JURE 2012 Programme book - EARLI Jure 2012

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Tuesday, July 24 JURE 2012 Conference Programme settings (e.g., Berger & Karabenick, 2010), however, to a lesser extent in other settings (e.g., Ng, 2007). Actually, SRL in informal learning settings tackles more the contextual aspect of learning (Boekaerts & Minnaert, 1999; Sitzmann & Ely, 2011). In this object-‐based, social-‐bound learning environment without competitive assessment, SRL processes might have a stronger effect on learning (Sitzmann & Ely, 2011) and differ from that in school settings (Boekaerts & Minnaert, 1999). Therefore, it is worth to investigate SRL processes in informal learning settings. As a kind of informal learning, museum learning is considered as a dynamic interaction with potential for SRL (Boerkaerts & Minnaert, 1999). SRL theory might be an appropriate approach for understanding learning or even indicating effective instruction in the museum. In this project (including two studies conducted separately before and after visit), visitors’ goals, their planned and actual learning strategies as well as learning appraisal in the museum were investigated. According research focused on the relationship between visitors’ learning goals and their intended learning strategies before visit, the relationships among visitor goals, actual learning strategies and appraisal after visit, and a comparison of the results. PA.2.3. Antecedents to Achievement: Personality and Motivational Traits Paper Session, 9.30-‐10.30, Room: VG 1.36 Chair: Jessica Kornmann Predicting academic self-‐handicapping in different age groups: The role of personal and contextual factors Glykeria Chatzikyriakou The study aimed to investigate academic self-‐handicapping strategies in elementary and secondary school students. Academic self-‐handicapping refers to the use of impediments to successful performance on academic tasks. As an avoidance strategy, it is linked to maladaptive patterns of learning, devaluation of learning and potentially dropping out of school. Thus, the examination of the antecedents of self-‐handicapping has emerged as a significant domain study. In the present study a number of both personal and contextual factors are examined in regard to their potential contribution in the development of self-‐handicapping strategies. Grade differences were also examined. Specifically, cognitive and metacognitive factors such as prior achievement and cognitive and metacognitive strategy use, motivational factors such as students’ personal achievement goals, self-‐esteem and self-‐efficacy beliefs, and contextual factors as perceived by the students themselves, such as perceived classroom goal structures and perceived parent goals were examined in the present study. A sample of 712 elementary and secondary school students participated in the study and were asked to complete a set of self-‐ report questionnaires measuring the above referred variables. Stepwise regression analyses indicated different results for children and adolescents. For elementary students, strategy use, self-‐esteem, and perceived classroom mastery goal structures were the strongest negative personal predictors of self handicapping, while the absence of strategy use predicted positively academic self-‐handicapping. For secondary students, prior achievement, self-‐efficacy beliefs, mastery goals, and perceived classroom mastery goals emerged to be the most significant negative predictors of self-‐handicapping. The results will be discussed in light of recent theory and evidence regarding academic self-‐handicapping and its antecedents and implications for educational practice will be pointed out. Confidence in primary school students: A measure for self-‐concept? Eva Susanne Fritzsche In a series of four empirical studies, aggregated confidence scores of primary school students in a German spelling test were investigated in order to determine whether that could be used as a measure of their verbal self-‐concept. Relations between confidence scores, self-‐concept and 38
JURE 2012 Conference Programme Tuesday, July 24 achievement were examined in the first three studies. A correlation between confidence and self-‐concept and a correlation of both variables with achievement were observed to be consistent. Unique effects on external achievement criteria when the corresponding achievement scores were controlled, an established result for self-‐concept, were surprisingly missing for confidence scores. By a longitudinally investigation of cross-‐lagged effects in study three, known effects between self-‐concept and achievement were replicated. However, between confidence and achievement, no effects of confidence on achievement were found. This may be due to the different specificity of the constructs. Thus, the relation of confidence scores and verbal self-‐concept was compared with the relation of confidence scores and task-‐specific self-‐ concept in spelling in the fourth study. When controlling for corresponding achievement scores, unique effects on achievement criteria were only present for verbal self-‐concept, but not for task-‐specific self-‐concept and confidence scores. Moreover, a stronger correlation between confidence scores and task-‐specific self-‐concept in comparison with confidence scores and verbal self-‐concept was observed. Taken together, this indicates that confidence scores might be indicators of task-‐specific rather than domain-‐level verbal self-‐concept in primary students. Should these results be confirmed in future studies, teachers could apply confidence scores for assessing and enhancing students’ task-‐specific self-‐concepts. PA.2.4. Assessment and its Effects on Student Achievement Paper Session, 9.30-‐10.30, Room: H25 Chair: Joelle Latina Individual Progress Monitoring and Goal Setting: Effects on Reading Achievement, Reading Self-‐Concept and Reading Motivation Natalie Foerster & Elmar Souvignier This study deals with the promotion of students’ self-‐concept and self-‐worth through school-‐ based treatments after the transition to Gymnasium, the German high level secondary school. Three different methods of literacy instruction realised in 5th grade classes were compared concerning their impact on students’ self-‐perceptions. Students from one class were taught in a strictly teacher-‐guided way, whereas in another class elements of cooperative learning were included. The content and instructional methods of a third class remained uninfluenced. Both prespecified teaching conditions were expected to promote verbal self-‐concept and to weaken math self-‐concept, while not affecting non-‐academic self-‐concept domains. In addition, the combination of teacher-‐guided and cooperative learning was assumed to foster the students’ peer self-‐concept and self-‐worth. However, the results of the pretest-‐posttest control group design indicated a high and stable level of verbal self-‐concept across all students regardless of the specific form of literacy instruction. This can be traced back to the high base level of students’ self-‐concept and to the failure of skill enhancement through any kind of literacy instruction. The decrease of general school and math self-‐concept across all students corresponds to other studies reporting declining levels of academic motivation after the transition to secondary school. The implementation of cooperative learning had no advantageous influence on peer self-‐concept. The students’ self-‐worth increased after their subjection to both forms of literacy instruction and decreased in the control group. Possible explanations for this unexpected result are discussed. As this study once more indicates the difficulty of self-‐concept enhancement at school, further approaches to targeting this ambitious goal are suggested. 39
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