Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus

Autor/inn/en	Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik
Titel	Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus
Quelle	In: Frontline Learning Research, 4 (2016) 5, S.62-82 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Learning Experience; Teacher Attitudes; Structural Equation Models; Individual Differences; Longitudinal Studies; Questionnaires; Motivation; Learning Processes; Foreign Countries; Grade 4; Grade 5; Elementary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lernerfahrung; Lehrerverhalten; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; psychologische; Motivation (psychologisch); Learning process; Lernprozess; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step by step how we specify a multilevel structural equation model of state, trait and individual differences in intraindividual variability constructs, which can be appropriately fitted to intraindividual data (e.g., time-points nested in persons, intensive longitudinal data). In total 285 primary school students' (Years 5 and 6) completed the Learning Experience Questionnaire using handheld computers, on average 13.6 learning episodes during one week (SD = 4.6; Range = 5-29; nepisodes = 3,433). We defined mean squared successive differences (MSSD) for each manifest indicator of task difficulty, competence evaluation and intrinsic motivation. We also demonstrate how to specify multivariate models for investigating convergent validity of the variability constructs. Overall, our study provides support for intraindividual variability as a construct in its own right, which has the potential to provide novel insight into students' learning processes. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01