Learning and Instruction最新文献_第7页

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review K-20 环境中多语言和单语言学习者对阅读和写作反馈的看法：系统回顾

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-27 DOI: 10.1016/j.learninstruc.2024.102022

Danielle N. Berry , Molly L. Taylor , Korinthia D. Nicolai , Alison C. Koenka , Nicole Barnes , Luciana C. de Oliveira , Sharon Zumbrunn

Background

To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.

Aims

We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.

Methods

We systematically reviewed 138 empirical reports.

Results

We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.

Conclusions

The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.

背景为了成为熟练的阅读者和写作者，多语种和单语种学习者都必须接受反馈--这是取得学习和激励成果的先决条件。鉴于反馈对有效识字学习的重要性，学生对识字反馈的看法是影响反馈吸收的关键因素。结果我们介绍了反馈感知的描述性特征、共同概念化和操作化，以及反馈感知结果的主题。最后，我们讨论了学生的读写反馈感知如何与基于研究的读写反馈实践相比较，反馈感知如何融入现有的读写和反馈理论框架，以及学生身份，尤其是多语种学习者的身份如何在学生反馈感知中发挥作用。此外，随着学业的进展，学生的反馈感知变得更加消极和挑剔。最后，学生，尤其是多语种学习者，对教师提供的书面、音频和视频形式的反馈持有积极的看法。

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引用次数: 0

Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach 学术环境中动机和情绪调节策略的共性与差异：人内法

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-26 DOI: 10.1016/j.learninstruc.2024.102009

Kristina Stockinger , Ulrike E. Nett , Markus Dresel

Background

Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions.

Aims

Building on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations.

Sample

Participants were 1,466 university students.

Method

Using a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom).

Results

Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems.

Conclusions

The findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.

背景动机和情感是学生教育经历的重要支柱，虽然它们是不同的概念，但却紧密相连。因此，我们可以假定，它们的调节也可能受类似机制的支配。从理论角度来看，MR 和 ER 策略分类法确实存在重叠之处，尤其是涉及个人能力重新评估的策略，但也有独特的（即不重叠的）策略。在以往研究中，动机调节（MR）和情绪调节（ER）很少有交集，而且二者的研究传统也不尽相同。方法采用人内设计，让学生报告他们在处理涉及低动机或消极情绪（焦虑、无聊）的调节问题时所使用的各种策略。结果采用CFA和潜在差异建模，我们发现策略的使用具有很强的相关性，而且在动机和情绪调节问题的平均水平方面差异很小。这些相关性甚至比动机和情绪问题中的调节问题区分发现的相关性更强，平均差异更小。结论研究结果表明，目前分类标准中的许多指定的动机调节和情绪调节策略可能与管理动机和情绪问题相关，并强调了从理论角度共同研究动机调节和情绪调节的必要性。

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引用次数: 0

Other-self similarity, motivation, emotion, and learning 他我相似性、动机、情感和学习

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-26 DOI: 10.1016/j.learninstruc.2024.102026

Misook Heo

Background

Effort investment is a critical component of learning and can be influenced by social comparisons, motivation, and emotion.

Aims

The current research investigated to what extent social comparisons and multimedia type associate with learning performance, as well as motivation and emotion, while controlling for spatial ability.

Samples

Participants were 129 (Study 1) and 138 (Study 2) female undergraduate students.

Methods

Participants were randomly assigned to study groups that received different visual interventions and multimedia types. The visual interventions showing learning progress in terms of effort were the same for both studies. However, in Study 2, the visual interventions with social comparison information also included textual other-self similarity information.

Results

Study 1 showed no significant main effects of the visual interventions or multimedia type on task performance. As expected, spatial ability was associated with task performance. Motivation declined over time in all study groups. While Study 2 also showed no significant main effects, spatial ability did not covary with task performance. Motivation and emotion increased over time in all study groups except for the control group. These findings suggest that other-self similarity information is associated with motivation and emotion, as well as learning outcomes independent of spatial ability.

Conclusions

The research offers unique empirical evidence of the influence of effort feedback when accompanied by other-self similarity information on motivational-affective consequences and cognitive performance.

背景努力投资是学习的重要组成部分，会受到社会比较、动机和情绪的影响。研究目的本研究调查了社会比较和多媒体类型与学习成绩以及动机和情绪的关联程度，同时控制了空间能力。在两项研究中，以努力程度显示学习进度的视觉干预是相同的。结果研究 1 显示，视觉干预或多媒体类型对任务表现没有显著的主效应。不出所料，空间能力与任务完成情况有关。随着时间的推移，所有研究组的动机都有所下降。虽然研究 2 也没有显示出明显的主效应，但空间能力与任务完成情况并不相关。除对照组外，所有研究组的动机和情绪都随着时间的推移而增加。这些研究结果表明，他我相似性信息与动机和情绪以及学习结果相关，而与空间能力无关。

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引用次数: 0

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。

{"title":"Improving the teaching and learning of statistics","authors":"Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li","doi":"10.1016/j.learninstruc.2024.102018","DOIUrl":"10.1016/j.learninstruc.2024.102018","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102018"},"PeriodicalIF":4.7,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001452/pdfft?md5=0000f3eaf4a473dd6445d155d9a15060&pid=1-s2.0-S0959475224001452-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312169","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

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