Educational Rationality: Measurement, Correlates, and Consequences

Autor/inn/en	Karwowski, Maciej; Milerski, Boguslaw
Titel	Educational Rationality: Measurement, Correlates, and Consequences
Quelle	In: Education Sciences, 11 (2021), Artikel 182 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karwowski, Maciej) ORCID (Milerski, Boguslaw)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Questionnaires; Elementary School Students; Middle School Students; Factor Structure; Correlation; Educational Theories; Foreign Countries; Educational Objectives; Socioeconomic Status; Gender Differences; Academic Achievement; Self Concept; Well Being; Personality; Creativity; Longitudinal Studies; Poland + Suchen Sie Ihr Suchwort? Fragebogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Faktorenstruktur; Korrelation; Educational theory; Theory of education; Bildungstheorie; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Schulleistung; Selbstkonzept; Well-being; Wellness; Wohlbefinden; Personalität; Kreativität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Polen
Abstract	This paper introduces and empirically tests the model of tetragonal educational rationality that consists of four interrelated categories: hermeneutic, emancipatory, praxeological, and negational rationalities. Based on a large longitudinal study on primary and middle school students (total N = 1990), we investigated the psychometric properties of the Educational Rationalities Questionnaire (ERQ) and examined relevant correlates, antecedents and longitudinal consequences of the four rationalities. Confirmatory factor analysis corroborated the four-factor structure of the ERQ. Praxeological rationality was more prevalent than hermeneutic rationality, which was accepted more often than emancipatory and negational rationality. Structural equation modeling demonstrated that hermeneutic rationality was primarily driven by participants' academic self-concept in their native language, as well as extraversion, neuroticism, and valuing creativity. Emancipatory rationality was linked to academic self-concept, valuing creativity, and agreeableness, while praxeological rationality was predicted by extraversion, school achievement, and valuing creativity. Finally, negational rationality was inversely linked with several individual characteristics: academic self-concept, agreeableness, and school achievement. Longitudinal analyses demonstrated that negational rationality was associated with lower grades and more negative emotions during lessons, while hermeneutic rationality was associated with school grades improvement. Emancipatory rationality was related to positive emotions felt during classes, yet negatively with grades. We discuss potential reasons and consequences of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01