School Tracks as Differential Learning Environments Moderate the Relationship Between Teaching Quality and Multidimensional Learning Goals in Mathematics

Schools and teaching aim at fostering multidimensional learning goals. For attaining these goals, institutional effects such as school tracking as well as teaching quality play an important role and interact with each other. Using representative data from a class based German extension of the PISA 2012 study, the present study first investigated whether the factorial structure of three basic dimensions of teaching quality (cognitive activation, classroom management, and teacher support) in mathematics is comparable across high and low school tracks and tested whether tracks differed in students' perception of mathematics teaching quality. Second, differences between school tracks in the relationship between teaching quality and multidimensional learning goals, namely mathematics competence, interest, and self-efficacy were examined. Results indicated that students in both school tracks distinguish between three dimensions of teaching quality and that the factorial structure is comparable across tracks. Students at higher school tracks report higher levels of discipline but lower levels of teacher support. No difference has been found for cognitive activation. In association with different learning goals, tracks show individual profiles. Mathematics competence was related to classroom discipline on the student level in lower school tracks and on the class level at the Gymnasium. Mathematics interest was, on the student level, in both tracks associated with teacher support and discipline. In addition, in lower school tracks a cognitive activating learning environment was associated with more interest. High levels of mathematics self-efficacy were in both school tracks reported by students who perceived their lessons as cognitive activating. In addition, at the Gymnasium, students who felt more supported by their mathematics teachers reported higher levels of self-efficacy. The results speak clearly for the assumption of school tracks as differential learning environments. They ask for a differentiated view of teaching quality and its impact on reaching multidimensional learning goals in order to meet students' needs specifically and deal with increasing classroom heterogeneity

Patterns of inquiry-based science instruction and student science achievement in PISA 2015

Scientific literacy is a central aim of science education. The Programme for International Student Assessment (PISA) provides a measure of secondary students’ scientific literacy and reported science instruction in 72 countries. Researchers have analyzed PISA data to identify important relationships between science instruction and students’ science achievement. The purpose of this study is to further explore these relationships by using PISA 2015 data from a sample of 13 participating countries representing a range of mean science achievement. We use Latent Profile Analysis (LPA) to explore how students from highest- and lowest-performing profiles characterize the inquiry-based science instruction they experience. We then use cluster analysis to compare patterns in inquiry-based instruction reported by students in the highest-performing profiles in each country and examine relationships between inquiry-based and other instructional practices. Findings from our analysis reveal fundamental differences in the frequency and nature of inquiry-based instruction reported by students associated with the highest and lowest levels of science achievement. For the highest performing profiles of students, results illustrate both consistencies and unique features of science instruction students report across four distinct clusters of countries. We discuss implications of these results for theory, research, and the design of science learning environments

A comparison of self-reports and electrodermal activity as indicators of mathematics state anxiety.: An application of the control-value theory

In the present study with 86 undergraduate students, we related trait Mathematics Anxiety (MA) with two indicators of state anxiety: self-reported state anxiety and electrodermal activity (EDA). Extending existing research, we included appraisals of control and perceived value in hierarchical multiple regression analyses in accordance with the control-value theory of achievement emotions (Pekrun, 2006). Results showed that trait MA predicted self-reported state anxiety, while no additional variance was explained by including control and value. In contrast, we found no significant relation between trait MA and physiological state anxiety, but a significant, negative three-way interaction effect with control and value. Regression coefficients indicated that trait MA predicted physiological state anxiety, but only in the presence of negative perceived control and positive perceived value. Thus, our results support the control-value theory for physiological state anxiety, but not for self-reports. They emphasize the need to distinguish between trait and state MA, the advantages of adopting the control-value theory, and the benefits of using EDA recording as a supplemental assessment method for state anxiety

A learning robot for cognitive camera control in minimally invasive surgery

Background!#!We demonstrate the first self-learning, context-sensitive, autonomous camera-guiding robot applicable to minimally invasive surgery. The majority of surgical robots nowadays are telemanipulators without autonomous capabilities. Autonomous systems have been developed for laparoscopic camera guidance, however following simple rules and not adapting their behavior to specific tasks, procedures, or surgeons.!##!Methods!#!The herein presented methodology allows different robot kinematics to perceive their environment, interpret it according to a knowledge base and perform context-aware actions. For training, twenty operations were conducted with human camera guidance by a single surgeon. Subsequently, we experimentally evaluated the cognitive robotic camera control. A VIKY EP system and a KUKA LWR 4 robot were trained on data from manual camera guidance after completion of the surgeon's learning curve. Second, only data from VIKY EP were used to train the LWR and finally data from training with the LWR were used to re-train the LWR.!##!Results!#!The duration of each operation decreased with the robot's increasing experience from 1704 s ± 244 s to 1406 s ± 112 s, and 1197 s. Camera guidance quality (good/neutral/poor) improved from 38.6/53.4/7.9 to 49.4/46.3/4.1% and 56.2/41.0/2.8%.!##!Conclusions!#!The cognitive camera robot improved its performance with experience, laying the foundation for a new generation of cognitive surgical robots that adapt to a surgeon's needs

Is the School Context associated with Instructional Quality? The Effects of School Composition, Principals, Teacher Collaboration, and School Climate

The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., students’ school composition, school’s academic track, principals’ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German PISA 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multi-level analyses revealed that schools differ systematically in their instructional quality. These differences were related to school composition, principals’ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers’ perceptions of school characteristics are more relevant than those of the principals

Flow-evoking activities foster recovering from Depletion

Self-control is assumed to be a limited resource that becomes drained with use. However, high motivation such as flow experience may compensate for the reduced ability to self-regulate. Results revealed that the more flow students experienced the less depletion of self-regulation was reported

Evaluation of the Effectiveness of a Syllabus for the Advancement of Students Subjective Well-Being, Self-Esteem, and Self-Efficacy

Mittels eines quasiexperimentellen Prä-Posttest-Designs wurde die Wirksamkeit des Unterrichtsprogramms Schulfach Glück untersucht. Die Erhebung fand an zwei Berufsschulen statt, die das Unterrichtsprogramm für Teile der Schülerschaft im Schuljahr 2010/11 einführten. Berichtet werden die Effekte eines Schuljahres im Schulfach Glück auf das subjektive Wohlbefinden, das Selbstwertgefühl und die Selbstwirksamkeitserwartung der Schülerinnen und Schüler. Ergänzend wurde überprüft, ob die Persönlichkeitsdimensionen emotionale Stabilität und Extraversion die Effekte moderieren. 106 Berufsschülerinnen und -schüler waren entweder der Treatment- oder einer Vergleichsgruppe (Unterricht in einem anderen Wahlfach) zugeordnet. Die Schülerinnen und Schüler wurden zu Beginn und am Ende des Schuljahres 2010/11 befragt. In der Treatmentgruppe zeigten sich positive Effekte bei der affektiven Komponente des Wohlbefindens sowie beim Selbstwertgefühl. Darüber hinaus moderierte die emotionale Stabilität der Schülerinnen und Schüler die Effekte auf das Selbstwertgefühl und die kognitiven Komponenten des Wohlbefindens. Emotional stabilere Schülerinnen und Schüler profitierten eher vom Unterrichtsprogramm. Hinsichtlich der Selbstwirksamkeitserwartung fand sich kein Effekt. Die Ergebnisse werden als Teilwirksamkeit des Programms interpretiert.Applying a quasi-experimental pre-posttest design, we examined the effectiveness of a new teaching unit called school subject happiness. The investigation took place at two vocational schools that had established this subject in the school year 2010/11. Effects of one school year of instruction in the school subject happiness on students´ well-being, self-esteem, and self-efficacy are reported. In addition, a moderation effect of the personality traits emotional stability and extraversion was investigated. A total of 106 vocational school students who belonged either to the treatment or the control group participated in the study. At the beginning and at the end of the school year 2010/11, all students completed questionnaires. Beneficial effects were found for affective components of subjective well-being and self-esteem. Furthermore, the effects on self-esteem and cognitive components of well-being were moderated by emotional stability. Students who reported higher emotional stability benefited more from the new teaching unit. For self-efficacy no effect was found. The results are interpreted as partial effectiveness of the program

Flow-Erleben bei der Aufgabenbearbeitung unterstützt die Erholung der momentan verfügbaren Selbstkontrollkraft

Selbstkontrolle spielt bei der Bearbeitung von Testaufgaben eine entscheidende Rolle. Sie sorgt dafür, dass die Aufmerksamkeit auf die Aufgabe gelenkt wird und fokussiert bleibt, störende Gedanken oder die Hinwendung zu ablenkenden Reizen werden unterdrückt. Die Ausübung von Selbstkontrolle ist abhängig von der momentan verfügbaren Selbstkontrollkraft. Diese wird als limitierte Ressource angesehen, die sich mit ihrem Einsatz stetig verringert. Erste Studien zeigen jedoch, dass eine reduzierte Selbstkontrollkraft durch hohe Motivation kompensiert werden kann. Dieser Effekt konnte für das Erhöhen der Bedeutsamkeit einer Aufgabe (Muraven & Slessareva, 2003; Vohs, Baumeister & Schmeichel, 2012), die Bezahlung von Teilnehmern, und das Erhöhen der Situations-Ergebnis-Erwartung (Muraven & Slessareva, 2003) gezeigt werden. Auch wenn Personen die zu bearbeitende Aufgabe mögen, wirkt sich dies – zumindest bei einer kurzen Bearbeitungsdauer – positiv auf die verfügbare Selbstkontrollkraft aus (Baumeister & Vohs, 2007). Der Beitrag knüpft an diese Studien an und untersucht in zwei Studien, die im Rahmen der Begleitforschung zu PISA 2012 durchgeführt wurden, den Zusammenhang zwischen Flow-Erleben und Selbstkontrolle. Flow gilt als der optimale Motivationszustand und wird unter anderem durch die Zentrierung der Aufmerksamkeit sowie das Verschmelzen von Selbst und Tätigkeit charakterisiert. Demnach sollte während des Erlebens von Flow die Aufmerksamkeit nicht bewusst kontrolliert werden müssen und es kommt zum Verlust von Reflexivität und Selbstbewusstheit. Im Rahmen der Studien berichteten Schülerinnen und Schüler ihre momentan verfügbare Selbstkontrollkraft sowie ihr Flow-Erleben vor, während und nach der Bearbeitung von PISA-Leseaufgaben. Die Ergebnisse zeigten, dass Flow-Erleben nicht nur zu einem geringeren Anstieg der momentan verfügbaren Selbstkontrollkraft führt, sondern auch zur Erholung der momentan verfügbaren Selbstkontrolle beiträgt