CIE-ISPA - Centro de Investigação em Educação
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- Beyond achievement gaps: inequalities in affective components of math learningPublication . Mafalda Campos; Eryilmaz, Nurullah; Strietholt, RolfComparative educational research has studied inequality in educational outcomes through large-scale assessments like PISA and TIMSS, by identifying achievement gaps within social groups (e.g., gender, parental education, and immigrant gaps) to inform investment in intervention programs and educational policies. However, the focus of these studies has mainly been on achievement, neglecting social and affective adaptation factors (e.g., confidence, enjoyment, and value). This paper argues for the inclusion of affective components in studying educational inequalities and analyzes affective gaps using TIMSS 2019 data. We investigate gender, parental education, and immigration status gaps regarding confidence, enjoyment, and attributed value for math learning. For context, achievement gaps are also analyzed and accounted for with the goal of confirming previous research and to assess its role in affective gaps. Regression analysis across 39 countries in TIMSS 2019 (23 in the case of immigration status) were conducted. Complex sample designs were accounted for using the IDB Data Analyzer, sampling weights, and the Jackknife Replication procedure to compute standard errors, with pooled effect sizes calculated using a random effects model. Among the key findings, we observe that in the case of gender, a clear general gap benefitting boys was observed in most countries for math confidence, enjoyment, and value. As for parental education, the well-known results concerning achievement are reproduced for the assessed affective components of math learning, that is, students from highly educated parents have a clear tendency to be more confident towards math, and to enjoy and value math learning more. Finally, results are rather mixed in what concerns gaps according to immigration status, as trends vary throughout nations. These results mainly remained when controlling for achievement. At the country level, we found that achievement gaps correlate with confidence gaps but not with enjoyment or value gaps.Our findings highlight that affective gaps—differences in students' confidence, enjoyment, and value attributed to math—are distinct from achievement gaps and often follow unique patterns across gender, parental education, and immigration status. While achievement gaps may correlate with confidence gaps, they do not align with enjoyment and value gaps, underscoring that affective dimensions of learning cannot be fully understood through achievement data alone. This study sets out to contribute to a more holistic view on academic adaptation when it concerns equalities in the field.
- A expressão sonoro-musical no desenvolvimento e avaliação de competências em crianças e jovens com necessidades educativas especiaisPublication . Maia, Ana Rita Laureano; Morgado, JoséO presente estudo teve como principal objetivo avaliar a importância da expressão sonoro-musical no desenvolvimento e avaliação de competências em crianças e jovens com necessidades educativas especiais. Pretendeu-se recolher e analisar dados de forma a contribuir empiricamente para um mapeamento do perfil sonoro-musical individual de desenvolvimento de crianças e jovens com necessidades educativas especiais. Procedeu-se à tradução, adaptação e implementação de um programa musical específico, o programa Sounds of Intent, que trabalha o desenvolvimento e a avaliação de comportamentos musicais em crianças e jovens com necessidades educativas especiais. Pretendeu-se, assim, focar como alvo de medição comportamentos distais, proximais, cognitivos e emocionais na criança e jovem com necessidades educativas especiais. Os participantes deste estudo foram crianças e jovens diagnosticados com necessidades educativas especiais, que se encontravam inseridos em unidades de ensino estruturado, de multideficiência, instituições e, respetivos professores/técnicos de educação especial. Tendo em mente o objetivo do estudo e para o clarificar, recorreu-se a uma metodologia de investigação-ação, com estudo de caso múltiplo longitudinal, metodologia esta que assume um caráter qualitativo e experimental. Exigindo esta metodologia a descrição detalhada dos participantes, foram também usados, como instrumentos para recolha de informação, grelhas de avaliação de desenvolvimento, destinadas a avaliar este tipo de intervenção, entrevistas dirigidas aos professores e a análise documental do processo. Os resultados obtidos sugeriram que é possível observar e avaliar de forma sistemática, através da manifestação de comportamentos sonoro-musicais, o desenvolvimento dos alunos com necessidades educativas especiais ao longo de um determinado período de tempo, através de um programa como o Sounds of Intent. Os dados recolhidos, através da grelha e do perfil concêntrico dos alunos, demonstraram uma ampla variedade de manifestações sonoro-musicais ao longo do período de intervenção. Todos os alunos demonstraram diferentes níveis de progresso, no que diz respeito aos seus comportamentos musicais.
- Grade retention and the affective components of learning: effects on students’ self-concept, self-esteem, goal orientations, and school belongingPublication . Pipa, Joana; Peixoto, FranciscoABSTRACT: Every year, many students need help to meet the academic standards and expectations required for the different academic subjects and grade levels. For these students, grade retention would be the most likely scenario at the final of the school year. Grade retention is one of the most debated educational measures, with researchers questioning for decades whether it would be an effective or detrimental practice for students. This ongoing debate results from the little consensus obtained from the empirical studies investigating grade retention effects on students’ academic and non-academic outcomes, either in the short or long term. Particularly, mixed findings were obtained considering students' affective components of learning that constitute a valuable aspect of students’ academic success and adjustment. The consequences of grade retention on this group of variables, such as students’ self-concept, self-esteem, motivation, or engagement, have greatly concerned educators. Some advocate that grade retention would help students improve their self-beliefs and motivation because it would allow them more time to learn the academic content they were struggling with. Others claim that grade retention is a stressful, demotivating, and stigmatising event that would undermine students’ affective experiences. Thus, a clear answer regarding the effectiveness of grade retention is still needed through more clarity provided by research investigating the effects of grade retention on students’ academic and non-academic outcomes. In this dissertation, we aimed to contribute to that answer. For that purpose, we conducted a meta-analysis summarising the findings of studies conducted during the last two decades the on the effects of grade retention on students’ achievement, psychosocial variables, academic career, and professional career. In addition, given the inconclusive findings regarding the impact of grade retention on students’ affective components of learning, our second aim of this dissertation was to investigate the effects of grade retention on students’ self-concept, self-esteem, goal orientations, sense of school belonging and sense of school valuing. For this purpose, we conducted a cross-sectional study using the Portuguese data from PISA 2018 assessment and a longitudinal study following students initially in the 7th grade for 3 to six years. Finally, we aimed to investigate the moderating effects of school retention composition on the relationship between grade retention and those affective components, considering the PISA 2018 data. The rationale behind this final aim was that students’ experiences are shaped within the context, in this case, the school, where they pertain. Thus, grade retention experiences may differ whether students are retained in a school with more or few students in the same circumstances. Our findings provided little support for the effectiveness of grade retention, given that the negligible or adverse effects on students’ outcomes outweigh the small benefits that have emerged, particularly on students’ affective components of learning and in the long term. Moreover, our results revealed spillover effects of grade retention, affecting non-retained students. Based on the findings of this dissertation, we advise against the use of grade retention or, at least, caution in its application.
- Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant studentsPublication . Campos, Mafalda L.; Peixoto, FranciscoImmigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that merely noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well‐being and sense of school belonging, and comparing them among native and non‐native students.We used structural equation modelling to test a theoretically proposed model. Multi‐group analysis compared associations between native and non‐native students, with additional analyses exploring differences between first‐ and second‐generation students. Immigrant status is linked to higher reports of bullying and poorer friendship quality. First‐generation (1G) immigrants are particularly affected in their friendships compared to second‐generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non‐natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well‐being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.
- Time and routines organization in early childhood education andcare: Participation, opportunities, and constraintsPublication . Pereira, Mónica; Santos, Natalie Nóbrega; Brito, Ana Teresa; Mata, Lourdes; MataThis study aimed to identify those who are involved in time management inearly childhood education and care contexts and to understand the inten-tions underlying time and routine organization. Focus groups were carriedout with 20 educators from the public and private sectors. The contentanalysis of these interviews suggested that educators, children, and themanagement/coordinators of the educational centers participate differentlyin time organization decisions, seeking to respond to children’s needs.However, these time management decisions are often carried out accordingto adults’ agendas, with imposed schedules that create constraints in orga-nizing routines that respond to children’s interests, especially if there are nonegotiations among the agents responsible for time and routine organiza-tion. The results highlight the need to introduce greater intentionality andparticipation during time organization decision-making in the context ofearly education