JURE 2012 Programme book - EARLI Jure 2012

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94 JURE 2012 Conference Programme management. Subsequently the poster presentation will provide insight on how different implicit ideas on culture lead to different perceptions on what the nature of the international classroom might be in the perception of the teachers. This is hypothesized is being one of the constraining or enabling factors of the emergence of intercultural dialogue in the International Classroom. Supporting self-‐regulated learning in vocational schools Stephanie Hiltmann Magdalena Würfl, & Klaus-‐Peter Wild Studies showed that self-‐regulated learners lack volitional competence to bring learning activities to a successful end and show no adequate learning behaviour. This could lead to failures weakening learners' self-‐efficacy. It is assumed that the setting of learning goals, sub-‐goals and implementation intentions support learners to persist in learning. Thus, cognitive and meta-‐cognitive learning strategies can be applied and study time can be improved. Furthermore, learning implementation and distraction-‐ inhibiting implementation intentions can lead to efficient handling of volitional problems by using action control strategies. It is also evident that success is the most important source of self-‐ efficacy. In contrast, if learners fail to attain a desired goal, self-‐efficacy can be weakened – especially if learners show an unfavourable attribution of the failure to lack of abilities. Beneficial attributions (regarding self-‐efficacy) would explain successes by the existence of adequate abilities and failures by external causes. Hence, our study seeks to clarify the following research questions: Can the quality and quantity of learning behaviour be influenced positively by forming learning goals, which can be pursuit and achieved by the support of learning implementation and distraction-‐inhibiting implementation intentions? Can task-‐specific and academic self-‐efficacy be protected or strengthened during the process of self-‐regulated learning by giving beneficial attributional feedback on learners’ attainment? To answer the two research questions a field study with a 2x2x3 mixed factorial design is currently conducted with a sample of vocational students (N=291). It is expected that the study time is increased and cognitive and meta-‐cognitive learning strategies are used more often and more adequately, as well as volitional problems are solved in a more successful and efficient way. Moreover, it is expected that feedback providing beneficial attributions strengthens task-‐specific and academic self-‐efficacy during successful goal attainment, and protects it particularly during failures. Construction and Validation of a Scale Assessing Motivation Toward PhD Studies David Litalien Frédéric Guay In Canada as in the United States, doctoral persistence rates are estimated between 40 and 60 % (Nettles & Millett, 2006). Bair and Haworth (2005) suggested that academic motivation is an important determinant of this persistence. In the education domain, numerous studies have assessed motivation through Self-‐Determination Theory (SDT), which proposes five different types of motivation. Nevertheless, fewer studies using this framework have targeted doctoral students and there is no scale which specifically assesses academic motivation at this level. The purpose of this research was to develop and validate a scale assessing these types of motivation toward PhD studies. It involved four steps: 1) items development, 2) reliability assessment, 3) factorial structure validation, and 4) construct validity evaluation via correlations among subscales and with correlations connecting each type of motivation to test anxiety, satisfaction with studies, positive and negative affect, and intention to dropout. The sample consisted of 241 PhD students (64 % female, M = 30.8 years of age, SD = 6.2) from a large French Canadian university. The subscales Cronbach’s alpha ranged from .61 for introjected regulation to .85 for
JURE 2012 Conference Programme Friday, July 27 integrated regulation. Results of the exploratory structural equation modeling showed an excellent fit to the data and suggested a five-‐factor structure, in line with SDT. As expected, correlations among latent variables and correlations between subscales and the different outcomes also supported SDT. Our results have scientific significance at three levels: methodologically, theoretically and practically. Mainly, we provide a new instrument to evaluate PhD students' motivation. We showed that even at PhD level, students experience better outcomes from being motivated by intrinsic, integrated, and identified reasons. Indeed, increasing PhD students’ intrinsic, integrated, and identified regulations could enhance their psychological well-‐being and persistence in their program. The design of an intervention programme through Bibliotherapy Marina Louari This is a pilot study and co-‐financed by the European Union (European Social Fund – ESF) and Greek national funds through the Research Funding Program: Heracleitus II. The aim is the assessment of students’ knowledge about disabilities, the investigation of their attitudes towards a peer with disability and the use of inclusion literature in order to improve students’ knowledge and clarify misconceptions. Eighty eight students took place in the study and the intervention design which is going to be presented and implemented in a target group, based on the results of the pilot study. Three literature books have been selected, and their plot is about autism, mental retardation and physical disability. Every book is accompanied by thoughtful provoking activities which have been designed by researcher. Also, videos will be presented and discussions will be held. We decided to use the bibliotherapeutic technique, because the power of children’s literature has been recognized from a lot of professionals, such as social workers, psychologists, teachers, etc. The written and spoken word usually appeals to children, so the use of children’s literature books can deal not only with emotional and developmental needs of them but also provide the opportunity to learn about disability. On the other hand, inclusion depends on positive attitudes and interaction among typical students and those with disabilities. A lot of research has been contacted in order to investigate children’s attitudes and attempts have been made in order to be incorporated students with disabilities in the mainstream classroom. However, a lot of research has highlighted that typical students just co-‐exist with their disabled peers without real interaction. For that reason, we have designed and we are going to implement this intervention in order to improve knowledge and attitudes and clarify misconceptions towards disabilities. Can students` cognitive, metacognitive and motivational strategies be fostered by teacher-‐based learning strategy training? Silja-‐Susann Taxis Cornelia Gutmann, & Tina Seufert Learning strategies constitute a key competence for successful learning. A lot of research shows, that learning strategies have a positive impact on learning outcomes and can be trained successfully (Dignath, Buettner & Langenfeldt, 2008). We conducted a quasi-‐experimental field study to investigate the effects of a teacher-‐based learning strategy training on students` strategy use, conditional strategy knowledge and learning performance. We compared 1186 5th graders trained in cognitive, metacognitive and motivational strategies over 5 months by teachers to 851 5th graders without strategy training. After a direct instruction of learning strategies in class by teachers, students were trained indirectly working with strategies during lessons and homework. Results indicate that students trained in learning strategies show higher increase in cognitive (F(1,1068) = 7.47, p < .01, η² = .01) and metacognitive strategies (F(1,1112) = 19.48, p < .001, η²=.02) as well as in strategy use while text reading (F(1,517) = 3.80, p = .05, η² = .01) than untrained students. We did not find any training effects for conditional knowledge (F(1,1259) = 95
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