Learning and Instruction最新文献

Competitive and non-competitive school climate and students’ well-being 竞争性和非竞争性学校氛围与学生福祉

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-17 DOI: 10.1016/j.learninstruc.2024.102036

Márta Fülöp , Balázs András Varga , Nóra Sebestyén

Background

For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.

Objectives

The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.

Sample

Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.

Methods

Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.

Results

Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.

Conclusion

It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.

背景数十年来，竞争性的学校氛围一直被认为是导致压力和焦虑水平增加的不健康因素，而支持性和合作性的教育环境则与积极的结果相关联，如提高学生的幸福感水平和改善人际关系。方法测量学生对学校竞争氛围的感知、他们的竞争取向、心理和躯体幸福感（焦虑、感知压力、躯体健康、学校倦怠）以及他们的心理保护因素（积极性自我效能感复原力）。在感知压力和躯体健康指标方面没有发现明显差异，但自我发展竞争取向、焦虑和学校倦怠感在竞争性学校明显较高。回归分析表明，无论学校环境的竞争或非竞争氛围如何，心理保护因素，如抗逆力、自我效能感和积极性，对学生的心理和躯体健康都有很强的正面影响，而焦虑驱动的竞争回避则有中等程度的负面影响。结论：对学生幸福感有决定性影响的不是明确的和感知到的竞争/非竞争导向的教育环境，而是学生个人对竞争的取向及其心理保护的性质。

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引用次数: 0

Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students 自我评价和外部评价的比较效应：测试 2I/E 模型对学业轨道学校学生家长和教师的普适性

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-14 DOI: 10.1016/j.learninstruc.2024.102049

Marlene Wunberg , Alexandra Petrak , Jens Möller , Julian F. Lohmann , Fabian Wolff

Background

According to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers.

Aims

This study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time.

Sample

Participants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers.

Methods

We investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling.

Results

Our results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers.

Conclusions

Given the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.

背景根据 2I/E 模型，社会、维度和时间比较是决定学生学业自我概念的关键因素。本研究旨在首次考察 2I/E 模型对不同家长和教师评分的普适性。样本参与者为德国学术轨道学校的 545 名九年级学生、他们的家长、数学教师和德语教师。方法我们使用结构方程模型研究了社会、维度和时间比较对学生自我概念、家长和教师对学生自我概念的评价以及家长和教师对学生数学和德语能力的评价的共同影响。结果我们的结果有力地支持了2I/E模型对学生自我概念的假设，因为我们在两个领域都发现了较强的社会、适度的维度和较小的时间比较效应。在家长对学生自我概念和能力的评价中，我们发现了强烈的社会比较效应，以及除家长对德语能力的评价外的中度到轻度的维度比较效应。对于教师对学生自我概念和能力的评分，结果显示在两个领域中都只有较强的社会比较效应。结论鉴于家长和教师的评分缺乏时间比较效应，本研究的结果对 2I/E 模型在外部评分中的推广性提出了质疑。然而，研究结果也指出了社会和维度比较效应对家长和教师评分的有趣差异。

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引用次数: 0

Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort 测试 CONIC 模型：自觉性和兴趣在预测学习努力方面的相互作用

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-12 DOI: 10.1016/j.learninstruc.2024.102050

Laura Kehle, Detlef Urhahne

Background

This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.

Aims

This research piece examines the assumed relationships between the three core variables of the CONIC model.

Samples

The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition.

Methods

In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM.

Results

In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group.

Conclusions

Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.

背景本报告由两项研究组成，这两项研究在实验室条件下对特劳特魏因、纳根加斯特、罗伯茨和吕德克（2019年）提出的自觉性×兴趣补偿（CONIC）模型进行了更深入的研究。该模型规定了自觉性和个人兴趣对学业努力的个体效应和补偿效应。AimsThis research piece examines the assumed relationships between the three core variables of the CONIC model.SamplesThe first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control conditions.Methods在最初的建模研究中，我们调查了两种不同学习情境下的模型假设，并使用结构方程建模（SEM）对其进行了检验。在随后的实验研究中，我们操纵了学业努力的预测变量，以促进自觉学习或基于兴趣的学习。结果在建模研究中，兴趣始终是学业努力的正向显著预测因素，而自觉性至少部分地是学业努力的正向显著预测因素。没有发现兴趣和自觉性的补偿效应。在实验研究中，促进自觉学习的结果是，兴趣对学业努力有更强的预测作用。然而，促进以兴趣为基础的学习使自觉性成为学业努力的更强预测因子。此外，在促进自觉学习或基于兴趣的学习的组别中，这两种人格特质的补偿效应明显强于对照组。

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引用次数: 0

Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD 为有多动症和无多动症的成年人的数字阅读和思维游离提供元认知支架

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-11 DOI: 10.1016/j.learninstruc.2024.102051

Adi Brann, Yael Sidi

Background

Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.

Aims

This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.

Sample

The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.

Method

Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.

Results

In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.

Conclusions

Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.

背景数字阅读会加剧注意力持续性挑战，并扩大有注意力缺陷多动障碍（ADHD）和无注意力缺陷多动障碍（ADHD）的学习者之间在阅读理解和监测方面的差距。然而，数字平台的适应性使其能够系统地整合学习支架。本研究旨在探讨逐步融入元认知支架对有多动症和无多动症成人的阅读理解和监测的影响。此外，研究还深入探讨了思维游离（一种通常与持续注意力困难有关的现象）的中介作用。研究样本研究对象包括 210 名年龄在 20-50 岁之间的成年人，其中 50.05% 被诊断为多动症。在这两种条件下，他们都要阅读一篇长篇说明性数字文本，撰写摘要，评估自己的思维游离现象，然后回答理解问题，同时对自己的自信心进行评分。结果在对照组条件下，与非多动症组相比，多动症组的阅读理解能力较差，自信心也较低。然而，在支架条件下，两组的理解能力和自信心水平相当。结论在不同的阅读阶段有策略地纳入指导可以减轻过度思维游离的影响，缩小多动症和非多动症读者之间的理解差距。

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引用次数: 0

Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages 交错练习可提高罗曼语中相似时态和不同时态的语法技能学习效果

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-07 DOI: 10.1016/j.learninstruc.2024.102045

Steven C. Pan , Sergio Rodríguez Flores , Michelle E. Kaku , Wing Hei Esmee Lai

Background

Interleaved practice (or interleaving), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.

Aims

This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.

Sample

Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).

Methods

In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).

Results

Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.

Conclusions

Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.

背景交错练习（或称交错练习），即在学习或练习过程中交替使用类别或概念的策略，可以提高第二语言的语法技能。本研究调查了交错练习能提高哪些语言技能，以及这种提高在多大程度上仅限于高度相似的时态。方法在每个实验中，参与者完成每周两次的学习课程和为期一周的延迟标准测试。在封闭组，参与者每节课学习一种时态。在交错组，参与者在每次学习中交替使用两种时态。标准测试的评估内容包括：动词变位技能（所有实验）、特定使用场景下的时态识别能力（实验 1-3）以及识别以特定时态书写的句子的语言的能力（实验 4）。结论交错使用可提高多种语言技能，包括动词变位、时态识别和语言识别。这些好处并不局限于高度相似的时态。因此，这些结果对交错法的假设提出了挑战，并强调了交错法作为一种有效的语言学习方法的潜力。

{"title":"Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages","authors":"Steven C. Pan , Sergio Rodríguez Flores , Michelle E. Kaku , Wing Hei Esmee Lai","doi":"10.1016/j.learninstruc.2024.102045","DOIUrl":"10.1016/j.learninstruc.2024.102045","url":null,"abstract":"<div><h3>Background</h3><div><em>Interleaved practice</em> (or <em>interleaving</em>), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.</div></div><div><h3>Aims</h3><div>This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.</div></div><div><h3>Sample</h3><div>Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).</div></div><div><h3>Methods</h3><div>In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).</div></div><div><h3>Results</h3><div>Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.</div></div><div><h3>Conclusions</h3><div>Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102045"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Retrieval supports word learning in children with Down syndrome 检索支持唐氏综合症儿童的单词学习

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-07 DOI: 10.1016/j.learninstruc.2024.102048

Laura Boundy, Emily Croft, Kelly Burgoyne

Background

Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.

Aims

This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.

Sample

The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.

Methods

Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.

Results

Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.

Conclusions

Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.

背景在单词学习过程中检索信息可显著提高发育正常儿童和语言发育迟缓儿童的单词保持率和记忆率。本研究探讨了检索练习对唐氏综合症儿童新词学习的影响。样本样本由 11 名年龄在 8-13 岁的唐氏综合症儿童和 11 名年龄在 4-6 岁、接受词汇能力相当的发育正常儿童组成。学习效果在 5 分钟后和一周后进行评估。结果两组受试者在检索条件下对新单词的记忆准确率都明显高于复习条件下的记忆准确率，而且这种影响在一周后仍然存在。唐氏综合症儿童在检索条件下回忆起的这些单词的含义也明显多于复习条件下回忆起的这些单词的含义；而这一效果在典型发育儿童中并不明显。这些发现凸显了检索练习是针对不同人群的有效学习策略。本文还讨论了理论和实践的意义。

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引用次数: 0

Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students 九种伙伴语言，一条道路：德语双向沉浸式学习学生的少数民族语言阅读能力发展

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-06 DOI: 10.1016/j.learninstruc.2024.102047

Sandra Preusler , Steffen Zitzmann , Jürgen Baumert , Jens Möller

Background

At the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish).

Aims

This study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program.

Sample

Participants were 977 TWI students.

Methods

The study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis.

Results

The analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language.

Conclusions

Overall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.

背景在柏林国立欧洲学校（SESB），不同语言背景的学生共同学习两种教学语言：德语和九种伙伴语言之一（英语、法语、希腊语、意大利语、波兰语、葡萄牙语、俄语、西班牙语、土耳其语）：本研究调查了双向沉浸（TWI）项目中学生的少数民族语言或伙伴语言的阅读能力轨迹。结果分析表明，在所有语言组合中，学生的伙伴语言阅读能力都有显著提高。然而，即使在控制了社会经济地位和认知能力等背景变量后，不同伙伴语言之间的初始熟练程度和发展轨迹仍存在明显差异。此外，研究结果表明，学生最初的德语阅读能力对他们的伙伴语言阅读能力有积极影响。结论总的来说，这项研究证明了双语教学项目在促进双语教学项目中伙伴语言能力发展方面的有效性，特别是在多元化语言环境的独特背景下。这项研究为学生如何在多语言环境中发展阅读能力提供了宝贵的见解。

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引用次数: 0

Effects of SI-PASS on a high-risk course – A randomized controlled trial SI-PASS 对高风险课程的影响--随机对照试验

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-03 DOI: 10.1016/j.learninstruc.2024.102042

Ninon Puttaert , Dylan Dachet , Ariane Baye , Etienne Quertemont , Laurent Leduc , Anne-Sophie Nyssen , Dominique Verpoorten

Background

SI-PASS is a structured academic support program employing successful later-year students to facilitate peer-learning sessions attached to high-risk courses, specifically here statistics for psychology at ULiège. The research translates as: How much does this method improve academic performance and impact socio-affective perceptions in first-year students?

Aims

This study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition.

Sample

Participants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial.

Methods

Participants were assigned to either participate to the SI-PASS scheme or not during the first semester following a randomized controlled trial with stratified random assignment method. Then, the whole cohort enlisted for the course was analyzed to validate supplementary hypotheses.

Results

The first step of the study reveals no difference between both groups on academic performance, unless the level of attendance is considered; nor does it identify any significant impact on socio-affective variables. The second step consisted in the comparison of the experimental group and the group of students who chose not to volunteer for SI-PASS and resulted in significant improvement in academic performance in favor of SI-PASS.

Conclusions

This delivered significant results in favor of the program but only when attendance is considered, thus offering empirical evidence that a genuine experimental design is likely to mitigate the effects found in a tradition of quasi-experimental designs. These results are valuable for the SI-PASS community, where randomized trials are still scarce, and for higher education institutions seeking evidence-based assistance.

背景SI-PASS是一项结构化的学术支持计划，它聘用成绩优秀的后进生，为高风险课程（特别是ULiège的心理学统计）提供同伴学习课程。研究内容如下本研究比较了实验条件下和对照条件下一年级学生的学业成绩和社会情感变量。方法采用分层随机分配法进行随机对照试验，在第一学期将参与者分配到是否参加 SI-PASS 计划。结果研究的第一步显示，除非考虑出勤率，否则两组学生在学习成绩上没有差异；也没有发现对社会情感变量有任何显著影响。第二步是比较实验组和选择不自愿参加 SI-PASS 的学生组，结果有利于 SI-PASS 的学生的学习成绩有了显著提高。结论这项研究得出了有利于该计划的显著结果，但只有在考虑到出勤率的情况下才会如此，从而提供了经验证据，证明真正的实验设计有可能减轻传统的准实验设计所产生的影响。这些结果对于随机试验仍然稀缺的 SI-PASS 社区和寻求循证援助的高等教育机构都很有价值。

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引用次数: 0

How to teach Bayesian reasoning: An empirical study comparing four different probability training courses 如何教授贝叶斯推理：比较四种不同概率培训课程的实证研究

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-01 DOI: 10.1016/j.learninstruc.2024.102032

Nicole Steib , Theresa Büchter , Andreas Eichler , Karin Binder , Stefan Krauss , Katharina Böcherer-Linder , Markus Vogel , Sven Hilbert

Background

Bayesian reasoning is understood as the updating of hypotheses based on new evidence (e.g., the likelihood of an infection based on medical test results). As experts and students alike often struggle with Bayesian reasoning, previous research has emphasised the importance of identifying supportive strategies for instruction.

Aims

This study examines the learning of Bayesian reasoning by comparing five experimental conditions: two “level-2” training courses (double tree and unit square, each based on natural frequencies), two “level-1” training courses (natural frequencies only and a school-specific visualisation “probability tree”), and a “level-0” control group (no training course). Ultimately, the aim is to enable experts to make the right decision in high-stake situations.

Sample

N = 515 students (in law or medicine)

Method

In a pre-post-follow-up training study, participants’ judgments regarding Bayesian reasoning were investigated in five experimental conditions. Furthermore, prior mathematical achievement was used for predicting Bayesian reasoning skills with a linear mixed model.

Results

All training courses increase Bayesian reasoning, yet learning with the double tree shows best results. Interactions with prior mathematical achievement generally imply that students with higher prior mathematical achievement learn more, yet with notable differences: instruction with the unit square is better suited for high achievers than for low achievers, while the double tree training course is the only one equally suited to all levels of prior mathematical achievement.

Conclusion

The best learning of Bayesian reasoning occurs with strategies not yet commonly used in school.

背景贝叶斯推理被理解为根据新的证据更新假设（例如，根据医学测试结果更新感染的可能性）。本研究通过比较五种实验条件来考察贝叶斯推理的学习情况：两种 "2 级 "培训课程（双树和单位方阵，每种都基于自然频率）、两种 "1 级 "培训课程（仅自然频率和学校特定的可视化 "概率树"）以及 "0 级 "对照组（无培训课程）。样本N = 515 名学生（法律或医学专业）方法在一项前后跟进培训研究中，参与者在五种实验条件下对贝叶斯推理的判断进行了调查。结果所有培训课程都能提高贝叶斯推理能力，但双树学习效果最好。与先前数学成绩的交互作用一般意味着先前数学成绩较高的学生学习得更多，但也存在明显差异：单位平方教学更适合成绩好的学生，而不适合成绩差的学生，而双树训练课程是唯一一个同样适合所有先前数学成绩水平的课程。

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引用次数: 0

Context counts: Unveiling the impact of achievement level on teachers’ text assessment 情境很重要：揭示成绩水平对教师文本评价的影响

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-01 DOI: 10.1016/j.learninstruc.2024.102046

Frederike Strahl , Thorben Jansen , Jörg Kilian , Raja Reble , Rebecca Schneider , Jens Möller

Background

Teachers' assessments of student writing proficiency are essential for adaptive instruction and providing feedback. However, studies have revealed a lack of objectivity in text quality ratings of the same text in different contexts, although texts of identical quality should receive identical teacher judgments.

Aims

Our two studies – one experimental and one more ecologically valid – address whether the achievement level impacts teachers’ individual text assessments even when relevant explicit criteria are used.

Samples

In Study 1, participants were 102 student teachers from a university in Germany. In Study 2, participants were 136 student teachers and 91 experienced teachers from Germany.

Methods

In Study 1, participants were randomly assigned to two groups. Student teachers in the high-achievement level group assessed three high-quality texts and one standard text with average quality. Student teachers in the low-achievement level group assessed three low-quality texts and the same standard text with average quality. Participants in Study 2 assessed ten texts randomly drawn from a large corpus.

Results

The comparison of the standard text in Study 1 showed that student teachers in the high-level achievement group assessed it more negatively on a holistic scale and three analytic scales compared to the low-level achievement group. Multi-level data analysis in Study 2 revealed a negative influence of the quality of the achievement level on the text assessment for experienced and for student teachers.

Conclusions

We discuss how the achievement level can bias teachers’ judgments of specific student performances when concrete assessment criteria should be used.

背景教师对学生写作水平的评估对于调整教学和提供反馈至关重要。我们的两项研究--一项是实验研究，一项是生态验证研究--探讨了即使在使用相关明确标准的情况下，成绩水平是否会影响教师对个别文本的评估。方法在研究 1 中，参与者被随机分配到两组。高成就水平组的学生教师评估三篇高质量课文和一篇质量一般的标准课文。成绩较差组的学生教师则评阅三篇质量较差的课文和一篇质量一般的标准课文。结果研究 1 中对标准文本的比较显示，与低成就水平组相比，高成就水平组的学生教师在一个整体量表和三个分析量表上对标准文本的评价更负面。研究 2 中的多层次数据分析显示，对于有经验的教师和学生教师而言，成绩水平的高低对文本评价有负面影响。

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