Learning and Instruction最新文献_第4页

Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study 中国儿童阅读发展三个阶段中文本阅读流畅性与阅读理解之间的动态关系：一项纵向交叉滞后研究

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-20 DOI: 10.1016/j.learninstruc.2024.102020

Ying Zhao , Xinchun Wu , Peng Sun , Hongjun Chen , Haolan Wang

Background

The impact of text reading fluency on reading comprehension has been extensively studied. However, a consensus on the direction of their relationship is lacking, which may be compounded by the nature of this relationship that continues to evolve during the course of reading development.

Aims

This study aimed to examine the relationship between text reading fluency and reading comprehension, focusing on whether the pattern of this relationship varies across different reading development stages.

Sample

A total of 416 elementary school students in China were selected as participants.

Methods

Assessments were conducted twice at a 6-month interval for children studying in grades 2, 4, and 6. The cross-lagged panel model was constructed to explore the dynamic relationship between text reading fluency and reading comprehension. Non-verbal intelligence, decoding, vocabulary knowledge, word-reading fluency, and the auto-regressive effects of text reading fluency and reading comprehension were strictly controlled.

Results

The results showed that for children in grade 2, the longitudinal effects between text reading fluency and reading comprehension were not significant. In 4th-grade children, text reading fluency in the first semester was found to be a significant positive predictor of reading comprehension in the next semester, whereas for children in grade 6, reading comprehension in the first semester significantly predicted text reading fluency in the next semester.

Conclusions

The results suggested that the nature of the relationship between text reading fluency and reading comprehension is dynamic and complex, varying as a function of grade or the reading development stage.

背景文本阅读流畅性对阅读理解能力的影响已被广泛研究。本研究旨在探讨文本阅读流利性与阅读理解力之间的关系，重点关注这一关系的模式在不同阅读发展阶段是否存在差异。研究方法：对二、四、六年级学生进行两次评估，每次评估间隔6个月。建立交叉滞后面板模型，探讨文本阅读流利性与阅读理解能力之间的动态关系。严格控制了非语言智能、解码、词汇知识、单词阅读流利度以及文本阅读流利度和阅读理解的自回归效应。结果结果表明，对于二年级的儿童，文本阅读流利度和阅读理解之间的纵向效应并不显著。在四年级儿童中，发现第一学期的文本阅读流利度对下学期的阅读理解能力有显著的正向预测作用，而对于六年级儿童，第一学期的阅读理解能力对下学期的文本阅读流利度有显著的预测作用。

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引用次数: 0

Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder 有发育语言障碍和无发育语言障碍儿童六年级几何和分数技能的语言前兆

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-19 DOI: 10.1016/j.learninstruc.2024.102019

Tijs Kleemans , Constance Vissers , Eliane Segers

Background

Previous research has shown that foundational linguistic skills (i.e., phonological awareness and grammatical ability) indirectly (through arithmetic skills) predict growth from fifth-to sixth-grade geometric and fraction skills.

Aims

Our study aimed to investigate the linguistic precursors of sixth-grade geometric and fraction skills in children with and without DLD, while examining potential (cognitive) strengths within the DLD group that may partly compensate for learning geometry and fractions, at both the group and individual level.

Sample

Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.

Methods

Classroom and individual measures were administered in both grade 4 and grade 6.

Results

At the group level, results showed children with DLD to score below their peers on arithmetic, geometric, and fraction skills. Furthermore, indirect effects of phonological awareness and naming speed, via arithmetic skills, on geometric and fraction skills were found to be equally strong for both groups. In addition, similar strengths for both groups were found for nonverbal intelligence, academic vocabulary, and verbal reasoning in directly predicting the scores in geometric and fraction skills. Finally, at the individual level, a strength in verbal reasoning was found to partly compensate the delays in mathematics in children with DLD.

Conclusions

The educational needs of children with and without DLD in mathematics learning might be more quantitative in nature than that they are qualitative. In addition, identifying individual strengths should be integrated into standardized test batteries and treatment approaches.

以往的研究表明，基础语言技能（即语音意识和语法能力）间接地（通过算术技能）预示着五至六年级几何和分数技能的增长。

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引用次数: 0

Math and German motivation transistions in early adolescence 青少年早期的数学和德语学习动机转变

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-19 DOI: 10.1016/j.learninstruc.2024.102024

Wendy Symes , Rebecca Lazarides

Background

Some students are more motivated that others in one or multiple academic domains, and more motivated in one domain than another. These inner hierarchies of motivational beliefs are important because they can influence students’ achievement and study or career choices. However, little is known about the heterogeneity in inner hierarchies of motivational beliefs during early secondary school, when motivation typically declines.

Aims

The aims of this study were to (1) identify profiles of self-concept and intrinsic value in mathematics and German during the first two years of secondary school, (2) explore stability and change in these profiles, and (3) explore how profile membership relates to student competence and gender, and perceived teacher behaviour.

Sample

Participants were 721 secondary school students from Germany.

Methods

Students completed measures of self-concept, intrinsic value, and competence in grades 5 and 6, and measures of perceived teacher behaviour in grade 5. Data were analysed using latent transition analysis.

Results

Five profiles characterised by inter- and intraindividual differences in self-concept and intrinsic value were identified. Membership in these profiles was relatively stable. Inner hierarchies of self-concept and value were related to competence, with students demonstrating higher competence in domains they were more motivated in. Gender and perceived teacher behaviour were related to profile membership, but not profile transitions.

Conclusions

When supporting the motivational development of students during the first two years of secondary school, teachers may need to adopt a holistic approach that recognises the heterogeneity in students’ inner hierarchies of motivational beliefs.

背景有些学生在一个或多个学习领域比其他学生更有动力，在一个领域比另一个领域更有动力。这些动机信念的内在层次非常重要，因为它们会影响学生的成绩和学习或职业选择。本研究的目的是：(1) 确定中学头两年数学和德语学习中自我概念和内在价值的概况；(2) 探讨这些概况的稳定性和变化；(3) 探讨概况成员资格与学生能力、性别和感知到的教师行为之间的关系。方法学生在五、六年级完成自我概念、内在价值和能力的测量，并在五年级完成感知教师行为的测量。结果确定了自我概念和内在价值方面存在个体间和个体内差异的五个特征。这些特征的成员相对稳定。自我概念和价值的内在层次与能力有关，学生在他们更有动力的领域表现出更高的能力。结论：在支持中学头两年学生的动机发展时，教师可能需要采取一种全面的方法，承认学生内在动机信念层次的差异性。

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引用次数: 0

Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom 小团体是池塘吗？大鱼小池效应以及小团体和教室的相对意义

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-18 DOI: 10.1016/j.learninstruc.2024.101997

Tanja Auer , Marion Reindl , Burkhard Gniewosz

Background

Academic self-concept (ASC) is a key predictor of learning behaviors and educational outcomes. In adolescence, the evaluation of academic abilities is mainly shaped by the social environment and comparisons with various reference groups. The effect of making social comparisons with the academic achievement of a reference group is known as the big-fish-little-pond effect (BFLPE).

Aims

Based on social comparison theory and the local dominance effect (LDE), the present study aimed to investigate a pivotal adolescent reference group beside the classroom: the clique. We investigated to what extent students’ social comparison with the mathematics achievement of clique members was related to the ASC of individual students more than general classroom comparisons.

Sample

The sample comprised 743 German secondary students in sixth and eighth grade (93 cliques in 40 classrooms).

Methods

We estimated a three-level structural equation model using data from a two-wave longitudinal study in one school year. The change in students’ ASC was determined using latent change modeling.

Results

The average academic achievement of the clique negatively predicted ASC development. Classroom academic achievement had no effect.

Conclusions

The results underline the importance of informal peer groups like cliques as important reference groups for social comparisons and ASC development during adolescence.

背景学业自我概念（ASC）是预测学习行为和教育成果的关键因素。在青少年时期，对学习能力的评价主要受社会环境和与不同参照群体比较的影响。本研究以社会比较理论和局部优势效应（LDE）为基础，旨在调查班级中一个重要的青少年参照群体：小团体。我们研究了学生对小团体成员数学成绩的社会比较在多大程度上比一般的课堂比较更能影响学生个体的 ASC。方法我们利用一学年两波纵向研究的数据估算了一个三级结构方程模型。结果小团体的平均学业成绩对 ASC 的发展有负面影响。结论研究结果表明，像小团体这样的非正式同伴群体是青春期社会比较和ASC发展的重要参照群体。

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引用次数: 0

Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play 以游戏的姿态发展职前教师的认识认知：通过游戏解决认识变化中的认知、情感和身份复杂性问题

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-14 DOI: 10.1016/j.learninstruc.2024.102008

Christian Sebastián, Martín Vergara , María Rosa Lissi, Catalina Henríquez Pino, Maximiliano Silva, María Asunción Pérez-Cotapos

Background

Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers.

Aims

In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change.

Participants

Twenty-five female student teachers in their second, third, or fourth year of study participated in the study.

Methods

Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences.

Results

The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge.

Conclusions

We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.

背景认识认知发展较好的教师教得更好，并能促进学生更多更好地学习。研究表明，教师培训对学生教师的认识认知发展影响甚微。认识认知干预的困难之一在于，除了概念层面，认识变化还意味着身份挑战和情绪困扰。这两者都需要在游戏的环境中加以处理。我们设计并实施了一门大学课程，作为社会建构主义的游戏式培训体验。在之前的一项研究中，我们通过成长曲线分析表明，这门课程促进了学生教师的认识认知发展。在这项研究中，我们分析了课程参与者的经历，以描述生活中的变化过程，并提出了理解基于游戏的课程与认识变化之间关系的方法。结果通过分析，我们认识到学生对课程的态度、他们在课堂上的角色以及对概念的理解都发生了变化，我们将这些变化分为四个阶段，从最初的困惑和抵触，到积极主动地整合知识。

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引用次数: 0

Student interaction with ChatGPT can promote complex critical thinking skills 学生与 ChatGPT 的互动可促进复杂的批判性思维能力

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-12 DOI: 10.1016/j.learninstruc.2024.102011

Rossella Suriano , Alessio Plebe , Alessandro Acciai , Rosa Angela Fabio

Background

The widespread adoption of AI-based chatbots has revolutionized the interaction between individuals and machines, providing personalized and immediate responses. Within the educational sector, students increasingly rely on ChatGPT to address academic challenges, but the consequences of this interaction on critical thinking abilities are not well understood. This study aims to explore the relationship between factors such as attitudes and trust towards AI, engagement, knowledge, and the ability to solve complex critical thinking in a sample of Italian students.

Methods

Two hundred and thirteen students completed self-report questionnaires and performance measures on the Critical Reasoning Assessment.

Results

The results highlighted significant relationships among the variables considered, emphasizing a direct impact of attitude and trust on knowledge and engagement with AI. Furthermore, engagement proved to have a particularly significant impact on critical thinking performance compared to knowledge.

Conclusions

These findings are relevant in the educational context, suggesting that interaction with AI-based chatbots can be a valuable resource for the development of students' critical thinking skills. However, it is emphasized the importance of adopting an educational approach that fosters active engagement and in-depth understanding to promote the critical analysis of information provided by AI-based chatbots.

背景基于人工智能的聊天机器人的广泛应用彻底改变了个人与机器之间的互动，为人们提供了个性化的即时回复。在教育领域，学生们越来越多地依赖聊天机器人来解决学术难题，但这种互动对批判性思维能力的影响却不甚了解。本研究旨在以意大利学生为样本，探讨对人工智能的态度和信任、参与度、知识和解决复杂批判性思维能力等因素之间的关系。结果研究结果表明，所考虑的变量之间存在显著关系，强调了态度和信任对人工智能知识和参与度的直接影响。此外，与知识相比，参与对批判性思维成绩的影响尤为显著。结论这些研究结果与教育相关，表明与基于人工智能的聊天机器人的互动可以成为培养学生批判性思维能力的宝贵资源。不过，需要强调的是，必须采用一种促进积极参与和深入理解的教育方法，以促进对人工智能聊天机器人提供的信息进行批判性分析。

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引用次数: 0

Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades 文学干预对小学高年级小组讨论互动质量的影响

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-09 DOI: 10.1016/j.learninstruc.2024.101996

Luciano Gasser , David Preisig , Anna Frei , Yvonne Dammert , Sara Egger , P. Karen Murphy

Background

Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.

Aims

The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.

Sample

The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.

Method

The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).

Results

Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.

Conclusions

The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.

背景文学讨论是儿童和青少年发展社交、语言和认知能力的一个很有前景的互动环境。本研究采用批判分析法（Gasser 等人，2022 年；Murphy 等人，2009 年）进行为期一年的干预、样本样本包括来自四年级和五年级教室的 51 名教师和 159 个小组。方法研究基于分组随机对照组设计，有三个测量场合，考虑到数据的多层次结构（L1：测量场合，L2：小组，L3：教师）。结果多层次成长曲线分析表明，干预组在小组讨论中的社会情感和教学互动质量都发生了积极变化，而对照组则没有。

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引用次数: 0

Attentional mediators of the effect of interest on comprehension 兴趣对理解力影响的注意调节因素

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-09 DOI: 10.1016/j.learninstruc.2024.102010

Christian Gericke , Alexander Soemer , Ulrich Schiefele

Background

While text reading is still a preferred form of learning, topic interest can be considered an important predictor of reading comprehension. However, the nature of the relationship between interest and comprehension is not yet fully understood.

Aims

The present study investigates whether topic interest is related to comprehension when measured in advance and whether two indicators of attention (i.e., mind wandering and cognitive coupling) mediate this relation.

Sample

Participants were 238 university students.

Methods

Participants rated their interest in three different topics. One week later, they read one text on each of these topics. The texts’ levels of difficulty were manipulated to change during reading. Measured variables during reading were the individual adaptation of the reading speed to the text difficulty (cognitive coupling) and the frequency of mind wandering. In addition, comprehension was measured after reading each text.

Results

Preliminary assessed topic interest was found to be indirectly but not directly associated with reading comprehension. Specifically, topic interest negatively predicted mind wandering during reading, while mind wandering was, in turn, negatively associated with reading comprehension. In addition, partial evidence was found for the mediating role of cognitive coupling.

Conclusions

The present study adds to the research by showing that topic interest can predict future mind wandering and one type of cognitive coupling. Because mind wandering was, in turn, negatively related to reading comprehension, the study's findings further suggest that topic interest should be encouraged to minimize harmful mind wandering, promote adaption to text properties, and thus improve comprehension.

背景虽然文本阅读仍是一种首选的学习形式，但话题兴趣可被视为阅读理解的重要预测因素。本研究探讨了在提前测量的情况下，话题兴趣是否与理解力相关，以及注意力的两个指标（即思维游离和认知耦合）是否会调节这种关系。一周后，他们分别阅读了一篇关于这些主题的文章。在阅读过程中，文本的难度会发生变化。阅读过程中的测量变量包括阅读速度对文本难度的个体适应性（认知耦合）和思维游离的频率。结果初步评估发现，主题兴趣与阅读理解有间接关系，但没有直接关系。具体来说，话题兴趣对阅读过程中的思维游离有负面影响，而思维游离反过来又与阅读理解能力有负面影响。结论本研究表明，话题兴趣可以预测未来的思维游离和一种认知耦合，从而为本研究增添了新的内容。由于思维游离反过来与阅读理解呈负相关，本研究的结果进一步表明，应鼓励对话题感兴趣，以尽量减少有害的思维游离，促进对文本特性的适应，从而提高阅读理解能力。

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引用次数: 0

Limited sex differences in spatial language in parent-child dyads 亲子关系中空间语言的性别差异有限

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-07 DOI: 10.1016/j.learninstruc.2024.102006

Emily K. Farran , Elian Fink , Claire Hughes , Katie A. Gilligan-Lee

Background

There is a complex pattern of sex differences in spatial abilities, yet there is limited knowledge of sex differences in children's exposure to, and children's use of, spatial language. The aim of this study was to directly compare mother-child and father-child interactions to investigate differences by child and parent sex in spatial language.

Methods

The first 3-min of mother-child and father-child DUPLO® play sessions were coded for spatial language when the child was 24 months (N = 187 families; 105:82 boys:girls) and two years later at 48 months (N = 115 families; 66:49 boys:girls).

Results

There were no sex differences in children's or parents' spatial language use at 24 months or 48 months. Regardless of socioeconomic status or parent talkativeness, parents showed more variety of spatial language (quality) with their daughters than their sons, but a similar quantity of spatial language with their daughters and sons. Associational analyses revealed a concurrent association between parent and child spatial language use at 48 months, but parent spatial language at 24 months did not predict child spatial language 2 years later. No direct sex effects were observed for cross-sectional or longitudinal associational analyses.

Conclusions

Higher spatial language quality with daughters could reflect a higher (perceived) need to provide conceptual support to daughters than sons. Beyond this, we found limited evidence of sex effects. Our findings represent an important contribution, demonstrating comparable levels of exposure to spatial language to sons and daughters, and comparable elicitation of spatial language from young boys and girls.

背景空间能力的性别差异存在复杂的模式，但人们对儿童接触和使用空间语言的性别差异了解有限。本研究旨在直接比较母子和父子之间的互动，以调查儿童和父母在空间语言方面的性别差异。方法在儿童 24 个月大时（N = 187 个家庭；105:82 男孩:82 女孩）和两年后 48 个月大时（N = 115 个家庭；66:49 男孩:49 女孩），对母子和父子 DUPLO® 游戏的前 3 分钟进行空间语言编码。无论社会经济地位或父母是否健谈，父母对女儿使用的空间语言种类（质量）多于儿子，但对女儿和儿子使用的空间语言数量相似。关联分析表明，48 个月时父母和孩子使用空间语言之间存在并发关联，但 24 个月时父母的空间语言并不能预测 2 年后孩子的空间语言。结论与儿子相比，女儿的空间语言质量更高，这可能反映了为女儿提供概念支持的（感知）需求更高。除此之外，我们还发现了有限的性别效应证据。我们的研究结果表明，儿子和女儿接触空间语言的水平相当，从男孩和女孩那里获得的空间语言也相当，这是我们的一项重要贡献。

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引用次数: 0

Perceptions and reflections about a non-digital game-based learning activity for economic theory 对基于非数字游戏的经济理论学习活动的看法和思考

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-04 DOI: 10.1016/j.learninstruc.2024.102007

Niris Cortés , José Bakit , Valeria Burgos-Fuster , Angelo Araya-Piñones , Enzo Bonilla , Paulina Veas-García , Mario Jorquera , Mónica Castillo-Rosales

Background

The mastery of economic theory in societies immersed in a globalised world requires the formation of reflective and socially engaged students prepared to guide today's economies. Game-based learning is a useful tool for learning economic theory due to the instruction of knowledge and skills training in an environment that simulates real-world situations.

Aims

This study established university students' perceptions of and reflections on non-digital learning activities based on long-term market games in the classroom.

Sample

Participants were 192 undergraduate students.

Methods

The Mercadito is a competitive classroom market game that invited students (household role) to lease their economic factors of production and, with their payment, consume the goods and services offered by other students (company role). A qualitative study was conducted (n = 27). Data were collected through focus groups and in-depth semi-structured interviews. The information was transcribed, coded, and analysed by the saturation of information principle.

Results

The students highlighted Mercadito as a dynamic and didactic learning activity that reflected the reality of the economy. Other reflections highlighted that (a) indebtedness allows access to consumption, while payment strategies are sought, (b) inequality is not only an economic issue, and (c) competition in the market must be ensured so that benefits are received by both households and companies.

Conclusions

Students perceived behaviours such as solidarity, honesty, and collaboration, and other opposites such as collusion, cheating, and unbridled ambition. Mercadito also showed potential as a laboratory for predicting socio-economic behaviours both in local economies and in countries with different economic systems.

背景在全球化社会中掌握经济理论，需要培养善于反思和参与社会活动的学生，为指导当今经济做好准备。方法 "Mercadito "是一种课堂市场竞争游戏，邀请学生（家庭角色）出租自己的经济生产要素，并用自己的报酬消费其他学生（公司角色）提供的商品和服务。我们开展了一项定性研究（n = 27）。通过焦点小组和深入的半结构化访谈收集数据。结果学生们强调，Mercadito 是一个反映经济现实的动态教学活动。其他反思强调：(a) 负债允许获得消费，同时寻求支付策略；(b) 不平等不仅是一个经济问题；(c) 必须确保市场竞争，以便家庭和公司都能从中获益。Mercadito还显示出作为一个实验室的潜力，可用于预测地方经济和不同经济体制国家的社会经济行为。

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引用次数: 0