Educational placement and achievement motivation of students with special educational needs

Kocaj, Aleksander; Kuhl, Poldi; Jansen, Malte; Pant, Hans Anand; Stanat, Petra

doi:10.1016/j.cedpsych.2018.09.004

Cited by 35 publications

(19 citation statements)

References 98 publications

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“…Items representing persistence in academic tasks in the BiKS study were adapted from the subscales persistence and attitudes toward learning of the FEESS questionnaire (Rauer & Schuck, 2004) assessing children's academic motivation and social experiences in elementary school. A self-rating version has been widely used in large-scale assessments in nationally representative samples of elementary school students (Kocaj, Kuhl, Jansen, Anand Pant, & Stanat, 2018;Rjosk, Richter, L€ udtke, & Eccles, 2017). A teacher rating version of the scale has been used in a large-scale study with 1,644 elementary students and 147 teachers from Germany (Schneider, 2011) providing evidence for internal and convergent validity.…”

Section: Learning Behavior: Persistencementioning

confidence: 99%

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Schmerse

2020

Child Development

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This study investigates whether children's preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher-child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors. Children's experiences in early childhood education (ECE) are foundational to later school success. There is ample evidence that the features of early teacherchild interactions contribute to the development of children's school readiness skills, in particular their early academic skills (Mashburn et al., 2008; NICHD Early Child Care Research Network, 2016; Sylva et al., 2006) and, to some degree, to their selfregulatory and executive functioning skills (Fuhs,

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Section: Learning Behavior: Persistencementioning

confidence: 99%

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Schmerse

2020

Child Development

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“…Slow learner students while in class need longer study time than their peers (Heyder et al, 2020;Mamas et al, 2019). Slow learners have abilities below the class average, learning achievement is always below the KKM, is always late in collecting assignments, has low grasping power of material, in understanding material requires repetition, and likes to make friends with children who are younger than him (Kocaj et al, 2018;Nakanishi et al, 2019). The intelligence of slow learner students is indeed below average, but they are not incapable, but they need a hard struggle to understand the material.…”

Section: Introductionmentioning

confidence: 99%

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

Ardianti

Wanabuliandari

Wijayanti

2021

j. ilm. sekol. Dasar

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ABK students are students who have different characteristics from students in general. One of the ABK is a slow learner. Slow learner students have a tendency to not be confident. Therefore, it is necessary to develop the “SI ECO” game to help slow learner students overcome the crisis of confidence. The purpose of this study to analyze the need for developing media of ethno-confidence “SI ECO” game for slow learner students. This research method is descriptive quantitative method. The subjects of this study were 2 teachers and 26 students. The data in this study are in the form of questionnaires and interviews with teachers and students. Data collection techniques using interviews, questionnaires and document studies. Data analysis was carried out descriptively by percentage. The results of the questionnaire of slow learner students have confidence in the criteria of lack of confidence. The results of the student needs questionnaire showed that there was a need for slow learner students for learning media in the form of games with ethno content that could foster self-confidence. The results of interviews with teachers show that the availability of learning media that incorporates cultural elements is still very limited so that the development of learning media in the form of the ethno-confidence game "Si Eco" is needed for slow learner students. Based on the results of the study, it can be concluded that it is necessary to develop the "SI ECO" ethno-confidence game for slow learner students.

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“…In the German school system, SEN-L is distinguished from learning disabilities (LD) as defined by the WHO, such as reading learning disability (RD), or dyslexia. More detailed information on the system of special needs education in Germany can be found in Kocaj et al (2018) and Sansour and Bernhard (2018).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Reading Skills and Intelligence in Students With and Without Special Educational Needs in Learning

Schölz

Scheer

2020

Front. Educ.

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Reading research shows that phonological decoding skills and intelligence work mostly independent from each other. However, there is a variety of results on the relationship between reading skills and IQ measures. Studies in this field mainly focus on students with reading disabilities (RD) or students with intellectual disabilities (ID) and less on pupils with Special Educational Needs in Learning (SEN-L). We performed a secondary data analysis to evaluate differences in reading skills and fluid intelligence between students with (N = 144) and without (N = 157) SEN-L and the relationship between SEN-L, reading skills, and fluid intelligence. Participants completed a standardized screening of reading skills (SLS 2-9) and a German culture fair intelligence test (CFT 20-R). Students with SEN-L had lower scores in both tests. Correlations between both scores were smaller within the two groups than in the total sample. Implications of the findings are discussed.

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Educational placement and achievement motivation of students with special educational needs

Cited by 35 publications

References 98 publications

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

The Relationship Between Reading Skills and Intelligence in Students With and Without Special Educational Needs in Learning

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