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Heirweg Sofie De Smul Mona Merchie Emmelien Devos Geert Van Keer Hilde 《Instructional Science》2020,48(4):337-369
The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students’ SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process.
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School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students. 相似文献
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This study investigated children's perceptions of themselves and their social world when experiencing academic failure. Three groups of 7‐10‐year‐old students were examined: 94 children with learning disorders who received remedial learning in resource settings, 65 low achievers and 71 average achievers. Results demonstrated that both groups who failed in school and their teachers rated them as demonstrating higher levels of disruptive and hyperactive behaviours, reported more loneliness, less coherence, lower peer acceptance and different patterns of friendship qualities than average‐achieving peers. Examination of the subgroup demonstrated that these results were consistent through three assessments. Findings were discussed in terms of the salutogenic model and empowering intervention planning.
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Leena Holopainen Airi Taipale Hannu Savolainen 《International Journal of Disability, Development & Education》2017,64(1):88-103
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers. 相似文献
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Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary school students. The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was used, where the participant pool consisted of 51 primary school students in Taiwan. Results indicate that (1) students were highly confident by the learning activities and viewed them satisfactorily, (2) students acquired the target knowledge, and (3) the innovative learning program specifically helps low academic achievers improve learning performance. 相似文献
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A.-L. Roos M. Bieg T. Goetz A.C. Frenzel J. Taxer M. Zeidner 《High Ability Studies》2015,26(2):245-258
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed. 相似文献
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Lilia Halim Sharifah Intan Sharina Syed Abdullah T. Subahan Mohd Meerah 《Journal of Science Education and Technology》2014,23(2):227-237
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK. 相似文献
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Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study 总被引：1，自引：0，他引：1
Michael C. W. Yip 《教育心理学》2007,27(5):597-606
This study aims to investigate the differences between high and low academic achieving Hong Kong University students in terms of learning and study strategies. A total of 180 Hong Kong University students participated in the present study by completing a revised Chinese version of the Learning and Study Strategies Inventory. Results indicated that there were significant differences between the two groups' study strategies. The author also found that attitude and motivation were two major factors that differentiated high academic achieving students from low academic achieving students. 相似文献
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Using parents' answers to open-ended questions, we examine variation in parents' management of their children's education within the home, at school, and in the community as a function of whether their children were experiencing academic success or academic problems. Within the home, parents of high achievers used more specific strategies to help their children with their schoolwork and had more supportive conversations with their children than parents of low achievers. At their children's school, parents of high achievers not only were more involved but had different reasons for their involvement than parents of low achievers. In the community, more parents of high achievers explicitly engaged their children in activities to support their achievement than parents of low achievers. Implications for parents, schools, and communities are discussed. 相似文献
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This study attempts to evaluate the achievement effect of ability grouping on student performance on the National College Entrance Exam in China. The context of this study is the ongoing school reform movement occurring in many Chinese municipalities. The current reform movement is striving to achieve educational equity and quality by integrating initial low achievers into high-performing schools. The propensity score matching method is employed as the identification strategy. After controlling for self-selection bias in high school assignment, this study finds that while there is no effect of high ability grouping at the school level on academic achievement, initial low achievers’ academic performances can be significantly improved when integrated with high performing students at the school level. In addition, between-class grouping significantly improves student performance in a heterogeneous school-level grouping. Upon analyzing the results, rich information on school level input is reported. 相似文献
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The study examines the behavioral patterns of high, average and low achievers in classrooms implementing an individualized instructional strategy. The study makes use of an observational instrument modelled on Medely's Personal Record of school Experiences (PROSE). Seventy-two boys and girls chosen from 12 first, second and third grade classrooms were included in the sample; 1/3 were ranked by the teacher as high achievers, 1/3 as average and 1/3 as low achievers. The findings revealed that students spent about 2/3 of their time on independent work; and the time spent interacting with teacher was about equal to the time spent interacting with classmate.The results also showed that interaction patterns between teacher and individual students are related to the student achievement level. In addition, distinctly different work patterns of independent activity were discerned in high and low achievers indicating higher involvement in on-task activities among high students compared with low achievers. Similiar patterns of interaction between students were found for high, average and low achievers demonstrating either on-task or off-task interaction of a verbal nature among students of the same sex. Implications for teachers, teachers trainers and instructional developers are discussed. 相似文献
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《Learning and individual differences》2004,14(2):107-123
One of the most noticeable changes to the university student profile over the last decade is the increasing number of mature-age students. This study examined the relationship between previous academic performance, psychological characteristics of the student, learning strategies, and the first year academic performance of school leavers and mature-age students through structural equation modelling (SEM). A total of 1193 first year university students completed a questionnaire at the beginning of their first year of study, and provided consent for their academic results to be tracked over their first year at university. While the overall model of success appeared to fit for both groups, differences were identified in the order of importance of constructs affecting achievement and the strength of some relationships. The most obvious difference occurred in the relationship between previous academic performance, self-reported learning strategies, and achievement in first semester, with previous performance a more accurate predictor of school leavers' performance and self-reported learning strategies a more accurate predictor of mature-age students' performance. This study has implications for the university in terms of the targeting of academic support services for students of different ages. 相似文献
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Fong Ho Kheong 《Asia Pacific Journal of Education》1987,8(2):32-44
Many students have found the learning of multiplication a difficult task. Without mastering multiplication facts, a student will always resort to fundamental strategies which may be undesirable in problem-solving. Many teachers and educators agree that learning basic facts in the four operations are the fundamental steps that precede learning harder facts. Referring to the aspect of computational errors, Knifong and Holton (1975) indicated that computational errors accounted for 49% of the total errors made by 35 students who sat for the Metropolitan. Achievement Test. Suydam (1975) and NCTM (1977) stressed the importance of basic facts even though calculators and lately computers have been introduced into the school curriculum. The purpose of this study was to investigate the methodology of teaching basic facts which would alleviate the problems of teaching these facts to low achievers of Mathematics. A review of studies on thinking strategies shows that very few were carried out in learning the thinking strategies, particularly in multiplication using low achievers as the target. The success of using thinking strategies to teach multiplication number facts to most students does not imply its success in teaching all students. One of the intentions of this study is to investigate what strategies are useful in helping the low achievers in learning mathematics. 相似文献
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《The Journal of educational research》2012,105(9):403-405
AbstractThis study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used. 相似文献
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Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale two-year study that examined the effects of ACL on student perceptions of their learning experience and the relationship with academic performance in a General Education programme. An institutional survey was used to gather more than 35,000 units of student perception data from all 306 courses in the programme. Our empirical findings show that students thought courses that adopted an ACL as the key learning environment were significantly better designed and more encouraging of student creativity and innovation than courses which used regular classrooms; thus, student perceptions were improved. We are also the first to report that this positive effect on creativity and innovation is statistically unaffected by academic performance, with high, middle and low achievers all benefiting from the use of the facility. The results suggest that ACLs are better environments for nurturing innovation for all students, regardless of their academic ability. 相似文献
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Attributions can have a significant effect on academic achievement and students with learning difficulties are more likely to display negative attributions than their peers. In this article, the attributions of students identified as having learning difficulties are compared with those of other non-labelled low achievers, and non-labelled average achievers. Margaret Banks, MSc research methods student, and Dr Lisa Woolfson, Reader in Educational Psychology, both at the University of Strathclyde, involved 26 low-achieving students (15 identified as having learning difficulties and 11 without any such label) and 27 averagely achieving students in their exploratory study. The students attempted to solve two sets of puzzles that, unknown to the participants, were actually impossible. They then gave a reason for their failure and rated the stability and controllability of their failure. Participants were also asked to give a self-rating of academic achievement. It was found that teacher and student perceptions of academic achievement were not synonymous. In terms of attributions, Margaret Banks and Lisa Woolfson argue that teachers' perceptions of student achievement may not be as important as students' self concept. They suggest that low self-perception of achievement and negative attributions are both associates of low self-esteem. 相似文献
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This study examines individual and classroom-level differences in motivation and strategy usage in sixth- and seventh-grade middle school science. Results suggest that students who experience academic difficulties differ from both high achieving and special education students on measures of self-efficacy, goal orientation, expectancy, value, and self-concept of ability in science, with students who experience academic difficulties occasionally demonstrating less adaptive patterns of motivation and cognition than special education students in science. We used hierarchical linear modeling to examine between-classroom differences in learning-focused goal orientation. Findings indicate that students who have science teachers that use ability-focused instructional practices (e.g., pointing out the best students as an example to others) are less learning focused, and exhibit a diminished relation between self-concept of ability and being learning focused in science. Implications for science education reform are discussed. 相似文献