Meta-analytic path analysis of the social cognitive well-being model: Applicability across life domain, gender, race/ethnicity, and nationality.

The social-cognitive well-being model (SCWB; Lent, 2004) was designed to explain subjective well-being and other aspects of positive functioning within particular life domains. It has received a substantial amount of inquiry, especially in the context of academic and work satisfaction, in student and adult samples in the United States and other countries (Lent & Brown, 2006a, 2008). We present a meta-analysis synthesizing the empirical findings of 100 studies (154 samples) on the SCWB model that appeared between 2004 and 2017. The original model provided good overall fit to the data across all samples, and most of the predictors produced paths that were consistent with hypotheses. A culture-modified version of the model, which includes indicators of independent/individualistic and interdependent/collectivistic cultural orientations, also fit the data well, offering initial evidence for the incremental validity of these cultural variables in predicting well-being. Multigroup analyses showed that the model yielded acceptable fit in both academic and work domains. Within the academic domain, we also found adequate fit for the culture-modified model across gender, racial/ethnic groups, and U.S. and non-U.S. samples. At the same time, some group differences in parameter estimates were statistically and practically significant. Implications for the theory, its research base, and practical applications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A systematic review of the effectiveness of flipped classrooms in medical education.

CONTEXT: There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning. METHODS: A literature search was conducted using the major electronic databases in 2016. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. The scope and quality of all resultant studies were evaluated. Studies identified as using controlled designs were further synthesised to assess the effects of FCs on learning. RESULTS: A total of 118 articles were obtained. Full texts of 82 articles were reviewed. Nine of the included 46 articles used a controlled design when examining the effects of the FC. There were generally positive perceptions of the FC approach. However, the effects of FCs on changes in knowledge and skills were less conclusive as the effect sizes ranged from d = -0.27 to 1.21, with a median of 0.08. The varying direction and magnitude of the effect sizes, together with their 95% confidence interval, which contained zero, suggested the lack of strong evidence for the effectiveness of FCs in promoting knowledge acquisition above and beyond the traditional learning methods. CONCLUSIONS: There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.

Examining parents' ratings of middle-school students' academic self-regulation using principal axis factoring analysis.

This study examined the reliability and validity of a parent rating scale, the Self-Regulation Strategy Inventory: Parent Rating Scale (SRSI-PRS), using a sample of 451 parents of sixth- and seventh-grade middle-school students. Principal axis factoring (PAF) analysis revealed a 3-factor structure for the 23-item SRSI-PRS: (a) Managing Behavior and Learning (α = .92), (b) Maladaptive Regulatory Behaviors (α = .76), and (c) Managing Environment (α = .84). The majority of the observed relations between these 3 subscales, and the SRSI-SR, student motivation beliefs, and student mathematics grades were statistically significant and in the small to medium range. After controlling for various student variables and motivation indices of parental involvement, 2 SRSI-PRS factors (Managing Behavior and Learning, Maladaptive Regulatory Behaviors) reliably predicted students' achievement in their mathematics course. This study provides initial support for the validity and reliability of the SRSI-PRS and underscores the advantages of obtaining parental ratings of students' SRL behaviors.