Teachers' SRL competence profiles do not differ by gender, age, or teaching experience¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Chi-squared tests found no significant differences between the two competence profiles in gender, age, or teaching experience. → Charlotte Dignath 2021

Evidence¶

Charlotte Dignath 2021¶

Charlotte Dignath. (2021). For unto every one that hath shall be given: teachers' competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09271-x

q2 · i? · associational · r1

Chi-squared tests on profile membership of the 191-teacher sample showed "the profiles did not differ for teachers' gender", age, or teaching experience, consistent with hypothesis 1.2 that profiles would not vary with background characteristics.

"the profiles did not differ for teachers' gender, χ 2(1, N = 191) = 0.006, p = 0.94, age, χ2(1, N = 191) = 3.85, p = 0.43, or teaching experience, χ2(1, N = 191) = 53.33, p = 0.19"

Discussion¶

Related Claims¶

• Latent profile analysis of primary teachers' SRL competence yields two quantitative profiles (low vs. high competence) rather than three qualitatively distinct situative, cognitive, or mixed profiles
• High-competence-profile teachers outperform low-competence-profile teachers on SRL knowledge, beliefs, and self-efficacy, but not on self-reported situated SRL approaches
• General AI literacy is not significantly related to in-service science educators' AI use or to their age, gender, or years of service
• Cluster membership is significantly associated with gender, with a small-to-moderate effect (χ²(5) = 345.52, Cramér's V = 0.157) — reports the opposite
• Demographic characteristics (gender, age, race, major) showed no significant association with lower digital distraction in the rule-mining profiles — related
• Teachers' overall SRL level is significantly associated with their externally assessed reflection level — related
• Cluster membership is significantly associated with grade level but not gender — related
• Gender is unevenly distributed across participation profiles: boys are overrepresented among disconnected and girls among diligent students — reports the opposite
• Teachers' initial SRL competence profiles moderate training effectiveness: initially high-competence teachers benefit more from training — related