James W Chapman
Biographic Data
| ID | 3655316 |
|---|---|
| NAME | James W Chapman |
| GIVEN NAMES | James W |
| FAMILY NAME | Chapman |
| SIGNATURE | CHAPMAN J W |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0002-9364-8118 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
Excellence and Equity in Literacy Education
The Simple View of Reading Redux
This study investigated the hypothesis that the contributions of oral language comprehension ( C) and word recognition ( D) to reading comprehension ( R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data…
Teaching the Vietnam War from the Vietnamese Perspective
Journal Article Teaching the Vietnam War from the Vietnamese Perspective Get access Jessica Chapman Jessica Chapman Jessica Chapman is a doctoral candidate in the Department of History at the University of California, Santa Barbara. She is currently a Fulbright Fellow in Vietnam conducting research for her dissertation entitled “Debating the Will of Heaven: South Vietnamese Politics and Nationalism in International Perspective, 1954–1956.” Search…
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
Development of young children's reading self-concepts
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who found that children's responses to negative items on a self-concept scale were inconsistent with their responses to positive items. In Experiment 2, developmental psycholinguistic factors were considered in an effort to eliminate the negative item respons…
Some Antecedents of Academic Self-concept
The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly relate…
Open‐ended Attributions for Outcome on a Major National Examination
S ummary . Free response attributions for outcome on the New Zealand School Certificate English examination were investigated. This examination is one of the major external subject‐based assessments in the New Zealand secondary school system. The study was designed to provide information on what attributions are actually made by students in response to outcome on major examinations involving high personal significance. In addition, examination ou…
Sexuality, marriage and parenthood of mentally retarded people
Academic Self‐concept
S ummary . Eight hundred 9‐year‐old children being studied by the Dunedin Multidisciplinary Health and Development Research Unit were assessed in terms of academic self‐concept, intelligence, and school performance. A short form of the Student's Perception of Ability Scale (SPAS) was used to estimate academic self‐concept. Intelligence was assessed by the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), reading by the Burt Word Reading …
Consistency of Causal Attributions for Expected and Actual Examination Outcome
S ummary . The expectancy confirmation and egotism models of causal attributions for success and failure were investigated with 400 fifth form students taking the New Zealand School Certificate English examination. Attributions for expected exam outcome and actual exam outcome were assessed with a scale containing 33 items categorised into the attribution dimensions of stability and locus of causality. The results suggested that exam outcome attr…
The Student's Perception of Ability Scale
The Student's Perception of Ability Scale (SPAS) was developed in response to a need for a reliable and valid instrument to measure subject-based academic self-concept in elementary school children. This scale was designed for use with children in grades three to six. Descriptive data on the SPAS were discussed in terms of their substantive, structural, and external validity. Normative data were also highlighted. The scale was found to have six m…
Learning disabilities
Occupational Identity Status, Occupational Preference, and Field Dependence in Maori and Pakeha Boys
Occupational identity status was assessed, using Marcia's (1967) interview method, in Maori (Polynesian) and Pakeha (White) high-school boys. Marcia's method is based on Erikson's (1950) conception of the adolescent stage of ego development, identity v. identity diffusion. More Maoris than Pakehas were occupational identity diffusions: they were not committed to an occupation and had not seriously contemplated possible occupations. More Pakehas t…
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
Occupational Identity Status, Occupational Preference, and Field Dependence in Maori and Pakeha Boys
Occupational identity status was assessed, using Marcia's (1967) interview method, in Maori (Polynesian) and Pakeha (White) high-school boys. Marcia's method is based on Erikson's (1950) conception of the adolescent stage of ego development, identity v. identity diffusion. More Maoris than Pakehas were occupational identity diffusions: they were not committed to an occupation and had not seriously contemplated possible occupations. More Pakehas t…
Some Antecedents of Academic Self-concept
The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly relate…
Occupational Identity Status, Occupational Preference, and Field Dependence in Maori and Pakeha Boys
Occupational identity status was assessed, using Marcia's (1967) interview method, in Maori (Polynesian) and Pakeha (White) high-school boys. Marcia's method is based on Erikson's (1950) conception of the adolescent stage of ego development, identity v. identity diffusion. More Maoris than Pakehas were occupational identity diffusions: they were not committed to an occupation and had not seriously contemplated possible occupations. More Pakehas t…
Learning disabilities
The Student's Perception of Ability Scale
The Student's Perception of Ability Scale (SPAS) was developed in response to a need for a reliable and valid instrument to measure subject-based academic self-concept in elementary school children. This scale was designed for use with children in grades three to six. Descriptive data on the SPAS were discussed in terms of their substantive, structural, and external validity. Normative data were also highlighted. The scale was found to have six m…
Academic Self‐concept
S ummary . Eight hundred 9‐year‐old children being studied by the Dunedin Multidisciplinary Health and Development Research Unit were assessed in terms of academic self‐concept, intelligence, and school performance. A short form of the Student's Perception of Ability Scale (SPAS) was used to estimate academic self‐concept. Intelligence was assessed by the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), reading by the Burt Word Reading …
Consistency of Causal Attributions for Expected and Actual Examination Outcome
S ummary . The expectancy confirmation and egotism models of causal attributions for success and failure were investigated with 400 fifth form students taking the New Zealand School Certificate English examination. Attributions for expected exam outcome and actual exam outcome were assessed with a scale containing 33 items categorised into the attribution dimensions of stability and locus of causality. The results suggested that exam outcome attr…
Sexuality, marriage and parenthood of mentally retarded people
Open‐ended Attributions for Outcome on a Major National Examination
S ummary . Free response attributions for outcome on the New Zealand School Certificate English examination were investigated. This examination is one of the major external subject‐based assessments in the New Zealand secondary school system. The study was designed to provide information on what attributions are actually made by students in response to outcome on major examinations involving high personal significance. In addition, examination ou…
Some Antecedents of Academic Self-concept
The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly relate…
Development of young children's reading self-concepts
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who found that children's responses to negative items on a self-concept scale were inconsistent with their responses to positive items. In Experiment 2, developmental psycholinguistic factors were considered in an effort to eliminate the negative item respons…
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
Teaching the Vietnam War from the Vietnamese Perspective
Journal Article Teaching the Vietnam War from the Vietnamese Perspective Get access Jessica Chapman Jessica Chapman Jessica Chapman is a doctoral candidate in the Department of History at the University of California, Santa Barbara. She is currently a Fulbright Fellow in Vietnam conducting research for her dissertation entitled “Debating the Will of Heaven: South Vietnamese Politics and Nationalism in International Perspective, 1954–1956.” Search…
The Simple View of Reading Redux
This study investigated the hypothesis that the contributions of oral language comprehension ( C) and word recognition ( D) to reading comprehension ( R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data…
Excellence and Equity in Literacy Education
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
Psychology (13 works) · Developmental psychology (9 works) · Social Psychology (6 works) · Linguistics (5 works) · Reading (process) (5 works) · Academic achievement (4 works) · Reading and Literacy Development (4 works) · Sociology (4 works) · Cognition (3 works) · Cognitive psychology (3 works)