Corinna A Ethington
Biographic Data
| ID | 5180342 |
|---|---|
| NAME | Corinna A Ethington |
| GIVEN NAMES | Corinna A |
| FAMILY NAME | Ethington |
| SIGNATURE | ETHINGTON C A |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 5 |
What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is Professor of Sociology, SUNY at Stony Brook, Stony Brook, NY. John C. Smart is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN. Corinna A. Ethington is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN.John C. SmartKenneth A. Feldman is Professor of Sociology, SU…
A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory
Kenneth A. Feldman, Corinna A. Ethington, John C. Smart, A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory, The Journal of Higher Education, Vol. 72, No. 6 (Nov. - Dec., 2001), pp. 670-698
Major Field and Person-Environment Fit: Using Holland's Theory to Study Change and Stability of College Students
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is a professor in the Department of Sociology, SUNY at Stony Brook; John C. Smart is a professor in the Department of Leadership, The University of Memphis; Corinna A. Ethingon is a professor in the Department of Counseling, Educational Psychology, and Research, The University of Memphis.John C. SmartKenneth A. Feldman is a professor in the Department of Sociology, SU…
A Test of a Model of Achievement Behaviors
Drawing on the theoretical and empirical work of decision making, achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of achievement behaviors (e.g., persistence, choice, and performance). Defining achievement behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model—exp…
The Influence of College on Humanitarian/Civic Involvement Values
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education at the University of Illinois at Chicago, College of Education, Box 4348, Chicago, Ill., 60680.Corinna A. EthingtonCorinna A. Ethington is assistant professor of education and John C. Smart is professor of education at the University of Illinois at Chicago.John C. SmartCorinna A. Ethington is assistant professor of education and John C. S…
Women’s Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences
To increase women’s representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women’s share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women’s choice of u…
Women's Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences
To increase women's representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women's share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women's choice of u…
The Influence of College on Self-Concept: A Consideration of Race and Gender Differences
This study estimated the influence of college on student academic and social self-concept within the structure of a causal model. The sample was 4,597 students who enrolled in 379 four-year colleges and universities in 1971, and who were followed for 9 years. Separate estimations of the model were conducted for black and white men and women. The findings suggest that academic and social experiences during college have significant direct effects o…
Within-Variable, between Occasion Error Covariances in Models of Educational Achievement
To correct for the effects of measurement error on structural parameter estimates, many researchers are now estimating models of educational achievement with LISREL. In order to estimate such models it is desirable to obtain multiple manifest measures of the latent constructs. Many researchers restrict their models to two manifest measures per latent construct for reasons of economy, but doing so assumes in the absence of external information tha…
A Structural Model of Mathematics Achievement for Men and Women
An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between men and women, we found that the process of mathematics achievement differs. In particular, we found that mathematics ability and attitudes toward ma…
Seine: Standard Errors of Indirect Effects
In his early exposition of path analysis, Duncan (1966, p. 7) noted that the method "provides a calculus for indirect effects." Despite the interest in indirect causal effects, most users treat them as if they are population parameters and do not test whether they are statistically significant. Sobel (1982) has recently derived the asymptotic distribution of indirect effects. This paper describes a new FORTRAN IV computer program that provides th…
The Influence of College on Self-Concept: A Consideration of Race and Gender Differences
This study estimated the influence of college on student academic and social self-concept within the structure of a causal model. The sample was 4,597 students who enrolled in 379 four-year colleges and universities in 1971, and who were followed for 9 years. Separate estimations of the model were conducted for black and white men and women. The findings suggest that academic and social experiences during college have significant direct effects o…
The Influence of College on Humanitarian/Civic Involvement Values
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education at the University of Illinois at Chicago, College of Education, Box 4348, Chicago, Ill., 60680.Corinna A. EthingtonCorinna A. Ethington is assistant professor of education and John C. Smart is professor of education at the University of Illinois at Chicago.John C. SmartCorinna A. Ethington is assistant professor of education and John C. S…
Women’s Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences
To increase women’s representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women’s share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women’s choice of u…
A Structural Model of Mathematics Achievement for Men and Women
An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between men and women, we found that the process of mathematics achievement differs. In particular, we found that mathematics ability and attitudes toward ma…
Major Field and Person-Environment Fit: Using Holland's Theory to Study Change and Stability of College Students
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is a professor in the Department of Sociology, SUNY at Stony Brook; John C. Smart is a professor in the Department of Leadership, The University of Memphis; Corinna A. Ethingon is a professor in the Department of Counseling, Educational Psychology, and Research, The University of Memphis.John C. SmartKenneth A. Feldman is a professor in the Department of Sociology, SU…
A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory
Kenneth A. Feldman, Corinna A. Ethington, John C. Smart, A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory, The Journal of Higher Education, Vol. 72, No. 6 (Nov. - Dec., 2001), pp. 670-698
A Test of a Model of Achievement Behaviors
Drawing on the theoretical and empirical work of decision making, achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of achievement behaviors (e.g., persistence, choice, and performance). Defining achievement behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model—exp…
What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is Professor of Sociology, SUNY at Stony Brook, Stony Brook, NY. John C. Smart is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN. Corinna A. Ethington is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN.John C. SmartKenneth A. Feldman is Professor of Sociology, SU…
Seine: Standard Errors of Indirect Effects
In his early exposition of path analysis, Duncan (1966, p. 7) noted that the method "provides a calculus for indirect effects." Despite the interest in indirect causal effects, most users treat them as if they are population parameters and do not test whether they are statistically significant. Sobel (1982) has recently derived the asymptotic distribution of indirect effects. This paper describes a new FORTRAN IV computer program that provides th…
Within-Variable, between Occasion Error Covariances in Models of Educational Achievement
To correct for the effects of measurement error on structural parameter estimates, many researchers are now estimating models of educational achievement with LISREL. In order to estimate such models it is desirable to obtain multiple manifest measures of the latent constructs. Many researchers restrict their models to two manifest measures per latent construct for reasons of economy, but doing so assumes in the absence of external information tha…
A Structural Model of Mathematics Achievement for Men and Women
An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between men and women, we found that the process of mathematics achievement differs. In particular, we found that mathematics ability and attitudes toward ma…
The Influence of College on Self-Concept: A Consideration of Race and Gender Differences
This study estimated the influence of college on student academic and social self-concept within the structure of a causal model. The sample was 4,597 students who enrolled in 379 four-year colleges and universities in 1971, and who were followed for 9 years. Separate estimations of the model were conducted for black and white men and women. The findings suggest that academic and social experiences during college have significant direct effects o…
The Influence of College on Humanitarian/Civic Involvement Values
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education at the University of Illinois at Chicago, College of Education, Box 4348, Chicago, Ill., 60680.Corinna A. EthingtonCorinna A. Ethington is assistant professor of education and John C. Smart is professor of education at the University of Illinois at Chicago.John C. SmartCorinna A. Ethington is assistant professor of education and John C. S…
Women’s Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences
To increase women’s representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women’s share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women’s choice of u…
Women's Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences
To increase women's representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women's share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women's choice of u…
A Test of a Model of Achievement Behaviors
Drawing on the theoretical and empirical work of decision making, achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of achievement behaviors (e.g., persistence, choice, and performance). Defining achievement behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model—exp…
Major Field and Person-Environment Fit: Using Holland's Theory to Study Change and Stability of College Students
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is a professor in the Department of Sociology, SUNY at Stony Brook; John C. Smart is a professor in the Department of Leadership, The University of Memphis; Corinna A. Ethingon is a professor in the Department of Counseling, Educational Psychology, and Research, The University of Memphis.John C. SmartKenneth A. Feldman is a professor in the Department of Sociology, SU…
A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory
Kenneth A. Feldman, Corinna A. Ethington, John C. Smart, A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory, The Journal of Higher Education, Vol. 72, No. 6 (Nov. - Dec., 2001), pp. 670-698
What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits
Additional informationNotes on contributorsKenneth A. FeldmanKenneth A. Feldman is Professor of Sociology, SUNY at Stony Brook, Stony Brook, NY. John C. Smart is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN. Corinna A. Ethington is Professor of Counseling, Educational Psychology and Research, The University of Memphis, Memphis, TN.John C. SmartKenneth A. Feldman is Professor of Sociology, SU…
Psychology (8 works) · Mathematics (7 works) · Computer Science (6 works) · Higher Education Research Studies (5 works) · Mathematics education (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Sociology (5 works) · Media studies (4 works) · Statistics (4 works)