Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students’ stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities.
对学生来说，从高中升入大学是一个充满挑战的时期，充满了不确定性和压力，部分原因是有大量的科目需要选择。研究表明，内在动力与学生的幸福感之间存在正相关。考虑到学生的压力和可能失调的应对策略会对总体幸福感产生不利影响，我们对这些因素之间的关系进行了调查。我们对 n = 201 名一年级和高年级学生参加学习计划的动机进行了分析。部分新生样本（n = 40）在第二学期完成了一项额外的跟踪调查，内容涉及压力和应对策略。横向结果显示，各动机方面之间存在不同的相互关系，但高一和高二学生之间没有显著差异。纵向结果显示，只有基于社会影响的学习动机在第一学期有所下降。事实证明，动机并不适合预测对第一学期压力的回顾性判断，但内在动机尤其显示出与某些应对策略之间令人鼓舞的联系。研究结果可用于提高学生的幸福感和降低辍学率，以及为大学设计合适的营销策略。
{"title":"Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies","authors":"Sandra Schladitz, Daniel Rölle, Marie Drüge","doi":"10.3390/educsci14080851","DOIUrl":"https://doi.org/10.3390/educsci14080851","url":null,"abstract":"Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students’ stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"142 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leah M. Zimmermann, Derek B. Rodgers, Bob McMurray
Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether students with word reading difficulties (WRD) applied morphological structure in a way that differed from proficient word readers. Participants were seventh- and eighth-grade students (n = 80). Students were divided into two reading ability groups: proficient word readers (n = 55) and students with word reading difficulties (n = 25). Four computer-administered experimental tasks measured automaticity in reading morphologically complex words and morphologically simple words. A backward masking measure assessed whether students were applying morphological structure automatically to support task accuracy. Students were significantly more accurate in masked performance with morphologically complex words than with morphologically simple words on an oral word reading task. Students with WRD benefitted more from morphological structure on this task than proficient readers did. Findings suggest that proficient word readers and students with WRD automatically apply morphological structure when reading words aloud. In addition, middle school students with WRD may rely more on morphological structure than their proficient peers. However, there may be differences in morphological processing based on the nature of word reading tasks.
{"title":"Automatic Morphological Processing in Middle School Students with and without Word Reading Difficulties","authors":"Leah M. Zimmermann, Derek B. Rodgers, Bob McMurray","doi":"10.3390/educsci14080849","DOIUrl":"https://doi.org/10.3390/educsci14080849","url":null,"abstract":"Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether students with word reading difficulties (WRD) applied morphological structure in a way that differed from proficient word readers. Participants were seventh- and eighth-grade students (n = 80). Students were divided into two reading ability groups: proficient word readers (n = 55) and students with word reading difficulties (n = 25). Four computer-administered experimental tasks measured automaticity in reading morphologically complex words and morphologically simple words. A backward masking measure assessed whether students were applying morphological structure automatically to support task accuracy. Students were significantly more accurate in masked performance with morphologically complex words than with morphologically simple words on an oral word reading task. Students with WRD benefitted more from morphological structure on this task than proficient readers did. Findings suggest that proficient word readers and students with WRD automatically apply morphological structure when reading words aloud. In addition, middle school students with WRD may rely more on morphological structure than their proficient peers. However, there may be differences in morphological processing based on the nature of word reading tasks.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"373 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers need to be well-equipped to work with diverse groups of students from various linguistic backgrounds. Following the PRISMA guidelines, this systematic review analyzed international empirical research on interventions aiming at preparing secondary pre-service teachers for teaching linguistically diverse students. The dataset includes papers from 2012 to 2022 retrieved through the electronic databases ERIC, Education Source, and Scopus. The goal of this review was twofold, namely (1) to investigate how interventions contribute to the development of strategies and skills for teaching linguistically diverse students and (2) to analyze which of the identified interventions considered aspects of intersectionality and, more specifically, in what sense. Multiple intervention strategies, such as assessment tools, self-inquiry, or practice experiences, were found. Regarding the targeted skills of pre-service teachers, this review identified the emerging themes of Methods and Instruction, Critical and Reflective Thinking, as well as Linguistic Awareness. While the term intersectionality was hardly used explicitly, several studies implicitly addressed intersectional matters. Single-issue approaches, which considered multiple diversity referents in an additive rather than an interconnected way, occurred most frequently. This review underlines the need for interventions in teacher education that are based on a broader understanding of linguistic diversity and emphasizes the importance of employing critical and intersectional perspectives.
{"title":"Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives","authors":"Sarah Volknant, Ulla Licandro","doi":"10.3390/educsci14080846","DOIUrl":"https://doi.org/10.3390/educsci14080846","url":null,"abstract":"Teachers need to be well-equipped to work with diverse groups of students from various linguistic backgrounds. Following the PRISMA guidelines, this systematic review analyzed international empirical research on interventions aiming at preparing secondary pre-service teachers for teaching linguistically diverse students. The dataset includes papers from 2012 to 2022 retrieved through the electronic databases ERIC, Education Source, and Scopus. The goal of this review was twofold, namely (1) to investigate how interventions contribute to the development of strategies and skills for teaching linguistically diverse students and (2) to analyze which of the identified interventions considered aspects of intersectionality and, more specifically, in what sense. Multiple intervention strategies, such as assessment tools, self-inquiry, or practice experiences, were found. Regarding the targeted skills of pre-service teachers, this review identified the emerging themes of Methods and Instruction, Critical and Reflective Thinking, as well as Linguistic Awareness. While the term intersectionality was hardly used explicitly, several studies implicitly addressed intersectional matters. Single-issue approaches, which considered multiple diversity referents in an additive rather than an interconnected way, occurred most frequently. This review underlines the need for interventions in teacher education that are based on a broader understanding of linguistic diversity and emphasizes the importance of employing critical and intersectional perspectives.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"15 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma Claudia Perez, Elsa Maria Gonzalez, Isabella Sanchez Hernandez
Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in STEM fields in a Hispanic-Serving Institution (HSI) were interviewed about their college experience and persistence. A Latine resilience model and an HSI servingness framework guided the analysis. Qualitative methodology via case study served to understand this research. Evidence gathered in this study demonstrates how social climate experiences and cultural background influence resilience and success strategies among diverse Latina STEM majors in an HSI. The STEM social climate or culture seemingly clashed with participants’ cultural backgrounds. Perhaps most pertinent to their cultural background and resilience as Latinas were the specific success strategies or assets that participants utilized to navigate the STEM experience. Participants gravitated to diverse spaces, desired more women and ethnic representation in their STEM departments, and practiced prosocial or communal motivations. Understanding STEM culture in conjunction with the assets and strategies that Latinas utilize as ethnic women is important for HSIs as they consider how they truly serve their constituents.
{"title":"Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI","authors":"Emma Claudia Perez, Elsa Maria Gonzalez, Isabella Sanchez Hernandez","doi":"10.3390/educsci14080848","DOIUrl":"https://doi.org/10.3390/educsci14080848","url":null,"abstract":"Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in STEM fields in a Hispanic-Serving Institution (HSI) were interviewed about their college experience and persistence. A Latine resilience model and an HSI servingness framework guided the analysis. Qualitative methodology via case study served to understand this research. Evidence gathered in this study demonstrates how social climate experiences and cultural background influence resilience and success strategies among diverse Latina STEM majors in an HSI. The STEM social climate or culture seemingly clashed with participants’ cultural backgrounds. Perhaps most pertinent to their cultural background and resilience as Latinas were the specific success strategies or assets that participants utilized to navigate the STEM experience. Participants gravitated to diverse spaces, desired more women and ethnic representation in their STEM departments, and practiced prosocial or communal motivations. Understanding STEM culture in conjunction with the assets and strategies that Latinas utilize as ethnic women is important for HSIs as they consider how they truly serve their constituents.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Monzó-Martínez, Eva Ortiz-Cermeño, María Pilar Martínez-Agut
The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.
{"title":"Global Citizenship Education and Its Role in Sustainability at the University Level","authors":"Anna Monzó-Martínez, Eva Ortiz-Cermeño, María Pilar Martínez-Agut","doi":"10.3390/educsci14080847","DOIUrl":"https://doi.org/10.3390/educsci14080847","url":null,"abstract":"The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"76 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today’s elementary classrooms, students face an uncertain future, standing to inherit a world characterized by environmental unsustainability. Therefore, elementary teachers must educate their students on anthropogenic climate change to increase the likelihood that future generations will mitigate its risks. This article documents the perspectives on children’s literature depicting climate change held by 27 Teacher Candidates in a conservative, oil-producing region of a U.S. state. The results show a low likelihood of participants self-censoring the topic of climate change compared with other frequently censored topics (i.e., gender, sexuality, and race). However, they report accepting others’ views on climate change even when those views contradict settled climate science. This implies a need for more directed preparation for elementary teachers to actively negotiate with their students to ensure they develop research-aligned perspectives on climate change.
{"title":"Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change","authors":"Catherine Lammert","doi":"10.3390/educsci14080843","DOIUrl":"https://doi.org/10.3390/educsci14080843","url":null,"abstract":"In today’s elementary classrooms, students face an uncertain future, standing to inherit a world characterized by environmental unsustainability. Therefore, elementary teachers must educate their students on anthropogenic climate change to increase the likelihood that future generations will mitigate its risks. This article documents the perspectives on children’s literature depicting climate change held by 27 Teacher Candidates in a conservative, oil-producing region of a U.S. state. The results show a low likelihood of participants self-censoring the topic of climate change compared with other frequently censored topics (i.e., gender, sexuality, and race). However, they report accepting others’ views on climate change even when those views contradict settled climate science. This implies a need for more directed preparation for elementary teachers to actively negotiate with their students to ensure they develop research-aligned perspectives on climate change.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we present the design, development, and pilot implementation of a Teaching–Learning Sequence (TLS) about the physics of deterministic chaos. The main aim of the activities is to let students become aware of two key ideas about deterministic chaos: (1) the role of initial conditions and (2) the graphical representation in a momentum–position graph. To do so, the TLS is based on the observation and analysis of the trajectory of the free end of a double pendulum through the modeling software Tracker. In particular, the Tracker-based activities help students understand that, by modifying the well-known simple pendulum dynamic system into a double pendulum, long-time-scale predictability is lost, and a completely new behavior appears. The TLS was pilot tested in a remote teaching setting with about 70 Italian high school students (16–17 years old). The pretest analysis shows that before participating in the activities, students held typical misconceptions about chaotic behavior. Analysis of the written responses collected during and after implementation shows that the proposed activities allowed students to grasp the two key ideas about nondeterministic chaos. A possible integration of the TLS with an online simulation is finally discussed.
{"title":"Design and Development of a Teaching–Learning Sequence about Deterministic Chaos Using Tracker Software","authors":"Alessio Parlati, Giovanni Giuliana, Italo Testa","doi":"10.3390/educsci14080842","DOIUrl":"https://doi.org/10.3390/educsci14080842","url":null,"abstract":"In this paper, we present the design, development, and pilot implementation of a Teaching–Learning Sequence (TLS) about the physics of deterministic chaos. The main aim of the activities is to let students become aware of two key ideas about deterministic chaos: (1) the role of initial conditions and (2) the graphical representation in a momentum–position graph. To do so, the TLS is based on the observation and analysis of the trajectory of the free end of a double pendulum through the modeling software Tracker. In particular, the Tracker-based activities help students understand that, by modifying the well-known simple pendulum dynamic system into a double pendulum, long-time-scale predictability is lost, and a completely new behavior appears. The TLS was pilot tested in a remote teaching setting with about 70 Italian high school students (16–17 years old). The pretest analysis shows that before participating in the activities, students held typical misconceptions about chaotic behavior. Analysis of the written responses collected during and after implementation shows that the proposed activities allowed students to grasp the two key ideas about nondeterministic chaos. A possible integration of the TLS with an online simulation is finally discussed.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"49 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Ann Huntley, Maria S. Terrell, Nicole L. Fonger
Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn.
{"title":"A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series","authors":"Mary Ann Huntley, Maria S. Terrell, Nicole L. Fonger","doi":"10.3390/educsci14080845","DOIUrl":"https://doi.org/10.3390/educsci14080845","url":null,"abstract":"Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"138 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.
{"title":"Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students","authors":"Jeffrey Dawala Wilang","doi":"10.3390/educsci14080844","DOIUrl":"https://doi.org/10.3390/educsci14080844","url":null,"abstract":"This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jelena Radišić, Francisco Peixoto, Teresa Caetano, Lourdes Mata, Mafalda Campos, Ksenija Krstić
Emotions and motivation are central to learning. Control–value theory (CVT) and expectancy–value theory (EVT) explain how emotions and expectations of success affect students’ task engagement. Supported by these two frameworks, this study investigates the emotion profiles for maths among fourth- and fifth-grade students (N = 6778) from three European countries and their links to motivation and achievement. Methods: Using latent profile analysis (LPA), we analysed the emotional profiles in students, as well as their associations with gender, country, grade, motivation and maths achievement. Results: Five profiles emerged in the grade 4 data (Bored, Bored and Anxious, Moderate, Happy and Anxious). All five profiles were visible in the grade 5 data, coupled with an additional sixth profile, which appeared only in grade 5 (i.e., Apprehensive–Happy). Girls were found more commonly in the Anxious profile and were less likely to appear in the Happy profile. Norwegian students were more prominent in the Bored and Moderate profiles. Conversely, Portuguese students stood out more in the Anxious profile and were less present in the Bored and Moderate profiles. The Serbian dataset did not stand out, with a particular pattern observed in grade 4. Nevertheless, Serbian fifth graders were overly visible in the Bored and Anxious profile and less present in the Happy and Apprehensive–Happy groups. The Happy profile had higher scores for all task values except for cost and was, along with the Moderate profile, associated with higher achievement; the Bored and Anxious profile was associated with higher scores of cost value and lower achievement. Conclusions: A person-centred approach allowed for a more diverse view of how students experience emotions. These findings highlight the complex interplay between emotions, motivation and achievement, which is affected by cultural and educational contexts.
{"title":"Scared, Bored or Happy? Latent Profile Analyses of Primary School Students’ Academic Emotions about Math","authors":"Jelena Radišić, Francisco Peixoto, Teresa Caetano, Lourdes Mata, Mafalda Campos, Ksenija Krstić","doi":"10.3390/educsci14080841","DOIUrl":"https://doi.org/10.3390/educsci14080841","url":null,"abstract":"Emotions and motivation are central to learning. Control–value theory (CVT) and expectancy–value theory (EVT) explain how emotions and expectations of success affect students’ task engagement. Supported by these two frameworks, this study investigates the emotion profiles for maths among fourth- and fifth-grade students (N = 6778) from three European countries and their links to motivation and achievement. Methods: Using latent profile analysis (LPA), we analysed the emotional profiles in students, as well as their associations with gender, country, grade, motivation and maths achievement. Results: Five profiles emerged in the grade 4 data (Bored, Bored and Anxious, Moderate, Happy and Anxious). All five profiles were visible in the grade 5 data, coupled with an additional sixth profile, which appeared only in grade 5 (i.e., Apprehensive–Happy). Girls were found more commonly in the Anxious profile and were less likely to appear in the Happy profile. Norwegian students were more prominent in the Bored and Moderate profiles. Conversely, Portuguese students stood out more in the Anxious profile and were less present in the Bored and Moderate profiles. The Serbian dataset did not stand out, with a particular pattern observed in grade 4. Nevertheless, Serbian fifth graders were overly visible in the Bored and Anxious profile and less present in the Happy and Apprehensive–Happy groups. The Happy profile had higher scores for all task values except for cost and was, along with the Moderate profile, associated with higher achievement; the Bored and Anxious profile was associated with higher scores of cost value and lower achievement. Conclusions: A person-centred approach allowed for a more diverse view of how students experience emotions. These findings highlight the complex interplay between emotions, motivation and achievement, which is affected by cultural and educational contexts.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"42 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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