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1.
Mikaël De Clercq Benoît Galand Mariane Frenay 《European Journal of Psychology of Education - EJPE》2017,32(1):39-59
Although a vast body of studies regarding the variables related to students’ achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity on academic achievement. The current study focused on the person-centered approach and investigated the possibility of determining significant subgroups of freshmen in the very first week of the academic year in the Belgian educational context. Using k-mean clustering, 2178 freshmen were classified according to their past performance, socioeconomic status, study choice process, and academic self-efficacy beliefs at the beginning of the first year at university. Analyses of variance were also conducted to analyze the relationship between these student clusters and academic achievement outcomes. Six distinct profiles of students were identified representing different combinations of achievement predictors. Results revealed different odds of success among these profiles. The implications of our approach to the understanding of the heterogeneity of freshmen and the first-year achievement process are discussed. 相似文献
2.
Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel Ni?o El-Hani 《Science & Education》2012,21(4):543-578
A major source of difficulties in promoting students’ understanding of genetics lies in the presentation of gene concepts
and models in an inconsistent and largely ahistorical manner, merely amalgamated in hybrid views, as if they constituted linear
developments, instead of being built for different purposes and employed in specific contexts. In this paper, we report the
results of a study about how textbooks can provide the grounds for the students’ construction of such hybrid views about genes.
These views are a key problem in genetics teaching, because they make it more difficult that students properly understand
this central biological concept and strengthen genetic deterministic ideas, which characterize a widespread discourse about
genes in the public opinion. We analyzed 18 textbooks using categorical content analysis, employing categories derived from
the literature addressing the historical development of gene models and concepts. Our findings indicate that the analyzed
textbooks do convey hybrid views about genes, with no correspondence to scientific models related to this biological concept.
These views reinforce genetic deterministic discourses and may lead students to serious misunderstandings about the nature
of genes and their role in living systems, with consequences to future learning about genetics. 相似文献
3.
Niklas M. Gericke Mariana Hagberg Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel N. El-Hani 《Science & Education》2014,23(2):381-416
The aim of this paper is to investigate in a systematic and comparative way previous results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The results indicate that a common textbook discourse on genes and their function exist in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the existence of conceptual variation and multiple models is implicit in these textbooks, i.e., the phenomenon of conceptual variation and multiple models are not addressed explicitly, nor its consequences and, thus, it ends up introducing conceptual incoherence about the gene concept and its function within the textbooks. We conclude that within the found textbook-discourse ontological aspects of the academic disciplines of genetics and molecular biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as teaching are discussed in the paper. 相似文献
4.
Bo Shen Alex Garn Nate McCaughtry Jeffrey Martin Mariane Fahlman 《Measurement in physical education and exercise science》2013,17(3):208-220
Lack of motivation, or amotiation, is emerging as a critical issue in high school physical education. The Amotivation Inventory-Physical Education (Shen, Winger, Li, Sun, & Rukavina, 2010) was developed to measure the multidimensional nature of amotivation construct in physical education. This study was designed to examine the consistency of the metric properties of Amotivation Inventory-Physical Education scores by evaluating their factorial structure for invariance across gender in a sample of 985 urban inner-city high school adolescents. Latent mean invariance was also tested. Results revealed that constraining factor loadings and intercepts in sequential configural, metric, and scalar invariances had no meaningful impact on model fit. However, gender might play a role in the magnitude of factor scores. Findings suggest that the four-factor structure of the Amotivation Inventory-Physical Education is a satisfactory representation of motivational deficits for urban inner-city adolescents and provide significant validity evidence for the scale scores in urban high school settings. 相似文献
5.
The aim of this study was to investigate the direction of the effect between goal orientation, self-regulation and deep processing strategies in order to understand the impact of these three constructs on students’ achievement. The participants were 110 freshmen from the engineering faculty at the Université catholique de Louvain in Belgium, who were followed during the first three years of their university studies. Data were analyzed through structural equation modeling. The main finding was that mastery goal orientation increased students’ subsequent deep processing which in turn enhanced subsequent self-regulation. Deep processing and self-regulation also appeared to be mutually influential from year 2 to year 3. The implications of our results for the understanding of the interplay between cognitive and motivational processes in higher education are discussed. 相似文献
6.
Mikaël De Clercq Benoît Galand Serge Dupont Mariane Frenay 《European Journal of Psychology of Education - EJPE》2013,28(3):641-662
This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and self-efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university. 相似文献
7.
Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students. 相似文献
8.
Nané Kochoian Isabel Raemdonck Mariane Frenay Hannes Zacher 《Vocations and Learning》2017,10(1):27-45
The purpose of this paper is to better understand the relationship between employees’ chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with expectancy-value and self-efficacy theories, motivation to learn was operationalized as employees’ learning motivational beliefs (i.e., learning self-efficacy and learning value). To test our model, survey data were obtained from 560 workers between the ages of 21 to 64 years. Results demonstrated the importance of taking workers’ occupational future time perspective into account to explain relationships between age and learning motivational beliefs. 相似文献
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