Relevant Background Variables Research Articles

Relationship between the Latent Profile of Online Socially Regulated Learning and Collaborative Learning Motivation

Socially regulated learning (SoRL) is an important way to maintain the sustainable development of collaborative learning (CL). Usually, learners can achieve sustainable and high-quality SoRL with the intervention of teachers. To improve the appropriateness of the intervention, teachers need to clarify the profiles of SoRL to which learners belong, as well as the influence of collaborative learning motivation (CLM) and the relevant background variables. This study used three non-duplicate samples to provide evidence for the psychometric properties of the SoRL and CLM scales through item analysis, exploratory factor analysis (sample 1, n = 531), and confirmatory factor analysis (sample 2, n = 1278). The profiles of SoRL among university students were determined through latent profile analysis (sample 3, n = 909). This study identified three profiles of regulation (strong SoRL, progressive SoRL, and weak SoRL). The analysis of multivariate variance and multiple logistic regression methods further explored the differences in the dimensions of SoRL structures across different profiles and the extent to which CLM and background variables predicted profiles. The results showed that collaborative motivation (CM) and learning motivation (LM) were the predictors of learners’ transformation from a low regulation level to a medium regulation level. CM, LM, altruistic motivation, and major background were the predictors of learners’ transition from the medium regulation level to the high regulation level. Accordingly, teachers can provide learners with an appropriate external intervention to promote the improvement of SoRL. This study contributes to improving learners’ SoRL levels and promoting the sustainable development of education. In the future, the changing characteristics of learners’ SoRL profiles over time will be explored, and the application of learning process data will be strengthened.

Mortality analysed by propensity score matching: an application to national neonatal audit

Mortality, a key outcome variable in many population studies and studies of healthcare and its interventions, is commonly analysed by regression of the survival status on a set of relevant background variables. We describe an alternative based on the potential outcomes framework, in which we ask how a particular group of subjects, or a population, whose outcomes were realised in one condition, would have fared had they been treated or cared for in different circumstances. The method is applied to neonatal mortality in the operational delivery networks in England and Wales. The performance of a network is assessed by the difference of the mortality rates of the network and of a matched set of babies drawn from the entire domain of the study. The outlier status of a network is established by a decision-theoretical approach.

64-LB: Cognitive and Somatic Symptoms of Depression Are Uniquely Related to HbA1c and Suicide Attempt History

Screening for depression and suicide risk is an essential part of care for adolescents and young adults (AYA) with type 1 diabetes (T1D), as increased depression symptoms and suicide attempt history are independently associated with elevated Hba1c. As symptoms of depression and prolonged hyperglycemia may coexist, further insight may be gained from an understanding of how somatic versus cognitive symptoms may uniquely relate to clinical outcomes in AYA with T1D. This study examined the independent relationships between HbA1c and suicide attempt history with cognitive and somatic symptoms on the Patient Health Questionnaire-9 Adolescent Version (PHQ-9) for AYA with T1D. The PHQ-9 was electronically administered (n = 2,491) at routine outpatient medical visits, and PHQ-9 scores, relevant background variables (age, sex, race, ethnicity, diabetes duration), and HbA1c values were obtained via chart review. AYA with T1D were 15.7 years old and had diabetes for 6.2 years, on average. After adjusting for covariates, somatic (B = .08, p <0.001), but not cognitive symptoms (B = .02, p = 0.3), predicted HbA1c levels. Follow up analyses showed this relationship varied by sex, with somatic symptoms and HbA1c related in females (B = .10, p = .002) but not males (B = .05, p = .14), and by race, with somatic symptoms and HbA1c related in those who identify as African American (B = .13, p = .009) but not White (B = .03, p = .32). Logistic regression analyses controlling for relevant background variables showed cognitive symptoms (B = .46, p < 0.001), but not somatic symptoms (B = .06, p = 0.39), were related to suicide attempt history. Findings demonstrate the value of independently monitoring cognitive and somatic symptoms of depression for AYA with T1D. Somatic symptoms are more strongly related to glycemic control, particularly for AYA with T1D who are female and identify as African American, respectively, whereas cognitive symptoms are significantly related to suicide attempt history. Disclosure J. M. Gettings: None. E. J. Pantesco: None. N. Andorko: None. S. M. Willi: Advisory Panel; Boehringer Ingelheim International GmbH, Medtronic.

Gender, self-efficacy and attrition from STEM programmes: evidence from Danish survey and registry data

ABSTRACT The persistent gender gap in science, technology, engineering, and mathematics (STEM) is often attributed to differences in students’ confidence in their own academic abilities (i.e. self-efficacy). Yet, the role of self-efficacy in mediating gender differences in STEM attrition is unclear. To address this issue, we analyse administrative register data and representative survey responses from two cohorts of students (N = 14,427) who entered higher education programmes in 2017 and 2019. In linear models that adjust for high-school performance, parents’ education level and other relevant background variables, we find that women have lower average self-efficacy levels than men before entering higher education. This gender gap is not specific to STEM fields but also exists in the humanities and social sciences. Although women have higher dropout rates than men in some, but not all STEM areas (most notably in mathematics and physics), self-efficacy differences do not explain this gap, suggesting that factors beyond prior achievements, sociodemographic background and confidence in one’s own abilities perpetuate gender disparities in STEM attrition.

Cognitive reappraisal, emotional expression and mindfulness in adaptation to bereavement: a longitudinal study

ABSTRACT Background and Objectives Maladaptive emotion regulation strategies increase prolonged grief and depressive symptoms following bereavement. However, less is known about the role of adaptive emotion regulation strategies in adaptation to loss. Therefore, we examined the concurrent and longitudinal associations of three putative adaptive emotion regulation strategies (cognitive reappraisal, emotional expression, and mindfulness) with prolonged grief and depression symptoms. Design A two-wave longitudinal survey. Methods A sample of 397 bereaved Dutch adults (89% female, mean age 54 years) completed validated questionnaires to assess trait cognitive reappraisal, emotional expression, mindfulness and prolonged grief and depression symptoms at baseline (T1) and 344 participants completed symptom measures again six months later (T2). Results Zero-order correlations demonstrated that mindfulness, cognitive reappraisal and emotional expression relate negatively to T1 and T2 prolonged grief and depression symptoms. In multiple regression analyses, controlling for relevant background variables, all emotion regulation strategies related negatively to T1 prolonged grief and depression symptoms. In multiple regression analyses, controlling for T1 symptoms and background variables, mindfulness predicted lower T2 depression symptoms. Conclusions Adaptive emotion regulation strategies relate negatively to post-loss psychopathology symptoms, yet only mindfulness longitudinally predicts lower depression symptoms. Dispositional mindfulness may be a protective factor in psychological adaptation to bereavement.

One Step Back or One Step Forward? Effects of Grade Retention and School Retention Composition on Portuguese Students’ Psychosocial Outcomes Using PISA 2018 Data

Grade retention is a common practice applied to academically struggling students within the Portuguese context. Studies investigating the psychological experiences of grade-retained students are still scarce. In addition, most studies tend to neglect the multilevel nature of the school context. This study examines the effects of grade retention in grades 1–9 on Portuguese students’ psychosocial outcomes by the age of 15, using PISA 2018 data. Using a quasi-experimental design through full matching, we reduced the bias between 1362 retained and 4189 promoted students in relevant background variables. Results from the multilevel models showed that retained students, by the age of 15, present lower task orientation and school belonging. In addition, we found that the high retention rates negatively relate to students’ reading self-concept, task orientation, and school valuing and that school retention rates moderate the relationship between students’ retention and the psychosocial variables considered. Overall, these findings suggest detrimental effects of grade retention and that grade retention also affects the promoted peers of retained students.

Sexual harassment, other types of harassment and derogatory treatment in the academy

Abstract Background Sexual harassment (SH) continues to be a significant public health problem, especially among women. SH and other types of harassment and derogatory treatment/bullying exist at many academic workplaces. The aim of this study is to explore how SH relates to other forms of harassment among staff at a large Swedish university, separated by gender. Methods Using data from a web-based survey sent out to all staff in November 2019 (response rate 33%), a multiple logistic regression analysis was performed. Exposure to SH was defined as having experienced at least one of ten defined SH behaviours related to work. Exposure to harassment (other than sexual) was defined as having experienced violation of onés dignity associated with one of the Swedish seven legal grounds for discrimination: sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation or age. Exposure to derogatory treatment was defined as having experienced undesirable negative behaviours, such as withholding information, derogatory comments or exclusion. All SH, harassment and derogatory treatment took place during the last 12 months. Results Preliminary results show a sixfold increased risk among women subjected to SH to also experience harassment, a three times higher risk to experience derogatory treatment and a seven times higher risk to experience multiple forms of harassment (two or more forms of harassment or derogatory treatment) compared to women unexposed to SH. The elevated risk remained after adjusting for relevant background variables. The pattern was similar among men but with lower prevalence of SH, harassment and derogatory treatment. Conclusions The results indicate that individuals subjected to SH at work have an increased risk of experiencing other types of harassment or derogatory treatment. This new information is relevant to consider in prevention of SH and harassment in academia. Key messages • The results indicate that individuals subjected to sexual harassment at work have an increased risk of experiencing other types of harassment or derogatory treatment. • Findings indicating a relationship between sexual harassment and other types of harassment or derogatory treatment may be valuable for counteracting the problem.

Development and Validation of a New Measure of Work Annoyance Using a Psychometric Network Approach.

Existing measures of the impact of job characteristics on workers’ well-being do not directly assess the extent to which such characteristics (e.g., opportunity to learn new skills) are perceived as positive or negative. We developed a measure, the Work Annoyance Scale (WAS), of the level of annoyance that workers feel about certain aspects of the job and evaluated its psychometric properties. Using archival data from two cohorts (n = 2226 and 655) of workers that had undergone an annual medical examination for occupational hazard, we show the usefulness of the network psychometric approach to scale validation and its similarities and differences from a traditional factor analytic approach. The results revealed a two-dimensional structure (working conditions and cognitive demands) that was replicable across cohorts and bootstrapped samples. The two dimensions had adequate structural consistency and discriminant validity with respect to other questionnaires commonly used in organizational assessment, and showed a consistent pattern of association with relevant background variables. Despite the need for more extensive tests of its content and construct validity in light of the organizational changes due to the COVID-19 pandemic and of an evaluation of the generalizability of the results to cultural contexts different from the Italian one, the WAS appears as a psychometrically sound tool for assessment and research in organizational contexts.

51-LB: Depression Scores and Suicide Attempt History Are Independently Associated with Hemoglobin A1c (HbA1c) in Adolescents and Young Adults with Type 1 Diabetes

Adolescents and young adults (AYA) with type 1 diabetes (T1D) are at an elevated risk for depression and suicide, and regular screening is an integral part of medical care. The Patient Health Questionnaire-9 Adolescent Version (PHQ-9; Johnson et al., 2002) is commonly used to screen for depression and suicide risk, and more information is needed about how ratings relate to diabetes management. The goal of this study was to quantify PHQ-9 scores, suicidal ideation (SI) in the past 2 weeks, and suicide attempt history (SAH) in AYA with T1D and to examine their relationships with HbA1c. The PHQ-9 was electronically administered to AYA with T1D (n = 759) at outpatient medical visits, and results from the PHQ-9, relevant background variables (age, sex, race, diabetes duration, BMI and systolic blood pressure) , and HbA1c values were obtained from the medical record. On average, AYA were 17.2 years old, had diabetes for 7.6 years, and had an HbA1c of 8.5%. On the PHQ-9, 72.6% scored in the normal range (0-4) , 19.9% in the subthreshold range (5-10) , and 7.5% at or above threshold (≥ 11) . SI was reported by 4.2% of the sample and 5.3% noted SAH. In linear regression models adjusted for relevant background variables, greater levels of PHQ-9 symptoms were associated with higher HbA1c (B = .06, p < .001) . When examining categories of PHQ-9 scores, those with subthreshold depressive symptoms had marginally higher, (B = .331, p =.07) , and those at or above threshold had significantly higher, HbA1c (B = .799, p =.003) . SI was not associated with HbA1c, but SAH was associated with higher HbA1c (B = 1.13, p < .001) . Notably, PHQ-9 scores (B = .05, p =.005) and SAH (B = .884, p =.007) were each independently associated with higher HbA1c after adjusting for the other. These findings highlight the importance of identifying and providing additional support for AYA with elevated PHQ-9 scores, as well as those with SAH even if current depression scores are not concerning. Disclosure J. M. Gettings: None. E. J. Pantesco: None. A. Floyd: None. S. M. Willi: Advisory Panel; Boehringer Ingelheim International GmbH, Medtronic, Other Relationship; National Institute of Diabetes and Digestive and Kidney Diseases, Research Support; Jaeb Center for Health Research, Provention Bio, Inc.

The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils

ABSTRACT Since its official introduction in 2014, an increasing number of Flemish secondary schools provide a CLIL program next to their regular monolingual Dutch programs. This longitudinal study investigates the effect of teaching one or several content subjects in French on secondary school pupils’ L2 French listening comprehension (n = 545) and speaking proficiency (n = 273) as well as on their L1 Dutch reading comprehension (n = 579). To ensure comparability between the CLIL and the non-CLIL groups, data collection started at the onset of secondary education, which aligns with the onset of CLIL programs, and information on relevant background variables such as L2 French motivation and anxiety, contact with L2 French outside school and pupils’ socioeconomic status was incorporated in the analyses. The results show that following a CLIL program has a positive impact on the development of French listening and speaking, whereas it does not affect pupils’ L1 Dutch reading comprehension. These results suggest that even a limited amount of CLIL (i.e. one to five hours per week) can have a positive influence on pupils’ proficiency in the target language.

Resilience and Parental Burnout Among Finnish Parents During the COVID-19 Pandemic: Variable and Person-Oriented Approaches.

During the coronavirus disease 2019 (COVID-19) crisis, different personality characteristics may have influenced parental well-being in different ways. In the present study, we combined variable and person-oriented approaches and examined relationships between resilience, parental burnout, and perfectionism during the lockdown. We first used structural equation modeling to assess the paths between variables. We then used latent profile analysis to examine different profiles of parents based on resilience, perfectionism, and symptoms of parental burnout. Finally, we examined how these profiles differ in terms of relevant background variables. The results showed that resilience predicted parental burnout negatively even after controlling for multidimensional perfectionism. Parents’ age, children's age, children's special needs, and the increase in time spent with children due to lockdown contributed independently to burning out as a parent. Three profiles were found: a resilient profile, perfectionist profile, and burned-out profile. Resilient parents were likely to be men, older, and with less financial difficulties than parents in the other two profiles, and less likely to spend increased time with their children due to lockdown than the burned-out parents. Perfectionist parents, in turn, had older children than the burned-out parents did. These results suggest that resilience may help parents overcome burnout at times of crisis.

Attentional abilities of children enrolled in immersion education in French-speaking Belgium

ABSTRACT There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement specifically at the level of attentional abilities. In order to test this hypothesis, the current large sample study involving over 500 participants investigated whether foreign-language immersion education can be associated with an advantage in attentional functions. We recruited 12-year-old children and 18-year-old adolescents enrolled in immersion education in French-speaking Belgium for at least 6 years. They were compared to non-immersed children and adolescents on tasks assessing auditory sustained attention, auditory and visual selective attention and divided attention. Several control variables such as nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. The results indicate no measurable difference between the immersed and the non-immersed participants, for none of the examined attentional abilities. These findings are discussed in the light of the cognitive implications of becoming bilingual through a formal education experience.

The role of psychological flexibility in the context of COVID-19: Associations with depression, anxiety, and insomnia

Evidence for detrimental impacts of the COVID-19 pandemic on mental health and well-being around the world is now accumulating. As it does a next step is to understand how such effects can be mitigated, such as by studying psychological capacities that may afford people immunity against these impacts. In this study, we explore psychological flexibility (PF) and grit as potential resilience factors in the context of COVID-19. Standardized measures of depression, anxiety, and insomnia as well as measures of PF (committed action and inflexibility) and grit (perseverance of effort and consistency of interest) were administered through a large scale national online survey (N = 1102; mean age 36,9 years; 75% women). As predicted, the results show both PF and grit to be negatively associated with symptoms of depression, anxiety, and insomnia. Further, regression models including relevant background variables and both sets of resilience factors showed that total variance accounted for in symptoms of depression, anxiety, and insomnia was substantial, 50.5%, 49.5%, and 28.8%, respectively, with the PF components accounting for most of the explained variance in mental health. We conclude that PF and to a lesser extent grit may be important psychological resilience factors against mental health problems in the context of COVID-19. Our findings are practically important as they point to malleable public health targets during the ongoing pandemic of COVID-19 and in the event of similar widespread health threats in the future.

Sexually Transmitted Infections among First-Generation College Students

Background Because of the social and systemic barriers encountered by first-generation college students, this population is at risk for poorer health outcomes. However, there is no identified research investigating whether this includes sexually transmitted infections (STIs). The aim of the study was to identify whether first-generation students were more likely than non-first-generation students to report a history of STIs. Methods Participants (n = 634) were undergraduate university students at a public institution in the Southeast United States. Using secondary data analysis, this study assessed the relationship between first-generation student status and reported a history of STIs. Participants completed a Qualtrics survey including demographics, first-generation student status, and history of STI(s). Results First-generation college students are over twice as likely as non-first-generation college students to report a history of STIs after controlling for relevant background variables. Discussion First-generation college students represent a population that colleges, universities, and high schools can prioritize for STI education, prevention, and testing.

Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium

A large sample study (n = 513) was conducted to investigate executive control performance in pupils following an immersion education program. We recruited 10-year-old children (n = 128) and 16-year-old adolescents (n = 127) who were enrolled in English or Dutch immersion education in French-speaking Belgium for at least 4 school years. They were compared to non-immersed children (n = 102) and adolescents (n = 156) on a number of executive control tasks assessing inhibitory control, monitoring, switching and attentional abilities. Several control variables such as receptive vocabulary, nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. Our results show significant gains in foreign-language proficiency for the immersed compared to the non-immersed participants. These gains were however not associated with any measurable benefits on executive control. Our findings make a unique contribution to understanding how language and cognition develop through formal education methods that promote bilingualism.

Predicting Adolescents’ Intentions to Engage in Fire Risk Behaviors: An Application of the Theory of Planned Behavior

The current study examined the utility of Ajzen’s Theory of Planned Behavior (TPB) in explaining adolescents’ intentions to engage in fire-risk behaviors (e.g., using accelerants to start a fire), while controlling for relevant background variables. A total of 222 youth (M age=15.23years; 69% female) were recruited from public schools in rural and urban areas in the United States. Participants completed questionnaires that assessed fire and burn safety knowledge, TPB components, adolescent psychopathology, parental monitoring, and adolescent risk-taking. Using a multiple regression analysis, the TPB significantly predicted adolescents’ intentions to engage in fire-risk behaviors (F(3, 193)=40.44, p<.001, R2=.386). Specifically, adolescents’ attitudes toward engaging in fire-risk behaviors (β=.46, p<.001) and the social pressure they perceived from others (e.g., parents, friends; β=.19, p<.01) emerged as significant predictors of their intentions to engage in fire-risk behaviors. These results suggest that youth who had positive attitudes (e.g., engaging in fire-risk behaviors is fun) towards fire-risk behaviors and who believed significant others would approve of them engaging in fire-risk behaviors tended to have more intentions to engage in these behaviors. The TPB was able to account for the variance in adolescents’ intentions over and above several control/background variables (e.g., SES, gender), with the exception of rebellious behavior (β=.25, p<0.05). Results from this study can be used to inform the design of effective and targeted fire and burn prevention programs aimed specifically at adolescents.

Preschoolers' Self-Regulation, Skill Differentials, and Early Educational Outcomes

Are there skill differentials in young children's competence levels by their self-regulation abilities and do such early life differences mark the onset of increasing disparities in competence development? We add to previous research by investigating the relationship between preschoolers' self-regulation and their mathematical competence and its development early in primary school. We use data from the kindergarten cohort of the German National Educational Panel Study (NEPS) which provides observations of self-regulatory behavior as well as mathematical skills and allows controlling for a rich set of relevant background variables. Our results imply a positive association between children's self-regulation and their mathematical competence levels, even when holding general cognitive ability in kindergarten constant. Yet, self-regulation is not related to competence development over the first two years of primary school, meaning that the initial skill gap neither widens nor narrows substantially. Heterogeneity analyses indicate that self-regulation benefits children with low initial levels of mathematical competence at the transition from kindergarten to primary school. No growth gradient, however, is observable between grade 1 and grade 2.

The use of teaching materials in religious education in Sweden: a quantitative analysis of Swedish religious education teachers’ reported use of teaching materials in RE classrooms

Recent studies show that religious education (RE) and various media outlets serve as increasingly important arenas for religious socialisation among Swedish youths. At the same time, it has been shown that media material, for example in the form of various news media, often make their way into RE classrooms to be used as materials alongside the more traditional textbooks. However, little quantitative research has been conducted in order to map RE teachers’ selection and use of materials in their classrooms, and what factors are involved in this selection. A nationally representative survey among 1292 RE teachers was conducted, and the results clearly show that textbooks are the most popular form of material, followed by pictures, sacred texts, documentaries, television news and news articles. Out of the relevant background variables, it was primarily school form, age, gender and religiosity that seemed to influence the teachers’ choices of material. The author concludes that familiarity with a certain form of material through personal experiences is a likely explanation for many of the correlations found and that further research is needed in order to explore the potential complexities that arise in the juxtaposition of classroom and media logics.

Spiritual transformations after the diagnosis of melanoma affect life satisfaction through indirect pathways

ABSTRACTCancer creates fear and existential questionings which can result in a change of spirituality. Spirituality as a coping process can engender positive transformations (spiritual growth) as well as negative ones (spiritual decline). Although previous studies indicated that spiritual transformations are directly linked to the emotional component of subjective well-being, we do not know if they are related to its cognitive aspect. We first examined whether the link between spiritual growth and life satisfaction is mediated by post-traumatic growth and then moderated by time since diagnosis. Second, we tested spiritual decline as a predictor of life satisfaction, with negative affective state as a mediator of the relation between spiritual decline and life satisfaction. Eighty-seven melanoma patients were assessed about spiritual transformations and post-traumatic growth since diagnosis, positive and negative affective states, and life satisfaction. Relevant background and cancer-related variables were also measured. The association between spiritual growth and increased life satisfaction was mediated by post-traumatic growth and moderated by time since diagnosis. Results showed that life satisfaction increased through this pathway about two years after the diagnosis of melanoma. Additional results further showed that spiritual decline was not directly related to life satisfaction, but decreased it through negative affective state. Our findings highlight that the onset of melanoma creates some spiritual transformations which have to be supported in hospital.

کفاية المعلمين في التقويم في ضوء المعايير المهنية الوطنية للمعلمين

هدفت الدراسة الحالية إلى الکشف عن مستوى المعلمين ممن هم على رأس العمل في التقويم التربوي وفقا لما يتناوله معيار تقويم تعلم الطلاب وتزويدهم بتغذية راجعة بناءة في المعايير المهنية الوطنية للمعلمين بالمملکة العربية السعودية من معارف ومهارات، وتحليل أدائهم وفقا لعدد من المتغيرات، بالإضافة إلى مقارنة أدائهم على المعيار مع أداء المعلمين قبل الخدمة. وقد تم تطبيق أداة لقياس مدى کفاية المعلمين في هذا الجانب على عينة من (842) في ضوء متغير الخبرة التدريسية والتدريب والجنس والمرحلة الدراسية والمؤهل التعليمي. وتم تحليل البيانات باستخدام تحليل الانحدار الخطي وتحليل التباين واختبار ت لدراسة دلالة الفروق بين مجموعات الدراسة وکذلک بين عينة الدراسة وعينة من المعلمين المرشحين للتدريس. وأسفرت نتائج اختبار ت للمجموعات المترابطة عن وجود فروق دالة إحصائيا بين تقدير المعلمين في الخدمة لمستوياتهم المعرفية والمهارية في التقويم حال تخرجهم ومستوياتهم الحالية، کما بينت نتائج تحليل الانحدار الخطي عدم وجود تأثير دال إحصائيا لمتغير الخبرة التدريسية والتدريب في درجة المعلمين ممن هم على رأس العمل بينما کان لمتغير الجنس أثر دال إحصائيا عند مستوى (0.05). وأسفرت نتائج تحليل التباين عن وجود فروق دالة إحصائيا بين أفراد عينة الدراسة في التخصصات المختلفة وعن وجود تفاعل بين متغير الجنس وکل من متغيري المنطقة والمرحلة التعليمية. کما أسفرت نتائج اختبار ت للعينات المستقلة عن وجود فروق دالة إحصائيا على اختبار معيار التقويم بين عينة المعلمين في الخدمة والمعلمين قبل الخدمة لصالح عينة المعلمين قبل الخدمة، مما يشير إلى ضعف مستويات المعلمين في الميدان التربوي في التقويم التربوي وضعف أثر متغيري الخبرة والتدريب في التطوير المهني للمعلمين. وقد قدمت الدراسة في ضوء نتائجها بعض التوصيات والمقترحات. Abstract: The purpose of this study is to investigate the level of in-service teachers in assessment literacy and its relationship with relevant background variables. The study also aims to compare between pre-service and in service teachers’ assessment literacy. An assessment Inventory was designed and used parallel to the assessment Standards in Saudi Professional Teacher Standards. The study’s sample consisted of (842) in-service teachers and (6568) pre-service teachers. Data were analyzed using t-tests, linear regression analysis and ANOVA. The study’s findings revealed that based on in-service teachers’ estimations there is a significant difference between their level of assessment literacy as graduates and their current level of assessment literacy. The linear regression analysis showed that the gender variable is the only reliable predictor of in-service teachers’ assessment literacy, whereas ANOVA analysis indicated that there are significant differences between groups based on major and educational level, and interaction between gender and all of the variables of the region and the educational level. Significant differences were found; the pre-service teachers scored higher on the assessment tool than their in-service counterparts. Suggestions for research and practice are discussed