Showing 1 – 19 of 19 results.
Curated
Adaptation Process of Cuban and Mexican Immigrants in the United States, 1972-1979 (ICPSR 9672)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1972-01-01--1979-01-01
For this data collection, Cuban and Mexican male immigrants were interviewed upon their entry into the United States in 1973-1974, with follow-up interviews in 1976 and 1979. The project sought to explore the causes and results of changes that occur following immigration by examining the complex interrelationships between the effects of what immigrants "bring with them" and the social and economic context that receives them. The first interview elicited demographic information such as marital status, number of children, education, parental information, present and prior occupations, date and community of birth, prior residency in the United States, present residency, relatives and friends in the United States, religious practices, and association membership. Respondents were also asked about their reasons for coming to the United States, plans to change residency, perceptions of discrimination in the United States, and aspirations concerning future occupations, salaries, education, and opportunities to reach their goals. Subsequent interviews expanded upon or recorded changes in these areas and also added wife's information and items on perceptions of problems in the United States, ethnicity of social relationships and neighborhood, satisfaction with living in the United States, plans to return to their homeland, languages spoken, read, and listened to, whether residence was owned or rented, and whether respondent had become a United States citizen. The study also recorded Duncan Scores, Treiman Scores, and scores on the Kahl Modernity Index, Knowledge of English Index, and Knowledge of U.S. Index.
Curated
Americans View Their Mental Health, 1957 and 1976: Selected Variables (ICPSR 7949)
Released/updated on: 2005-11-04
Geographic coverage: United States
This data collection contains 262 comparable variables from AMERICANS VIEW THEIR MENTAL HEALTH, 1957 (ICPSR 3503) and AMERICANS VIEW THEIR MENTAL HEALTH, 1976 (ICPSR 7948). Investigators were interested in determining whether the 1957 descriptive findings remained stable or had changed by 1976, and whether relationships established between sex, age, education, marital status, well-being, role experience, problems, and methods of dealing with stress were replicated or altered in the 1976 results. Variables focus on various areas in which problems might arise, including marriage, parenthood, employment, and general social relationships. Information about leisure time, past and present physical and mental health, and motives for affiliation, achievement, and power were also sought.
Curated
Americans View Their Mental Health, 1976 (ICPSR 7948)
Released/updated on: 2005-11-04
Geographic coverage: United States
Funded in 1975 by the National Institute of Mental Health, this data collection proposed to assess the quality of American life and to influence national policy aimed at enhancing mental health resources. This collection contains 262 variables that were also included in AMERICANS VIEW THEIR MENTAL HEALTH, 1957 (ICPSR 3503). The survey queried American adults on various areas in which problems might arise, including marriage, parenthood, employment, and general social relationships. Information about leisure time, past and present physical and mental health, and motives for affiliation, achievement, and power were also sought. In addition, extensive information was collected concerning help-seeking, the readiness of people to use professional help for mental health problems, the particular helpers they used, referral mechanisms, and evaluation of help received.
Curated
Brazilian Law School Students Study, 1960 (ICPSR 7045)
Released/updated on: 2009-05-21
Geographic coverage: South America, Brazil, Global, Latin America
The data for this study were collected in 1960 at 15 law schools in several states in Brazil. The study gathered family background data, including age and education of the respondents' siblings, national origins of parents and grandparents, education of parents, occupation of father, and social class of the respondents' families. The respondents' pasts were further explored through questions about their motivation for choosing law as a field, subjects other than law that they had studied, and average grades obtained. In addition, the study probed occupational intentions, frequency of travel abroad, voting participation, desirability of student political activity, and the respondents' involvement in student politics. Demographic information covers the respondents' age, gender, marital status, and city and state of birth.
Curated
California Families Project [Sacramento and Woodland, California] [Restricted-Use Files] (ICPSR 35476)
Released/updated on: 2017-03-08
Geographic coverage: Sacramento, United States, California
Time period: 2006-01-01--2007-01-01
The California Families Project (CFP) is an ongoing longitudinal study of Mexican origin families in Northern California. This study uses community, school, family, and individual characteristics to examine developmental pathways that increase risk for and resilience to drug use in Mexican-origin youth. This study also examines the impact that economic disadvantage and cultural traditions have in Mexican-origin youth. The CFP includes a community-based sample of 674 families and children of Mexican origin living in Northern California, and includes annual assessments of parents and children. Participants with Mexican surnames were drawn at random from school rosters of students during the 2006-2007 and 2007-2008 school year. Data collection included multi-method assessments of a broad range of psychological, familial, scholastic, cultural, and neighborhood factors. Initiation of the research at age 10 was designed to assess the focal children before the onset of Alcohol, Tobacco, and Other Drug (ATOD) use, thus enabling the evaluation of how hypothesized risk and resilience mechanisms operate to exacerbate early onset during adolescence or help prevent its occurrence. This study includes a diversity of families that represent a wide range of incomes, education, family history, and family structures, including two-parent and single-parent families.
The accompanying data file consists of 674 family cases with each case representing a focal child and at least one parent (Two-parent: n=549, 82 percent; Single-parent: n=125, 18 percent). Of the 3,139 total variables, 839 pertain to the focal child, 1,376 correspond to the mother, and 908 items pertain to the father.
Please note: While the California Families Project is a longitudinal study, only the baseline data are currently available in this data collection.
Curated
Comparison of Older Volunteers and Older Nonvolunteers in the Philadelphia Area, 1993-1998 (ICPSR 20460)
Released/updated on: 2008-12-22
Geographic coverage: United States, Philadelphia, Pennsylvania
Time period: 1993-08-01--1998-07-01
This research was undertaken to uncover the predictors of volunteerism for older persons and to determine the mental health benefits of such activity. The study was conducted from August 1993 until July 1998 in the greater Philadelphia area. A sample of White and African American males and females aged 65 and older were chosen for the study. For the study, four types of volunteer activity were developed. The first two types were "continuous volunteers," those who volunteer throughout the life course, and "continuous nonvolunteers," those who never volunteered. The third type, the "new volunteer," is a person who never volunteered earlier in life but has begun volunteering in later years, most probably as a substitute for lost work or family roles. The last type is the "lost volunteer," the person who once participated in volunteer activities but now has withdrawn from the role. Structural factors included age and income. Cultural factors included perceived importance and past volunteer activity. Perceived importance included level of agreement to a series of five statements such as, "People with unused skills and talents should make use of them by doing volunteer work," and "Volunteer work is essential to meet the communitys' needs." These items were developed specifically for use by persons aged 65 and older. In order to determine past volunteer behavior, a composite measure was created which included any prior volunteer behavior mentioned by both the current volunteers and those currently not volunteering, as well as including any volunteer work of the current volunteers that was a continuation of prior work.
Self-published
Eighth Grade Algebra Course Placement and Student Motivation for Mathematics (ICPSR 130702)
Released/updated on: 2021-01-19
These files contain the anonymized data and analysis files used to create the tables found in "Eighth Grade Algebra Course Placement and Student Motivation for Mathematics".
The abstract for the paper is found below:
This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.
Self-published
El papel de la motivación en la práctica sistemática de las actividades físicas (ICPSR 184424)
Released/updated on: 2023-01-31
A través de las diferentes observaciones a clases se han constatado diversas manifestaciones de complejidad en el comportamiento del proceso y los resultados de la enseñanza-aprendizaje de habilidades en la clase de educación física de la educación superior, lo que conllevó a la verificación de la dinámica del proceso y el estudio de los productos de la actividad física, identificándose un insuficiente estado de motivación en la práctica de los ejercicios físicos. Fenómeno que provoca retardo en el cumplimiento de los objetivos de aprendizaje previstos en el programa de educación física. Revertir tal situación es el propósito de dicha investigación. En tal sentido el presente trabajo tiene como propósito realizar una valoración del estado actual de motivación hacia la práctica de las actividades físicas, lo que permitiría ofertar actividades motivadoras. Para ello se tomó una muestra de 110 estudiantes de la carrera de Lenguas extranjeras a los cuales se les aplicaron diversas encuestas, entrevistas y test psicológicos para diagnosticar su estado de motivación que nos permita elaborar actividades motivadoras que garanticen la práctica sistemática del ejercicio físico. Las metodologías utilizadas son la cualitativa y la cuantitativa, las cuales determinaron los resultados de esta pesquisa.
Curated
Eurobarometer 67.1: Cultural Values, Poverty and Social Exclusion, Developmental Aid, and Residential Mobility, February-March 2007 (ICPSR 21522)
Released/updated on: 2010-06-16
Geographic coverage: Cyprus, Portugal, Global, Malta, Greece, Netherlands, Sweden, Austria, Latvia, Luxembourg, Ireland, Poland, Slovenia, Slovakia, France, Bulgaria, Lithuania, Croatia, Romania, Hungary, Europe, United Kingdom, Spain, Czech Republic, Belgium, Finland, Denmark, Italy, Germany, Estonia
Time period: 2007-02-14--2007-03-25
This round of Eurobarometer surveys diverged from the Standard Eurobarometer measures and queried respondents on the following topics: (1) cultural values, (2) poverty and social exclusion, (3) developmental aid, and (4) residential mobility. For the first major focus, cultural values, the survey asked respondents questions pertaining to the meaning and importance of culture, their interest and participation in cultural activities, and their national identity. The respondents were also asked to identify cultural values for Europe as well as other countries, about the importance and promotion of cultural exchange, and whether they would learn a foreign language. For the next major focus, respondents were asked to evaluate their personal financial situation and that of people dwelling in the vicinity of their homes, and to ascertain why people fall into poverty or are excluded from society. They were also asked why people become homeless, the likelihood that they, themselves, would become homeless, and whether they help the homeless. Respondents were further asked to evaluate their quality of life and to determine their needs in attaining decent living conditions for themselves and for children. For the third major focus, respondents were asked to evaluate their knowledge of developmental aid plans, the European Consensus on Development, and the Millennium Development Goals. Respondents were asked to identify the motivation of countries providing developmental aid, and the added value of the European Union (EU) in doing so. In addition, respondents shared their opinions as to which organizations should have the most influence on the priorities for developmental aid, and which countries and issues should be acknowledged as needing the most attention and assistance. The final major focus pertained to residential mobility. The survey queried respondents about their relocation history, reasons for moving or not moving, countries to which they intended to move, preparing for a move (including difficulties they may encounter), and the duration of their stay at a location. Demographic and other background information includes respondent's age, gender, nationality, origin of birth (personal and parental), marital status, left-to-right political self-placement, occupation, age when stopped full-time education, household composition, and ownership of a fixed or a mobile telephone and other durable goods. In addition, country-specific data include the type and size of locality, region of residence, and language of interview (select countries).
Curated
Evaluation of the Strategic Adolescent Reading Intervention (STARI), United States, 2020-2022 (ICPSR 39117)
Released/updated on: 2024-08-29
Geographic coverage: United States
Time period: 2020-01-01--2022-12-31, 2022-04-01--2022-06-01
Evaluation of the Strategic Adolescent Reading Intervention (STARI) is a year-long supplemental reading intervention that is intentionally designed to address the motivational barriers of middle school students who are reading below grade level. STARI is intended to be used for a full class period (45 minutes minimum), at least three days a week, in addition to regular English Language Arts. STARI has a Tier 1 (strong) Every Student Succeeds Act (ESSA) evidence rating based on a student-level randomized experiment conducted in school year 2013-14 in a northeastern state. To explore the replicability of these results, the effect of STARI was evaluated in 11 middle schools in two urban school districts in school year 2021-22, a school year when instruction was still periodically disrupted by the COVID-19 pandemic. Eligible students were randomly assigned to the STARI class (n=215) or to a business-as-usual elective or reading class at their school (n=183). Students' English Language Arts (ELA) state test scores and their course marks at the end of the program year were obtained from school districts, and students' reading skills and reading motivation and self-efficacy were measured using a reading assessment and survey administered in Spring 2022. This evaluation of STARI was funded by an Education and Innovation and Research (EIR) mid-phase grant from the US Department of Education.
Curated
Explorations in Equality of Opportunity, 1955-1970 [United States] (ICPSR 7671)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1955-01-01--1970-01-01
This data collection contains information gathered in a longitudinal survey of a national sample of adults who were high school sophomores in 1955 and who participated in a 1970 follow-up survey. The 1970 study was designed to explore the determinants and long-range consequences of individual mobility in the United States. In 1955, in 42 public high schools across the nation, 4,151 sophomores were given aptitude and career goals questionnaires by the Educational Testing Service (ETS). In 1970, the University of North Carolina's Institute for Research in Social Science (IRSS) attempted to contact the sample with mailback questionnaires. There were 2,077 usable responses. The sophomore sample approximated a representative national sample of its age cohort, with the following exceptions: (1) students attending predominantly non-white institutions were excluded, (2) private schools were excluded, (3) large-city schools tended to be under-represented, and (4) low-ability students and school dropouts tended to be under-represented. The mailed questionnaires included items concerning personal data and activities, high school and college experience (e.g., reasons for dropping out of high school, motivating factors for attending college, and number of high school friends who attended college), work experience (e.g., job history, hours worked, types of occupations, and work attitudes), family background and marriage (e.g., ethnicity, religion reared in, and highest level of education attained by immediate family members), and finances (e.g., financial obligations, income, and assets), as well as a wide range of questions on attitude and esteem (e.g., current feelings about hometown, present community, high school, and college). Women were asked additional questions concerning contraception, pregnancy, family size, and attitudes toward women's roles and work.
Curated
Faculty at Work, 1988-1989: [United States] (ICPSR 9713)
Released/updated on: 1992-05-12
Geographic coverage: United States
Time period: 1988-01-01--1989-01-01
The purpose of this survey was to assess the current working conditions for full-time faculty in the United States and to explore the ways in which those conditions affect the teaching role. A secondary purpose of this project was to create a database to serve as a foundation for identifying and studying incentives most likely to motivate faculty members to explore alternative ways of teaching. A cognitive motivation model was used to predict faculty behaviors related to teaching, research, scholarship, and service. Faculty surveyed were from three fields and eight disciplines: the humanities (English and history), natural sciences (biology, chemistry, and mathematics), and social sciences (political science, psychology, and sociology). Institutions excluded from the survey included specialized institutions as designated by the 1976 Carnegie classification, vocational and technical schools, two-year branches of universities, and institutions less than ten years old. Full-time faculty were sampled in the remaining Carnegie types, and stratified by level (I or II) and by control (public or private). Survey items include demographic information, questions about institutional priorities, and a series of questions designed to elicit perceptions of the skills, values, and personality predispositions that characterize the valued professor on the respondent's campus. The unit of analysis is full-time faculty (faculty with a 50 percent or greater faculty appointment in a department) in tenure-track positions.
Curated
Simple Crosstabs
Head Start Miami-Dade County, 2014-2015 (ICPSR 36723)
Released/updated on: 2017-06-14
Geographic coverage: United States
The Head Start Miami-Dade County, 2014-2015 study seeks to validate a novel computerized measure of motivation orientation among 350 low-income preschoolers served by the Head Start program. To address the lack of developmentally appropriate and reliable measures of motivation orientation, a Computer Administered Battery of Observable Motivation (CABoOM) was developed. CABoOM consists of three tasks (sling shot, escape the grid, and memory matching) ranging in solvability and level of difficulty. The assessments were collected twice in the spring, once on the full sample and a second time within two weeks on a subset of the sample. Direct assessments of school readiness outcomes such as children's language and science abilities were collected, along with a teacher rating scale of approaches to learning in order to allow for the examination of gains across the year.
Self-published
Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning and Well-Being (ICPSR 133601)
Released/updated on: 2021-03-02
In the wake of COVID-19, university students have experienced
fundamental changes of their learning and their lives as a whole. The
present research identifies psychological characteristics associated with
students’ well-being in this situation. We investigated relations of basic
psychological need satisfaction (experienced competence, autonomy,
and relatedness) with positive emotion and intrinsic learning motivation,
considering self-regulated learning as a moderator. Self-reports were
collected from 6,071 students in Austria (Study 1) and 1,653 students in
Finland (Study 2). Structural equation modelling revealed competence as
the strongest predictor for positive emotion. Intrinsic learning motivation
was predicted by competence and autonomy in both countries and by
relatedness in Finland. Moderation effects of self-regulated learning were
inconsistent, but main effects on intrinsic learning motivation were
identified. Surprisingly, relatedness only exerted a minor effect on
positive emotion. The results inform strategies to promote students’
well-being through distance-learning, mitigating negative effects of the
situation.
Self-published
Interpretations of Experienced Difficulty in the Classroom (ICPSR 120785)
Released/updated on: 2021-02-28
The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies.
Curated
Journal Ranking for the Ambitious Economist (ICPSR 26181)
Released/updated on: 2009-11-19
Geographic coverage: United States
The authors devise an "ambition-adjusted" journal ranking based on citations from a short list of top general-interest journals in economics. Underlying this ranking is the notion that an ambitious economist wishes to be acknowledged not only in the highest reaches of the profession, but also outside his or her subfield. In addition to the conceptual advantages that they find in their ambition adjustment, they see two main practical advantages: greater transparency and a consistent treatment of subfields. They compare their 2008 ranking based on citations from 2001 to 2007 with a ranking for 2002 based on citations from 1995 to 2001.
Curated
Legislative Behavior Study, 1957 (ICPSR 7209)
Released/updated on: 1992-02-16
Geographic coverage: United States, Tennessee, Ohio, California, New Jersey
This study surveyed members of the state legislatures of California, New Jersey, Ohio, and Tennessee during the 1957 sessions. The interviews focused on the perceptions and behaviors of state legislators, with special emphasis on their perceptions of the workings of the legislature, the roles and tasks of legislators as well as institutional and party officials, the workings of political parties and pressure groups and their bearing on substantive policy issues, and the influence patterns within the legislature. In addition, the respondents were questioned on their recruitment into politics, their political orientation, perceptions of their job, political motivations and aspirations, and responsibilities toward their party, constituents, and pressure groups.
Curated
Simple Crosstabs
Sloan Study of Youth and Social Development, 1992-1997 [United States] (ICPSR 4551)
Released/updated on: 2013-10-22
Geographic coverage: United States
Time period: 1992-01-01--1997-01-01
The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents' aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. Data were collected within adolescents' three major social environments: schools, families, and peer groups. The study gathered information from 12 sites over five years, to examining such research questions as: (1) how young people of various ages and family backgrounds differ in their conceptions of work, (2) what learning opportunities families with different economic circumstances provide for their children with respect to work and careers, and (3) how schools influence educational expectations and career formation. Data were collected from focal students using the experience sampling method (ESM), an in-depth interview, and a battery of questionnaires. The questionnaires included: (1) the Teenage Life Questionnaire, a modification of instruments used in the National Educational Longitudinal Study (NELS:1988-94), (2) a Friends Sociometric form, which provided detailed information about the respondents' peer groups and social ties, and (3) the Career Orientation Survey (COS), which measures respondents' knowledge about jobs and occupational expectations. Cohort students were also administered the questionnaires but did not participate in the ESM or in-depth interviews. All instruments were administered to focal students in Years 1, 3, and 5. In addition, in Year 2, in-depth interviews alone were administered to focal students. In years 1, 3, and 5, a separate group of cohort students were administered the questionnaires. Parts 1, 2, 6, 7, 11, and 12 consist of the Teenage Life Questionnaire data. Parts 3, 4, 8, 9, 13, and 14 consist of the Career Orientation Survey data. Parts 5, 10, and 15 consist of the Experience Sampling Method data. The in-depth interview component will be released by ICPSR as restricted data at a later time.
Self-published
Supporting Students Reading Complex Texts: Evidence for Motivational Scaffolding (ICPSR 110761)
Released/updated on: 2019-07-13
The Common Core State Standards (CCSS) require students to read grade-level text with “scaffolding as needed.” The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader’s comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N = 196 instructional sessions). The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. Multilevel regression indicated that motivational scaffolding—but not vocabulary, fluency, comprehension or peer scaffolding—predicted growth on standardized reading comprehension. Implications for research and practice are discussed.