The moderating influence of perceived competence in learning on mentored students' school performance

Simões, Francisco; Alarcão, Madalena

doi:10.1016/j.lindif.2014.03.009

Cited by 4 publications

(4 citation statements)

References 31 publications

(58 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The Perceived Competence Scale for Learning has four items measured on a seven‐point Likert scale (1 = strongly disagree to 7 = strongly agree ) (Williams & Deci, 1996). Cronbach's alpha coefficient for the Perceived Competence Scale for Learning was 0.78, indicating excellent reliability (Simões & Alarcão, 2014). The phrase “nursing program” was added to make the four items applicable to the nursing student population.…”

Section: Methodsmentioning

confidence: 99%

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

Almarwani,

Alanazi,

Lamphon

et al. 2024

Nursing & Health Sciences

View full text Add to dashboard Cite

Perceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross‐sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.

show abstract

Section: Methodsmentioning

confidence: 99%

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

Almarwani,

Alanazi,

Lamphon

et al. 2024

Nursing & Health Sciences

View full text Add to dashboard Cite

show abstract

“…It has also been found that such an orientation promotes deep learning, high-quality conceptual understanding, the ability to apply knowledge to new situations, and creative mathematical problem solving (Huy, 2014;Matos et al, 2017). Student engagement has also been pursued through a non-classroom mentoring procedure that has enhanced student motivation and learning (Simões & Alarcão, 2014).…”

Section: Teacher-student Interactionmentioning

confidence: 99%

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Koskinen¹,

Pitkäniemi²

2022

INT ELECT J MATH ED

View full text Add to dashboard Cite

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals.

show abstract

“…Oppilaiden oppimisvalmiuksien kehittämiseen on pyritty myös luokkatyöskentelyn ulkopuolisen mentorointimenettelyn kautta. Tällä menettelyllä on havaittu myönteinen vaikutus oppilaiden motivoitumiselle ja oppimiselle (Simões & Alarcão, 2014).…”

Section: Opetus-oppimisprosessi Sen Ohjaaminen Ja Vuorovaikutus Oppiunclassified

Matematiikan opetus mielekkään oppimisen edistämisessä

Koskinen

Pitkäniemi

2020

View full text Add to dashboard Cite

Synteesitutkimuksemme tarkoituksena on rakentaa laaja-alainen koonti niistä yhteyksistä, jotka kohdentuvat matematiikan kouluopetukseen ja mielekkään oppimisen kontekstiin. Tutkimusmetodologisesti synteesi koostuu kvalitatiivisista, kvantitatiivisista ja mixed methods –lähestymistapaan perustuvista alkuperäistutkimuksista ja muutamista meta-analyyseistä. Lopullinen Ebsco-haku tuotti 50 analyysiin soveltuvaa julkaisua vuosilta 2007–2017. Aineiston analyysin alkuperäisenä kehikkona toimi aikaisemmin laadittu käsitteellinen malli (Koskinen, 2016). Aineistostamme ei löytynyt yhtään tutkimusta, jossa olisi tutkittu edellä mainittua kokonaisuutta. Tutkimustulosten mukaan matemaattiseen ymmärtämiseen tähtäävät opetuksen lähestymistavat – kontekstuaaliset, konkreettiset ja sosiaaliset – edistävät mielekästä oppimista. Niiden onnistunut soveltaminen edellyttää kuitenkin opettajan taitoa valita sopivat välineet ja käyttää niitä sekä oppilaan toiminnan vuorovaikutteista ohjaamista. Näiden lähestymistapojen yhdistäminen opetuksessa parantaa entisestään niiden vaikuttavuutta. Teaching mathematics to promote meaningful learning: Towards an integrative model Abstract The purpose of this research synthesis is to build a comprehensive entity with links that focus on school education in mathematics and the context of meaningful learning. The synthesis consists of qualitative, quantitative and mixed methods studies, and a few meta-analyzes. The final Ebsco-search produced 50 publications that met our criteria (for years 2007-2017). The tentative framework for the analysis of a data was the previously presented conceptual model (Koskinen, 2016). Our research synthesis did not find any studies that examined the above mentioned entity. According to research findings, analysis suggests that teaching approaches to mathematical understanding – contextual, concrete, and social – support meaningful learning. However, their successful application requires that the teacher has the skill to select and use the appropriate tools and the interactive guidance of the pupil's activities. Combining these approaches in teaching will further enhance their effectiveness. Keywords: mathematics, teaching, learning, research synthesis, holistic approach

show abstract

The moderating influence of perceived competence in learning on mentored students' school performance

Cited by 4 publications

References 31 publications

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Matematiikan opetus mielekkään oppimisen edistämisessä

Contact Info

Product

Resources

About