European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between ...minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from (n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to (N = 1,747) minority and (N = 1,384) majority students’ school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.
Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, ...compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research.
Public Significance Statement
Testing (class quizzing) yields a variety of learning benefits, even though learners, instructors, and policymakers tend to lack full metacognitive insight into the virtues of testing. The current meta-analysis finds a reliable advantage of testing over other strategies in facilitating learning of factual knowledge, concept comprehension, and knowledge application in the classroom. Overall, testing is not only an assessment of learning but also an assessment for learning.
The present study aimed to examine associations between screen time, chronotype, psychosocial health, and academic achievement using mediation analysis. Academic performance was assessed by their ...teachers in each of the 7 school subjects (Japanese, mathematics, social studies, science, music, home economics/vocational technology, and physical education). Partial correlation analysis adjusted for grade, sex, and sleep duration indicated that screen time was associated with M/E score and academic performance (p < 0.05), and was slightly correlated with SDQ score (p = 0.084).
Engagement and Disaffection in the Classroom Skinner, Ellen; Furrer, Carrie; Marchand, Gwen ...
Journal of educational psychology,
11/2008, Letnik:
100, Številka:
4
Journal Article
Recenzirano
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and ...disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place
inside
engagement and the motivational dynamics that take place
outside
of engagement, involving the social context, self-systems, and engagement itself.
Two experiments and 2 field studies examine how college students' perceptions of their science, technology, engineering, and mathematics (STEM) professors' mindset beliefs about the fixedness or ...malleability of intelligence predict students' anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 (N = 252) and 2 (N = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 (N = 291) and 4 (N = 902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those professors' classes-specifically, they report less belonging in class, greater evaluative concerns, greater imposter feelings, and greater negative affect. We also find that in-the-moment experiences of psychological vulnerability have downstream consequences. Students who perceive that their STEM professors endorse more fixed mindset beliefs experience greater psychological vulnerability in those professors' classes, which in turn predict greater dropout intentions, lower class attendance, less class engagement, less end-of-semester interest in STEM, and lower grades. These findings contribute to our understanding of how students' perceptions of professors' mindsets can serve as a situational cue that affects students' motivation, engagement, and performance in STEM.
Students' academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning ...behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes in students' motivation profile memberships. Examining the nature of profile shifts could be the key to support long-term development of academic motivation. The purpose of this study was to investigate how high-school students' academic motivational profiles changed across 2 academic years and how school belongingness and achievement feedback influenced their motivation profile memberships. Latent transition analysis of responses from 1,670 high-school students revealed 6 motivational profiles: amotivated, externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. Pairwise logistic regression results showed that high-school students' sense of school belongingness and their prior achievement level significantly predicted their motivation profile membership in the 2nd year, controlling for their 1st-year membership.
Educational Impact and Implications Statement
The study identified 6 groups of high-school students who possess unique motivational characteristics, ranging from amotivated to externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. The results showed that the changes in high-school students' motivation were more complex than an increase or a decrease in the level of motivation. Students moved from having 1 set of motivational characteristics to another set of motivational characteristics across 2 academic years. School belongingness and prior achievement level were positively associated to motivation shifting toward more adaptive characteristics. Understanding the patterns and predictive factors of motivational change can better inform teachers and school administers to generate strategies that support students' motivation development as a whole, shifting to increasingly adaptive motivational profiles over time. As there are few longitudinal person-centered studies of motivation situated in high school settings, the current study adds to practical knowledge about the mechanism of students' motivation development at this crucial juncture in their academic career.
Hypothesizing that gamification may have a positive effect on engagement; this study hopes to contribute to the implementation of gamification by presenting evidence from a real classroom. This study ...intended to reveal the effect of gamified instructional process to student engagement and the relationship between engagement and academic performances in a real classroom. The study includes reflections from the design of a one-term ICT course in which the participants were pre-service primary school teachers enrolled at a school of education. An engagement scale, activity evaluation rubrics, a gamification evaluation form were used to collect data. Clinical interviews were used to address the relationships among gamification, engagement and achievement. The results revealed that using the combination of elements provided quite a positive motivational impact on engagement. Also the use of gamification elements indirectly affected the academic achievement due to their positive effects on engagement in the classroom. Suggestions for using gamification elements in a real classroom environment were also included.
•Combination of five gamification elements were used together to stimulate students.•Qualitative and quantitative reflections from a gamified course were examined.•Leaderboard and points worked on university students well but real gifts did not.•Gamification played significant role on engagement-academic performance relation.•Suggestions were made for the use of each gamification elements in real ICT class.
In Low-fee Private Schooling and Poverty in Developing Countries, Joanna H rm draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed ...by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. H rm offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, H rm argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This ...review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.
Constituting one in six of adult Americans over the age of 25, GED certificate holders are a major pool of underdeveloped human capital in our society. They are a resource that will be sorely needed ...as baby boomers reach retirement and the traditional pipeline of 17- to 23-year-olds falls short of filling our growing workforce needs.
This is the first book to remedy the dearth of data on this forgotten population; to present original research on these students; to describe their characteristics and motivations; and to provide proven models for identifying, retaining, and graduating this undercounted and underestimated cohort. It addresses the issue of the pipeline from GED centers to postsecondary education, and includes first-person narratives that offer vivid insights into GED learners' resilience and needs.
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