Learning and Instruction最新文献_第10页

Children’s and mothers’ understanding of play and learning: Repertoires across five cultures 儿童和母亲对游戏和学习的理解：跨越五种文化的对话

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-10 DOI: 10.1016/j.learninstruc.2024.101981

Lucía Bugallo , Sarah Jane Mukherjee , Nora Scheuer , Teresa Cremin , Virginia Montoro , Roberta Golinkoff , Marcia Preston , Doris Pui Wah Cheng , Jill Popp

Background

Multiple tensions pervade the relationship between play and learning. Children's perceptions of this relationship are rarely analysed or placed alongside their parents' views. Literature has focused on predominant themes ignoring intra and inter-cultural variability.

Aims

We aimed to capture the different ways in which children and mothers in different cultural contexts conceive children's daily activities as instances of play and of learning.

Samples

Participants were 392 children (aged 5 and 7) and 192 mothers from Argentina, Denmark, China, England, United States.

Methods

Through a semi-structured interview, two closing questions were analysed: ‘Do you think it's possible to play and learn at the same time? Playing and learning, what's the difference between them?‘Lexicometry was applied to participants' responses. Qualitative analysis of local results was carried out to build a cross-cultural repertoire.

Results

A wide range of understandings emerged ranging from an impossibility of co-occurrence (characteristic of children) to a beneficial co-occurrence (characteristic of mothers). For many children play and learning constitute separate realms of activity and only among children is there evidence that learning is necessary to play. For all mothers, daily activities are opportunities for learning. Intra age-group heterogeneity varied across sites.

Conclusions

Learning in play was conceived by the children, but play in learning was restricted to academic learning. Hegemonic conceptions of education influenced participants' perceptions. The mothers expressed discrepancies between ‘ideal’ situations of co-occurrence between play and learning, and daily situations of not co-occurrence. A deep understanding of the synergies between these practices can unlock their mutual enrichment.

背景游戏和学习之间的关系充斥着多重紧张关系。儿童对这种关系的看法很少得到分析，也很少与父母的看法放在一起。样本参与者是来自阿根廷、丹麦、中国、英国和美国的 392 名儿童（5 岁和 7 岁）和 192 名母亲。方法通过半结构式访谈，分析了两个结束性问题："你认为游戏和学习可以同时进行吗？玩和学习，它们之间有什么区别？"对参与者的回答进行了词法分析。对当地结果进行了定性分析，以建立一个跨文化语料库。结果出现了多种理解，从不确定性的同时存在（儿童的特点）到有益的同时存在（母亲的特点）。对许多儿童来说，游戏和学习是不同的活动领域，只有在儿童中才有证据表明学习是游戏的必要条件。对所有母亲来说，日常活动都是学习的机会。结论儿童在游戏中学习，但学习中的游戏仅限于学术学习。霸权教育观念影响了参与者的看法。母亲们表达了游戏与学习共存的 "理想 "情境与不共存的日常情境之间的差异。对这些实践之间协同作用的深刻理解可以释放它们的相互丰富性。

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引用次数: 0

What teachers can do to enhance students’ well-being: Discussion 教师如何提高学生的幸福感？讨论

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-06 DOI: 10.1016/j.learninstruc.2024.101980

Bernhard Schmitz

Background

This special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being.

Method

The issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts.

Results

Findings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements.

Conclusion

This SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.

背景本特刊揭示了如何通过教学实践提高学生的幸福感，强调了幸福感在教育中的重要意义。本期特刊包括七项实证研究，每项研究都探讨了教师相关变量（如情感、成长心态）或教学相关变量（如跨文化教育、需求支持型教学）与学生幸福感之间的关系。研究采用的研究方法既包括国际学生评估项目（PISA）等大规模评估，也包括不同教育水平和背景下的详细纵向设计。也就是说，教师的具体行为和教学方法与学生的幸福感息息相关。主要方面包括跨文化教育、需求支持型教学和积极的师生关系。这些研究在方法上的优势在于它们使用了大型数据集、纵向设计和多信息数据。基于这些发现，我就可能的方法改进提出了一些建议。研究结果还可以通过提供对这一主题的多方面、多国和多信息理解，扩展我们现有的知识。文章提出了教师如何为学生的幸福提供支持的实际应用建议，并强调了将幸福融入教育话语的重要性，为今后的教学过程研究奠定了基础。

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引用次数: 0

Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided 观看讲解视频是否有助于学习后续课文？- 仅在提供提示问题时

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-04 DOI: 10.1016/j.learninstruc.2024.101988

Marie-Christin Krebs, Katharina Braschoß, Alexander Eitel

Background

Learning with explainer videos can foster learning. However, their effects on subsequent learning are still unclear. On the one hand, they might increase situational interest and scaffold subsequent learning. On the other hand, they might hinder subsequent learning by fostering an illusion of understanding. In case of the latter, the question arises of whether providing prompt-questions after an explainer video would prevent an illusion of understanding. Therefore, we investigated the effects of medium and prompt-questions on subsequent learning with text.

Sample

One hundred thirty-three teacher students and psychology students from a German university.

Methods

In an online study with a 2x2 between-subjects design, we investigated the effects of medium (video vs. video-script) in learning phase 1 and prompt-questions (yes vs. no) on subsequent learning with text.

Results

As expected, watching the video made the content seem more interesting and less difficult. Contrary to the illusion-of-understanding-assumption, this did not result in learners overestimating but rather underestimating themselves. Moreover, while prompt-questions in the video condition fostered learning, they impaired learning in the video-script condition. Exploratory mediation analyses revealed that in the prompt condition, the superiority of the video was mainly driven by the quality of the prompt-answers rather than the time learners invested in answering the prompt-questions.

Conclusions

Our findings suggest that explainer videos combined with prompt-questions can foster learning with subsequent text. However, further research is necessary to replicate the findings under more controlled conditions and to investigate the underlying processes in greater depth.

通过解说视频学习可以促进学习。然而，它们对后续学习的影响尚不明确。一方面，它们可能会提高情景兴趣，为后续学习提供支架。另一方面，它们可能会造成理解的错觉，从而阻碍后续学习。如果是后者，那么问题就来了，在讲解视频后提供提示性问题是否能防止出现理解错觉。因此，我们研究了媒介和提示问题对后续文字学习的影响。研究对象为德国一所大学的 133 名师范生和心理学学生。在一项采用 2x2 主体间设计的在线研究中，我们调查了学习阶段 1 的媒介（视频与视频脚本）和提示问题（是与否）对后续文字学习的影响。不出所料，观看视频会让内容看起来更有趣，难度也更低。与 "理解错觉 "假设相反，这并没有导致学习者高估自己，而是低估了自己。此外，在视频条件下，提示性问题促进了学习，而在视频脚本条件下，提示性问题却影响了学习。探索性中介分析表明，在提示条件下，视频的优越性主要取决于提示答案的质量，而不是学习者在回答提示问题时投入的时间。我们的研究结果表明，讲解视频与提示问题相结合可以促进学习者对后续文本的学习。然而，我们还需要进一步的研究，以便在更加可控的条件下复制这些发现，并更深入地研究其背后的过程。

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引用次数: 0

Student well-being: In search of definitions, measures, and research designs 学生福祉：寻找定义、衡量标准和研究设计

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-01 DOI: 10.1016/j.learninstruc.2024.101990

Kathryn Wentzel

Background

Little is known about the role of teachers in promoting student well-being. In part, this is due to varied definitions of well-being, imprecise measurement, and unclear theoretical models that specify social influences. To address these concerns, the authors of this special issue focus on student well-being and teacher-related antecedents.

Method

In this commentary, I evaluate the various definitions of well-being offered by each author and their implications for understanding links between well-being and contextual factors. I also examine the theoretical foundations of each paper and consider the impact of the teacher characteristics and instructional strategies on student well-being. Finally, I consider the measurement and design strategies utilized in the special issue studies and how they might lead the field forward.

Results

Different approaches to defining and measuring well-being highlight its multi-dimensional nature. A number of antecedents of well-being also are identified, ranging from autonomy-supportive teaching and teacher-student relationships to teachers’ attitudes towards cultural phenomenon and immigration. Finally, studies utilize multi-informant and multi-level assessments and longitudinal and mediational designs.

Conclusion

The authors identify teacher-related, instructional, and climate factors that contribute to students’ subjective well-being, highlighting the notion that well-being can be manifest along multiple dimensions and multiple levels of functioning. In addition, the authors examine a number of factors that contribute to student well-being, identifying important antecedents. The use of multi-informant and multi-level assessments along with longitudinal designs also strengthened this work. Overall, the papers in this SI offer clear pathways for future research in this area.

人们对教师在促进学生幸福方面的作用知之甚少。部分原因在于对幸福感的定义不一，测量不精确，以及明确社会影响因素的理论模型不清晰。为了解决这些问题，本特刊的作者们重点研究了学生的幸福感以及与教师相关的前因。在这篇评论中，我将对每位作者提出的各种幸福感定义及其对理解幸福感与环境因素之间联系的影响进行评估。我还研究了每篇论文的理论基础，并考虑了教师特点和教学策略对学生幸福感的影响。最后，我考虑了特刊研究中使用的测量和设计策略，以及这些策略如何引领该领域向前发展。界定和衡量幸福感的不同方法凸显了幸福感的多维性。此外，还确定了一些幸福感的前因，从自主支持型教学和师生关系，到教师对文化现象和移民的态度，不一而足。最后，研究采用了多信息和多层次评估以及纵向和中介设计。作者确定了有助于学生主观幸福感的教师相关因素、教学因素和氛围因素，强调了幸福感可以从多个维度和多个层面体现出来的概念。此外，作者还研究了一些影响学生幸福感的因素，确定了重要的前因。多信息和多层次评估以及纵向设计的使用也加强了这项工作。总之，本 SI 中的论文为这一领域的未来研究提供了明确的途径。

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引用次数: 0

Enhancing clinical law education through immersive virtual reality: A flow experience perspective 通过沉浸式虚拟现实加强临床法律教育：流动体验视角

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-30 DOI: 10.1016/j.learninstruc.2024.101989

Ezgi Doğan , Ferhan Şahin , Yusuf Levent Şahin , Kadriye Kobak , Muhammet Recep Okur

Background

The existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education.

Aims

This study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience.

Sample

Eighty-three law students participated in case practices.

Method

The study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA).

Results

The results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area.

Conclusions

This study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.

现有文献缺乏提供真正虚拟现实体验的实验研究，尤其是在与临床法律教育相关的流动体验方面。本研究调查了沉浸式虚拟现实（VR）对临床法律教育的影响，尤其关注流动体验。83 名法律专业学生参与了案例实践。研究采用了实验设计，包括随机后测对照组、两种不同的 VR 环境（沉浸式 VR 和桌面式 VR），以创建反映真实法律案例的真实场景，并使用单向多变量方差分析（MANOVA）检验了组间差异。结果显示，与桌面 VR 相比，沉浸式 VR 能显著增强法律专业学生的流程体验。身临其境 VR 组的参与者在集中注意力、远程呈现、时间扭曲和互动方面表现出更高的水平，这表明他们的沉浸感更强。令人惊讶的是，两组参与者在享受方面没有明显差异，这与之前在该领域的研究相矛盾。这项研究在方法上具有开创性，为法律教育领域做出了独特的贡献。它凸显了身临其境的虚拟现实技术的潜力，是加强临床法律教育和创造更有吸引力的学习体验的宝贵工具。将这些虚拟环境的使用扩展到实践和基于理论的学习方法，为法律教育领域的进一步探索提供了令人兴奋的途径。

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引用次数: 0

The effectiveness of explanatory adaptive feedback within a digital educational game to enhance fraction understanding 数字教育游戏中的解释性自适应反馈对增强分数理解的有效性

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-29 DOI: 10.1016/j.learninstruc.2024.101976

Febe Demedts , Kristian Kiili , Manuel Ninaus , Antero Lindstedt , Bert Reynvoet , Delphine Sasanguie , Fien Depaepe

Background

Digital educational games have the potential to address cognitive and non-cognitive obstacles in learning fractions by identifying possible misconceptions and providing explanatory adaptive feedback. However, empirical evidence regarding the effectiveness of adaptive feedback in digital educational games is limited.

Aims

This intervention study aims: (1) to investigate the effectiveness of explanatory adaptive feedback on cognitive and non-cognitive learning outcomes and (2) to explain variances in the effectiveness of the intervention in terms of individual differences.

Sample

Participants were 288 fourth graders (aged 10–11).

Methods

Students were randomly assigned to one of two experimental conditions (i.e., game with corrective or explanatory adaptive feedback) or the control condition. A pre-, post-, retention test was used to examine cognitive and non-cognitive learning outcomes.

Results

Concerning cognitive learning outcomes, near transfer fraction knowledge improved in both experimental conditions, but not in the control condition. Far transfer fraction knowledge improved in the corrective feedback condition at posttest and in all conditions at retention test. For non-cognitive learning outcomes, math motivation decreased in the control condition and the corrective feedback condition, whereas math anxiety decreased in the explanatory adaptive feedback condition. Math self-concept was lower in both experimental conditions compared to the control condition. Notably, students’ individual differences did not moderate the influence the acquisition of near transfer fraction knowledge.

Conclusions

In its current implementation, explanatory adaptive feedback did not improve fraction knowledge beyond what was achieved through corrective feedback alone, although it seemed to be beneficial in reducing math anxiety without decreasing math motivation.

数字教育游戏有可能通过识别可能的误解和提供解释性自适应反馈来解决分数学习中的认知和非认知障碍。然而，有关数字教育游戏中适应性反馈有效性的实证证据却很有限。本干预研究旨在：（1）调查解释性自适应反馈对认知和非认知学习结果的有效性；（2）从个体差异的角度解释干预有效性的差异。参与者为 288 名四年级学生（10-11 岁）。学生被随机分配到两种实验条件（即带有纠正性或解释性自适应反馈的游戏）或对照条件中的一种。实验采用前、后和保持测试来检验认知和非认知学习成果。在认知学习成果方面，近迁移分数知识在两种实验条件下都有所提高，但在对照条件下没有提高。远迁移分数知识在纠正反馈条件下的后测和所有条件下的保持测试中都有所提高。在非认知学习成果方面，数学学习动机在对照组和矫正反馈条件下有所下降，而数学焦虑在解释性适应反馈条件下有所下降。与对照组相比，两种实验条件下的数学自我概念都较低。值得注意的是，学生的个体差异并不影响近似分数知识迁移的获得。在目前的实施过程中，解释性自适应反馈对分数知识的提高并没有超过仅仅通过纠正性反馈所能达到的效果，尽管它似乎有利于减少数学焦虑，而不会降低数学学习动机。

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引用次数: 0

Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos 为什么叙事框架对教学视频至关重要？唤起价值的叙事框架对促进情感设计视频的持续学习至关重要

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-25 DOI: 10.1016/j.learninstruc.2024.101962

Tino Endres , Alexander Eitel , K. Ann Renninger , Charlotte Vössing , Alexander Renkl

Background & aims

Instructional videos on the internet that incorporate emotional design often employ a narrative frame. This frame is intended to enhance the value of the content to-be-learned and, in turn, promote sustained learning in longer learning sessions. We tested whether the presence of a value-evoking narrative frame (vs. expository frame) actually enhances sustained learning.

Sample & methods

We employed a 2 × 2 × 3 mixed between-subject design (N = 128) with repeated measures on three 5-min sections of video. The between-subject factors included audiovisual design (emotional vs. neutral) and frame (narrative vs. expository).

Results & conclusion

We observed a three-way interaction between audiovisual design, frame, and learning phase with respect to learning outcomes: The narrative frame was essential for improving sustained learning at the end of the video. Without the narrative frame, emotional audiovisual design hindered sustained learning. This pattern of results suggests that employing a narrative frame maintains triggered situational interest and contributes significantly to sustained learning from instructional video.

包含情感设计的互联网教学视频通常采用叙事框架。这种框架旨在提高要学习内容的价值，进而促进在较长时间的学习过程中的持续学习。我们测试了叙事框架（相对于说明性框架）是否真的能提高持续学习能力。我们采用了 2 × 2 × 3 混合被试间设计（= 128），对三段 5 分钟的视频进行重复测量。主体间因素包括视听设计（情感性与中性）和框架（叙述性与说明性）。我们观察到视听设计、框架和学习阶段三者之间对学习效果的交互作用：叙事框架对于提高视频结束时的持续学习能力至关重要。如果没有叙事框架，感性的视听设计就会阻碍持续学习。这种结果模式表明，采用叙事框架可以保持引发的情境兴趣，并大大有助于从教学视频中持续学习。

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引用次数: 0

Toward adaptive support of pre-service teachers' assessment competencies: Log data in a digital simulation reveal engagement modes 实现对职前教师评估能力的适应性支持：数字模拟中的日志数据揭示参与模式

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-25 DOI: 10.1016/j.learninstruc.2024.101979

Christian Schons , Andreas Obersteiner , Frank Fischer , Kristina Reiss

Background

Teachers need assessment competencies. That is, they need to assess students' learning outcomes accurately. Intervention studies that aimed at fostering (pre-service) teachers' assessment competencies during the assessment process show only limited effects on assessment accuracy. Adapting support measures to individual assessment processes has the potential to increase the effects. However, developing adaptive support requires a concise understanding of how assessment processes are related to individual learners’ dispositions (e.g., knowledge, interest) on the one hand and the accuracy of their assessments on the other.

Aims

We aimed to characterize the relationships between pre-service teachers’ dispositions, assessment process, and assessment accuracy to establish a basis for adaptive support during the assessment process.

Sample

We analysed 65 mathematics pre-service teachers’ assessment processes in a digital simulation of a task-based assessment situation.

Methods

Pre-service teachers' assessment processes were measured by recording their log data in a digital simulation. Patterns of process indicators were interpreted as modes of cognitive engagement. Process indicators included participants' selections of mathematical tasks and their interpretations of simulated students’ task solutions.

Results

We found pronounced individual differences in pre-service teachers' assessment processes, reflecting a passive, active, or constructive mode of engagement. Engagement modes were related to participants’ individual interest in student assessment. Moreover, engagement modes predicted differences in assessment accuracy above and beyond cognitive dispositions.

Conclusions

Log data from a digital simulation help unravel the link between teachers' dispositions and accuracy in assessment situations. The results provide a basis for developing adaptive support for pre-service mathematics teachers’ assessment competencies.

教师需要具备评估能力。也就是说，他们需要准确地评估学生的学习成果。旨在培养（职前）教师在评估过程中的评估能力的干预研究表明，对评估准确性的影响有限。根据个人的评估过程调整辅助措施有可能提高效果。然而，要开发适应性支持措施，就必须清楚地了解评估过程与学习者个人倾向（如知识、兴趣）及其评估准确性之间的关系。我们旨在分析职前教师的倾向、评估过程和评估准确性之间的关系，为评估过程中的适应性支持奠定基础。我们分析了 65 名数学职前教师在数字模拟任务型评估情境中的评估过程。职前教师的评估过程是通过记录他们在数字模拟中的日志数据来测量的。过程指标的模式被解释为认知参与的模式。过程指标包括参与者对数学任务的选择以及他们对模拟学生任务解决方案的解释。我们发现，职前教师的评估过程存在明显的个体差异，反映了被动、主动或建设性的参与模式。参与模式与参与者对学生评价的个人兴趣有关。此外，在认知倾向之外，参与模式还能预测评估准确性的差异。来自数字模拟的日志数据有助于揭示教师在评估情境中的处置与准确性之间的联系。这些结果为开发针对职前数学教师评估能力的适应性支持提供了依据。

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引用次数: 0

Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective 需求支持有助于在不同的文化、经济和政治背景下实现幸福：自我决定理论视角

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-23 DOI: 10.1016/j.learninstruc.2024.101978

Ronnel B. King , Joseph Y. Haw , Yi Wang

Background

Self-determination theory (SDT) posits that teachers who engage in need-supportive teaching through satisfying students’ basic needs for autonomy, competence, and relatedness facilitate optimal well-being. However, there are debates about the purported applicability and relevance of need-supportive teaching across cultural, economic, and political contexts.

Aims

This study examined whether need-supportive teaching was associated with students’ subjective, eudaimonic, and cognitive well-being. These relationships were tested across different macro-contexts, including cultural, economic, and political systems.

Sample

We drew on data from 535,512 students across 70 countries. These students came from diverse cultural groups (Western Europe, Eastern-Central Europe, Eastern Europe, Latin America, English-speaking, Confucian, Southeast Asia, and Africa and the Middle East), economic systems (high, upper-middle, and lower-middle-income), and political climates (full democracies, flawed democracies, hybrid, and authoritarian regimes).

Methods

Confirmatory factor analyses, structural equation modelling, and multi-group invariance tests were conducted.

Results

By and large, need-supportive teaching was associated with better well-being across cultural, economic, and political contexts. However, the magnitude of associations was somewhat different across macro-contexts. Minor deviations from the general pattern were also found in a few cultural groups.

Conclusions

Across the globe, students who perceived their teachers to engage in need-supportive teaching were also more likely to experience better well-being. The results supported the universalist perspective, which recognizes the existence of broad universal patterns alongside contextual differences.

自我决定理论（SDT）认为，教师通过满足学生对自主性、能力和相关性的基本需求，开展支持需求的教学，有助于学生获得最佳的幸福感。然而，在不同的文化、经济和政治背景下，人们对所谓的需求支持型教学的适用性和相关性存在争议。本研究探讨了需求支持型教学是否与学生的主观幸福感、幸福感和认知幸福感相关。这些关系在不同的宏观背景下进行了测试，包括文化、经济和政治体系。我们利用了来自 70 个国家 535,512 名学生的数据。这些学生来自不同的文化群体（西欧、东中欧、东欧、拉丁美洲、英语国家、儒家国家、东南亚、非洲和中东）、经济体系（高收入、中高收入和中低收入）和政治气候（完全民主、有缺陷民主、混合民主和专制政权）。我们进行了确认性因子分析、结构方程建模和多组不变量检验。总的来说，在不同的文化、经济和政治背景下，支持需求的教学与更好的幸福感相关。然而，在不同的宏观背景下，相关性的程度有所不同。在少数文化群体中，也发现了与一般模式的微小偏差。在全球范围内，那些认为自己的教师从事支持性教学的学生也更有可能获得更好的幸福感。研究结果支持普遍主义观点，即承认存在广泛的普遍模式和背景差异。

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引用次数: 0

How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance 我写得怎么样？行为参与是个人反馈对写作成绩影响的中介

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-22 DOI: 10.1016/j.learninstruc.2024.101977

Johanna Fleckenstein , Thorben Jansen , Jennifer Meyer , Ruth Trüb , Emily E. Raubach , Stefan D. Keller

Background

Successful feedback should provide learning goals, evaluate current performance and indicate improvement strategies. Furthermore, feedback can only positively affect student performance if students actively engage with it. Thus, it is necessary to consider the feedback reception process in addition to the feedback information itself.

Aims

This study compares the effects of different types of feedback information on the writing performance of lower secondary students of English as a foreign language (EFL) in a digital learning environment. Behavioral engagement was considered as a mediator of the feedback effect.

Sample

Participants were N = 338 eighth- and ninth-grade EFL students (54.7% female) enrolled in lower-secondary education within the Swiss school system.

Methods

We conducted a web-based randomized-controlled experiment, in which students were randomly assigned to four conditions receiving varying amounts of rubric-based feedback information. We used log data (time on feedback page) as a proxy for their behavioral engagement with the feedback.

Results

Even though writing performance improved substantially across conditions, there were no differential effects of the type of feedback information on performance. However, EFL learners who received individual performance information spent more time with the feedback, especially those with low prior achievement. Mediation analysis showed that the effectiveness of the feedback was mediated by the time spent on the feedback as an indicator of students' behavioral engagement.

Conclusions

Advantages for individual performance feedback over more general information were observed as a function of time spent with the feedback. This finding implies that engagement should be considered in feedback research.

背景成功的反馈应该提供学习目标、评估当前成绩并指出改进策略。此外，只有当学生积极参与反馈时，反馈才能对学生的成绩产生积极影响。本研究比较了不同类型的反馈信息在数字化学习环境中对初中英语作为外语（EFL）学生写作成绩的影响。方法我们进行了一项基于网络的随机对照实验，将学生随机分配到四个条件下，接受不同数量的基于评分标准的反馈信息。我们使用日志数据（在反馈页面上停留的时间）作为学生参与反馈行为的代表。结果尽管不同条件下的写作成绩都有大幅提高，但反馈信息的类型对成绩并无不同影响。然而，获得个人成绩信息的 EFL 学习者花在反馈上的时间更多，尤其是那些先前成绩较低的学习者。中介分析表明，作为学生行为参与度的指标，反馈所花费的时间对反馈的有效性有中介作用。这一发现意味着在反馈研究中应考虑参与度。

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引用次数: 0