Predicting attribution of letter writing performance in secondary school: A machine learning approach

The learning research literature has identified the complex and multidimensional nature of learning tasks, involving not only (meta) cognitive processes but also affective, linguistic, and behavioral contextualized aspects. The present study aims to analyze the interactions among activated domainspecific information, context-sensitive appraisals, and emotions, and their impact on task engagement as well as task satisfaction and attribution of the perceived learning outcome, using a machine learning approach. Data was collected from 1130 vocational high-school students of both genders, between 15 and 20 years of age. Prospective questionnaires were used to collect information about the students’ home environment and domainspecific variables. Motivation processes activated during the learning episode were measured with Boekaerts’ on-line motivation questionnaire. The traces that students left behind were also inspected (e.g., time spent, use of provided tools, content, and technical aspects of writing). Artificial neural networks (ANN) were used to provide information on the multiple interactions between the measured domain-specific variables, situation-specific appraisals and emotions, trace data, and background variables. ANN could identify with high precision students who used a writing skill, affect, and self-regulation strategies attribution on the basis of domain variables, appraisals, emotions, and performance indicators. ANN detected important differences in the factors that seem to underlie the students’ causal attributions.Penvoerder Self - Regulated Writing Project (PSRWP) - Koning Willem I College from Netherlands AGI-1802-2006/

Testing the hierarchical SDT model: the case of performance-oriented classrooms

Testing the hierarchical SDT model: the case of performance-oriented classrooms

Getting to the heart of clinical supervision: a theoretical review of the role of emotions in professional development

Background The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively “heartless” account of professional development, which may undermine its effectiveness. Method A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the “rupture-repair” cycle that can affect the supervisory alliance, and the “deskilling-development” pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally

The self-regulation of motivation:Motivational strategies as mediator between motivational beliefs and engagement for learning

In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed

Perceived social support and well being in schools; the role of students' ethnicity.

Gedragsveranderingen bij leerlingen en hun lerare

The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom.

Gedragsveranderingen bij leerlingen en hun lerare

The effect of stimulating immigrant and national pupils' helping behaviour during cooperative learning in classrooms on their math-related talk

Gedragsveranderingen bij leerlingen en hun lerare

Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom

Gedragsveranderingen bij leerlingen en hun lerare

Goal-Directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals.

Gedragsveranderingen bij leerlingen en hun lerare

The impact of a cooperative learning experience on pupils' popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools.

Gedragsveranderingen bij leerlingen en hun lerare