Pub Date : 2016-06-13DOI: 10.7358/ECPS-2016-013-BOVE
G. Bove, Daniela Marella, V. Vitale
In this study the effects of school and classroom climate and teacher’s behavior on Italian students’ mathematical achievement score in PISA 2012 were investigated. Simple and scale indices provided by the PISA database, constructed by responses from the students’ and principals’ background questionnaires, were considered as predictive variables of the math achievement scores. Multilevel models including all the predictive variables, controlling for some relevant student, family background and school variables, confirmed that perceptions of school and classroom climate and teachers’ behavior influence mathematics performance in PISA. In particular, the effect of the teacher’s use of cognitive activation strategies had the strongest positive effect, followed by the school and classroom climate indicators. Thus, more cognitively activating instruction and an orderly and peaceful atmosphere in schools and classrooms encourage students and help to transform existing interests into mathematic achievement. Our analyses show that these factors can also influence the gap between Northern and Southern Italian macro-areas. When the predictive variables are added to the control variables in our multilevel models including macro-area indicators, the gap between Northern macro-areas and the Southern-Islands decreases by over twenty per cent, and the gap between Northern macro-areas and the Southern by over fourteen per cent. On the basis of these results, we have provided some useful indications for Italian educators and policy makers.
{"title":"Influences of School Climate and Teacher’s Behavior on Student’s Competencies in Mathematics and the Territorial Gap between Italian Macro-areas in PISA 2012","authors":"G. Bove, Daniela Marella, V. Vitale","doi":"10.7358/ECPS-2016-013-BOVE","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-BOVE","url":null,"abstract":"In this study the effects of school and classroom climate and teacher’s behavior on Italian students’ mathematical achievement score in PISA 2012 were investigated. Simple and scale indices provided by the PISA database, constructed by responses from the students’ and principals’ background questionnaires, were considered as predictive variables of the math achievement scores. Multilevel models including all the predictive variables, controlling for some relevant student, family background and school variables, confirmed that perceptions of school and classroom climate and teachers’ behavior influence mathematics performance in PISA. In particular, the effect of the teacher’s use of cognitive activation strategies had the strongest positive effect, followed by the school and classroom climate indicators. Thus, more cognitively activating instruction and an orderly and peaceful atmosphere in schools and classrooms encourage students and help to transform existing interests into mathematic achievement. Our analyses show that these factors can also influence the gap between Northern and Southern Italian macro-areas. When the predictive variables are added to the control variables in our multilevel models including macro-area indicators, the gap between Northern macro-areas and the Southern-Islands decreases by over twenty per cent, and the gap between Northern macro-areas and the Southern by over fourteen per cent. On the basis of these results, we have provided some useful indications for Italian educators and policy makers.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"63-96"},"PeriodicalIF":0.3,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80085532","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}
Pub Date : 2016-06-01DOI: 10.7358/ecps-2016-013-garc
P. Lucisano
A Language Competence Test on Exiting Vocational Training Programmes This paper illustrates the methodology adopted to design and calibrate a test for measuring students’ language skills at the end of the third year of vocational training courses (10th grade). The work is part of a major ISFOL study also including tests on math and strategic abilities. The test is calibrated on a judgement sample of 1046 students. It measures listening, reading comprehension, proper use of language and written composition through several tasks. This paper presents methodologies of two item analysis procedures the CTT (Classical Test Theory) and IRT (Item Response Theory) and the procedures for designing variables derived from different tasks. In particular, it presents the advantages of using the Rasch model, which is adopted for a better measuring of the latent trait «ability» and for calibrating item measures. At the end of the paper, the main results of the multivariate analysis are briefly presented. They need to be read and interpreted taking into account the characteristics of the population, its social and cultural background, which is weak in this case, and the collection of its school failures, characterizing these students’ experience.
{"title":"Una prova di abilità linguistiche per l’uscita dai percorsi di Formazione professionale","authors":"P. Lucisano","doi":"10.7358/ecps-2016-013-garc","DOIUrl":"https://doi.org/10.7358/ecps-2016-013-garc","url":null,"abstract":"A Language Competence Test on Exiting Vocational Training Programmes This paper illustrates the methodology adopted to design and calibrate a test for measuring students’ language skills at the end of the third year of vocational training courses (10th grade). The work is part of a major ISFOL study also including tests on math and strategic abilities. The test is calibrated on a judgement sample of 1046 students. It measures listening, reading comprehension, proper use of language and written composition through several tasks. This paper presents methodologies of two item analysis procedures the CTT (Classical Test Theory) and IRT (Item Response Theory) and the procedures for designing variables derived from different tasks. In particular, it presents the advantages of using the Rasch model, which is adopted for a better measuring of the latent trait «ability» and for calibrating item measures. At the end of the paper, the main results of the multivariate analysis are briefly presented. They need to be read and interpreted taking into account the characteristics of the population, its social and cultural background, which is weak in this case, and the collection of its school failures, characterizing these students’ experience.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"25-54"},"PeriodicalIF":0.3,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74400062","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}
Pub Date : 2016-06-01DOI: 10.7358/ECPS-2016-013-LARO
C. L. Rocca
The 5 th International Seminar (June 5-6, 2015), as traditionally organized by the Journal of Educational, Cultural and American Psychological Studies, born in close thematic link with the theoretical approaches and procedural methods of research undertaken through the PRIN Project (2010-2011) «Educational Achievement, Social Inclusion and Cohesion: Innovative Strategies, ICT and Evaluation Models». The speakers and the researchers of the seven Italian universities participating in PRIN (Torino, Verona, Bologna Roma Tre, Roma Sapienza, Foggia, Palermo) were called to intervene on the possibility of identifying a connection between the research methodologies in education, the underlying theories and their empirical practicality in the school context. In relation to the topics covered in the study day, they can be identified the reflections concern how to combine theory and practice to make empirical research in education. During the discussion it was underlined the importance of the fact that theoretical and operational decisions in education are the expression of an evaluation based on reliable empirical data.
{"title":"5° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «La Sperimentazione Educativa: Modelli e Procedure»","authors":"C. L. Rocca","doi":"10.7358/ECPS-2016-013-LARO","DOIUrl":"https://doi.org/10.7358/ECPS-2016-013-LARO","url":null,"abstract":"The 5 th International Seminar (June 5-6, 2015), as traditionally organized by the Journal of Educational, Cultural and American Psychological Studies, born in close thematic link with the theoretical approaches and procedural methods of research undertaken through the PRIN Project (2010-2011) «Educational Achievement, Social Inclusion and Cohesion: Innovative Strategies, ICT and Evaluation Models». The speakers and the researchers of the seven Italian universities participating in PRIN (Torino, Verona, Bologna Roma Tre, Roma Sapienza, Foggia, Palermo) were called to intervene on the possibility of identifying a connection between the research methodologies in education, the underlying theories and their empirical practicality in the school context. In relation to the topics covered in the study day, they can be identified the reflections concern how to combine theory and practice to make empirical research in education. During the discussion it was underlined the importance of the fact that theoretical and operational decisions in education are the expression of an evaluation based on reliable empirical data.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"6 1","pages":"215-218"},"PeriodicalIF":0.3,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75124525","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-DUGA
John P. Dugan
As educational institutions increase attention toward the preparation of future citizen leaders, the assessment of the efficacy of these interventions must increase in sophistication as well. Socially responsible leadership, and the social change model of leadership development from which it is derived, are among the most applied conceptual frameworks informing leadership education. Educational gains associated with this approach are typically assessed using the «Socially Responsible Leadership Scale» (SRLS), an instrument that has been used widely in educational research in the United States. This paper extends the psychometric understanding of the SRLS using findings from the Multi-Institutional Study of Leadership (MSL), an international research program examining developmental and educational influences on socially responsible leadership. To date, MSL has collected data in five countries at over 300 institutions of higher education with over 300,000 participants. Implications from this paper explore how the psychometric rigor of the SRLS can continue to evolve as well as considerations for the theoretical evolution of the social change model and socially responsible leadership.
{"title":"The Measurement of Socially Responsible Leadership: Considerations in Establishing Psychometric Rigor","authors":"John P. Dugan","doi":"10.7358/ECPS-2015-012-DUGA","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-DUGA","url":null,"abstract":"As educational institutions increase attention toward the preparation of future citizen leaders, the assessment of the efficacy of these interventions must increase in sophistication as well. Socially responsible leadership, and the social change model of leadership development from which it is derived, are among the most applied conceptual frameworks informing leadership education. Educational gains associated with this approach are typically assessed using the «Socially Responsible Leadership Scale» (SRLS), an instrument that has been used widely in educational research in the United States. This paper extends the psychometric understanding of the SRLS using findings from the Multi-Institutional Study of Leadership (MSL), an international research program examining developmental and educational influences on socially responsible leadership. To date, MSL has collected data in five countries at over 300 institutions of higher education with over 300,000 participants. Implications from this paper explore how the psychometric rigor of the SRLS can continue to evolve as well as considerations for the theoretical evolution of the social change model and socially responsible leadership.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"28 1","pages":"23-42"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81362137","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-DOME
V. Domenici, A. Buonauro
Cultural and Gender Studies represent by now a fundamental instrument in the analysis of audiovisual language, both for the cinematographic and the television one, as shown by the growing academic attention for serial productions. This article intends to carry out a theoretical survey on Gender Studies underlying their use in the audiovisual language. The specific subject of our survey is the TV series «Top of the Lake» (2013) signed, among others, by the New Zealand director Jane Campion. The series has turned out to be particularly interesting in terms of modification of the cultural and gender imaginary related to the woman and to the binomial male/female. The «Top of the Lake» TV series creates and offers the audience a sophisticated critique of the traditional visual codes normally associated to the gender, in order to hinder all passive identification processes to the characters represented on the screen. This case of study proves to be not only an interesting mix between authorship and mainstream language, but it’s also particularly appropriate for a gender analysis, as it shows the ability of audiovisual language to convey a problematic representation of prevailing social models. The work of Jane Campion, in harmony with the feminist theory, takes advantage of the television serial format in order to reflect, in a new revolutionary way, on the links between masculinity and femininity in the contemporary Western culture, showing how audiovisual representation can be a privileged dimension in the construction of meaning and collective consciousness.
{"title":"Il linguaggio audiovisivo, gli studi di genere e la critica dei modelli culturali occidentali: il caso della serie televisiva «Top of the Lake» (2013)","authors":"V. Domenici, A. Buonauro","doi":"10.7358/ECPS-2015-012-DOME","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-DOME","url":null,"abstract":"Cultural and Gender Studies represent by now a fundamental instrument in the analysis of audiovisual language, both for the cinematographic and the television one, as shown by the growing academic attention for serial productions. This article intends to carry out a theoretical survey on Gender Studies underlying their use in the audiovisual language. The specific subject of our survey is the TV series «Top of the Lake» (2013) signed, among others, by the New Zealand director Jane Campion. The series has turned out to be particularly interesting in terms of modification of the cultural and gender imaginary related to the woman and to the binomial male/female. The «Top of the Lake» TV series creates and offers the audience a sophisticated critique of the traditional visual codes normally associated to the gender, in order to hinder all passive identification processes to the characters represented on the screen. This case of study proves to be not only an interesting mix between authorship and mainstream language, but it’s also particularly appropriate for a gender analysis, as it shows the ability of audiovisual language to convey a problematic representation of prevailing social models. The work of Jane Campion, in harmony with the feminist theory, takes advantage of the television serial format in order to reflect, in a new revolutionary way, on the links between masculinity and femininity in the contemporary Western culture, showing how audiovisual representation can be a privileged dimension in the construction of meaning and collective consciousness.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"14 1","pages":"219-234"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86380851","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-OJAL
Victoria Ojalvo Mitrany, Laura Curiel Peón
The present article analyzes the main demands facing teachers and students at the present time in the context of higher education in Cuba. These two actors in the educational process should take up their activities with a high sense of responsibility and social commitment to the implications in the social and economic changes that are being developed in the country. Improved training of students and teachers is being investigated worldwide: currently studying University Social Responsibility (URS) are proving their worth in the achievement of such important purposes. In this sense, the Group of Social Interaction University, the Centre of Studies for the Improvement of Higher Education, University of Havana is developing research about training with URS students and professors as a contribution to achieve an ideal model of body students and professorate. This training process is designed to promote the social, ethical and emotional for the personal and social welfare.
{"title":"La formación integral del estudiante y la formación continua de los profesores en la Educación Superior cubana: el papel de la Responsabilidad Social Universitaria (RSU) en su consecución","authors":"Victoria Ojalvo Mitrany, Laura Curiel Peón","doi":"10.7358/ECPS-2015-012-OJAL","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-OJAL","url":null,"abstract":"The present article analyzes the main demands facing teachers and students at the present time in the context of higher education in Cuba. These two actors in the educational process should take up their activities with a high sense of responsibility and social commitment to the implications in the social and economic changes that are being developed in the country. Improved training of students and teachers is being investigated worldwide: currently studying University Social Responsibility (URS) are proving their worth in the achievement of such important purposes. In this sense, the Group of Social Interaction University, the Centre of Studies for the Improvement of Higher Education, University of Havana is developing research about training with URS students and professors as a contribution to achieve an ideal model of body students and professorate. This training process is designed to promote the social, ethical and emotional for the personal and social welfare.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"32 1","pages":"257-282"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84394396","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-MANG
S. Manganelli, Fabio Alivernini, L. Mallia, V. Biasi
Cognitive self-regulation refers to the mental processes that students adopt with the aim of adapting and changing their processes of cognition and that can lead to positive results in terms of learning. The purpose of the present study was to develop a short scale with sound psychometric properties in order to measure self-regulated knowledge in university students. The scale was designed on the basis of the Self-Regulated Learning theoretical framework (Pintrich, 2004) as well as the results of previous studies investigating students’ cognitive self-regulation. The «Self-Regulated Knowledge Scale - University» (SRKS-U) was made up of five subscales, each one intended to measure one of the following cognitive processes: knowledge networking, knowledge extraction, knowledge practice, knowledge critique, and knowledge monitoring. The psychometric properties of the scale were tested on a sample of 2.209 Italian university students (average age = 22.6 years; SD = 6.14; 67% female) to ascertain its reliability (internal consistency) and factorial structure (using a Confirmatory Factor Analysis). A multigroup analysis was employed to verify the measurement invariance of SRKS-U across gender. The results proved the good internal consistency of the scale, confirmed its theoretical structure, and demonstrated its configural, metric and scalar invariance across gender. Given its brevity and its good psychometric properties, the SRKS-U can be usefully employed in research programs which aim to investigate self-regulated knowledge as well as in evaluation programs as a screening instrument to provide information that can be used for developing targeted interventions in order to enhance students’ self-regulation of learning.
{"title":"The Development and Psychometric Properties of the «Self-Regulated Knowledge Scale - University» (SRKS-U)","authors":"S. Manganelli, Fabio Alivernini, L. Mallia, V. Biasi","doi":"10.7358/ECPS-2015-012-MANG","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-MANG","url":null,"abstract":"Cognitive self-regulation refers to the mental processes that students adopt with the aim of adapting and changing their processes of cognition and that can lead to positive results in terms of learning. The purpose of the present study was to develop a short scale with sound psychometric properties in order to measure self-regulated knowledge in university students. The scale was designed on the basis of the Self-Regulated Learning theoretical framework (Pintrich, 2004) as well as the results of previous studies investigating students’ cognitive self-regulation. The «Self-Regulated Knowledge Scale - University» (SRKS-U) was made up of five subscales, each one intended to measure one of the following cognitive processes: knowledge networking, knowledge extraction, knowledge practice, knowledge critique, and knowledge monitoring. The psychometric properties of the scale were tested on a sample of 2.209 Italian university students (average age = 22.6 years; SD = 6.14; 67% female) to ascertain its reliability (internal consistency) and factorial structure (using a Confirmatory Factor Analysis). A multigroup analysis was employed to verify the measurement invariance of SRKS-U across gender. The results proved the good internal consistency of the scale, confirmed its theoretical structure, and demonstrated its configural, metric and scalar invariance across gender. Given its brevity and its good psychometric properties, the SRKS-U can be usefully employed in research programs which aim to investigate self-regulated knowledge as well as in evaluation programs as a screening instrument to provide information that can be used for developing targeted interventions in order to enhance students’ self-regulation of learning.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"235-254"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87961472","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-BETT
Maurizio Betti, D. Dávila, Alejandra Martínez, I. Vannini
The article presents the structure of the evaluation design – and main results – used in the project of international cooperation between Europe and Latin America called Alfa III – TRALL (Transatlantic Lifelong Learning. Rebalancing Relations) and the experience of one project partner, the Universidad Catolica Boliviana, has been adopted as an example. The design implemented meets the need to evaluate the quality of lifelong learning courses promoted by 15 Latin American universities, partners of the project, and aims to trigger virtuous circles of progressive improvement in the efficiency and effectiveness of the training offer. This evaluation design has been defined as a «systemic model» based on analysis of the methodological framework that currently characterizes the field of educational evaluation research, connecting – from an ecological perspective – multiple indicators of the quality: input, in context, in the process, output. Furthermore, the evaluation design has been proposed, since its beginnings, participation and discussion among all partners to be as a system of quality training and transactional – where the analysis of gathered information is an opportunity to achieve collective moments of intersubjective interpretation of data – to facilitate a democratic made decision in order to improve and redesign the courses. According to the main results and the meta-evaluative reflection on the implementation of the quality system to 22 courses there are positive evidences, recognized by all partners, as some critical elements that, to improve the lifelong learning processes, will be assumed to redesign the quality system.
本文介绍了欧洲和拉丁美洲国际合作项目“阿尔法III -跨大西洋终身学习”(Alfa III - TRALL)中使用的评估设计结构和主要结果。重新平衡关系)和项目合作伙伴玻利维亚天主教大学的经验作为一个例子。实施的设计满足了评估项目合作伙伴15所拉丁美洲大学推广的终身学习课程质量的需要，旨在触发逐步提高培训效率和效果的良性循环。这种评估设计被定义为一种“系统模型”，它基于对当前教育评估研究领域的方法论框架的分析，从生态学的角度将质量的多个指标联系起来:输入、背景、过程、输出。此外，评价设计从一开始就建议所有伙伴的参与和讨论作为一个高质量培训和事务性系统- -对收集到的资料的分析是实现主体间解释数据的集体时刻的机会- -促进民主作出决定，以便改进和重新设计课程。根据对22门课程实施质量体系的主要结果和元评价反思，有积极的证据，被所有合作伙伴认可，作为改善终身学习过程的一些关键因素，将假设重新设计质量体系。
{"title":"Una ruta hacia un sistema de aseguramiento de la calidad en Educación Superior: la experiencia del proyecto TRALL","authors":"Maurizio Betti, D. Dávila, Alejandra Martínez, I. Vannini","doi":"10.7358/ECPS-2015-012-BETT","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-BETT","url":null,"abstract":"The article presents the structure of the evaluation design – and main results – used in the project of international cooperation between Europe and Latin America called Alfa III – TRALL (Transatlantic Lifelong Learning. Rebalancing Relations) and the experience of one project partner, the Universidad Catolica Boliviana, has been adopted as an example. The design implemented meets the need to evaluate the quality of lifelong learning courses promoted by 15 Latin American universities, partners of the project, and aims to trigger virtuous circles of progressive improvement in the efficiency and effectiveness of the training offer. This evaluation design has been defined as a «systemic model» based on analysis of the methodological framework that currently characterizes the field of educational evaluation research, connecting – from an ecological perspective – multiple indicators of the quality: input, in context, in the process, output. Furthermore, the evaluation design has been proposed, since its beginnings, participation and discussion among all partners to be as a system of quality training and transactional – where the analysis of gathered information is an opportunity to achieve collective moments of intersubjective interpretation of data – to facilitate a democratic made decision in order to improve and redesign the courses. According to the main results and the meta-evaluative reflection on the implementation of the quality system to 22 courses there are positive evidences, recognized by all partners, as some critical elements that, to improve the lifelong learning processes, will be assumed to redesign the quality system.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"123 1","pages":"77-115"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89424521","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}
Pub Date : 2015-12-15DOI: 10.7358/ECPS-2015-012-CAPU
A. Caputo
The paper proposes a correlational study on 18436 seventh grade students from lower secondary schools of nine Italian regions, which explores some motivational patterns affecting learning. In detail, it has two research aims: (1) to examine differences by gender and regularity of grade attendance in Math and Reading self-concept and in causal attributions to explain success or failure in learning situations; (2) to test the association between Math/Reading self-concept and causal attributions, not depending on gender and regularity of grade attendance. Data were collected by the «Student Background Questionnaire» implemented by the National Evaluation Service. With regard to the first research aim, results highlight that male students are characterized by higher Math self-concept and external, stable and uncontrollable attributions to explain success or failure; instead, female students show higher Reading self-concept and effort as causal attribution to explain their academic success. In addition, repeaters overall show lower academic self-concept and less functional attributions. With regard to the second research aim, results confirm the strong association between self-concept and attributions even controlling for gender and regularity of grade attendance. The present study contributes to the development of research on motivational patterns of learning and to the detection of potential protective or risk factors affecting school success or failure.
{"title":"Le dimensioni motivazionali dell’apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione","authors":"A. Caputo","doi":"10.7358/ECPS-2015-012-CAPU","DOIUrl":"https://doi.org/10.7358/ECPS-2015-012-CAPU","url":null,"abstract":"The paper proposes a correlational study on 18436 seventh grade students from lower secondary schools of nine Italian regions, which explores some motivational patterns affecting learning. In detail, it has two research aims: (1) to examine differences by gender and regularity of grade attendance in Math and Reading self-concept and in causal attributions to explain success or failure in learning situations; (2) to test the association between Math/Reading self-concept and causal attributions, not depending on gender and regularity of grade attendance. Data were collected by the «Student Background Questionnaire» implemented by the National Evaluation Service. With regard to the first research aim, results highlight that male students are characterized by higher Math self-concept and external, stable and uncontrollable attributions to explain success or failure; instead, female students show higher Reading self-concept and effort as causal attribution to explain their academic success. In addition, repeaters overall show lower academic self-concept and less functional attributions. With regard to the second research aim, results confirm the strong association between self-concept and attributions even controlling for gender and regularity of grade attendance. The present study contributes to the development of research on motivational patterns of learning and to the detection of potential protective or risk factors affecting school success or failure.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"143-167"},"PeriodicalIF":0.3,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91366743","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}
Pub Date : 2015-12-15DOI: 10.7358/ecps-2015-012-jime
Magdalena Jiménez-Ramírez
In the present context, the need to contribute to the development of more inclusive societies cannot do without analysis of the factors and situations in which the exclusion of fundamental rights, including education, takes place. The education system is an effective means to include social inclusion by developing the right to education. In this contribution we analyze educational exclusion – the ultimate result of «school failure» – as a dynamic, multi-dimensional, relational phenomenon occurring in a processual continuum, with different areas of risk and vulnerability. A complex network of interrelations is visibilized that requires the elaboration of «ecological» and systemic schemes of understanding. Our research examines the narratives of different members of the educational community concerning «good teaching practices» developed to encourage educational and social inclusion in compulsory secondary education (ESO) in schools of the Autonomous Community of Andalusia (Spain).
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