The effects of functional group counseling on inspiring low‐achieving students’ self‐worth and self‐efficacy in Taiwan

Hong, Zuway‐R; Lin, Huann‐shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yu, Tien-chi

doi:10.1080/00207594.2011.590494

Cited by 11 publications

(11 citation statements)

References 30 publications

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“…This interpretation fits well with the Taiwanese educational system which emphasizes high achievement at the expense of promoting individual interest and motivation. Under the pressure of highly competitive college entrance exams and Taiwanese traditional perspectives toward children, most high school students are encouraged or expected to perform well academically (Hong et al, 2011) with little attention paid to student interest and enjoyment in learning. Unfortunately, this practice may ultimately lead to lowering public understanding of science.…”

Section: Discussionmentioning

confidence: 99%

Relationships among affective factors and preferred engagement in science-related activities

et al. 2012

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This study investigated how affective factors impact participation in science learning using structural equation modeling. Using a dataset from Taiwan, a model was obtained that showed the relationships among science-related interest, enjoyment, self-efficacy, self-concept, competency, leisure time engagement, and future interest in science. The paths relating to engagement and future interest were much stronger for interest and enjoyment than for self-efficacy and self-concept. There was no significant path between science competency and future science interest or engagement. The results suggest that the affective and cognitive pathways to scientific competency are divergent and that they might be differentially activated by different contexts and activities. This indicates that school science educators might wish to reconsider the merit of overemphasizing achievement in comparison to interest. Finally, the results suggest that the development of science competency per se may not be the best way to ensure public engagement and understanding of science.

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Section: Discussionmentioning

confidence: 99%

Relationships among affective factors and preferred engagement in science-related activities

et al. 2012

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“…The PISA framework and datasets provide a wide variety of variables related to the scientific literacy performance of students. Research studies have indicated that science‐related interest, enjoyment, engagement, and self‐efficacy (Hong, Lin, Wang, Chen, & Yu, ; Jack et al, ), as well as epistemic agency (Miller, Manz, Russ, Stroupe, & Berland, ) and inquiry‐based science teaching and learning (Brown, ), have significant impacts on students' scientific literacy performance. In addition to scientific literacy, student resilience has become a favorite topic for analysis.…”

Section: Introductionmentioning

confidence: 99%

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

2019

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The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer‐based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self‐efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher‐directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry‐based science teaching and learning practice, and science self‐efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high‐ versus low‐performing were epistemic beliefs about science, learning time, self‐efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non‐resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.

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“…In their attempt to characterise reading processes and text comprehension of readers of diverging proficiency, Alexander and Murphy (1998) distinguished the following reader profiles: highly competent, seriously challenged, resistant, effortful and nonstrategic. From the findings, it can be concluded that readers in this study with the best and average task performance had some characteristics of effortful processors.…”

Section: Discussionmentioning

confidence: 99%

“…Differences concerning self-regulation in task-oriented reading among low-achieving adolescents have been proposed in the literature (Alexander & Murphy, 1998;Biancarosa & Snow, 2006), but it is not clear what differences can be empirically found and to what degree they are relevant for task achievement. Although such differences have been demonstrated between readers of lower and higher proficiency (Vidal-Abarca et al, 2010), it is useful to know whether differences in task achievement within the group of low-achieving adolescent readers are related to differences in regulation.…”

Section: Present Studymentioning

confidence: 99%

Types and sequences of self‐regulated reading of low‐achieving adolescents in relation to reading task achievement

Milliano

Gelderen

Sleegers

2014

Journal Research in Reading

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This study examines the relationship between types and sequences of selfregulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of orientation, text reading and answering questions. Results show that in general these low-achieving adolescents are infrequently monitoring their text comprehension or making connections with prior knowledge. Nevertheless, important differences are found between types and sequences of self-regulated reading activities related to task achievement. The low-achieving adolescents showing a straightforward linear approach to the task (orientation, reading of the whole text and finally answering of questions) yielded more success. In addition, readers demonstrating more activities directed at connections between text contents and prior knowledge during reading showed better task achievement. Implications of these findings for literacy education of this special group of adolescents are discussed.Reading comprehension is an important factor for academic and professional success and a requirement for participation in the information society. Although many adolescents acquire sufficient competence in reading comprehension without much difficulty, various studies have shown that a substantial part of the adolescent student population struggles with reading comprehension and performs below the levels required by the school curriculum (Alliance for Excellent

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The effects of functional group counseling on inspiring low‐achieving students’ self‐worth and self‐efficacy in Taiwan

Cited by 11 publications

References 30 publications

Relationships among affective factors and preferred engagement in science-related activities

Relationships among affective factors and preferred engagement in science-related activities

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

Types and sequences of self‐regulated reading of low‐achieving adolescents in relation to reading task achievement

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