Learning and Instruction最新文献_第4页

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。

{"title":"Effects of SI-PASS on a high-risk course – A randomized controlled trial","authors":"Ninon Puttaert , Dylan Dachet , Ariane Baye , Etienne Quertemont , Laurent Leduc , Anne-Sophie Nyssen , Dominique Verpoorten","doi":"10.1016/j.learninstruc.2024.102042","DOIUrl":"10.1016/j.learninstruc.2024.102042","url":null,"abstract":"<div><h3>Background</h3><div>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?</div></div><div><h3>Aims</h3><div>This study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition.</div></div><div><h3>Sample</h3><div>Participants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102042"},"PeriodicalIF":4.7,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572550","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

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。

{"title":"How to teach Bayesian reasoning: An empirical study comparing four different probability training courses","authors":"Nicole Steib , Theresa Büchter , Andreas Eichler , Karin Binder , Stefan Krauss , Katharina Böcherer-Linder , Markus Vogel , Sven Hilbert","doi":"10.1016/j.learninstruc.2024.102032","DOIUrl":"10.1016/j.learninstruc.2024.102032","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div><em>N</em> = 515 students (in law or medicine)</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The best learning of Bayesian reasoning occurs with strategies not yet commonly used in school.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102032"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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。

{"title":"Context counts: Unveiling the impact of achievement level on teachers’ text assessment","authors":"Frederike Strahl , Thorben Jansen , Jörg Kilian , Raja Reble , Rebecca Schneider , Jens Möller","doi":"10.1016/j.learninstruc.2024.102046","DOIUrl":"10.1016/j.learninstruc.2024.102046","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Samples</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>We discuss how the achievement level can bias teachers’ judgments of specific student performances when concrete assessment criteria should be used.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102046"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding teacher judgments of student motivation: The role of (un-)available cues 了解教师对学生学习动机的判断：无法获得的线索的作用

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-30 DOI: 10.1016/j.learninstruc.2024.102029

Jan Beck , Stephan Dutke , Till Utesch

Background

Accurately judging student motivation enables individualized and student-centered instruction. However, teachers in school tend to judge student motivation inaccurately. Low availability of motivation-related cues, like mastery-approach goals and work-avoidance goals, may explain neglecting these cues in judging motivation. Instead, gender and academic achievement might be overly utilized because they are easily available.

Aim

To test teachers’ utilization of highly and equally available cues when judging student motivation.

Methods

In the first vignette experiment, pre-service and in-service teachers (N = 205) judged eight fictitious students’ motivation sequentially. Teachers received either achievement goal cues (EG1) or additionally gender and academic achievement cues (EG2), creating an information-adequate environment. In Experiment 2, newly recruited pre-service and in-service teachers (N = 213) evaluated the same vignettes in the same groups, but vignettes were presented simultaneously, and cues had to be memorized, resulting in an information-rich environment. Teachers then formed judgments based solely on their memory without further access to the vignettes.

Results

When teachers judged student motivation sequentially, they strongly used mastery-approach goals and work-avoidance goals—regardless of whether other cues were available. In memory-based judgments, teachers primarily used gender and academic achievement.

Conclusions

Results demonstrate that in information-rich environments where cues have to be memorized, teachers tend to overlook motivation-relevant cues. Instead, they focus more on cues that do not inherently indicate motivation. These findings suggest that teachers could benefit from assessment environments, like formative assessment, that allow for the direct processing of available cues to better judge student motivation.

背景准确判断学生的学习动机有助于开展因材施教和以学生为中心的教学。然而，学校中的教师往往会错误地判断学生的学习动机。与学习动机相关的线索，如掌握目标和工作回避目标的可用性较低，这可能是在判断学习动机时忽视这些线索的原因。方法在第一个小实验中，职前和在职教师（N = 205）按顺序对八个虚构学生的学习动机进行判断。教师们要么收到成就目标线索（EG1），要么收到额外的性别和学业成绩线索（EG2），从而创造了一个信息充分的环境。在实验 2 中，新招聘的职前和在职教师（N = 213）在相同的小组中对相同的小故事进行了评价，但小故事是同时呈现的，而且必须记住提示信息，从而创造了一个信息丰富的环境。结果当教师按顺序对学生的学习动机进行判断时，无论是否有其他线索，他们都强烈地使用了掌握目标和避免工作目标。结论结果表明，在信息丰富、需要记忆线索的环境中，教师往往会忽视与动机相关的线索。相反，他们更关注那些本质上并不表示动机的线索。这些研究结果表明，教师可以从形成性评价等评价环境中获益，这些评价环境允许教师直接处理可用线索，从而更好地判断学生的学习动机。

{"title":"Understanding teacher judgments of student motivation: The role of (un-)available cues","authors":"Jan Beck , Stephan Dutke , Till Utesch","doi":"10.1016/j.learninstruc.2024.102029","DOIUrl":"10.1016/j.learninstruc.2024.102029","url":null,"abstract":"<div><h3>Background</h3><div>Accurately judging student motivation enables individualized and student-centered instruction. However, teachers in school tend to judge student motivation inaccurately. Low availability of motivation-related cues, like mastery-approach goals and work-avoidance goals, may explain neglecting these cues in judging motivation. Instead, gender and academic achievement might be overly utilized because they are easily available.</div></div><div><h3>Aim</h3><div>To test teachers’ utilization of highly and equally available cues when judging student motivation.</div></div><div><h3>Methods</h3><div>In the first vignette experiment, pre-service and in-service teachers (<em>N</em> = 205) judged eight fictitious students’ motivation sequentially. Teachers received either achievement goal cues (EG1) or additionally gender and academic achievement cues (EG2), creating an information-adequate environment. In Experiment 2, newly recruited pre-service and in-service teachers (<em>N</em> = 213) evaluated the same vignettes in the same groups, but vignettes were presented simultaneously, and cues had to be memorized, resulting in an information-rich environment. Teachers then formed judgments based solely on their memory without further access to the vignettes.</div></div><div><h3>Results</h3><div>When teachers judged student motivation sequentially, they strongly used mastery-approach goals and work-avoidance goals—regardless of whether other cues were available. In memory-based judgments, teachers primarily used gender and academic achievement.</div></div><div><h3>Conclusions</h3><div>Results demonstrate that in information-rich environments where cues have to be memorized, teachers tend to overlook motivation-relevant cues. Instead, they focus more on cues that do not inherently indicate motivation. These findings suggest that teachers could benefit from assessment environments, like formative assessment, that allow for the direct processing of available cues to better judge student motivation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102029"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables 有学习天赋的青少年的竞争取向：与社会心理和学校相关变量的联系

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-30 DOI: 10.1016/j.learninstruc.2024.102038

Frank C. Worrell, Hua Luo

Objectives

There are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes.

Method

Participants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations.

Results

Results supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes.

Conclusion

The results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.

目的：在教育环境中，人们对竞争的看法截然不同，最近的研究表明，个人具有不同的竞争取向。在本研究中，我们对美国成绩优异的青少年样本进行了竞争取向评估。我们还研究了竞争取向与自我报告的学业和社会心理结果之间的关系。学业结果包括学业自我效能感、学业参与度、学校归属感和对教师的积极看法；社会心理结果包括职业道德、希望和好奇心。结果结果支持五种竞争取向的心理测量完整性：结果支持五种竞争取向的心理测量完整性：自我发展型、过度竞争型、焦虑驱动型、害怕失败型和缺乏兴趣型。自我发展型竞争取向与大多数结果变量呈正相关，但超级竞争取向与之无关，其他三种取向与结果呈负相关。潜特征分析得出了四个特征，分别为自我发展型、无兴趣焦虑型、回避型和冲突竞争型。自我发展型和冲突型竞争者在大部分结果上的得分高于回避型竞争者，在一半结果上的得分高于无兴趣焦虑型竞争者。我们认为，在研究竞争和竞争环境时应考虑竞争取向。

{"title":"Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables","authors":"Frank C. Worrell, Hua Luo","doi":"10.1016/j.learninstruc.2024.102038","DOIUrl":"10.1016/j.learninstruc.2024.102038","url":null,"abstract":"<div><h3>Objectives</h3><div>There are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes.</div></div><div><h3>Method</h3><div>Participants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations.</div></div><div><h3>Results</h3><div>Results supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes.</div></div><div><h3>Conclusion</h3><div>The results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102038"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552870","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

Student-teachers’ understanding of language teaching through the CLIL Language Triptych 学生教师通过 CLIL 语言三部曲对语言教学的理解

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-29 DOI: 10.1016/j.learninstruc.2024.102044

Darío Luis Banegas , D. Philip Montgomery , Nina Raud

Background

Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.

Aim

This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.

Sample

The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.

Method

Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.

Results

Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).

Conclusion

The Language Triptych is a potentially powerful lens that facilitates professional awareness.

背景随着内容与语言整合学习（CLIL）在全球范围内的广泛开展，它继续受到关注。本研究调查了学生教师对 Coyle 等人（2010 年）的 "语言三要素"（Language Triptych）的理解和使用情况，以规划和提供以 CLIL 为导向的课程，作为他们实习的一部分。方法作为一项定性研究，通过论坛讨论、课堂观察和（刺激回忆式）访谈收集数据。结果专题分析表明，学生教师理解并使用了 "语言三部曲 "作为教学组织工具，它不仅适用于 CLIL，也适用于一般的语言教学。他们还将其作为基于方案的教师学习催化剂，以理解其他核心内容（如系统功能语言学），并将其作为专业知识扩展工具，因为三联图使他们能够表达新的理解（如语言教学的多空间性）。

{"title":"Student-teachers’ understanding of language teaching through the CLIL Language Triptych","authors":"Darío Luis Banegas , D. Philip Montgomery , Nina Raud","doi":"10.1016/j.learninstruc.2024.102044","DOIUrl":"10.1016/j.learninstruc.2024.102044","url":null,"abstract":"<div><h3>Background</h3><div>Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.</div></div><div><h3>Aim</h3><div>This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.</div></div><div><h3>Sample</h3><div>The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.</div></div><div><h3>Method</h3><div>Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.</div></div><div><h3>Results</h3><div>Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).</div></div><div><h3>Conclusion</h3><div>The Language Triptych is a potentially powerful lens that facilitates professional awareness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102044"},"PeriodicalIF":4.7,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest 建设性反馈可以起到奖励的作用：学生对反馈感知的情绪特征与任务兴趣之间的联系

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-29 DOI: 10.1016/j.learninstruc.2024.102030

Thorben Jansen, Lars Höft, J. Luca Bahr, Livia Kuklick, Jennifer Meyer

Background

Students need support when working on complex tasks such as writing. Reward-learning theories posit that verbal rewards, like feedback-depending on its design-can support students' extrinsic and intrinsic motivation. So far, empirical studies have focused on using praise feedback to foster extrinsic motivation. However, researchers have argued that fostering intrinsic compared to extrinsic motivation has more sustainable effects and that constructive feedback can also function as an intrinsic reward by supporting students’ knowledge acquisition.

Aims

We investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.

Method

We asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition. To test whether the feedback worked as a reward (i.e., elicited a positive emotional reaction), we estimated a causal mediation model with perceived feedback usefulness as the predictor, latent profiles of students' emotional responses as the mediator, and students’ interest and revision performance change as the outcome.

Results

Students who perceived the feedback as useful showed a more positive interest change. As indicated by the indirect effects, the relation can be partially explained by students’ emotional reactions, especially when students perceived the feedback as highly useful. No relations were found for writing performance.

Conclusion

Our results suggest that constructive feedback that students perceive as highly useful for their knowledge acquisition can function as a constructive reward.

背景学生在完成写作等复杂任务时需要支持。奖励-学习理论认为，语言奖励（如反馈）--取决于其设计--可以支持学生的外在和内在动机。迄今为止，实证研究主要集中在利用表扬反馈来培养外在动机。AimsWe investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.MethodWe asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition.为了检验反馈是否起到奖励作用（即引起积极的情绪反应），我们估算了一个因果中介模型，该模型以感知到的反馈有用性为预测因子，以学生情绪反应的潜在特征为中介因子，以学生的兴趣和修改成绩变化为结果。间接效应表明，学生的情绪反应可以部分解释这种关系，尤其是当学生认为反馈非常有用时。结论我们的研究结果表明，学生认为对其知识获取非常有用的建设性反馈可以起到建设性奖励的作用。

{"title":"Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest","authors":"Thorben Jansen, Lars Höft, J. Luca Bahr, Livia Kuklick, Jennifer Meyer","doi":"10.1016/j.learninstruc.2024.102030","DOIUrl":"10.1016/j.learninstruc.2024.102030","url":null,"abstract":"<div><h3>Background</h3><div>Students need support when working on complex tasks such as writing. Reward-learning theories posit that verbal rewards, like feedback-depending on its design-can support students' extrinsic and intrinsic motivation. So far, empirical studies have focused on using praise feedback to foster extrinsic motivation. However, researchers have argued that fostering intrinsic compared to extrinsic motivation has more sustainable effects and that constructive feedback can also function as an intrinsic reward by supporting students’ knowledge acquisition.</div></div><div><h3>Aims</h3><div>We investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.</div></div><div><h3>Method</h3><div>We asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition. To test whether the feedback worked as a reward (i.e., elicited a positive emotional reaction), we estimated a causal mediation model with perceived feedback usefulness as the predictor, latent profiles of students' emotional responses as the mediator, and students’ interest and revision performance change as the outcome.</div></div><div><h3>Results</h3><div>Students who perceived the feedback as useful showed a more positive interest change. As indicated by the indirect effects, the relation can be partially explained by students’ emotional reactions, especially when students perceived the feedback as highly useful. No relations were found for writing performance.</div></div><div><h3>Conclusion</h3><div>Our results suggest that constructive feedback that students perceive as highly useful for their knowledge acquisition can function as a constructive reward.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102030"},"PeriodicalIF":4.7,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children 语言能力和元认知监控发展：母语和非母语儿童的不同纵向发展途径

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-28 DOI: 10.1016/j.learninstruc.2024.102043

Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers

Background

The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.

Aim

We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.

Sample

Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (N = 9167; 49.6 % male).

Methods

We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.

Results

Earlier language abilities predicted later metacognitive monitoring for native (β = −.21), but not for non-native speakers (β = −.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).

Conclusion

Fundamentally different mechanisms appear to drive native and non-native speakers’ metacognitive monitoring development.

背景准确评估自己的任务表现（元认知监控）的能力对儿童的学习和学业成绩至关重要，但监控发展的解释机制仍有待揭示。方法我们计算了交叉滞后面板模型，其中包括对幼儿园和一年级儿童语言能力和元认知监控（数学和科学任务）的测量。相反，元认知监控可以预测非母语者的语言能力（β = .53），但不能预测母语者的语言能力（β = .03）。

{"title":"Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children","authors":"Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers","doi":"10.1016/j.learninstruc.2024.102043","DOIUrl":"10.1016/j.learninstruc.2024.102043","url":null,"abstract":"<div><h3>Background</h3><div>The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.</div></div><div><h3>Aim</h3><div>We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.</div></div><div><h3>Sample</h3><div>Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (<em>N</em> = 9167; 49.6 % male).</div></div><div><h3>Methods</h3><div>We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.</div></div><div><h3>Results</h3><div>Earlier language abilities predicted later metacognitive monitoring for native (β = −.21), but not for non-native speakers (β = −.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).</div></div><div><h3>Conclusion</h3><div>Fundamentally different mechanisms appear to drive native and non-native speakers’ metacognitive monitoring development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102043"},"PeriodicalIF":4.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking 基于块的可视化编程课程的影响：解开编码技能与计算思维之间的联系

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-28 DOI: 10.1016/j.learninstruc.2024.102041

Zhanxia Yang , Jessica Blake-West , Dandan Yang , Marina Bers

Background

and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners.

Objective

This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders.

Method

A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking.

Findings

The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking.

Implications

Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

背景与环境：全世界越来越多的幼儿开始学习计算机编程。我们需要高质量的编程课程来帮助学生探索计算机科学概念，并培养他们对编程的积极态度。本研究旨在通过调查 CAL-ScratchJr 课程在二年级学生中的效果，为幼儿教育提供一个以证据为基础的、公共的、免费的计算机科学课程。方法进行了一项分组随机对照试验，涉及 11 所学校和 21 个二年级教室，以考察 24 课时课程对学生编码能力和计算思维的影响。结果结果表明，CAL-ScratchJr 课程干预对二年级学生的编码技能有中等程度的积极影响，但对计算思维没有显著影响。讨论了课程的特点。

{"title":"The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking","authors":"Zhanxia Yang , Jessica Blake-West , Dandan Yang , Marina Bers","doi":"10.1016/j.learninstruc.2024.102041","DOIUrl":"10.1016/j.learninstruc.2024.102041","url":null,"abstract":"<div><h3>Background</h3><div>and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners.</div></div><div><h3>Objective</h3><div>This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders.</div></div><div><h3>Method</h3><div>A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking.</div></div><div><h3>Findings</h3><div>The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking.</div></div><div><h3>Implications</h3><div>Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102041"},"PeriodicalIF":4.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535867","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

Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning 游戏反应教学是看待游戏、教学和学习之间关系的另一种方式

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-26 DOI: 10.1016/j.learninstruc.2024.102040

Ingrid Pramling Samuelsson

Play, teaching and learning are notions that can be understood in many different ways. In this article which builds on many years of empirical studies in preschool we have developed an approach to early years education, labelled play-responsive ECE (Pramling et al., 2019). Together with preschool teachers we have tried out what happens when teachers enter into, or invite children to play. These situations are video-recorded, and analysed jointly between the teachers and researchers. In this process we discovered that it could be of help for the teachers to get input about intersubjectivity and alterity, metacommunication and narrative, which we gave them and they and they had to practise in every-day life in preschool. We also realised that the notions of as if, focusing on imagination, how something can become play and as is, culturally established knowledge – fact, both jointly become the way forward for the development of the present approach for teaching and children's learning.

游戏、教学和学习这些概念可以有多种不同的理解。在这篇文章中，我们在多年学前教育实证研究的基础上，开发了一种幼儿教育方法，称为 "游戏反应式幼儿教育"（Pramling et al.）我们与学前教师一起尝试了当教师进入或邀请儿童游戏时会发生什么。这些情况都被录制下来，由教师和研究人员共同分析。在这一过程中，我们发现，教师获得关于主体间性和改变性、元交流和叙事的信息可能会有帮助，我们给他们提供了这些信息，他们也必须在学前教育的日常生活中加以实践。我们还意识到，"好像 "和 "原样 "这两个概念，前者侧重于想象力，即事物如何成为游戏，后者则是文化上的既定知识--事实上，两者共同构成了当前教学和儿童学习方法的发展方向。

引用次数: 0