European Journal of Psychology of Education最新文献

Research on learning strategies and learning motivation in different educational contexts has provided valuable insights, but in this field, low-educated adults remain an understudied population. This study addresses this gap by means of a person-oriented approach and seeks to investigate whether quantitatively and qualitatively different learner profiles can be distinguished among low-educated adults in second-chance education (SCE) by relating three key components of learning: learning motivation, regulation and processing strategies. Five hundred twelve adult learners of six SCE-institutions filled in a Learning and Motivation questionnaire. Latent profile analysis showed the presence of motivational profiles differing both in quantity and quality (i.e. good- versus poor-quality and high- versus low-quantity motivational profiles) and regulatory profiles being distinct in the use of regulation strategies (i.e. self-regulated versus unregulated profiles). Mainly quantitatively different processing profiles were found among low-educated adults (i.e. active, moderate, inactive processing profiles). When integrating all three components of learning, analyses identified two more optimal motivational-learning profiles, combining good-quality motivation with a moderately active use of self-regulation and processing strategies (i.e. good-quality motivation – self-regulated – active processing profile and good-quality motivation – moderate profile) and two more suboptimal profiles in which poor-quality or low-quantity motivation was combined with the inactive use of self-regulation and processing strategies (i.e. poor-quality motivation – unregulated – inactive processing profile, low-quantity motivation – unregulated – inactive processing profile). A fifth motivational-learning profile exhibited a pattern of poor-quality motivation combined with a moderately-active use of self- regulation and processing strategies.

In this introduction, we set the stage for a collection of papers from the Co-constructing Mathematics Motivation in Primary Education–A Longitudinal Study in Six European Countries Project (MATHMot for short), an international study aiming to identify the factors that shape the development of motivation in mathematics from a comparative perspective in primary education. Students’ motivation, performance, academic emotions, and subject-related identity and agency are observed across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. MATHMot builds on the belief that one of the main goals of mathematics teaching should be children’s long-term motivation for learning the subject, which in turn supports students in striving for exemplary achievement in mathematics. This special section attempts to observe students’ mathematics motivation in early grades and how different contributions from the classroom, home or the student’s individual characteristics shed light on its development and adjacent concepts like academic emotions and math-related identity and agency.

The current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

Although previous research has demonstrated that the acquisition of mathematical skills requires support from multiple cognitive abilities, the associations between cognitive precursors in different domains and mathematics at different hierarchical levels among primary school children are not well understood. This study explores the cognitive mechanisms underlying primary school children’s mathematics learning by extending the original pathways model. A total of 409 children participated v.in the study. A battery of cognitive, symbolic number processing, and mathematics measures were performed on the participants. The cognitive pathways supported children’s symbolic number skills, which in turn provided the foundation for formal mathematics. Different hierarchical mathematics skills were supported by different cognitive constellations. A hierarchical progressive development structure was found, from cognitive precursors, through symbolic number processing, to basic math fluency and complex numerical computation, and then, to problem-solving. The study also tried to divide children into two groups, grades 1–3 and 4–5. The exploratory results showed that there were commonalities and differences in the cognitive basis of mathematics learning in the two groups. These findings further explained the cognitive mechanisms underlying mathematical development in primary school children, with possible implications for the effective teaching and practice of mathematics knowledge and early identification and intervention of learning difficulties.

Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students (M_{age t1} = 13.97; SD = 1.37, 49% girls) from Germany. Multi-group cross-lagged panel analyses confirm the Reciprocal Effects Model for the student-directed learning environment only, as reciprocal relation of academic self-concept and grades over time has been found. The extension of the Reciprocal Effects Model with goal orientations as mediators could not be confirmed for any learning environment.

Abstract

An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.

Abstract

Schools’ sex composition and gender role attitudes are often overlooked in teachers’ self-efficacy studies, while research suggests that gender role attitudes may color teachers’ perceptions of students. This study investigates the association of schools’ sex composition and teachers’ gender role attitudes with teachers’ self-efficacy in instructional strategies, classroom management and student engagement, and how this latter association might differ between schools with more boys or girls. A multilevel analysis was carried out on data of 1247 teachers in 59 schools (2012–2013). Teachers feel more efficacious in classroom management in schools with more boys, especially male teachers with traditional gender role attitudes. Male teachers with traditional gender role attitudes feel less efficacious in classroom management in mixed schools. Female teachers feel less efficacious in all dimensions when holding traditional gender role attitudes, regardless of schools’ sex composition. The results highlight the importance of addressing gender bias in teacher training in order to improve teachers’ self-efficacy across all dimensions.

In recent years, Conversational Analysis (CA) has seen an increasing interest in longitudinal studies (Deppermann & Pekarek Doehler,2021). The recurrent experience of interactional practices leads interactants to develop routines that may sediment into entrenched patterns over time (Dreyer, 2022). Longitudinal CA thus aims to track the emergence and sedimentation of interactional practices over time. In this contribution, we analyse interactional practices of participation in play-situations. Participation in joint activities is a universal form of human sociality (Goodwin & Goodwin, 2005). Here, we focus on how children perform their own agentive participant’s work and how mothers support their children in doing so. Investigating a longitudinal data set of mother-child play-interactions at ages 1 and 5, we ask whether participation patterns emerge as early as in the first year and are sedimented in the fifth year, as well as whether the synchronisation of embodied action provides crucial resources for the achievement of active participation in joint activities.

This article offers the reader a socio-cultural examination of a series of fundamental processes related to the construction and development of the professional teaching identity. By way of illustration, we analyse 39 subjective learning experiences reported by 12 novice teachers in Chile. The objective is to examine aspects of their experiences that facilitated or hindered changes in their identity positions. Our results suggest that the processes involved in the construction and development of identity are closely linked to their assessments of certain specific aspects of their experiences. These include (i) the material and social conditions found in highly demanding work environments; (ii) certain socio-cultural characteristics such as vulnerability in educational contexts; (iii) personal learning trajectories; (iv) interactions with students or your own experiences as students; and (v) a series of other characteristics that are not part of the situation as such, but that nevertheless influence it, such as educational policy.

Abstract

In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child’s age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children’s perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children’s and teachers’ awareness of motivational-affective, regulative, and environmental aspects favoring listening at school.