Education has a profound effect on older adults' cognitive performance. In Hong Kong, some dementia screening tasks were originally designed for developed population with, on average, higher education. METHODS: We compared the screening power of these tasks for Chinese older adults with different levels of education. Community-dwelling older adults who were healthy (N = 383) and with very mild dementia (N = 405) performed the following tasks: Mini-Mental State Examination, Alzheimer's Disease Assessment Scale-Cognitive subscales, Verbal Fluency, Abstract Thinking, and Visual/Digit Span. Logistic regression was used to examine the power of these tasks to predict Clinical Dementia Rating (CDR 0.5 vs. 0). RESULTS: Logistic regression analysis showed that while the screening power of the total scores in all tasks was similar for high and low education groups, there were education biases in some items of these tasks. CONCLUSION: The differential screening power in high and low education groups was not identical across items in some tasks. Thus, in cognitive assessments, we should exercise great caution when using these potentially biased items for older adults with limited education.

Quality of life of Chinese urban community residents: a psychometric study of the mainland Chinese version of the WHOQOL-BREF.

BACKGROUND: The short version of the World Health Organization's Quality of Life Instrument (WHOQOL-BREF) is widely validated and popularly used in assessing the subjective quality of life (QOL) of patients and the general public. We examined its psychometric properties in a large sample of community residents in mainland China. METHODS: The WHOQOL-BREF was administered to 1052 adult community residents in a major metropolitan city in southern China. The structural integrity of the 4-factor model in confirmatory factor analyses (CFA) and the relationship of QOL with demographic variables were examined. Validity was assessed using the known-group comparison (229 with vs. 823 without chronic illness), item-domain correlations, and CFA using the ML estimation in LISREL. RESULTS: Internal consistency reliability of the whole instrument (26 items) was 0.89, and the psychological, social, and environment domains had acceptable reliability (alpha = 0.76, 0.72, 0.78 respectively), while that of the physical domain was slightly lower (α = 0.67). The respective mean scores of these domains were 13.69, 14.11, 12.33 and 14.56. Item-domain correlations were much higher for corresponding domains than for non-corresponding domains, indicating good convergent validity. CFA provided a marginally acceptable fit to the a priori four-factor model when two matching content item pairs were allowed to be correlated; χ2 (244) = 1836, RMSEA = 0.088, NNFI = 0.898, CFI = 0.909. This factorial structure was shown to be equivalent between the participants with and without chronic illness. The differences in means between these two groups were significant but small in some domains; effect size = 0.55, 0.15, 0.18 in the physical, psychological, and social relationship domains respectively. Furthermore, males had significantly higher QOL scores than females in the psychological domain, while individuals with a younger age, higher income, and higher education levels also had significantly higher QOL. Compared with the international data, the Chinese in this study had relatively low QOL scores with about 5% of males and 16% of females being at risk for poor QOL. CONCLUSIONS: This study has provided psychometric properties of the WHOQOL-BREF as used in China and should definitely be useful for researchers who would like to use or further refine the instrument.

Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization.

Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative samples of 15-year-olds (N = 398,750) from 57 diverse countries, we attempted to solve this mystery by testing Expectancy × Value interactions using latent-variable models with interactions. Expectancy (science self-concept), value (enjoyment of science), and the Expectancy × Value interaction all had statistically significant positive effects on both engagement in science activities and intentions of pursuing scientific careers; these results were similar for the total sample and for nearly all of the 57 countries considered separately. This study, apparently the strongest cross-national test of EVT ever undertaken, supports the generalizability of EVT predictions--including the "lost" Expectancy × Value interaction.

Academic achievement in the Chinese context: the role of goals, strategies, and effort.

Previous studies have suggested that Western constructs of academic motivation may operate in different ways in Asian contexts due to differences in the cultural environment. In the present study, the integrative effects of achievement goals, strategy orientations, and effort expenditure on achievement outcomes were examined among 1950 seventh-grade Chinese students in Hong Kong. Participants completed separate questionnaires for mathematics and English. Results for the two subjects were largely similar. There were significant positive relationships between mastery and performance goals, between cooperative and competitive orientations, as well as between understanding and memorizing strategies. Regression analyses further revealed that goals and strategies were highly predictive of effort expenditure, but only goals and effort significantly predicted achievement outcome, with strategies being barely significant. The need to further investigate how Chinese students reconcile the apparently antithetical orientations in learning as well as the effective strategies contributing to their learning is indicated.

Component skills of text comprehension in less competent Chinese comprehenders.

The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders compared with 37 reading comprehension control students and 23 chronological age controls. It was hypothesized that the target students would perform poorly on these cognitive and linguistic tasks as compared with their controls. Furthermore, verbal working memory and pseudoword reading would explain a considerable amount of individual variation in Chinese text comprehension. RAN would have a nonsignificant role in text comprehension. Structural equation analyses and hierarchical multiple regression analyses generally upheld these hypotheses. Our findings support current literature of the role of verbal working memory in reading comprehension found in English. The results, however, suggest differential role of the constructs and the tasks in reading comprehension and provide some answers for comprehension impairment in Chinese students.