Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus

Malmberg, Lars‐Erik; Lim, Wee Ho; Tolvanen, Asko; Nurmi, Jari‐Erik

doi:10.14786/flr.v4i5.227

Cited by 9 publications

(8 citation statements)

References 49 publications

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“…One is encouragement to “think ‘within-person’” (Hamaker, 2012). Writers explain that understanding the experiences and actions of individual students (Malmberg, Lim, Tolvanen, & Nurmi, 2016; Murayama et al, 2017)—and individuals in general (Boag, 2018; Fisher, Medaglia, & Jeronimus, 2018; Lamiell, 2013; Molenaar, 2004)—requires theory and research that addresses the intra individual organization of psychological structures and processes. A second is a call for assessments that are context-sensitive (e.g., Frenzel, Becker-Kurz, Pekrun, & Goetz, 2015; Little, 2015).…”

mentioning

confidence: 99%

The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

Cervone

Mercurio

Lilley

2020

Journal of Educational Psychology

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This study aimed to identify elements of personal knowledge that were hypothesized to underlie within-person, across-context variations in students' appraisals of self-efficacy for coping with challenges encountered in Science, Technology, Engineering, and Mathematics (STEM) education. Freshman in a college of engineering completed assessments of (a) 4 elements of personal knowledge regarding themselves and their educational resources; (b) their subjective beliefs about links between these 4 personal and social qualities and each of 32 specific educational challenges; and (c) perceived self-efficacy for successfully handling each of the 32 challenges. Individual students' self-efficacy appraisals commonly varied substantially within-person, across contexts. This variability was predictable. Students displayed relatively high (low) self-efficacy within subsets of situations they subjectively linked to positively (negatively) valenced knowledge that they possessed, a finding consistent with the knowledge-and-appraisal model of personality architecture that guided the research. Additional analyses demonstrated that students with similar overall academic self-efficacy scores may display markedly different profiles of self-efficacy appraisal across context. Students' narrative accounts enriched understanding of these profile patterns. Educational Impact and Implications StatementThis study introduces novel methods for assessing the beliefs of individual STEM students and the specific social contexts in which these beliefs come into play. Findings show that our assessments predict both consistency and variability in student's confidence in their ability to handle challenges encountered in STEM education. Because our assessment methods provide richer, more nuanced information about individual students than the assessments commonly found in the scientific literature, they may be of particular value to school counselors and advisors who need to understand idiosyncrasies in the beliefs and social experiences of the individual student.

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confidence: 99%

The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

Cervone

Mercurio

Lilley

2020

Journal of Educational Psychology

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“…By directly showing them the entire process, starting with the formulation of a research questions and hypothesis, figuring out how to test it, performing the tests, evaluating how they relate to the hypothesis, and finally forming some kind of conclusions, they were able to observe and participate in the scientific method directly. While their motivation varied in the course of the day, which was to be expected for students of their age [48], overall they seemed very motivated and proud, especially when they realised that they actively were involved in activities as young scientists and understood something that they did not before. Moreover, teachers' interest in conducting similar activities in the future also was sparked.…”

Section: Outcome and Impactmentioning

confidence: 99%

Citizen Science as Part of the Primary School Curriculum: A Case Study of a Technical Day on the Topic of Noise and Health

et al. 2020

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In this paper, we summarise lessons learned conducting citizen science (CS) activities within the CitieS-Health H2020 project on the topic of noise exposure and health at a primary school in Ljubljana, Slovenia. Activities were organised in the form of a School Tech-Day Event (STDE) as part of the school’s curriculum involving second-grade pupils, ages 7–8. The STDE was aligned with the project’s methodological framework, which is based on co-creation and co-design principles. To this end, the pupils initially were involved in identifying noise-related issues and translation of selected topics into research questions. Next, together with mentors, they participated in the process of hypothesis formulation and the designing of data collection protocols. Finally, they participated in three focussed noise measurement experiments, as well as data analysis and presentation. We report and critically evaluate the whole chain of activities, focussing on the participant dimension using selected components of the citizen science evaluation framework. The event was very well-received by both pupils and teachers, and their active participation and hands-on experience with scientific processes contributed to their improved scientific literacy. Overall, the demonstrated concept of CS activities has great potential for ongoing inclusion in the school curriculum in its current format, or else adjusted according to specifics from other science and technology fields.

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“…In the multilevel context we can also test whether students differ from one another in how much their motivation fluctuates "from one instance to the next," for example using the mean square successive difference (MSSD, see, e.g., Malmberg et al 2016). To calculate the MSSD in the present data, lagged (t-1) versions of the motivation variables needed to be added to the data set (see Appendix B).…”

Section: Rq 1: How Much Do Student Motivation and Teacher Behavior Fluctuate From Moment To Moment?mentioning

confidence: 99%

From Between-Person Statistics to Within-Person Dynamics

Reitzle¹,

Dietrich²

2019

Diskurs

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Change is the most prominent aspect of research endeavors in developmental and educational psychology. To date, preferred methods for studying change, especially those that rely on quantitative methodologies, are based on sample-based correlational analyses conducted with longitudinal panel studies. In this article we argue that research designs need to move beyond a between-person research strategy because dynamic processes occur within individual children and adolescents. The aim is to provide developmental and educational researchers with a guide to gathering and analyzing data so as to be able to answer questions about processes of change and development from a within-person perspective. Our discussion of current practices and our guidance on future research is based on a dynamic systems view on development.

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Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus

Cited by 9 publications

References 49 publications

The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

Citizen Science as Part of the Primary School Curriculum: A Case Study of a Technical Day on the Topic of Noise and Health

From Between-Person Statistics to Within-Person Dynamics

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