The Effects of Group differentiation by students’ learning strategies

This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategies for Learning Questionnaire (MSLQ). Each group is offered instruction fitting their own learning strategy. The results show that student performance is higher in classes where the differentiation was applied, and that these students score higher at some scales of the posttest of the questionnaire on motivation, metacognition and self-regulation. However, there are differences between classrooms from different teachers. Additional teacher questionnaires confirm the discrepancy in teacher attitudes towards the intervention.

International Relations of Migrants – Citizens of the States of the Eurasian Economic Union in the Moscow Metropolis

the article is based on the results of a study conducted as part of the monitoring of integration processes in the EEU. It describes the interethnic relations of migrants from the member States of the Eurasian economic Union (EEU) who live and work in the Moscow megalopolis, the real state of interethnic harmony as a stable core of integration processes, the attitude to the goals and results of the functioning of the Eurasian Union, the interest in further deepening integration processes, and the readiness to interact with citizens of the EEU member States in professional and informal spheres of communication; the results of the formation of civil identity, interethnic attitudes, inter-group differentiation, problems and contradictions that reduce the ethnocomplementarity of interethnic relations, support for integration processes in the EEU are shown.