Abstract Online education has become increasingly popular in recent years, and video lectures have emerged as a common instructional format. While the importance of instructors’ nonverbal social cues ...such as gaze, facial expression, and gestures for learning progress in face-to-face teaching is well-established, their impact on instructional videos is not fully understood. Most studies on nonverbal social cues in instructional videos focus on isolated cues rather than considering multimodal nonverbal behavior patterns and their effects on the learning progress. This study examines the role of instructors’ nonverbal immediacy (a construct capturing multimodal nonverbal behaviors that reduce psychological distance) in video lectures with respect to learners’ cognitive, affective, and motivational outcomes. We carried out an eye-tracking experiment with 87 participants (M age = 24.11, SD = 4.80). Results of multilevel path analyses indicate that high nonverbal immediacy substantially increases learners’ state motivation and enjoyment, but does not affect cognitive learning. Analyses of learners’ eye movements show that learners allocate more attention to the instructor than to the learning material with increasing levels of nonverbal immediacy displayed by the instructor. The study highlights the importance of considering the role of multimodal nonverbal behavior patterns in online education and provides insights for effective video lecture design.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs ...in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls' and boys' motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in same-domain effects in mathematics: girls' comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Cross-domain effects were not related to gender-specific career plans, with only one exception. Girls' lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both gender-specific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls' and boys' occupational choices.
Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such ...complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of
= 751 ninth to tenth graders (55.9% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.
Theoretically, teacher self-efficacy relates to student outcomes through teaching behavior. However, underlying pathways through which specific teacher self-efficacy facets longitudinally relate to ...student motivation and emotion in classrooms remain unclear. This study aims to overcome this research gap by investigating whether student- and teacher-reported classroom discipline and social relatedness explain the longitudinal relations between teacher self-efficacy for classroom management and for emotional support and student self-efficacy and enjoyment. Multilevel analyses were carried out with data from 959 students and their 50 teachers. Results revealed that teacher self-efficacy for classroom management at the beginning of Grade 9 (T1) related indirectly to student enjoyment in the middle of Grade 10 (T3) through student-perceived class-level discipline at the beginning of Grade 10 (T2). Teachers’ self-efficacy for emotional support (T1) related positively to teacher- and student-reported social relatedness (T2); the latter related to student enjoyment (T3). Implications for future teacher motivation research are discussed.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
•We used two-level longitudinal structural equation modeling with student data.•We examine relations between math classrooms, motivation and career plans in math.•Boys report higher teacher ...expectancies, own expectancies/values and math career plans.•Teacher beliefs, class environments and expectancies/values impact math career plans.•Classroom goals functioned differently at student- and class-levels.
This longitudinal study examined the effects of students' perceived mathematics teachers' beliefs (expectations about students' ability and mathematics prestige), classroom goal orientations (mastery and performance-approach), and own mathematics motivational beliefs (success expectancies and task values) at grade 10 (T1), on girls' and boys' career intentions in mathematical fields at grade 11 (T2). Data were collected from 438 students (213 boys) in 5 metropolitan schools in Sydney and Melbourne, Australia. Multilevel SEM revealed links between teacher beliefs, learning environments, student motivations, and mathematical career intentions; different predictors operated at individual and classroom levels. Girls perceived lower teacher expectations than boys, but higher teacher mathematics prestige beliefs. Teachers' expectations and students' motivations were positively related to students' reported prior (grade 9) mathematics achievement. Teacher expectations promoted student-perceived mathematics classroom mastery-goal orientation (MGO) and performance-approach goal orientation (PGO); teachers' mathematics prestige beliefs also promoted PGO. MGO enhanced students' mathematics value, which in turn predicted, together with PGO, their mathematical career plans. Mathematics career plans were positively predicted by aggregate teacher mathematics prestige beliefs and aggregate classroom MGO.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Both teachers' pedagogical and basic ICT competence beliefs are antecedents of ICT implementation in class. Research has developed instruments to assess teachers' pedagogical ICT competence beliefs. ...However, there is a paucity of research on the assessment of teachers' basic ICT competence beliefs. The purpose of this study was to develop and validate an instrument to assess teachers' basic ICT competence beliefs. Our analyses based on a sample of 372 teachers in Germany (51.2% women, age M = 44.48, SD = 10.77) who participated in an online survey. We used exploratory factor analyses to test the factorial structure and confirmatory factor analyses to investigate the multidimensionality of the measure. Construct validity was analyzed using teachers' attitudes toward ICT, ICT use, and socio-demographic variables as validation variables. Our analyses identified six dimensions of teachers' basic ICT competence beliefs: information and data literacy, communication and collaboration, digital content creation, safety and security, problem solving, and analyzing and reflecting. Three of these dimensions had a second-order structure. The six dimensions are differently correlated with teachers’ attitudes towards ICT, private and professional use of ICT, student-centered ICT teaching practices, and teacher gender.
•Six dimensions of teachers' basic ICT competence beliefs were identified.•The theoretical assumed second-order structure can be seen for three competence dimensions.•Measurement invariance across gender and computer science as a subject can be established.•Basic ICT competence beliefs are correlated with ICT value beliefs and ICT use.•Enables investigations of different competence dimensions with ICT teaching strategies.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between ...student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive activation was positively related to enjoyment and negatively related to boredom at the classroom level. Classroom management was negatively related to classroom-level boredom. These results provide insight into differential classroom processes regarding the role of teaching quality in various aspects of student achievement emotions.
•We examined how teaching quality is related to enjoyment, anxiety and boredom.•We used longitudinal multilevel structural equation modeling with student data.•Teacher support and classroom management related negatively to class-level boredom.•Teacher support was positively related to class-level enjoyment.•Teacher support reduced student-level mathematics anxiety and boredom.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The present study examined the stability and change of students' motivational profiles from Grade 7 (Time 1) to Grade 9 (Time 2), using task values and self-concepts of ability in mathematics, ...Finnish language, and arts as indicator variables. The study also examined the effects of students' (Grade 7: N=231; Grade 9: N=237) motivational profiles and of their parents' educational expectations at Grade 7 on their short- and long-term educational plans at Grade 9, controlling for gender and academic achievement. The latent profile analysis identified four motivational profiles: (1) low motivation group; (2) high motivation group; (3) math-motivated group; (4) practical group, which were highly stable from Grade 7 to Grade 9. The results showed that, compared students in the practical group at Grade 7, the students' in the high motivation group and in the math-motivated group were significantly less likely to aim for a degree from a vocational school than a degree from an academic track (short term), or a university (long term). Furthermore, mothers' and fathers' high expectations for students' short- and long-term plans at Grade 7 contributed positively to high educational expectations among adolescents at Grade 9.
•Latent profile analysis identified four motivational profiles.•Profiles were stable from Grade 7 to Grade 9.•Students' motivational profile membership predicted their educational plans.•Mothers' and fathers' expectations predicted students' educational plans.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that ...comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
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