scholarly journals Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?

2020 ◽  
pp. 251-272
Author(s):  
Ole Kristian Bergem ◽  
Trude Nilsen ◽  
Oleksandra Mittal ◽  
Henrik Galligani Ræder
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Student Motivation ◽  
Structural Equation ◽  
Low Ses ◽  
Student Groups ◽  
Equity In Education ◽  
The Usa ◽  
And Mathematics ◽  
Low Ses Students

AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

scholarly journals The Protective Effect of Neighbourhood Collective Efficacy On Family Violence and Youth Antisocial Behaviour in Two South Korean Prospective Longitudinal Cohorts

2021 ◽  
Author(s):  
Andreas Bauer ◽  
Gemma Hammerton ◽  
Jisu Park ◽  
Joseph Murray ◽  
Yoonsun Han ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Family Violence ◽  
Collective Efficacy ◽  
Direct Effect ◽  
Secondary School Students ◽  
Antisocial Behaviour ◽  
Low Ses ◽  
Primary School Students ◽  
School Students

AbstractNeighbourhood collective efficacy has been proposed as a protective factor against family violence and youth antisocial behaviour. However, little is known about its impact on parent and child behaviour in non-Western countries. Using data from two population-based prospective cohorts from South Korea, including primary school students aged 10–12 years (N = 2844) and secondary school students aged 15–17 years (N = 3449), we examined the interplay between collective efficacy, family violence, and youth antisocial behaviour, and whether effects vary by SES. In a first series of models, in both samples, higher levels of collective efficacy were associated with lower levels of family violence, whereas higher levels of family violence were associated with higher levels of youth antisocial behaviour. There was no direct effect of collective efficacy on youth antisocial behaviour; however, there was an indirect effect via family violence. Although these effects were more pronounced in low SES children, there was no evidence of moderation by SES. In a second series of models, in primary school students, collective efficacy was not associated with youth antisocial behaviour. However, there was a direct effect of collective efficacy on family violence, even after adjusting for youth antisocial behaviour. Again, there was no evidence of moderation by SES. In secondary school students, the pattern of results was less consistent, however, again, suggesting more pronounced effects of collective efficacy in low SES children. The findings suggest that collective efficacy may influence family violence more directly, whereas youth antisocial behaviour may be affected more indirectly through the family environment.

Age and school-type differences in children's beliefs about school performance

2008 ◽  
Vol 32 (6) ◽  
pp. 531-541 ◽  
Author(s):  
Lars-Erik Malmberg ◽  
Brigitte Wanner ◽  
Todd D. Little
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Structural Equation Models ◽  
School Type ◽  
Primary School Students ◽  
School Students ◽  
Goal Disengagement ◽  
Children's Beliefs

Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort.

scholarly journals Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

2019 ◽  
Author(s):  
Jingoo Kang ◽  
Tuula Keinonen ◽  
Anssi Salonen
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
Lower Secondary School ◽  
Reciprocal Relationships ◽  
Science Technology ◽  
And Mathematics

AbstractAccording to previous theories and studies, interest and self-concept at an early age have played a pivotal role in occupational choices, especially in the fields of science, technology, engineering, and mathematics. However, a causal relationship between interest, self-concept, and aspirations in science is still under debate. In addition, few studies have focused on gender differences in these relationships. Therefore, this study aimed to explore the relationships between interest and self-concept in predicting science aspirations between ages 13 and 16 at lower-secondary school, considering gender differences. For the analyses, we conducted cross-lagged modeling and multi-group structural equation modeling in order to examine interrelationships between interest, self-concept, and science aspirations. According to the results, students’ self-concept was high and stable, while interest was low but increased significantly during the lower-secondary school phases. However, there were no reciprocal relationships between interest and self-concept in predicting students’ science aspirations. Interestingly, while girls’ interest was indicated as a sound predictor of aspirations in science, girls’ self-concept had no predictive influence on aspirations. Possible interpretations and implications of the study for lower-secondary science education are discussed.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

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