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The Predictive Assessment for Virtua...

Siharath, Phonekeo.

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The Predictive Assessment for Virtual Education: The Predictors of Online Student Success Using Dweck's Mindset Theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Predictive Assessment for Virtual Education: The Predictors of Online Student Success Using Dweck's Mindset Theory./
Author:	Siharath, Phonekeo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	190 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882895
ISBN:	9781392174463

The Predictive Assessment for Virtual Education: The Predictors of Online Student Success Using Dweck's Mindset Theory.
Siharath, Phonekeo.

The Predictive Assessment for Virtual Education: The Predictors of Online Student Success Using Dweck's Mindset Theory. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 190 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2019.

This item must not be sold to any third party vendors.

The attrition rate for online education continues to be high. To mitigate or better understand attrition, different researchers have developed survey tools in order to try to predict student outcomes in the virtual setting. Roblyer and Marshall first developed The Educational Success Prediction Instrument (ESPRI) in 2002 and then updated it in 2008 (ESPRI-V2). This particular study built off of their work but adapted the approach to examine predictive instrumentation with a new survey tool using Carol Dweck's research in the growth mindset. For this study, items on the Predictive Assessment for Virtual Education (PAVE) survey tool ask for ratings on a 7-point Lickert scale. Survey items followed incremental theory and examined growth and mastery oriented mindsets. Responses to the PAVE survey were examined using multiple regression analysis. Item weights were then compared to student outcomes, which were reported in the form of course grades and grade point average. Results were mixed as the data were limited by the students willing to respond to the survey; the self-selected sample resulted in most students having perfect grades. Nonetheless, there were a few response items, particularly the scenario item, which had statistical significance and could support a survey tool to examine online learning and incremental and the growth mindset construct. In the end, just as is the case with online learning as a whole, the survey tool has promise, but it does need more work.

ISBN: 9781392174463Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Attrition

The Predictive Assessment for Virtual Education: The Predictors of Online Student Success Using Dweck's Mindset Theory.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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520 $a The attrition rate for online education continues to be high. To mitigate or better understand attrition, different researchers have developed survey tools in order to try to predict student outcomes in the virtual setting. Roblyer and Marshall first developed The Educational Success Prediction Instrument (ESPRI) in 2002 and then updated it in 2008 (ESPRI-V2). This particular study built off of their work but adapted the approach to examine predictive instrumentation with a new survey tool using Carol Dweck's research in the growth mindset. For this study, items on the Predictive Assessment for Virtual Education (PAVE) survey tool ask for ratings on a 7-point Lickert scale. Survey items followed incremental theory and examined growth and mastery oriented mindsets. Responses to the PAVE survey were examined using multiple regression analysis. Item weights were then compared to student outcomes, which were reported in the form of course grades and grade point average. Results were mixed as the data were limited by the students willing to respond to the survey; the self-selected sample resulted in most students having perfect grades. Nonetheless, there were a few response items, particularly the scenario item, which had statistical significance and could support a survey tool to examine online learning and incremental and the growth mindset construct. In the end, just as is the case with online learning as a whole, the survey tool has promise, but it does need more work.
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