Informant discrepancies in the rating of Chinese preschoolers' approaches to learning: Looking for the role of parent–teacher relationships

2020 ◽  
Author(s):  
Lixin Ren ◽  
Jieqiong Fan
Keyword(s):  
Approaches To Learning ◽  
Informant Discrepancies ◽  
Teacher Relationships

Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

2018 ◽  
Vol 11 (2) ◽  
pp. 309-320
Author(s):  
Susanna Pallini ◽  
Giovanni Maria Vecchio ◽  
Roberto Baiocco ◽  
Barry H. Schneider ◽  
Fiorenzo Laghi
Keyword(s):  
Emotion Regulation ◽  
Student Teacher ◽  
Attention Problems ◽  
Mediating Role ◽  
School Aged Children ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lindsay Portnoy ◽  
Talia Lemberger
Keyword(s):  
Prior Knowledge ◽  
Science Learning ◽  
Scientific Information ◽  
Approaches To Learning ◽  
Knowledge Retention ◽  
Scientific Concept ◽  
Distractor Task ◽  
Science Content ◽  
Content Type

Purpose Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science. Design/methodology/approach The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science. Findings Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies. Research limitations/implications Implications for instructional design and pedagogy are discussed. Practical implications The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science. Social implications By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention. Originality/value The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

scholarly journals Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal

2014 ◽  
Vol 32 (2) ◽  
pp. 447-462 ◽  
Author(s):  
Mercedes López-Aguado ◽  
Lourdes Gutiérrez-Provecho
Keyword(s):  
Longitudinal Study ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Tasks ◽  
Factor Study ◽  
Study Process ◽  
Quality Learning ◽  
Estudiantes Universitarios

La investigación previa pone de manifiesto cierta influencia de los enfoques de aprendizaje sobre el rendimiento, asociándose generalmente el enfoque profundo a aprendizajes de mayor calidad y el superficial a menores rendimientos. El objetivo de este estudio es profundizar en los mecanismos que intervienen en esta relación, analizando el papel modulador del tiempo de dedicación. Participan en un diseño de encuesta longitudinal de 15 semanas de duración 187 estudiantes universitarios. Los datos sobre los enfoques se recogen con el R-SPQ-2F en su versión española. Los resultados del análisis path confirman que los enfoques de aprendizaje influyen sobre el rendimiento. El enfoque superficial produce un efecto directo asociado a peores resultados y ambos influyen indirectamente a través de su efecto sobre los tiempos de dedicación. Se discute la importancia de estos resultados y la necesidad de seguir ahondando en las variables que modulan esta relación. Previous research has shown the influence of approaches to learning on performance, with a deep approach generally associated with higher quality learning, and a surface approach with lower levels of performance. The aim of this study was to investigate the mechanisms involved in this relationship by studying the modulating role of time spent on learning tasks. A longitudinal study with a survey format lasting fifteen weeks was carried out. 187 university students took part in the study. The data on approaches were gathered with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) in Spanish. The results from path analysis confirmed that approaches to learning do influence performance. A surface approach yields a direct effect that is linked to worse results. This paper discusses the relevance of these results and the need for further research on the variables that may influence this relationship.

scholarly journals Informant Discrepancies in Internalizing and Externalizing Symptoms in an At-Risk Sample: The Role of Parenting and School Engagement

2019 ◽  
Vol 49 (1) ◽  
pp. 311-322 ◽  
Author(s):  
Alexa L. Curhan ◽  
Jill A. Rabinowitz ◽  
Elise T. Pas ◽  
Catherine P. Bradshaw
Keyword(s):  
At Risk ◽  
School Engagement ◽  
Externalizing Symptoms ◽  
Informant Discrepancies ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

The Mediating Role of Implicit and Explicit Emotion Regulation in the Relationship Between Academic Emotions and Approaches to Learning

2019 ◽  
Vol 207 (8) ◽  
pp. 683-692 ◽  
Author(s):  
Christos Rentzios ◽  
Spiridon Kamtsios ◽  
Evangelia Karagiannopoulou
Keyword(s):  
Emotion Regulation ◽  
Approaches To Learning ◽  
Academic Emotions ◽  
Mediating Role ◽  
Implicit And Explicit ◽  
The Relationship

Beyond the Classroom: The Protective Role of Student–Teacher Relationships on Parenting Stress

2020 ◽  
Vol 48 (5) ◽  
pp. 633-642 ◽  
Author(s):  
Diana Westerberg ◽  
Rebecca Newland ◽  
Julia L. Mendez
Keyword(s):  
Parenting Stress ◽  
Student Teacher ◽  
Protective Role ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships

2013 ◽  
Vol 51 (1) ◽  
pp. 129-142 ◽  
Author(s):  
Christian S. Chan ◽  
Jean E. Rhodes ◽  
Waylon J. Howard ◽  
Sarah R. Lowe ◽  
Sarah E.O. Schwartz ◽  
...  
Keyword(s):  
Mediating Role ◽  
School Based ◽  
Teacher Relationships ◽  
School Based Mentoring

scholarly journals Learning approaches and studies of effect of environmental factors

2009 ◽  
Vol 41 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Research Findings ◽  
Different Cultures ◽  
3P Model

There is a presentation of 3P model of learning (Presage-Process-Product), which comprises learning approaches placed in a wider context of the set of variables related to personality, environment, process and outcomes of learning. Three approaches to learning - surface, deep and achievement-oriented - consist of motives and the corresponding learning strategies. There is a discussion of the findings and implications of a great deal of research using the instruments based on this model. We analyzed research findings about the effect of instruction on learning approaches acquired by pupils, and especially students. It is shown how based on learning approach employed by pupils it is possible to draw conclusions about the quality of instruction. Testing the instruments on various samples indicates that the model is applicable in different cultures. Cross-cultural research opened up the problem of relation between memorising and understanding. Further research is necessary, both empirical and theoretical, that is, development of conceptualization of these constructs, and especially their role in education. Perspectives for further research also open up in the direction of studying various factors connected with personality and their relations with learning approaches. The role of learning approaches of teachers in developing the learning approaches of pupils is yet to be examined.

scholarly journals Learning Responsibility - Teaching Sustainability. Experiential and Transformative Learning in a Business School

2021 ◽  
Vol 51 (7) ◽  
pp. 18-29
Author(s):  
Gabriella Kiss ◽  
Tamás Veress ◽  
Alexandra Köves
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Approaches To Learning ◽  
Education Practice ◽  
Research And Innovation ◽  
The Social ◽  
Practical Experiences ◽  
Nature And Society ◽  
Responsible Research

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

scholarly journals The Influence of “Second Generation Demolition” Fathers’ Participation in Parenting on Children’s Approaches to Learning: the Mediating Role of Psychological Resilience

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Yunjia Lin ◽  
Xiaobei Wang
Keyword(s):  
Second Generation ◽  
Approaches To Learning ◽  
Middle Level ◽  
Psychological Resilience ◽  
Learning Potential ◽  
Intermediate Variable ◽  
Mediating Role ◽  
Self Confidence ◽  
Good Learning

In this study, children's psychological resilience was used as an intermediate variable to explore the relationship between fathers' participation in parenting, children's psychological resilience, and their approach to earning. This study used the method of the questionnaire survey in which 421 fathers and their children aged 3-6 from three kindergartens in an urban village demolition and reconstruction area of a particular city in Hebei Province were selected as the research objects. The results show that the participation of fathers in parenting and the development of kids' approach to earning are at the upper middle level, and the overall development of children's psychological resilience is usually distributed. There is a significant correlation between father's participation in parenting, children's psychological resilience, and children's approach to earning, and psychological resilience plays a completely mediating role between father's participation in parenting and children's approach to earning. It is recommended that "Second Generation Demolition" fathers adopt diversified participation and parenting paths to cultivate good learning habits for children. Specifically, strengthening family protective factors dominated by "Second Generation Demolition" fathers to stimulate children's learning potential and encouraging "Second Generation Demolition" fathers to share their own growth experience with young children and build up their self-confidence in learning can help.

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