Parental involvement and adolescent school achievement: the mediational role of self-regulated learning

Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.

     

Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.     

Dimensional comparisons in students' perceptions of the learning environment

This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student–teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research.     

An exploratory study on singaporean secondary school students’ perceptions of choral learning

This paper explores 122 secondary school students’ perceptions of the choral learning environment. A survey questionnaire was developed taking into consideration the responses of a pilot study in which students were requested to list what they liked and disliked about the choir. The participants rated their degree of agreement on a five-point scale on psychosocial and other perspectives of choral learning. Three research questions were posed: (1) What are Singaporean secondary school students’ perceptions of choral learning? (2) Are there any gender differences in their perceptions of choral learning? (3) Are there any across school differences in their perceptions of choral learning? The findings of the study were discussed from the perspective of Singapore’s education and learning environment research.     

Perceptions of the learning environment and associations with cognitive achievement among gifted biology students

This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how the developers had intended.     

高中英语课堂环境与学习成果的关系研究

课堂环境与学习成果的关系一直是西方课堂环境研究的热点。本研究运用《中学英语课堂环境量表》作为测量工具,测量了高中生对英语课堂环境的感知与其英语学习态度和学习成绩之间的关系。研究结果表明:课堂环境是影响二语学习成果的主要因素之一,积极的课堂环境可以改善和提高学生的二语学习成果。课堂环境通过直接效应和中介效应共同影响二语学习成果,其中任务取向对二语学习成果的预测力最大。     

Investigating the relationships among students’ self-efficacy beliefs,their perceptions of classroom learning environment,gender, and chemistry achievement through structural equation modeling

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.

Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.

Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.

Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.

Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.

Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.     

A Multilevel Analysis of Students’ Science Achievements in Relation to their Self-Regulation,Epistemological Beliefs,Learning Environment Perceptions,and Teachers’ Personal Characteristics

This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement.     

Learning environment,motivation, and achievement in high school science

In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003     

Family,schools and Taiwanese children's outcomes

Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes.

Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments.

Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years.

Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes.

Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes.

Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities.     

RESEARCH SECTION: Why do students think they fail? The relationship between attributions and academic self‐perceptions

Attributions can have a significant effect on academic achievement and students with learning difficulties are more likely to display negative attributions than their peers. In this article, the attributions of students identified as having learning difficulties are compared with those of other non-labelled low achievers, and non-labelled average achievers. Margaret Banks, MSc research methods student, and Dr Lisa Woolfson, Reader in Educational Psychology, both at the University of Strathclyde, involved 26 low-achieving students (15 identified as having learning difficulties and 11 without any such label) and 27 averagely achieving students in their exploratory study. The students attempted to solve two sets of puzzles that, unknown to the participants, were actually impossible. They then gave a reason for their failure and rated the stability and controllability of their failure. Participants were also asked to give a self-rating of academic achievement. It was found that teacher and student perceptions of academic achievement were not synonymous. In terms of attributions, Margaret Banks and Lisa Woolfson argue that teachers' perceptions of student achievement may not be as important as students' self concept. They suggest that low self-perception of achievement and negative attributions are both associates of low self-esteem.     

Students ’ perceptions of science classes in the Philippines

This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science. This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines.     

Parental involvement in schooling, classroom environment and student outcomes

We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L₁, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement.     

Impact of an inclusive programme on achievement,attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities

The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action.     

Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.     

Perceptions of Learning Environment and On‐Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students

The aim of this study was to explore students’ perceptions of their learning environment and on‐task orientation across different achievement levels. Data were gathered in two independent cross‐sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on‐task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on‐task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students.     

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers.     

Teachers’ and pupils’ perceptions of science–technology learning environments

During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes.     

Assessing perceptions of the environment in elementary classrooms: the link with achievement

This paper examines students' perceptions of their classroom environment and the possible effect of these perceptions on math and reading achievement. Additionally, the paper investigates the significance of gender and grade level on students' perceptions of the classroom environment.

Participants were elementary school students in a large urban school district in the western part of the US. Data collected were based on test scores on the Washington Assessment of Student Learning (WASL) and scores on the My Classroom Inventory (MCI) to measure perceptions. Correlation analyses and multivariate analysis of variance (MANOVA) procedures were used to analyse the data. The results indicated that the perceptions of the general classroom environment were significantly related to math and reading achievement, although this was not the case for the individual dimensions of the classroom environment. Gender had no statistically significant association with the students' perceptions of the classroom environment, whereas the grade level had a statistically significant relationship with the perceptions.     

Emotion regulation and academic perceptions in adolescence

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.