scholarly journals Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students’ In-Class Cognitive and Metacognitive Learning Strategy Use?

2021 ◽  
Vol 12 ◽  
Author(s):  
Benjamin Matthes ◽  
Heidrun Stoeger
Keyword(s):  
Primary School ◽  
Learning Strategy ◽  
Implicit Theories ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
Incremental Theory ◽  
Learning Strategy Use

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals The effect of using an active learning strategy in teaching the English language on the achievement level of primary school students: أثر استخدام استراتيجية التعلم النشط في تدريس اللغة الانجليزية على مستوى التحصيل لدى طالبات المرحلة الابتدائية

2021 ◽  
Vol 5 (33) ◽  
pp. 166-145
Author(s):  
Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi
Keyword(s):  
Active Learning ◽  
Primary School ◽  
English Language ◽  
Learning Strategy ◽  
Classroom Interaction ◽  
Primary School Students ◽  
Achievement Level ◽  
School Students ◽  
Study Population ◽  
Active Learning Strategy

The study aimed to identify the effect of using an active learning strategy in teaching the English language on the level of achievement of primary school students. To achieve the study objectives, the researcher used the descriptive analytical approach through utilizing the questionnaire to collect data from the targeted sample. The study population included all primary stage female teachers in Bisha Governance, who account for (109) teachers, where the researcher conducted a full survey of the population. The results of the study showed that using moral incentives to promote positive behavior among primary school students leads to improving their academic achievement, active learning increases classroom interaction between teachers and primary school students. In light of the obtained results, the researcher recommended the utilization of an active learning strategy in teaching the English language, and that English teachers should continuously focus on updating their teaching techniques and methods to boost students learning.

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

scholarly journals The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement

2018 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Ozgul Balci ◽  
Selma Durak Uguten
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Language Achievement ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
The Relationship ◽  
Foreign Language Achievement

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

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