The Role of Teachers' Expectations in the Association between Children's SES and Performance in Kindergarten: A Moderated Mediation Analysis

This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children

Alternative education: Examining the effects of alternative educational approaches on student achievement, academic motivation and engagement in Flemish primary schools

In this dissertation the effects of Flemish alternative primary schools (e.g. Freinet schools, Steiner/Waldorf schools) and alternative educational practices (e.g. experiential education) on students achievement, academic motivation and engagement were examined. Students from both alternative and traditional schools were followed longitudinally (data were collected from kindergarten to grade 7). Students development in achievement, academic motivation and engagement was modelled using multilevel growth curve models. To take into account differences between schools in student intake characteristics, we controlled for gender, SES, initial achievement, etc. Besides the examination of main effects of alternative education, we focused on differential effects in terms of students SES, initial language and initial mathematics achievement. This dissertation provided evidence that alternative schools succeed to a lesser extent in improving students mathematics achievement. While students from alternative and traditional schools have similar levels of mathematics achievement at the beginning of first grade, students in alternative schools show a lower learning gain compared to their peers in traditional schools. This effect was the largest among the initially high-achieving students. Regarding reading fluency, spelling and reading comprehension no evidence was found for differences in learning gain in alternative versus traditional schools. The effects on academic engagement measured both in terms of teacher reports and student self-reports are less clear. Overall the effects are in disfavour of students in alternative schools but they appeared only at the beginning of measurements, were relatively small, or only found among a specific subpopulation of the students. Further, students in alternative schools reported lower levels of both autonomous and controlled motivation for school. These results provide average results for alternative schools, but should be nuanced. First, other studies (e.g. de Bilde et al., 2012) have evidenced differences between alternative schools in terms of pedagogical approach and educational network, as well as differences within these groups. Further, a study on experiential education in kindergarten evidenced that some alternative approaches can be disadvantageous for achievement, especially for initially low-achieving students (e.g., autonomy-supportive teaching style) but that other practices can effectively promote achievement (stimulating teaching style).status: publishe

Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory

Abstract The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N ¼ 275) participated in the study. It was found that students with an extended FTP regulated their study behaviour on the basis of several internal motives, including feelings of guilt and shame (introjected regulation), personal conviction (identified regulation) and interest (intrinsic motivation). The association with identified regulation was strongest and the association with intrinsic motivation fell below significance when controlling for identified regulation. Moreover, introjected and identified regulation emerged as mediators accounting for the association between FTP and cognitive processing. Further, to the extent that FTP engenders an internally pressuring mode of regulation it was found to be indirectly negatively associated with determination/metacognitive strategy use. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed

Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory

Abstract The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N ¼ 275) participated in the study. It was found that students with an extended FTP regulated their study behaviour on the basis of several internal motives, including feelings of guilt and shame (introjected regulation), personal conviction (identified regulation) and interest (intrinsic motivation). The association with identified regulation was strongest and the association with intrinsic motivation fell below significance when controlling for identified regulation. Moreover, introjected and identified regulation emerged as mediators accounting for the association between FTP and cognitive processing. Further, to the extent that FTP engenders an internally pressuring mode of regulation it was found to be indirectly negatively associated with determination/metacognitive strategy use. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed

Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory

The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP regulated their study behaviour on the basis of several internal motives, including feelings of guilt and shame (introjected regulation), personal conviction (identified regulation) and interest (intrinsic motivation). The association with identified regulation was strongest and the association with intrinsic motivation fell below significance when controlling for identified regulation. Moreover, introjected and identified regulation emerged as mediators accounting for the association between FTP and cognitive processing. Further, to the extent that FTP engenders an internally pressuring mode of regulation it was found to be indirectly negatively associated with determination/metacognitive strategy use. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed. © 2010 Elsevier Ltd.status: publishe

Longitudinaal onderzoek in het basisonderwijs. Experiential education in kindergarten: associations with school outcomes for at-risk and not-at-risk children. (Rapport Nr. SSL/OD1/2011.34)

status: publishe

Longitudinaal onderzoek in het basisonderwijs. Basisrapportage leerkrachtenvragenlijst zesde leerjaar (schooljaar 2008-2009) (SSL/OD1/2011.42 )

status: publishe

De relatie tussen ervaringsgericht kleuteronderwijs en leerlinguitkomsten: positief of negatief? En voor wie?

status: publishe

Waldorf and Freinet schools compared to traditional schools: Differences in children's well-being and self-regulated functioning from kindergarten until third grade

Nowadays, alternative schools (e.g. Freinet schools, Waldorf schools) are becoming increasingly popular, because they are expected to put more emphasis on children’s intrinsic motivation, autonomous functioning and well-being. However, up to date their effects have been underexamined. The current study aims at filling this gap by examining their impact on children’s early non-cognitive development. Furthermore, it’s examined if a school’s pedagogical approach matters more for specific types of students. We examine possible differential/moderating effects with regard to students’ socio-economic status (SES) and initial achievement. A sample of 2776 children from traditional, Freinet and Waldorf schools was followed from their third year of kindergarten to third grade. Teacher ratings of children’s school enjoyment and autonomous functioning were used as a measure for their emotional and motivational development. Results show that children from Freinet schools tend to display more enjoyment and independence, however after control for pupil characteristics these effects disappear. Furthermore, while in traditional schools the gap in enjoyment and autonomous functioning between at-risk and not-at-risk children is maintained, it generally diminishes in Freinet schools and Waldorf schools.status: publishe

Can alternative education increase children’s early school engagement? A longitudinal study from kindergarten to third grade

The current study examines the impact of alternative education on children’s early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of children’s socioeconomic status and initial language achievement are explored. In alternative schools, children’s initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.status: publishe