Dataset Information

Dataset of the effect of difficulty messaging on academic cheating in middle school Chinese children.

ABSTRACT: The present dataset was reported in a paper entitled "Effects of test difficulty messaging on academic cheating among middle school children" [1]. It reports the findings of an experimental study that used a naturalistic math test-taking paradigm to assess children's academic cheating behavior under different test difficulty messaging conditions. The participants were Grade 8 middle school children (N = 201). The primary dependent measures were whether each participant spontaneously decided to cheat (presence of cheating), and among participants who cheated, the specific number of test items on which they cheated (extent of cheating). We used logistic regression, ANOVA, and Pearson correlation to assess whether various predictor variables (e.g., conditions) predicted the presence of cheating or the extent of cheating. This dataset should be of interest to researchers who are interested in the development of moral behavior in children generally, and academic dishonesty in particular.

SUBMITTER: Zhao L

PROVIDER: S-EPMC9241090 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Dataset of the effect of difficulty messaging on academic cheating in middle school Chinese children.

Zhao Li L Peng Junjie J Dong Liyuzhi D LD Li Yaxin Y Mao Haiying H Compton Brian J BJ Ye Jiacheng J Li Guoqiang G Heyman Gail D GD Lee Kang K

Data in brief 20220620

The present dataset was reported in a paper entitled "Effects of test difficulty messaging on academic cheating among middle school children" [1]. It reports the findings of an experimental study that used a naturalistic math test-taking paradigm to assess children's academic cheating behavior under different test difficulty messaging conditions. The participants were Grade 8 middle school children (<i>N</i> = 201). The primary dependent measures were whether each participant spontaneously decid ...[more]

PMID: 35781984

Similar Datasets

Project description:Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8-9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36-0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = -0.18, -0.17), parent-rated parent-teacher relationship quality (r = -0.18), and parents' endorsement of schools (r = -0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = -0.18, -0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.

Project description:Identity-based motivation theory predicts that how sure students are of attaining their academic possible identities (possible identity certainty) interacts recursively with the inferences they make thinking about schoolwork feels hard-this is important for me (difficulty-as-importance) and this is just not for me (difficulty-as-impossibility). Recursivity implies bidirectionality across time points. To date, studies primarily from the U.S. and China only document a shift up or down from one time to a second time. We address this method gap with a three-time-point, two-month study during a secondary school transition (Chinese students N = 818, Mage = 12, 44% female). We obtained prior grades (T0) and placement test scores (T1+). Students filled out questionnaires at critical junctures: a month before the placement test (T1), the day test results were announced (T2), and after learning their school placement (T3). Across three time points, structural equation model results show bidirectional paths linking academic possible identity certainty and difficulty-as-importance beliefs. Controlling for prior grades, students higher in possible identity certainty at T1 scored higher on their placement tests at T1+. Students with higher T1+ placement test scores had higher difficulty-as-importance at T2, controlling for T1 their difficulty-as-importance score. Students with higher T2 difficulty-as-importance had higher T3 possible identity certainty, controlling for their T2 possible identity certainty score. The reverse was also true-students with higher T2 possible identity certainty had higher T3 difficulty-as-importance, controlling for their T2 difficulty-as-importance score. In contrast, controlling for prior scores, from T1 to T2 and T2 to T3 possible identity certainty and difficulty-as-impossibility were unidirectionally related. Students with higher possible identity certainty had lower difficulty-as-impossibility beliefs and not the reverse. Taken together, our results support a recursive process by which difficulty-as-importance beliefs support academic goal pursuit by bolstering students' certainty of attaining their possible identities and certainty reduces difficulty-as-impossibility beliefs.

Project description:ImportanceMyopia in school-aged children is a public health issue worldwide; consequently, effective interventions to prevent onset and progression are required.ObjectiveTo investigate whether SMS text messages to parents increase light exposure and time outdoors in school-aged children and provide effective myopia control.Design, setting, and participantsThis randomized clinical trial was conducted in China from May 2017 to May 2018, with participants observed for 3 years. Of 528 965 primary school-aged children from Anyang, 3113 were randomly selected. Of these, 268 grade 2 schoolchildren were selected and randomly assigned to SMS and control groups. Data were analyzed from June to December 2021.InterventionsParents of children in the SMS group were sent text messages twice daily for 1 year to take their children outdoors. All children wore portable light meters to record light exposure on 3 randomly selected days (2 weekdays and 1 weekend day) before and after the intervention.Main outcomes and measuresThe co-primary outcomes were change in axial length (axial elongation) and change in spherical equivalent refraction (myopic shift) from baseline as measured at the end of the intervention and 3 years later. A secondary outcome was myopia prevalence.ResultsOf 268 grade 2 schoolchildren, 121 (45.1%) were girls, and the mean (SD) age was 8.4 (0.3) years. Compared with the control group, the SMS intervention group demonstrated greater light exposure and higher time outdoors during weekends, and the intervention had significant effect on axial elongation (coefficient, 0.09; 95% CI, 0.02-0.17; P = .01). Axial elongation was lower in the SMS group than in the control group during the intervention (0.27 mm [95% CI, 0.24-0.30] vs 0.31 mm [95% CI, 0.29-0.34]; P = .03) and at year 2 (0.39 mm [95% CI, 0.35-0.42] vs 0.46 mm [95% CI, 0.42-0.50]; P = .009) and year 3 (0.30 mm [95% CI, 0.27-0.33] vs 0.35 mm [95% CI, 0.33-0.37]; P = .005) after the intervention. Myopic shift was lower in the SMS group than in the control group at year 2 (-0.69 diopters [D] [95% CI, -0.78 to -0.60] vs -0.82 D [95% CI, -0.91 to -0.73]; P = .04) and year 3 (-0.47 D [95% CI, -0.54 to -0.39] vs -0.60 D [95% CI, -0.67 to -0.53]; P = .01) after the intervention, as was myopia prevalence (year 2: 38.3% [51 of 133] vs 51.1% [68 of 133]; year 3: 46.6% [62 of 133] vs 65.4% [87 of 133]).Conclusions and relevanceIn this randomized clinical trial, SMS text messages to parents resulted in lower axial elongation and myopia progression in schoolchildren over 3 years, possibly through increased outdoor time and light exposure, showing promise for reducing myopia prevalence.Trial registrationChinese Clinical Trial Registry Identifier: ChiCTR-IOC-17010525.

Dataset Information

Dataset of the effect of difficulty messaging on academic cheating in middle school Chinese children.

Publications

Dataset of the effect of difficulty messaging on academic cheating in middle school Chinese children.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets