Frontline Learning Research最新文献_第4页

Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education 拓宽高等教育转型过程中多样性调查的方法论视野

Frontline Learning Research Pub Date : 2021-07-12 DOI: 10.14786/FLR.V9I2.899

D. Gijbels, Rachelle Esterhazy

引用次数: 1

Capturing Primary School Students’ Emotional Responses with a Sensor Wristband 用传感器腕带捕捉小学生的情绪反应

Frontline Learning Research Pub Date : 2021-05-25 DOI: 10.14786/FLR.V9I3.723

H. Sasse, M. Leuchter

{"title":"Capturing Primary School Students’ Emotional Responses with a Sensor Wristband","authors":"H. Sasse, M. Leuchter","doi":"10.14786/FLR.V9I3.723","DOIUrl":"https://doi.org/10.14786/FLR.V9I3.723","url":null,"abstract":"\u0000\u0000The emotions experienced by primary school students have both positive and negative effects on learning processes. Thus, to better understand learning processes, research should consider emotions during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. This technology generates an emotional responsestypology based on continuously captured physiological data, such as skin conductivity and skin temperature. However, such measurement methods need to be validated before being used.\u0000The present study thus attempted to validate this instrument with primary school students. We used the BM Sensor Wristband technology, as its emotional response typology is based on the categorical emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”.\u0000\u0000\u0000Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional responses, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”, can be accurately measured by evaluating physiological data.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"9 1","pages":"31-51"},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48885113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

From Micro to Macro 从微观到宏观

Frontline Learning Research Pub Date : 2021-03-12 DOI: 10.14786/FLR.V9I2.783

M. Clercq, E. Jansen, T. Brahm, Elke Bosse

{"title":"From Micro to Macro","authors":"M. Clercq, E. Jansen, T. Brahm, Elke Bosse","doi":"10.14786/FLR.V9I2.783","DOIUrl":"https://doi.org/10.14786/FLR.V9I2.783","url":null,"abstract":"Transition into higher education (HE) remains at the forefront of policy and practice in education worldwide (Gale & Parker, 2014). Transition as a process (Nicholson, 1990) in which individuals move from one stage to another may cause stress and discomfort that possibly lead to negative outcomes. Transition into HE is a particularly challenging process for the student due to a large variety of difficulties and requirements which could impede study success (Trautwein & Bosse, 2017). Moreover, increasing student numbers and diversity in European HE have reinforced concerns about study success in general and the successful transition to university in particular (Abbott-Chapmann, 2006, 2011; Vossensteyn et al., 2015; Wolter, 2013). Consequently, it is important to further develop our understanding of factors that can contribute to a successful and less stressful transitions into higher education for a diverse student body. In this special issue, we go beyond considering individual factors, such as student characteristics (micro level). In addition to student diversity, we investigate the impact of the learning environment/ institution (meso level) and national educational policies (macro level). Each study contributes to this endeavour by connecting two of the three levels of higher education.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47512976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education 衔接学术成就的环境因素和个人因素:向高等教育过渡过程中多样性的多层次分析

Frontline Learning Research Pub Date : 2021-03-12 DOI: 10.14786/FLR.V9I2.671

M. Clercq, B. Galand, Virginie Hospel, M. Frenay

{"title":"Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education","authors":"M. Clercq, B. Galand, Virginie Hospel, M. Frenay","doi":"10.14786/FLR.V9I2.671","DOIUrl":"https://doi.org/10.14786/FLR.V9I2.671","url":null,"abstract":"The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students’ achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement 中学教师实践与一年级学生适应能力和学业成绩的关系

Frontline Learning Research Pub Date : 2021-03-12 DOI: 10.14786/FLR.V9I2.665

P. Zanden, E. Denessen, Anthonius H. N. Cillessen, P. Meijer

{"title":"Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement","authors":"P. Zanden, E. Denessen, Anthonius H. N. Cillessen, P. Meijer","doi":"10.14786/FLR.V9I2.665","DOIUrl":"https://doi.org/10.14786/FLR.V9I2.665","url":null,"abstract":"\u0000To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students’ academic achievement and social and emotional adjustment at university. We focused on students’ perceptions of their teachers’ practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students’ social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers’ emotional support was related to students’ social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students’ social and emotional adjustment.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44187382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach 高等教育第一年个人和环境多样性的相互作用:结合定量和定性方法

Frontline Learning Research Pub Date : 2021-03-12 DOI: 10.14786/FLR.V9I2.669

Tobias Jenert, T. Brahm

{"title":"The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach","authors":"Tobias Jenert, T. Brahm","doi":"10.14786/FLR.V9I2.669","DOIUrl":"https://doi.org/10.14786/FLR.V9I2.669","url":null,"abstract":"\u0000Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44610769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts 预测新生学业适应与后续成就:学术与专业高等教育情境的差异

Frontline Learning Research Pub Date : 2021-03-12 DOI: 10.14786/FLR.V9I2.647

J. Willems, T. Daal, P. Petegem, L. Coertjens, V. Donche

{"title":"Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts","authors":"J. Willems, T. Daal, P. Petegem, L. Coertjens, V. Donche","doi":"10.14786/FLR.V9I2.647","DOIUrl":"https://doi.org/10.14786/FLR.V9I2.647","url":null,"abstract":"This study tests an integrative model, which delineates how students’ academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference? 荷兰小学教师专业发展的效价和个人自主意识:决策环境和年龄有影响吗?

Frontline Learning Research Pub Date : 2021-01-01 DOI: 10.14786/flr.v9i4.831

F. Glastra, C. D. de Brabander

{"title":"Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?","authors":"F. Glastra, C. D. de Brabander","doi":"10.14786/flr.v9i4.831","DOIUrl":"https://doi.org/10.14786/flr.v9i4.831","url":null,"abstract":"In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander & Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher teams, or individual teachers. We analysed the valences that teachers associated with PD activities, their experiences of autonomy, and whether and how these variables were affected by decision context and teacher age. Results show that decision contexts relate differently to valences and autonomy experiences. Positive autonomy and positive valences increased going from schoolboard to team to individual decision contexts. Whereas the literature on effective teacher PD stresses the importance of PD design features, our study is the first to empirically demonstrate the crucial influence of decision contexts. Among older teachers, teaching experience informed the selection of PD content to transfer to their classrooms. Younger teachers tended to first explore whether PD worked in their classrooms before deciding about adoption. Direct applicability emerged as a dominant criterion for evaluating PD. Decision context and autonomy regarding PD programmes play important roles in ensuring applicability. Our research revealed that the dominance of the direct applicability criterion was not motivated by student benefits alone. It was also based in an attitude of efficiency among primary teachers, reflecting growing work pressures and a general prioritisation of classroom teaching above all other tasks, including PD.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66654183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes 透视能力对合作行为和学习结果的差异影响

Frontline Learning Research Pub Date : 2020-11-12 DOI: 10.14786/flr.v8i6.633

J. Mouw, Nadira Saab, H. Gijlers, M. Hickendorff, Yolinde van Paridon, P. V. D. Broek

{"title":"The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes","authors":"J. Mouw, Nadira Saab, H. Gijlers, M. Hickendorff, Yolinde van Paridon, P. V. D. Broek","doi":"10.14786/flr.v8i6.633","DOIUrl":"https://doi.org/10.14786/flr.v8i6.633","url":null,"abstract":"\u0000The present study aims to provide a systematic understanding of how perspective-taking ability contributes to primary-school students’ cooperative behaviours and learning outcomes. The present study is frontline as we combined person-oriented (e.g., describing patterns of behaviours based on individual characteristics), process-oriented (e.g., examining factors affecting the quality of cooperative behaviours), and effect-oriented (e.g., examining the effect of cooperative learning on individual learning outcomes) analytical approaches within one research framework. In addition, we adhered to the multi-dimensional nature of perspective-taking ability and differentiated between social and cognitive perspective-taking ability while taking into account the contribution of perspective-taking ability at both the individual level and group level (i.e., heterogeneous and homogeneous perspective-taking ability groups) to cooperative behaviour profiles and learning outcomes of primary-school children. Based on transcribed episodes of interaction of 115 fifth-grade students, four different profiles of cooperative behaviours were discerned: captains, hard workers, switchers, and passive participants. We found that these profiles are related to perspective taking conceptualized at the group level, but not to individual-level perspective-taking ability. Profile membership, cognitive perspective-taking ability, and group-level perspective-taking ability could not predict students’ learning outcomes. Social perspective-taking ability and reading comprehension did positively predict learning outcomes. Our findings add to existing knowledge as they suggest that the influence of perspective-taking ability on cooperative behaviours and learning outcomes is susceptible to the conceptualization (i.e., cognitive vs. social) and measurement level (i.e., individual vs. group level) of perspective-taking ability. \u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Students’ observed engagement in lessons, instructional activities, and learning experiences 观察学生在课堂、教学活动和学习经历中的参与情况

Frontline Learning Research Pub Date : 2020-09-16 DOI: 10.14786/FLR.V8I6.613

Christina Heemskerk, L. Malmberg

{"title":"Students’ observed engagement in lessons, instructional activities, and learning experiences","authors":"Christina Heemskerk, L. Malmberg","doi":"10.14786/FLR.V8I6.613","DOIUrl":"https://doi.org/10.14786/FLR.V8I6.613","url":null,"abstract":"\u0000In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fifth grade target students (Mage=10.1, SD=0.44) were observed every 30 sec during two to four lessons each day for five school days (engagement and instructional activities), on average 66.05 times per lesson (SD=19.16, Range=15-80, nobs=14,994) between 9-18 lessons during a week. Simultaneously, students provided 1-3 electronic questionnaire self-reports per lesson (Mself_report=35.1, SD=12.6, Range=19-52, nself_report=631). We regressed observed engagement (0 = off-task, 1 = on-task) on self-reported learning experiences using 3-level (time-points nested in lessons, nested in students) Bayesian logistic regression models in brms. Observed engagement diminished during lessons, and was predicted by higher cognitive engagement, and instructional activities. As compared to teacher-led instruction, engagement was higher during individual tasks, teacher-supported tasks, and assessments. Overall self-reported and observed engagement within lessons converged, supporting their use in intraindividual research.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15