scholarly journals Evaluar “para” el aprendizaje, aprender para estar motivado: el orden de los factores sí afecta al producto

2014 ◽  
Vol 18 (2) ◽  
pp. 241
Author(s):  
Jesús Alonso Tapia ◽  
Iván De la Red Fadrique
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
School Students ◽  
Positive Effects ◽  
9Th Grade ◽  
Educational Guidance ◽  
Assessment Procedures ◽  
Interest And Motivation ◽  
Transfer Tasks

RESUMENEste estudio analiza los efectos de la introducción de nuevos procedimientos de evaluación en la motivación. 113 alumnos de Geografía (3º ESO) recibieron enseñanza en la solución de problemas de Geografía mediante tareas que permitían identificar la raíz de sus dificultades y darles retroalimentación precisa. Posteriormente, en lugar de evaluar el conocimiento de conceptos y hechos, se evaluó la comprensión mediante tareas análogas a las utilizadas en el entrenamiento ‑tareas de transferencia‑, y se examinó el valor motivacional que los alumnos atribuían al nuevo modo de evaluación. Los resultados muestran las ventajas y limitaciones del mismo y permiten extraer consecuencias para la Orientación Educativa.ABSTRACTThis study analyses the effects of introducing new assessment procedures on learning motivation. 113 Secondary School students (9th grade) were trained in applying geographical knowledge to solving Geography problems. Tasks used allowed to identify the causes of learning difficulties and to give precise feedback and help. Then, comprehension was assessed using new analogue tasks ‑transfer tasks‑. Students were asked about interest and motivation aroused by the new assessment procedures. Results have shown both the positive effects, and limitations of these procedures, and have important implications for Educational Guidance.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Social and psychological characteristics of Greek secondary school students with learning difficulties

2005 ◽  
Vol 28 (6) ◽  
pp. 741-752 ◽  
Author(s):  
Kiriakos Zafiriadis ◽  
Miltos Livaditis ◽  
Kiriakos Xenitidis ◽  
Miranta Diamanti ◽  
Evgenia Tsatalmpasidou ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Psychological Characteristics ◽  
School Students

scholarly journals Statistical literacy of Slovak lower secondary school students

2020 ◽  
Vol 9 ◽  
pp. 163-173
Author(s):  
Mária Jurečková ◽  
Lucia Csachová
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Quantitative Data ◽  
Secondary School Students ◽  
Slovak Republic ◽  
Lower Secondary School ◽  
School Students ◽  
Statistical Literacy ◽  
9Th Grade ◽  
Quantitative Data Analysis

The article is focused on monitoring the level of statistical literacy of 9th grade students at lower secondary schools in the Slovak Republic. The results of several years testing of students were used for this purpose. During the reporting period, more than 50 000 pupils from all over Slovakia participated in the testing. In addition to quantitative data analysis, attention is also paid to qualitative analysis of the problems in the field of statistics that were difficult for students. The article presents a part of the results of the research focused on the analysis of critical points in school mathematics.

Understanding Resilience in Learning Difficulties: Unheard Voices of Secondary School Students

2015 ◽  
Vol 32 (4) ◽  
pp. 351-358 ◽  
Author(s):  
Sigrún Harðardóttir ◽  
Sigrún Júlíusdóttir ◽  
Halldór S. Guðmundsson
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
School Students

scholarly journals The development of Vocational Secondary School students’ reflection and self-assessment skills in the context of critical constructivism

2015 ◽  
Vol 2 ◽  
pp. 93
Author(s):  
Irēna Kroiče
Keyword(s):  
Labor Market ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Highly Qualified ◽  
School Students ◽  
Self Assessment ◽  
Assessment Skills

<p><em>As the demands of labor market have increased, Vocational Secondary School students have to acquire the knowledge and skills level, which could help them to become highly qualified professionals who are able to compete in the labor market. The author explores the causes of poor results and options to prevent possible learning difficulties.</em></p><p><em>A learning model, which is based on a critical constructivist didactic epistemology, has been proposed. This type of teaching encourages the learners to reflect on their learning aims, their personal meaning as well as existing experience; to evaluate, define and solve learning problems and if it is necessary  to ask for support of the teacher; to evaluate learning results and to set new goals.</em></p><p><em>The results</em><em> of the research in Rezekne Technical School confirm that the development of reflection and self-assessment skills contributes to the quality of learning and helps to identify as well as to overcome learning difficulties.</em></p><p> </p>

Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals

2011 ◽  
Vol 16 (4) ◽  
pp. 402-418 ◽  
Author(s):  
Dominique P. Rauch ◽  
Johannes Naumann ◽  
Nina Jude
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Proficiency ◽  
Metalinguistic Awareness ◽  
School Students ◽  
Third Language ◽  
Positive Effects ◽  
L3 Acquisition ◽  
The Individual ◽  
Turkish German

Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. Overall, fully biliterate students outperformed monolingual and partially biliterate students in both L3 (Δ R2 = .07) and metalinguistic awareness (Δ R2 = .06). An effect of full biliteracy on L3 reading proficiency persisted when SES, gender, general cognitive ability and school track were controlled for. In addition, within the group of biliterate students, positive effects of the individual degree of biliteracy on L3 reading proficiency could be shown to be an indirect effect that was mediated through metalinguistic awareness.

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