When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school

Gnas, Jessica; Mack, Elena; Preckel, Franzis

doi:10.1016/j.cedpsych.2022.102070

Cited by 5 publications

(1 citation statement)

References 60 publications

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“…In some learning environments, prior knowledge can have a positive relation with learning, such as when students with high prior knowledge receive better instruction from their teachers than students with low prior knowledge because they attend different school tracks or classes (Klieme et al, 2001; Praetorius et al, 2018; Schiepe-Tiska, 2019). In other learning environments, prior knowledge can negatively affect learning, for example, when students with high prior knowledge are underestimated (e.g., Gnas, Mack, & Preckel, 2022) and therefore receive instructions that are too easy for them. In this case, students with high prior knowledge might learn less than students with low prior knowledge, who are more accurately estimated and might receive instructions that better fit their level of knowledge (Stang & Urhahne, 2016).…”

Section: Prior Knowledge Processes Mediating Its Effects On Learning ...mentioning

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: Prior Knowledge Processes Mediating Its Effects On Learning ...mentioning

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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The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

Mack

Gnas

Vock

et al. 2023

Contemporary Educational Psychology

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When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school

Cited by 5 publications

References 60 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

The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

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