Student characteristics and learning environment interactions in mathematics and physics education: A resource perspective |
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| Institution: | 1. Utrecht University, Utrecht, The Netherlands;2. Vrije Universiteit, Amsterdam, The Netherlands;3. University of Amsterdam, Amsterdam, The Netherlands;1. Universidad de León, Campus de Vegazana, s/n 24071, León, Spain;2. Universidad de Alcalá, Plaza Victoria, 2, 28802, Alcalá de Henares, Madrid, Spain;1. Beijing Collaboration & Innovation Center for Electric Vehicles, National Engineering Laboratory for Electric Vehicles, School of Mechanical Engineering, Beijing Institute of Technology, Beijing 100081, China;2. College of Automotive Engineering, Chongqing University, Chongqing 400044, China;3. China Automotive Technology and Research Center/Automotive Testing and Research Institute, Tianjin 300300, China;4. Shenzhen Greenwheel Electric Vehicle Group Co., Ltd, Shenzhen 518000, China |
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| Abstract: | In two studies, one on secondary mathematics education, the other on secondary physics education, data were collected on students' cognitive achievement and characteristics of students and their learning environment. In this chapter the findings of the two studies are brought together in secondary analyses. The purpose is to explore whether relations between cognitive achievement and characteristics of students and their learning environment can be interpreted from a resource perspective. Although the results only partially support the theoretical model, planning of further research from a resource perspective may be fruitful. |
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