Sozio-emotionales Erleben von Schule bei Grundschülerinnen und -schülern: Zusammenhänge mit intellektueller Begabung und Schulleistung

Gnas, Jessica; Mack, Elena; Matthes, Julia; Breit, Moritz; Preckel, Franzis

doi:10.1007/s11618-022-01115-x

Cited by 2 publications

(1 citation statement)

References 78 publications

(68 reference statements)

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“…A recent study found that students who perform better at school and thus learn more experience school more positively than those who perform worse. In particular, if these students have high intelligence, their socioemotional school experience is associated with their knowledge gains in class (Gnas et al, 2022). If there are no optimal possibilities for students with high prior knowledge to gain more knowledge than they already have, they might lose motivation to learn and may experience heightened feelings of boredom (Feuchter & Preckel, 2022).…”

Section: Discussionmentioning

confidence: 99%

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

Matthes,

Schneider,

Preckel

2024

Journal of Educational Psychology

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The relation between prior knowledge and learning has been investigated in many studies. However, a recent meta-analysis showed that most of these studies suffered from serious methodological shortcomings, as they failed to account for knowledge growth over time, possible ceiling effects for learners with high prior knowledge, moderating effects of learning environments, and possible confounds between intelligence or traits that refer to intellectual investment and prior knowledge. The present study avoided these limitations. A total of 922 students were tested with progressively more difficult Rasch-scaled knowledge tests at four measurement points from Grades 5 to 7. The relation between prior knowledge and knowledge growth in six learning environments (i.e., mathematics, German, and English in regular and gifted classes) was investigated using multigroup latent growth curve models with and without controlling for students' intelligence and the intellectual investment trait of need for cognition. In regular classes, prior knowledge negatively predicted knowledge gains in all subjects. In gifted classes, prior knowledge negatively predicted knowledge gains only in German and English, and need for cognition positively predicted knowledge gains in mathematics but not in German or English. The results indicate that school instruction is designed to help all students reach the predefined learning goals and pass criterion-oriented tests. As a result, students with low prior knowledge tend to learn more than high prior knowledge students. More research is needed on how these processes are modulated by learning environments and are intertwined with students' intelligence and their intellectual investment. Educational Impact and Implications StatementThis study examined the relation between prior knowledge and learning in secondary school students in different learning environments (i.e., the three school subjects mathematics, German, and English, in classes for gifted students and regular classes). The results show that students with high prior knowledge learned less than students with low prior knowledge, even in the more cognitively demanding gifted classes. The results highlight that the current focus of school instruction is on achieving predefined learning goals and reducing variance in knowledge, not on expanding students' knowledge according to their individual potentials.

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Section: Discussionmentioning

confidence: 99%

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

Matthes,

Schneider,

Preckel

2024

Journal of Educational Psychology

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Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability

Gnas,

Urban,

Feuchter

et al. 2024

Soc Psychol Educ

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Previous research revealed that students who are overestimated in their ability by their teachers experience school more positively than underestimated students. In the present study, we compared the socio-emotional experiences of N = 1516 students whose cognitive abilities were overestimated, accurately judged, or underestimated by their teachers. We applied propensity score matching using students’ cognitive ability, gender, language, parental education, and teacher’s acquaintance with them as covariates for building the three student groups. Matching students on these variables, reduced the original sample size to subsamples with n1 = 348, and n2 = 312 with exact matching including classroom. We compared overestimated, accurately judged, or underestimated students in both matching samples in their socio-emotional profiles (comprised of academic self-concept, joy of learning, attitude towards school, willingness to make an effort, social integration, perceived class climate, and feeling of being accepted by the teacher) by linear discriminant analyses. Groups significantly differed in their profiles. Overestimated students had the most positive socio-emotional experiences of school, followed by accurately judged students. Underestimated students experienced school most negatively. Differences in experiences were most pronounced for the learning environment (medium to large effects for academic self-concept, joy of learning, and willingness to make an effort; negligible effect for attitude towards school) and less for the social environment (medium effects for feeling of being accepted by the teacher; negligible effects for social integration and perceived class climate).

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Sozio-emotionales Erleben von Schule bei Grundschülerinnen und -schülern: Zusammenhänge mit intellektueller Begabung und Schulleistung

Cited by 2 publications

References 78 publications

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability

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