Learning and Instruction最新文献_第6页

Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study 探索第二语言学生课堂参与度与任务价值信念之间的动态关系：纵向研究

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-25 DOI: 10.1016/j.learninstruc.2024.102025

Hoi Vo , Thi Thu Hien Hoang , Guanglun Michael Mu

Background

Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.

Aim

This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.

Sample

Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.

Method

Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.

Result

L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.

Conclusion

Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles & Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, & Degol, 2020).

背景学生参与和主观任务价值信念是推动第二语言（L2）学习过程的关键心理结构。第二语言研究证实了主观任务价值信念对学生参与第二语言课堂的积极影响，而反向影响在更广泛的教育心理学领域也得到了一些理论和实证支持。AimThis study sought to examine the longitudinal reciprocal relationship between L2 students' classroom engagement and their subjective task value belief - the relationship that is neither sufficiently theororized nor empirically tested in the L2 learning context.SampleData were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.方法采用随机截距交叉滞后面板模型来检验 L2 学生主观任务价值信念（或其课堂参与度）在某一时刻对其自身在随后时刻的结转（或自回归）效应，以及 L2 学生主观任务价值信念对其课堂参与度的并发效应和溢出（或交叉滞后）效应，反之亦然。结果后进生的课堂参与度和他们的主观任务价值信念不仅在个体内部同时发生共同变化，而且在整个学期中，一个建构因素的变化会导致另一个建构因素的后续变化。

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引用次数: 0

A scalable approach to high-impact tutoring for young readers 为青少年读者提供高效辅导的可扩展方法

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-24 DOI: 10.1016/j.learninstruc.2024.102021

Kalena E. Cortes , Karen Kortecamp , Susanna Loeb , Carly D. Robinson

Background

Learning to read is foundational to student success in early elementary school, however many students are not proficient readers by third grade. A large body of research suggests high-impact tutoring is the most effective intervention to help struggling readers, however it can be hard to implement and scale.

Aims

This study presents results from a randomized controlled trial of an early elementary reading tutoring program designed to be feasible at scale.

Sample

Participants were 818 kindergarten students in a large southeastern district in the US who were classified as emergent readers on the district's screening tool.

Methods

Within kindergarten classrooms, eligible students were randomly assigned to receive supplementary early literacy tutoring during the 2021-22 school year. The program embeds part-time tutors into the classroom to provide short bursts of instruction to individual students over the course of the school year. With the support of technology, tutors deliver a sequenced curriculum to students. At the end of the school year, students completed program and district literacy assessments.

Results

Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%) and scored 0.23-standard deviations higher on an oral reading fluency test than the control group. The results were largely homogenous across student populations and extended to district-administered assessments.

Conclusions

The results at the end of the first year of implementation provide promising evidence of an affordable and sustainable approach for delivering one-on-one personalized reading tutoring at scale.

背景学会阅读是学生在小学低年级取得成功的基础，但许多学生到三年级时还不能熟练阅读。大量研究表明，高效的辅导是帮助阅读困难学生的最有效的干预措施，但却很难实施和推广。本研究介绍了一项小学低年级阅读辅导计划的随机对照试验结果，该计划旨在实现大规模的可行性。方法在 2021-22 学年，在幼儿园教室里，符合条件的学生被随机分配到接受早期识字辅导。该计划将兼职辅导教师纳入课堂，在一学年内为个别学生提供短期指导。在技术的支持下，辅导教师为学生提供有序的课程。在学年结束时，学生们完成了项目和学区的读写能力评估。结果被分配到项目中的学生在幼儿园结束时达到项目目标阅读水平的可能性比对照组高出两倍多（70% 对 32%），在口语阅读流利性测试中的得分比对照组高出 0.23 个标准差。这些结果在不同的学生群体中基本一致，并延伸到了学区管理的评估中。结论第一年实施结束时的结果证明，一对一个性化阅读辅导是一种经济实惠且可持续的大规模方法，前景看好。

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引用次数: 0

Improving the teaching and learning of statistics 改进统计教学

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-23 DOI: 10.1016/j.learninstruc.2024.102018

Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li

Background

Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.

Aims

This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.

Sample

The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.

Methods

Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.

Results

Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.

Conclusions

The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.

背景统计素养现在比以往任何时候都更加重要。数学教师通常被期望教授统计学，但统计学和数学在许多方面存在重要差异。数学教师队伍需要更多的机会来学习统计学以及如何准确有效地教授统计学。干预措施包括以探究为导向的课程替换单元和教师在统计与概率方面的学习机会。研究样本包括美国东南部一个城市学区的七年级教师及其学生（13 岁）。在教学结果的分析样本中有 74 个教室，在学生结果的分析样本中有 2283 名学生。方法学校被随机分配到治疗条件或对照条件，分配到条件的概率相同。治疗条件下的教师参加了为期四天的专业学习研讨会，重点是教授一个为期 20 天的课程单元。教学质量评估用于衡量教学实践。统计概念理解水平评估工具用于衡量学生的学习成果。研究结果表明，在教师学习机会的支持下，课程中以探究为导向的课程可以改善教学，提高学生对统计学的学习效果。

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引用次数: 0

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