Browsing by Author "Sanches, Cristina"
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- Classroom talk: The ubiquity of feedbackPublication . Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Santos, Natalie; Sanches, Cristina; Gomes, MartaClassroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback (a) by lesson purpose and type of interaction, (b) by type of question and student's answer, and (c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher–student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In terms of lesson purpose, teachers' feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students' answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers' classroom practices and professional development.
- Emoções face à matemática e progressão na escolaridade : estudo longitudinal com alunos do 5º e 7º anos de escolaridadePublication . Mata, Maria de Lourdes Estorninho Neves; Peixoto, Francisco; Monteiro, Vera; Sanches, CristinaResumo: À medida que os alunos progridem na escolaridade enfrentam novos desafios que poderão ter influência nas emoções vivenciadas em contexto educativo. Para uma melhor compreensão desta problemática desenvolvemos um estudo longitudinal com o objetivo de estudar as emoções de alunos do 5º e 7º anos, face às aulas e testes de matemática, com a sua progressão na escolaridade. Em paralelo analisámos se o género e o desempenho a matemática introduziam alguma especificidade nas emoções vivenciadas. Participaram neste estudo 1266 alunos, que foram seguidos durante 3 anos e que no ano do início da recolha de dados 674 (53.2%) estavam no 5º ano e 592 (46.8%) no 7º ano de escolaridade. Os alunos responderam, uma vez por ano, a um questionário sobre as emoções que sentiam nas aulas e testes de matemática (aborrecimento, desânimo, zanga, ansiedade, prazer, orgulho, alívio). Os resultados apontam para um decréscimo global das emoções positivas e um aumento das emoções negativas. Contudo, mostram também que a ansiedade, a zanga e o alívio evidenciam um padrão diferente comparativamente às outras emoções com as mesmas valências. O desempenho e o grupo (5º/7º) também mostraram ser variáveis importantes para a compreensão das emoções com a progressão na escolaridade.
- Emotional profiles regarding maths among primary school children – A two-year longitudinal study.Publication . Mata, Lourdes; Monteiro, Vera; Peixoto, Francisco; Santos, Natalie Nóbrega; Sanches, Cristina; Gomes, Marta. . . Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted. .
- Mathematics: I don’t like it! I like it! Very much, a little, not at all... Social support and emotions in students from 2nd and 3rd cycles of educationPublication . Monteiro, Vera; Peixoto, Francisco; Mata, Maria de Lourdes Estorninho Neves; Sanches, CristinaAbstract: This research analyses achievement emotions and their relationship to perceived classroom support (teacher and peers) as well as the effects of grade, achievement and gender on emotions in a specific subject domain: mathematics. The participants were 1.494 Portuguese students from the sixth and eighth grades who were asked about their perceptions of teacher and peer support and their achievement emotions towards mathematics (Boredom, Hopelessness, Anger, Anxiety, Enjoyment, Pride and Relief) in two different settings (classroom and test). Results provide empirical evidence that student perceptions of classroom support were positively related to positive activating emotions and negatively related to negative emotions. Furthermore students with higher mathematics grades were found to have higher scores in positive emotions and lower scores in negative emotions in both classroom and test situations. A decrease in positive emotions and an increase of negative emotions in older students were also found. In regard to gender the analysis highlighted that positive class emotions were not significantly different, and show a significant effect on Anxiety with girls achieving higher scores than boys. In the test situation gender had a significant effect on Hopelessness, Anxiety and Relief, with girls showing higher scores than boys. For positive test emotions boys reported more Enjoyment and Pride than girls.
- Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary SchoolPublication . Sanches, Cristina; Monteiro, V.; Mata, Lourdes; Santos, Natalie; Gomes, MartaAbstract: The main purposes of the current research were to translate and adapt the Achievement Emotions Questionnaire – Elementary School (AEQ-ES) into Portuguese and to analyze its psychometric properties. A sample of 350 Portuguese third and fourth graders (aged 7 to 12 years) completed the Portuguese version of the AEQ-ES (AEQ-ES-P). As does the original version, the AEQ-ES-P measures students’ enjoyment, boredom, and anxiety toward mathematics in three academic settings: attending class, doing homework, and taking tests. Confirmatory factor analysis corroborated the hierarchical structure of the AEQ-ES-P, which was also invariant across gender and grades. The instrument also showed good reliability and temporal stability. Significant correlations were found in the expected direction between enjoyment, anxiety, and boredom, as well as between these emotions, students’ perceptions of competence, and intrinsic motivation toward mathematics, thus supporting the internal and external validity of the questionnaire. These results indicate that the AEQ-ES-P presents good psychometric properties and is suitable to measure the achievement emotions of Portuguese elementary-school children of the third and fourth grades in the domain of mathematics.
- The Academic Self-Regulation Questionnaire: A study with Portuguese elementary school childrenPublication . Gomes, Marta; Monteiro, Vera; Mata, Lourdes; Peixoto, Francisco José Brito; Santos, Natalie; Sanches, CristinaBackground: Several studies have focused on the assessment of students’ motivation because this construct is very important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. Methods: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. Results: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. Conclusions: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.
- “To learn, or to be the best?” : achievement goal profiles in pre-adolescentsPublication . Peixoto, Francisco José Brito; Pipa, Joana; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Sanches, CristinaAbstract: This study aimed to examine the achievement goal orientation profiles of 5th and 7th grade students and the profile differences in academic achievement and anxiety. Participants were 1652 Portuguese students who responded to the Achievement Goals Scale and the Achievement Emotions Questionnaire. Based on a person-centered approach, cluster analysis identified six groups of students with distinct motivational profiles: task oriented, ego oriented, success oriented, disengaged, selfdefeating oriented and diffuse. The largest number of participants were in the diffuse oriented group. In terms of the gender composition of clusters, differences manifested in the groups of disengaged and self-defeating orientations, with boys predominating in the former and girls in the latter. In age, the success oriented students group was in the majority composed of younger students and older students were more likely to adopt disengaged orientations. Clusters also revealed different compositions when retention was taken into account, with students who had been retained being more represented in the disengaged and diffuse groups. Moreover results showed that goal orientation profiles had effects on academic achievement and anxiety: success oriented students achieved higher grades and students whose profiles are predominantly ego oriented (self-enhancement and selfdefeating) express more class and test anxiety.