Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

Rosário, Pedro; Núñez, José Carlos; Arias, Antonio Valle; González-Pienda, Júlio António; Lourenço, Abílio Afonso

doi:10.1007/s10212-012-0167-9

Cited by 61 publications

(53 citation statements)

References 31 publications

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“…The significant statistical interaction between the student-activity types supported and course group, might be further affected by students' developmental level (Ros ario et al, 2013;Zimmerman & Martinez-Pons, 1990). The lack of the effect of studentestudent and studenteteacher communication in the foundation courses might be induced by a lower level of selfefficacy to interact with others (Cho & Kim, 2013;Wang, Shannon, & Ross, 2013).…”

Section: Interpretation Of the Results With Respect To The Research Qmentioning

confidence: 95%

Learning at distance: Effects of interaction traces on academic achievement

Joksimovíc

Gašević

Loughin

et al. 2015

Computers & Education

126

103

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a b s t r a c tContemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of studentestudent, studenteinstructor, studentesystem, and studentecontent interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on studentesystem interactions had a consistent and positive effect on the learning outcome, while the quantity of studentecontent interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.

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Section: Interpretation Of the Results With Respect To The Research Qmentioning

confidence: 95%

Learning at distance: Effects of interaction traces on academic achievement

Joksimovíc

Gašević

Loughin

et al. 2015

Computers & Education

126

103

View full text Add to dashboard Cite

show abstract

“…Therefore, the focus of interest in the present study is in line with research focused on variables that influence student engagement with dedication to learning activities (Kolic-Vehovec, Roncevic, & Bajsanski, 2008;Rosário et al, 2012;Valle et al, 2009), as well as the perception of utility and interest. According to the Expectation-Value model (Eccles & Wigfield, 2002), the importance and usefulness given by the student to homework directly influences the choice of tasks, persistence and performance, and, therefore, it also affects the amount of tasks they do.…”

mentioning

confidence: 80%

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

Estévez¹,

Regueiro²,

Martínez³

et al. 2018

Ejihpe

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Homework is one of the most controversial educational activities nowadays. Although, there is scientific evidence of their potential on the academic performance and learning of students, it is still necessary to study some variables, which are part of the process of carrying out homework, with more precision. Most of the relationships between motivational variables involved in learning and performance have been studied taking into account the tasks carried out by the student within the walls of the school. However, there is a certain lack of knowledge of the relationships that occur between these variables in the process of completing homework; Homework, by definition, are prescribed by the teacher to be carried out after school. For this reason, the main goal of the present paper is to analyze the predictive capacity of each variable related to motivation and homework involvement on the amount of them which are done by students. Participants were 899 students from Spanish compulsory secondary education. Results from the regression analysis indicate that the more time students spend on homework, the more intrinsically motivated they are, the more effective time management is, the better motivation management is and the less anxiety they show, then the more amount of homework they complete.Keywords: Homework, homework involvement, homework motivation, amount of homework completed, Spanish compulsory secondary education. ¿Por qué los alumnos de Educación Secundaria realizan más deberes?Los deberes escolares son una de las actividades educativas que más controversias ha generado en los últimos tiempos. Aunque existen evidencias científicas de sus potencialidades sobre el rendimiento académico y aprendizaje de los estudiantes, todavía es necesario estudiar algunas variables, que forman parte del proceso de realización de los deberes escolares, con más precisión. Sin embargo, existe un cierto desconocimiento de las relaciones que se producen entre estas variables en el proceso de realización de los deberes escolares. Es por ello, que el presente trabajo tiene como objetivo fundamental comprobar la capacidad predictiva que tiene cada una de las variables vinculadas con la motivación e implicación en las tareas para casa sobre la cantidad de las mismas realizadas por los alumnos. La muestra está integrada por 899 estudiantes de Educación Secundaria Obligatoria y los resultados del análisis de regresión indican que cuanto más tiempo pasan los alumnos en la realización de las tareas escolares, cuanto más motivados intrínsecamente están hacia ellas, cuanto más aprovechan el tiempo que dedican a esas tareas, cuanto mejor gestionan su motivación y cuanto menos ansiedad muestran ante ellas, más cantidad de las mismas realizan.Palabra clave: Tareas para casa, implicación en las tareas para casa, motivación hacia las tareas para casa, cantidad de tareas realizadas, Educación Secundaria.

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“…Together with the research findings gathered in their own countries (see, for example, Gomes-Neto and Hanushek 1994; Rosario et al 2013;and Garcia-Perez et al 2014, for the cases of Brazil, Portugal, and Spain, respectively), these research results should inform a local theory (or sub-theory) of grade repetition for purposes of informed policy making.…”

Section: Implications Of the Studymentioning

confidence: 93%

What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

Sit

Cheung

Cheong

et al. 2015

Asia Pacific Educ. Rev.

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Most schools in Macao are private schools, and there is a variety of grade repetition policy practiced in the 45 secondary schools. The policies are translated into school-based accountability of some kind of minimum competency standards. The objective of this study is to uncover the mediation mechanisms accounting for the influences of grade repetition on student performance. Three mechanisms are postulated to explain the performance of the adolescent grade repeaters: (1) insufficient opportunity to learn, (2) inadequate self-regulation of students, and (3) inappropriate teacher guidance and management. Based on the Programme for International Student Assessment 2012 Study, the three identified mechanisms (involving eight mediation variables) together explain 0.7 grade level worth of schooling. The implication is that unless remedial programs and courses of action for the grade repeaters can be shown empirically to be effective, it is not a good idea for Macao schools to maintain their grade repetition policies without teachers' proper guidance and instruction.

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Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

Cited by 61 publications

References 31 publications

Learning at distance: Effects of interaction traces on academic achievement

Learning at distance: Effects of interaction traces on academic achievement

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

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