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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 17 axis factoring with promax rotation was used. An initial scree plot was assessed to determine that a three-factor solution was the most likely. A second EFA constrained to three factors was performed, and only items with factor loadings above 0.4 were retained (See Table 1). Based on examination of the items within each factor, results are in line with previous research. The first factor represented the role of the school newspaper as the watchdog of powerful people or institutions within the school; it accounted for 28.68% of the variance. The second factor represented the role of the school newspaper as a tool to foster critical thinking and expression skills among both the journalists and student readers, and it accounted for 7.76% of the variance. The third factor represented the idea that the school newspaper is primarily an arm of the school administration, in both its focus on teaching English and its ability to perform a public relations function for the school; it accounted for 5.48% of the variance. All three factors were shown to have a high degree of internal consistency (school watchdog, α = .847; critical thinking/expression, α = .771; arm of school, α = .610). Therefore, these three factors show the dominant roles of the high school newspaper as expressed by advisers in the current sample. The second research question asked what individual differences of the advisers and school would influence the scores for each factor. This question was examined using multiple regression analysis. For a full breakdown of results, see Table 2. When the first role, school watchdog, was the dependent variable, all individual differences accounted for 15.9% of the total variance (adjusted R 2 = 12.8%). Age, gender, years of experience, and whether the adviser was hired specifically to teach journalism were all significant

Authors: Maksl, Adam.
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Scholastic press roles 
17
axis factoring with promax rotation was used. An initial scree plot was assessed to 
determine that a three-factor solution was the most likely. A second EFA constrained to 
three factors was performed, and only items with factor loadings above 0.4 were retained 
(See Table 1). 
Based on examination of the items within each factor, results are in line with 
previous research. The first factor represented the role of the school newspaper as the 
watchdog of powerful people or institutions within the school; it accounted for 28.68% of 
the variance. The second factor represented the role of the school newspaper as a tool to 
foster critical thinking and expression skills among both the journalists and student 
readers, and it accounted for 7.76% of the variance. The third factor represented the idea 
that the school newspaper is primarily an arm of the school administration, in both its 
focus on teaching English and its ability to perform a public relations function for the 
school; it accounted for 5.48% of the variance. All three factors were shown to have a 
high degree of internal consistency (school watchdog, 
α
 = .847; critical 
thinking/expression, 
α
 = .771; arm of school, 
α
 = .610). Therefore, these three factors 
show the dominant roles of the high school newspaper as expressed by advisers in the 
current sample. 
The second research question asked what individual differences of the advisers 
and school would influence the scores for each factor. This question was examined using 
multiple regression analysis. For a full breakdown of results, see Table 2. When the first 
role, school watchdog, was the dependent variable, all individual differences accounted 
for 15.9% of the total variance (adjusted R
2
 = 12.8%). Age, gender, years of experience, 
and whether the adviser was hired specifically to teach journalism were all significant 


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