Ross A Larsen
Biographic Data
| ID | 2253052 |
|---|---|
| NAME | Ross A Larsen |
| GIVEN NAMES | Ross A |
| FAMILY NAME | Larsen |
| SIGNATURE | LARSEN R A |
| AFFILIATIONS | Brigham Young University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Ethnoracial comparisons in anxiety and depression outcomes among Native Hawaiian and Pacific Islander college students
We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-larg…
Is the Measure Good Enough? Measurement Invariance and Validity of the Clance Imposter Phenomenon Scale in a University Population
Imposter Phenomenon (IP) was coined in 1978 by Clance and Imes and has been an important construct in explaining individuals' experiences of believing that achievements are a result of luck or misperceptions of others rather than personal competence. The Clance Imposter Phenomenon Scale (CIPS), developed in 1985, is a prominent operationalization of this construct. Although this scale has been widely used since its inception, its factor structure…
Elementary teacher characteristics, experiences, and science subject matter knowledge
Measuring teacher beliefs about coding and computational thinking
This study sought to identify factors that affect teachers’ beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computin…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Elementary teacher characteristics, experiences, and science subject matter knowledge
Ethnoracial comparisons in anxiety and depression outcomes among Native Hawaiian and Pacific Islander college students
We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-larg…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Measuring teacher beliefs about coding and computational thinking
This study sought to identify factors that affect teachers’ beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computin…
Is the Measure Good Enough? Measurement Invariance and Validity of the Clance Imposter Phenomenon Scale in a University Population
Imposter Phenomenon (IP) was coined in 1978 by Clance and Imes and has been an important construct in explaining individuals' experiences of believing that achievements are a result of luck or misperceptions of others rather than personal competence. The Clance Imposter Phenomenon Scale (CIPS), developed in 1985, is a prominent operationalization of this construct. Although this scale has been widely used since its inception, its factor structure…
Elementary teacher characteristics, experiences, and science subject matter knowledge
Ethnoracial comparisons in anxiety and depression outcomes among Native Hawaiian and Pacific Islander college students
We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-larg…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (3 works) · Social Psychology (3 works) · Structural equation modeling (3 works) · Confirmatory factor analysis (2 works) · Context (archaeology (2 works) · Mathematics (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works)