评估学生情绪对成绩的影响

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Therese N. Hopfenbeck
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引用次数: 0

摘要

Street等人(2022)发表了一项研究,探讨了学生感知任务难度对数学自我效能-成绩关系的影响。本研究对学生在不同任务难度水平下的自我效能感进行了实证调查,如简单、中等难度和困难的任务,以及在全国数学考试中的表现,这增加了重要的知识。对95名挪威八年级和九年级学生的纵向研究表明,不同任务难度水平的自我效能感与国家考试成绩之间存在差异关系。此外,研究发现,8级的国家考试成绩预测9级的自我效能在中等和困难的任务,而不是简单的任务。作者强调了支持学生参与具有挑战性的任务以增强他们的表现和自我效能的重要性。本期的第二篇文章还调查了学生对积极和消极情绪的看法,以及它们如何与一系列结果联系在一起(Jerrim, 2022)。更具体地说,作者使用来自英国国际学生评估项目(PISA)的数据,并将数据集与国家学生数据库(NPD)联系起来,调查学生的积极影响、消极影响和对失败的恐惧。报告的一项结果是,低水平的积极影响,比如很少感到快乐、活泼或愉快,与年轻人考试成绩降低0.10-0.15个标准差有关。尽管几乎没有证据表明负面情绪或对失败的恐惧与考试成绩之间存在联系,但这篇文章提出了一些总体担忧:英国学生的总体生活满意度低于几乎所有其他发达国家的同龄人(经合组织,2019)。了解到这种情绪对学生心理健康的长期影响,作者强调幸福感、心理健康和年轻人的整体情绪状态已经成为英国的一个重大政治问题。然而,作者认为,政策和实践应该把重点放在这些问题上,而不是它对高风险考试或ILSA研究结果的影响,而仅仅是因为学生的福祉本身就是一个重要的问题。在第三篇文章中,作者调查了2018年PISA阅读、数学和科学素养认知领域的项目差异(Marcq & Braeken, 2022)。正如作者所指出的,国际大规模评估研究,如PISA,主要报告平均国家成就分数,而项目被忽视,很少研究。特别有趣的是,他们的关键发现表明,“在各个领域和国家,学生对哪些项目做出了回应(27-35%)比哪个学生对这些项目做出了回应(10-12%)或哪个学校的学生(5-7%)更重要”。因此,本文提供了一个重要的例子,说明在教育中进行评估是可能的:原则,政策和实践2022,VOL. 29, NO。3, 285-287 https://doi.org/10.1080/0969594X.2022.2110667
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessing the role of students’ emotions on achievement
In this regular issue, Street et al. (2022) present a study where they have explored the effect of students’ perceived task difficulty on the mathematics self-efficacy – performance relationship. The study adds important knowledge as it investigates students’ self-efficacy of different levels of task difficulty empirically, such as easy, medium difficulty and hard tasks and performances on a national mathematics test. The longitudinal study of 95 Norwegian students, in grade 8 and 9, demonstrated differential relationships between self-efficacy for different levels of task difficulty and national test performance. Further, the study found that grade 8 national test performances predicted grade 9 self-efficacy for medium and hard tasks but not for easy tasks. The authors emphasise the importance of supporting students’ engagement with challenging tasks to strengthen both their performance and self-efficacy. The second article in this regular issue also investigates students’ perceptions of emotions, both positive and negative and how they are linked to a range of outcomes (Jerrim, 2022). More specifically, the author uses data from the Programme for International Student Assessment (PISA) in England and links the dataset to the National Pupil Database (NPD) to investigate students’ positive affect, negative affect and their fear of failure. One of the results reported is that low levels of positive affect, such as rarely feeling happy, lively or cheerful, is associated with a 0.10–0.15 standard deviation reduction in young people’s examination grades. Although little evidence is found for a link between negative affect or fear of failure and examination performance, the article raises some overall concerns: Students in England reported lower overall levels of life-satisfaction than their peers in almost all other developed countries (OECD, 2019). Knowing the impact of such emotions on students’ mental health long term, the author emphasises that well-being, mental health and young people’s overall emotional state have become a major political issue in England. The author argues, though, that policy and practice should focus upon these issues independently of its impact on results in high-stakes examinations or ILSA studies, but simply because students wellbeing is an important concern in its own right. In the third article, the authors investigated the item variance in PISA 2018 cognitive domains of reading, mathematics and science literacy (Marcq & Braeken, 2022). As the authors point out, International Large-Scale Assessment studies, such as PISA, mainly report average country achievement scores, while items are overlooked and rarely studied. Of particular interest is their key finding indicating ‘across domains and countries, it mattered more for the correctness of an item response which items were responded to by a pupil (27–35%) than which pupil responded to these items (10–12%) or which school the pupil attended (5–7%)’. The present article therefore offers an important example of what is possible to do ASSESSMENT IN EDUCATION: PRINCIPLES, POLICY & PRACTICE 2022, VOL. 29, NO. 3, 285–287 https://doi.org/10.1080/0969594X.2022.2110667
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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